cdsCode	lea	priorityNumber	Narrative1aRelationshipsstengths	Narritive1bRelationshipsFocusAreas	Narrative1cRelationshipssImproveEengagementofUnderrepresentedFamilies	Narrative2aPartnershipsstrengths	Narrative2bPartnershipsFocusAreas	Narrative2cPartnershipsImproveEnagagementUnderrepresentedFamilies	Narrative3aInputstrengths	Narrative3bInputFocusAreas	Narrative3cInputImproveEnagagementUnderrepresentedFamilies	DevelopStaffCapacityRelationships	EnvironmentRelationship	StaffSupportRelationship	OpportunityRelationship	ProfessionalLearningPartnership	ResourcesPartnership	PoliciesProgramsPartnership	LegalRightsPartnership	SupportStaffCapacityInput	SupportFamilyCapacityInput	StrategiesInput	CollaborationtInput	performance	meetingDate	year
19642120000000	ABC Unified	3	"Parents/guardians are provided the opportunity to deepen their understanding and contribute to discussions regarding student safety and student learning experiences at both the site and district levels. School’s designated representatives for the District English Learner Advisory Committee (DELAC), English Learner LCAP Parent Advisory Committee (EL LCAP PAC), LCAP Parent Advisory Committee (LCAP PAC), Title I Parent Advisory Committee (PAC), Migrant Education, and Community Advisory Council (CAC) were invited to virtual and in-person meetings in which feedback was provided on the use of state/federal funds to strengthen the instructional program. Their collective feedback was reflected in State required Plans (Extended Learning Opportunity Grant, Local Control Accountability Plan) and accompanying expenditure reports as they related to their recommendations. District and school site meeting structures were used to provide parents/guardians information on their legal rights and on how to advocate for their children: Parent Council (PC) and Parent Advisory/Cafe for children in Head Start/State Preschool; Community Advisory Council for students with special needs; DELAC for students who are designated as English learners (EL); LCAP PAC and EL LCAP PAC; Title I PAC, Parent Teacher Association (PTA), School Site Council, Individualized Education Plan meetings (IEP), and Migrant Education Parent Committees. Report card conferences, parent conferences, Back to School Nights, and Open House are venues used to discuss student progress with their families. Schools and districts utilized a number of outreach methods to include family input including in-person meetings, virtual zoom meetings, phone call surveys, and online, e-mailed surveys. The District will continue to explore these options to expand on parent and family outreach efforts."	"The District worked to continue to prioritize the engagement of underrepresented families in professional learning provided to teachers. Facing History provided training on creating classroom cultures focused on improving cultural proficiency. The tools presented included allowing for students to have increased voice and choice in instructional decisions that impact their learning, ensuring that educators are mindful of biases that may exist in structures, and ensuring access to the curriculum and content regardless of language or learning barriers. This professional learning was only partially completed due to the pandemic surges and as a result, lack of staffing availability. Further training will be explored for the 2022-23 school year, focusing on tools to support students with resilience and compassion in the classroom. Additional parent workshops with an emphasis on this area will be provided to families to help engage in 2-way communication and support the various cultures, languages, and goals of students in ABC Unified."	"The addition of new counseling staff, including seven English learner counselors and one intervention and underrepresented groups counselor at the District level, provides a way to improve family outreach to underrepresented families. Families were provided with online links for surveys as well as phone survey calls were made. Counseling staff held parent workshops and one-on-one counseling sessions and sent out quarterly newsletters in multiple languages to keep families informed of upcoming events and forums. Furthermore, the District Equity Officer coordinated two parent groups in the 2021-22 school year to increase the involvement of underrepresented groups: Black Family Circle and Hispanic Latino Family Circle. These community groups included high school site representatives, students, and families engaged in learning and discussions on topics such as; ""The ABCs of Parent Involvement"", ""Demystifying Myths: College Entrance"", and ""Social-Emotional Learning: Education in the Pandemic."" These workshops will continue to be offered in the 2022-23 school year to increase attendance with a hybrid of in-person and virtual options."	"ABC Unified provides a variety of opportunities for families to meet with teachers to discuss student progress. In October, elementary parent conferences are held to provide one on one support for families regarding their student's progress. In middle and high school, student-led conferences and report card nights offer a way for parents and students to connect with teachers regarding student progress in either January or February. In addition, schools host parent orientation events to discuss programs that would support their student's academic and social-emotional well-being. Back to School Nights also provide families with information on school and classroom policies that support instruction and student academic progress. Each parent is also provided an ABC student handbook that outlines the policies, legal rights, and procedures to ensure families have a way to advocate for their students."	"The District's annual Parent Leadership Conference was suspended in both 2020-21 and 2021-22 school years due to pandemic-related restrictions. This conference allowed parents to select from various workshops to support student safety, wellness, and academics. For the 2022-23 school year, the District will work to offer this conference for families in order to support families with resources and programs to expand the partnership with schools and the District."	"Through the District's ""Leadership Enrichment Academy"", ongoing professional learning support will be provided to administrators to ensure increased engagement with underrepresented families. Administrators and district department leaders participate in an Annual Summer Leadership Institute, with one of the focus areas on communicating with families. In addition, community liaisons are accessible to school sites to help support the translation of materials, enhance two-way communication for parent conferences, and support outreach to the community. Schools identified as Title I will utilize community liaisons to reduce chronic absenteeism, increase school connectedness and help with resources for community outreach."	"The District and schools maintain all state and federal required committees (e.g., PC, DELAC, LCAP PAC, etc.) that provide parents/guardians an opportunity to provide input on policies and programs affecting underrepresented student groups. In addition, the Board-appointed committees, which include parents/guardians and community members, provide oversight to district and school programs and recommend revised and new Board Policies and Administrative Regulations. Annually, PTA and Adult School work together to plan and implement the Parent Leadership Conference, which consists of workshop topics requested by parents/guardians. As part of the LCAP educator engagement process, student voice forums are conducted at elementary, middle, and high schools. The input provided at these forums is then shared with principals and district administrators as part of the input process for districts' actions and services. In addition, the Migrant Education Center has expanded the number of program offerings to families, with increased parent participation in parent workshops and community-based events."	"To improve the engagement of underrepresented families, the District and schools should continue offering training (e.g., Parent Institutes, Parents Take the LEAD) focused on building capacity in parents/guardians to engage in advisory groups and decision-making. This training needs to support parents interests and be held in areas accessible to families with limited transportation. Professional learning on how schools can effectively work with the school site council, and parent advisory groups. Parent phone calls and staff presence at community-based events have improved outreach efforts and will be expanded to support various underrepresented families in ABC Unified."	"The District plans to utilize a community-based approach to support underrepresented families. The District's Language Assessment Center, which supports English learner families, is expanding to include a parent education and enrollment center. The goal of creating a parent education center is to support families in navigating the public educational system, understanding the various means for communication with schools, and the available structures to support families. Ongoing partnership efforts with community-based programs, such as the Fedde Community Center, bring the community into school locations to receive support services, including employment resources, food and clothing donations, and access to mental health support. Seeking parent input at these locations will help increase outreach to underrepresented families in the District."	4	4	3	3	3	3	4	4	4	4	4	3	Met	6/21/2022	2022
19647330120097	Academia Moderna	3	"The school is affording the space and time to work with the families at different times, provide an interpreter, baby sitting and multiple forms of communication (in-person and via zoom). The families and staff are afforded multiple opportunities to receive professional development to grow."	"The focus areas are student achievement, parent engagement, and facilities. Each of the IB programmes reflects a central desire to provide an education that enables students to make sense of the complexities of the world around them, as well as equipping them with the skills and dispositions needed for taking responsible action for the future. They provide an education that crosses disciplinary, cultural, national and geographical boundaries, and that champions critical engagement, stimulating ideas and effective relationships. These aspirations are summed up in our ambitious mission: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.  IB learners are: *encouraged to think critically and solve complex problems *drive their own learning *a core part in educational programmes that can lead them to some of the highest-ranking universities around the world *more culturally aware through the development of a second language  *able to engage with people in an increasingly globalized, rapidly changing world.  Why the IB is Different? IB schools strive to develop students who will build a better world through intercultural understanding and respect. The IB's programs are different from other curricula because they: * encourages students of all ages to think critically and challenge assumptions * develop independently of government and national systems, incorporating quality practice from research and our global community of schools * encourages students of all ages to consider both local and global contexts * develop multilingual students"	"The International Baccalaureate Primary Years Program and Middle Years Program are rigorous courses of study in years TK through 8.  Our goal is to close the achievement gap for the underserved students, namely English Learners, foster, and low-income students. English learners, foster youth, and low-income students are always considered in every instance or circumstance. Beginning with nearly every item purchased, each program instituted, and almost every new initiative that the school initiates, they are all done with these populations in mind. For example, English learners, foster youth, and low-income students are considered for small group instruction that incorporates multimodal instruction, with frontloading of vocabulary and concepts to strengthen their connection to text and comprehension.   ILT, SSC and ELAC partners were asked and collaborated on the identification of needs of our special populations. Low-income students, EL students, or other students identified as at-risk of potentially experiencing learning loss, received additional small group instruction and support via the intervention team throughout the school year. By analyzing instructional planning reports for each student, students continue to be grouped by ability level and focus skill in order to ensure that instruction is targeted to their specific growth goals. Instructional strategies and modalities of instruction during small groups are varied and determined by student learning preferences. These students receive and shall continue to receive counseling and behavioral support on an individual and ongoing basis.  Small group instruction, intervention services in math and English Language Arts, and free after-school tutoring services are provided for these students first and foremost. When offering summer school or program during breaks, English learners, foster youth, and low-income students were considered first when determining who would be eligible to participate. Low income students receive technology (e.g. chromebooks), school resources and other school-related materials, including school uniforms free of charge as needed.  Teachers received professional development in differentiating teaching strategies for English Learners and special education needs, in addition to addressing students' social and emotional needs."	"Some of the strengths are student achievement, school culture and positive climate, teacher assignment, parent engagement, and facilities."	"Focus areas are student achievement, school culture and positive climate, teacher assignment, parent engagement, and facilities."	"Educational partners meet regularly throughout the school year, including the School Site Council (SSC) and District English Learner Advisory Committee (DELAC) which consists of parents, teachers, principal, assistant principal, and other school personnel.  Representation from the special education local plan area administrator who participated in group discussions, review of the budget process and data collection, and a parent survey (in English and Spanish) was considered to provide input for programs and services within the LCAP. Members of these committees were encouraged to engage in the LCAP process during monthly meetings held by the SSC, ELAC, among other forums like Coffee with the Principal and Coffee with the Superintendent, to ensure that feedback and input shared during LEA meetings is inclusive of site feedback. The LCAP survey was administered in preparation for completing the LCAP last year and again this year as it was important to gather current input from stakeholders due to changes in the environment due to COVID-19. The input was gathered from teachers, staff, administrators/principals, parents, and the community and then analyzed for trends during Leadership Meetings. Purposeful engagement with education partners is an ongoing process, these meetings take place on a monthly basis. A main focus of meetings is to share and solicit input as well as identify trends and priorities as a result of analyzing feedback from education partners, goals, actions, and local and state data. The Superintendent engaged staff, parents, and students with revising the school’s mission, vision, and values through a variety of methods including parent/guardian meetings, staff meetings, student focus groups at each school, and family events. Input received while revising the mission, vision, and values informed the LCAP development and focus. The Board of Education is also engaged and informed of the ongoing LCAP process. The Superintendent presented the draft LCAP to District stakeholder groups of DELAC and SSC and the special education local plan area administrator (SELPA). The feedback and questions from educational partners about the draft LCAP were answered verbally and in writing by the Superintendent. The written response was posted to the district website. Education Partner Meetings were held mostly virtually through the zoom platform. Therefore many communications were sent school wide via Parent Square and classroom wide via Classdojo or Toddle messages from teachers to parents."	"We send put surveys to families, hold meetings with different access (in-person and via Zoom), provide interpretation and translation, provide babysitting, and provide time and space for their input."	"Focus areas are to ensure we get to the majority if not all parents for their input in decison making process. We provide surveys adn opportunities in both Engligsh and Spanish as those are the languages our parents prefer. We send out reminders, flyers, and communicate with them verbally."	"The Voice of the School Report Card is a comprehensive bi-annual Survey that is issued at the beginning of the school year and at the end of the school year to monitor and evaluate the implementation of the LCAP. Through this survey, the school engaged educational partners in rating the effectiveness of the program and its components. The summary of feedback is shared with stakeholders during meetings such as Coffee with the Principal, Coffee with Alta, SSC, DELAC and Teacher PDs. The survey is anonymous and the detailed results are also reviewed with the Executive Leadership Team to guide best practices and improvement practices.   The plan was also monitored and evaluated throughout the school year through the implementation of the DataWise Process and the Teacher Evaluation cycle. During each Wednesday PD, teachers filled out a feedback form. These forms were reviewed by administrators and the ILT to determine next steps based on the feedback from teachers. The ILT did a root cause analysis using previously collected data where special populations were looked at more closely. The Special Education population, English Learners, Homeless and Foster youth groups were closely looked at through their NWEA Scores to determine academic interventions as well as social emotional support. Student and school improvement were measured by the data collected including NWEA Scores and participation, Caaspp scores, attendance rates, teacher retention, teacher and staff evaluations, and survey data.   The NWEA Data were analyzed immediately after each administration to guide the instructional planning and intervention. The grade level teachers met in their Professional Learning Communities once a month to continue looking at the NWEA Data to guide English/Language Arts and Mathematics interventions and instructional groupings or plans. Teachers engaged in dialog and completed tools to help guide their instructional moves as well as referring students to academic interventions."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/8/2022	2022
36750773631207	Academy for Academic Excellence	3	"AAE actively works to build positive relationships with all members of the learning community. During the pandemic, multiple forms of engagement were used to ensure all families had access to their child's teacher(s) and school administrators. The use of virtual parent forums increased the opportunities for families to be made aware of decisions and participate in making these decisions that affect the school and students. Families in need of devices and wifi to access these meetings were given both either at the school or delivered to them directly. Families were provided written materials and contacted telephonically if requested. Online surveys were essential in providing feedback while keeping families and staff safe. The school discovered that participation was improved with the online surveys and forums and plans to continue to use these in combination with in-person forums to engage stakeholders."	"The school will continue to reach out through multiple platforms including email, telephonically, in-person, and social media to ensure families have access to the school's staff and all communication."	The school will use more direct routes of communication such as in-person and by telephone to improve engagement with families.	"AAE continues to engage families with 2-way communication through multiple means including in-person, multiple social media platforms, email through the student information system, and telephonically. The school provides translation services in Spanish and correspondence in both Spanish and English. The school is exploring translation services in other languages to ensure all families are engaged in communication."	The school will continue to reach out through multiple platforms to improve partnerships for student outcomes.	"The ability to meet with partners via video conferencing, telephonically, or in-person, will allow for these partnerships to continue."	"Families are an important component of AAE's governance process. Multiple opportunities are offered to engage all members of the school community in evaluations of programs and services. Student, parent, and staff surveys are used to gather input. Parents of AAE students are invited to complete a climate survey at least every two years to provide the school with subjective measures, including satisfaction levels with all aspects of the AAE and its programs. AAE uses the survey results to foster positive learning and teaching environments, measure parent involvement, student achievement, health, and well-being.  Parents are encouraged to make a difference in the governance of the school by participating in the School Site Council (SSC) and English Learner Advisory Committee (ELAC). The SSC is actively involved in developing and approving the school's Local Control and Accountability Plan (LCAP) as well as related categorical expenditures. Its members regularly evaluate data and the progress made to raise the academic achievement of all students.  Parents have access to the Lewis Center for Educational Research Board (LCER) to address concerns publicly at monthly Board meetings. The LCER Board meetings are held alternately at Norton Space and Language Academy (NSLA) and AAE and streamed live to the other school site, increasing accessibility and participation for all stakeholders at both schools. Principals and Directors provide reports and presentations at Board meetings. Following each Board meeting, the AAE Principal reviews any Board presentations at a monthly Parents and Pastries meeting. These include presentations on SBA results, California School Dashboard, LCAP progress and annual updates. All parents are encouraged to attend these regularly scheduled open forums where they have access to AAE administration and representatives to ensure successful ongoing communication among parents, students, and the school. Parents and Pastries meetings are streamed live on the school's Facebook page allowing hundreds of parents that are unable to attend to view the recordings at their convenience.  Parents are reminded of all public school meetings through the AAE's mass messaging system, Infinite Campus, Facebook and other social media outlets. The AAE administration actively works to continually improve academic performance, school climate, and operations through collaboration with stakeholders. Increased frequency and opportunities, both in-person and online, to engage all members of the school community have resulted in significant gains in the levels of engagement between home and school."	"The school will continue to reach out through multiple platforms including email, telephonically, in-person, and social media to ensure families are able to give their input in decision-making."	The school will use more direct routes of communication such as in-person and by telephone to gain input from families for decision-making.	5	4	5	4	5	5	5	5	5	5	5	5	Met	11/8/2021	2022
36677360116723	Academy of Careers and Exploration	3	Through Annual surveys it was determined that the current strengths are a centralized curriculum where parents are aware of what the curriculum is. The LEA is building a stronger Site Council this year with parent and student input opportunities happening on a monthly basis.	The LEA is focusing on greater parent and student input on programs by building a stronger site council.	By inviting families to attend meetings such as site council and op[ening up the school after the pandemic to make sure that parents know that they are welcome the LEA is working on having all students and families have a voice in the learning opportunities for students.	"By working with the community, volunteerism and community service are a component of the report card. Students must show progress in their school work before advancing to the next level or being able to provide community service."	By having more students either work on serving the community outside of school work hours or attend college in order to prepare for work outside of school work hours.	Families who are underrepresented are invited to attend school functions such as Site Council and any other activity that is voluntary for parents to attend.	"ACE reaches out to parents to attend or give input on site council and school board issues. Parents are encouraged to attend meetings, give input to members of site councils and school boards in an effort to improve any feelings of detachedness that may have occurred."	"ACE reaches out to parents to attend or give input on site council and school board issues. Parents are encouraged to attend meetings, give input to members of site councils and school boards in an effort to improve any feelings of detachedness that may have occurred."	"ACE will continue to reach out to parents to attend or give input on site council and school board issues. Parents will continue to be encouraged to attend meetings, give input to members of site councils and school boards in an effort to improve any feelings of detachedness that may be felt."	4	3	4	4	4	4	3	4	4	4	4	4	Met	6/29/2022	2022
07616300000000	Acalanes Union High	3	"The AUHSD staff has established strong partnerships with the District's families. These partnerships are grounded in the core belief that positive school-family relationships foster high-quality educational programming. Clear lines of communication help ensure strong partnerships with families. Through the District's learning management system, all parents/guardians can see key information about their student's courses, including the following: assignment calendars, assignment grades, overall course grades, support materials, and class policies and procedures. Site administrators use the District's communication tools to ensure that families receive timely and accurate information about school programming. Events such as Back-to-School Night, Open House, and parent/guardian forums are well attended. The District Coordinating Council, a parent advisory committee, meets monthly throughout the school year to provide input to District administration, helping foster clear communication. Parents participate in surveys about key facets of District programming. AUHSD notifies parents of their rights at the beginning of the school year through the required registration process, with all information readily available on the AUHSD website. Parents of students with disabilities and English learners receive regular notices of their legal rights."	"Parents of English learners have been underrepresented in parent leadership groups and during parent input sessions. Individual meetings are held with English learners and their parents/guardians to ensure understanding of school processes, progress towards graduation, and programming options.  Based on survey data from parents/guardians and students, AUHSD staff connections with families of color are not as strong as they are for other student groups. All schools have been working on strategies to increase the participation of the parents who have traditionally been underrepresented. The District remains committed to addressing this issue."	"AUHSD is focused on strengthening the role of the District English Learner Advisory Committee (DELAC) and the site English Learner Advisory Committees (ELAC). These committees, when functioning at high levels, foster stronger relationships with the families of English learners. All sites have established Diversity, Equity, and Inclusion parent groups to strengthen engagement for all AUHSD families, especially families of color. These committees meet regularly with site and District administrators to address academic and campus culture issues. The District will also continue to engage all certificated staff in professional development related to diversity, equity, and inclusion."	"Site administrators and teachers have received extensive training on how to use the school's online learning management system to provide clear information about school programming and academic progress. Staff also engage in annual training on how to foster effective parent meetings, especially meetings with families of students with a Section 504 Plan or an Individualized Education Program. Counselors regularly meet with students and families to develop and revise 4-year academic plans. Every site has refined their systems for identifying students needing extra academic support, and these systems include avenues for parent/guardian input."	"District staff are working diligently to strengthen partnerships with families of English language learners, students of color, and students who identify as LGBTQIA+. LCAP funds have been dedicated to support this work."	"AUHSD leadership is working to strengthen the role of the District English Learner Advisory Committee (DELAC) and the site English Learner Advisory Committees (ELAC). The District has also added the position of Director of Student Support, Equity, and Inclusion. The Director works with District and parent leaders to foster engagement of underrepresented families."	"The District partners with a variety of organizations to ensure broad input on decisions that affect the schools. Organizations include parents' clubs, educational foundations, School Site Councils, School Advisory Councils, Coordinating Council, and Diversity, Equity, and Inclusion committees. These organizations and committees serve as conduits for input about all facets of District programming. Sites hold regular informational meetings to provide the community with relevant information about the school. During these meetings, parents/guardians and community members have opportunities to ask questions and provide input."	The District continues to work on increasing engagement with families of students who are English language learners and families of students of color.	"The District and the school sites are building strong Diversity, Equity, and Inclusion Committees to help foster engagement with underrepresented families. AUHSD staff are also working to strengthen the role of the District English Learner Advisory Committee (DELAC) and the site English Learner Advisory Committees (ELAC)."	5	5	4	4	5	5	5	5	5	5	4	4	Met	6/8/2022	2022
19647336112536	Accelerated	3	"-90% of parents indicated that the students, staff and parents are treated with respect and dignity at the school. -90% of parents indicated that the school communicates effectively and in a timely manner about my child’s academic progress -95% of parents indicate that The school has in place strong school-family communication systems  -90% of parents indicated that The school sets high standards for academic success for all students  Coaching/Evaluation Cycle in which each teacher is observed and provided a coaching session at least once every two weeks by a coach or evaluator. Teachers are provided continual feedback Have a cycle of data analysis in which grade levels work together to determine best practices to support student learning and growth Held several parent workshops in areas of technology, being an advocate for their child on campus and math to support families with helping their child at home"	Continue to build the staff’s learning opportunities regarding each students’ culture and language. Continue to build extracurricular opportunities for students.	#NAME?	"96% of parents indicated that Families are made aware of events and school information in a timely manner.  88% of parents indicated that the school’s learning standards and expectations are clearly explained. 90% of staff indicate that students are on target to learn grade level standards and graduate prepared for college and career.  82% of staff indicate that the school provides social-emotional supports for students and staff including wellness sessions, check-ins, 1:1 time, yoga, mentors, etc.  Coaching/Evaluation Cycle in which each teacher is observed and provided a coaching session at least once every two weeks by a coach or evaluator. Teachers are provided continual feedback Have a cycle of data analysis in which grade levels work together to determine best practices to support student learning and growth The school provides multiple opportunities for family engagement and education through online courses. Topics included technology, grief and loss, drug & alcohol awareness, preparing for high school, and early childhood education."	"Continue to provide opportunities for stakeholder input. Continue to build in services such as intervention, tutoring and extracurricular activities."	Continue to leverage our parent workshops to support families with ongoing education. Further develop the role of our family engagement coordinator and teacher-parent conferences to ensure that underrepresented families have access to their child’s education and to school support.	Parent Advisory Committee (PAC) Meetings held monthly to provide parents opportunity to provide feedback and make recommendations.  Parent workshop topics derived from PAC meetings	"While PAC meeting were held and space was provided for feedback, the next step is to empower families to use their role in decision making for the school."	"School will look for more opportunities to include staff, parents and students in decision making."	4	4	4	4	4	4	4	4	4	4	3	4	Met	6/23/2022	2022
19647330100743	Accelerated Charter Elementary	3	"Based on parent feedback, we brought a Parent Engagement Coordinator to support with strengthening relationships between staff and families. This supported in developing opportunities for parents to volunteer, attend a variety of parent workshops and provide feedback to our school. Parent workshops focused on topics requested by parents such as the use of social media, anti-bullying, coping strategies for parents, and drug awareness. In addition, our methods of communication between school and families improved through the use of Class Dojo and parent newsletter. Monthly Coffee with Parents were held. Parents were provided with school updates that included our progress towards student achievement and intervention supports funded through Title 1."	"We want to continue to improve building relationships between school staff and families and one way we are thinking about doing this is through offering opportunities for parent volunteers and operating a parent center. This of course is pending COVID protocols. In addition, we want to continue to provide parent education workshops as well as provide opportunities for parents to learn about school priorities and learn about the academic program."	We plan to have our Parent Engagement Coordinator reach out to individual families to establish the school-parent relationship. Our families that have challenges with attendance will get a chance to meet with the Parent Engagement Coordinator and administrator to support them in developing goals around attendance.	"For the 2021-2022 school year ACES launched with a Parent Engagement Coordinator. The intent in this position is to act as a liaison between our school community and families. The Parent Engagement Coordinator has the following responsibilities to promote parent engagement and support our families with the adequate resources to support their child at home.  Parent Surveys- Working with the principal, our parent engagement coordinator designs on-going parent surveys to get feedback from our families around the topics that parents would like to learn about, times that work best for them to meet and feedback on parent workshops.  Coffee with the Leadership Team- Each month the school leadership team and parent engagement coordinator meet with parents to share updates on school events that focus on Title I, Special Education, Title III and community events. In addition, the principal takes the opportunity to share the academic progress of the students at ACES and offers strategies that parents can use at home to continue to support their child’s academic progress.  Abriendo Puertas- In partnership with ACES, Abriendo Puertas is a 10 parent workshop series that is geared towards parents of early childhood and focuses on providing parenting skills. This has been a standing workshop that we offer our parents every school year.  Parent Workshops- Our parent engagement coordinator has planned a year long scope and sequence of parent workshops around topics that our parents have requested. Topics include anti-bullying, parenting, drug prevention, mindfulness for parents, etc.  DELAC/ELAC- ACES plans for DELAC/ELAC parent/teacher committee that meets once a month to report on the progress of students who are designated as English Language Learners. This committee also provides input on expenditures for Title III and feedback on the best way to support the reclassification of these students.  Student-goal setting- ACES teachers meet with parents twice a year to share out the academic progress of students and set personalized academic goals. These conferences are an opportunity for parents and teachers to review student data based on iReady assessments in both reading and math. In these conferences they discuss ways in which students, parents and teachers can support the student in making adequate progress.  Communication- The parent engagement coordinator maintains open communication with parents via Class Dojo and weekly newsletters."	"Based on feedback from our families, ACES is working on planning for more opportunities for school-wide events. After two years of distance learning and covid protocols in place, families are eager to be able to return to support and participate in school events. As such, ACES will be forming a community engagement committee to plan for future school events focused in the areas of math and literacy to involve parents at our school. In addition, we are also hosting hours for parents to be able to volunteer."	Our parent engagement coordinator and dean of culture will be supporting to improve engagement of underrepresented families by personally reaching out to them either through a phone call or home visit. They are specifically prioritizing students who have been chronically absent and ensuring that there is a home-school plan in place to support students to come to school every day.	"ACES administers the LCAP survey once a year to stakeholders in our school community that include gaining feedback around the academic program, facilities and engagement of various stakeholders. This has proven to be a solid practice for gathering feedback. In addition, ACES holds an annual Title III parent meeting to inform parents about the process of providing input and participating in DELAC/ELAC. Parents who participate in DELAC/ELAC also get the opportunity to get training on the purpose of DELAC/ELAC, as well as participate in monthly meetings. In addition, ACES gathers feedback from parents on an ongoing basis at the end of parent workshops and parent surveys"	"This year, we want to be able to provide more timely opportunities for parents to provide feedback around parent workshops that will be provided. In addition, we want to be able to include 1-2 questions at coffee with the leadership team on the impact that programs are having on students."	"When administering the LCAP survey to families, we want to be able to set up stations at our school that will allow all parents to participate. In addition, we have found that our parents are requesting informational meetings on zoom as it works with parent’s work schedules. Include opportunities for input at each of the monthly coffee with the leadership team. Our parents are also requesting to be able to have the option of having in person parent conferences or on zoom. We have found that parent participation increased when parents had that option."	3	3	3	4	4	4	4	3	4	4	4	4	Met	6/23/2022	2022
54722490133793	Accelerated Charter High	3	"As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Accelerated Charter High School meet individually with parents/guardians on a regular basis to address the needs of their students."	"As a district, we need to continue to explore opportunities to learn about each family’s strengths, cultures, languages, and goals for their children.  We need to work with parents on improving the number of parents connected to our Parent Square  program, which provides parents with regular updates and information so they can stay connected to school."	"As a district, we need to continue to explore opportunities to learn about each family’s strengths, cultures, languages, and goals for their children.  We need to work with parents on improving the number of parents connected to our Parent Square  program, which provides parents with regular updates and information so they can stay connected to school."	"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals."	Our district needs to continue to explore policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.	"Our district will continue to communicate and inform all parents of student outcomes. In addition to 9-week grade reports, we are not sending home a 5-week progress report to all parents. Additionally, providing all parents on how to access student grades on a regular basis."	"Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. For the past 2 years, our district has also provided transportation for ELAC parents to attend Fresno State’s Feria Educativa."	"As a district, we need to continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."	"As a district, we need to continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. Including, connecting parents who participate in ELAC/DELAC meetings to our district's Budget Advisory Committee meetings."	5	5	4	4	3	4	3	5	4	4	4	2	Not Met	9/15/2022	2022
43694270125617	ACE Charter High	3	"ACE has invested in a broad program to engage and involve families. ACE’s Director of Community Engagement and with the support of the Parent Organizer and Deans of Culture and Community Outreach ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups being represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2022 family survey, families overwhelmingly responded favorably (98%) to questions related to their school connectedness and sense of belonging and 87% indicated that they had a staff member at ACE that they trusted and could go to for support. Through ACE’s Community Ambassador program, parent leadership groups, and monthly Cafecitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s Community Ambassador and Parent Leadership programs teach and assist parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students. Families also have access to teachers throughout the year and receive updates on their students’ academic progress in student-led conferences, which occur twice a year. Families are always encouraged to reach out when they are in need of additional support at any time. Cafecito meetings to give families direct access to school leadership where they receive updates on the latest school events and news. These meetings also allow parents and families to raise and address any concerns they see in the ACE community. Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafecitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes."	"The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. Therefore, ACE focuses on training parents to understand their own power and advocate for themselves and their families in a way that is productive and collaborative. Through this advocacy, we have added several opportunities for our students to receive academic support, such as before and after school office hours and after school programming."	"As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, parent and community ambassador programs, and student-led conferences. ACE also participated in the County’s Project to Inspire cohort where ACE parents and staff had the opportunity to collaborate with other districts and charter school networks in the county to further parent engagement practices. Through this partnership, ACE learned about an opportunity to continue our learnings and was accepted into the Community Engagement Initiative’s Cohort III Peer Leading and Learning Network through California Collaborative for Educational Excellence (CCEE) where we will create a parent engagement plan alongside several other districts. The participants will include community engagement staff, parents, students, and county staff members to continue this work of building relationships. Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. We have hired several Vietnamese staff, including a Manager of Community Engagement and multiple Community Ambassadors, and are looking to continue to hire more staff. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network."	"As mentioned above, student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2021-22 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career."	"Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. During the 2021-22 school year, ACE provided digital literacy classes over the course of six weeks for all families throughout the network and plan to do this again in 2022-23. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success."	"For 2022-23 ACE modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. Schools will close for a week to ensure students are available to lead their conferences and that parents have ample time and days to attend conferences. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success."	"The Community Engagement team has developed an annual Culture and Engagement calendar, which includes scheduling out various events, collaboration, input and review dates. This calendar includes when stakeholders will get together to review items like student performance data, LCAPs, ELAC, ACE board meetings and budget reports. Selection of our parent ambassadors is purposeful and prioritizes the involvement of families who are underrepresented and or are from special populations. These stakeholders have the agency to elevate school level issues at these meetings. Additionally, ACE includes its parents during every interview process for administrators, including our recent search for a new CEO. Parents and families were kept up to date throughout the screening process and ultimately participated in every interview through a dedicated parent panel. ACE also has a parent board member who is an official member of our Board of Directors and collaborates with our school community to elevate parent and student voices during board meetings. They are an integral part of ensuring that we are prioritizing relationships between parents, students, and staff. ACE is currently working towards adding another parent board member for a total of two. Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication.  We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office."	"A focus area of improvement in seeking input in decision making is an increase in the number of parent participants in the various ACE parent organizations. Our goal is to have 75% parent participation throughout the school year and provide more opportunities for engagement, such as additional parent workshops and college access training."	"ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network."	4	5	3	5	3	2	3	4	4	4	3	3	Met	6/15/2022	2022
43104390116814	ACE Empower Academy	3	"ACE has invested in a broad program to engage and involve families. ACE’s Director of Community Engagement and with the support of the Parent Organizer and Deans of Culture and Community Outreach ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups being represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2022 family survey, families overwhelmingly responded favorably (98%) to questions related to their school connectedness and sense of belonging and 87% indicated that they had a staff member at ACE that they trusted and could go to for support. Through ACE’s Community Ambassador program, parent leadership groups, and monthly Cafecitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s Community Ambassador and Parent Leadership programs teach and assist parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students. Families also have access to teachers throughout the year and receive updates on their students’ academic progress in student-led conferences, which occur twice a year. Families are always encouraged to reach out when they are in need of additional support at any time. Cafecito meetings to give families direct access to school leadership where they receive updates on the latest school events and news. These meetings also allow parents and families to raise and address any concerns they see in the ACE community. Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafecitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes."	"The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. Therefore, ACE focuses on training parents to understand their own power and advocate for themselves and their families in a way that is productive and collaborative. Through this advocacy, we have added several opportunities for our students to receive academic support, such as before and after school office hours and after school programming."	"As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, parent and community ambassador programs, and student-led conferences. ACE also participated in the County’s Project to Inspire cohort where ACE parents and staff had the opportunity to collaborate with other districts and charter school networks in the county to further parent engagement practices. Through this partnership, ACE learned about an opportunity to continue our learnings and was accepted into the Community Engagement Initiative’s Cohort III Peer Leading and Learning Network through California Collaborative for Educational Excellence (CCEE) where we will create a parent engagement plan alongside several other districts. The participants will include community engagement staff, parents, students, and county staff members to continue this work of building relationships. Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. We have hired several Vietnamese staff, including a Manager of Community Engagement and multiple Community Ambassadors, and are looking to continue to hire more staff. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network."	"As mentioned above, student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2021-22 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career."	"Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. During the 2021-22 school year, ACE provided digital literacy classes over the course of six weeks for all families throughout the network and plan to do this again in 2022-23. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success."	"For 2022-23 ACE modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. Schools will close for a week to ensure students are available to lead their conferences and that parents have ample time and days to attend conferences. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success."	"The Community Engagement team has developed an annual Culture and Engagement calendar, which includes scheduling out various events, collaboration, input and review dates. This calendar includes when stakeholders will get together to review items like student performance data, LCAPs, ELAC, ACE board meetings and budget reports. Selection of our parent ambassadors is purposeful and prioritizes the involvement of families who are underrepresented and or are from special populations. These stakeholders have the agency to elevate school level issues at these meetings. Additionally, ACE includes its parents during every interview process for administrators, including our recent search for a new CEO. Parents and families were kept up to date throughout the screening process and ultimately participated in every interview through a dedicated parent panel. ACE also has a parent board member who is an official member of our Board of Directors and collaborates with our school community to elevate parent and student voices during board meetings. They are an integral part of ensuring that we are prioritizing relationships between parents, students, and staff. ACE is currently working towards adding another parent board member for a total of two. Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication.  We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office."	"A focus area of improvement in seeking input in decision making is an increase in the number of parent participants in the various ACE parent organizations. Our goal is to have 75% parent participation throughout the school year and provide more opportunities for engagement, such as additional parent workshops and college access training."	"ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network."	4	5	3	5	3	2	3	4	4	4	3	3	Met	6/15/2022	2022
43694500129247	ACE Esperanza Middle	3	"ACE has invested in a broad program to engage and involve families. ACE’s Director of Community Engagement and with the support of the Parent Organizer and Deans of Culture and Community Outreach ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups being represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2022 family survey, families overwhelmingly responded favorably (98%) to questions related to their school connectedness and sense of belonging and 87% indicated that they had a staff member at ACE that they trusted and could go to for support. Through ACE’s Community Ambassador program, parent leadership groups, and monthly Cafecitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s Community Ambassador and Parent Leadership programs teach and assist parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students. Families also have access to teachers throughout the year and receive updates on their students’ academic progress in student-led conferences, which occur twice a year. Families are always encouraged to reach out when they are in need of additional support at any time. Cafecito meetings to give families direct access to school leadership where they receive updates on the latest school events and news. These meetings also allow parents and families to raise and address any concerns they see in the ACE community. Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafecitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes."	"The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. Therefore, ACE focuses on training parents to understand their own power and advocate for themselves and their families in a way that is productive and collaborative. Through this advocacy, we have added several opportunities for our students to receive academic support, such as before and after school office hours and after school programming."	"As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, parent and community ambassador programs, and student-led conferences. ACE also participated in the County’s Project to Inspire cohort where ACE parents and staff had the opportunity to collaborate with other districts and charter school networks in the county to further parent engagement practices. Through this partnership, ACE learned about an opportunity to continue our learnings and was accepted into the Community Engagement Initiative’s Cohort III Peer Leading and Learning Network through California Collaborative for Educational Excellence (CCEE) where we will create a parent engagement plan alongside several other districts. The participants will include community engagement staff, parents, students, and county staff members to continue this work of building relationships. Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. We have hired several Vietnamese staff, including a Manager of Community Engagement and multiple Community Ambassadors, and are looking to continue to hire more staff. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network."	"As mentioned above, student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2021-22 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career."	"Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. During the 2021-22 school year, ACE provided digital literacy classes over the course of six weeks for all families throughout the network and plan to do this again in 2022-23. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success."	"For 2022-23 ACE modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. Schools will close for a week to ensure students are available to lead their conferences and that parents have ample time and days to attend conferences. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success."	"The Community Engagement team has developed an annual Culture and Engagement calendar, which includes scheduling out various events, collaboration, input and review dates. This calendar includes when stakeholders will get together to review items like student performance data, LCAPs, ELAC, ACE board meetings and budget reports. Selection of our parent ambassadors is purposeful and prioritizes the involvement of families who are underrepresented and or are from special populations. These stakeholders have the agency to elevate school level issues at these meetings. Additionally, ACE includes its parents during every interview process for administrators, including our recent search for a new CEO. Parents and families were kept up to date throughout the screening process and ultimately participated in every interview through a dedicated parent panel. ACE also has a parent board member who is an official member of our Board of Directors and collaborates with our school community to elevate parent and student voices during board meetings. They are an integral part of ensuring that we are prioritizing relationships between parents, students, and staff. ACE is currently working towards adding another parent board member for a total of two. Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication.  We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office."	"A focus area of improvement in seeking input in decision making is an increase in the number of parent participants in the various ACE parent organizations. Our goal is to have 75% parent participation throughout the school year and provide more opportunities for engagement, such as additional parent workshops and college access training."	"ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network."	4	5	3	5	3	2	3	4	4	4	3	3	Met	6/15/2022	2022
43696660131656	ACE Inspire Academy	3	"ACE has invested in a broad program to engage and involve families. ACE’s Director of Community Engagement and with the support of the Parent Organizer and Deans of Culture and Community Outreach ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups being represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2022 family survey, families overwhelmingly responded favorably (98%) to questions related to their school connectedness and sense of belonging and 87% indicated that they had a staff member at ACE that they trusted and could go to for support. Through ACE’s Community Ambassador program, parent leadership groups, and monthly Cafecitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s Community Ambassador and Parent Leadership programs teach and assist parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students. Families also have access to teachers throughout the year and receive updates on their students’ academic progress in student-led conferences, which occur twice a year. Families are always encouraged to reach out when they are in need of additional support at any time. Cafecito meetings to give families direct access to school leadership where they receive updates on the latest school events and news. These meetings also allow parents and families to raise and address any concerns they see in the ACE community. Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafecitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes."	"The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. Therefore, ACE focuses on training parents to understand their own power and advocate for themselves and their families in a way that is productive and collaborative. Through this advocacy, we have added several opportunities for our students to receive academic support, such as before and after school office hours and after school programming."	"As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, parent and community ambassador programs, and student-led conferences. ACE also participated in the County’s Project to Inspire cohort where ACE parents and staff had the opportunity to collaborate with other districts and charter school networks in the county to further parent engagement practices. Through this partnership, ACE learned about an opportunity to continue our learnings and was accepted into the Community Engagement Initiative’s Cohort III Peer Leading and Learning Network through California Collaborative for Educational Excellence (CCEE) where we will create a parent engagement plan alongside several other districts. The participants will include community engagement staff, parents, students, and county staff members to continue this work of building relationships. Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. We have hired several Vietnamese staff, including a Manager of Community Engagement and multiple Community Ambassadors, and are looking to continue to hire more staff. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network."	"As mentioned above, student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2021-22 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career."	"Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. During the 2021-22 school year, ACE provided digital literacy classes over the course of six weeks for all families throughout the network and plan to do this again in 2022-23. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success."	"For 2022-23 ACE modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. Schools will close for a week to ensure students are available to lead their conferences and that parents have ample time and days to attend conferences. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success."	"The Community Engagement team has developed an annual Culture and Engagement calendar, which includes scheduling out various events, collaboration, input and review dates. This calendar includes when stakeholders will get together to review items like student performance data, LCAPs, ELAC, ACE board meetings and budget reports. Selection of our parent ambassadors is purposeful and prioritizes the involvement of families who are underrepresented and or are from special populations. These stakeholders have the agency to elevate school level issues at these meetings. Additionally, ACE includes its parents during every interview process for administrators, including our recent search for a new CEO. Parents and families were kept up to date throughout the screening process and ultimately participated in every interview through a dedicated parent panel. ACE also has a parent board member who is an official member of our Board of Directors and collaborates with our school community to elevate parent and student voices during board meetings. They are an integral part of ensuring that we are prioritizing relationships between parents, students, and staff. ACE is currently working towards adding another parent board member for a total of two. Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication.  We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office."	"A focus area of improvement in seeking input in decision making is an increase in the number of parent participants in the various ACE parent organizations. Our goal is to have 75% parent participation throughout the school year and provide more opportunities for engagement, such as additional parent workshops and college access training."	"ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network."	4	5	3	5	3	2	3	4	4	4	3	3	Met	6/15/2022	2022
01612590111476	Achieve Academy	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	"Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Reengaging our families through in-person school events and celebrations, as many of these events were moved online during the past two years; (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership."	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	"Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide."	"Our focus area for improvement in Building Partnerships for Student Outcomes is to build famiies' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home."	"We will facilitate a series of workshops in the area of family literacy engagement, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities."	"When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization."	"Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. This year we aim to rebuild to pre-pandemic levels of parent leadership in our school."	"We are focusing on increasing the engagement of our Black families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events."	4	4	4	4	4	4	4	3	4	4	5	4	Not Met	10/20/2022	2022
04614240141085	Achieve Charter School of Chico	3	"Achieve has a number of systems in place to build relationships with families to improve student success including Personalized Learning Plans development and review meetings with the parent, student and teacher 3 times a year, weekly classroom communication, parent volunteer opportunities and parent leadership roles."	"While relationships are strong with families, Achieve has identified the need to increase cultural understanding of underrepresented families and increase their engagement in feedback and decision making."	"Parent participation in our Parent Advisory Council has been a key strategy for engaging families. Parents attend monthly meetings to give feedback to the administration, brainstorm solutions and serve as a sounding board for future programs and policies. We are meeting with hispanic staff and families to identify new ways to engage all underrepresented families in the Parent Advisory Council and identify new ways to  build relationships outside our traditional Parent Advisory Council process."	"Improving student outcomes is embedded in our systems for building partnerships with families. Families assist in setting trimester academic and social/emotional goals for students and participate in data analysis, progress monitoring and help determine interventions, accommodations or supports needed for students to achieve goals. Over the last 4 years we have had significant student turnover as a result of families moving out of the area after the Paradise Camp Fire. In past years relationships have been strong and long-lasting at Achieve. The past few years have required staff to dedicate significantly more time than in the past to developing relationships with new families, to build trust and get families bought into our personalized learning plan process."	"Achieve has a number of systems in place to build partnerships with families including Personalized Learning Plans development and review meetings with the parent, student and teacher 3 times a year, weekly classroom communication, parent volunteer opportunities and parent leadership roles. We have identified the need to increase the number of non-white parents in leadership roles on our board of directors and on our Parent Advisory Council."	"The Achieve Board of Directors will appoint a bilingual parent representative role and develop a DEI committee made up of community members, staff and parents with the goal of ensuring a sense of belonging and ownership of our school program by all groups. In addition, education partner meetings will be held in Spanish and English this year."	Achieve has a 100% participation rate with parents engaging in the personalized learning plan process 3 times a year to review data and set goals.	Achieve will focus on improving engagement of hispanic and underrepresented families in the Parent Advisory Council in board meetings and in hispanic family focus groups.	"Achieve will add a bilingual parent representative role on our Board of Directors, hold parent input meetings in Spanish and send parent input surveys home in Spanish."	5	4	3	2	4	3	4	4	3	3	3	3	Met	6/21/2022	2022
04615310110338	Achieve Charter School of Paradise Inc.	3	"Achieve has a number of systems in place to build relationships with families to improve student success including Personalized Learning Plans development and review meetings with the parent, student and teacher 3 times a year, weekly classroom communication, parent volunteer opportunities and parent leadership roles."	"While relationships are strong with families, Achieve has identified the need to increase cultural understanding of underrepresented families and increase their engagement in feedback and decision making."	"Parent participation in our Parent Advisory Council has been a key strategy for engaging families. Parents attend monthly meetings to give feedback to the administration, brainstorm solutions and serve as a sounding board for future programs and policies. We are meeting with hispanic staff and families to identify new ways to engage all underrepresented families in the Parent Advisory Council and identify new ways to  build relationships outside our traditional Parent Advisory Council process."	"Improving student outcomes is embedded in our systems for building partnerships with families. Families assist in setting trimester academic and social/emotional goals for students and participate in data analysis, progress monitoring and help determine interventions, accommodations or supports needed for students to achieve goals. Over the last 4 years we have had significant student turnover as a result of families moving out of the area after the Paradise Camp Fire. In past years relationships have been strong and long-lasting at Achieve. The past few years have required staff to dedicate significantly more time than in the past to developing relationships with new families, to build trust and get families bought into our personalized learning plan process."	"Achieve has a number of systems in place to build partnerships with families including Personalized Learning Plans development and review meetings with the parent, student and teacher 3 times a year, weekly classroom communication, parent volunteer opportunities and parent leadership roles. We have identified the need to increase the number of non-white parents in leadership roles on our board of directors and on our Parent Advisory Council."	"The Achieve Board of Directors will appoint a bilingual parent representative role and develop a DEI committee made up of community members, staff and parents with the goal of ensuring a sense of belonging and ownership of our school program by all groups. In addition, education partner meetings will be held in Spanish and English this year."	Achieve has a 100% participation rate with parents engaging in the personalized learning plan process 3 times a year to review data and set goals.	Achieve will focus on improving engagement of hispanic and underrepresented families in the Parent Advisory Council in board meetings and in hispanic family focus groups.	"Achieve will add a bilingual parent representative role on our Board of Directors, hold parent input meetings in Spanish and send parent input surveys home in Spanish."	5	4	3	2	4	3	4	4	3	3	3	3	Met	6/21/2022	2022
31667610000000	Ackerman Charter	3	"As we move into the next school year, our staff will strongly focus on reengaging our community to support our students, classrooms and teachers to develop strong academic, social emotional, and extracurricular activities. Our focus will be to build partnerships with our families by encouraging parent participation in a wide variety of activities. We will continue to build inclusion for our students by providing opportunities to engage in events such as Family Math and Literacy Nights, providing our documents in multiple languages, and seeking feedback from all members of our community using surveys, emails, school messaging systems, etc."	"ACSD has a well defined path for students that are underperforming academically, social emotionally, or behaviorally using the Student Success Team (SST) process. This process engages parents, teachers and students (when appropriate) in problem solving discussions that support student success. Our MAP data provides relevant information on student progress. Accommodations, interventions and remediation are discussed and implemented within the general classroom setting. Parents, teachers, or administration can request an SST at anytime, and once the process has been started, check-ins, revisions, and updates are made as needed or yearly. When typical progress is not made by a student, and multiple tiers of interventions have not been successful, families, teachers and/or administration are encouraged to further investigate the needs of the student through special education assessment. All legal processes and protocols are adhered to so that families are supported and educated of their legal rights."	"The 2021-22 school year has provided a variety of formats for the entire community to input their feelings and thoughts on many issues. From packed Board meetings, protests, parent surveys, returning to in-person meetings and parent conferences, ACSD has heard the many different perspectives offered by our families and our community. We have included all student groups and their families to provide their input using translators, and translated materials. Our PTO, and Bowman Education Foundation meetings provide child-care to allow more parents to attend and be involved."	"As a small school district we are surrounded by a small community. As such we serve as the hub for many student and parent events. These range from sporting events, organization meetings, fine arts performance, fund raising events, to classroom volunteers. We often have 50-60 volunteers on campus weekly. With all of the access points our LEA is grounded in our community and proactively seeks these relationships with our educational partners."	"An area of focus for ACSD is working with our staff to create extended day programs that are of high interest and meet the needs of students coming out of the COVID pandemic. We will actively seek partnerships with companies, local businesses, and community organization that can provide our students experiences and learning opportunities outside of the school day. Examples of these will include our local recreation department, our own teaching staff, as well as non-profits."	"In all of our partnerships, we seek to include our underrepresented population by offering scholarships when needed, direct invitations, and creating opportunities that are targeted to their academic and social emotional needs. When needed transportation to outside programs will also be an option."	"We provide many opportunities throughout the school year for our educational partners to provide input on our decision making. These include surveys, school site council, parent - teacher organizations, and our educational foundation. Many times our input surveys receive over 90% participation from across all of our student groups."	"Partnering with our educational partners will continue focusing on expanding our opportunities to reach our underrepresented students and families. We will do so by providing our surveys in native languages, include interpreters as needed at our organizational meetings."	"Partnering with our educational partners will continue focusing on expanding our opportunities to reach our underrepresented students and families. We will do so by providing our surveys in native languages, include interpreters as needed at our organizational meetings."	5	5	5	5	5	5	5	5				2	Met	6/14/2022	2022
42767866118202	Adelante Charter	3	"Parents are seen as partners in their students’ educational journey. Central to this partnership is the practice that language and culture are honored and valued and all communication is provided in the home language. Adelante is proud of the fact that we have  maintained strong relationships with families over the last few years, even with all the disruption COVID-19 brought to life as we know it. Our families are very happy with the overall experience at Adelante. CSPS (Parent survey 41% response rate) data indicate that during the ‘21-’22 school year:   94% report the school promptly responds to phone calls, messages or emails.  87% report that the school actively seeks the input of parents before making important decisions 91% report that teachers communicate with parents about what students are expected to learn in class.  97% say that Adelante promotes academic success for all students,  99% report that Adelante treats all students with respect  100% report that Adelante motivates students to learn and has adults who really care about students.  99% report that Adelante is a safe place for their child."	"#1 Increase participation in advisory groups. While there are a large number of parents who are engaged from diverse backgrounds, there are still many parents who are not. Adelante would like to find ways to engage those families more and find ways to include their voices as decisions are made, reconvene groups focused on parent education and empowerment.  #2 Support our most vulnerable families with ways they can support their child to improve academic outcomes and understand their student’s US educational journey from Kinder to college and career. Adelante would like to include these families more in school-wide decision making as we work together in partnership to support their children. This is difficult to do when there is so much struggle to meet the most basic of needs.Our most vulnerable families, particularly undocumented families, have been most adversely affected by the pandemic and many continue to struggle financially due to lost work and lost wages. Finding affordable housing has become a huge problem for many of these families as well. Adelante would like to strengthen relationships with these families and connect these families to additional resources in the community. This will require strengthening community partnerships so we can facilitate access to more resources."	"During the 21-22 school year Adelante started an Emergent Bilingual Advisory Committee (EBAC) with Spanish-speaking families from throughout the school. The group started their meetings on zoom and this year is meeting in person. This is an opportunity to build relationships and include these families in the decision-making process as their input is so valuable. In the past, Adelante was able to include and empower our Spanish-speaking families to take on leadership roles in the school. This was difficult during the early years of the pandemic and we are encouraged that as we return to more normalcy we will be able to foster these relationships  once again."	"CSPS (Parent survey 41% response rate) data indicate that during the ‘21-’22 school year:   94% report the school promptly responds to phone calls, messages or emails.  87% report that the school actively seeks the input of parents before making important decisions 91% report that teachers communicate with parents about what students are expected to learn in class.  97% say that Adelante promotes academic success for all students,  99% report that Adelante treats all students with respect  100% report that Adelante motivates students to learn and has adults who really care about students.  99% report that Adelante is a safe place for their child."	"Now that many of the COVID restrictions have been lowered, we look forward to inviting parent volunteers Because we are a dual language program our Spanish-speaking families are able to support instruction, particularly in the lower grades.This support has been invaluable over the years. Another area of improvement is reconvening groups focused on parent education about the rights of families in schools and in regards to immigration issues in the community. Additionally, supporting our most vulnerable families with ways they can support their child to improve academic outcomes and understand their student’s US educational journey from Kinder to college and career. Many of the families that would benefit most from these groups were also those most-adversely affected by covid and unable to engage even remotely."	"Again, our focus on the EBAC- Emergent Bilingual Advisory Committee families as well as offering a number of parent workshops throughout the school year in partnership with our Special Education Dept."	CSPS (Parent survey) data indicate that during the ‘21-’22 school year 87% of parents surveyed reported that they agree or strongly agree that the school actively seeks the input of parents before making important decisions.	"An area of focus is to improve participation in advisory groups. While there are a large number of parents who are engaged from diverse backgrounds, there are still many parents who are not. Adelante would like to find ways to engage those families more and find ways to include their voices as decisions are made."	"We are already seeing that with COVID restrictions lowered parents are getting more involved in the school. In person meetings allow for better opportunities to engage with parents and include them in the decision-making process. The EBAC, PTSO, all school family gatherings and parent workshops all will help to improve engagement of underrepresented families."	5	4	4	5	4	4	5	3	4	3	3	4	Met	6/13/2022	2022
36675870000000	Adelanto Elementary	3	"Adelanto Elementary School District continues to provide opportunities for our District office, schools, and families to work together. Providing voice and hearing input and feedback is essential to our district. Strengths include the publishing of a yearly calendar of Parent Engagement Meetings, website updates, and reminders through communication tools. We added a universal communication tool to support district and school-level communication. Our district currently has monthly District Advisory Council meetings, District English Learners Advisory Meetings, and LCAP stakeholder Meetings, in addition to site-level meetings such as School Site Council, English Learner Advisory council and a host of family and parent engagement events."	"Our LCAP Goal #3 is increasing and supporting parent, family, and community engagement. We are working this year to strengthen the offerings for our parents and families with classes from our local partners in supporting students in reading and math, drug awareness and prevention, mental health, and other topics our parents chose. We are working to reach out to families by offering all meetings in a hybrid model (in person and on Zoom)."	"Our LCAP Goal #3 is increasing and supporting parent, family, and community engagement. We are working this year to strengthen the relationship and communication with our parents. We have ensured that ALL parent meetings from the district level are being conducted from all Trustee Areas so that we are at several school sites throughout the year. Also, increasing communication through our new ParentSquare communication tool and updating the website daily. We also have outreach in the form of a family resource worker, a social worker, and counselors to support our students through family situations. Outside referrals are made as necessary to support the families."	"Adelanto Elementary School District has a strong partnership with several community agencies. We belong to a community organizing group that pulls all high desert communities together to support the students and the families at our schools. The organization encompasses local organizations that provide various services such as health, food, etc. for families in need. We hold several events throughout the year. We work with local colleges and universities to strengthen relationships in neighboring districts."	"Our next steps as a district are to strengthen relationships to provide more parent workshops that are focused on the needs of the whole student (mental, physical, academic, etc.). We are looking into partnering with colleges and universities to provide increased resources to families and students, such as through interns or promoting workshops and classes for our parents. We have increased our parent engagement meetings and hope to bring in guest speakers and different topics to engage our parents and families."	"Our LCAP Goal #3 is increasing and supporting parent, family, and community engagement. We are working this year to strengthen the relationship and communication with our parents. We have ensured that ALL parent meetings from the district level are being conducted from all Trustee Areas so that we are at several school sites throughout the year. Also, increasing communication through our new ParentSquare communication tool and updating the website daily. We also are working on creating workshops that are focused on student data and outcomes for students."	"Currently, Adelanto Elementary School District seeks input through surveys, parent engagement meetings, and parent-teacher conferences. We are building strength in this area through a more robust Parent engagement calendar and community connections with local agencies and colleges to gain input and support for a variety of needs of the students."	"Our main focus this year is to increase the number of parent engagement meetings, be consistent, and offer these meetings through a hybrid approach (in person and online) simultaneously."	Our district-level parent engagement meetings are being held at all school sites this year. This allows us to be at all trustee area school sites and make sure that we are hearing the voices of all parents equally. We also plan to increase the number of parent informational workshop sessions to support learning at home.	5	5	4	5	4	4	4	4	5	5	4	4	Met	6/28/2022	2022
51105120138040	AeroSTEM Academy	3	"Parent surveys indicated that the majority of parents felt they had adequate access to resources, students felt safe on campus, and both parents and students felt comfortable accessing teachers, staff, assignments, and classroom activities. Parents generally were in favor of keeping a 4 day on campus and 1 day flexible learning schedule.   Parents are notified of results in graded work and progress reports via the Student Information System, Google Classroom, Parent Square or email notices from teachers. Stakeholders can access the School Pathways Information System (SIS) to see current grades and use that information in staff and parent conferences. AeroSTEM reports grades using the SIS and issues credits to high school students and final grades for the entire school population twice a year as semester grades, in addition to a minimum of two progress reports periodically through each semester."	"Parents suggested helpful improvements would be: additional staffing for academic and behavioral resources, physical activities such as sports would be engaging and appreciated, an earlier drop off time would help with parents needing to go to work or drop off students at other sites, and indicated they sometimes have difficulty finding their student grades. Some parents indicated they would like more ways to get involved with school activities.   Staff indicated a desire to have positive school culture activities and more support staff working with social emotional learning and behavior support."	"AeroSTEM Academy has employed a full time counselor to assist with addressing needs of families, students, and staff. We have adopted a new student information system that will be easier for parents to access. We continue to utilize the tools above for parent engagement. We have also initiated the formation of a Parent, Teacher, Student Organization to support outreach and involvement efforts."	"AeroSTEM’s strongest community engagement pieces showcase partnerships with Sutter County Office of Education and the aerospace industry community partners. Through partnerships with the Sutter County Superintendent of Schools, AeroSTEM has developed a series of collaborative workshops in which teachers are focusing instruction on essential standards they have identified. This has allowed them to identify areas of need within student skill sets and focus on building those areas as they move through the standards at an appropriate pace to allow for learning new material as well as filling in gaps in learning. Additionally, CTE programs offered by AeroSTEM, CORE Charter, and Sutter County ROP have now been opened to all students in the region as appropriate through strong partnerships and planning. Partnerships with the NCAI, EEA, Young Eagles, and Sutter County airport have opened the door for the new campus to be located on the corner of the Sutter County airport and showcase opportunities for students to learn from and interact with pilots, engineers, and airspace industry professionals. Students participate in the community events hosted by the Young Eagles and future joint events are planned in which the school can become a site of community engagement and enrichment. This also affords our students access to unique training, field trips, guest speakers, and scholarship opportunities. Parents are an integral part of the AeroSTEM school community. Parents are regularly surveyed for feedback and the needs of the family and student. This information guides the decisions being made and how we approach things like our schedule, our meal program, our pickup times, and classes we offer. We use communication methods such as Parent Square, email, Google Classroom announcements, social media postings, all calls, and text messages to regularly communicate with parents everything from missing assignments in individual classes to school wide events. Parents serve as volunteers for field trips, fund raisers, classrooms, and join the Charter Council and Charter School Board to provide input and guidance on school policies."	"Community partnership groups have indicated a desire to continue developing speaker series and community events in partnership with the school to increase engagement and attract students to the aeronautical fields for future employment opportunities. Mentorships are being developed to support the Tango Flight Plane Build program. Pilot and engineer ""pipeline"" career education paths are in demand and offer many opportunities for student if they can be effectively and sustainably developed. Extended school support and supervision will be implemented to accommodate family needs. Community building and social emotional support will be supported by a full time counselor."	"AeroSTEM Academy will develop and staff an extended supervision schedule for students to better accommodate the needs of families to have safe, supervised place for their students to study and receive academic and social support. AeroSTEM Academy will engage in professional collaborative planning to establish a clear scope and sequence of learning for all students in all grade levels and all academic subject matter. AeroSTEM Academy will continue to train teachers in STEM and aerospace industry related subject matter for incorporation into the academic planning for each grade and subject matter."	"Parents are an integral part of the AeroSTEM school community. Parents are regularly surveyed for feedback and the needs of the family and student. This information guides the decisions being made and how we approach things like our schedule, our meal program, our pickup times, and classes we offer. We use communication methods such as Parent Square, email, Google Classroom announcements, social media postings, all calls, and text messages to regularly communicate with parents everything from missing assignments in individual classes to school wide events. Parents serve as volunteers for field trips, fund raisers, classrooms, and join the Charter Council and Charter School Board to provide input and guidance on school policies."	"A Parent, Teacher, Student Organization is forming to allow greater participation of parents and families in the school community. Staff will continue engaging parents and families in decision making processes through parent teacher meetings, parent participation in field trips, school activities, school board, charter council, and parent feedback surveys. Parents will be actively recruited for greater participation in parent advisory capacity."	Bilingual staff have been employed in the front office and classroom to assist in translating for parents who speak Spanish. Teachers and staff are increasing engagement efforts to students whose parents may not take as active a role in their education or who are historically absent from school processes.	2	3	2	2	2	2	3	1	2	2	2	3	Met	6/30/2022	2022
12101246008221	Agnes J. Johnson Charter	3	"AJJCS' current strengths and progress in Building Relationships Between School Staff and Families include the following strategies: • Administer Annual Parent survey  • Provide consistent communication through email, phone calls, and text notification.  Send newsletters home every week • Parents participate on the School Site Council (SSC) to advise the Board • The Charter School’s website is updated regularly and includes the school’s calendar • Charter School uses social media to inform parents/public about schoolwide events  • Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to HS Night  • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year, and on the Charter School Board of Directors • Family Meetings (Parent, Teacher, Student Conferences) are held once per semester"	"AJJCS continues to focus on an LCAP goal that addresses State Priority 3 which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school.  AJJCS is committed to fostering a strong and supportive school culture, increased family communication, and instructional excellence.    At the Charter School, parent input in decision-making will take place through the following:  • School Site Council (advisory committee to the board) - comprised of parents, teachers, and staff members • Parents serve on the Charter School Board of Directors  • Weekly Newsletter  • Surveys"	"AJJCS will improve engagement of underrepresented families by focusing on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student."	"AJJCS' current strengths and progress in Building Relationships for Student Outcomes include the following strategies: • Administer Annual Parent survey  • Provide consistent communication through email, phone calls, and text notification.  Send newsletters home every week • Parents participate on the School Site Council (SSC) to advise the Board • The Charter School’s website is updated regularly and includes the school’s calendar • Charter School uses social media to inform parents/public about schoolwide events  • Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to HS Night  • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year, and on the Charter School Board of Directors • Family Meetings (Parent, Teacher, Student Conferences) are held once per semester"	"AJJCS continues to focus on an LCAP goal that addresses State Priority 3 which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school.  AJJCS is committed to fostering a strong and supportive school culture, increased family communication, and instructional excellence.    At the Charter School, parent input in decision-making will take place through the following:  • School Site Council (advisory committee to the board) - comprised of parents, teachers, and staff members • Parents serve on the Charter School Board of Directors  • Weekly Newsletter  • Surveys"	"AJJCS will improve engagement of underrepresented families by focusing on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student."	"AJJCS' current strengths and progress in Seeking Input for Decision-Making include the following strategies: • Administer Annual Parent survey  • Provide consistent communication through email, phone calls, and text notification.  Send newsletters home every week • Parents participate on the School Site Council (SSC) to advise the Board • The Charter School’s website is updated regularly and includes the school’s calendar • Charter School uses social media to inform parents/public about schoolwide events  • Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to HS Night  • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year, and on the Charter School Board of Directors • Family Meetings (Parent, Teacher, Student Conferences) are held once per semester"	"AJJCS continues to focus on an LCAP goal that addresses State Priority 3 which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school.  AJJCS is committed to fostering a strong and supportive school culture, increased family communication, and instructional excellence.    At the Charter School, parent input in decision-making will take place through the following:  • School Site Council (advisory committee to the board) - comprised of parents, teachers, and staff members • Parents serve on the Charter School Board of Directors  • Weekly Newsletter  • Surveys"	"AJJCS will improve engagement of underrepresented families by focusing on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student."	5	5	5	4	4	4	3	3	4	4	4	4	Met	6/16/2022	2022
01612590114363	AIMS College Prep Elementary	3	"Our school provides many opportunities to build relationships with families throughout the school year.  Starting from the very first month of school, teachers are required to meet with all families in person.  The school also holds orientations and family walkthroughs during the first weeks.  Parents are encouraged to attend board meetings.  Other family meetings such as ELAC, DELAC, and the Parent Advisory meetings are held regularly.  School events are held often and once again, parent participation is encouraged.  Events such as movie nights, game nights, book readings, etc, have all been used to build stronger relationships with families at our school."	The LEA is working on strengthening the way that we are providing information and resources to support student learning and development in the home.	"In order to connect with student families as well as connect them to new information, we offered several venues throughout the year, including; weekly communication of announcements which is sent home through ParentSquare identifying important items coming up at the school to keep them informed, paper memos, SSC(School Site Council), ELAC ( Family Advisory Committee), FAC (Family Advisory Committee) and grade division specific curriculum meetings for parents that are held in the beginning of the school year. We also conduct annual surveys for students and families to share with us how we are doing and areas that we can improve."	Our school does an excellent job keeping parents informed about their child's progress.  Progress reports are sent home every 3 weeks and must be signed.  We have mandatory parent/teacher meetings throughout the year and multiple assigned staff development days for this.	The LEA is working on strengthening the way that we are providing information and resources to support student learning and development in the home.	"Our school has been able to successfully engage families of underrepresented families by leading and facilitating SSC and LCAP advisory committee meetings where families are aloud to have a voice in the school community and decisions around funding expenditures and policies and procedures. The ELAC has been a has been a strength in allowing parents of English Language Learners to have a say in the school communities program design and curriculum approach to support the success of learning. The focus area of improvement is translating all documentation in the following languages Vietnamese, Tirgrinya, Amharic, Cambodian to allow all families to be aware of school engagement opportunities, meetings and decision making to ensure their voice is heard."	Our school is leading and facilitating SSC and LCAP advisory committee meetings where families/teachers are aloud to have a voice in the school community and decisions around funding expenditures and policies and procedures. The ELAC has been a has been a strength in allowing parents of English Language Learners to have a say in the school communities program design and curriculum approach to support the success of learning.	The LEA is working towards strengthening the way in which we seek input for decision making.	"The focus area of improvement is translating all documentation in the following languages Vietnamese, Tirgrinya, Amharic, Cambodian to allow all families to be aware of school engagement opportunities, meetings and decision making to ensure their voice is heard."	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	9/29/2022	2022
01612590111856	AIMS College Prep High	3	"Our school provides many opportunities to build relationships with families throughout the school year.  Starting from the very first month of school, teachers are required to meet with all families in person.  The school also holds orientations and family walkthroughs during the first weeks.  Parents are encouraged to attend board meetings.  Other family meetings such as ELAC, DELAC, and the Parent Advisory meetings are held regularly.  School events are held often and once again, parent participation is encouraged.  Events such as movie nights, game nights, book readings, etc, have all been used to build stronger relationships with families at our school."	The LEA is working on strengthening the way that we are providing information and resources to support student learning and development in the home.	"In order to connect with student families as well as connect them to new information, we offered several venues throughout the year, including; weekly communication of announcements which is sent home through ParentSquare identifying important items coming up at the school to keep them informed, paper memos, SSC(School Site Council), ELAC ( Family Advisory Committee), FAC (Family Advisory Committee) and grade division specific curriculum meetings for parents that are held in the beginning of the school year. We also conduct annual surveys for students and families to share with us how we are doing and areas that we can improve."	Our school does an excellent job keeping parents informed about their child's progress.  Progress reports are sent home every 3 weeks and must be signed.  We have mandatory parent/teacher meetings throughout the year and multiple assigned staff development days for this.	The LEA is working on strengthening the way that we are providing information and resources to support student learning and development in the home.	"Our school has been able to successfully engage families of underrepresented families by leading and facilitating SSC and LCAP advisory committee meetings where families are aloud to have a voice in the school community and decisions around funding expenditures and policies and procedures. The ELAC has been a has been a strength in allowing parents of English Language Learners to have a say in the school communities program design and curriculum approach to support the success of learning. The focus area of improvement is translating all documentation in the following languages Vietnamese, Tirgrinya, Amharic, Cambodian to allow all families to be aware of school engagement opportunities, meetings and decision making to ensure their voice is heard."	Our school is leading and facilitating SSC and LCAP advisory committee meetings where families/teachers are allowed to have a voice in the school community and decisions around funding expenditures and policies and procedures. The ELAC has a strength in allowing parents of English Language Learners to have a say in the school communities program design and curriculum approach to support the success of learning.	The LEA is working towards strengthening the way in which we seek input for decision making.	"The focus area of improvement is translating all documentation in the following languages Vietnamese, Tirgrinya, Amharic, Cambodian to allow all families to be aware of school engagement opportunities, meetings and decision making to ensure their voice is heard."	4	5	4	5	4	3	4	4	4	4	4	4	Not Met	9/29/2022	2022
01612596113807	AIMS College Prep Middle	3	"Our school provides many opportunities to build relationships with families throughout the school year.  Starting from the very first month of school, teachers are required to meet with all families in person.  The school also holds orientations and family walkthroughs during the first weeks.  Parents are encouraged to attend board meetings.  Other family meetings such as ELAC, DELAC, and the Parent Advisory meetings are held regularly.  School events are held often and once again, parent participation is encouraged.  Events such as movie nights, game nights, book readings, etc, have all been used to build stronger relationships with families at our school."	The LEA is working on strengthening the way that we are providing information and resources to support student learning and development in the home.	"In order to connect with student families as well as connect them to new information, we offered several venues throughout the year, including; weekly communication of announcements which is sent home through ParentSquare identifying important items coming up at the school to keep them informed, paper memos, SSC(School Site Council), ELAC ( Family Advisory Committee), FAC (Family Advisory Committee) and grade division specific curriculum meetings for parents that are held in the beginning of the school year. We also conduct annual surveys for students and families to share with us how we are doing and areas that we can improve."	Our school does an excellent job keeping parents informed about their child's progress.  Progress reports are sent home every 3 weeks and must be signed.  We have mandatory parent/teacher meetings throughout the year and multiple assigned staff development days for this.	The LEA is working on strengthening the way that we are providing information and resources to support student learning and development in the home.	"Our school has been able to successfully engage families of underrepresented families by leading and facilitating SSC and LCAP advisory committee meetings where families are aloud to have a voice in the school community and decisions around funding expenditures and policies and procedures. The ELAC has been a has been a strength in allowing parents of English Language Learners to have a say in the school communities program design and curriculum approach to support the success of learning. The focus area of improvement is translating all documentation in the following languages Vietnamese, Tirgrinya, Amharic, Cambodian to allow all families to be aware of school engagement opportunities, meetings and decision making to ensure their voice is heard."	Our school is leading and facilitating SSC and LCAP advisory committee meetings where families/teachers are allowed to have a voice in the school community and decisions around funding expenditures and policies and procedures. The ELAC has a strength in allowing parents of English Language Learners to have a say in the school communities program design and curriculum approach to support the success of learning.	The LEA is working towards strengthening the way in which we seek input for decision making.	"The focus area of improvement is translating all documentation in the following languages Vietnamese, Tirgrinya, Amharic, Cambodian to allow all families to be aware of school engagement opportunities, meetings and decision making to ensure their voice is heard."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/29/2022	2022
01611190130609	Alameda Community Learning Center	3	"Our school provides multiple opportunities throughout each year for our administrators, teachers, and classified staff to build positive relationships with ACLC families.  From formal structures like twice yearly culture surveys and Back to School Night to informal opportunities through twice/week office hours with staff, our staff is accessible to our families in person or via Zoom, and uses Jupiter, our parent messaging platform, consistently, to engage with families."	"Like many schools, our most under-represented families when it comes to engagement with the school - again, in both the formal and informal means - are often minorities and families from lower income backgrounds. Through our new Family and Learner Liaison, we are making progress in establishing relationships with these families and doing our best to remove barriers to engagement with the school. We will continue to focus on these families as we move through the year."	"As a school, we have made progress in our Equity Committee in really identifying ways to engage our most under-represented families. This last year, staff from both sites (ACLC and Nea are sister schools on the same site) came together multiple times throughout the year and presented their recommendations to the administrative teams. We are focusing on the PBL (Project Based Learning) elements of ""Voice and Choice"" in our PD this year as a result. Since the onset of Covid, we've also hired and maintained a role we called Distance Learning Engagement Coordinator and this year Family and Learner Liaison - whose role it is to look at attendance daily and reach out to families to offer support. From transit passes to Chromebooks to wifi hotspots to homework drop offs, this role has greatly served to engage our families and learners on the ""edges"" of our community in a meaningful, concrete way."	"Our school provides a number of opportunities for staff to partner with families in support of students. From a full-time counselor and a new half time College Counselor to our ""live update"" grading and communication system - Jupiter, we are a school that partners with our parents for student behalf. Twice a year we have LLCs (Learner Led Conferences), where learners create and lead their peers and families in presentations around their learning and takeways from each semester. We have Office Hours built into our teacher contracts twice each week for parents and students to access staff, and since Distance Learning, we are now offering these opportunities via Zoom and in person for students and families alike by posting Office Hours and links on our school website and sharing them repeatedly in the principal's weekly email update. The administrative team also hosts office hours and is available each week. We have weekly LSTs (Learner Support Team meetings) where we bring families, students, and staff together to support student success, and we share regular monthly opportunities for families and learners to participate in school events."	"Though we have a lot of tools and systems that we employ to bridge the gap between school and home, we know that we still have room to grow in partnering with all families. We are continuing with the role of Family & Learner Liaison so that we have a dedicated staff member conducting and overseeing outreach to our most marginalized and disconnected families. We are continuing to hold school events (parent meetings, volunteer events, and school events) at different times of the day (morning, daytime, and evening) to allow the greatest chance of family participation, and we continue our translation service this year to aid with meetings, calls, and events. We are continuing Zoom meetings for board meetings, IEP meetings, 504 meetings, and LST meetings to allow more access as well."	"By adding Zoom meetings as an option for most, if not all of the meeting types we hold (504, IEP, LST, Office Hours), we have made our staff more accessible to parents and families. We also worked to provide wi-fi hotspots and Chromebooks to all families who needed one as part of our Distance Learning year, and have prioritized this technological access as we've moved back into the building this year. Continuing on a pattern we set last year, we are hosting LST (Learner Success Team) meetings for both middle and high school students and their families each week as another way to partner with families for student success. We have also hired an ELD Coordinator to support these learners and their families."	"ACLC surveys both its learners and families twice each year. These surveys were created and are continuously revised by the standing School Culture Committee. The learner survey focuses on a variety of issues that affect their experience at the school and with the school online. The family survey focuses on communication with the school and the ability to work with the school to support the learner. This past year, given that we spent the bulk of the year in Distance Learning mode due to Covid, we changed our survey to accommodate this different mode of learning and being.  For the past few administrations and for both survey groups, the school received very high feedback on the portions that concerned digital communication and grade reporting. Families and learners alike clearly appreciate being able to contact their facilitators easily and being able to accurately and quickly access their progress in classes. Families cited specifically the access to learner work during the end of the 2019-20 and for all of the 2020-21 year via our ""Distance Learning"" web page which contained Zoom links to office hours and class as well as links to all relevant work for learners to complete at home.  92.8% of our families responded that they strongly agree or agree that ACLC supports their individual academic needs, and 97.1% said they strongly agree or agree that ACLC supported their social development last year. Most answers for other questions and subgroups fell into the second highest category, marking a good rating. Questions concerning a wide range of topics including programs, instructional and professional practices, and assessment all received favorable, if not the highest, responses from the community."	"As we move forward and continue to come out of Covid, we will work to re-engage our learners and their families by re-establishing traditions like CCC, Learner Led Conferences, Con Con Day, Judicial Committee, and a host of other things that gave opportunities for input on how we make decisions at ACLC. Overall, the school receives favorable results in almost all areas, and families and learners alike enjoy the ACLC experience in almost all facets."	"In addition to these surveys, our democratic model is based on collaborative decision-making; from our new logo to our annual Constitution Convention where we examine our learner-created school rules to learner and staff representation on the school boards to our leadership class that accepts proposals for changes to school policy and rules, we are a school where everyone is heard and multi"	3	3	3	4	3	4	4	4	3	3	3	3	Met	6/15/2022	2022
01100170000000	Alameda County Office of Education	3	"We returned to in person instruction after the COVID-19 crisis and incorporated many of our methods for communication with families and ongoing outreach into the new school year. While there were no formal Back to School Nights for schools during the 2021-22 school year, there was a significant increase in communication with parents/guardians through a variety of ways, such as:  phone calls, text messages, virtual meetings using Zoom calls/conferences, correspondence via email and/or mail,  and google form surveys to engage educational partners as well as ways to reach out to pupils and their parents or guardians when pupils were not meeting compulsory education requirements or engaging in instruction. The virtual format for IEP meetings was very successful for families in both Court and Community schools.  Both a Fall and Winter Reopening Survey were provided to staff, students and families to garner input on the current distance learning program (successes/needs), technology, and options if reopening for schools were to occur. While our Fall Reopening survey gathered high rates of participation, we did not see as much success with the Winter survey. Overall, families, instructional staff, and students found technology issues to be the largest barrier to distance learning and looked forward to the return of safe in person instruction, even in the form of cohort grouping if at all possible. School sites provided Open Houses in the Spring of 2022 in person as there was success with parent and other educational partners attendance during the Winter Community School site virtual senior projects."	"Virtual School Site Council (SSC) meetings for both Court and Community allowed for underrepresented families, along with other educational partners including our bargaining, union members, teachers and other staff opportunities to review state and/or local data and obtain feedback during the 2021-22 school year. SSC meetings provided ongoing English Learner focus during the DELAC section such as parent resources, staff professional learning opportunities, current data on EL population, reclassification status of students, and state assessments. In addition, participants provided input in the crafting of our school safety plans, parent-family compact agreement, Site Plan for Student Achievement (SPSA) -use of Title I funding, the Comprehensive School Improvement (CSI) efforts for our College and Career Indicator, as well as determining the contents of the Parent-Student handbook at Community Schools. Court Schools included ongoing discussions on how to improve parent participation in engagement opportunities as well as how to better connect to probation offerings aimed at that effort. We offered a number of opportunities for families to provide input on various CARES funding, and our new Local Control and Accountability plan through both virtual meetings and surveys available on the ACOE website and in printed form if requested."	"The Alameda County Office of Education's Court and Community schools have established structures that support teachers, specialized instructional support personnel, principals, and other staff to work with parents as equal partners to implement, coordinate parent programs, and build ties between parents and the school. These efforts increased during and after the COVID -19 crisis and the need to engage underrepresented families was a high priority to ensure students stayed in school in the distance learning environment. The Community and Court Schools’ School Site Council meetings during the school year, although conducted virtually, provided an opportunity for parents and families to be involved in decision making for our LEA by encouraging community participation and input. These meetings are opportunities for parents to be members and contribute to the development and annual updates to the Single Plan for Student Achievement, the Local Control and Accountability Plan (LCAP), as well as English Learner progress for students; in additional to special education and 504 meetings where families act as co-creators in meeting the needs of their student. All The Alameda County Office of Education's (ACOE) Court and Community schools has established structures that support teachers, specialized instructional support personnel, principals, and other staff to work with parents as equal partners to implement, coordinate parent programs, and build ties between parents and the school. These efforts increased during and after the COVID -19 crisis and the need to engage underrepresented families was a high priority to ensure students stayed in school in the distance learning environment. The Community and Court Schools’ School Site Council meetings during the school year, although conducted virtually, provided an opportunity for parents and families to be involved in decision making for our LEA by encouraging community participation and input. These meetings are opportunities for parents to be members and contribute to the development and annual updates to the Single Plan for Student Achievement, the Local Control and Accountability Plan (LCAP), as well as English Learner progress for students; in additional to special education and 504 meetings where families act as co-creators in meeting the needs of their student."	"All sites developed a family engagement plan, focused on engaging the families of unduplicated and high-need students. These plans incorporated responses from our annual family and student surveys which were designed to assess and improve school connectedness and satisfaction. The Alameda County Office of Education Schools' parent and family engagement policy is available at sites in the student enrollment packet. There are also a number of site engagements such as literacy events, Back to School, parent conferences, SSC, DELAC, and LCAP reviews; for parents to participate, share information, as well as for our LEA to gather feedback from our school community. All information related to school and parent programs, meetings, and other activities are available to parents in multiple languages, as well as on our website."	"The Alameda County Office of Education schools have worked to ensure there are multiple opportunities for parent engagement including a combination of district-wide, school, and small group meetings and sessions complemented by tools and materials to facilitate participation, share information, and gather feedback in an effort to implement and coordinate parent programs, and cultivate relationships between the school and parents. We also increased our outreach for families to complete surveys throughout the year on their input on instructional needs, technology access, grant plans, as we employed both digital, paper, and even phone calls homes to reach our families."	"The Alameda County Office of Education's Court and Community schools has established structures that support teachers, specialized instructional support personnel, principals, and other staff to work with parents as equal partners to implement, coordinate parent programs, and build ties between parents and the school. These efforts increased during and after the COVID -19 crisis and the need to engage underrepresented families was a high priority to ensure students stayed in school in the distance learning environment. All sites developed a family engagement plan, focused on engaging the families of unduplicated and high-need students. These plans incorporated responses from our annual family and student surveys which were designed to assess and improve school connectedness and satisfaction. The Alameda County Office of Education schools have worked to ensure there are multiple opportunities for parent engagement including a combination of district-wide, school, and small group meetings and sessions complemented by tools and materials to facilitate participation, share information, and gather feedback in an effort to implement and coordinate parent programs, and cultivate relationships between the school and parents."	"The Alameda County Office of Education's Court and Community schools has established structures that support teachers, specialized instructional support personnel, principals, and other staff to work with parents as equal partners to implement, coordinate parent programs, and build ties between parents and the school. We also increased our outreach for families to complete surveys throughout the year on their input on instructional needs, technology access, grant plans, as we employed both digital, paper, and even phone calls homes to reach our families."	"The Community and Court Schools’ School Site Council meetings during the school year, although conducted virtually, provided an opportunity for parents and families to be involved in decision making for our LEA by encouraging community participation and input. These meetings are opportunities for parents to be members and contribute to the development and annual updates to the Single Plan for Student Achievement, the Local Control and Accountability Plan (LCAP), as well as English Learner progress for students; in additional to special education and 504 meetings where families act as co-creators in meeting the needs of their student."	"All sites developed a family engagement plan, focused on engaging the families of unduplicated and high-need students. These plans incorporated responses from our annual family and student surveys which were designed to assess and improve school connectedness and satisfaction. The Alameda County Office of Education schools have worked to ensure there are multiple opportunities for parent engagement including a combination of district-wide, school, and small group meetings and sessions complemented by tools and materials to facilitate participation, share information, and gather feedback in an effort to implement and coordinate parent programs, and cultivate relationships between the school and parents."	4	5	5	4	4	4	3	4	5	5	5	5	Not Met	7/12/2022	2022
01611190000000	Alameda Unified	3	"AUSD’s current strengths in building strong relationships with between school staff and families includes the following  district-wide efforts  1- To build cultural competency for site leaders, intervention leads, counselors, psychologists, and staff. These professional development sessions will provide racial and culturally responsive professional learning opportunities regarding personal lens and trauma-informed practices. The goal fosters normalization of racial dialogue and the development of interracial justice community. Conceptions explored include vulnerable inquiry, discussion, and action related to the foundations of race, racism, implicit-bias, micro-aggression, whiteness, and the ethos of white supremacy culture, and how they affect adult educators and students. This learning opportunity will focus on the necessary lens and tool development for how to assess and view the needs and presentation patterns of Black students and families and students of color, in general, through COST, SST, and 504 processes.  2- AUSD’s Office of Equity launched a Diversity, Equity and Inclusion Community of Practice following a Guiding Question: How do we create safe and inclusive spaces in our schools? Four sessions included:Restorative Leadership: The Art of Listening, Relationships for Mutual Good: Building Trust, Meaningful Partnerships: Design for Belonging, and a Reflection and Continuous Improvement for continuous improvement. 3- As part of the AUSD’s CCEIS plan, we hosted four district-led Family Workshops with Dr. Mary Bacon, intended for our families of color. Goal is to connect and to strengthen relationships, topics included: ""Every Shut Eye Ain't Sleep: Becoming an Effective Parent Advocate"", ""Negotiating the Education System"", ""Opportunities Denied, Promises not Kept"", and one to wrap the year, TBA 4- We are implementing Dual Capacity Development at five of our nine elementary schools. We’re working with teachers and families to bridge connections between home-school in an effort to engage and build relationships that are academically focused in support of student achievement. Successful engagement requires both educators and family members to develop essential beliefs, knowledge, skills, confidence, social relationships, and other capacities that aid in building academic partnerships."	"AUSD will continue its work to build staff cultural competency. There will be continued work on CCEIS, and the Office of Equity will work to support site needs with family engagement Dual Capacity Development will continue at sites and may extend to the other four schools as a practice to forge academic partnerships between families and teachers. We must continue to cultivate Diversity, Equity and Inclusion at each school site as the level to transform schools with the district office in the role of support."	"Office of Equity is committed to sponsoring family engagement workshops/events that target underrepresented. For example, Black Joy and End of Year Family Celebration, Acknowledge Multiple Heritage Months, acknowledge and raise awareness and resources to honor our families of color. The Office of Equity will support families with resources and information to make grade level transitions easier to navigate."	"We are continuing to make progress with efforts to increase family engagement and capacity development through School Smarts (CAPTA Partnership) and Middle School Parent University (partnership with UC Berkeley) as well as through FASTalk, a texting app that aligns with Common Core Standards. This year we are building further on with Dual Capacity (parent-teacher partnerships focused on academic achievement) in our five school sites. We also launched a Family Leadership Summit for the first time to build school site parent leader capacity to create more safe and inclusive schools in our school district. LEAD Learning PD training  is given to site administrators to encourage creating conditions for adult learning and one strategy that has been presented was to share a protocol to shadow and listen to student voices to best understand how they are experiencing the school system."	"AUSD continues its focus on Academic discourse, student relationships, creating conditions for adult collaboration, and culturally responsive practices"	"Office of Equity is committed to sponsoring family engagement workshops/events that will be intended and designed for underrepresented families. For example, Black Joy was held for the first time in our school district in an effort to celebrate Black creativity, artistry, and excellence for Black History Month. We will also host an End of Year Family Celebration before school is out. We are working on acknowledging multiple Heritage Months, and raising awareness and resources to honor our families of color. Our Grade level Transitions meetings will support “warm handoffs” for our students of color from elementary through high school at 5th grade into middle school and 8th grade to high school. Families will be invited to meet their new school teams and students will have the opportunity to meet their counselors. The mentees at Wood Middle School will participate in a special meeting with the Family Liaison at their feeder high school.  The Office of Equity will also host Race Consciousness training for families and for educators to build capacity, relationships and work towards more inclusive school communities. Dual-Capacity Development (strengthening home-school partnership) at scholar schools will continue to reinforce outreach, relationship building, and staff development to establish a culture of academic partnerships with families."	"Curriculum Review and Review Sessions: The Curriculum and Instruction Review Session is composed of community members and district and school staff and provides an opportunity for our parents and community members to give  input and feedback about current and future curricula adoptions. This is a key avenue through which stakeholders can contribute perspective and ideas on our teaching and learning programs; they meet four times a year. This year, there is a Math curriculum review underway.  LCAP/CAC: The three-year Local Control and Accountability Plan describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. Our Community Advisory Committee is composed of members of our community including teachers, equity roundtables, site staff, and families from across the district. District English Language Advisory Committee: Each California public school district with 51 or more English Learners must form a District English Learner Advisory Committee (DELAC): This district-level committee is composed of parents, staff, and community members and is charged with advising district officials on English learner programs and services. Diversity, Equity & Inclusion Community of Practice (DEI), hosts a series of community engagement conversations aims to create a place to build relationships, build trust, reflect, discuss and leverage internal expertise by sharing with one another, and co-construct ideas. All AUSD parents and caregivers are invited to this space to brainstorm and generate inclusive ideas that can be applied to the groups they influence. Equity Rountables: AUSD is home to many equity and inclusion committees/roundtables: Alameda Mosaic, supporting African American/Black/ Multiethnic families; ALCANCE, a learning community for our Spanish language families; Asian Pacific Islander (API), and our LGBTQ staff and student roundtable."	Bolster channels of communication for student voice- expand our outreach from the DEI and aim to attract new participants and voice from parent leaders. Strategic partnership with our most marginalized families in Alameda. For example those who live at the Alameda Point (Alameda’s most vulnerable community) is also a target parent population we want to engage and support.	Work with Alameda Point Collaborative to identify parents who can provide input. We will go to their spaces and address topics to address their needs. Increase Social Media outreach and presence to provide multiple channels of communication for families who may feel more connected through that medium.	2	2	1	3	1	1	1	3	2	2	3	3	Met	6/28/2022	2022
01611270000000	Albany City Unified	3	"The District supports a number of parent engagement groups to address the needs of students of color, English Learners, and students in other special population groups. The District facilitates a Special Education Advisory Council composed of parents, staff, and Board Trustees. The District administers surveys throughout the school year using Thought Exchange to gather input from educational partners and maintains frequent communication by distributing a weekly newsletter, social media, district website, and communication platform through the district student information system."	"The District supports and/or facilitates a number of standing parent committees to address the needs of students of color and English learners (i.e., District English Learner Advisory Committee).  The Student Achievement Committee is working to collaborate with various  Parent Advisory groups composed of representatives from District parents of English learners, socio-economically disadvantaged, and homeless/foster youth students. Plans have been developed to launch a Listening Campaign to increase parental participation for unduplicated students. The District will continue its efforts to engage underserved families as outlined in Goal 3 of the District's Local Control and Accountability Plan: Communicate and Lead Together."	"The district will improve the engagement of underrepresented families by supporting the needs of underrepresented students using LCAP funds for tutoring, SEL and mental health services."	"The district provides ongoing and timely communication to educational partners, through weekly newsletters from school sites and the superintendent, collecting input through online surveys, and facilitating parent advisory and district committee meetings."	"The district will increase its investment in Parent Engagement and Input in decision-making. As we are able to host more in-person meetings, we will provide food and other incentives for attendance and participation. We will also increase the budget for translation services, to be able to provide in-person translations."	The district intentionally seeks input from underrepresented families by attending parent engagement meetings and inviting parent groups to address concerns and improvements to increase student outcomes.	The district administered the California School Parent Survey and conducted several surveys through Though Exchange to engage parents in seeking input for decision making.	"The District will develop infrastructure to support the collaboration with various Parent Advisory groups composed of representatives from District parents of English learner, socio-economically disadvantaged, homeless/foster youth students. The district will conduct focus group listening sessions with these parent committees at least once a school year to increase parental participation. The District will continue its efforts to engage underserved families as outlined in Goal 3 of the District's Local Control and Accountability Plan: Communicate and Lead Together."	"The District supports and/or facilitates a number of standing parent committees to address the needs of students of color and English learners (i.e., District English Learner Advisory Committee).  The Student Achievement Committee is working to collaborate with various  Parent Advisory groups composed of representatives from District parents of English learners, socio-economically disadvantaged, and homeless/foster youth students. Plans have been developed to launch a Listening Campaign to increase parental participation for unduplicated students. The District will continue its efforts to engage underserved families as outlined in Goal 3 of the District's Local Control and Accountability Plan: Communicate and Lead Together."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/14/2022	2022
37683380111898	Albert Einstein Academies	3	"Creating home/school relationships are essential to the success of AEA and is an evident piece of our school culture. All staff are made aware of expectations around family communication, volunteering, and participation opportunities through an annual review of our mission, norms, and practices done at the start of every school year. Although not required, AEA invites all families to volunteer to support in their child's learning either in the classroom, at running club, middle school athletics, on field day, on field trips, or in any number of other opportunities that are created to support our IB PYP & MYP Units of Inquiry. Our school works closely with our Parent Organization, Friends of AEA, to create multiple opportunities for parent engagement that include monthly meetings and many family events such as the Lantern Festival, Wintermarkt, and Community Movie Nights. Since the introduction of COVID protocols, we’ve been limited in our ability to continue many of these events and volunteer opportunities in-person, but have worked to adapt by providing virtual opportunities to engage with families. As protocols relax, we hope to continue our in-person events and volunteer opportunities."	"Some areas of improvement include understanding each family's specific needs. We need to onboard families as effectively in the middle of the year as the start of the year. Some ideas to achieve this include having not just one orientation but having it several times a year and encouraging new families to watch past Parent Universities. We believe this will also lead to improved student attendance by having a strong connection to every family at our schools. We also want to improve how student-created goals are communicated to families. In addition, we work to analyze any cultural divide potentially felt by our Spanish speaking families and provide a plan to ensure they feel supported and included."	"To improve engagement of underrepresented families, AEA has surveyed parent interests and developed a variety of Parent University offerings to allow parents to be engaged with the academics and culture of AEA. These Parent Universities include: Supporting your Beginning Reader, Safety Net (Internet Safety), How to Support German at Home, Introduction to the IB PYP & MYP, Parent use of the Canvas Learning Management System, Sexual Health Education: What students learn. All events are translated into Spanish and ASL interpretation is provided. Currently all events are provided via Zoom which has increased access, participation and accessibility. All are recorded and accessible via our websites for parents to access anytime or place. When in person, all locations are wheelchair accessible and any special accommodations are provided for families."	"Several strengths were identified as part of the data collected during internal and external assessments (surveys), Parent Universities and “Evenings with Admin.” The assessment data and input received from the various stakeholders’ serves to align our school’s LCAP and IB Self Study all of whose primary focus is to improve student achievement. We also provide Professional Development for teachers on intervention strategies and instructional practice for 21st Century Learners. We utilize benchmark assessments to ensure high quality teaching and learning. There is ongoing monitoring of students in the SST process and through MTSS intervention when struggling students are identified and create a learning centered culture. Partnerships have been established with the SDSU nursing department that develops grade appropriate sexual education for our students, as well as with SDCOE for our MTSS implementation."	"Although we have made significant improvements in translating our events into Spanish, it is still an area of improvement to make all families feel welcome, supported and connected. We also want to improve intervention for ELL students through a more systemized approach to English Language development."	"To improve engagement of underrepresented families, we are expanding parent opportunities and workshops in multiple languages to support a child’s academic progress, as well as expanding student choice and voice to increase student engagement. We are strategically managing data to align resources to maximize the impact on student learning."	"AEA allows for input on decision making through many avenues. Families are updated weekly by teachers and bimonthly by administration through an email newsletter called the “AEA Friday Leadership Message” that is translated in three languages. Monthly board meetings provide public comment opportunities for all stakeholders. The Principals and Superintendent have monthly parent meetings to provide opportunity for discussion and questions. In addition, families are welcome to meet with learning community members upon request."	One growth area is to ensure the School Site Council has fair representation of members that reflect our diverse community.	"To improve engagement of underrepresented families, we need to ensure technology is provided as needed so all can access school related content. We also are working to have Spanish translation provided during all meetings that families are in attendance, including student conferences, student performances and family events."	5	5	4	5	5	5	5	4	4	3	4	5	Met	6/21/2022	2022
12630320111203	Alder Grove Charter School 2	3	"Alder Grove Charter School is a personalized learning school based on parent choice, and will continue to promote family participation in a variety of ways. The school encourages family participation in all events, field trips, curriculum choices, parent attendance at weekly or semi-weekly meetings with teachers, and advertising Leadership Team and Governance Council meeting times for family input."	Family workshop events could be better promoted for better attendance and online/hybrid options offered more frequently.	"Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The school will encourage staff, teachers, and administrators to continue participating in professional development that addresses cultural competency and creating a welcoming environment for each family's strengths, cultures, languages, and goals for their children."	"AGCS offers regular weekend and virtual training workshops and other family events addressing a variety of interests and subjects chosen to learning and development in the home. Teachers meet with students and families either weekly or semi-weekly to assess progress, assign work, and discuss student progress. Because of the nature of our school, the family is very involved in each student's education."	The school is in the initial stages of creating more parent-training materials to improve instruction at home.	"Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The school will encourage staff, teachers, and administrators to continue participating in professional development that addresses cultural competency and creating a welcoming environment for each family's strengths, cultures, languages, and goals for their children."	"Alder Grove Charter School seeks input from families in a number of ways. Our school has a Leadership Team that includes family involvement and input on local decisions. Our Governance Council is also currently made up of all Alder Grove former or current parents. Additional opportunities for input are available by submitting surveys, open communication with the Director, a suggestion box, a direct email address to the Governance Council, and during regular weekend and virtual training workshops and other family events. An LCAP information session has been offered at many of these weekend and virtual trainings. Additional formal input meetings, including an LCAP advisory meeting, will be scheduled during the 22-23 school year."	The school is currently recruiting Governance Council members for two positions.	"Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The long term goal is to have translation for surveys going home to families who do not speak English."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/28/2022	2022
49705990000000	Alexander Valley Union Elementary	3	"As the state and county, Covid-19 pandemic restrictions begin to loosen, our district is working hard to reunite teachers, staff, and parents through positive interactions and outcomes on campus.  Through parent volunteer experiences like helping in the classroom, chaperoning a field trip, or through volunteering through on-site committees, our parents have become more engaged in our school community now more than ever!  The Alexander Valley School District recognizes and values parent and community member support, and is an outstanding school because of it!  Being a small campus of nearly 115 students fosters a family-like atmosphere where the district/school works in partnership with our parent community to make the campus feel like a place people can access and feel welcomed."	"The district has created five strategic goals which highlight the importance of working in partnership to create opportunities for Whole Child Success and Student Wellness.  Through this strategic initiative, the genuine connection between staff and parents will result in students feeling more connected to school, which as the research shows will increase student attendance and achievement both identified on the DashBoard."	"Despite being in a pandemic that has limited parents on campus throughout much of the 2021-2022 school, teachers and staff have worked diligently to create two-way forms of communication with our parent community. This was accomplished through our well-attended Zoom Conferences, on-site AVSPC parent club meetings, and through our weekly communication tool via the Tuesday Mail.  As we have moved into our 2022-2023 school year, our in-person ""Back to School"" night 2022 event was designed in partnership with our Parents' Club which included a social and dinner event.  This kicked off our engagement of all families, including our underrepresented families with 97.6% of our parents attending. Having a group of classroom teachers in which nearly 50% are bilingual has created opportunities and on-ramps for our underrepresented families to feel more connected to the school in general.  In addition, the translation of documents via our home communication tools has increased overall family engagement at AVS."	"Alexander Valley has five key committees which help guide and drive positive student outcomes.  The committees include Tech, Curriculum, Safety, Facilities, and Budget all have shareholder representation which fosters partnerships between school board members, administration, teachers, and parents.  Each of these committees meets multiple times per year and has specific areas of focus.  The concept of more hands making less work is alive and well throughout these committees."	"As we return from a year of limited visitors and volunteers on campus, our focus area is identifying ways to re-engage our local parent and community volunteer partnership.  The targeted effort will include bringing students back to Board Meetings, Award Assemblies, increasing off-campus learning through field trips, and hosting in-person parent club meetings. Each of these will help build a return to normalcy on campus providing better learning outcomes for our students."	"Each week our Tuesday Mail and Reno Report are developed, translated, and sent out electronically to provide families with answers to common questions and receive school updates about engaging with the school and supporting their child's success. AVS will continue to seek better ways to welcome underrepresented families by looking at translation services and cost structures for optional after school activities."	"Gathering shareholder feedback has been the cornerstone of new and returning programmatic options for our students.  Through monthly Board meetings, committee work, and staff, student, and parent feedback, we have been able to create on-ramps for individual voices to be heard. The culture at AVS fosters an open two-way level of communication designed to uplift teaching and learning for our students and their daily interactions during their school day.  Since the start of the 2022-2023 school year, we have seen over 100 visitors and volunteers to campus!"	"As with any new school year, we welcome new and returning families.  Our continued focus area is to ensure we are reaching all of our new families so they feel valued and connected to the collective decision-making process.  We will continue to provide direct solicitation and outreach to our new families through P/T conferences, committee work, and through our weekly Tuesday Mail communication tool."	"Again, as with any new school year, we welcome all of our underrepresented families.  Our continued focus area is to ensure we are reaching these families so they feel valued and connected to the collective decision-making process.  We will continue to provide direct solicitation and outreach to our underrepresented families through translation as needed at our P/T conferences, in committee work, and through our weekly Tuesday Mail communication tool."	5	4	5	5	4	4	5	4	5	5	5	4	Not Met	9/12/2022	2022
19757130000000	Alhambra Unified	3	The Student Support Services department holds monthly parent training sessions addressing various topics that help with social emotional competencies. There is a consistent effort to provide non-English speaking parents access to these meetings through interpretation for the top three languages in the district. There are numerous email notifications sent to advertise these events and attendance has been consistent.	"Two areas we strive to improve are increasing the number of participants and ensuring greater representation of all subgroups at all meetings. We will also strive to improve staff awareness of various cultures represented within the LEA. The pandemic has created barriers to on-site parent volunteer opportunities, which can seem to create a sense of an unwelcoming campus."	"To improve engagement, we will continue to rely on using Blackboard connect messages and hold meetings via Zoom. Zoom meetings have continued to be a popular way for parents to access meetings. Some parents are also interested in attending meetings in-person, so we will explore ways to hold meetings in person as well. School community coordinators will strengthen parents outreach to promote parent and family engagement opportunities. We will continue to provide parents with surveys that allow them to select times most convenient for them. We hope to improve our website to keep it up-to-date so that parents rely on visiting it for important announcements/updates."	The LEA will continue to encourage principals to hold monthly forums where parents can provide input and learn ways to support students. Parents are encouraged to use the parent portal to monitor student progress. The district provides extensive support for parents by ensuring all staff are trained to assist parents in using the portal.	There is a need for schools to hold more parent workshops. Teachers who deliver information during these workshops need to be better trained as well. One training topic that parents have expressed great interest in is improving parent/teacher communication. The LEA intends to move forward with providing professional development to teachers on parent workshop content.	"The LEA will train all staff on how to reach out to parents. We believe partnerships with families are essential in our work to address equity. The LEA will continue to train school community coordinators on parent interactions. From various meetings with community partners, we receive extensive feedback. These suggestions are studied by various LEA officials with the aim of setting priorities for improvement."	The Educational Services department provides training to members of school site councils and ELACs to strengthen their ability to contribute. Educational Services also holds frequent meetings that allow parents to learn about and provide input for LCAP budget/actions. A particularly successful strategy from this year was using breakout rooms in Zoom to engage parents in conversation on all aspects of the LCAP. LEA leaders facilitated these discussions and received helpful feedback from parent/community members.	"The LEA believes that good input for decision making comes from developing a trusting and transparent relationship with educational partners. We plan to provide opportunities for developing rapport with parents in Zoom breakout rooms or if we hold in-person meetings, through small group conversations. Parents from different sites have expressed a desire to network and connect with other parents from various sites."	We strive to get multiple perspectives from educational partners representing multiple subgroups. One strategy we have for ensuring that there is representation from all school sites is encouraging site leaders to find parents willing to attend LEA-level meetings to provide input on behalf of site needs.	4	3	3	4	4	4	3	4	4	4	4	4	Met	6/28/2022	2022
27659610000000	Alisal Union	3	"The Alisal Union School District (AUSD) will continue developing strategies to continue to build partnerships with underrepresented families. Processes will include classes and services provided by staff at the district's Family Resource Centers (FRCs). These will focus on connecting families with community agencies and organizations to help build their knowledge and skills related to school (navigating the system). In addition, classes will be offered on what parents can do to monitor student progress in preparation and readiness for college or careers."	"The Alisal Union School District (AUSD) will continue developing strategies to continue to build partnerships with underrepresented families. Processes will include classes and services provided by staff at the district's Family Resource Centers (FRCs). These will focus on connecting families with community agencies and organizations to help build their knowledge and skills related to school (navigating the system). In addition, classes will be offered on what parents can do to monitor student progress in preparation and readiness for college or careers."	"The Alisal Union School District (AUSD) will continue developing strategies to continue to build partnerships with underrepresented families. Processes will include classes and services provided by staff at the district's Family Resource Centers (FRCs). These will focus on connecting families with community agencies and organizations to help build their knowledge and skills related to school (navigating the system). In addition, classes will be offered on what parents can do to monitor student progress in preparation and readiness for college or careers."	"The Alisal Union School District (AUSD) will continue developing strategies to continue to build partnerships with underrepresented families. Processes will include classes and services provided by staff at the district's Family Resource Centers (FRCs). These will focus on connecting families with community agencies and organizations to help build their knowledge and skills related to school (navigating the system). In addition, classes will be offered on what parents can do to monitor student progress in preparation and readiness for college or careers. In addition, parents, students and community receive regular data through school-related functions, Board meetings, and parent general meetings."	"The Alisal Union School District (AUSD) will continue developing strategies to continue to build partnerships with underrepresented families. Processes will include classes and services provided by staff at the district's Family Resource Centers (FRCs). These will focus on connecting families with community agencies and organizations to help build their knowledge and skills related to school (navigating the system). In addition, classes will be offered on what parents can do to monitor student progress in preparation and readiness for college or careers. In addition, parents, students and community receive regular data through school-related functions, Board meetings, and parent general meetings."	"The Alisal Union School District (AUSD) will continue developing strategies to continue to build partnerships with underrepresented families. Processes will include classes and services provided by staff at the district's Family Resource Centers (FRCs). These will focus on connecting families with community agencies and organizations to help build their knowledge and skills related to school (navigating the system). In addition, classes will be offered on what parents can do to monitor student progress in preparation and readiness for college or careers. In addition, parents, students and community receive regular data through school-related functions, Board meetings, and parent general meetings."	"The Alisal Union School District (AUSD) will continue developing strategies to continue to build partnerships with underrepresented families. Processes will include classes and services provided by staff at the district's Family Resource Centers (FRCs). These will focus on connecting families with community agencies and organizations to help build their knowledge and skills related to school (navigating the system). In addition, classes will be offered on what parents can do to monitor student progress in preparation and readiness for college or careers. In addition, parents, students and community receive regular data through school-related functions, Board meetings, and parent general meetings. Input is sought from all educational partners: staff, students, parents, and community members through site meetings (SSC/ELAC), DELAC, Board meetings and District LCAP meetings."	"The Alisal Union School District (AUSD) will continue developing strategies to continue to build partnerships with underrepresented families. Processes will include classes and services provided by staff at the district's Family Resource Centers (FRCs). These will focus on connecting families with community agencies and organizations to help build their knowledge and skills related to school (navigating the system). In addition, classes will be offered on what parents can do to monitor student progress in preparation and readiness for college or careers. In addition, parents, students and community receive regular data through school-related functions, Board meetings, and parent general meetings. Input is sought from all educational partners: staff, students, parents, and community members through site meetings (SSC/ELAC), DELAC, Board meetings and District LCAP meetings."	"The Alisal Union School District (AUSD) will continue developing strategies to continue to build partnerships with underrepresented families. Processes will include classes and services provided by staff at the district's Family Resource Centers (FRCs). These will focus on connecting families with community agencies and organizations to help build their knowledge and skills related to school (navigating the system). In addition, classes will be offered on what parents can do to monitor student progress in preparation and readiness for college or careers. In addition, parents, students and community receive regular data through school-related functions, Board meetings, and parent general meetings. Input is sought from all educational partners: staff, students, parents, and community members through site meetings (SSC/ELAC), DELAC, Board meetings and District LCAP meetings."	4	4	4	4	4	4	4	4	5	4	4	4	Not Met	8/3/2022	2022
54717950000000	Allensworth Elementary	3	"The LEA uses multiple methods of communication to deliver information that conveys a message that parents are welcome.  These include School website updates, phone calls and text messages."	"All teachers communicate with parents regarding student academic achievement  by utilizing parent notification, participation in quarterly award assemblies and parent/teacher conferences and classroom dojo."	The LEA will continue to use multiple methods of communication to deliver information to all stakeholders to include identified underrepresented families.	"By focusing on communication with parents via regular phone/text/written contact, we encourage parents to be advocates in their children's education."	Creating more opportunities for parents to be present and active in their child's education will result in positive overall support for students.	Ensuring all information conveyed to parents is in both English and Spanish allows  parents to voice concerns and questions as well as increase their involvement without communication barriers.	Parent outreach via questionnaires and invitations to parent meetings and groups encourages parents to share ideas and concerns in school wide areas.	We will focus on more parent involved meetings and events in both daytime and evening in order to create more opportunities for working parents to have input into school decisions.	"All events, activities and meetings are communicated in both English and Spahis with live translation in order to ensure all information is accurately conveyed to all parents in attendance."	5	5	5	5	4	4	5	4	4	4	4	4	Met	6/14/2022	2022
40104050125807	Almond Acres Charter Academy	3	Almond Acres’ educational partner feedback indicates that post COVID 19 Pandemic that we are returning to practices on campus that engage and build relationships between school staff and families.  The following events were highlighted as events that reestablished and energized the relationships between staff and families: -    Campus Grand Opening -    Meet the Teacher Picnic -    Back to School Night -    Parent Volunteer Opportunities on Campus -    Parent Participation in Shared Start -    Growing Great Families Meetings -    Personal Learning and Goal Setting Conferences -    Parent Square School to Home Communications	"Almond Acres continuously strives to improve and partner with families.  The school has 100% of families connected to ParentSquare (the communication portal).  The effort this year will be focused on the consistency of communication.  The office will communicate activities, dates to remember, meetings, and other events in a weekly post.  The Executive Director communicates to families weekly on the school operations, including but not limited to Administration, Finance, Safety, Facilities, and Logistics.  Additionally, teachers will communicate bi-monthly on curriculum and instruction.  The intent is that families will consistently receive information about school life and know who to expect who it is being delivered by."	"Almond Acres continuously strives to improve and partner with families.  One area for improvement includes communication with diverse family groups. Therefore, communications from the school administration and teachers are sent through ParentSquare, which  allows all communications to be translated by the family into their home language. Additionally, Almond Acres staff has been diversified and the staff is not able to provide interpreter services for meeting and specialized materials."	"Almond Acres’ strengths are in building relations between school staff (administration, faculty, and school personnel) and families.  Almond Acres staff focuses on relationship building through a variety of avenues: school to home communication, teacher/family goals and personal learning profile conferences with every family, informational events inclusive of the Meet the Teacher Picnic, and Growing Great Families weekly meetings."	"The school enrollment has grown significantly and as result, there is a more diverse school community.  An area of improvement is home to school communication with home language preferences, specifically providing classroom communications, meetings, and conferences with home language options."	Almond Acres uses a School to Home communication portal (ParentSquare) that provides families to fluidly determine communication in their home language on each communication at home.  Conferences and meetings will have a school provided translator available for families who prefer to communicate in their home language.	"Almond Acres seeks to engage all educational partners in the Decision-Making Process.  The areas of strength include multiple avenues to solicit feedback from parents, students, and teachers and an involved and accessible Board of Directors. These stakeholder groups are not only accessible but value opportunities to provide input so participation in family surveys, climate surveys, and participation in focus groups are high."	"Almond Acres identified that many of the surveys and focus groups are in the spring and that there is value in establishing a regular schedule, including both the fall and spring, for educational partner feedback."	"Almond Acres will specifically seek out underrepresented groups and establish opportunities to solicit feedback directly from them (i.e. focus groups with families of English Learners, surveys and focus groups for English Learners)."	5	4	4	4	5	5	5	4	4	4	4	4	Not Met	9/21/2022	2022
54718030000000	Alpaugh Unified	3	"We have established Educational Partner Groups throughout the school network, such as ELAC/DELAC, SSC. We have increased he number of events and resources that bring parents on site for networking."	"Based on feedback from Education Partners, we will continue to make school-home partnerships a priority. We will do this through continuing to involve parents in the decision making process, gathering input on a regular basis, as well as seeking ways to better communicate, for example we have added an Electronic Marquee, New School Website, Blackboard as a means to communicate with families, as well as Seesaw and Google Classroom."	"The first step in this for us has been to identify those families in this category. We look at chronic absences, visual and non visual cues that identify social-emotional needs of students, and we seek input as well from students. We are providing SEL support across TK-12."	"Our focus instructionally is on Elevating Student Voice. As part of this process, we include families in the our instructional vision, invite families to observe instruction, and involve them in sharing student progress through student lea conferences."	We have networked with the CVNIC (Central Valley Network Improvement Community) via TCOE to network with other schools in an effort to establish best practices for our school and community.	"This starts with knowing who those families are. We are a rural small district with extremely high poverty rate, so this applies to the majority of our students. As such, we take the approach that every students is on an individual education plan. We serve every student through systematic progress monitoring that meets students where they are. We are cognizant of the fact that inequities exist at many rural districts. We are diligent in this understanding and take steps to make sure we are serving student and families relentlessly."	"We have established Educational Partner Groups throughout the school network, such as ELAC/DELAC, SSC. We have increased he number of events and resources that bring parents on site for networking."	"We have listened to our families and are providing more opportunities for feedback via surveys that are accessible, via opportunities to be involved with school events such a Literacy Night, Math Night, STEM Night, etc."	"Again, this starts with knowing are families. We have listened to our families and are providing more opportunities for feedback via surveys that are accessible, via opportunities to be involved with school events such a Literacy Night, Math Night, STEM Night, etc."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/24/2021	2022
43694270132274	Alpha Cindy Avitia High	3	"We have continued to work on how to increase communication, transparency, and more opportunities for engagement and presence in our school. Our survey data shows that we have had successes but also have room to progress this coming year: •100% of families feel welcome and heard by the school •100% of Families who feel the school does a good job of family engagement •100% of Families who agree that school listens to family voice in input and decision making."	"Input received from stakeholders through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the successes this year of: •The quality of communication, especially direct one on one touch points beyond conferences and general messages. •More frequency of community-building events. •Establishing more opportunities for families to be within our schools on a consistent, informal basis. Hopefully, with the pandemic transitioning towards an endemic phase, we will be able to normalize this more."	"We have continued to work on how to increase communication, transparency, and more opportunities for engagement and presence in our school. Our survey data shows that we have had successes but also have room to progress this coming year: •100% of families feel welcome and heard by the school •100% of Families who feel the school does a good job of family engagement •100% of Families who agree that school listens to family voice in input and decision making. Input received from stakeholders through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the successes this year of: •The quality of communication, especially direct one on one touchpoints beyond conferences and general messages. •More frequency of community-building events. •Establishing more opportunities for families to be within our schools on a consistent, informal basis. Hopefully, with the pandemic transitioning towards an endemic phase, we will be able to normalize this more."	"Strengths/Progress Our Parent Learning Center Lead and Director of Advocacy & Community Engagement provided an overall structure, as well as training and resources, around how families can understand their legal rights and advocate for their students. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences."	"Focus Area for Improvement An area of improvement is around this year is to be more intentional around providing regular and consistent opportunities for families (workshops, resources, materials) to help support student learning and development. We will also seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings, and a wider variety of methods to reach all families."	"Our Parent Learning Center Lead and Director of Advocacy & Community Engagement provided an overall structure, as well as training and resources, around how families can understand their legal rights and advocate for their students. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences. An area of improvement is around this year is to be more intentional around providing regular and consistent opportunities for families (workshops, resources, materials) to help support student learning and development. We will also seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings, and a wider variety of methods to reach all families."	"We have continued to focus on transparency and communication, as well as building partnership with families around school decision making. Our survey data shows that we have had successes but also have room to progress this coming year: •100% of Families who agree that school listens to family voice in input and decision making. We made good strides with developing our network-wide parent leadership group, having invested time and resources on the part of our Parent Learning Center Lead, as well as a new FTE around community outreach around these goals. We were able to establish trainings and meetings through the 2nd half of the year, and believe we have set a good foundation. We have also made strides in the quality of our family and LCAP surveys given to families."	"A focus area is around ensuring that we are getting high quality input through SSC, and establishing more intentional connections between our Alpha board structure and our SSC voice."	"We have continued to focus on transparency and communication, as well as building partnership with families around school decision making. Our survey data shows that we have had successes but also have room to progress this coming year: •100% of Families who agree that school listens to family voice in input and decision making. We made good strides with developing our network-wide parent leadership group, having invested time and resources on the part of our Parent Learning Center Lead, as well as a new FTE around community outreach around these goals. We were able to establish trainings and meetings through the 2nd half of the year, and believe we have set a good foundation. We have also made strides in the quality of our family and LCAP surveys given to families. A focus area is around ensuring that we are getting high quality input through SSC, and establishing more intentional connections between our Alpha board structure and our SSC voice."	3	3	3	4	3	3	4	4	3	2	3	2	Met	6/22/2022	2022
43693690125526	Alpha: Blanca Alvarado	3	"We have continued to work on how to increase communication, transparency, and more opportunities for engagement and presence in our school. Our survey data shows that we have had successes but also have room to progress this coming year: •100% of families feel welcome and heard by the school •100% of Families who feel the school does a good job of family engagement •100% of Families who agree that school listens to family voice in input and decision making."	"Input received from stakeholders through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the successes this year of: •The quality of communication, especially direct one on one touch points beyond conferences and general messages. •More frequency of community-building events. •Establishing more opportunities for families to be within our schools on a consistent, informal basis. Hopefully, with the pandemic transitioning towards an endemic phase, we will be able to normalize this more."	"Input received from stakeholders through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the successes this year of: •The quality of communication, especially direct one on one touch points beyond conferences and general messages. •More frequency of community-building events. •Establishing more opportunities for families to be within our schools on a consistent, informal basis. Hopefully, with the pandemic transitioning towards an endemic phase, we will be able to normalize this more."	"Strengths/Progress Our Parent Learning Center Lead and Director of Advocacy & Community Engagement provided an overall structure, as well as training and resources, around how families can understand their legal rights and advocate for their students. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences."	"Focus Area for Improvement An area of improvement is around this year is to be more intentional around providing regular and consistent opportunities for families (workshops, resources, materials) to help support student learning and development. We will also seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings, and a wider variety of methods to reach all families."	"We will also seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings, and a wider variety of methods to reach all families."	"We have continued to focus on transparency and communication, as well as building partnership with families around school decision making. Our survey data shows that we have had successes but also have room to progress this coming year: •100% of Families who agree that school listens to family voice in input and decision making. We made good strides with developing our network-wide parent leadership group, having invested time and resources on the part of our Parent Learning Center Lead, as well as a new FTE around community outreach around these goals. We were able to establish trainings and meetings through the 2nd half of the year, and believe we have set a good foundation. We have also made strides in the quality of our family and LCAP surveys given to families."	"A focus area is around ensuring that we are getting high quality input through SSC, and establishing more intentional connections between our Alpha board structure and our SSC voice."	"Similarly, ensuring that we are getting high quality input from our underrepresented families through SSC, and establishing more intentional connections between our Alpha board structure and our SSC voice."	3	3	3	4	3	3	4	3	3	2	3	2	Met	6/22/2022	2022
43104390121483	Alpha: Cornerstone Academy Preparatory	3	"We have continued to work on how to increase communication, transparency, and more opportunities for engagement and presence in our school. Our survey data shows that we have had successes but also have room to progress this coming year: •97% of families feel welcome and heard by the school •88% of Families who feel the school does a good job of family engagement •90% of Families who agree that school listens to family voice in input and decision making."	"Input received from stakeholders through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the successes this year of: •The quality of communication, especially direct one on one touch points beyond conferences and general messages. •More frequency of community-building events. •Establishing more opportunities for families to be within our schools on a consistent, informal basis. Hopefully, with the pandemic transitioning towards an endemic phase, we will be able to normalize this more."	"Input received from stakeholders through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the successes this year of: •The quality of communication, especially direct one on one touch points beyond conferences and general messages. •More frequency of community-building events. •Establishing more opportunities for families to be within our schools on a consistent, informal basis. Hopefully, with the pandemic transitioning towards an endemic phase, we will be able to normalize this more."	"Strengths/Progress Our Parent Learning Center Lead and Director of Advocacy & Community Engagement provided an overall structure, as well as training and resources, around how families can understand their legal rights and advocate for their students. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences."	"Focus Area for Improvement An area of improvement is around this year is to be more intentional around providing regular and consistent opportunities for families (workshops, resources, materials) to help support student learning and development."	"We will also seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings, and a wider variety of methods to reach all families."	"We have continued to focus on transparency and communication, as well as building partnership with families around school decision making. Our survey data shows that we have had successes but also have room to progress this coming year: •90% of Families who agree that school listens to family voice in input and decision making. We made good strides with developing our network-wide parent leadership group, having invested time and resources on the part of our Parent Learning Center Lead, as well as a new FTE around community outreach around these goals. We were able to establish trainings and meetings through the 2nd half of the year, and believe we have set a good foundation. We have also made strides in the quality of our family and LCAP surveys given to families."	"A focus area is around ensuring that we are getting high quality input through SSC, and establishing more intentional connections between our Alpha board structure and our SSC voice."	"A focus area is around ensuring that we are getting high quality input through SSC, and establishing more intentional connections between our Alpha board structure and our SSC voice."	4	4	4	4	3	3	4	4	3	2	3	2	Met	6/22/2022	2022
43104390129213	Alpha: Jose Hernandez	3	"We have continued to work on how to increase communication, transparency, and more opportunities for engagement and presence in our school. Our survey data shows that we have had successes but also have room to progress this coming year: •85% of families feel welcome and heard by the school •85% of Families who feel the school does a good job of family engagement •71% of Families who agree that school listens to family voice in input and decision making."	"Input received from stakeholders through this survey, as well as through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the following: •Improve the quality and frequency of communication between home and school, especially beyond family conferences and all-school comms. •Adding additional community-building events. •Establishing more opportunities for families to be within our schools on a consistent, informal basis. Hopefully, with the pandemic transitioning towards an endemic phase, we will be able to normalize this more. •Highlighting opportunities for authentic input, like family surveys, cafecitos, two-way communication systems, School site council, ELAC, and board representatives, as ways for families to be involved with school decision making; then following up with families on how input/decision making is incorporated."	"Input received from stakeholders through this survey, as well as through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the following: •Improve the quality and frequency of communication between home and school, especially beyond family conferences and all-school comms. •Adding additional community-building events. •Establishing more opportunities for families to be within our schools on a consistent, informal basis. Hopefully, with the pandemic transitioning towards an endemic phase, we will be able to normalize this more. •Highlighting opportunities for authentic input, like family surveys, cafecitos, two-way communication systems, School site council, ELAC, and board representatives, as ways for families to be involved with school decision making; then following up with families on how input/decision making is incorporated."	"Our Parent Learning Center Lead and Director of Advocacy & Community Engagement provided an overall structure, as well as training and resources, around how families can understand their legal rights and advocate for their students. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences."	"An area of improvement is around this year is to be more intentional around providing regular and consistent opportunities for families (workshops, resources, materials) to help support student learning and development."	"We will also seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings, and a wider variety of methods to reach all families."	"We have continued to focus on transparency and communication, as well as building partnership with families around school decision making. Our survey data shows that we have had successes but also have room to progress this coming year: •71% of Families who agree that school listens to family voice in input and decision making. We made good strides with developing our network-wide parent leadership group, having invested time and resources on the part of our Parent Learning Center Lead, as well as a new FTE around community outreach around these goals. We were able to establish trainings and meetings through the 2nd half of the year, and believe we have set a good foundation. We have also made strides in the quality of our family and LCAP surveys given to families."	"A focus area is around ensuring that we are getting high quality input through SSC, and establishing more intentional connections between our Alpha board structure and our SSC voice."	"A focus area is around ensuring that we are getting high quality input through SSC, and establishing more intentional connections between our Alpha board structure and our SSC voice."	3	4	3	4	3	4	4	4	3	2	3	2	Met	6/22/2022	2022
02100250000000	Alpine County Office of Education	3	"Recovering from COVID shutdowns and restrictions, the LEA is attempting to reengage the community and provide a center for gathering and engagement."	The primary focus of the LEA is to create a community-centered place of learning and support for students and families to thrive and learn.	The LEA will be holding more community events and parent nights at all sites.	"Recovering from COVID shutdowns and restrictions, the LEA is focusing on increasing student and parent engagement.  The LEA is focusing on increasing knowledge of student needs."	"Recovering from COVID shutdowns and restrictions, the LEA is focusing on increasing student and parent engagement.  The LEA is focusing on increasing knowledge of student needs."	The LEA will be increasing parent and family engagement through community events.	The LEA is struggling with this area. New leadership will focus on building community engagement and trust.	The LEA is struggling with this area. New leadership will focus on building community engagement and trust.	The LEA is struggling with this area. New leadership will focus on building community engagement and trust.	2	3	2	3	3	3	3	3	2	2	2	2	Met	6/9/2022	2022
02613330000000	Alpine County Unified	3	"Recovering from COVID shutdowns and restrictions, the LEA is attempting to reengage the community and provide a center for gathering and engagement."	The primary focus of the LEA is to create a community-centered place of learning and support for students and families to thrive and learn.	The LEA will be holding more community events and parent nights at all sites.	"Recovering from COVID shutdowns and restrictions, the LEA is focusing on increasing student and parent engagement.  The LEA is focusing on increasing knowledge of student needs."	"Recovering from COVID shutdowns and restrictions, the LEA is focusing on increasing student and parent engagement.  The LEA is focusing on increasing knowledge of student needs."	The LEA will be increasing parent and family engagement through community events.	The LEA is struggling with this area. New leadership will focus on building community engagement and trust.	The LEA is struggling with this area. New leadership will focus on building community engagement and trust.	The LEA is struggling with this area. New leadership will focus on building community engagement and trust.	2	3	2	3	3	3	3	3	2	2	2	2	Met	6/9/2022	2022
37679670000000	Alpine Union Elementary	3	"We have implemented a new data analysis system to identify student strengths and weaknesses. The use of i-Ready also provides teachers with hands-on information and data to personalize learning. In addition, student data is also used to develop digital personalized learning programs in English Language Arts and Math for every student. Parent meetings and trainings are held to ensure that parents have the most up-to-date information regarding their student's progress. Student data reports are shared with parents to ensure a strong partnership and connection. After reporting periods, staff trainings are held to enhance teacher knowledge and review the data. Families are engaged early on with any concerns regarding their child in our SST process.  Additionally, AUSD is implementing a student data dashboard to facilitate the use and sharing of student data with staff and families."	"AUSD has focused on a variety of strategies to connect and remain in touch with our families and communities to identify areas of success and growth. Our staff and families have been surveyed numerous times and have requested opportunities for expanded learning. As the data below indicates, our families have identified increased opportunities for student learning and expanded learning as priorities. As a result, the district is developing programs for our students to attend during the summer and intersessions to reduce the amount of unfinished learning that occurred as a result of interruptions due to COVID..  Surveys participants felt the district had been most effective in the 2021-22 school year in:  - increasing opportunities to address student learning  - Improving opportunities to personalize learning  This year, we will be inviting our families and community partners to join in creating a Portrait of an Alpine Union Student Learner.  Our Portrait of a Learner, will serve as a Northstar for our schools, bringing our district together with a shared vision of the attributes that we want our students to acquire."	"We will be reaching out to our underrepresented families with personal invitations to school and district events.  Through this process, we have already seen an improvement in the number of underrepresented families attending school events such as our first DELAC meeting.  Translation services will be available for families.  Additionally, our underrepresented groups will be prioritized for all Expanded Learning Opportunities."	"AUSD is focused on providing our students with the most current and researched based curriculum.  We have updated and adopted the curriculum in TK-8th grade ELA and science, middle school math, and middle school social studies.  AUSD is currently piloting both elementary math and social studies.  Additionally, we provide extensive professional development to our teachers in all subject areas, including science, ELA, Orton Gillingham, and math.  AUSD uses i-Ready data to inform instruction and guide our work in our student intervention programs.  We have also placed a strong emphasis on supporting our new teachers with mentoring, co-teaching, and professional development opportunities."	"Our focus area centers around the new student dashboard that we are implementing.  This dashboard provides easily accessible data in all areas, including academic and assessment data, behavior data, and social-emotional data.  The platform also allows us to administer social-emotional surveys to our students and families and provides a variety of check-ins that our teachers can use to formatively assess our students in all areas.  Along with the academic data provided, the platform helps our teachers and administrators set student goals based on interventions accessed through the program."	"AUSD is focused on improving the engagement of underrepresented families.  In particular, an area of focus for us this year is building a stronger partnership with our American Indian families.  We have done this by providing professional development on the culture of American Indian students to all staff at our local reservation and by getting input on our current elementary social studies curriculum."	"Currently, AUSD seeks parent input in a variety of ways, including surveys, School Site Council meetings, PTA meetings, American Indian Parent Committees, and by always willing to have an open dialogue with all stakeholders.  We offer translators at meetings to ensure families have the support necessary to fully engage and participate."	"By implementing our new student data dashboard, we will have increased opportunities to gather the input of our educational partners.  The new platform provides a variety of surveys that will be given to families.  The survey results will be used to guide all decision-making at our school sites. Additionally, AUSD will be engaging our stakeholders in the process of creating an ""Alpine Portrait of a Learner."" We will be developing a collective vision of our community’s aspirations for every student in Alpine Union School District."	"To improve the engagement of seeking the input of our underrepresented families, site leaders will be focused on communicating the importance to all families to ensure that they attend events and return surveys.  These families will also receive personal invitations to attend the series of Portrait of an Alpine Learner meetings.  Additionally, a heavy emphasis will be placed on parent input and feedback at our DELAC meetings."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/27/2022	2022
36675950000000	Alta Loma Elementary	3	"The Alta Loma School District has provided an annual Parent University with a theme on parenting and supporting students in school. This included a key note speaker and break out sessions with topics such as Google Classroom, Early Reading and Writing Strategies for parents, understanding mathematical practices for parents and how to motivate and support homework. A focus area is to expand these parent opportunities to monthly presentations using a virtual platform. This allows for increased parent and guardian participation, and expands the menu of topics for all parents. The newly added Parent Ambassadors at the Title 1 sites will be striving to ensure underrepresented families feel comfortable to participate and have the technology needed to join the sessions."	"The Administrative Team, along with site based teacher teams, have engaged in training in Equity and Cultural Proficiency. This training has emphasized the importance of building relationships and trust with families, especially reaching parents and guardians who may not feel comfortable in school settings. A focus area is to expand this training and work to all staff who interact with students and families."	"The Alta Loma School District has increased membership in the LCAP Advisory Committee over the last 4 years by increasing the number of participants, and ensuring that parents and guardians representing all of the subgroups, especially English Language Learners, Low Income and Foster Youth are included. The LCAP Advisory also includes certificated teachers, classified employees and administrators.  Alta Loma School District has contracted with Hanover Research to improve the ability to survey for community input and receive professional analysis of the surveys. Our most recent ALSD LCAP Survey grew in the number of respondents by over 300%.  An area of improvement for community input would be to continue to grow participation of parents and guardians in the District English Learner parent group and the Parent group representing Title 1 students. A School Ambassador role has been created for Title 1 schools to encourage and increase participation of underrepresented families."	"The November 2021 ALSD LCAP Survey included an increase of over 300% in terms of the number of respondents as compared to the previous survey.  Amidst the trials of the Pandemic, we were able to see increased participation in our LCAP Advisory Committee and other parent committees, likely due to convenience of being able to meet virtually.  Placing part time parent liaisons on our school campuses has helped to strengthen partnerships for student outcomes."	Our current focus area is to increase two-way communication within our school community.  We are adding a significantly higher number of offerings for parent education in our Parent University programs.	"We will continue to offer parent education opportunities and work hard to make sure that our underrepresented families have access to these programs.  We are also working on developing a high quality program through the Expanded Learning Opportunities Program Plan, which we refer to as our Explore Program in ALSD.  This includes efforts to increase and improve engagement of underrepresented families as we build partnerships for student outcomes."	"Our current strengths include partnering with Hanover Research to survey our students, staff and parents, while also focusing on effective disaggregation of that data and findings."	"A focus area for improving our effectiveness in seeking input for decision-making is in offering flexibility in advisory meeting attendance, i.e. virtual or hybrid options, and also in offering forums for open communication between our community and the Executive Cabinet of the District through multiple town hall meetings."	"The District will continue to implement measures to increase survey participation, expand advisory council memberships and support our underrepresented families with targeted strategies and personnel at both the site and district level."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/15/2022	2022
31667870126664	Alta Vista Community Charter	3	"By being back to in-person instruction for this entire school year Alta Vista was able to re-establish its traditions that provide opportunities to get families together. These events create and solidify our partnerships between staff, students, and parents. Alta Vista provides multiple avenues for parent input like surveys and Coffee with the Principal, which allow families to express their needs and to provide input to Alta Vista. We also hold bi-annual conferences for parents with their child's teacher. This allows parents and teachers to work in partnership for the benefit of their students."	For the 22-23 school year Alta Vista has created a calendar of events that is available to all parents from the beginning of the school year. We are hoping that this will increase parent involvement and engagement throughout the school year. Creating a strong connections to a school is an important factor in student achievement and in family engagement. It is Alta Vista's intention to welcome all families into the Alta Vista community.	"Weekly newsletters are issued to families from the classroom teachers and from the office. Most of these communications are only sent out electronically, which oftentimes makes it difficult for underserved families to stay informed due to lack of access to technology. Going forward into the upcoming school year Alta Vista will distribute paper copies of all newsletters to every family. We believe this will help increase family engagement especially among our underserved population. We will continue to communicate with our families electronically through Catapult, which is a mass distribution service that is connected to our Student Information System. We frequently distribute surveys for parent input. These surveys are also electronic, which may present our underserved population to not have access to participate in giving us feedback. Going forward we will issue paper copies of surveys for our families to provide input. This year in order to serve our families we had two volunteer round up sessions where we had a vendor available to fingerprint our potential volunteers. At this time our families were able to fill out their paper work in order to be approved to volunteer at our school site. By increasing the number of volunteers on our campus we expect to increase family engagement especially among our underserved population."	"Alta Vista's strength lies with building partnerships and relationships with our families. We are a small school with one class per grade level which allows for our teachers to foster relationships with our families! We have a strong PTC and value their time, engagement and support. Because we are a small school we have the ability to know all of our students as well as their families. This enables us to form positive relationships and to build strong partnerships that focus on student outcomes."		Our underrepresented families are often unavailable to participate in events during the school day. Helping our families with a variety of options to connect with our school will help form stronger relationships with our underrepresented families. Directly reaching out to our families to solicit their engagement with our school would be helpful in improving relationships with our underrepresented families thereby improving outcomes for our students.	Our strengths in seeping input for decision-making lies with our strong partnership with the Auburn Union School District. As a dependent charter school Alta Vista participates in Town Hall meetings and Board of Trustee meetings. Families participate in public comments at Board meetings and participate by submitting comments and concerns during Town Hall virtual meetings. The principal at Alta Vista has also held budget meetings to gather input from families who were concerned about the budget reductions needed for the upcoming year and future years. A parent meeting was offered to gather parent input on the 22-23 LCAP. It is the intention of the principal to gather input from families in all areas concerning Alta Vista especially in regards to important decisions being made for the future of Alta Vista Community Charter School.	Alta Vista offers a large variety of options of stakeholders to participate in providing input and feedback. Alta Vista has a strong connection with our families and community members through our PTC and Governance Council. Both groups meet monthly to review Alta Vista's current needs and successes. An area for improvement would be evaluating family engagement. Alta Vista could improve engagement of underrepresented families by providing multiple opportunities to take surveys and provide them in multiple forms for easy access.	Alta Vista will use the strategies noted in this section to develop processes to ensure that we are engaging and asking for feedback from our underrepresented families in relation to seeking input for decision making.	4	4	4	4	5	4	4	4	3	4	3	3	Met	6/8/2022	2022
54718110000000	Alta Vista Elementary	3	"The school has many family engagement opportunities throughout the year. Teachers use conferences with parents to develop the relationship and begin exploring options for students based on their needs and interests. Also, the school has more than 15 parent events that are designed to have the parents interact with their children and with educators. To date, these have been remarkably effective in building our capacity as educators and building the parent's capacity to monitor their child's progress."	"The school in continuing the parent events, building a stronger parent night, and reinforcing the School Site Council. Empowering families to provide input has been difficult, but the more effort that is put into fostering a positive relationship between parents, students, teachers, and paraprofessionals the more often positive effects are seen in the students' academic performance. Many of our parents ideas are now affecting the student life and culture in a positive way. The school is focusing on expanding in this area and going much deeper."	"The school is still offering zoom based options for parents that cannot attend meetings. The school has also moved to providing videos of parent nights, student events, and other interactive components of the school day. The point that keeps arising out of our educational partner input is the interest in options. Families are not cookie cutter, and through this process it has become abundantly clear that the school needs to provide these varied options for connectivity. Underrepresented families are more apt to provide input when they can take in the information and speak with community members before they address the school with concerns or when they are seeking services."	The school's strengths in the the area of building relationships with students is rooted in driving social emotional learning on campus. Teachers and paraprofessionals are deep in training for Multi-Tiered Systems of Support (MTSS) and the focus on social emotional learning has been progressing with this training and implementation. Students are finding teachers and paraprofessional to be champions of student mental health and social connectedness. Positive Behavior Intervention and Supports (PBIS) has driven this change and school spirit and culture are evolving naturally through the process.	"The school is continuing its focus on PBIS and MTSS to drive building partnerships with students. When students begin to see the value of the skills imparted through these two initiatives, there will be exponential growth--which we are on the cusp of seeing on campus."	"The main focus in this area is to keep providing parent nights with agenda items aimed at educating parents on how to interact with teachers, paraprofessionals, and auxiliary staff. Parents often feel that the teacher and administrator are professionals. With this perspective, there is a lack of motivation to question or ask for clarity. The school's current focus is to empower parents by giving them training on what to ask of the teacher, paraprofessional or auxiliary service professional. Therefore, each month the school creates a parent night that is geared at given parents the tools to interact with the school for the following month. The school offers the parent night monthly so that we consistently keep parents in the loop and ready for interactivity."	The school currently has a school site council and parent groups. The parent groups are a forum where the school staff and parents can discuss current ideas and trends. The information then goes to school site council to apply to plan development. School Site Council has been a strength of the school district and is beginning to create meaningful change with the school culture and policy.	"The focus for input and decision making is to get more families involved. The school is increasing its surveys this year to open up opportunities for parents to provide direct input on specific services and programs. This helps the school site council make better, more equitable decisions. It also increases the confidence in school employees delivering these services.  Everyone understands that the path chosen is guided by parent suggestion and input."	"The school is using a variety of input media from direct conversation in parent nights, school site council, and board meetings to chats, surveys, and through reviewing interaction from parents during fire and lockdown drills. It is a common phenomenon that underrepresented families often work during much of the time that the school offers input opportunities. Therefore, the school has made an increased effort to provide opportunities that transcend those standard times and places."	4	4	3	3	4	4	4	4	4	4	4	4	Not Met	9/14/2022	2022
36750510136432	Alta Vista Innovation High	3	"Overall, the school is doing well at providing opportunities for parent engagement. The school has  offered numerous opportunities for the parents to meet virtually (both individually and as a group)  with school administration. Throughout the school year, school administrators offered virtual  meetings and sent 2-way communication via text, email, and social media. The school also utilized  L4L Connect to communicate flyers, notices, and school-wide messages. The connection with our  educational partners is a priority at Alta Vista Innovation High School. Through regular Parent  Meetings, including our Parent Advisory Committee and English Learner Advisory Committee,  Parent Teacher Conferences, student and family celebrations, and weekly communication our  families express a sense of feeling highly connected to the school and their student’s progress. This  evidenced by our data results, engagement at events and feedback received."	"Based on input and data analysis, VNPC would like to improve the number of participants who  attend the PAC/ELAC meetings. One way this can occur is by providing educational partners with  focused topics such as college planning, English classes for families, gang prevention, drug/alcohol  abuse, etc."	"The school can improve by providing targeted engagement for underrepresented families. For  example, the school can offer Spanish Speaking Parent Nights to ensure parents feel valued and  can also provide feedback and collaboration in their first language. The school can also do a better  job of recruiting educational partners for their input at PAC, ELAC, and school-wide meetings. Parent outreach has greatly improved at the school and participation numbers increased this year.  We are confident that both the parent engagements and systems of communication will help this  continued effort in keeping our educational partners connected and continued growth in  relationships."	"Parents reported that they receive support for their students’ learning through teacher  conferences, the personalized learning plan and progress updates. School staff and teachers meet  with parents/guardians at the beginning of the year to plan out their students' courses for the  year. Regular check-in occurs monthly. From the input received from our educational partners an  area of strength is our flexibility in providing opportunities for our families to receive support."	"The school does a good job at responding when parents need information. The school, however,  can improve in creating opportunities for parents to learn more and develop in their strategies to  support students."	"Additionally, the school should inform parents of their rights and how to further advocate for their  children. The school’s community liaison personnel will investigate community partnerships to  increase parents’ knowledge and connection to resources. Educational partners in our  underrepresented families have expressed a strong confidence in service and support to our students. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey."	"Our strength at Alta Vista Innovation High School is providing information and soliciting feedback  from our educational partners in multiple opportunities and spaces that work with our parents'  needs for flexible hour options for connection to the school. The school has asked parents to provide some feedback using student surveys. However, the school has not shared the outcome  and next steps after gathering feedback. The school could do a better job of utilizing multiple  channels of communication, such as social media and text."	"Based on input and data analysis, Alta Vista Innovation High School would like to improve the  number of students and families who complete the annual survey to help inform the decision-making process. The rate of completion, if improved, would help determine social-emotional  support, new courses, and academic support.  The school will continue to benefit from having regular quarterly meetings PAC/Parent Advisory  Committee that can support with feedback and improvement of the school model. Teachers  should elicit the support of stakeholders in the creation of these committees with their school  administrator."	"The school can improve by engaging our underrepresented families through personal phone calls  in their primary language, like Spanish, that invite them to meaningful school decision-making  events like ELAC meetings and LCAP stakeholder meetings. One key finding from the local survey  was from parent/guardian responses. When asked in the last school survey if they felt that their  school encourages parents/guardians’ participation and input in activities, events, parent  workshops and meetings, 84% responded that they agreed and strongly agreed."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/7/2022	2022
31667790000000	Alta-Dutch Flat Union Elementary	3	Educational partners strongly support our school.	Communicating with educational partners in an ongoing manner versus an as-needed basis	We provide ongoing outreach to students to attend our school	We have in-depth ongoing information available to all families.	Making the school more available to families as a community center.	We have close relationships with all families due to the size of our community and outreach often.	Most decision at the school are made with input from partners.	Communicate decisions more clearly.	Continue to use community contacts to reach out to families.	4	4	3	5	4	4	4	4	4	4	4	4	Not Met	10/19/2022	2022
43693690000000	Alum Rock Union Elementary	3	"Alum Rock Union School District believes in engaging parents by providing professional learning and support to improve a school’s capacity to partner with families in addition to supporting families with resources and information to advocate for their students.  Overall, parents in the Alum Rock community feel welcomed, respected and encouraged  to be partners in their child’s education. Our annual parent survey reports that 93% of parents responded favorably to “feeling welcomed to participate in my child’s school” and 94% of parents responded favorably to “school staff welcomes my suggestions” which is a strong indicator of parents feeling supported to participate in trainings and advocate for their needs. . This data is further strengthened by the fact that over 700  participants attended our Parent University events which provide education on topics relevant to student success.   The following emerge as strengths in the area of Building Partnerships for Student Outcomes: -Parents appreciate the Cafecitos (coffee time) with Principals as a way of developing a relationship between parents and school staff.  -Community Liaisons assist with bridging the relationship between home and school. In addition, our community liaisons provide linkage with services for students and the family while offering a variety of workshops and trainings that support students. - Parents cite the Parent Square App as an essential mode of communication"	"Families feel a need to offer more opportunities that allow students and their families to learn about various cultures. This cross cultural understanding would strengthen relationships between families in Alum Rock. For example, offer free dress days representing one's culture, multicultural events at all school sites, hosting events about various cultures."	"ARUSD will work towards rebuilding and developing relationships with families by establishing a system for reintegrating parents back on campus. We will continue to strive for quality customer service and promote a welcoming and inclusive environment when parents and community members visit.  As more events are allowed in-person, staff will need to have plans in place to rebuild involvement by parents in important activities as well as other parent workshops and school culture building events."	"Alum Rock Union School District believes in engaging parents by providing professional learning and support to improve a school’s capacity to partner with families in addition to supporting families with resources and information to advocate for their students. Overall, parents in the Alum Rock community feel the district emphasizes the importance of staff working with parents  to be partners in their child’s education.   Input from educational partners highlights the district’s strengths in this area.  Parents appreciate that the Interpretation/ Translation services provide access for parents and the community to have information readily available in their primary language. On the same note, the Parent square app provides translation to other languages which helps with communication with teachers. Parents also mention an appreciation for the variety of resources offered for students and families as a district strength."	"Families feel strongly that there needs to be regular communication between parents and teachers during the school year. For example, offering more than one conference during the school year to discuss student progress. Everyone got used to constant teacher communication during school closures and this communication decreased when students returned to campus. Parents also point to the need for regular parent workshops throughout the year similar to what is offered at Parent University (ie. mini Parent Universities spread out during the school year)"	District staff will continue to work with site leaders on effective ways to engage with parents as partners. We plan to implement a hybrid model of in person and virtual parent presentations/series. By offering both options we are able to engage additional parents. Virtual presentations have provided an opportunity to reach parents who normally cannot attend due to work schedules and family commitments. We will develop a system for gathering attendance to Site/District events to better analyze parent participation by school site.	"Alum Rock Union School District believes in building the capacity of parents to effectively engage in advisory groups and decision-making including parents from underrepresented groups in the community. In our recent parent survey, 94% of parents responded favorably to “school staff welcomes my suggestions”. Every school in Alum Rock School District has a functioning School Site Council and ELAC that held a minimum of 6 meetings (virtually) last school year to encourage parent leadership. This data is supported by positive parent participation rates on District committees such as DAC, DELAC and SPARC which met 9 times last school year. Furthermore, our District celebrates the participation of parent leaders by honoring them at the annual Parent Jubilee. Unfortunately, due to the limitations for in person events, this event was canceled this past school year.   The following emerge as strengths in the area of Seeking Input for Decision Making. Parents expressed satisfaction with the effort for involving parent leaders in decision making on District committees and in the LCAP development process as well as other district plans. The addition of students at these input sessions has brought an important perspective to the work. Furthermore, input from parents highlights the various opportunities for parents to be involved in decision making including surveys, advisory groups and committees, Principals coffees and leadership trainings."	"Districtwide alignment for establishing a site plan for decision making of activities and parent education. Similarly, parents state there are inconsistencies with implementation between schools including the dissemination of information from advisory meetings"	Recruitment and retention of parent advisory leaders will be a focus for 2022/2023 school year. Staff will work with site principals to recruit and train parents on their role as advisory group representatives and the importance of regular attendance.	4	4	3	3	3	3	2	2	3	3	2	2	Met	6/23/2022	2022
20651770000000	Alview-Dairyland Union Elementary	3	"In May of 2022, parents were encouraged to respond to a survey.  The survey was used to glean data on various measures of parent involvement, school climate, and academics.  Parents responded favorably in all areas.  92% of parents felt welcome at schools.  91% of parents felt the district put appropriate measures in place during the pandemic to keep their child safe. 91% of parents felt their child is cared for by teachers.  90% of parents felt the district keeps parents informed."	The district's focus will be to maintain it's actions so the positive relationship between school staff and families will continue to be reflected in the favorable responses from parents in the climate survey.	"Because of the favorable responses, the district will continue with its current practices."	"At the beginning of each school year, student handbooks are distributed to all families in English and Spanish. The handbook provides all policies, including uniform complaint act procedures. At the beginning of each year, administration reviews the importance of parental ties with teachers and support staff. Teachers are expected to send home weekly classroom newsletters in dual language to inform parents of events and opportunities for input and participation. Teachers are assigned specific days to attend Parent Teacher Club meetings and are instructed to make every effort to achieve 100% attendance at parent teacher conferences (in the fall of 2021, there was a 98% conference participation rate). District administration includes parent communication/engagement as an expectation and part of teacher evaluations. The superintendent routinely sends out information through all-calls and ClassDojo through which input is solicited for LCAP expenditures, policy, curriculum, etc. Alview-Dairyland coordinates and solicits parent engagement through a multitude of programs. Parents are encouraged from the beginning of their child's kindergarten year to participate in programs/activities. The school year begins with a ""Back to School Barbecue""; a district tradition in which parents come to meet their child's teacher. That activity is followed up with a Parent Guide and opportunities to participate in approximately two informational nights each school year that enhance parent engagement and understanding of school programs and offerings. Previous year's informational nights included information on monitoring student mental health, resources for SEL, and the dangers of social media use and human trafficking. ESL parents are also encouraged to attend English classes that are held weekly at the Dairyland campus. All parent programs are communicated clearly through a multitude of venues. A monthly calendar is sent home in print that lists all upcoming activities and opportunities for parent involvement. Prior to all parent events, an ""all-call"" is made through Connect-Ed and posted to the School Story on ClassDojo. All verbal and written communication is provided in both English and Spanish. At parent information nights and through parent-teacher conferences, families are provided information on how to interpret student grade/progress reports. In addition, letters are sent home in both English and Spanish that provide detailed information on how to interpret student score reports for SBAC and ELPAC assessment results. During parent-teacher conferences, teachers also further elaborate on assessment reports to provide parents with a clear understanding of their child's academic progress and status. For all parent information meetings, a Spanish translator is available."	The district's focus will be to maintain it's actions so the success of it's partnerships for student outcomes will continue to be reflected in the favorable responses in the climate survey.	"Because of the favorable responses, the district will continue with its current practices."	"The Parent and Family Engagement Policy was drafted by members of school administration, staff, and parents during multiple School Site Council, DELAC Committee, Parent Teacher Club, and governing Board meetings. The policy is distributed to all families through the student handbook (in English and Spanish) which is distributed to all families upon registration. The Parent and Family Engagement Policy is reviewed by School Site Council, Parent Teacher Club and the governing board on an annual basis. The governing board and administration communicate the importance of parent partnerships in all aspects of ADUSD's educational offering. At the beginning of each school year, administration reviews the importance of parental ties with both schools during meetings with teachers and support staff. Teachers are expected to send home weekly classroom newsletters in dual language or post to their ClassDojo to inform parents of events and opportunities for input and participation.  The superintendent routinely sends out information through all-calls and ClassDojo through which input is solicited for LCAP expenditures, policy, curriculum, etc. Alview-Dairyland coordinates and solicits parent engagement through a multitude of programs.  Parents are encouraged to participate in LCAP committee meetings as well as School Site Council, DELAC Committee, and Wellness Committee meetings. Through SSC, input is solicited for Title I expenditures and through DELAC, Title III funding decisions are made. ESL parents are also encouraged to attend English classes that are held weekly at the Dairyland campus funded through supplemental and concentration grants. All parent programs are communicated clearly through a multitude of venues. A monthly calendar is sent home in print that lists all upcoming activities and opportunities for parent involvement. Prior to all parent events, an ""all-call"" is made through Connect-Ed and a message is posted on the School Story on ClassDojo. All verbal and written communication is provided in both English and Spanish. For all parent information meetings, a Spanish translator is available. For handicapped family members, all school facilities are accessible.  In development of the LCAP, parent/family input is solicited through four information nights, monthly Parent-Teacher Club meetings, School Site Council/LCAP Committee meetings, and DELAC meetings. Feedback is also gleaned through annual school climate surveys."	The district's focus will be to maintain it's actions to successfully seek input for decision-making and the effectiveness will continue to be reflected in the favorable responses in the climate survey.	"Based on the favorable responses from parents on the school survey, the district will continue with its current practices."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/28/2022	2022
10619940000000	Alvina Elementary	3	"1. The LEA has a number of committees and engagement opportunities that involve and build relationships between district families and school staff. Committees such as the Parent Advisory Committee and the English Learner Advisory Committee provide families opportunities to be involved in the decision-making aspect of the school district. Also activities such as Back to School Night, Thanksgiving Luncheon, Parent/Teacher Conferences, Performances, Spring Carnival, and many other events provide families opportunities to be involved with school staff in support of their children's education."	"Although the LEA has numerous opportunities and events with a focus on the building of relationships between families and staff, input data from educational partners has identified the need to improve the engagement of underrepresented families within the community. It is vital to identify and place a continual focus on providing underrepresented families information, training and supports in order to assist in achieving student success."	"In order to support our underrepresented families, the LEA will continue to build a strong connection through our Home Outreach Team, including the administrative team, in order to personally invite and communicate with underrepresented families informing them of opportunities available to them. The district will provide the necessary supports such as childcare and translators in order for families to access these opportunities."	"The LEA places an important focus on building partnerships with our educational partners in support of student outcomes. The LEA takes great pride in maintaining a 98% or higher attendance rate during parent/teacher conferences, which are scheduled for the fall and spring of each school year."	"The LEA, through educational partner input, has identified the continued support and education of underrepresented families of the school district as a focal area. Challenges that continue to face underrepresented families include timing of conferences, transportation, and childcare. Operating in rural Fresno County, the LEA understands the needs of our underrepresented families and will continue to provide the necessary supports in order for identified families to have access to school opportunities."	"In order to support our underrepresented families, the LEA will provide underrepresented families the necessary supports such as phone conference availability, Zoom meeting availability, transportation, translators and childcare in order for identified families to be in attendance of critical meetings with teachers in order to achieve student success."	"The LEA has developed a strong relationship with its educational partners in providing input in decision-making. The LEA continues to have a well-rounded Parent Advisory Committee and English Learner Advisory Committee. Attendance at PAC and ELAC meetings maintain above 90%, although there was some impact due to the COVID-19 pandemic, which is understandable. The PAC and ELAC will continue to meet bi-monthly in support of our students and families."	"The LEA, through educational partner input, identified the main area of focus in the seeking of input for decision-making as the recruitment of new members for the Parent Advisory Committee and the English Learner Advisory Committee. Currently, the members of the PAC and ELAC have served on the identified committees for an average of three to five years. This has allowed for consistency in addressing items of attention; however, educational partners would like to see more involvement by parents on these committees."	"The LEA, in order to improve the engagement of underrepresented families in relation to seeking input for decision-making, will personally invite families to attend Parent Advisory Committee and English Learner Advisory Committee meetings while providing an LEA guide to walk them through the process of the meeting. This will allow families to understand the process and impact these meetings have on the district. Additional resources such as transportation, translators, and childcare will be provided to families who are in need of such assistance."	4	5	5	5	4	4	5	5	5	5	5	4	Met	6/14/2022	2022
10619946005730	Alvina Elementary Charter	3	"The LEA has a number of committees and engagement opportunities that involve and build relationships between district families and school staff. Committees such as the Parent Advisory Committee and the English Learner Advisory Committee provide families opportunities to be involved in the decision-making aspect of the school district. Also activities such as Back to School Night, Thanksgiving Luncheon, Parent/Teacher Conferences, Performances, Spring Carnival, and many other events provide families opportunities to be involved with school staff in support of their children's education."	"Although the LEA has numerous opportunities and events with a focus on the building of relationships between families and staff, input data from educational partners has identified the need to improve the engagement of underrepresented families within the community. It is vital to identify and place a continual focus on providing underrepresented families information, training and supports in order to assist in achieving student success."	"In order to support our underrepresented families, the LEA will continue to build a strong connection through our Home Outreach Team, including the administrative team, in order to personally invite and communicate with underrepresented families informing them of opportunities available to them. The district will provide the necessary supports such as childcare and translators in order for families to access these opportunities."	"The LEA places an important focus on building partnerships with our educational partners in support of student outcomes. The LEA takes great pride in maintaining a 98% or higher attendance rate during parent/teacher conferences, which are scheduled for the fall and spring of each school year."	"The LEA, through educational partner input, has identified the continued support and education of underrepresented families of the school district as a focal area. Challenges that continue to face underrepresented families include timing of conferences, transportation, and childcare. Operating in rural Fresno County, the LEA understands the needs of our underrepresented families and will continue to provide the necessary supports in order for identified families to have access to school opportunities."	"In order to support our underrepresented families, the LEA will provide underrepresented families the necessary supports such as phone conference availability, Zoom meeting availability, transportation, translators and childcare in order for identified families to be in attendance of critical meetings with teachers in order to achieve student success."	"The LEA has developed a strong relationship with its educational partners in providing input in decision-making. The LEA continues to have a well-rounded Parent Advisory Committee and English Learner Advisory Committee. Attendance at PAC and ELAC meetings maintain above 90%, although there was some impact due to the COVID-19 pandemic, which is understandable. The PAC and ELAC will continue to meet bi-monthly in support of our students and families."	"The LEA, through educational partner input, identified the main area of focus in the seeking of input for decision-making as the recruitment of new members for the Parent Advisory Committee and the English Learner Advisory Committee. Currently, the members of the PAC and ELAC have served on the identified committees for an average of three to five years. This has allowed for consistency in addressing items of attention; however, educational partners would like to see more involvement by parents on these committees."	"The LEA, in order to improve the engagement of underrepresented families in relation to seeking input for decision-making, will personally invite families to attend Parent Advisory Committee and English Learner Advisory Committee meetings while providing an LEA guide to walk them through the process of the meeting. This will allow families to understand the process and impact these meetings have on the district. Additional resources such as transportation, translators, and childcare will be provided to families who are in need of such assistance."	4	5	5	5	4	4	5	5	5	5	5	4	Met	6/14/2022	2022
33669770000000	Alvord Unified	3	"One of Alvord’s districtwide LCAP goals is that all students will be educated in an environment which fosters school connectedness and is inclusive of students, parents, and staff. Each school creates actions specific for their particular communities to support this goal in their School Plan for Student Achievement. Site parent organizations are in continuous communication to ensure their actions are aligned with each others’ and the district’s goals. The Family Engagement Office’s Virtual Workshops build the capacity of parents to support their children and to solidify relationships with school personnel. School Parent Universities provide a direct communication link between staff and parents that work to remove barriers separating the home and school. Parent presentations create space for questions to be posed and authentic dialogue to occur. Additionally, schools utilize mass messaging tools such as ParentSquare, Class Dojo, Google Classroom, and Aeries to foster and maintain communication with families, alert them of upcoming events, and provide student learning progress updates. These tools, in combination with email and social media, afford parents avenues to provide feedback and ask questions of the school and district. For families whose dominant language is not English, interpretation services are provided."	"Local data indicates that 78% of the parent respondents “Strongly Agreed” or “Agreed” with the survey prompt that asked, “This school communicates the importance of respecting different cultural beliefs and practices.”   Although most parents agreed with this statement, Alvord staff has identified this as an area of growth."	"Alvord recognizes the value that families add to our collective success. Families engage their existing leadership talents in dialogue with personnel when making decisions on policies and programs for schools. Every school site has a representative from their School Site Council (SSC) that attends regular district Parent Advisory Committee meetings. Additionally, each site’s English Learner Advisory Committee (ELAC) elects a representative to attend the District English Learner Advisory Committee (DELAC). At site SSCs and ELACs, as well as at the district DELAC and PAC, parents are trained in their roles and responsibilities as parent members on these important teams. Importantly, Alvord has established feedback communication loops so that all families in all committees share information and collect input to inform district decision-making. Alvord Chief Business Officer provides families with a Budget Overview for Parents to ensure that families are informed about the financial budgets of the district. During SSC, ELAC, PAC, and Board meetings, families can make public comments to express their thoughts on meeting business, ensuring that families’ voices are heard at all levels of district decision-making. Families play an important role in the creation and evaluation of family engagement activities at the school level through each site’s Action Team for Partnership, collaborative groups that include administrators, teachers, classified staff, and parents. As we strive to expand the ways in which we work within our district to strengthen our engagement of underrepresented families, Alvord will continue to incorporate family input, and feedback received to develop the district  LCAP, sites’ School Plans for Student Achievement  (SPSAs), as well as daily engagement programs that are inclusive of all families and are responsive to their needs."	"To best support students in meeting the three LCAP goals, Alvord understands the importance of building partnerships for student outcomes. Parent training workshops provided by school site personnel, and the Family Engagement Office, include topics directly related to supporting student learning and development at home and at school. While COVID restrictions prompted the district to restructure the policies and programs for teachers to meet with families and students to discuss student progress, many practices, policies, and programs remain part of the larger engagement repertoire our district has to offer. Parents are provided training on utilizing learning tools to communicate directly with teachers to inquire about student progress. While many traditional events and parent meetings were transitioned online to maintain continuity of communication and relationships between families and schools, virtual options now accompany many in-person opportunities for parents. Committees and councils engage parents in dialogue that builds their understanding of their legal rights to advocate for their children, as well as builds their capacity to advocate for all students in the district. Parents are provided with multiple opportunities to share their perspectives on the betterment of our district and to ask questions on how to support student learning. School site administrators, along with the Family Engagement Office, provide professional development to staff members on building partnerships for student outcomes. This continues to be an area of improvement for Alvord and through our partnership with site administrators and the Family Engagement Office, Alvord will continue to make progress in the development and implementation of professional learning to support teachers and principals to improve a school’s capacity to partner with families."	"Based on the analysis of educational partner input and local data, AUSD will focus on making more positive connections with families.  As a result of the pandemic, families have been isolated from their school sites.  The lack of volunteer opportunities and increased virtual meetings have made parent participation difficult.  The goal for AUSD is to provide a welcoming environment for educational partners to increase participation, voice, and school engagement."	"Alvord Unified School District is committed to improving relationships to increase student outcomes.  AUSD will continue to provide opportunities for families, teachers, principals, and District administrators to collaborate, plan, and execute opportunities for student success. Moreover, the District seeks feedback after every event to improve practices and procedures continually. Parents are encouraged to join committees such as PAC, ELAC, DELAC, School Site Council, and PTA/PTO. Most of these committees are decision-making and advisory groups. This gives parents opportunities to offer suggestions and feedback on improving programs and practices.  This forum allows parents, especially from underrepresented groups, to have a voice within their school community."	"Alvord Unified School District seeks input for decision-making in many ways.  the use of software platforms such as Though Exchange and Parent Square offers parents opportunities to provide input both anonymously or by name.  the Superintendent sends out a weekly newsletter to all families every Sunday.  Principals create newsletters and send them out to families consistently as well.  Parents are encouraged to provide their input through emails, phone calls, or by joining parent groups."	"Through the use of the Family Engagement Coordinator, AUSD continually seeks ways to improve input for decision-making.  The Family Engagement Coordinator is bilingual and engages parents in the language they feel most comfortable with.  The goal is to increase parent participation at all schools through ELAC and other parent groups by making personal connections through the Family Engagement Office."	"To engage underrepresented families, AUSD understands the need to make personal connections with families.  To improve engagement, AUSD has hired assistant principals at all elementary schools and one additional assistant principal at all middle schools. Additional personnel on campus will help build relationships between school and home, especially with our underrepresented families."	4	4	4	4	4	4	4	4	4	3	4	3	Met	6/16/2022	2022
03100330000000	Amador County Office of Education	3	"Strengths include our focus on intentionally building positive relationships to effectively engaging ALL students and families in the 2021-22 school year and beyond, the Amador Parent Advisory Committee, School Site Councils, the Community Advisory Committee (CAC), District English Learner Advisory Committee, and numerous school-level parent and community engagement activities such as Family Reading Night, Family Math Night, Family Movie Night, and Quarterback Club Family / All Athletes Meet & Greet.  In order to better include our Spanish speaking families in decisions regarding their own children as well as in giving input into LEA-wide decisions, we provide a Bilingual Parent Liaison. Our Bilingual Parent Liaison (BPL) not only translates for parents at IEPs and conferences, but she also runs our District English Learner Advisory Committee (DELAC) and school-based English Learner Advisory Committees (ELACs). Our BPL translates at Local Control and Accountability Plan (LCAP) educational partner engagement meetings. Additionally, our BPL translates for parents outside of the school setting for matters that may affect their child’s education, health, and welfare. For example, our BPL sometimes attends medical appointments, translates employment documents and works with families on immigration needs.  An improvement this year was changing the mass-communication system we use to communicate with families to Aeries Parent Square, as well as an increased presence of our communication on social media platforms.  The feedback we received from families was overwhelmingly positive, with the majority of families appreciating almost all communication coming via text message and email, as opposed to the phone calls generated by our previous system.  Staff reported appreciation for the ease of use of Parent Square, and the automatic translation feature to support sending all messages in Spanish."	"The key areas of improvement are the ongoing use of strategies to increase parent and family participation, including our underrepresented families, in school-sponsored events, and helping staff acquire more strategies for working with and having a better understanding of diverse cultures."	"Some strategies we will use to increase parent and family participation, including underrepresented families in school-sponsored events will include translation of communications in other languages, personal phone calls to families, and continued cultural proficiency training for staff to acquire more strategies and build an understanding of diverse cultures."	"Amador County Office of Education uses diverse strategies to build partnerships with families in an effort to ensure positive student outcomes. At the elementary level, all teachers hold parent conferences for each of their students at the end of the first trimester to identify areas of strength and areas of improvement for the child’s learning. We also hold IEP meetings for every student, every year; these meetings include teachers, administrators, parents and students and are focused on improving student learning outcomes.  Due to the nature of the student population we serve, teachers are in constant communication with families about everything from an academic breakthrough in the classroom to some behavioral difficulties a student might be experiencing.  In addition, each student’s family receives a Family Handbook at the beginning of the school year which explains all of the various programs available for students and families and outlines the legal rights all students and families have."	"One area for improvement is to provide professional learning and support to teachers and administrators to improve a school’s capacity to partner with families, including exploring a home-visit program."	"We will provide professional learning in effective strategies for further engaging and building partnerships with families.  While we have offered sessions on topics such as the Nurtured Heart Approach and trauma-informed practices, we recognize a need to do more in this area."	"Amador County Office of Education has well-developed processes in place for allowing parents and community members to provide input into decisions affecting the educational process.  Every school has a site council that looks at data, evaluates the strengths and weaknesses in their programs and develops a School Plan for Student Achievement (SPSA). As part of this plan, parents are directly involved in the decisions regarding how money is spent to support their school. Additionally, all schools have Parent Teacher Organizations and Booster clubs directly run by parents to support the school and student needs.  Schools with over 21 English Learners have English Learner Advisory Committees (ELACs), while the district has a District English Learner Advisory Committee (DELAC). These committees provide valuable input into how our programs can best serve the needs of our students. Parents also have the opportunity to serve on our district-wide Amador Parent Advisory Committee (APAC). This group provides direct input into how to support and strengthen our schools. Additionally, our Local Control and Accountability Plan (LCAP) is informed by parent feedback given at stakeholder input meetings held at all schools as well as by surveys (electronic and paper). Parents are also given the opportunity to provide input into which qualities they find desirable when hiring new administrators for their schools.  We also provide training for parents who choose to serve on committees such as DELAC, ELAC, and SSC."	We recognize the need for building the capacity of and supporting principals and staff to effectively engage more of our families in advisory groups and with the decision-making process.	"In order to increase the number of parents participating in our various groups and committees, we are looking at such things as the feasibility of providing daycare and possibly staggering meeting times for parents throughout the day."	4	4	4	4	2	4	5	5	4	4	5	3	Met	6/22/2022	2022
03739810000000	Amador County Unified	3	"Strengths include the district’s focus on intentionally building positive relationships to effectively engage ALL students and families in the 2021-22 school year and beyond, the Amador Parent Advisory Committee, School Site Councils, District English Learner Advisory Committee, and numerous school-level parent and community engagement activities such as Family Reading Nights, Family Math Nights, Family Movie Nights, and Quarterback Club Family/All Athletes Meet & Greet.  In order to better include our Spanish speaking families in decisions regarding their own children as well as in giving input into district-wide decisions, we provide a Bilingual Parent Liaison. Our Bilingual Parent Liaison (BPL) not only translates for parents at SSTs, IEPs, and conferences but is the key point of contact for our Spanish speaking families.  She runs our district and site-based English Learner Advisory Committees (ELACs). Our BPL translates at Local Control and Accountability Plan (LCAP) educational partner engagement meetings. Additionally, our BPL translates for parents outside of the school setting for matters that may affect their child’s education, health, and welfare. For example, our BPL sometimes attends medical appointments, translates employment documents and works with families on immigration needs.  An improvement this year was changing the mass-communication system we use to communicate with families to Aeries Parent Square, as well as an increased presence of our communication on social media platforms.  The feedback we received from families was overwhelmingly positive, with the majority of families appreciating almost all communication coming via text message and email, as opposed to the phone calls generated by our previous system.  Staff reported appreciation for the ease of use of Parent Square, and the automatic translation feature to support sending all messages in Spanish."	"The key areas of improvement are the ongoing use of strategies to increase parent and family participation, including underrepresented families, in school-sponsored events, and helping staff to acquire more strategies for working with and having a better understanding of diverse cultures."	"Some strategies we will use to increase parent and family participation, including underrepresented families, in school-sponsored events will include translation of communications in other languages, personal phone calls to families, and continued cultural proficiency training for staff to acquire more strategies and build an understanding of diverse cultures."	"Amador County Unified School District uses diverse strategies to build partnerships with families in an effort to ensure positive student outcomes.  At the elementary level, all teachers hold parent conferences for each of their students at the end of the first trimester to identify areas of strength and areas of improvement for the child’s learning. The school district also holds SST, 504, and IEP meetings for specific students; these meetings include teachers, administrators, parents and students and are focused on improving student learning outcomes.  In addition, each student’s family receives a Family Handbook at the beginning of the school year which explains all of the various programs available for students and families and outlines the legal rights all students and families have."	"One area for improvement is to provide professional learning and support to teachers and administrators to improve a school’s capacity to partner with families, including exploring a home-visit program."	Professional learning on strategies to further engage and build partnerships with parents will be offered to school administrators and staff this year.	"Amador County Unified School District has well-developed processes in place for encouraging parents and community members to provide input into decisions affecting our schools and district. Every school has a School Site Council (SSC) that looks at data, evaluates the strengths and weaknesses in their programs and develops a School Plan for Student Achievement (SPSA). As part of this plan, parents are directly involved in the decisions regarding how money is spent to support their school. Additionally, all schools have Parent Teacher Organizations and Booster clubs directly run by parents to support the school and student needs.  We also provide training for parents who choose to serve on committees such as DELAC, ELAC, and SSC.  Schools with over 21 English Learners have English Learner Advisory Committees (ELACs), while the district has a District English Learner Advisory Committee (DELAC). These committees provide valuable input into how our programs can best serve the needs of our students. Parents also have the opportunity to serve on our district-wide Amador Parent Advisory Committee (APAC). This group provides direct input into how to support and strengthen our schools. Additionally, our Local Control and Accountability Plan (LCAP) is informed by parent feedback given at educational partner input meetings held virtually, as well as by surveys (electronic and paper). Parents are also given the opportunity to provide input into which qualities they find desirable when hiring new administrators for their schools."	We recognize the need for building the capacity of and supporting principals and staff to effectively engage more of our families in advisory groups and with the decision-making process.	"In order to increase the number of parents participating in our various groups and committees, we are looking at such things as the feasibility of providing daycare and possibly staggering meeting times for parents throughout the day."	4	4	3	4	1	4	5	5	4	4	5	2	Met	6/22/2022	2022
10623800136499	Ambassador Phillip V. Sanchez II Public Charter	3	"The connection with our educational partners is a priority for Ambassador Phillip V. Sanchez II.  Through regular Parent Meetings, including our Parent Advisory Committee and English Learner  Advisory Committee, Parent Teacher Conferences, student and family celebrations and weekly  communication through our Data + Design system our families express a sense of feeling highly  connected to the school and their student’s progress as evidence by our data results, engagement  at events and feedback received. One of our parents recently commented, ""This school always  makes my daughter feel comfortable and supported. And you take everything I say into consideration"" Other parents commented, ""If it weren't for this school, my son would be a drop  out"", & I am so thankful that you are flexible with my schedule, to accommodate me working two  jobs and trying to finish school""."	"Based on input and data analysis, Ambassador Phillip V. Sanchez would like to improve the number  of participants who attend the PAC/ELAC meetings. One way this can occur is by providing  educational partners with focused topics such as college planning, English classes for families, gang  prevention, drug/alcohol abuse, etc."	"We are confident that both the parent engagement and systems of communication will help this  continued effort in keeping our educational partners connected and continued growth in  relationships. Ambassador Phillip V. Sanchez II will improve engagement of underrepresented families by  providing translation services for educational partner communications, offering multiple  opportunities for participation both virtually and in-person, and providing classes/workshops  based on educational partner needs/requests."	"rom the input received from our educational partners an area of strength is our flexibility in  providing opportunities for our families to receive support. Between evening options for live  instructional support, weekly progress summaries and a variety of services for students, our  parents have tools accessible for educational success."	"Based on input and data analysis, the Ambassador Phillip V. Sanchez II would like to improve the  number of students who participate in small group instruction classes, counseling events, and  workforce partner workshops and receive mental health/social-emotional services. Increasing the  number of students participating in the above events will improve the student-school relationships  and increase student achievement."	Educational partners in our underrepresented families have expressed a strong confidence in  service and support to our students. We will continue in our commitment to provide partnership  and accessibility in services as our students continue on their educational journey.	"Our strength at Ambassador Phillip V. Sanchez II is providing information and soliciting feedback  from our educational partners in multiple opportunities and spaces that work with our parents'  needs for flexible hour options for connection to the school.   Although parents attend meetings and events, an area of improvement for AMBII is to find a way  to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite educational partners to our public meetings and events, our  progress in building the capacity of staff to effectively engage families in the decision-making process is still developing. Through professional developments, we will learn better ways to  connect with families and draw out feedback and input in order to make more communal  decisions."	Our advisory committees are currently in development for official positions. Our focus is to  continue communication for roles available to our parents at our Parent Advisory Committee and  English Learner Advisory Committee.	"Our underrepresented families of Ambassador Phillip V. Sanchez II are in need of translation in  Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our  recruitment to members of the community to join our team and where our community needs  exceed staff availability, we will partner with outside organizations to provide excellent service to  our students and families.  One key finding from the local survey was from parent/guardian responses. When asked in the  last school survey if they felt that their school encourages parents/guardians’ participation and  input in activities, events, parent workshops and meetings, 25% responded that they agreed and  strongly agreed. The school also continues to implement parent engagement activities like  PAC/ELAC, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences."	4	4	4	5	4	4	4	4	4	4	4	4	Met	6/2/2022	2022
34103480140160	American River Collegiate Academy	3	"At American River Collegiate Academy, we have worked hard to build relationships between our school staff and families. We begin by creating a welcoming environment for all, starting before students step through the doors. Our staff greets students and families each morning at drop-off and continues to foster relationships throughout each day by informal conversations, more formalized meetings, phone calls, and emails. On a weekly basis, our teachers and staff share news and information through our weekly newsletter. Additionally, we schedule several opportunities throughout the year for our families to engage with our staff, including Back to School Night, parent/teacher conferences, LCAP engagement workshops, participating in surveys, committee work, Parent School Partnership (PSP) meetings, family nights, budget/facilities meetings, etc.  American River Collegiate Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been planned to initiate outreach and make connections with parents, including Core Knowledge Night, Parent University, Family Nights, docent programs, performances, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. Unfortunately, because of the COVID-19 pandemic, many of these have had to be done in a virtual setting over the past two years but we are very pleased to still see a high level of engagement with our families. Other ways of providing meaningful input in the decision-making process for families have been serving on or participating in committee meetings such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, Parent Fundraising Committee (PFC), Local Control Accountability Plan (LCAP) Committee, and English Learner Committee (ELC) meetings. Again, the COVID-19 pandemic made some engagement opportunities much more challenging because we were unable to allow many of our in-person interactions. However, we quickly transitioned all meetings and workshops to virtual events which did show to be successful, in some cases, we had a higher participation rate than before the pandemic.  When surveying parents and guardians in the 2021-22 school year, 42% of American River families participated. Of those, 91% of respondents indicated that they believe RAFOS seeks their input on decisions, and 73% indicated that they have participated in school-related activities this year.  We realize that engagement has been very different and difficult for many over the past two years. We have worked diligently to provide opportunities for our families and other educational partners to continue to participate and engage with us but look forward to the day we return to “normal”. Both our staff and families are eager to restrengthen our parent/school partnership. We know that by working together we improve student outcomes."	"As a result of the restrictions that were put in place as a result of COVID-19, opportunities for volunteering at our school have been limited over the past two years. Some of our educational partners were unable to regularly volunteer in the classroom like they used to be able to do. We strongly believe that our educational program is strengthened by community and parent partnerships and are looking forward to the volunteering opportunities resuming as they did prior to the COVID pandemic. Now that restrictions are easing up, we want to continue to keep our students and staff safe. We will be inviting volunteers back on campus, and providing weekly testing for those who are unvaccinated but would like to be on campus to support the students and staff. We know how important this is to all of our educational partners and the positive impact it has on student learning and emotional well-being. Therefore, we are looking forward to rebuilding this aspect of our parent/school relationship."	"Building relationships between school staff and our families is a top-priority at Rocklin Academy Family of Schools. We continually work to improve engagement and have identified areas of opportunity to strengthen these relationships, especially with our underrepresented families. We plan to increase the number of family engagement opportunities for our English learners and students with disabilities. We also plan to increase the number of times we reach out to low-income families to see if there is any additional support we may be able to provide or direct them toward. Additionally, we are seeking to find a better messaging system to communicate with families. We are looking for one that is more user friendly, well accessible by phones, and would allow families to select automatic translations."	"At Rocklin Academy Family of Schools, we believe that our educational program is strengthened by strong partnerships with families. Communication is key to this being a success. Based on the analysis of educational partner input, the following were identified as strengths in building partnerships for student outcomes. • Communication from teachers, principal, and superintendent • Parent/teacher conferences or other collaborative meetings We send home weekly communication to all families as a way of keeping the informed of what is going on in the classrooms and on campus. Our superintendent also provides a monthly update, sharing important information and highlights across all sites. We also host several collaborative workshops and meetings throughout the year focused on student outcomes. Other, more individualized work is accomplished through SST, IEP, and LTEL meetings with teachers, principals, and families to review data and set student goals. Finally, our parent portal provides access to families on their child’s academic progress and other important information."	"Based on the analysis of educational partner input, we have identified some areas for improvement in building partnerships for student outcomes. As a result of the COVID-19 pandemic and the restrictions that were put in place, opportunities for parent involvement on-campus have diminished. Families and staff are all eager for those to return to normal. In the 2022-23 school year we will be working to improve or increase the following areas to rebuild partnerships for student outcomes. • Volunteering opportunities on field trips • Volunteering opportunities in the classroom • Communication The RAFOS mission states, “Rocklin Academy Familiy of Schools provides a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.” This partnership is critical to the success of our students and we are committed to strengthening it."	"Based on the analysis of educational partner input our school plans to improve engagement of underrepresented families to build stronger partnerships for student outcomes by: • Increasing the number of workshops/meetings intended to support, inform, and collaborate with our families of English learners • Continuing to build upon the resources provided to support families • Reaching out to our foster youth and low-income families more frequently to determine what additional supports they need that we may be able to provide or help identifying assistance with"	"Based on the analysis of educational partner input and local data, current strengths for seeking input for decisionmaking that have been identified include the following: • Opportunities to provide input through surveys • Discussions with classroom teachers or other school staff • Opportunities to attend meetings such as board meetings, PSP meetings, OPS meetings, EL meetings, etc. • Opportunities to participate and provide input at meetings Although several strengths have been identified in the way we seek input from our educational partners for decisionmaking we are always working to improve this process."	"Based on the analysis of educational input and local data, we have identified the following trends as areas of improvement for seeking input for decision-making: • Increase the number of face-to-face interactions • Improve communication We look forward to the COVID-19 restrictions being lifted and believe that this will help alleviate some of the strain that has been caused. Families are incredibly eager and willing to participate in the decision-making process and as an organization, we know that their input is crucial to the success of our students and schools. It is unfortunate that we have struggled to engage with our educational partners during the time of COVID, having the lowest participation rates in the history of our schools for workshops and surveys. We understand that the fatigue is genuine for all partners and are incredibly eager for things to return to normal."	"We are always seeking ways to improve engagement with our underrepresented families. Areas identified that we are further looking into include the following: • Provide a variety of times for families to engage (morning/afternoon/evening) to better accommodate schedules • Research communication platforms that allows for language translations • Ensure that all groups are represented in committees Another process that we are looking to improve upon is how we gather input for decision-making. We have recognized that over the past two years, participation in surveys and workshops/meetings has been very low compared to years past. We plan to incorporate many of our important decisions into our annual intent to return survey which all families participate in. This should help us gather important information that will help guild decisions"	4	4	4	3	4	4	4	3	4	4	3	3	Met	6/13/2022	2022
37683380136663	America's Finest Charter	3	"At America’s Finest Charter School, technology is utilized to increase home-school communication. Teachers use Class Dojo to regularly stay in contact with families regarding academic progress, as well as social-emotional supports. To further engage families in the school’s program and strengthen relationships, we also have meetings, teachers and parents conferences, and activities include but are not limited to: Curriculum Night/Open House, Math Night, Parent-Teacher Conference, Flyers and School-Related Information, and Monthly Letters Communication. In the coming academic year, we also will be providing workshops and webinars to teach families how to use the Parent Portal for statewide testing and the school grading system."	"Based on the survey data for 2021-22, the families have requested more assistance with learning English and workshops to increase their capacity to help their child(ren) be successful in school. In response to these requests, in the coming year we will offer ESL classes to parents/guardians, increase the number of schoolwide parent conference events, and hold more workshops on supporting their children in the home."	"As mentioned previously, our community consists of Spanish, Amharic, Russian and Vietnamese speaking parents which creates a language barrier to the active participation of these families. To address this, AFCS offers live translation for non-English speaking parents for both one-on-one and schoolwide gatherings of parents."	"America’s Finest Charter School (AFCS) is committed to building strong relationships with parents as partners in education. Parents have many opportunities to be involved at AFCS. AFCS has formed a group called “Friends of AFCS” including administrators, teachers, classified staff and parents to provide after school activities and fundraising events.  The school has an “open door” policy where school administrators meet regularly with parents (scheduled and unscheduled), and encourages feedback during our ELAC and other parent meetings. AFCS families also have opportunities to provide feedback when they complete the Annual LCAP Survey. Translation services are provided in all parents communications and events, including on-site translation, monthly newsletters in different languages, school messenger-an autodialer messages system to parents/guardians in English and Spanish. Parents fill out volunteer interest forms and are invited to help in the class and with outside class assignments."	"Based on the survey data for 2021-22, the families have requested more assistance workshops to increase their capacity to help their child(ren) be successful in school. In response to these requests, in the coming year we will increase the number of schoolwide parent conference events, and hold more workshops on supporting their children in the home. We also will be engaging in targeted outreach to our AAPI community to build relationships and increase their representation in the student body enrollment."	"According to our population data, we need to reach out more to the Asian families and communities in order to improve their engagement and representation by placing ads in cultural/ethnicity-specific newspapers and inviting more local businesses to our events."	"Parent involvement has been at the core of decision-making processes for America’s Finest Charter since its opening in 2011. The Board of Directors for America’s Finest Charter is composed of several members of each of the following stakeholder groups: staff, parents and leaders from the community. The Board of Directors meets monthly to fulfill the goals of the Board and school leadership. America’s Finest Charter School involves English speaking and non-English speaking parents. Involvement opportunities include: English Learner Advisory Committee (ELAC) parents meetings and School Site Council (SSC). Parents participated in school events: Curriculum Night/Open House, Math Night, International Fair, and Arts in the Afternoon Gala."	"AFCS needs to increase the capacity of parent leaders to engage in outreach and serve on various school committees. The AFCS leadership will be seeking more opportunities to raise the profile of the school in the surrounding community, provide additional parent trainings to increase and sustain engagement."	The 2022-23 academic year will mark a renewed commitment to targeted outreach for our underrepresented communities so they may become active participants in the decision-making structures currently in place.	4	3	4	4	4	4	4	5	4	4	5	3	Not Met	10/10/2022	2022
30664230000000	Anaheim Elementary	3	Parents reported they still felt the LEA was in “full implementation” strength due to the strong communication that occurred during the pandemic.  They appreciated the various means of communication to families. They appreciate the efforts that the LEA has focused to train and address implicit bias.	Continue to maintain a high level of communication with families to consistently reach more families including the implementation of ParentSquare which will allow for 2-way communication between staff and families.	Focus on addressing technology supports and education for parents to be able to engage in learning through workshops and communication platforms for their schools.	"LEA has made progress in supporting  families to understand and exercise their legal rights to advocate for their own students and all students. Previous parent feedback was taken from various years, specifically for inclusive education parent educational opportunities through parent workshops and advisory groups."	LEA will continue with  the progress of parent understanding of policies and programs through parent workshops and provide opportunities for underrepresented families and staff to interact.	LEA will provide resources & create a welcoming environment for underrepresented families and students at school and district events.	LEA does a great job in including a diverse population of educational partners in our advisory and decision making committee. This has allowed for a better understanding and communication during distance learning.	"LEA will support sites to improve in providing opportunities for families, teachers, principals work together to plan, implement and evaluate family engagement activities at the sites. LEA will support the school's sites with information for families to understand expectations of involvement for practices, workshops, or advisory committees."	LEA will educate and support district Parent Leaders with decision making information to help communicate with other underrepresented families in efforts for diverse parent representatives to serve on district decision making committees.	4	4	4	4	4	5	4	4	4	4	4	3	Met	6/8/2022	2022
30664310000000	Anaheim Union High	3	AUHSD has created sustainable systems and structures that are designed to promote equitable opportunities for engagement that help foster positive relationships with all educational partners. The continued support of Family Resource Centers across the district and the addition of Community School Centers at two of our campuses have furthered strengthen these relationships. The LCAP Educational Partner Engagement process serves as an example of AUHSD’s desire and ability to effectively engage all educational partners.	AUHSD is in the process of implementing a new system for data collection and analysis. This is an area of growth for the district. This new system of data collection will help AUHSD link Family and Community Engagement to student achievement. It will also create opportunities for AUHSD to better understand the needs of our students and families.	"The Family and Community Engagement Department has created a Scope and Sequence that seeks to be inclusive of all families. It is comprehensive and sets systems in place to ensure that all families are aware of the various supports, resources and opportunities available for them at AUHSD. The Scope and Sequence is designed to cultivate trust and empower families as equal partners in our educational community. AUHSD will seek to build the collective capacity of all educators and school staff by offering professional development opportunities that help create a strong foundation that focuses on trust, learning and development, asset-based, collaborative, and interactive."	AUHSD is committed to continuously improve its methods of building strong partnerships and empowering parents that effectively promote positive student outcomes. Our Parent Learning Walks and Family Education Series are designed to build on the assets of our community so that parents have the tools to effectively support their student's learning at home. They are foundational in our district's efforts in creating a culturally responsive environment that builds on the assets of our community.	"Our Family Education Series includes a curriculum that informs parents about our Career and Preparedness Systems Framework. It seeks to empower parents to be informed and equipped with the tools necessary to help support their students learning at home. Our reimagined Parent Leadership Academy includes modules with the following modules, The Power YOU: Harnessing Your Personal Story to Create Change, 21st Century Mindset, Innovative Leadership, and Civic Engagement for all. These powerful thought provoking modules are designed to be reflective, transformative and aligned with our CPSF."	Our new systems of data collection and analysis will systematically transform how we identify and intentionally target disengaged families.  The Scope and Sequence in addition to the data collected will help school sites make informed decisions on how to support underrepresented families.	AUHSD continues to expand on the opportunities for Family and Community Engagement across all sites. It currently has a myriad of opportunities for parents and community members to actively participate in decision-making bodies at our site and district level. We continuously seek to remove barriers that have historically impacted family and community engagement.	"AUHSD’s Scope and Sequence will create a systematic approach to our needs and assets assessment district-wide. Families across the district will have access to an assessment tool that will help AUHSD plan and coordinate Family and Community Engagement programs and services that meet the specific needs of their school community. These assessments will take place annually and will be used periodically by our sites and district's decision-making committees, such as LCAP, School Site Council, District English Learner Advisory Committee, site-based English Learner Advisory Committee, and our Family Engagement Teams to help improve our systems and structures around Family and Community Engagement."	"We are proud that our continued advocacy for Family Engagement has led to an increased number of parent participants in the LCAP process and as a result, our district has become a model district in the stakeholder involvement process, allowing us to share best practices with many across California. In addition, we hope that our new systems of support such as an improved data collection system and newly developed Scope and Sequence founded on the elements of the Dual Capacity Framework can help us better support all AUHSD families."	4	4	3	5	3	4	3	4	4	5	4	3	Met	6/9/2022	2022
19647330132928	Anahuacalmecac International University Preparatory of North America	3	"AIUPNA’s analysis on the current strengths and progress in building relationships between school staff and families is based on input and local data collected through a wide variety of methods. These methods include but do not limit to: parent engagement surveys, community assemblies, interviews of staff and parents, and parent comments during school functions,interactions via phone with office staff, parent and community coordinator, counselor, support staff, and school leadership.   AIUPNA is the only comprehensive public school serving the intellectual and cultural needs of Indigenous children and their families in Los Angeles County. Parents and families in attendance seek to reverse the trends of deculturalization in compulsory schooling, instead seeking advancing practice of community-based, student-centered schooling. To secure progress, AIUPNA elevates the importance of strengthening the relationships between school staff and families. AIUPNA acknowledges and uplifts parents as their child’s first teachers and as highly capable guides in their education.  The parent engagement survey consisted of twelve (12) questions, the majority of ninety percent of parents rated AIUPNA at (5) Full Implementation and Sustainability and (4) Full Implementation. The remaining ten percent (10%) of parents rated AIUPNA at (3) Implementation. Below are a few highlights from the parent engagement survey.  Results of the survey indicate that 85% of our parents believe we demonstrate at least Full Implementation with the majority of the results showing most parents scored us with a 5 (Full Implementation and Sustainability). STRENGTHS and PROGRESS: Ninety-six percent (91%) of parents evaluated AIUPNA’s strategies in strengthening relationships between school staff and families as Fully Implemented and Sustainability and Fully Implemented AIUPNA has demonstrated continuous progress in sustaining profound relationships with parents and families. AIUPNA’s leadership and support staff dedicate their time and resources to attentive understanding of each student and families’, academic and socio-emotional strengths and needs through the cultivation of abject relationships. Communication is vital in the tempering of school to family relationships. All school staff are bilingual, communicating with students and families honoring familial mother languages Ninety-eight percent (98%) of parents rated AIUPNA’s strategies in maintaining 2-way communication between families and educators at Fully Implemented and Sustainability  and Fully Implemented AIUPNA has demonstrated continuous progress in sustaining profound relationships with parents and families through intentional communication strategies that include but are not limited to: voice calls, one text messaging, emails, and in-person communication.  A parent who participated in a focus group commented that they, “appreciate all the work everyone does. Communication with teachers and class assistants are very helpful.”"	"AIUPNA’s analysis on the current areas of improvement in building relationships between school staff and families is based on input and local data collected through a wide variety of methods. These methods include but do not limit to: parent engagement surveys, community assemblies, interviews of staff and parents, and parent comments during school functions,interactions via phone with office staff, parent and community coordinator, counselor, support staff, and school leadership.  AIUPNA has strong and grounded relationships with parents and families. This relationship continues to grow and strengthen through the strategic events and gatherings that take place year round. As we navigate the new realities of this evolving situation, our school at the same time strives to minimize the impacts of the pandemic on students and families through engagement efforts.   Parents and families are looking forward to in-person events and gatherings; 100% of parents rated AIUPNA’s strategies in creating welcoming environments for all families in the community at Full Implementation and Sustainability  and Full Implementation.   The progress of strengthening relationships with parents and families takes form in many ways. Educators engage in student data analysis and create an individualized academic progress  plan for each student. The student data analysis is then shared with parents during AIUPNA’s weekly community assembly. This process allows for parents to actively engage in a meaningful way and take a lead role in their children’s educational journey in partnership with school staff.  Gatherings have been key engagement opportunities for school staff to learn and become familiar with each family. Eighty-eight percent (88%) of parents rated AIUPNA’s strategies in providing support for staff to learn about each family’s strengths, cultures; languages and goals for their children at Full Implementation and Sustainability  and Full Implementation. Additionally, a parent’s comment indicated that they are “very happy with teachers and staff, they go beyond their job description so every student is successful. Thank you AIUPNA for creating an environment for growth for our children”.   AIUPNA’s unique approach to multi-generational education has created opportunities for parents and grandparents to share their familial and ancestral knowledge to not only their students but the entire school community. Parents have shared that they “appreciate all of your hard work and dedication to teaching children and parents the importance of tradition of connection to land body and spirit and more important connections to communities”. AIUPNA’s staff shares the same level of commitment as its parents and families to continue to strengthen their relationships for the academic and cultural benefit of their children.   AIUPNA is committed to continuous growth in the strengthening of school to home relationships."	"AIUPNA’s analysis on improving engagement of underrepresented families in building relationships between school staff and families is based on input and local data collected through a wide variety of methods. These methods include but do not limit to: parent engagement surveys, community assemblies, interviews of staff and parents, and parent comments during school functions,interactions via phone with office staff, parent and community coordinator, counselor, support staff, and school leadership. AIUPNA developed a strong infrastructure for school to parent communication including strategic approaches to ensure inclusion of underrepresented families. All support staff have a work cell phone number that is provided to all parents and families making communication accessible to underrepresented families .    AIUPNA has a multi-tiered system that includes all school staff in intervention and support for students who belong to a subgroup. The Executive Director, Director of Education, Assistant Principal, Academic School Counselor, Special Education, teachers, teaching assistants and support team work collaboratively with families to obtain an intimate comprehension of the academic and socio-emotional needs of their children. Ninety-four percent (94%) of parents rated AIUPNA’s strategy in providing families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community at Full Implementation and Sustainability and at Full Implementation.   AIUPNA office technicians maintain high levels of communication with parents in regards to academic, social, and cultural events. To ensure parent participation from underrepresented families, office techs phone until they can speak to a students’ parents or family. In addition, calls are made daily to communicate with parents about their children's attendance. The consistent communication from AIUPNA to parents and families allows for personal connection that reinforces the relationship between AIUPNA and parents and families.   In addition, our academic counselor, the counseling support team, special education team, school leadership and support team have identified students and families from underrepresented families and created strategic communication and engagement strategies to ensure building relationships between school staff and parents and families flourishes."	"AIUPNA’s analysis on the current strengths and progress in building partnerships for student outcomes is based on input and local data collected through a wide variety of methods. These methods include but do not limit to: parent engagement surveys, community assemblies, interviews of staff and parents, and parent comments during school functions,interactions via phone with office staff, parent and community coordinator, counselor, support staff, and school leadership. AIUPNA provides its school staff with professional development that focuses on student data analysis. Teachers and teaching assistants analyze various forms of data that include but are not limited to state tests, assessment, and other academic data that help inform what types of support a student might need. Teachers and teaching assistants then work within grade level and subject groups and collectively develop academic supports and interventions for students based on their strengths and areas of growth.  The data collected is then shared with parents and families though a variety of meetings scheduled throughout the academic school year. Parents and families are able to engage in data analysis with school staff and engage in the development of academic support and interventions for their students. One-hundred percent (100%) of parents rated AIUPNA’s strategies in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families at Full Implementation and Sustainability and Full Implementation.  In addition, AIUPNA works closely with parents and families in co-creating opportunities for learning and growth both inside and outside of the classroom. These opportunities present themselves through a variety of school and parent events that include but are not limited to community assemblies, student-teacher-led conferences, workshops, community and cultural events. Additionally, AIUPNA has also developed external partnerships with colleges and universities, former alumni, and community based organizations.  AIUPNA has additionally established partnerships with indigenous communities and organizations to elevate the needs of indigenous students and their families. Ninety-four percent (94%) of parents rated AIUPNA’s strategy in providing families with information and resources to support student learning and development in the home at Full Implementation and Sustainability and Full Implementation. A parent through the parent and family engagement survey provides feedback and shares that they felt that “AIUPNA provides resources and many different platforms for families to be involved and ask questions”. In addition to parents taking a central role in the development of positive and affirming student outcomes, school staff and parents also work collaboratively to also expand on community resources for students and families."	"AIUPNA’s analysis on the current strengths and progress in building partnerships for student outcomes is based on input and local data collected through a wide variety of methods. These methods include but do not limit to: parent engagement surveys, community assemblies, interviews of staff and parents, and parent comments during school functions,interactions via phone with office staff, parent and community coordinator, counselor, support staff, and school leadership. AIUPNA has been advocating for the rights of indigenous students and families for the past twenty years and has an established network of partnerships that positively impact student outcomes on a local, national and international level.  AIUPNA is an International Baccalaureate school which means that every year the current fifth grade class ends with a culmination of a substantial piece of research involving group collaboration, inquiry, social action and a presentation to an audience, in this case our parents, families and community members. Additionally, the tenth grade class explores an area of personal interest over an extended period. It provides them the opportunity to consolidate their learning and develop important skills they’ll need in both further education and life beyond the classroom.Parents and families are invited to informational meetings and take an active role through the development of the various fifth grade exhibition and tenth grade personal projects. Parents and families shared their networks with our school and further developed AIUPNA’s partnerships. At the end of the academic school year, parents, families and community partners are invited to the celebratory event where students showcase their findings.  AIUPNA is the only Indigenous pedagogical school in Los Angeles county and it was established as the first public charter school in El Sereno with the blessings of Chief Ya’ana Vera Rocha of the Gabrielino Shoshone Tribal Council of Southern California. The partnership between the Gabrielino Shoshone nation and AIUPNA has extended to the establishment of additional partnerships with Indigenous communities. Most recently, AIUPNA participated in a documentary with Danielle Boyer, an Indigenous Ojibwe woman and founder of the STEAM Connection. This partnership provided additional STEAM exposure to our students while advancing AIUPNA’s vision on the resurgence of mother languages.  Additionally, AIUPNA has established partnerships with various groups who have founded ongoing projects that elevate the educational experience of our students as Indigenous Peoples. Our students greatly benefit from the partnerships AIUPNA has sustained and expanded on a local, national and international level."	"AIUPNA’s analysis on the improvement of engagement of underrepresented families in building partnerships for student outcomes is based on input and local data collected through a wide variety of methods. These methods include but do not limit to: parent engagement surveys, community assemblies, interviews of staff and parents, and parent comments during school functions,interactions via phone with office staff, parent and community coordinator, counselor, support staff, and school leadership.  AIUPNA has engaged in various practices to help grow the engagement of underrepresented families in relation to building partnerships for student outcomes.  AIUPNA’s leadership and support team have identified underrepresented families and their strengths, academic and socio-emotional needs. AIUPNA not only establishes partnerships with parents and families based on the academic needs of their students, but also on the cultural and indigenous needs. AIUPNA obtained tribal consultation with the Fernandeño Tataviam Tribal Government and is in partnership with community-based organizations, and other local service providers in supporting the American Indian Resurgence Initiative. The goal is to uplift tribal self-determination in the Los Angeles area among Native American middle and high school students and their families with access to high-quality and culturally relevant educational programs and services that will cultivate a living Indigenous education ecosystem, support their Native identities within our unique geographical, historical, and cultural context, and create pathways to high school achievement and college enrollment. These partnerships impact student outcomes without having students negotiate their identity or dignity.  AIUPNA has created partnerships with community organizations that have provided our students with opportunities to take college courses, engaged in field level research and explore college and career options. Students over the summer were able to participate in various enrichment activities that were provided at AIUPNA through strategic partnerships.  During the 21-22 academic school year, parents requested support from the school to learn how to support LGBTQI2S+ students. This prompted school leadership to connect with an alumnus who was working with an organization that support LGBTQI2S+ people. An informational meeting turned into a six week leadership workshop for parents and families on how to be allies and support their youth.  Our school staff will continue to engage in maintaining a high level of communication and engagement with underrepresented families to continue building on partnerships for student outcomes."	"AIUPNA’s analysis on the current strengths and progress in building partnerships in seeking input for decision-making is based on input and local data collected through a wide variety of methods. These methods include but do not limit to: parent engagement surveys, community assemblies, interviews of staff and parents, and parent comments during school functions,interactions via phone with office staff, parent and community coordinator, counselor, support staff, and school leadership.   AIUPNA has various opportunities for parents to provide input for decision-making.  Parents are invited to sit on AIUPNA’s board of directors, the Council of Trustees (currently there is one parent member) and other decision making committees like the School Site Council and the English Learner Advisory Committee. Meeting agendas are posted outside of AIUPNA 72 hours before the meeting to ensure parents are aware of what will be discussed and how they can provide feedback and input.   The school site council is composed of two parents, one teacher, a school staff and a school administrator. Meetings are held once a month and topics include making recommendations on school policy, school improvement, school reporting and cultural advice. Additionally, parents of English Language Learners also participate on the English Learner Advisory Committee where they share best practices in supporting their children’s academic needs and are informed of their reclassification progress. Ninety-seven percent (97%) of parents rated AIUPNA’s capacity in supporting principals and staff to effectively engage families in advisory groups with decision-making at Full Capacity and Implementation and Full Implementation. The survey results are reflective of the effectiveness of Anahuacalemcac’s parent and family engagement efforts.   Aside from councils, parents were able to provide input for decision-making through the weekly community assemblies virtually throughout hybrid instruction. This is a platform for parents to engage in the decision making process in relation to school accountability, data collection, curriculum and cultural practices. Parents often participate in focus groups that allow for parents to communicate their recommendations to school staff. AIUPNA also coordinates opportunities for parents to build capacity in various ways. Through workshops, parents become familiar with topics of discussion and are encouraged to engage in meaningful conversations with school staff. Ninety-four percent (94%) of parents rated AIUPNA’s strategy in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making at Full Implementation and Sustainability and Full Implementation.  AIUPNA honors parents as the best decision makers in the academic and cultural wellness of their students. Both major and minor decisions will always be influenced by the suggestions of our parents and families."	"AIUPNA’s analysis on improvement in seeking input for decision-making is based on input and local data collected through a wide variety of methods. These methods include but do not limit to: parent engagement surveys, community assemblies, interviews of staff and parents, and parent comments during school functions,interactions via phone with office staff, parent and community coordinator, counselor, support staff, and school leadership.  AIUPNA’s staff creates various opportunities for parents and families to provide input for decision-making.  AIUPNA has been successful in seeking input for decision-making  through weekly community assemblies and other school gatherings and events. Educational partners receive various forms of communication that notify and remind parents of upcoming events and community meetings. Educational partners are informed of what topics will be covered during AIUPNA’s community assemblies via a text messaging system and email. Through the community assembly, educational partners are informed on the topics that need input for decision making. Educational partners engage in conversation with school staff and dialogue on what is best for students and their families.  Additionally, educational partners are able to provide input on implementation and evaluate family engagement activities through survey collection and focus groups virtually while we return safely to in-person gatherings. Educational partners also work together in the analysis of student data and provide input on best academic, socio-emotional supports and on the data analysis process as well. Ninety-eight percent (98%) of parents rated AIUPNA’s strategy in providing opportunities to have families, teachers, principals, and district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district level at Full Implementation and Sustainability and Full Implementation. AIUPNA continues to develop opportunities to ensure all educational partners have access to provide input for decision making."	"AIUPNA’s analysis on engagement of underrepresented families in seeking input for decision-making is based on input and local data collected through a wide variety of methods. These methods include but do not limit to: parent engagement surveys, community assemblies, interviews of staff and parents, and parent comments during school functions,interactions via phone with office staff, parent and community coordinator, counselor, support staff, and school leadership.  AIUPNA continues to strengthen engagement of underrepresented families in relation to seeking input for decision-making. School staff dedicate time to ensure underrepresented families have the necessary information to participate in providing input for decision-making at AIUPNA. Parents who have registered with AIUPNA’s texting system, obtain constant reminders of when decision-making gatherings will take place. Additionally, parents and families received email communication regularly from the Parent and Community Coordinator.  Community assemblies have been a platform where parents are able to engage in conversation with school staff and fellow parents. Parents take an active role in providing input to ensure AIUPNA continues to provide Indigenous educational opportunities for their children and families. Personalized phone calls help ensure that our parents from underrepresented families are able to confirm their attendance.  In addition, underrepresented families have various ways to provide input for decision-making, this includes but is not limited to community assemblies, school meetings, workshops, and student-teacher-led conferences. Ninety-eight percent (98%) of parents rated AIUPNA’s strategies in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in AIUPNA’s community. Furthermore, parents are honored as educational partners, their participation in Special Education meetings allows them to make informed decisions about their child’s education. Parents provide input on strategies that impact student learning. Our school counselor for example has been working closely with a student and their mother on a way to ensure the student attends the school regularly. Daily phone calls home, home visits, and text messages have been used to help support parents and families when navigating the unique needs of their children.  Most recently, AIUPNA had to make a decision on whether it would continue its food distribution program. Many parents had reservations due to COVID-19 safety protocols and some parents were looking forward to this bi-weekly additional help given the current job loss as a result of the pandemic. Parents were able to use the community assembly to also get a better understanding on how fellow parents were dealing with issues not only in relation to the pandemic but to other issues that were impacting their children’s learning."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/14/2022	2022
23655400000000	Anderson Valley Unified	3	"We are developing the capacity of staff to build trusting and respectful relationships with families through Parent Square Communication, Back to School Night, and Conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by MTSS, and welcoming schools. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC."	"The following is the focus area for this category ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."""	We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning. Translation services will be available.	"We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, online resources, Parent Square and weekly updates.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting and ELAC. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC."	"The following is the focus area for this category ""Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. """	We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning.	"We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs and School Site Council.  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, and Board Meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Clubs and Board Meetings."	"The following is the focus area for this category ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""	We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning.	4	4	3	4	3	4	5	4	4	3	4	3	Met	6/23/2022	2022
52714720000000	Antelope Elementary	3	"Based on the analysis of educational partner input and local data,  the AESD's current strengths and progress in Building Relationships Between School Staff and Families are as follows: 1. Staff and Parent Surveys indicate a good relationship between staff and families.  There is a high level of trust between the two groups. 2. Parent involvement in school events for the 2021-22 school year was high, as families were happy to get back on campus after covid. 3. District communication goals support building relationships on this level. 4. Teacher communication tools from Remind, Aeries, Google classroom, Catapult, and regular email and voicemail increase accessibility and availability."	"Based on the analysis of educational partner input and local data, the AESD’s focus area(s) for improvement in Building Relationships Between School Staff and Families are as follows: 1. Keeping information up to date.  With staff absences, employee turnover, and general chaos due to covid, the district will focus on consistency and internal accountability related to timely and current information on the website, social media accounts, and the various bulletin boards and marquis. 2. The district will also focus on completing feedback loops for all stakeholders.  Covid was instructive in this area with contact tracing, and AESD will use lessons from that experience to increase effectiveness."	"Based on the analysis of educational partner input and local data, the AESD will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families as follows: 1. Increasing bilingual staff. 2. Increasing paraeducator staff. 3. Increase Special Education services capacity. 4. Increase Student Mental Health Support"	"Based on the analysis of educational partner input and local data, the AESD’s current strengths and progress in Building Partnerships for Student Outcomes are as follows: 1. Our district is fully staffed with high quality educators and we continue to seek talented support personnel. (Or to quote local input - ""our teachers make the difference."") 2. Increased access to communication tools helps set strong expectations so that parents and guardians can partner with staff to maximize outcomes.   3. The AES provides supports and technology to help increase effectiveness of instruction. 4. Teaches and staff receive appropriate training to address student needs. 2."	"Based on the analysis of educational partner input and local data, the AESD’s focus area(s) for improvement in Building Partnerships for Student Outcomes are as follows: 1. Addressing learning loss through additional tutoring, increased offers for after school programs, and increased intervention throughout the district will be the major focus area. 2. Increasing social emotional support at all levels to support climate."	"Based on the analysis of educational partner input and local data, the AESD will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes as follows: 1. Increasing bilingual staff. 2. Increasing paraeducator staff. 3. Increase Special Education services capacity. 4. Increase Student Mental Health Support"	"Based on the analysis of educational partner input and local data, the AESD’s current strengths and progress in Seeking Input for Decision-Making are as follows: 1. District wide communication tools 2. Effective communication tools 3. Transparency through various board reports 4. A variety of opportunities for comment - ELAC, Site Council, Board Meetings, Advisory Committee, Parent Conferences, Staff Meetings, Open Forums 5. Annual staff, student, and guardian surveys."	"Based on the analysis of educational partner input and local data, the AESD’s focus area(s) for improvement in Seeking Input for Decision-Making are as follows: 1. Keeping information up to date.  With staff absences, employee turnover, and general chaos due to covid, the district will focus on consistency and internal accountability related to timely and current information on the website, social media accounts, and the various bulletin boards and marquis. 2. The district will also focus on completing feedback loops for all stakeholders.  Covid was instructive in this area with contact tracing, and AESD will use lessons from that experience to increase effectiveness."	"Based on the analysis of educational partner input and local data, the AESD will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making as follows: 1. Increasing bilingual staff. 2. Increasing multi-language print media 3. Increasing frequency of input requests."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/15/2022	2022
19648570112714	Antelope Valley Learning Academy	3	"The connection with our educational partners is a priority at AVLA. Through regular Parent  Meetings, including our Parent Advisory Committee and English Learner Advisory Committee;  Parent Teacher Conferences; student and family celebrations; school events such as Back to School  Night and Trunk or Treat; and weekly communication through our Data + Design system, our  families express a sense of feeling highly connected to the school and their student’s progress as  evidence. One of our parents recently commented, “For me I know when there are any issues with  my son. His teacher communicates with me if he is missing any units. I know that you will call me if there is anything I need to address with my son.” Another parent commented, “The school is  doing everything necessary in order for the students to have a good learning experience.”"	"AVLA is intentional to build effective, engaging relationships between staff and families. This  begins with the one-one orientations and continues with several parent-teacher conferences  throughout the school year. Additionally, parents receive weekly progress reports regarding their  students’ academic progress. One parent commented, “By using the parent square app, you are  always inviting parents to attend. Although it may be difficult for them to attend, you always  invite them.” This shows us that our educational partners appreciate our efforts in using different  means of communication to inform parents of different opportunities to be present. Moving  forward, it will be important for us to continue all efforts as we work to increase parental  engagement."	"AVLA has identified the need to increase parent engagement across cycle data points. Specifically,  AVLA would benefit from input from the following subgroups: EL, African-American, Homeless  youth. To achieve this end, AVLA is looking at innovative venues to host meetings in the evenings  and weekends. Through ongoing professional development, AVLA will discuss, implement  strategies, and monitor progress in this effort to be able to meet the different needs of our school  community."	"From the input received from our educational partners an area of strength is our frequent  communication with parents regarding their child’s progress. One parent stated, “I believe all the  opportunities you provide strengthen the student’s ability to succeed along with the support of  the parents.” Another parent stated, “I know after learning periods, the supervising teacher  communicates with me on how my son’s doing. When I request to meet with the teacher on my  son’s progress, the teacher always gets back to me.” Between the different communications and  opportunities to meet with teachers and the different means to continue these relationships, our  staff is accessible and communicates well with our parents for their child’s educational success."	"AVLA notes that it is important to empower our families to advocate according to their rights and  needs. One parent stated, “In this part I am not familiar with the legal rights on how to legally  protect” in response to our progress in supporting our parents/families to understand legal rights  available to students and families. While educational rights are clearly and effectively  communicated to our educational partners, AVLA will work on strategies to help some of our  parents better understand."	"To meet the social, emotional, and political concerns of our families, AVLA will employ our  Community Liaison and Care Team to establish community partners to provide direct services to  our families. AVLA has identified foster, homeless, SPED, and EL families as underrepresented  during school events. We will continue in our commitment to inform our parents and provide  partnership and accessibility in services as our students continue on their educational journey."	"Our strength at AVLA is using different systems and opportunities to provide information and  solicit feedback from our educational partners during multiple times a year: conferences, back-to-school, ELAC, PAC, IEP, and attendance meetings. One parent commented, “This space  incorporates a parent’s perspective. This is a good way to build relationships and bonds with  parents. There is a lot of information to take away from these types of meetings.” Another parent  stated, “I’ve seen that you have an ELAC and PAC committee. I believe you are doing a good job to  design your goals and actions.”"	"AVLA will focus to include more partners in the ongoing cycle of improvement through the WASC  Self-Study process. Additionally, we must increase the impact of the ELAC committee on decision  making regarding additional program needs."	"AVLA will continue to strategize different ways we can continue to involve and better engage our  families through the feedback received at our advisory meetings, parent surveys and staff and  student conversations. One of our parents stated, “Maybe having the meetings later so parents  can attend and letting parents know what topics will be discussed.” As many of our parents work,  AVLA needs to take a look at the possibility of scheduling these meetings at different times in  order to increase attendance. We will improve services by hiring certified, bilingual staff as well as  increase efforts of our recruitment of community members to join our team and where our  community needs exceed staff availability, we will partner with outside organizations to provide  excellent service to our students and families. One key finding from the local survey was from parent/guardian responses. When asked in the  last school survey if they felt that their school encourages parents/guardians’ participation and  input in activities, events, parent workshops and meetings, 79% responded that they agreed and  strongly agreed. The school also continues to implement parent engagement activities like  PAC/ELAC, student recognition days, Parent University workshops, open houses, back-to-school  nights, and parent-teacher-student conferences."	5	5	5	5	5	5	5	4	5	5	5	5	Met	6/1/2022	2022
19642460000000	Antelope Valley Union High	3	"Building relationships between school staff and families continues to be a focus of the Antelope Valley Union High School District and remains a key portion of our Local Control and Accountability Plan. The LEA has made consistent progress in creating systems that develop the capacity of staff to build trusting relationships with families. The greatest progress has been realized with the district’s English Learner families, particularly those whose primary language is Spanish; this includes our District English Learners Advisory Committee (DELAC) and Site-based English Learners Advisory Committees (ELAC)."	"A focus area for improvement includes more systematic training of site administrators, as well as teachers and classified staff, in order to support staff further in learning about each family's strengths, cultures, languages, and goals for their children, and to ensure that families feel they have the in-home resources necessary to support student outcomes. In addition, the transportation of families to our schools and events."	"In order to Increase the percentage of underrepresented families, particularly those supporting foster and African American youth, who participate in school activities, parent workshops, and parent teacher conferences, we will communicate these events at the schools sites through email and phone calls, as well as from the district level via social media and our website."	"The Antelope Valley Union High School District has several areas where relationships with families are successful, including our District English Learners Advisory Committee (DELAC) and Site-based English Learners Advisory Committees (ELAC). The LEA has continued its efforts in developing professional development for staff (both administrators and teachers) regarding improving capacity in the area of partnering with families and has made great progress in building partnerships for student outcomes through parent workshops and tutoring programs."	An area of focus is to assist parents in becoming more familiar with the content standards and the premises of grading  by developing a series of parent workshops/training. Another focus area for improvement may include transportation of families to our schools and events. One way that we are combating this is in creating structures where families can engage from their homes or communities.	"We will continue to seek ways to reach our underrepresented populations via community outreach, to obtain input and work with our underrepresented parenting groups."	"The Antelope Valley Union High School District continues to make progress in building the capacity of and supporting principals and staff in their efforts to effectively engage families in advisory groups and with decision making. The LEA does an adequate job of seeking input for decision making. This is evident through surveys, Back to School Nights, and other family meetings that take place at our campuses and virtually. Training regarding roles and responsibilities for advisory groups is provided annually. Advisory committees at both the school sites and at the District level participate in decision making, analysis of data and progress, and provide input on the plans such as the school site plan and/or the LCAP."	"An area for continued improvement is in building the capacity of parents to make informed input into decision making opportunities, such as our School Site Councils in the planning and decision making around the School Plan."	We would like to have a 5% increase in the percentage of underrepresented families who serve in leadership roles at school sites as well as within the Parent Advisory Committee (PAC).	4	4	4	4	4	4	4	4	3	3	4	3	Met	6/13/2022	2022
07616486115703	Antioch Charter Academy	3	"ACA has several strengths in building relationships with parents.  ACA uses a variety of communication tools such as; email, social media, Class Remind, and Track It Forward.  Each year begins with a Back To School night to help introduce parents and teachers and to set an opportunity for 2-way communication between families and educators.  There are also monthly opportunities for parent and teacher engagement such as; Charter Council meetings, Family Network meetings, and parent-teacher conferences.  Meetings were held on Zoom to allow for more participation from parents and families.  Several school traditions celebrate student cultures, including the annual international potluck held in Intermediate (grades 4 -6), and Cultural days in Primary and Elementary (grades Tk-3).  Students are also given opportunities in music and art classes to showcase their individual cultures.  The majority of staff, both teachers and classified, participated in a two day “Anti-bias Curriculum” training at the Museum of Tolerance in LA in February, 2022.  There will be a follow up training in August of 2023 to continue to learn about implementing the Social Justice Standards framework, which includes Identity and Diversity standards.  These standards develop student’s identity, knowledge, and pride in their own cultures while respecting and celebrating the diversity of others. ACA believes parents/families are an integral part of each student's education.  ACA values building partnerships with parents/families all year long.  Each month there are at least two scheduled minimum days to allow for parents and teachers to meet.  At the end of the first and second trimester, there is also a full week of minimum days to allow for parents and teachers to meet.  Students in grades TK-3 are allowed to attend conferences with the parents and teachers.  Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals.  Staff members who are fluent in multiple languages are part of these conferences to support parents and teachers during conferences where translation is needed."	"One focus area for improvement is to continue increasing the number of documents and whole-school communications that are translated into Spanish. Each level varies how parents can see student progress during the school year.  Primary and Elementary students in grades TK-3 bring home purple folders each Thursday to show parents their classwork.  Intermediate students in grades 4-6 can bring home work on a daily basis if they wish.  Middle School students in grades 7-8 have online access to their work which they can access at any time.  ACA supports families in advocating for their own students and all students.  The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years.  Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school's strengths and areas of growth.  Each month parents are invited to attend the Charter Council meetings and the Family Network meetings to learn more about ACA and to have a voice in the decisions being made."	"The Family Network is ACA's parent group that plans multiple activities for families and staff to interact.  Each year the Family Network plans and hosts events that are free to families such as a movie night, a winter craft & social night, and an end of the year party.  The purpose of these events is to create a sense of community at ACA.  The Family Network also helps to fundraise money for the school.  Each year there is a school wide Walk-a-Thon that each student can participate in and help to fundraise for the school.  These fun events bring many families in and give people a chance to interact with each other, which leads to more families being involved in the school overall.  One focus area for improvement is to continue increasing the number of documents and whole-school communications that are translated into Spanish."	"ACA has several strengths in building relationships with parents.  ACA uses a variety of communication tools such as; email, social media, Class Remind, and Track It Forward.  Each year begins with a Back To School night to help introduce parents and teachers and to set an opportunity for 2-way communication between families and educators.  There are also monthly opportunities for parent and teacher engagement such as; Charter Council meetings, Family Network meetings, and parent-teacher conferences.  Meetings were held on Zoom to allow for more participation from parents and families.  Several school traditions celebrate student cultures, including the annual international potluck held in Intermediate (grades 4 -6), and Cultural days in Primary and Elementary (grades Tk-3).  Students are also given opportunities in music and art classes to showcase their individual cultures.  The majority of staff, both teachers and classified, participated in a two day “Anti-bias Curriculum” training at the Museum of Tolerance in LA in February, 2022.  There will be a follow up training in August of 2023 to continue to learn about implementing the Social Justice Standards framework, which includes Identity and Diversity standards.  These standards develop student’s identity, knowledge, and pride in their own cultures while respecting and celebrating the diversity of others. ACA believes parents/families are an integral part of each student's education.  ACA values building partnerships with parents/families all year long.  Each month there are at least two scheduled minimum days to allow for parents and teachers to meet.  At the end of the first and second trimester, there is also a full week of minimum days to allow for parents and teachers to meet.  Students in grades TK-3 are allowed to attend conferences with the parents and teachers.  Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals.  Staff members who are fluent in multiple languages are part of these conferences to support parents and teachers during conferences where translation is needed."	"One focus area for improvement is to continue increasing the number of documents and whole-school communications that are translated into Spanish. Each level varies how parents can see student progress during the school year.  Primary and Elementary students in grades TK-3 bring home purple folders each Thursday to show parents their classwork.  Intermediate students in grades 4-6 can bring home work on a daily basis if they wish.  Middle School students in grades 7-8 have online access to their work which they can access at any time.  ACA supports families in advocating for their own students and all students.  The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years.  Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school's strengths and areas of growth.  Each month parents are invited to attend the Charter Council meetings and the Family Network meetings to learn more about ACA and to have a voice in the decisions being made."	"The Family Network is ACA's parent group that plans multiple activities for families and staff to interact.  Each year the Family Network plans and hosts events that are free to families such as a movie night, a winter craft & social night, and an end of the year party.  The purpose of these events is to create a sense of community at ACA.  The Family Network also helps to fundraise money for the school.  Each year there is a school wide Walk-a-Thon that each student can participate in and help to fundraise for the school.  These fun events bring many families in and give people a chance to interact with each other, which leads to more families being involved in the school overall.  One focus area for improvement is to continue increasing the number of documents and whole-school communications that are translated into Spanish."	"ACA has several strengths in building relationships with parents.  ACA uses a variety of communication tools such as; email, social media, Class Remind, and Track It Forward.  Each year begins with a Back To School night to help introduce parents and teachers and to set an opportunity for 2-way communication between families and educators.  There are also monthly opportunities for parent and teacher engagement such as; Charter Council meetings, Family Network meetings, and parent-teacher conferences.  Meetings were held on Zoom to allow for more participation from parents and families.  Several school traditions celebrate student cultures, including the annual international potluck held in Intermediate (grades 4 -6), and Cultural days in Primary and Elementary (grades Tk-3).  Students are also given opportunities in music and art classes to showcase their individual cultures.  The majority of staff, both teachers and classified, participated in a two day “Anti-bias Curriculum” training at the Museum of Tolerance in LA in February, 2022.  There will be a follow up training in August of 2023 to continue to learn about implementing the Social Justice Standards framework, which includes Identity and Diversity standards.  These standards develop student’s identity, knowledge, and pride in their own cultures while respecting and celebrating the diversity of others. ACA believes parents/families are an integral part of each student's education.  ACA values building partnerships with parents/families all year long.  Each month there are at least two scheduled minimum days to allow for parents and teachers to meet.  At the end of the first and second trimester, there is also a full week of minimum days to allow for parents and teachers to meet.  Students in grades TK-3 are allowed to attend conferences with the parents and teachers.  Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals.  Staff members who are fluent in multiple languages are part of these conferences to support parents and teachers during conferences where translation is needed."	"One focus area for improvement is to continue increasing the number of documents and whole-school communications that are translated into Spanish. Each level varies how parents can see student progress during the school year.  Primary and Elementary students in grades TK-3 bring home purple folders each Thursday to show parents their classwork.  Intermediate students in grades 4-6 can bring home work on a daily basis if they wish.  Middle School students in grades 7-8 have online access to their work which they can access at any time.  ACA supports families in advocating for their own students and all students.  The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years.  Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school's strengths and areas of growth.  Each month parents are invited to attend the Charter Council meetings and the Family Network meetings to learn more about ACA and to have a voice in the decisions being made."	"The Family Network is ACA's parent group that plans multiple activities for families and staff to interact.  Each year the Family Network plans and hosts events that are free to families such as a movie night, a winter craft & social night, and an end of the year party.  The purpose of these events is to create a sense of community at ACA.  The Family Network also helps to fundraise money for the school.  Each year there is a school wide Walk-a-Thon that each student can participate in and help to fundraise for the school.  These fun events bring many families in and give people a chance to interact with each other, which leads to more families being involved in the school overall.  One focus area for improvement is to continue increasing the number of documents and whole-school communications that are translated into Spanish."	4	4	3	3	4	3	3	3	3	3	3	3	Met	6/16/2022	2022
07616480115063	Antioch Charter Academy II	3	"ACAII has several strengths in building relationships with parents. There are multiple opportunities for 2-way communication between family and educators, including monthly ""2nd cup of coffee"" parent meetings hosted by a staff member, parent-teacher conferences held twice per year, and communication by email between teachers and parents. Several school traditions celebrate student cultures, including an annual international potluck held in Intermediate (grades 4 -6), an international day in Primary and Elementary (grades Tk-3); and a school-wide Cultural day every 3 years.  All level newsletters and the school newsletter are translated into Spanish. The majority of staff, both teachers and classified, participated in a two day “Anti-bias Curriculum” training at the Museum of Tolerance in LA in February, 2022.  There will be a follow up training in August of 2023 to continue to learn about implementing the Social Justice Standards framework, which includes Identity and Diversity standards.  These standards develop student’s identity, knowledge, and pride in their own cultures while respecting and celebrating the diversity of others."	"The school would like to continue the work of creating lessons that develop student's identity, knowledge, and pride in their own cultures while respecting and celebrating the diversity of others."	"During Intercession Week, the school provides Extended Learning Opportunity Program in the form of a free day camp from 8 - 5 for families that qualify for free/reduced lunch, are English Learners, homeless, or foster youth.  The theme of October camp will be to explore cultures from around the world: each day a different continent will be introduced, and students will play games, learn dances, hear stories, eat food, and do an art project from that continent."	"ACAII is strong in building partnerships with parents because of the variety of ways that parents can be involved in their students' education. Throughout the year, Parent Education Program (PEP) meetings are held to inform parents of components of the school program. Some topics are chosen based on a parent survey. In 2021-2022 some PEP meetings were held on zoom in the evenings to allow as many parents as possible to participate.    Two weeks are scheduled to allow for parent-teacher conferences in November and March. Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals. Students bring home weekly reports of work completed or parents have access to an online grade book or google classroom where they can view student progress."	The school will focus on getting more families to participate in the Parent Education Program (PEP) meetings.	The school will record presentations on Youtube and make them available for families to watch at a time most convenient for them.	"ACAII supports families in advocating for their own students and all students. The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years. Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school's strengths and areas of growth.  Multiple surveys are sent to families in English and Spanish to gather information and seek input.  ACAII supports family members in engaging in advisory groups. A Parent Advisory committee for Special Education developed a curriculum for Ability Awareness Week. Each classroom level used a set of activities to help students better understand what it's like to live with different disabilities. The Family Network is ACAII's parent group that plans multiple activities for families and staff to interact while raising money for the school program. During the 2021-2022 school year, the FNB planned a Christmas Tree sale, and a Walk-a-Thon. These fun events bring many families in and give people a chance to interact with each other, which leads to more families being involved in the school overall."	The school will research strategies to increase the reach in seeking input from any underrepresented groups in the school community.	"There are many strategies that the school uses to engage families, but it seems there is still a lack of underrepresented families in survey responses and in participation of some events."	4	4	4	5	4	4	5	4	4	4	3	4	Met	6/16/2022	2022
07616480000000	Antioch Unified	3	"As we returned to in-person instruction in August 2021 amidst the Delta Variant surge, AUSD schools found safe  ways to welcome back their families. Virtual and outdoor events were held and meetings were conducted virtually.  Following the Omicron Variant surge in winter, schools were able to welcome families back on campus and return to  in-person events. Restorative practices and community circles have expanded across schools to help rebuild school  communities by developing relationships and resolving conflicts between students, staff, and/or families. Every school in AUSD maintains a fully compliant School Site Council (SSC) and English Learner Advisory  Committee (ELAC), which has the appropriate membership and meets regularly to review, inform, and approve  programming decisions. SSC representatives annually attend SSC training so new and returning members know  their roles and responsibilities as voting delegates of the SSC. Educational Services provides resources and training  to assist site administrators, school leadership, and SSCs in conducting a thorough needs assessment to develop an  aligned Single Plan for Student Achievement for site approval before moving on to AUSD Board approval."	Our educational partners have expressed the need to increase parent engagement efforts at the site level. There  has been a noticeable decline in parent participation following the return to in-person learning. Parents were not  allowed on campuses or to attend in-person meetings for more than half the school year to limit the spread of COVID  during the surges experienced. The majority of meetings were conducted virtually and that can be challenging when  developing relationships. Being able to offer and participate in in-person activities in Spring 2022 has been an  improvement but much still needs to be done.	"AUSD educational partners shared a number of suggestions for engaging parents, particularly our underrepresented  families. One strategy recommended by our educational partners was for school staff to assist parents at the  beginning of each school year with establishing their parent portal accounts in Aeries and Remind so families can  stay connected to their child's progress and informed about important notices and events. Giving parents written  directions or announcements is not enough. There was also a request for training for parents on how to navigate the  education system and how to support their children with schooling. Educational partners also requested more  access to community resources available to support families."	AUSD conducts multiple rounds of parent/teacher conferences throughout the year. The conference structure  includes student progress on identified priority standards and proficiency scales. Parents are informed of the  progress their child(ren) is making and share skills their child(ren) needs to reach grade-level standards mastery.  AUSD will guide and support teachers who would like to involve their students in the parent/teacher conference  process by having students share with their parents their growth and next steps using the proficiency scales.  Ongoing professional development is scheduled to provide training and practice for teachers and site administrators  in using standards-based learning and student achievement data to inform parents of student outcomes.	"AUSD's greatest area of need is focused on identifying effective ways to engage our hard to reach parents. Home  visits have had limited success and are dependent upon safety and staff availability. Building relationships takes  time to connect with families, especially with those who feel marginalized within our educational system."	AUSD is committed to examining how racism and unconscious bias manifest in our educational system and how we  can work together for equity and social justice. This needs to be addressed to fully understand and appreciate the importance of meeting our underrepresented families where they are so genuine partnerships are built for student  outcomes. AUSD's District CARE Team will resume its focus and purpose on supporting students and families when  site-based support is unsuccessful. AUSD's School Attendance Review Board has also expanded its members and  resources available to families with chronically absent students to understand that chronic absenteeism usually  requires support for the entire family.	"AUSD has actively engaged its school community in processes that support the implementation of the LCAP.  Educational partners' involvement includes participation by parents, students, administrators, AUSD staff, the Contra  Costa County Special Education Local Plan Area, and community members in the review and evaluation of LCAP  initiatives, along with recommending changes to the 2021-2024 LCAP goals and actions. An LCAP Advisory  Committee met during the 2021-2022 school year and members of this body included representatives from school  sites, students, AUSD Educational Services staff, the Antioch Educators Association, the California School  Employees Association, and other District advisory groups such as the District English Learner Advisory Committee  (DELAC), the Parent Advisory Committee (PAC), the African American Parent Advisory Council (AAPAC), and other  community advisory groups. The composition of the committee helped to ensure a focus on high-needs students who  generate Supplemental and Concentration grant funds. Committee members had the opportunity to review data, ask  questions, provide feedback, and generate recommendations. The AUSD Superintendent responded in writing to  questions from the LCAP Advisory Committee, DELAC, and PAC. In the 2021-2022 school year, the PAC, DELAC,  and AAPAC met throughout the year to collaborate and provide feedback on goals and actions associated with the  Educator Effectiveness Block Grant (EEBG), Expanded Learning Opportunity Grant (ELO-G), Elementary and  Secondary School Emergency Relief Fund (ESSER III), and updates to the 2021-2024 LCAP."	"AUSD experienced a decline in participation at virtual educational partner meetings in the 2021-22 school year. For  this reason, this will be our primary area of focus in the upcoming year."	"AUSD will begin by working with school staff to assist parents at the beginning of each school year with establishing  their parent portal accounts in Aeries and Remind so families are aware of important meetings. Our educational  partners have also recommended providing food or hosting a potluck for meetings and personally reaching out to  educational partners to encourage their attendance at important decision-making meetings. When surveying our  educational partners regarding their preference for meeting structures, the overwhelming response was to hold half  of the meetings virtually and half in-person. This would allow opportunities to authentically build community while  providing some flexibility for attendees who have difficulty attending in-person. Lastly, we will utilize surveys to  collect feedback and input from a broader group of educational partners across the district."	4	4	3	4	4	4	5	5	4	4	5	4	Met	6/22/2022	2022
36750770000000	Apple Valley Unified	3	"The 2021-2022 school year and the related restrictions required by the Department of Public Health put a strain on relations between school staff and families.  Survey data from the annual Youth Truth survey showed a decline in some indicators.  However, the district still showed strength in strong parent input in and voice in surveys and public meetings throughout the year."	"The focus for improvement this year includes a strong effort to clarify the district mission and exemplify the values of Dignity, Community, Authenticity, and Service.  We will increase outreach and social media presence in order to keep parents informed and continue to gather input and parent voice."	We will gather the parents of underrepresented students through explicit invitation and dedicated listening sessions at targetted school sites this year.  The dashboard data suggests that there is a need to focus on the student groups with the highest rates of chronic absenteeism and suspension rates.	Re-establishing systems and protocols for both virtual and in-person opportunities for teachers and families to meet is a priority for this post-COVID-19 school year.  Apple Valley Unified School District will continue to strive to include families in events for student improvement building on the success of the Financial Aid Awareness (Cash for College) events and parent conferences.	"With the increase in counseling staff, each site will be better equipped to reach out to parents to build a partnership with the target of student success across each grade segment."	The outreach and invitation for family engagement activities and student support events will target all students with focused attention and culturally appropriate invitations for the most underrepresented student groups.	"AVUSD families have a strong history of providing extensive input and making a powerful impact on the plans of the district.  Our District Advisory Committee gathers thousands of surveys and individual voices to influence the Local Control Accountability Plan and all planning process.  This allows for all community partners, parents, and others to be heard regarding plans, resources, allocations, and priorities."	"Based on data collected this year, our focus will be to include more input from those who serve foster and homeless youth, a growing subgroup of students in our system.  Further, we will expand our student advisory process to include a greater number of in-person opportunities for students to give input."	"Consistent with our focus on those students with dashboard indicators that show areas of needed support, we will focus on those families and caregivers to include explicit invitation to meetings with site and district leadership to gather information and collaborate on needed steps for improvement."	3	3	2	4	3	3	3	2	4	4	3	4	Met	6/9/2022	2022
19647330121079	Ararat Charter	3	"The LEA provides multiple opportunities for parent involvement in school through councils and committees and facilitates home-school communication through various means. LEA engages parents and students as valued stakeholders in decision making and continues to provide programs and resources that support students and families. LEA has also trained parents and staff on JEDI (Justice, Equity, Diversity, and Inclusion); follow-up trainings are scheduled this year as well. Ongoing trainings for parents of English learners and parents of students with special needs occur throughout the year."	"Increasing parental involvement is important to us.  The Pandemic kept families away, and now is the time to bring them back."	"The LCAP is shared with parents during Cappuccino with the Principal, English Learner Advisory Committee, and School Leadership Council meetings, including Town Hall meetings. The purpose of the meetings are to solicit critical feedback. Engagement of underrepresented families are encouraged through a relationship-based approach. Ararat Charter staff members play an integral role in developing and executing school priorities. The staff is regularly engaged in shaping the school’s operations and instructional goals through monthly staff meetings and monthly leadership team meetings in which decisions are made by consensus."	"The LEA has engaged in a number external partnerships that support student outcomes.  Contracted personnel such as counselors, physical therapists, and other professionals support students' needs. The CSUN Student Teaching program is in its second year of implementation. The LEA has partnered with the Institute of Student Empowerment to support students and families with our Justice Equity Diversity and Inclusion (JEDI) program. Finally, the LEA is starting a partnership with the Chicago School of Psychology, where student counselors and psychologists, overseen by their mentors, will support where needed."		"The LEA provides multiple opportunities for parent involvement in school through councils and committees and facilitates home-school communication through various means. LEA engages parents and students as valued stakeholders in decision making and continues to provide programs and resources that support students and families. LEA has also trained parents and staff on JEDI (Justice, Equity, Diversity, and Inclusion); follow-up trainings are scheduled this year as well. Ongoing trainings for parents of English learners and parents of students with special needs occur throughout the year."	"The LEA provides multiple opportunities for parent involvement in school through councils and committees and facilitates home-school communication through various means. LEA engages parents and students as valued stakeholders in decision making and continues to provide programs and resources that support students and families. LEA has also trained parents and staff on JEDI (Justice, Equity, Diversity, and Inclusion); follow-up trainings are scheduled this year as well. Ongoing trainings for parents of English learners and parents of students with special needs occur throughout the year."	"Increasing parental involvement is important to us.  The Pandemic kept families away, and now is the time to bring them back."	"The LEA plans to improve engagement of underrepresented families, by providing translation services, specific trainings that support families such as English learner and special education trainings."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/16/2022	2022
19642610000000	Arcadia Unified	3	"Arcadia Unified School District (AUSD) is very proud of the relationships built and its collaborative culture with staff and families. AUSD's strengths are illuminated through our values: Collaborate, Think Critically, Be Creative, Offer Empathy, and Learn from Failure. Our data has consistently shown an appreciation for our teachers and staff. Staff work to engage families through various events during the school year. All families attend site registration days to learn about the school, how to get involved, and find out information about the school year. Back to School events are held at every site for parents to meet their classroom teachers and administration. Throughout the year, various family fun nights are held for families to engage within their school communities in addition to performances and other activities to welcome all of our families. Principles use various forms of communication to build relationships with families. Phone and email blasts, newsletters, and the school marquees are used to send reminders for the week about the events going on at the school site. There is a strong relationship between the Parent, Teacher, Student Association (PTSA) in bringing events to the school and welcoming families to school communities."	"It has been of the utmost importance to continue communication between school staff and families as schools were transitioning from virtual learning to in-person learning while following public health guidelines. Communication was key in building relationships and trust between families and the school district. The communication during COVID-19 closures and the reopening of schools shows how access remained open and as strong as ever with our staff and families. There were over 60 COVID updates promulgated by our Public Information Office (PIO).  Parents, students, and staff were always kept informed concerning COVID updates, health tracking, and vaccination information.  Several ThoughtExchanges were created at this time to review our community's questions and concerns around the full reopening of schools in person at the start of the 2021-2022 school year.  The key thoughts in these exchanges were around Public Health requirements and student safety.  Working in tandem with our health department, and especially our head nurse, although anxiety was high, everyone was kept safe and informed throughout the school year."	"AUSD works to ensure healthy relationships among all educational partners. The district continued to use systems of communication like “School Messenger”, Peachjar, and social media to communicate with families. District-wide events and video compilations were shared via our social media outlets. Translation and interpretation services were essential in building relationships and breaking down language barriers for families that might need support in communicating with schools and the district office. Principals and staff were very intentional in making efforts to engage with underrepresented families by calling families to invite them to advisory committee meetings and connecting with them during school closures.   Getting feedback from underrepresented communities is vital to AUSD’s mission.  Each school forms an English Language Advisory Committee (ELAC) to connect with parents of students learning English.  This committee works closely with the School Site Council (SSC) to offer guidance for the Single Plan for School Achievement (SPSA).  This document provides a roadmap for how schools spend site funds to achieve their academic, social, and emotional goals for the year.  The SPSA also ties directly to the Local Control Accountability Plan (LCAP) which is written by the district to ensure that the district-wide budget is spent appropriately at the district and school level.  The ELAC recommendations are brought back to the SSC so that the underrepresented families have a voice in the goal and budget process at each school.  Finally, tying this all together is the District Language Advisory Committee (DELAC) which meets three times a year, bringing together parents from all schools.  The meetings help them understand the goals, processes, and procedures from a district perspective."	"Arcadia Unified School District (AUSD) offers multiple ways for staff and families to work together in building partnerships for successful student outcomes. AUSD leadership met and continues to meet with our bargaining units on a regular basis to evaluate staff needs, successes, and support needed. AUSD continued its work with organizations like the Arcadia Educational Foundation in supporting families and staff to offer resources to improve student outcomes. Relationships with the Parent Teacher Student Association (PTSA) continued throughout the school year and the final meeting of the year was held in person. Virtual meetings for parents allowed opportunities for joining meetings online. Parents were able to connect with teachers virtually and sometimes in person to discuss student outcomes. An additional component was initiated during the 2021-2022 school year to attend school sites and have conversations with students about our LCAP goals and outcomes. Data was collected to inform our LCAP. In addition, all educational partner meetings were held online to allow opportunities for discussion of student outcomes such as our LCAP educational partner meeting, District English Language Advisory Committee, and other meetings to connect with students."	"Arcadia reflects on the tools used and participation in events offered to evaluate and think about how we can continue to develop partnerships for student outcomes. Teachers have been very deliberate and intentional in working with students to best fit their learning needs. We have initiated Multi-Tiered Systems of Supports (MTSS) to further explore Tier 1 strategies to support student outcomes. A leadership team was developed to review district data and district initiates that support student outcomes. In addition, site teams were established to review each individual site’s data and determine areas of focus.   Local Data was reviewed to monitor student progress. Data from ThoughtExchange, Better Together, and formative and summative assessments are all factors, among other indicators, for decision-making for student outcomes.  Data will continue to be collected and monitored to ensure all students are receiving the necessary support to enhance student outcomes."	AUSD will continue to work on making progress on how we provide professional learning to our staff and continue to build partnerships with our underrepresented families. HotSpots were offered to families that needed additional resources to assist with student learning.  Underrepresented students are offered opportunities to participate in free individualized tutoring. Students have access to social-emotional resources through Care Solace. Sites have counseling and intervention services available to students. Students are also provided with free bus passes and free lunch. We will continue to offer different resources to support the needs of underrepresented families.	"There are several avenues for families and staff to participate in local decision making and advisory in Arcadia Unified School District (AUSD). Our current educational partner involvement is one of our strengths and is evident through the advisory committees we have for English Learners, the Local Control Accountability Plan, Title 1, Special Education, Parent Teacher Associations and School Site Councils. Virtual meetings were established to provide opportunities for families to attend meetings for easier access to information. Our board meetings continued to be streamed virtually to allow access to our board meetings.   Data continues to be gathered through various surveys such as Better Together, ThoughtExchange, and Healthy Kids to seek input on important topics, celebrations, and areas of growth throughout the district. These surveys are annual data collections reviewed by our educational partners and leadership teams."	"In an effort to be transparent and share the work of our district during and after COVID-19, we held a state of the district to share the different information and partnerships that have occurred from the start of the COVID-19 closures. During these events, different departments shared the work that was done and continued to be done to ensure safety while learning continued during the closures and as schools were reopened.   AUSD continues to aim to be transparent through communication and other opportunities for educational partner engagement. District communications continued to be released to share any changes in procedures and policies. The communications also celebrated our successes and district events. Our focus is to reflect and provide opportunities for seeking input as needs arise within the district."	"We will continue to focus on how we can continue to reach out to our underrepresented families to attend and participate in the various opportunities we have available for staff and parent input committees through our translation services, and various communication channels.  PearJar, SchoolMessenger, and district translators are an integral part of working with our underrepresented families in addition to the one-one communication that occurs at our school sites."	5	4	5	5	4	4	4	3	4	4	3	4	Met	6/28/2022	2022
12626790000000	Arcata Elementary	3	"Relationships between School Staff and Families are critical for ensuring student success. The Arcata School District fosters these relationships in a number of ways. The District has a Wellness Committee, a District Advisory Committee, and has initiated parent involvement in Textbook Adoption Committees. Involving families in the decision making process helps to build relationships between families and staff. Both Arcata Elementary School (AES) and Sunny Brae Middle School (SBMS) have active School Site Councils. AES also has a Parent-Teacher Organization and SBMS has a Graduation Committee and a Booster Club. Additional opportunities for input occur during intake meetings, conferences, IEP meetings, and family events. The Arcata School District encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences and hold trainings/workshops, such as parenting classes. The District provides professional development on promoting parent participation and the Arcata School District provides translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. The district offers EL parents the opportunity to have the EL Coordinator or Education Assistant attend parent conferences, along with a translator. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, the District creates an environment that allows for full participation in the school community. While the pandemic has negatively impacted many metric outcomes related to building relationships with parent/guardians, some of them have held relatively steady:  91% of parents/guardians ""agree"" or ""strongly agree"" that ""school staff treat parents with respect."" (2021/2022; down 5%)  87% of parents/guardians ""agree"" or ""strongly agree"" that their school promptly responds to their phone calls, messages, or e-mails. (2021/2022; down 8%)  School staff continue to be generally responsive and treat parents/guardians with respect. Another area of strength is the District's weekly updating of its Facebook and webpages in order to engage and communicate with families. This might be one of the reasons the percentage of parents/guardians that feel their school ""keeps me well-informed about school activities"" increased significantly."	"As mentioned above, the pandemic has negatively impacted some metric outcomes related to parent/guardian input:  58% of parents/guardians agree or strongly agree that ""parents feel welcome to participate at this school."" (2021/2022; down 29%)  73% of parents/guardians indicate that the school does ""very well"" or ""okay"" at providing information on the parents expected roll at their child's school. (2021/2022; down 11%)  Both of these metrics have declined significantly and highlight the need for the District to reemphasize and recommit to seeking and valuing parent/guardian participation as we come out of the pandemic. The District has already begun increasingly creating opportunities to get parents/guardians back on campus and more engaged in their student's learning. The District is looking to restore all of its traditional in-person parent activities for the 2022/2023 school year. Additionally, the District is working with families to develop, and formalize, a Booster Club at each school site. Further, the District has received a Community Schools Planning Grant which will designate and provide increased staffing to work with families and connect them with appropriate resources."	"In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One focus area for improvement will be increasing outreach to low income families. Oversight of the Arcata Family Resource Center has been restructured and there is an increased emphasis on connecting low income families with resources and support. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District is also creating a SUN (Students w/ Unique Needs) input group to target feedback and input from families of students with disabilities and 504s."	"The Arcata School District recognizes parents as partners and works with parents and families to ensure student success. Parent input is valued during intake meetings, conferences, IEP meetings, and family events. The Arcata School District encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences and holds trainings/workshops, such as parenting classes. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, we will create an environment that allows for full participation in the school community. While the pandemic negatively impacted some metric outcomes related to building partnerships with parent/guardians, some of the metric outcomes have held relatively steady or improved:  83% of parents/guardians agree or strongly agree that their school ""encourages me to be an active partner with the school in educating my child."" (2021/2022; down 8%)  75% of parents/guardians ""agree"" or ""strongly agree"" that their school ""keeps me well-informed about school activities."" (2021/2022; up 15%)  91% of parents/guardians indicate that they ""participated in a regularly scheduled parent-teacher conference with the child's teacher."" (2021/2022; up 21%)  District and school staff are doing a great job of keeping families well informed. The relatively new mass communication system (voice calls, texts, and emails) is increasingly being used to update families and ensure timely communications."	"As mentioned above, the pandemic has negatively impacted some metric outcomes related to parent/guardian partnerships:  78% of parents/guardians ""agree"" or ""strongly agree"" that “teachers communicate with parents about what students are expected to learn in class.” (2021/2022; down 10%)  This decline highlights the need for the District to continuing focusing on parent/guardian partnerships. The District has already begun increasingly creating opportunities to get parents/guardians back on campus and more engaged in their student's learning. The District is looking to restore all of its traditional in-person parent activities for the 2022/2023 school year. Additionally, the District is working with families to develop, and formalize, a Booster Club at each school site. Further, the District has received a Community Schools Planning Grant which will designate and provide increased staffing to work with families and connect them with appropriate resources."	"In order to better serve all District students, the ASD continues to implement actions/services related to partnering with parents/guardians. One focus area for improvement will be increasing outreach to low income families. Oversight of the Arcata Family Resource Center has been restructured and there is an increased emphasis on connecting low income families with resources and support. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District is also creating a SUN (Students w/ Unique Needs) input group to target feedback and input from families of students with disabilities and 504s. The District is looking to restore all of its traditional in-person parent activities for the 2022/2023 school year and is working with families to develop, and formalize, a Booster Club at each school site. Further, the District has received a Community Schools Planning Grant which will designate and provide increased staffing to work with families and connect them with appropriate resources."	"Parent input is an integral part of the ASD decision making process. Annual parent survey results drive district decision making. Parents/Guardians are encouraged to serve on the ASD Board of Trustees, the District Advisors Committee, School Site Councils, and give feedback through surveys and other less formal communications. The CA Healthy Kids Survey (Parent Survey), District Advisory Committee, and School Site Counsels all provide excellent mechanisms for connecting with families and engaging them in the decision making process."	"Unfortunately, parent perceptions regarding their involvement in district decision-making have shown recent declines:  65% of parents/guardians ""agree"" or ""strongly agree"" that their school ""actively seeks the input of parents before making important decisions."" (2021/2022; down 22%)  78% of parents/guardians ""agree"" or ""strongly agree"" that ""school staff take parent concerns seriously."" (2021/2022; down 10%)  58% of parents/guardians agree or strongly agree that ""parents feel welcome to participate at this school."" (2021/2022; down 29%)  In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One area for improvement is focusing on ensuring the sustainability of recent efforts to foster meaningful parent involvement in the District's decision making process. Increased formalization of input opportunities and building a history of valuing parent/guardian input will help foster improvement in this area. The pandemic forced the district to limit parent/guardian access to campus and it will be important to have comprehensive outreach in order to improve parent/guardian participation in all of our input opportunities moving forward."	"In order to better serve all District students, the ASD continues to implement actions/services related to including parents/guardians in the decision making process. One focus area for improvement will be increasing outreach to low income families. Oversight of the Arcata Family Resource Center has been restructured and there is an increased emphasis on connecting low income families with resources and support. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District is also creating a SUN (Students w/ Unique Needs) input group to target feedback and input from families of students with disabilities and 504s. The District is looking to restore all of its traditional in-person parent activities for the 2022/2023 school year and is working with families to develop, and formalize, a Booster Club at each school site."	4	3	3	4	3	4	4	4	4	4	4	4	Met	6/21/2022	2022
56725460120634	"Architecture, Construction & Engineering Charter High (ACE)"	3	"Given the nature of the impact from the pandemic, ACE has been successful in reaching out and meeting with student families via both in person and virtual means of communication. Weekly, we continue to conduct outreach for all families in both English and Spanish."	"We added ""Coffee with Administration"" which we hold twice a week in both English and Spanish, in addition to our monthly PO meeting and board meeting. This increased line of communication allows for clarity in day to day changes that our school is still experiencing."	"ACE brought on an additional counselor for the 2021-22 school year, and an additional administrator to work with students on career and college exploration. With the addition of these two positions, ACE is better able to make outreach and connect with all students and all families."	"Adding an additional administrator to the staff allows for increased opportunities for students to have aligned pathways post graduation, which increased engagement and influences student academics."	"ACE has had 5 students go through the senior apprenticeship program in school year 2021-22 which is an increase from just 1 eligible student in the year prior. Additionally, we have had local companies work with our school and students on bridging the gap post graduation. ACE also provided transportation to said students both to and from their occupations."	"ACE will implement a portfolio system for seniors, and using the added personnel to the staff, we will meet with and monitor progress of all ACE students beginning in 9th grade and ending in 12th. This process is inclusive of and not limited to: support for families, transportation, academic support for students, and applications for aide workshops."	"As a small learning community, ACE has an advantage of successfully reaching all families. Using surveys twice a year, weekly meetings with all families, monthly PO's, and student feedback, this makes us successful in our outreach efforts."	"ACE families would like more information on potential connections to post high school life, and this has led ACE to dedicate a position just for this purpose."	"Via our weekly meetings for ACE families, we are able to connect with underrepresented families, however we have been asked to include home visits, increase in SST's. and virtual meetings with those who can not travel."	4	4	4	4	5	4	4	4	4	4	4	4	Met	6/13/2022	2022
34672800000000	Arcohe Union Elementary	3	"Over the past couple of years, the district has provided on-going professional development for staff looking at ways our school can build relationships with community members.  Part of this approach has been focused on looking at the strengths of families and celebrating their differences.    During the 2022-2023 school year, the district has planned for an increase in family engagement activities such as learning nights and family-oriented activities."	"The items noted above are still in the beginning stages and will take several years to become parts of the overall fabric of the school. Coming out of the pandemic, it is clear the community needed to come together for the betterment of the students and school. Community members have noted over the past year, the need to increase family events. Since both sides have similar views, it will be a good situation for all."	Our DELAC committee is one of the only groups that has stayed intact through the pandemic and that is mostly through the work of the parents and EL Specialist. The group meets regularly and has created opportunities for families to remain part of the community while also taking English-education classes. Bilingual families are feeling much more welcome on campus with the involvement in the committee and the effort of the district to hire more bilingual staff to reflect the demographics of our families.	"For the past 18 months, staff has been provided on-going professional development regarding creating a welcoming and engaging environment for students. While this has not taken full effect, staff have had good dialogue regarding these topics and have started to change practices to celebrate individual strengths of students.  More work needs to take place over time, but it continues to be a focus."	"While work has been done in this area, it is still a work in progress. Teachers meet with their Professional Learning Communities (PLCs) monthly, but lasting change will take additional time.  The district continues to bring in outside experts in their fields to facilitate dialogue but the process is not engrained into the fabric of the school yet."	"Part of the discussions teachers are having in groups is how to include underrepresented families into their classrooms, both in terms of focused educational strategies and ensuring their uniqueness is celebrated and included."	"To illicit input, we try to create both formal and informal methods for families converse with staff regarding school-related matters. We issue community surveys, hold family learning nights, talk to families before and after school while they are on campus and any other school-related events they may attend. It is important to create an atmosphere of openness to have a dialogue and create the best educational environment for students."	"Prior to this year, we have not been able to hold as many family-related events as we had previously due to the pandemic. In response, several events have already been planned to invite families back on campus. We find these events strengthen the bond between home and school and allow parents the opportunity to talk to staff on a personal level."	"To engage bilingual families, the district will continue to use the DELAC as the focal point of most discussions. The group has grown over the years and allowed parents the opportunity to learn more about the school system and have given them an outlet to voice their thoughts and concerns. The district has also had the opportunity to hire several bilingual staff members in the front office to be able to converse with families without barriers."	3	3	3	4	3	3	3	2	4	3	3	3	Not Met	10/17/2022	2022
29663730136424	Arete Charter Academy	3	"Arete students could begin attending the Arete Resource Center whenever in the year that the families felt comfortable. We ended up hiring increased staff during the year as so many additional students began attending in person. This supported students by providing them with several staff members from whom they received support. Because our Resource Center staffed by Educational Advisors, multiple educators are working with each student they come on campus, this allows an entire team of people to brainstorm and implement the best practices for each child. Smaller class sizes allowed for better observation for students who are struggling and they can receive more immediate assistance."	"Arete has been able to apply strategies learned at SEL trainings, which have been beneficial for students. In the Resource Center, we bring local experts in from the community to provide educational and enrichment opportunities to the students to help them engage in the school and feel connected with other students. Arete hosted our second Read-a-Thon that gave an opportunity for all students, both on and off campus, to become engaged with their school and their education."	Arete will seek out to have a representatives from underrepresented families at Parent Action Committee meetings and Parent Networking Meetups.	"Parents also utilized our Parent Resource Center. Some parents were able to provide instruction to their younger or older children while their other children attended the resource center or enrichment classes. This provided many benefits. First, this resource made it more workable for parents to bring their children of varying ages to the Resource Center, as it helped to mitigate some of the financial and/or time commitment of attending. It also gave parents more opportunities for in person interactions with staff and Educational Advisors, which often led to receiving needed resources or support. The Parent Resource Center also lends itself to community building. Families outside their typical cohorts were able to meet, interact, and collaborate. Finally, the Center is stocked with many curriculum and supplemental resources that can be checked out. This helps parents become more knowledgeable about the varying options available, and allows them to try out different methods to see what’s most suitable for their child, without requiring a financial commitment."	"Arete works hard to provide varying resources and opportunities to target the individual needs of our families. Arete frequently posts resources that are available on Arete’s Edlio and Facebook page. Arete staff develops and maintains relationships with students and family members via in person meetings, Zoom meetings, and phone calls. We provided access to county mental health resources. Arete teachers have all been trained to assist students with Trauma Informed Practices, which has increased teacher awareness of student needs. In addition, we trained teachers in strategies to provide positive support to students. Some of the Arete staff participated in the Nevada County Superintendent of Schools LivingWorks Start online suicide prevention training. Several teachers attended Education Through Music training. Music education allows kids to connect with their inner emotions, increases"	Arete will seek out to have representation from underrepresented families at Parent Trainings and Family Reading and Math Nights.	"Parents are invited to be on the Parent Action Committee which includes representatives from the following: teachers, administrators, students, parents, and community members. The Parent Action Committee meets at least three times per year. We discuss school goals and student progress on indicators described in the LCAP. We also develop ideas for school field trips, enrichment opportunities and school engagement activities. During the Fall of 2021, Winter of 2021, and Spring of 2022 an invitation was sent to all parents inviting them to participate in the Parent Action Committee meeting. The Parent Networking Group meets monthly to review what is wor"	"In March and April of 2022, all parents and 4th-8th grade students were asked to participate in a survey to provide input on the development of educational and school climate goals. Additionally, parents and students are interviewed at each 20 day Parent-Student-Teacher Triad meeting to discuss needs and concerns. There were also multiple meetings throughout the year with the Blended Middle School Leadership elective class to gain continuous feedback."	Underrepresented families will be sought out to be on all decision making committees.	5	5	5	5	5	4	5	4	4	4	5	3	Met	6/14/2022	2022
01612590115238	ARISE High	3	"ARISE staff communicate with families through emails, phone calls, texts, social media and student-led conferences. Advisors are provided with multiple professional development sessions in preparation for communicating with families."	"Moving forward, we will work to make our school more welcoming to non-Latinx families as they are currently underrepresented within our student population when compared with local demographics."	"Moving forward, we will work to make our school more welcoming to non-Latinx families as they are currently underrepresented within our student population when compared with local demographics."	"Families are invited to attend 1-2 student-led conferences each year to discuss their child’s academic progress and develop strategies for improving outcomes. During these meetings, families are also provided with information and resources regarding material needs such as food and housing, as well as mental and physical health."	"In future years, we will focus on providing additional support around legal rights to ensure that parents are empowered to advocate for their students."	"In future years, we will focus on providing additional support around legal rights to ensure that parents are empowered to advocate for their students."	Our family liaison hosts weekly meetings to engage parents in discussions about various school programs and advocate for their families’ needs.	"Attendance at these meetings is currently low, partially due to Covid, but moving forward, we hope to engage a greater proportion of families more meaningfully."	"Attendance at these meetings is currently low, partially due to Covid, but moving forward, we hope to engage a greater proportion of families more meaningfully."	5	4	4	3	5	4	5	3	3	3	2	2	Met	6/14/2022	2022
16638750000000	Armona Union Elementary	3	"Strengths:   My child's school has teachers that go out of their way to help students = 80.8% I feel welcome to participate in activities at my child's school = 80.8% With social distancing it was challenging to make consistent in-person connections. As such, we are proud that parents valued these connections with teachers and activities at school."	"Area of Progress:   My child feels safe and connected while at school = 73.1% My child's school offers social-emotional support for my child = 62.6% We are working towards developing additional ways to encourage and support staff in learning about each family’s strengths, cultures, languages, and goals for their children. The social-emotional piece has been especially taxing and as such, we will be leveraging developments through the MTSS (multi-tiered system of supports) to support students and families."	Focus area:   We are working to provide more in-person opportunities and activities to promote two-way communication and an open environment for families to feel connected.	Strengths:   My child's school offers support that helps my child to be academically successful = 92.3% Twice a year parent-teacher conferences are well advertised and attended. We work to disseminate relevant information to parents in a timely manner.	Area of Progress:   My child's school offers helpful parent education opportunities =  61.6% We are working to develop processes to better support families to understand and exercise their legal rights as they advocate for students and ways to effectively communicate family needs.	Focus areas:   More capacity building in structuring meaningful parent involvement opportunities.	"Strength:   My child's school actively seeks parent/community input into decisions related to my child’s education = 84.6% As a district, we will go the extra mile to provide a safe environment to allow for honest and quality parent input. We look for every opportunity to involve parents in all aspects of student-focused decision-making."	"Area of Progress:   Parent comments showed requests to increase communication surrounding activities, opportunities to chaperone/ volunteer, and information regarding conflicts in school. We are working to develop processes that would allow more opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."	Focus area:   Our focus is to continue to build capacity to work together for a long-term family engagement program.	3	3	3	4	3	4	4	3	4	3	3	2	Not Met	9/8/2022	2022
35752590000000	Aromas - San Juan Unified	3	"Aromas-San Juan Unified School District uses a variety of ways to communicate with families, Apptegy website and app, ParentSquare, Remind, and ThoughtExchange. Family communications are sent out on a daily and weekly or on an as needed basis. All communication is done primarily in English and Spanish, but programs like ParentSquare allows families to chose from  over 100 languages. Schools also offer ""Coffee Hour"" with the Superintendent and Principal on a monthly basis. Here staff, parents, and guardians can have an opportunity to have a two-way communication."	At Aromas-San Juan Unified School District one of our main focuses is to get to 100% parent contact in our messaging platform. Our system allows us to see which students are not being contacted. This helps us to continuously gather the most updated contact information on a regular basis so that we can make sure our parents are well informed.	"Aromas-San Juan Unified School District will encourage parent engagement of underrepresented families in avenues such as English Learner Advisory Committee, and Coffee Hour with Superintendent and Principal. As well as Parent Universities were we focus on topics that underrepresent families request. We will continue to offer opportunities of involvement through an anonymous format in their native language like ThoughtExchange."	"The Aromas-San Juan Unified School District provides multiple opportunities to partner with families to support positive student outcomes, including Parent Universities, Back to School Night, Open House, and Guardian-Teacher conferences. Our use of communication applications such as ParentSquare, Class Dojo, and Remind101 increases access to school notifications by providing messaging in English and the family’s native language."	"The Aromas-San Juan Unified School District holds regular events and meetings to support positive student outcomes, such as guardian-teacher conferences, Back-to-School Night, and Open House. However, the district recognizes a need to educate stakeholders, especially with respect to the data shared during these events. Moreover, the district understands the importance of providing this information in multiple languages so stakeholders feel comfortable, engaged, and invited to participate."	"Engaging underrepresented families is an important area for growth in the Aromas-San Juan Unified School District and, as such, is one of our top priorities. Moving forward, the district will work to provide interpreter services in participants’ native languages at all public and individual meetings. We will also provide additional education for families and the community regarding school policies, programs, services, and educational strategies.  Understanding our students and the community at large is an essential component of engaging underrepresented individuals. The district is currently developing a plan to provide professional development opportunities for teachers and staff members in order to implement Culturally Responsive Teaching practices. We will also launch a coordinated campaign to collect accurate contact information from our families to ensure that everyone receives clear, timely information from our district. In addition, the district plans to implement an annual “tour” of our website(s) and to be more intentional when providing resources and strategies that can be implemented at home in support of positive student outcomes."	"The Aromas-San Juan Unified School District recognizes the importance of seeking input from stakeholders and participating in group decision making. The district utilizes several tools, including Parent Square and other applications, to engage in two-way communication with families and the community. The district regularly shares information and data at stakeholder meetings, including school coffee hours, English Language Advisory Committee meetings, School Site Council meetings, Title I Parent meetings, and meetings of the Board of Education. Many of these events have embedded opportunities for community members to provide input. The Aromas-San Juan Unified School district is committed to welcoming students, families, and the community to our school facilities. We recognize the need to build the capacity of our faculty and staff members to engage, support, and welcome families to the district and individual school communities."	"The Aromas-San Juan Unified School District holds regular meetings to share information and involve parents in decision making. However, the district recognizes a need to communicate the scope, purpose, and importance of parental involvement and the role of families and the community in the decision making process. In particular, the district and individual school sites need to educate parents on the purpose and function of the School Site Council, English Language Advisory Committee, and LCAP stakeholder advisory groups. Perhaps most importantly, the district needs to provide interpretation to make these meetings accessible to as many stakeholders as possible."	"Engaging underrepresented families is an important area for growth in the Aromas-San Juan Unified School District and, as such, is one of our top priorities. Moving forward, the district will work to provide interpreter services in participants’ native languages at all public and individual meetings. We will also provide additional education for families and the community regarding school policies, programs, services, and educational strategies.  Understanding our students and the community at large is an essential component of engaging underrepresented individuals. The district is currently developing a plan to provide professional development opportunities for teachers and staff members in order to implement Culturally Responsive Teaching practices. We will also launch a coordinated campaign to collect accurate contact information from our families to ensure that everyone receives clear, timely information from our district."	1	2	1	1	1	1	2	1	1	1	1	1	Met	6/28/2022	2022
19647330123158	Arts In Action Community Charter	3	"Arts in Action works hard to build meaningful relationships between school staff and families. Systems for connection include monthly meetings with the principal, parent conferences and Back to School Night, a series of school based events that families are invited to, a fully functioning English Language Advisory Committee, School Site Council and United Parent Committee, structured volunteer opportunities, a School Board with parent representation, a United Parent Committee, and over a dozen parent workshops annually. In addition, all families receive regular communication through Classroom Dojo and Dean's List, as well as regular text blasts. Arts in Action operates a fully functioning school website, Instagram and Facebook."	"Due to the pandemic, the ability for parents and family members to volunteer in person was more limited. We are looking forwards to rebuilding our capacity to utilize family volunteers in meaningful ways within the school and classroom. In addition, the United Parent Committee in recent years has been smaller than desired. A goal for this school year is increasing the capacity of the UPC through increased participation and implementation of the school's goals for the school year."	"Arts in Action works hard to improve the engagement of underrepresented families, which for us is our whole school student body. We do this by offering a myriad of different ways that families can engage with the school, and workshops and meeting opportunities both remotely and in person, and at different times of the day. We also ensure that all family events have interpretation and a variety of different formats to access information."	"Arts in Action has significant strengths and has made considerable progress in building partnerships for student outcomes. The school's instructional calendar incorporates parent conferences, and there is substantial support provided to school staff in order to facilitate meaningful collaboration and communication between the school and home. Arts in Action also provides robust professional development that emphasizes the importance of family involvement and partnership and community building."	"Based on an analysis of educational partner input and local data, Arts in Action will continue to focus on accessibility to school programming and events for all families."	"The LEA continues to improve the engagement of underrepresented families (which is our whole student body) through planning that reflects the needs for varied meeting times, different formats for family workshops and events, childcare during events, and translation and multiple modes of communication."	"Arts in Action has considerable strengths and has made considerable progress in seeking input for decision making. Arts in Action has a school board with a significant percentage of parent board members (ranges from 30-50%). In addition, Arts in Action has a fully functioning School Site Council, English Learner Advisory Committee and United Parent Committee.   Family surveys, student surveys and staff surveys are conducted on a regular basis to collect additional information throughout the school year."	"As mentioned above, the pandemic has made the physical participation of families on campus more difficult. We are working towards transitioning events/meetings to in-person, while continuing to offer Zoom and remote options."	The LEA continues to improve the engagement of underrepresented families (which is our whole student body) through consistent and varied outreach in accessing families.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/2/2022	2022
19647330134205	Arts in Action Community Middle	3	"Arts in Action works hard to build meaningful relationships between school staff and families. Systems for connection include monthly meetings with the principal, parent conferences and Back to School Night, a series of school based events that families are invited to, a fully functioning English Language Advisory Committee, School Site Council and United Parent Committee, structured volunteer opportunities, a School Board with parent representation, a United Parent Committee, and over a dozen parent workshops annually. In addition, all families receive regular communication through Classroom Dojo and Dean's List, as well as regular text blasts. Arts in Action operates a fully functioning school website, Instagram and Facebook."	"Due to the pandemic, the ability for parents and family members to volunteer in person was more limited. We are looking forwards to rebuilding our capacity to utilize family volunteers in meaningful ways within the school and classroom. In addition, the United Parent Committee in recent years has been smaller than desired. A goal for this school year is increasing the capacity of the UPC through increased participation and implementation of the school's goals for the school year."	"Arts in Action works hard to improve the engagement of underrepresented families, which for us is our whole school student body. We do this by offering a myriad of different ways that families can engage with the school, and workshops and meeting opportunities both remotely and in person, and at different times of the day. We also ensure that all family events have interpretation and a variety of different formats to access information."	"Arts in Action has significant strengths and has made considerable progress in building partnerships for student outcomes. The school's instructional calendar incorporates parent conferences, and there is substantial support provided to school staff in order to facilitate meaningful collaboration and communication between the school and home. Arts in Action also provides robust professional development that emphasizes the importance of family involvement and partnership and community building."	"Based on an analysis of educational partner input and local data, Arts in Action will continue to focus on accessibility to school programming and events for all families."	"The LEA continues to improve the engagement of underrepresented families (which is our whole student body) through planning that reflects the needs for varied meeting times, different formats for family workshops and events, childcare during events, and translation and multiple modes of communication."	"Arts in Action has considerable strengths and has made considerable progress in seeking input for decision making. Arts in Action has a school board with a significant percentage of parent board members (ranges from 30-50%). In addition, Arts in Action has a fully functioning School Site Council, English Learner Advisory Committee and United Parent Committee. Family surveys, student surveys and staff surveys are conducted on a regular basis to collect additional information throughout the school year."	"As mentioned above, the pandemic has made the physical participation of families on campus more difficult. We are working towards transitioning events/meetings to in-person, while continuing to offer Zoom and remote options."	The LEA continues to improve the engagement of underrepresented families (which is our whole student body) through consistent and varied outreach in accessing families.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/2/2022	2022
15633130000000	Arvin Union	3	"The District's current strength is implementation of platforms to promote 2-way communication including Zoom, Teams, and ParentSquare beyond school visits and phone conversations. ParentSquare has improved ease of sharing regular updates as well as emergency information with families - 66% of respondents reported they had downloaded the ParentSquare App while 98% are reachable through the text feature to access district and site information.   The District's Family Resource Center has significantly expanded case load and support services.  The district has created an LCAP goal specifically targeted to welcome environments and respectful relationships with action steps including personnel assigned to reach out to families from the site, district, and Family Resource Center Level to increase engagement of underrepresented families. Staff surveys for Family and Community engagement indicated an increase in Leadership and Collaborating and the range of scores increased from 43%-61% to 50%-61%. Parent surveys completed in late March 2022 indicated 88% of parents felt the schools actively sought out parent input for decisions.   ZOOM meetings have been a focus for the majority of district and school site parent meetings and have maintained levels of attendance throughout COVID-19 surges."	"The most significant focus for improvement in Building Relationships Between School Staff and Families will be the district’s implementation of a Community School Planning Grant which will serve as an organizing strategy to connect key partners and bring together a variety of resources to support students and families.   Collaborative planning which will begin Fall of 2022-2023 focused on building trust, increasing support services, and shared responsibility for outcomes.   Educational Partner engagement will actively tap the expertise and knowledge of family and community members to serve as true partners in supporting and educating students.  A significant focus on developing and sustaining a warm and welcoming environment is an initiative concurrently in effect with Positive Behavior Intervention Supports as we welcome a return to normalcy in regard to in-person collaborative opportunities, events, workshops, and meetings planned for the school year.  Additionally, foundational steps for a Parent Ambassador Program have been put in place working closely with site and district engagement teams, specifically Categorical Clerks, to support 2-way communication.  The District Family Resource Center continues to expand services."	"A restructuring of expectations and guidance of the Director for the Family Resource Center ensures a renewed focus on identification and providing services to homeless and foster students.  Monthly personal contacts and check-ins are conducted with families by the FRC.  The district has a significant number of English Learners and Migrant students with program personnel employed specifically for representing these groups of students and their families.    In addition, Categorical Clerks at school sites have been charged with family outreach and making personal contacts to align with district metrics.  Continued implementation of ParentSquare as the main communication platform for the district was very successful as noted through educational partner input and numbers of responses to online surveys conducted through the platform.  A campaign early in the 2022-2023 school year was focused the goal of 100% of families with viable contacts through the ParentSquare platform to strengthen our engagement of all families, especially those underrepresented.  Outreach, updated information streams, and personal contacts are focuses for departments district-wide."	"Progress toward building partnerships for student outcomes is evident in various areas.  Title I Parent meetings are jointly conducted by site administrators to describe opportunities for students and to share program with an opportunity for parent questions and answers.  Open House formats now include translated PowerPoint presentations developed by grade levels and departments to share expectations while visiting with parents in-person focused on positive student outcomes.  Parent Conferences continue to be held twice each year and will be available in-person and virtually.  Family workshops are designed with the intent to develop a partnership between the district and families.  Fresno State University classes focused on English Literacy and Digital Literacy, social worker workshops on healthy family supports and mental health, along with monthly Coffee with the Principal are specific examples of current strengths to build partnerships for positive student outcomes. Implementation of multiple opportunities for parents to engage with instructional support and to expand their role in their child's education is our focus with the utilization of TEAMS and CANVAS to strengthen the school to home connection."	"A focus for improvement has been identified through parent input which requested support with workshops to access digital platforms and focusing on ""what to do"" to support student/family needs. Requests for support to understand redesignation criteria and accessing services for redesignation to English Proficiency will also be an area of focus.   Parent input through District Advisory Council and parent surveys suggest that while many programs are in place for students and families, not everyone is aware of these services and correspondence, notifications, and ParentSquare posts will be increased to support awareness of services. Parent input from School Site Council, Coffee with the Principal, and District Advisory Council meetings has continued to express concern regarding the number of parents who choose to actively participate.  Development of a communication plan to identify and address the most appropriate methods for sharing is a focus to ensure consistency throughout the district while also identifying specific needs of individual campuses or groups.  The planning grant for Community Schools will focus on this area to ensure increased engagement.   Personnel, workshops, outreach materials, and training for Categorical Clerks and the Parent Ambassador will support parent advocacy."	"Family Advocates have been assigned currently identified foster and homeless families for case management.  Monthly personal contacts and check-ins are conducted along with the addition of reviews of Kern Integrated Data System Early Warning Intervention Reports to support student outcomes.  The district has a significant number of English Learners and Migrant students with program personnel employed specifically for representing these groups of students and their families.   Migrant Individual Learning Plans are a focus to support student outcomes.   English Learner English Progress Monitoring forms are available to utilize as a tool to inform families of student progress through Parent Conferences.    In addition, Categorical Clerks at school sites have been charged with family outreach and making personal contacts to align with district metrics.  Student Success Facilitators and Campus Supervisors are part of site engagement teams focused on supporting student outcomes through partnerships with families."	"As administrators return from Summer, meeting dates for site and district level decision-making opportunities are coordinated at a district level meeting and added to site and district calendars.  Shortly thereafter, a district timeline document is created and shared on communication platforms indicating opportunities for ongoing formal input that guides decision-making throughout the school year.   Reminders for formal input opportunities are sent out prior to meetings and input sessions while the district invites suggestions informally throughout the year.  All opportunities for Educational Partner engagement where seeking input for decision-making is conducted are conveyed through multiple platforms including ParentSquare messages, the District website, and site social media notifications.  In-person meetings have resumed for the 2022-2023 school year with the opportunity for Zoom attendance in many cases.   PowerPoint presentations including local and state outcome data based on the eight state priorities are used to provide an overview of strategic plan data to give context for Educational Partner Input/Feedback.  Educational partners include families, students, community members, and staff. Discussion and input meetings are available during the day as well as during later hours selected to ensure the opportunity for daytime and late evening attendance.  Time is provided for Educational Partner discussion and Input/Feedback through a variety of meetings, surveys, and activities to involve educational partners regarding district data, funding, goals, and action steps.  Actions and services suggested by our educational partners are gathered systematically, reviewed, and considered for planning.  Full implementation of ""Coffee with the Principal"" and Parent Advisory Meetings for Preschool and Migrant has promoted parent engagement.  Informal conversations have led to increased numbers attending, especially with digital platforms with which to engage.  These informal settings initially garner interest in school activities and have promoted increased interest in governance.   Capitalizing on this foundation and encouraging parent input gathered through increasing surveys/meetings supported through technology is an area of progress.     In addition, a Parent Ambassador position has been created to promote a deeper understanding of educational processes, funding, and use of data to drive improvement in conjunction with Categorical Clerks at each site."	"Parent involvement has increased through virtual means this past school year, however, Educational Partner input and results from district surveys indicate a need to ensure all parents/educational partners are included in conversations and collaboration.  The district and sites will proactively implement strategies to promote a higher percentage of involvement and input including reflecting on percentages of response and following up with additional meetings, home calls, phone calls, and incentives for participation."	"The district is committed to conducting surveys and focus groups beginning Fall 2022 and continuing through the planning grant stages of our Community Schools Planning grant with additional personnel to facilitate outreach, focus groups, and data collating to inform educational partner teams to promote input for decision-making.  This outreach is dedicated to assure improved engagement and strengthen the home to school partnership and input of underrepresented families."	3	3	3	3	2	3	3	2	3	2	3	2	Not Met	9/13/2022	2022
36678760107730	ASA Charter	3	"One of greatest strengths and areas of growth is a major increase in communication between school staff and families. We use an array of different communication strategies to reach our families, including the following: all-calls, all-texts, written letters, e-mail, phone calls, parent-teacher conferences, digital applications (ClassDojo, Google Voice, Remind), digital billboards, website announcements, and in-person discussions. With many of these options families are able to communicate with the school as well as receive information. We have also established parent groups which gives parents an opportunity to provide valuable input. ASA has also implemented summer family events which gives parents a chance to visit the school and meet their student’s teachers and administration. We also continue to hold Open House and Back to School Night events where parents are able to visit the classrooms and meet with teachers."	One area of improvement that we have been focused on over the past year is to strengthen our school staff and family relationships through the implementation of a community outreach program aimed at improving students and family well-being and social-emotional needs. We have hired a licensed social worker to plan and implement this program which will meet the needs of our diverse family population.	"ASA has been engaged in an on-going journey to build and develop a strong program, which will increase engagement with underrepresented families. Our community outreach program is the driving force behind this journey through networking, training, and communication within the school and our community. We have made sure that we are engaging with all student groups and meeting all needs. Our parent groups are also play a major role in engaging with and meeting the needs of underrepresented groups. Finally, we have carried out two parent surveys, including the California Healthy Kids Survey, which allows all parent groups a chance to voice their opinions and engage with the school."	"One of the main ways that ASA builds partnerships to improve student outcomes is by creating and maintaining strong relationships between teachers and parents/guardians. We have found that this is an excellent way to promote success and foster parental support in the home. Another major strength at ASA has been our community partnership program, where leaders in our community have a chance to speak with and mentor students directly. Due to COVID, it has been difficult to continue our in-person mentoring and bring in live speakers but this is something that we will continue as soon as possible. ASA has also partnered with Cal State, San Bernardino’s Master’s Social Work program to offer videos, Zoom meetings, and one-on-one sessions with students and families focusing on wellness and social/emotional needs."	ASA will continue to work to increase the number of community leaders we collaborate with in order to expose our students to a variety of college and career pathways. We have hired a new school counselor who will be focused on increasing student exposure to college and career opportunities. We are looking forward to being able to reinstate and increase our college visits and career exploration. We will continue to look for ways to bolster our family relationships and services offered. This year we are adding field trips to local colleges and universities back into our routine which will allow students to once again be exposed to the array of opportunities that are available to them.	"ASA has recently partnered with a Clinical Social Worker who specializes in homeless and foster youth. This Clinical Social Worker is the Director of Homeless and Foster youth at UC Riverside and he will be training our staff and offering services to our students and families. We also partner with San Bernardino County schools and their homeless/foster youth department. ASA focuses on a consistent and open approach to communication with our families and will maintain this approach moving forward as this has proven to increase family engagement. Lastly, ASA will be working to secure more partnerships with local businesses as a way to increase the number of mentors and provide students exposure to different careers, create new mentor relationships, and increase possible work options for students who are moving into the workforce. ASA will also leverage our parent groups as a way to engage with underrepresented families and build new community partnerships."	"Seeking input for decision making is one of ASA’s greatest overall strengths. We make a large effort to seek input from all levels of staff, administration, students, and families to make sure that all perspectives are included and considered before making important decisions. We have set teacher and staff groups who meet together throughout the year to consider and discuss teaching strategies, best practices, school rules and procedures, school safety, and a variety of other key areas. Admin meetings are held on a regular basis and all levels of admin are included. Staff meetings are also held regularly to disseminate important information and to receive feedback from our teachers and support staff. Monthly board meetings take place to cover key information with all board members and board members provide critical feedback, recommendations, and hold votes to approve or deny certain actions. Parents are notified of all board meeting times and dates and are welcome to join any meeting. Recently we have welcomed a new board member who is also a parent of one of our ASA students. This has helped to provide parental input and perspective to our board meetings. We have an ASA Parent group that meets on a consistent basis which provides another avenue for parental input. ASA also puts out student, staff, and family surveys throughout the year to all parties with an interest in creating a strong and supportive learning environment. This year we have also added the California Healthy Kids Survey, the California School Parent Survey, and the California School Staff Survey. ASA staff also regularly attend informational webinars, trainings, and professional development meetings to keep up to date with current trends and new educational strategies."	One area for improvement in Seeking Input for Decision-Making which is a major focus for ASA is to continue to expand our parent groups and to encourage more parents to become involved in our LCAP and future plans for ASA.	"One way that we will continue to improve engagement of underrepresented families in relation to Seeking Input for Decision-Making is to continue to increase the levels of communication between ASA and our underrepresented families. The incorporation of the California Healthy Kids Survey (CHKS) and the California School Parent Survey (CSPS) will be beneficial since it will provide disaggregated data that will represent both student and parent results using a number of different metrics. By allowing us to have a more detailed breakdown of the survey results, the CHKS and CSPS will provide greater insight into the feelings and opinions of our underrepresented families, which in turn, will allow ASA to better respond to and accommodate the needs and desires of those families. ASA will also continue to search for and make new services and resources available to our families. One such resource is The California Healthy Minds, Thriving Kids Project from the Child Mind Institute. This institute provides a vast array of free, clinically based digital resources and materials that parents, students, and schools can use to help deal with a number of issues or disabilities. Again, we will continue to leverage our parent groups as a way to increase engagement with our underrepresented families and allow them to continue to provide important input for decision-making."	5	5	5	5	5	5	5	5	5	4	5	5	Not Met	9/8/2022	2022
01612596118608	ASCEND	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	"Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Reengaging our families through in-person school events and celebrations, as many of these events were moved online during the past two years; (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership."	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	"Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide."	"Our focus area for improvement in Building Partnerships for Student Outcomes is to build famiies' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home."	"We will facilitate a series of workshops in the area of family literacy engagement, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities."	"When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization."	"Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. This year we aim to rebuild to pre-pandemic levels of parent leadership in our school."	"We are focusing on increasing the engagement of our Black families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events."	4	4	4	4	4	4	4	3	4	4	5	4	Not Met	10/20/2022	2022
10621660133942	Aspen Meadow Public	3	"Positive relationships between school staff and Aspen Meadow families are very important to a thriving school-wide culture and to the academic and social-emotional growth of our students. Regular communication between families and staff happens through the parentsquare platform. Positive feedback, challenging situations, and upcoming events are included in these messages. In order to provide support for students who demonstrate specific needs, parents are invited to attend Intervention Team Meetings that include administration, the classroom teacher, and other relevant staff members to take a closer look at what each party can do to ensure a student’s success. Families are invited to attend and/or volunteer at in-person school events such as the Jog-a-thon fundraising event, the school Talent Show, the Scholastic Book Fair, and the Kindergarten and Sixth grade End-of-the-Year Promotion Ceremonies."	"After two years of needing to halt in-person events due to the pandemic, Aspen Meadow will restart the monthly parent-admin meetings, formerly known as “Aspen Leadership Connection”. This will include a small breakfast, guest speakers, parent information sessions, and interactive conversations regarding student data, celebratory successes, and any highlighted challenges. A parent survey will also be given after each meeting. In addition, a Parent Advisory & ELAC Committee will meet quarterly to assist by providing input on the educational priorities of the school based on achievement data. This group will also offer advice on a variety of school issues (school climate, social-emotional learning, Title I, special education, ELL, attendance, and extracurricular activities.) School site administration, the school counselor and the school psychologist, will collaborate to provide quarterly parent training regarding topics such as- social media safety information, building healthy relationships, and supporting students socially-emotionally and academically. Aspen Meadow will also include at least one additional social event for families such as a Lunch on the Lawn where parents bring lunch for themselves and their students. Families and staff sit together around campus to enjoy a meal, conversation, music, and some light field activities. These opportunities will help rebuild relationships between staff and families and cultivate an even stronger, positive school culture."	"Aspen Meadow is working to improve the engagement of our underrepresented families. During the 2021-2022 school year, an Arabic-speaking interpreter was hired to support one of our 6th grade students, who was new to the United States. Spanish-speaking interpreters have also been provided for parent conferences and other family meetings. The Parentsquare communication system is set to translate information into a family’s home language, but not all forms have been in students’ home language. Currently, a bi-lingual staff member is working to translate all forms and documents into Spanish. Aspen Meadow will continue to partner with All4Youth mental health services to provide onsite therapy for students who have experienced trauma. Aspen Meadow also has a Homeless Resource Counselor that makes home visits with school counselors or administrators. This person also helps coordinate donations for family meals and/or gifts for students for the holidays. A full-time school counselor and part-time school psychologist also help support underrepresented students and families."	"Building Partnerships for Student Outcomes is important to Aspen Meadow Public School. Providing support for students to succeed is a priority. A partnership with Fresno County Superintendent of Schools and Fresno County Mental Health created an onsite resource that provides mental health services for students and their families known as All4Youth. During 2021-2022, over 40 students were seen on a weekly basis by two behavioral health technicians. Our school also participates in a nonprofit organization known as “Better Blackstone.” They are committed to seeing the Blackstone Corridor be a successful place for expanding and starting businesses, safe and clean neighborhoods, convenient services, and recreation. As a new charter school, Aspen Meadow’s Chief School Resource Officer attends these meetings. This is a practical and real way that Aspen Meadow can practice its Mission- “to transform the community by developing exceptional leaders.” Big Smiles is another free resource that is provided for our students who are in need of dental care. This next year, Aspen Meadow will also partner with See2Succeed, a local nonprofit and partnership that works with Fresno County schools to offer FREE eye exams and glasses to local children!"	"A Community Resource staff member will be hired to help establish a school network that will provide information to families about vendors and organizations who can assist them with socio-economic or mental-health needs. Aspen Meadow will also invite a therapy dog- Foley, and his owner back to the campus to make weekly classroom visits with the intention to inspire students to read. In order to build equity and inclusivity, Aspen Meadow is entering a partnership with Fair Schools to help ensure that all students can access the equitable education experience that will prepare them for the future. Partnerships will also include an educator wellness program known as Edwell- Coaching and Capacity-Building for Whole School Wellness. Since teachers are the students’ primary educators and caregivers at school, this partnership will support the educators, leading to better student outcomes."	Parent voice is important to the building of partnerships at Aspen Meadow. Inviting family focus groups for input will be implemented to a greater level this year. Parentsquare messages and office phone calls will be made to invite parents/guardians. Incentives such as a raffle drawing for a family pack of zoo tickets will be awarded to families who attend and complete a meeting feedback survey.	"Currently a School Site Advisory Council that includes parents meets a few times per year to discuss items such as Title I funds and COVID Safety Plans. Online surveys were also sent to all families asking questions regarding the spending of funds on technology, health services, instructional aides, and safety services. These meetings took place on zoom enabling participants to easily participate. Agendas and meeting documents were sent ahead of time for the council to review."	Aspen Meadow plans to focus on getting more parents/guardians involved in sharing their input regarding decisions that the school must make in the area of equity and inclusivity.	"At the annual Back-to-School night, the importance of parent/guardian involvement and voice will be explained verbally and visually. Behavioral data will be shared with families, so that they will understand the urgency of addressing the needs. Parents/Guardians will be invited to sign up for the various opportunities."	4	4	4	5	4	3	4	3	3	3	3	3	Met	6/16/2022	2022
10621660140806	Aspen Ridge Public	3	"Aspen Ridge Public School first opened its doors in Central Fresno, California during the COVID-19 pandemic. The school sponsored outdoor events with taco trucks and school spirit items. Many families came out to enjoy, after long-time closures and lock-downs. The school held parent conferences in October and Summit Showcase in the Spring. Students led the showcase and it was a big success. The school also held a Semi-formal dance in the spring. Teachers find ways to engage students and families--including music played during lunchtime, providing the whole school with “Dutch Bros” coffee, a student-store, classroom competitions and learning incentives through the Summit Learning Platform, A’s for J’s (students have the opportunity to win a free pair of Jordans shoes with good grades), student focused on campus groups (chess club, leadership, yearbook, anime), sports (basketball), a school dance & field trips. Parents helped by raising funds for our students to be able to attend field trips."	"Aspen Ridge Public School will seek to receive more consistent feedback from families by hosting more family meetings now that COVID is past, and providing more surveys throughout the year. We look forward to providing more opportunities for families to volunteer on our campus."	Our school has applied to be a Community School to bring services directly to our campus. Aspen Ridge currently has partnerships with All4Youth and the Fresno Rescue Mission. Our Family Resource Counselor monitors homeless student attendance and offers support to families with urgent needs.	Our Summit Learning Partnership provides grants to our school and personalized learning curriculum to our students. ARPS has also hired a full time TOSA (Intervention Teacher) to work towards closing the gap for students who are performing under grade level achievement levels. Our counselor and staff continue to support our students' social and emotional needs.	"Supporting students are members of our community including: All4Youth(Fresno County Superintendent of Schools), El Dorado SELPA, Fresno City College, Summit Learning, The Fresno Rescue Mission, Silicon Schools Fund. We appreciate how our partners help support our student outcomes."	All school partnerships work to find ways to improve student engagement with students and their families. Office staff and school partners engage in positive relationship building. Our students know Aspen Ridge staff and community partners care for them and want them to succeed.	Aspen Ridge engages parents and partners through surveys.	"Now that the school is open to visitors after COVID restrictions, the school looks forward to improvising parent and guardian feedback through conferences, on site volunteering and engagement, and parent/family advisory."	"Our Family Resource Homeless Liaison reaches out to families with urgent needs. The Liaison communicates with administrators, counselors and special education to assure that students that are underserved reeei support."	3	3	3	3	3	3	3	3	3	3	3	4	Met	6/16/2022	2022
10621660106740	Aspen Valley Prep Academy	3	"Positive relationships between school staff and Aspen Valley families are very important to a thriving school-wide culture and to the academic and social-emotional growth of our students. Regular communication between families and staff happens through the parentsquare platform. Positive feedback, challenging situations, and upcoming events are included in these messages. In order to provide support for students who demonstrate specific needs, parents are invited to attend Intervention Team Meetings that include administration, the classroom teacher, and other relevant staff members to take a closer look at what each party can do to ensure a student’s success. Families are invited to attend and/or volunteer at in-person school events such as the Jog-a-thon fundraising event, the school Talent Show, the Scholastic Book Fair, and the Kindergarten and Sixth grade End-of-the-Year Promotion Ceremonies."	"After two years of needing to halt in-person events due to the pandemic, Aspen Valley will restart the monthly parent-admin meetings, formerly known as “Aspen Leadership Connection”. This will include a small breakfast, guest speakers, parent information sessions, and interactive conversations regarding student data, celebratory successes, and any highlighted challenges. A parent survey will also be given after each meeting. In addition, a Parent Advisory & ELAC Committee will meet quarterly to assist by providing input on the educational priorities of the school based on achievement data. This group will also offer advice on a variety of school issues (school climate, social-emotional learning, Title I, special education, ELL, attendance, and extracurricular activities.) School site administration, the school counselor and the school psychologist, will collaborate to provide quarterly parent training regarding topics such as- social media safety information, building healthy relationships, and supporting students socially-emotionally and academically. Aspen Valley will also work to include at least one additional social event for families and students. These opportunities will help rebuild relationships between staff and families and cultivate an even stronger, positive school culture."	"Aspen Valley is working to improve the engagement of our underrepresented families. During the 2021-2022 school year, spanish-speaking interpreters have also been provided for parent conferences and other family meetings. The Parentsquare communication system is set to translate information into a family’s home language, but not all forms have been in students’ home language. Currently, a bi-lingual staff member is working to translate all forms and documents into Spanish. Aspen Valley will continue to partner with All4Youth mental health services to provide onsite therapy for students who have experienced trauma. Aspen Meadow also has a Homeless Resource Counselor that makes home visits with school counselors or administrators. This person also helps coordinate donations for family meals and/or gifts for students for the holidays. A full-time school counselor and part-time school psychologist also help support underrepresented students and families."	"Building Partnerships for Student Outcomes is important to Aspen Valley Public School. Providing support for students to succeed is a priority. A partnership with Fresno County Superintendent of Schools and Fresno County Mental Health created an onsite resource that provides mental health services for students and their families known as All4Youth. During 2021-2022, over 40 students were seen on a weekly basis by two behavioral health technicians. Our school also participates in a nonprofit organization known as “Better Blackstone.” They are committed to seeing the Blackstone Corridor be a successful place for expanding and starting businesses, safe and clean neighborhoods, convenient services, and recreation. As a new charter school, Aspen Meadow’s Chief School Resource Officer attends these meetings. This is a practical and real way that Aspen Meadow can practice its Mission- “to transform the community by developing exceptional leaders.” Big Smiles is another free resource that is provided for our students who are in need of dental care. This next year, Aspen Valley will also partner with See2Succeed, a local nonprofit and partnership that works with Fresno County schools to offer FREE eye exams and glasses to local children!"	"A Community Resource staff member will be hired to help establish a school network that will provide information to families about vendors and organizations who can assist them with socio-economic or mental-health needs. In order to build equity and inclusivity, Aspen Valley is entering a partnership with Fair Schools to help ensure that all students can access the equitable education experience that will prepare them for the future. Partnerships will also include an educator wellness program known as Edwell- Coaching and Capacity-Building for Whole School Wellness. Since teachers are the students’ primary educators and caregivers at school, this partnership will support the educators, leading to better student outcomes."	"Family, Guardian, and parent voices are important to the building of partnerships at Aspen Valley Inviting family focus groups for input will be implemented to a greater level this year. Parentsquare messages and office phone calls will be made to invite parents/guardians."	"One strength and an area of progress that we have made is scheduling consistent monthly town hall meetings with families that include a different focus each month that is recommended by our school psychologist team as well as school site specific topics. There is also designated time for questions and answers, so that families can leave our sessions feeling supported and valued. Currently a School Site Advisory Council that includes parents meets a few times per year to discuss items such as Title I funds and COVID Safety Plans. Online surveys were also sent to all families asking questions regarding the spending of funds on technology, health services, instructional aides, and safety services. Meetings took place on zoom enabling participants to easily participate. Agendas and meeting documents were sent ahead of time for the council to review."	"Aspen Valley plans to focus on getting more parents/guardians involved in sharing their input regarding decisions that the school must make in the area of equity and inclusivity. An area of improvement is to better target underrepresented groups to ensure that they provide school level feedback consistently. One specific goal of the school is to improve parent participation in our school site ELAC meetings. Additionally, we are working on ensuring all of our homeless students are correctly identified and supported based on the Mckinney - Vento act, since we do serve a larger population due to our partnership with Rescue the Children and Fresno Rescue Mission."	"Aspen Valley will work to improve engagement of underrepresented families by continuing to encourage and build systems that allow for that opportunity (such as surveys, town hall meetings, and ELAC meetings). Additionally, we will continue consistently sharing information shared with our families via parentsquare, if families are unable to attend for any reason. Lastly, if our families do have questions or would like additional support we will encourage them to reach out. For our homeless students, we will continue to leverage our homeless liaison to support our families and students with any outside needs that allow for a successful school year."	4	4	4	4	4	4	4	5	3	3	3	3	Met	6/16/2022	2022
19753090127100	Assurance Learning Academy	3	"The connection with our educational partners is a priority at Assurance Learning Academy.  Through regular Parent Meetings, including our Parent Advisory Committee and English Learner  Advisory Committee, Parent Teacher Conferences, student and family celebrations and weekly  communication through our Data + Design and L4L Connect systems our families express a sense  of feeling highly connected to the school and their student’s progress as evidence by our data  results, engagement at events and feedback received. One of our parents recently commented,  “Que sigan ayudando a los estudiantes como siempre lo an echo” and translated that reads “May  they continue to help the students as they always have.” Another parent commented, “I believe  they are doing a great job with how available teachers are. Open communication is great. The way  they get kids involved is amazing.”"	One parent mentioned that they would like to see consistency. This shows us that our educational  partners would like the systems that we have newly implemented this year to be steady and not  change. It will be important for us to maintain an awareness and empathy for those parents who  do not like changes in systems even though there is strong evidence pointing to the realities that  these improvements we have implemented allow us to better serve our community.	We are confident that both the parent engagements and systems of communication will help this  continued effort in keeping our educational partners connected and continued growth in  relationships.	"From the input received from our educational partners an area of strength is our flexibility in  providing opportunities for our families to receive support. Between evening options for live  instructional support, weekly progress summaries and a variety of services for students, our  parents have tools accessible for educational success."	"One parent expressed a desire for more communication in understanding legal rights available to  students and families. While educational rights are clearly and effectively communicated to our  educational partners, Assurance will work to bring in presentations on issues - including legal rights  - the local community expresses interest in learning more about their legal rights."	Educational partners in our underrepresented families have expressed a strong confidence in  service and support to our students. We will continue in our commitment to provide partnership  and accessibility in services as our students continue on their educational journey.	"Our strength at Assurance Learning Academy is providing information and soliciting feedback from  our educational partners in multiple opportunities and spaces that work with our parents' needs  for flexible hour options for connection to the school. One parent commented, “Parents are busy  and they still find a way to involve us in several school events.”"	Our advisory committees are currently in development for official positions. Our focus is to  continue communication for roles available to our parents at our Parent Advisory Committee and  English Learner Advisory Committee.	"Our underrepresented families of Assurance Learning Academy are in need of translation in  Armenian. We will improve services by hiring certified, bilingual staff with a focus on increasing  our recruitment to members of the community to join our team and where our community needs  exceed staff availability, we will partner with outside organizations to provide excellent service to  our students and families. One key finding from the local survey was from parent/guardian responses. When asked in the  last school survey if they felt that their school encourages parents/guardians’ participation and  input in activities, events, parent workshops and meetings, 83% responded that they agreed and  strongly agreed. The school also continues to implement parent engagement activities like  PAC/ELAC, student recognition days, Parent University workshops, open houses, back-to-school  nights, and parent-teacher-student conferences."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/1/2022	2022
40687000000000	Atascadero Unified	3	"Atascadero Unified School District has made great efforts to create a welcoming environment for families and creating 2-way communication between the district and families.  AUSD annually administers a local survey to parents, teachers and students in grades 4-12.  Results showed an increase in the positive perception of all areas surveyed.  AUSD chose to give a local survey that aligned with the California Healthy Kids Survey in order to provide annual information across all students, staff, and parents in grades 4-12 to gather more information on a more regular basis than the semi-annual survey that only surveys 4 grades of students within the district."	"The questions and findings directly relate to the three goals established within our Local Control and Accountability Plan and the data from the survey is represented in the LCAP.  Supporting staff in learning about family’s culture, languages, and goals for their children is an area needing to be developed.  This is information we have not gathered and professional development we have not provided."	AUSD is exploring effective resources to support administrators and staff in this area.	"Over recent years AUSD has invested time and efforts to provide multiple parent nights to inform parents about our academic endeavors and provide parents with resources to support their children at home.  We have hosted parent nights around Thinking Maps, Zearn, and multiple Next Generation Science Nights.  Events have been supported for families speaking both English and Spanish, the two primary languages in our community."	Our focus area within building partnerships for student outcomes lies in our need for additional professional development with administrators and teachers.	AUSD is exploring effective resources and programs to support administrators and staff in this area.	"AUSD continues to place a high priority on seeking input from parents/guardians in school and district decision making and parental participation in programs. Two parent groups utilized to engage our underrepresented families.  These include our site based English Learner Advisory Committee (ELAC), feeding into our District English Learner Advisory Committee (DELAC), and a district-wide Special Education Advisory Committee (SEAC).  In addition to these committees targeting our underrepresented groups, we have multiple other groups to engage stakeholders and seek input. These additional committees include: Budget Advisory, LCAP Steering Committee, PTA/PTO, booster groups, Student Ambassadors, and the Superintendent’s Parent Group."	"As we seek to improve in this area, we will be working to better evaluate the success of these groups in staying informed and providing input, specifically with our unrepresented groups."	"As we move through the upcoming year, we will review our multiple committees used to gather stakeholder input and ensure that each committee has representation from each of our significant unduplicated student groups."	4	4	3	4	1	4	5	4	3	4	4	4	Not Met	9/20/2022	2022
24656310000000	Atwater Elementary	3	"Atwater Elementary School District utilizes many resources to facilitate communication with our families and to build trusting and respectful relationships. To build capacity of staff, site and district leadership meet yearly to collaborate and share ideas regarding ways to foster staff/parent relationships. These ideas are then adapted and carried out with each site changing the strategy to fit their unique school culture. Twice yearly all elementary school sites change their school schedules for a week to schedule parent conferences that allow for face to face communication between parents and teachers. These conferences also help teachers better understand their students, their strengths and challenges, their cultural background, and the family's goals for their child/children. The district sites also hold two campus wide parent outreach events, Back to School Night and Open House, to help welcome parents. For students with disabilities, special educators participate in twice yearly trainings that have a component focused on parent engagement. These parental engagement strategies are carried out during parent conferences and through the Individualized Education Process. For foster and displaced youth, the district supports Community Outreach Coordinators who receive yearly training on ways to welcome all parents, but in particular parents of unduplicated pupils, into the school environment. The Community Outreach Coordinators are there for help in navigating the school environment and work to provide parents and families with school and community resources. They also help parents become more familiar with the school through volunteer events and serve as direct mentors and advocates for foster and displaced youth. The district measures parental engagement through our AERIES data management system, and is exploring new metrics to specifically measure underrepresented families through this data collection method. The district's ParentSquare platform is a method of communication that allows the district and sites to communicate through phone message, text message, and email. The sites also support that communication with flyers and mailings. All communications are in English and Spanish, which are the two languages of majority in the district. For parents with unique language needs, the district has a partnership with a county organization that offers translation and interpretation services in our more uncommon languages. Further language support is found at our sites through bilingual interpreters and our Spanish Program Assistants housed at the district office."	"Areas of improvement for the district include more specific staff trainings on all aspects of family culture and in particular training on the effects of trauma and loss from factors found in the surrounding community and the effects of the COVID-19 pandemic. Some work has been done in this area with schools who experience more families challenged by these factors, but more extensive training is needed for all school sites. Additionally, all administrators continue to focus on improving representation of parents of English Learners on school committees."	"To improve the engagement of underrepresented families, AESD leadership is using team meetings to record strategies for parent outreach. These strategies include using support and outreach staff to have personal conversations with parents to determine the meeting formats they desire in order to feel more comfortable participating on school committees. Administrators will work closely with staff on these changes, and will also utilize teacher/parent relationships to encourage more participation of English Learner parents. At the District level, the DAC/DELAC committee will discuss this topic among current representatives to widen the net of outreach. The District will also maintain our Spanish liaisons and continue to partner with a local county organization that provides interpreters in languages that are more uncommon so that we can communicate and encourage the participation of all families. In the coming year, the District will continue our work in mitigating the social emotional effects of the COVID 19 pandemic by maintaining our low student to school psychologist ratio and by adding counselor interns to better address the needs of students at all levels (Tier 1, Tier 2, and Tier 3). This will include building upon supports like our social skills groups and additional training that pertains specifically to grief and loss."	"Every year, Atwater Elementary School District provides a form of training to assist and support teachers and principals in improving each school's ability to successfully partner with families. These trainings have included keynote speakers, partnerships and collaboration with experts in this area, and internal trainings focused on school and family partnerships in specific facets of school life (academic, extracurricular, etc.). Through the District's twice yearly parent teacher conferences, teachers provide parents with resources and supports to help them foster their child's learning and development at home. These calendared parent meetings are integral in maintaining a high level of parent/teacher communication to help ensure attainment of goals. Special populations are monitored through both parent conferences and their Individualized Education Plans, which help to craft goals for students in specific areas of need. In these meetings, all parents are provided a copy of the Notice of Procedural Safeguards for parents of students with disabilities and these parent rights are explained as needed in every meeting. Parents of foster and displaced youth meet with teachers and receive regular and active communication by each site's Community Outreach Coordinator to monitor student progress in all aspects of school life. The Community Outreach Coordinators also help families of these student populations understand the supports available and the safeguards provided in the school environment. Site principals hold periodic parent information meetings on topics of interest that help them to understand their child's school expectations. Teachers provide parents with digital resources as well that allow students to access and continue their learning at home if parents are unable to assist them in their school work. The focus of the District this year is our English Learner population and all levels of supports for this population. Teachers have received and will continue to receive comprehensive professional development to serve students under this designation. The District also works to provide ways of attaining English proficiency for parents wishing to do so. Teachers receive trainings in the focus areas of mathematics and social emotional learning and the effects of trauma on youth."	A focus area of improvement for Atwater Elementary continues to be to make strides in helping parents feel more empowered to support their child's learning and development at home. This will be done by exploring ways to build capacity in parents in their understanding of state academic standards and by providing accessible curricular supports to be used at home. This will also be done by increasing parents' digital literacy skills as this topic has been voiced as a desire in both parent surveys and in person meetings.	"AESD will improve the engagement of underrepresented families to build partnerships for student outcomes in a variety of ways. By utilizing the strategies outlined previously, the District will hold parent meetings consistent with formats that help our parents feel comfortable in the school environment. This will necessitate consistent and frequent communication and outreach. We will also talk directly with parents to understand their needs. For example, parents within our DAC/DELAC District committee have voiced the desire to better understand the digital world of education that their children are experiencing. These digital literacy sessions will be based upon the topics most relevant to parents and specific to each school site. Sites will work with parents to find the most conducive times for their schedules and will ensure appropriate language supports."	"Atwater Elementary School District holds yearly training for administrators pertaining to school advisory groups in regards to parent outreach, advisory role training, and meeting requirements. Beginning in the 2019-20 school year, sites received specific training resources to help parents effectively participate and engage in advisory groups and the decision-making process. These materials were created in conjunction with and under the advisement of federal program monitoring staff to ensure appropriateness and compliance. All materials for advisory groups are provided in English and Spanish. These site level advisory groups are supported by our District level advisory groups, who collaborate about district-wide decisions in regards to the Local Control Accountability Plan and programs for English Learners. Community Outreach Coordinators as well as site administration work together to recruit parents for these groups and parents are made to feel welcome with refreshments and support for child care (when in person meetings are advised by local public health guidance). Particular attention is paid to ensuring that members of our English Learner Advisory Councils and our District English Learner Advisory Council are parents of English Learners, so that input and decisions reflect this underrepresented population. All parent advisory groups are encouraged to be active members in designing and implementing family engagement activities at the school and district levels. This is further supported by the redesign and implementation of each site's School and Family Compact and Parent Involvement Policy to ensure that parent engagement efforts and opportunities are current and up to date. In addition to parental advisory groups such as School Site Council, English Learner Advisory Council, and the Parent Teacher Organization, the District sends out a yearly electronic survey that solicits parent input on District policies and programs, as well as LCAP goals. Atwater Elementary demonstrates an overall strength in including parents in school activities, as evidenced by our substantial increase in parent engagement as measured through the LCAP in both the 2018-19 and 2019-20 school years. AESD continues to strive to help parents feel like key decision makers and active partners in their child's education, and efforts are made yearly to find ways to increase parental involvement. In the coming years, AESD will be providing more informational sessions to parents in topics that are relevant to the local community."	"Based on educational partner and local data, AESD will focus on improvement in seeking input for decision-making with parents of English Learners and other underrepresented at promise minority populations. Evidence of improvement with these target populations will be an increase in parent committee representation at the site and district level. Additionally, there will be an increase in representation of parents/guardians of these populations during District and and site sponsored informational events."	"AESD will improve engagement of underrepresented families by seeking their input for decision-making in a variety of ways. The District will begin by doing this on an individualized basis with parents/guardians who have not been recorded as having participated in a school or District wide event. This data will help us more accurately determine the parents/guardians who might not feel welcome or comfortable attending these events and/or participating as a member of a committee. Additionally, Community Outreach Coordinators will send out personalized invitations to families within our target group. These beginning strategies will form a foundation for increased communication and relationship building that will aide the District in reaching our goal."	5	5	5	5	5	5	5	5	5	5	5	4	Met	6/23/2022	2022
31667870000000	Auburn Union Elementary	3	"Strengths and progress:  AUSD has experienced an increase in community partnerships due to a variety of outreach at the district and site level, including but not limited to parent-teacher clubs, community service organizations, and foundations.  AUSD Community Liaisons provide a direct link between the district and the community. AUSD's itinerant community liaison positions serve all five schools in the district and provide coordination and promotion of community services, and increased access, and implementation of services between district personnel, students, parents, public agencies, community agencies, and groups.   Training on conducting regular English Language Advisory Committee (ELAC) and District English Language Advisory Committee (DELAC) meetings allowed meeting coordinators to provide structure and outcomes.  As a result, meetings were more attended than in prior years.  In our meetings, families were provided training and support on schoolwide assessments, initiatives, and resources.    Families were also given opportunities to provide input on the English Learner Master plan and the LCAP."	"Auburn Union School District is committed to developing effective programs and services for all students.  The district partners with families to build collaborative communities that ensure student success.  We recognize the need for continued improvement in this area.  Our goal is to increase opportunities for our educational partners to provide feedback and input on our LCAP, Roadmap, Strategic Plan, School Site plans, safety plans, budget meetings, etc.  We know that increasing input means involving families, students, and staff and incorporating input into our plans.    AUSD will continue to build these relationships through outreach on the district level and the school site level by continuing to focus on communications via newsletters, community outreach through our community liaison program, growing our Parent Teacher Committee collaborative, utilizing our websites, social media, and the above-mentioned committees and input meetings.      Site administrators from each of our sites will continue to provide a wide range of classes through Family University, parent classes, after-school activities, and events to build community, enhance partnerships and create a culture of involvement."	"AUSD partners with families and builds collaborative communities to ensure student success through a variety of sources.  Since the COVID pandemic and with the use of virtual learning platforms, engagement has increased exponentially.   Family University classes provide training and support for parents as they are partners in their children's education.   Services and programs AUSD provides are meant to positively impact student outcomes for all students, specifically unduplicated students.  Through the LCAP process, AUSD identified a need to continue our Community Liaison program.  This position serves under the direction of the Education Services Department, and in coordination with principals, serves as the liaison between district personnel, students, parents, public agencies, community agencies, and groups; perform a variety of tasks to assist non-English speaking students and their families in accessing school and community services and improve home/school communication; refer families to local agencies or school services as appropriate; prepare and maintain related records and reports.   District English Learner Advisory Committee (DELAC) and English Learner Advisory Committee (ELAC) site and district committees comprised of parents, staff, and community members designated to advise school officials on English learner programs and services.   Catapult Connect is a mass notification system that allows the district and sites to send updates and emergency alerts to everyone in their community through emails, phone calls, text messages, or social media channels. The district website is maintained with embedded links to all five schools, including parent sections with registration, calendar and bell schedule, food and nutrition services, transportation, student forms, parent volunteer guideline, aeries parent portal, social-emotional learning, social media, and translate features.   Virtual parent Town Hall meetings consist of monthly, community-wide meetings, a forum for parents, staff, students, and the community to engage in productive dialogue regarding curriculum and instruction, health and safety, Local Accountability and Control Plan, and other pertinent topics.  Sites host Coffee with the Principal and a variety of after-school clubs and events.   The California Healthy Kids Survey (CHKS) is an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency. It is administered to students in grades five, seven, nine, and eleven. It enables schools and communities to collect and analyze data regarding local youth health risks and behaviors, school connectedness, school climate, protective factors, and school violence.  The Superintendent meets monthly with the PTA leadership from each school site as well as the Parent Advisory Team."	"AUSD maintains partnerships that involve certificated and classified staff members, families, and students.     The Latino Leadership Council, the Lions, Kiwanis Club, Sight Word Busters, Auburn Assistance League, Community Liaisons, and School Resource Officers through Auburn Police Department also partner with AUSD school sites in a variety of ways to ensure families have a direct link to their school and resources in their community."	"AUSD will continue to focus on involving families in committees such as the Gifted and Talented Education Committee, the Special Education task force, English Language Advisory Committee, District English language Advisory Committee, budget committee work, School Site Council, Community Showcases, community partner feedback forums such as Town Halls and LCAP community meetings."	"Through continued input surveys and conversation in Town Hall meetings, the abovementioned variety of community meetings regarding school functions and outputs, and our Community Liaison program,  AUSD will monitor and adjust systems to improve student outcomes."	"Our educational partners informed AUSD that they would like more opportunities to provide input and ask questions.  As a result, AUSD began holding community meetings such as Town Hall meetings which have been well attended ranging from 15 to over 75 attendees, our parent/teacher advisory meetings, curriculum showcases, school site council meetings, English learner advisory, and district English learner advisory group meetings.  All these abovementioned meetings are structured in a way to share information, answer questions, and receive input.  AUSD incorporates community partner input into our LCAP and other district plans."	"AUSD's focus is to offer a large variety of options for stakeholders to participate in providing input and feedback as we design programs and services for our students.  AUSD takes pride in reaching our underrepresented families to improve their opportunities to engage in student success.    Opportunities include but are not limited to District English Learner Advisory Committee meetings, Site English Learner Advisory Committee, Coffee with the Principal,  monthly Superintendent meetings with Parent Teacher Club, Family University, comprehensive district website with active links for easy access to information, calendar events and videos, monthly Education Services Newsletter for AUSD families, regular articles and blogs written by the Superintendent to give information to the community, Catapult communication, surveys, Townhall meetings to discuss and gather input on a variety of issues, multiple committees such as health curriculum, technology, curriculum advisory, EL Ambassador,  LCAP stakeholder meetings, Continuous Improvement meetings, etc."	"Through continued input surveys and conversations in Town hall meetings, the variety of community meetings regarding school functions and outputs, AUSD will monitor and adjust systems to improve student outcomes.   AUSD will work to ensure fidelity to programs."	4	4	3	4	5	4	3	3	4	4	5	4	Met	6/8/2022	2022
37683383731395	Audeo Charter	3	"The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 97.9% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 99.3% of parents report that the school provides innovative and engaging learning environments."	"Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. Audeo Charter school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed."	"To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square will be introduced further providing communication and engagement of educational partners with the school."	"The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and supports to families throughout the school year."	"Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two way communication and input with English Learner households, school materials will be translated as translators provided when needed."	"Audeo Charter is fully committed to continuously improving the engagement of underrepresented families with out partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals."	"The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine, and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2021-2022 the school received input from over 300 students and parents and used the results in the development of the 2021-2022 LCAP."	"Educational partner input into decision making is actively sought through multiple venues. Audeo Charter will continue to seek to improve input into decision making from out educational partners through the implementation of parent square as a communication tool, soliciting input and k educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week."	"School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff will utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/29/2022	2022
37103710134577	Audeo Charter II	3	"The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 98.1% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 98% of parents and 100% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 98% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 98% of parents report that the school provides innovative and engaging learning environments."	"Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. Audeo Charter II regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees, and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed."	"To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square will be introduced further providing communication and engagement of educational partners with the school."	"The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and supports to families throughout the school year."	"Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed."	"Audeo Charter II is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals."	"The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine, and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2021-2022 the school received input from almost 100 students and parents and used the results in the development of the 2021-2022 LCAP."	"Educational partner input into decision making is actively sought through multiple venues. Audeo Charter II will continue to seek to improve input into decision making from out educational partners through the implementation of parent square as a communication tool, soliciting input and k educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week."	"School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff will utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/24/2022	2022
37681060137034	Audeo Charter School III	3	"The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 100% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments."	"Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. Audeo Charter School III regularly consults with educational partners throughout the school year to understand the academic, social-emotional, and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees, and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents, and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed."	"To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square will be introduced further providing communication and engagement of educational partners with the school."	"The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and supports to families throughout the school year."	"Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed."	"Audeo Charter School III is fully committed to continuously improving the engagement of underrepresented families with rut partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals."	"The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2021-2022 the school received input from students and parents and used the results in the development of the 2021-2022 LCAP."	"Educational partner input into decision making is actively sought through multiple venues. Audeo Charter School III will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and  educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week."	"School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff will utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners."	4	4	4	4	4	4	3	4	4	4	4	4	Met	6/24/2022	2022
33103300140780	Audeo Valley Charter	3	"The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 96.5% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 98.4% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 93.9% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 97.7% of parents report that the school provides innovative and engaging learning environments."	"Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. AVCS regularly consults with educational partners throughout the school year to understand the academic, social-emotional, and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees, and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents, and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed."	"To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square will be introduced further providing communication and engagement of educational partners with the school."	"The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and supports to families throughout the school year."	"Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed."	"AVCS is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals."	"The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2021-2022 the school received input from over 200 students and parents and used the results in the development of the 2021-2022 LCAP."	"Educational partner input into decision making is actively sought through multiple venues. AVCS will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week."	"School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff will utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/24/2022	2022
19642790000000	Azusa Unified	3	"AUSD takes great pride in the family partnerships that have been a core foundation of the District and schools. The positive relationships between staff and families have served to support student outcomes and improve schools and the District as a whole. Through both formal and informal opportunities, parents and families can engage in the education of students. Parent survey results and parent feedback support the analysis that parents feel welcome and listened to at both the District and school levels. Some of the strengths of AUSD include the opportunity for Spanish-speaking parents to participate in meetings and committees as well as engage individually with school and district staff. All meetings offer translation. A large number of AUSD teachers speak both English and Spanish and every school site has a bilingual community liaison to support translation and interpretation in family engagement forums. Formal meetings and committees are often facilitated discussions rather than simple presentations so that two-way communication can be maximized. Schools and teachers welcome parents/families to consult on student progress formally at District-calendared conferences or informally anytime through email, phone calls, web-based applications, or appointments. The District also uses Blackboard, an online portal, which allows two-way communication between parents and teachers. The District trained all school office employees through Families in Schools’ “Welcoming Environment” training module. Many meetings are made available in-person and through online formats (hybrid). AUSD has participated in the State of California Community Engagement Initiative-Professional Leading and Learning Network for the last three years. Participants have increased their learning and implementation of community engagement through this initiative."	"To better serve all populations in the AUSD community, the District will continue to explore opportunities to increase staff formal training in parent engagement strategies and expand understanding and appreciation of the different cultures, languages, and backgrounds of our students and families, especially those less represented in AUSD."	"In developing results for this self-reflection tool, AUSD engaged community partners who are part of the District’s LCAP process (staff, parents/families, students). Parent input included parents representing all schools, low-income families, parents of emerging bilingual students, parents of students with disabilities, foster families, parents of Migrant Education students, and parents representing all ethnic groups in our schools. AUSD also included staff members in developing the ratings for this reflection tool. Staff included certificated, classified, and management. Furthermore, to accurately reflect AUSD progress, other evidence, such as artifacts (such as professional development offerings), information, and qualitative data served to inform the results. Community partners who engaged in the self-reflection process worked collaboratively and discussed the District’s progress, with multiple perspectives providing important information that led to a more informed final rating. AUSD will continue to seek the engagement of underrepresented families during our LCAP process which allows for educational partners opportunities to give input and to participate in the reflection process."	"AUSD strongly supports parents in learning about district-adopted curriculum, standards, and teaching strategies. As the District implements and adopts frameworks, standards, and curriculum, parents are provided opportunities to preview, provide input, and gain an understanding of the expectations and resources that AUSD provides students. School sites provide families with workshops that outline family connections to curricula. Principals and District instructional leaders meet with parents to outline curriculum and content with a focus on the role families play in supporting students. AUSD offers additional ways for parents to engage with schools and teachers in supporting students. Parents at all schools are provided opportunities to participate in the Azusa Parent Learning Network which offers Project 2 Inspire workshops. One strength of these parent workshops is the leadership building that occurs for our AUSD parents. Additionally, Project 2 Inspire increases family members’ understanding of how families can effectively advocate for their students. Many schools also continue to offer Families in Schools modules. Some modules enhance academic achievement, such as the very popular Reading Roads module. Other modules provide resources and strategies that parents can use to support student transitions to middle school, high school, and college."	"AUSD will continue to provide opportunities that connect families to schools which will support student outcomes. With the collaboration of district leadership, school principals, certificated, and classified staff offerings to parents connected to student outcomes will continue to be a focus.   With an effort to keep parents involved in learning about standards and curriculum, they will be equipped to support the implementation of state standards and subsequently impact student achievement."	"AUSD will continue to seek the engagement of underrepresented families during our LCAP process and through other learning opportunities, allowing educational partners to give input and participate in the reflection process."	"AUSD has a long history of collaborative, positive relationships between schools and families. Year after year, parents report high levels (>60%) of engagement with District schools. Because of the successes, AUSD was selected as one of six Districts in the state to be part of California’s Community Engagement Initiative Professional Leading and Learning Network. Participation in this network has allowed AUSD to share promising practices with other Districts and schools. AUSD infuses community engagement into all areas of the District. Throughout the school year, multiple opportunities exist for families to be part of their child’s education and to support school and District decision-making. One of the strengths of AUSD is the many opportunities for families to partner with the District in developing and recommending improvements and changes. School Site Council meetings, English Learner Advisory Councils, school parent organizations, the District Parent Advisory Committee (PAC+), District English Learner Advisory Council, and the Superintendent’s Roundtable all provide formal avenues for families to partner in decision making and the continuous cycle of improvement in AUSD. These committees and meetings take place on an ongoing basis and intentionally seek diversity and the voices of all students, staff, families, and the community."	"Additionally, through participation in the Professional Leading and Learning Network, AUSD will focus on other growth areas such as adding additional measures of District family engagement. Furthermore, as AUSD looks to the future and the reorganization of the District, parents serve on a specialized group providing recommendations to the Board of Education. One of the greatest strengths of AUSD is the incorporation of families/parents and the community into all aspects of AUSD, from District departments to each school. Future growth will be focused on continued diversity of representation through tracking the student populations that make up the District and ensuring there is equitable representation so that all voices are heard in decision-making."	"AUSD will continue to seek the engagement of underrepresented families during our LCAP process and through participation in all district events, committees, and training. This will allow educational partners opportunities to give input and participate in the reflection process."	4	4	3	5	4	4	4	4	4	5	5	2	Met	6/21/2022	2022
43694270131995	B. Roberto Cruz Leadership Academy	3	"The LEA and The Foundation for Hispanic Education (TFHE) Schools work to ensure family voices and input remain at the forefront of our school engagement processes. The LEA also had a 100% Graduation Rate with over 75% of students attending a four or two year university/college. 100% of students had access to standards-aligned curriculum, all of their coursework taught by a credentialed instructor, and access to an advisory course in preparation for college/career endeavors. The team working on behalf of the LEA includes its School Site Principal, Office Manager, Attendance Clerk, Community Outreach Team, and Student Life Team Members. Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums. Tools used for engaging families on a regular basis include communication tools of Remind App, OneCallNow, Google Classroom, Google Forms, the Jive GoToConnect application, and in-person one-to-one meetings. Ongoing methods of communication include Weekly School Newsletters, Monthly Cafecito Meetings, Monthly Parent Workshops, publicly posted bulletins, school poster boards, social media accounts (i.e., Instagram, Twitter, Facebook), and web postings. Moreover, key community partnerships with twelve community nonprofit organizations across the areas of parental governance, health/safety, rental assistance, eviction defense, personal development courses, and other pertinent areas assist in fortifying the LEA’s bond with and service to families. Current strengths of the school’s program for engaging families to build rapport with school staff start with open lines of communication as indicated by a Monthly Cafecito with the School Site Principal, at least one in-person or remote public forum per month, Quarterly Board Meeting accessibility, and regularly issued survey forms (three per month) to all stakeholders. Moreover, progress reports are also sent to families for the progress of their students in all classes, followed by dedicated parent/guardian and teacher conferences twice a year. For engaging underrepresented families, all materials are produced in Spanish and Vietnamese, in addition to English given that the school has nearly 80% of students that speak a language other than English. Also, in the midst of COVID-19, Family Workshops, tutorials, vaccination clinics, technology access, a food/nutritional offering access, and mutually agreed upon conditions ahead of school reopening were developed between staff and parents/guardians. Measures of progress in this area include over a third of families responding to issued surveys, at least 50% of families attending a school meeting per semester, and 75% satisfaction rates for Family Workshops."	"Priorities for improvement this academic year include increasing the A - G completion rate from 34% to over 50% for the Class of 2023, a Communications Sustainability Plan, more events in partnership with local school site, increased meeting spaces for discussing culture/climate, development of a more robust English Learner Advisory Committee, and assisting families in the understanding of social/emotional support for students in their household.  Additional training for reviewing student four-year plans, PowerSchool, and transcripts are also being offered and invested in this year to improve the two-way communication between parents/guardians and the LEA. Per the California School Dashboard, the school site has made proficiency gains annually in ELA, Mathematics, and Language Acquisition status with a commitment to increasing annual proficiency gains by 3% or greater. A growing area of strength in our existing partnership with parents/guardians is the use of Verified Data to center conversations on student progress, areas of growth, and instructional planning. Moreover, concerted efforts are being made to increase current Average Daily Attendance from the mid-80% threshold to over 90%."	"The LEA is committed to providing all of its students with a responsive, comprehensive, and high-quality education. In order to achieve this goal, high student achievement and growth as measured by national, state, local, and Local Control and Accountability (LCAP) measures must be achieved. Goals for student and school outcomes are continually refined and developed to reflect the changing needs of the school and are aligned to the state priorities as well as the allocation of resources under the Local Control Funding Formula (LCFF). All of the following measurable pupil outcomes apply to all LEA students, especially Latino/Hispanic, English Learners (EL), Socioeconomically Disadvantaged (SED) Students, Students with Disabilities, and McKinney-Vento Students as defined by the California Department of Education (CDE). Families are at the heart of serving all students with disclosure of their student’s performance on baseline and end of year assessments (i.e., NWEA MAP), CAASPP result deep dives, and parent/guardian and teacher conferences set to review classroom performance in each a-g requirement-aligned subject area. Parents/Guardians are also pivotal stakeholders in developing LEA goals and measures, made aware of curriculum updates and implementation, and may request access to any materials for review and/or feedback. Faculty, Community Outreach Team, and Attendance Team also engage with one another daily to monitor student engagement, participation in instructional time, and assistance in maintaining access to college/career driven-resources. For students not actively engaged, the Dean of Student Attendance and Enrollment Retention holds Student Attendance Review Board (SARB) Meetings to reduce chronic absenteeism. Student tutoring is also available in partnership with Elevate Math Tutoring and Santa Clara University’s Graduate School of Education three days per week, in addition to Flexible instructional time after school.  Per the LEA’s LCAP and Charter Petition, the goal is to increase the percentage of underrepresented students in applicable grade levels, including all student subgroups, who meet or exceed standards on the CAASPP statewide assessment in the areas of English Language Arts (ELA) and Mathematics. Methods for achieving such efforts annually include providing teachers with professional development on backwards mapping, on unpacking CCSS and ELD standards and skills, unpacking the CAASPP assessment, creating standards-aligned units and lessons that account for both CCSS and ELD standards and skill development, building literacy/numeracy skills across the curricular areas, providing rigor with the necessary support for student success, and school site and across school site department collaboration and planning time to ensure consistent implementation of CCSS and ELD standards. Moreover, materials (print and online) are made available in primary languages as resources for content studied on core courses to the extent possible."	"As a small charter institution, we are able to build partnerships with our faculty, staff, School site administrators, and families readily. We currently have a Teacher and a Student Sounding Board. Each functions as a board that provides input, feedback and that serve as partners. School site administrators meet regularly with Teachers Leads, the Leadership team, parents during Cafecito and other parent groups and advisory groups. We currently have a community outreach team, consistent and varied modes of communication in our population’s home languages. We also provide a host of community events for our families to partake in and have a staff that is bilingual and open to supporting and working our community in collaboration and partnership. In addition, we have engaged community partners to further support our students."	"It is important that we continuously align our efforts as an institution and continue to build our family outreach, engagement and support systems so that we are strategic in building partnerships in order to meet desired student outcomes."	"We are currently in the planning phase of our Community Schools grant. Through this process, we will collect broad input from all stakeholders, including families in regards to how to best engage and support them. Yet, we are currently providing both in person, via phone and virtual ways for our parents to engage with us. We also offer food, housing and financial resource support."	"A key area indicating success in parental governance includes a strong return on LCAP surveys and other related survey efforts directly tied to finding measures (i.e., ESSER, Expanded Learning Opportunities, Block Grants, etc.) at a rate over 70%. A strong push has been made across the LEA to break down school site needs by underrepresented group (disaggregated) by English Learner, Students from Underrepresented Backgrounds (i.e., Latino/Hispanic, African-American), Students with Disabilities, Foster Youth, and Socioeconomically Disadvantaged. Over 60% of families are being engaged as primary stakeholders in their student experience, 78% of students being effectively supported in the education as shown by a graduation rate of 100%, and most families affirming students are guided properly in their education as shown by increasing A - G Requirement Completion rates. Also, all current school policies, surveys, drafted school plans, proposed policies for adoption, related monitoring, and results are publicly accessible at the school website with sections available for public feedback. An area for improvement would be a more in-depth advisory effort for demonstrating the needs of all Unduplicated Student Groups (i.e., not just those most prevalent at the school site). Additionally, planning and material development is underway for the establishment of a student cohort data review for parents for families to take a deeper data dive in student performance to inform areas of greater need and investment. The penultimate goal is for parents to identify the student/community needs from the school annually as it relates to academic progress, social/emotional support, supplemental support, and community engagement. The LEA’s responsibility is to break down each process in an accessible manner, content-wise and language-wise, to remove any barriers for full family participation."	"For improvements in including stakeholders in decision making, the LEA will leverage its new Community School Program Planning Grant in order to do more focused needs assessments, direct one-to-ones with parents/families, and improve the understanding of department roles across the LEAs for families. This Community Schools Initiative is timely due to the exacerbated need for sustained essential services caused by an increasing cost of living in Silicon Valley, limited accessible community resources serving the LEA’s local zip codes, and the anticipated long-term effects of the COVID-19 pandemic. Due to these impactful factors, students also demonstrate a greater requirement for sustained year-round instruction, greater avenues for positive peer socialization, and support services as caused by increased learning loss and higher mental health referral rates. Through clearly aligned and integrated community partnerships with local agencies and nonprofits agencies, the Initiative’s areas of focus will be: (1) After-School Resources and Extended Learning Programming to mitigate learning loss, (2) institutionalization of Food Distribution and Nutrition Support, (3) Social-Emotional/Mental Health Clinical Support, (4) Parental Governance Development, and (5) Community Health Solutions. The development and integration of the Community School model into the LEA will result in greater identification of student learning gaps and outcomes, foster more formalized mechanisms for parents shaping school expenditures, and outline future levers to be phased in for social-emotional support. Eliciting feedback and input for the implementation of the community school effort will be conducted through both formal (i.e. School Site Council, Board Meetings, etc.) and  informal settings (Cafecitos, Town Halls, etc.) in English and Spanish."	"LEA operates under the premise that the teachers, parents, and students must work together as partners to create the offerings for a quality education as a team. Accordingly, each stakeholder must hold a piece of the decision making process to ensure overall efficacy. Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums.  Through these mechanisms, parents/guardians are an integral part of developing the School Plan for Student Achievement (SPSA), as well as the Local Control and Accountability Plan (LCAP) each year with the School Administration and Principal. Expectations for parents/guardians seeking to be involved in these accountability and strategy-based processes include development of the school’s multi-year strategic plan aligned with LCAP goals and improvement of the annual academic plan. Deeper dives into student progress, State of California Department of Education standards, and the school’s Positive Behavior and Intervention Support (PBIS) via increased frequency of presentations to the public will help better align survey responses and school needs. Moreover, the Community Outreach Team has created the Community Resource Center as of this academic year which now hold the Community Schools Program to fill in household needs via connecting students to community organizations and site-based intervention services. Methods of informing the decision making process include overviews on the intent of education code and state-required practices, an understanding of the School’s Unduplicated Student Groups, the review and analysis of student data, consideration of school site budget measures, and establishment of measures to use as effective benchmarks to determine progress over time. Ongoing duties following development and implementation are to monitor the effectiveness of the academic plan on an ongoing basis, assessment supplemental services, soliciting community input and needs assessment, and regular parent budgetary updates via the Department of Finance."	4	4	3	3	4	4	4	3	4	3	4	4	Met	6/15/2022	2022
36738580000000	Baker Valley Unified	3	#NAME?	#NAME?	"Because we are almost 90% unduplicated, all actions are focused on our underrepresented families."	#NAME?	- Parent workshop for student information system.  Show them how they can quickly identify potential issues. - 100% use of classroom communication system (ClassDojo) at the elementary level - Early intervention by administration for students who are not on track for passing classes or graduation	"Because we are almost 90% unduplicated, all actions are focused on our underrepresented families."	#NAME?	#NAME?	"Because we are almost 90% unduplicated, all actions are focused on our underrepresented families."	4	4	4	3	3	4	4	4	2	2	2	2	Met	6/23/2022	2022
15633210000000	Bakersfield City	3	"Based on the responses collected in the self-reflection tool and the input provided by the Parents and Guardian Survey, the district’s progress in Building Partnerships for Student Outcomes is at a Level 5: Full Implementation and Sustainability."	"Based on the information, the Bakersfield City School District will continue to provide professional development for all staff, including classified staff, on Social and Emotional strategies to connect with students and families. Increasing the professional development of FACE staff at all sites to continue building relationships that will result in positive student outcomes."	"Based on the responses collected in the self-reflection tool and the input provided by parents, the district will continue to  increase the collaboration and communication between families and schools to make an impact in our students’ lives. An area of focus in the coming year is expanding our outreach to families not currently engaged in our schools. It is important to continue with intentional efforts to bring them to our schools and establish relationships in order to meet their needs and extend the services and support, so many of our families currently receive."	"Based on the responses collected in the self-reflection tool and the input provided by the Parents and Guardian Survey, the district’s progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families is at a Level 5: Full Implementation and Sustainability."	"Based on the information, the Bakersfield City School District will continue to provide professional development for all FACE staff in the area of current resources to support students at school and at home. This professional development will keep our FACE staff up to date on the most recent resources in our schools and community."	"Based on the responses collected in the self-reflection tool and the input provided by parents, the district will continue to  increase the collaboration and communication between families and schools to make an impact in our students’ lives. An area of focus in the coming year is expanding our outreach to families not currently engaged in our schools. It is important to continue with intentional efforts to bring them to our schools and establish relationships in order to meet their needs and offer the services and support our schools and community offer."	"Based on the responses collected in the self-reflection tool and the input provided by the Parents and Guardian Survey, the district’s progress in building the capacity of principals and staff to engage families and advisory groups with decision-making effectively our outcomes is at a Level 5: Full Implementation and Sustainability."	"Based on the information, the Bakersfield City School District will continue to expand our outreach to families not currently engaged in our schools. We seek newly engaged parents to become decision-makers in our schools and district. Now that our schools have returned to all in-person events, there will be more opportunities to engage parents in serving on schools and district committees."	".Based on the information, the Bakersfield City School District will continue to involve parents in providing input through the various parent group committees meant to provide a voice for collaboration on matters regarding programs, the effectiveness of programs for students, and identifying student services needed to increase the percentage of students meeting academic standards in the district. In addition, through the continued task forces and student focus groups, the district will continue to provide all stakeholders continued opportunities to give input on the work that will guide us for continued improvement in creating a positive school climate for students and BCSD families."	5	5	4	3	5	4	4	4	5	4	5	5	Met	6/28/2022	2022
19642870000000	Baldwin Park Unified	3	"As part of an ongoing commitment to seek input from educational partners, parents were asked on the Local Control and Accountability Plan Survey to respond to the statement, “I believe the district is on track with promoting a culture of collaboration by strengthening and increasing partnerships and effective communication systems amongst all stakeholders.” Parents could respond; 1) strongly agree, 2) agree, 3) neutral, 4) disagree, or 5) strongly disagree. Of parents participating in the survey, 74% either strongly agreed or agreed with the statement and 5% strongly disagreed or disagreed.     Strengths in building relationships between school staff and families include administrators visible and accessible on all sites, full-time school community liaisons employed at all sites, teachers utilizing multiple communication tools to reach out and sustain relationships with families, and post-COVID return to in-person activities at the schools."	"Based on the analysis of educational partner input, Baldwin Park Unified School District will focus on the following areas to strengthen and improve relationships between school staff and families: • Offer professional development opportunities for staff on working with the public. • Implement newly acquired “ParentSquare” to its fullest potential. • Provide ongoing training and support to staff implementing “ParentSquare.” • Return to in-person school events."	"Based on a review of the overall parent survey results, there was a discussion to return to in-person focus groups during the 2022-2023 school year at selected sites with educational partners to gather additional information. Focus groups will include outreach by school community liaisons to underrepresented groups and ensuring translation of materials to a language understandable to parents/guardians."	"On the Local Control and Accountability Plan Survey, parents were asked to respond to the statement, “I believe the school values parent/guardians as important educational partners in their student’s education.” Parents could respond; 1) strongly agree, 2) agree, 3) neutral, 4) disagree, or 5) strongly disagree. Of parents participating in the survey, 85% either strongly agreed or agreed with the statement and 3% strongly disagreed or disagreed."	"Based on the analysis of educational partner input, Baldwin Park Unified School District will focus on expanding and/or increasing implementation of the Latino Family Literacy Project, begin implementation of the parent “College Awareness Program” at the middle school, continue to provide training for school community liaisons, and provide parent workshops that explain the local assessments and summative data results in a parent-friendly manner."	"Based on a review of the overall parent survey results, there was a discussion to return to in-person focus groups during the 2022-2023 school year at selected sites with educational partners to gather additional information. Focus groups will include outreach by school community liaisons to underrepresented groups and ensuring translation of materials to a language understandable by parents/guardians."	"Baldwin Park Unified School District values and nurtures its relationships with its educational partners as these partners hold an important role in the analysis of data and the monitoring and development of the District’s Local Control and Accountability Plan (LCAP). Throughout each school year, involvement by our educational partners, be it parents, staff, or students, occurs in many ways: i.e. established committees, formal and informal meetings, surveys, and focus groups. Engagement with our educational partners provides the district and schools a better understanding of current needs and possible solutions, background for more informed decision-making, and access to a broader input and decision-making base."	"On the Local Control and Accountability Plan Survey, parents were asked to respond to the statement, “I have opportunities to take part in decisions made at my student’s school.” Parents could respond; 1) strongly agree, 2) agree, 3) neutral, 4) disagree, or 5) strongly disagree. Of parents participating in the survey, 75% either strongly agreed or agreed with the statement and 4% strongly disagreed or disagreed.  Baldwin Park Unified School District’s focus areas to strengthen and improve seeking input for decision-making will include: • Implementing a parent volunteer process. Educate parents on the process. • Encouraging school sites to survey parents for specific site parent education needs.   • Communicating regularly, in parent-understandable language, opportunities for parents to be involved. • Whenever possible, rotating meeting times and offerings between in-person and virtual to accommodate the availability of parents."	"Based on a review of the overall parent survey results, there was a discussion to return to in-person focus groups during the 2022-2023 school year at selected sites with educational partners to gather additional information. Focus groups will include outreach by school community liaisons to underrepresented groups and ensuring translation of materials to a language understandable by parents/guardians."	4	4	5	5	4	5	5	5	5	5	5	5	Met	6/28/2022	2022
42691040000000	Ballard Elementary	3	Ballard is a school built as a community and with love.  It is apparent each morning as the children run to school and in the way staff engages with the students on a daily basis.  The current school board is open to suggestions and input from Ballard families.  They support decisions made by staff members regarding educational policies and curriculum.	"The LEA will focus on utilizing technology such as Parent Square, email and the school website to regularly communicate with parents."	"The LEA will focus on utilizing technology such as Parent Square, email and the school website to ensure that parents of unduplicated students are communicated with on a frequent basis."	Ballard School works hard to involve families in the Ballard School community but covid has made it difficult.  It will be helpful as the school moves beyond the covid protocols to provide more opportunities for families to come on campus and experience the traditions and programs that make Ballard School a community.	Identifying areas of engagement as a staff before reaching out to the families would be helpful.  This could help identify the goals for what it is the community wants to accomplish.	BESD will ensure that underrepresented families will be included in all forums for input to the district.	Ballard has many opportunities for parents to be engaged in school events and programs.	Continuing to ensure that Ballard educational partners are involved in decision making.	Ballard will reach out to underrepresented families i the community to ensure that these voices are heard.	4	4	4	4	4	4	5	5	4	4	4	4	Met	6/16/2022	2022
24656496025381	Ballico-Cressey Community Charter	3	Ballico-Cressey Community Charter uses numerous different strategies to maintain strong relationships between School Staff and Families.  Communication is a huge focus of our school district.  We do our very best to be in constant communication with parents.  We send out daily/weekly Parentsquare messages to parents to update them about upcoming school events or any changes occuring during a school day.  Our teachers make phone calls home when needed to inform parents about necessary information about their child.  Staff members emails are available to parents so they can be directly contacted/communicated with.   Student Progress Reports are sent home every 3 weeks to families.  We host Parent Information Nights and put on different School Events throughout the year where families are invited to attend.  We invite parents to attend our Parent Teacher Club as well as we have a team of parents in each grade level that we formed to help keep parents informed about specific information about each grade level.	"Ballico-Cressey Community Charter is focused on getting even more families directly involved in both our school events and as well as getting feedback from them on what changes/additions that they would like to see from our school district.  A major goal of ours is that we are hearing from all of our families and receiving their input.  We also want to make sure all families are aware of the different resources, programs, services that we offer our students and families so they can have access to what they need."	"We will improve on the engagement of underrepresented families in relation to building relationships between school staff and families by making sure we are seeking out their input whether it comes from conducting surveys or hosting more Parent Information Nights.  We are making it a goal that we are reaching out to these underrepresented families and letting them know that we want their feedback and involvement with our school district as well as explaining to them the logistics about how they can be directly involved.  Our Back to School Nights, information packets that we mail home, Parentsquare Flyers/invites, updates on our school website and direct phone calls home are all ways we can improve engagement of underrepresented families.  These are all strategies we will be using to try and engage these underrepresented families with our school district.  We want/need to make them aware of how they can become involved."	"Ballico-Cressey Community Charter provides training and professional development on how to improve a school's capacity to partner with families.  These Professional Developments are offered both over the Summer and during the school year.  We really stress the importance of collaboration to our staff.  We devote time for administrators, teachers, and all members of staff to share ideas and discuss what is best for our school and students.  We organize Parent Information Nights, Parent Teacher Conferences, Whole School Events and Assemblies  where we invite parents to attend and participate."	A goal of ours is to continue to increase the amount of involvement we can have with parents and families.  We want to increase the amount of Parent Information Nights/Family Events that we host in our district. Ballico-Cressey Community Charter is focused on providing information to our families of all the different ways that can be actively involved in our school district.	We will reach out to those underrepresented families and make sure that they are aware of all the different ways to provide feedback and actively participate in our district.  We will reach out in a number of different ways to these families.  Letters with be both sent home with students and mailed home.  Phone calls by teachers and office staff members will be made.  Parentsquare messages and emails will be sent out.  Ballico-Cressey Community Charter will be sure to follow up with these families after initial contact has been made to either remind or confirm about school information and events.	A focus of ours and something we do a great job in is effectively seeking the input for Decision-Making.  We hold weekly Leadership Meetings where the leaders from each departments of our staff meet and represent their department.  They are directly involved in the decision making process.  We encourage families to attend School Board Meetings to share their input.  We make Board Meetings available to families both via Zoom and in person. We invite families to attend our Parent Teacher Club monthly meetings where they can express their opinions.  Surveys are sent out to families to gather data on their input on a variety of topics before final decisions are made.	Our focus area is to get more and more families to attend these board meeting and parent/teacher club meetings.  We tend to see the same families involved which we want them to continue but we want all our families to attend and be represented.  Another focus is to follow up with families that are not completing surveys sent out about school decisions.  Following up will help us gain more feedback for decision making.	A way to improve engagement of these underrepresented families is to continue to increase overall awareness.  It is vital that we let these families know that we want their input on decisions but also explain to them how to provide input.  Making sure that this information is made easily available to these families and that it is stressed that we want to hear back from them needs to be a priority of our schools.  It also needs to be communicated to these families how much we value their input and opinions.	5	5	4	4	4	5	5	4	5	5	4	5	Not Met	9/26/2022	2022
24656490000000	Ballico-Cressey Elementary	3	Ballico-Cressey Elementary uses numerous different strategies to maintain strong relationships between School Staff and Families.  Communication is a huge focus of our school district.  We do our very best to be in constant communication with parents.  We send out daily/weekly Parentsquare messages to parents to update them about upcoming school events or any changes occuring during a school day.  Our teachers make phone calls home when needed to inform parents about necessary information about their child.  Staff members emails are available to parents so they can be directly contacted/communicated with.   Student Progress Reports are sent home every 3 weeks to families.  We host Parent Information Nights and put on different School Events throughout the year where families are invited to attend.  We invite parents to attend our Parent Teacher Club as well as we have a team of parents in each grade level that we formed to help keep parents informed about specific information about each grade level.	"Ballico-Cressey Elementary is focused on getting even more families directly involved in both our school events and as well as getting feedback from them on what changes/additions that they would like to see from our school district.  A major goal of ours is that we are hearing from all of our families and receiving their input.  We also want to make sure all families are aware of the different resources, programs, services that we offer our students and families so they can have access to what they need."	"We will improve on the engagement of underrepresented families in relation to building relationships between school staff and families by making sure we are seeking out their input whether it comes from conducting surveys or hosting more Parent Information Nights.  We are making it a goal that we are reaching out to these underrepresented families and letting them know that we want their feedback and involvement with our school district as well as explaining to them the logistics about how they can be directly involved.  Our Back to School Nights, information packets that we mail home, Parentsquare Flyers/invites, updates on our school website and direct phone calls home are all ways we can improve engagement of underrepresented families.  These are all strategies we will be using to try and engage these underrepresented families with our school district.  We want/need to make them aware of how they can become involved."	"Ballico-Cressey Elementary provides training and professional development on how to improve a school's capacity to partner with families.  These Professional Developments are offered both over the Summer and during the school year.  We really stress the importance of collaboration to our staff.  We devote time for administrators, teachers, and all members of staff to share ideas and discuss what is best for our school and students.  We organize Parent Information Nights, Parent Teacher Conferences, Whole School Events and Assemblies  where we invite parents to attend and participate."	A goal of ours is to continue to increase the amount of involvement we can have with parents and families.  We want to increase the amount of Parent Information Nights/Family Events that we host in our district. Ballico-Cressey Elementary is focused on providing information to our families of all the different ways that can be actively involved in our school district.	We will reach out to those underrepresented families and make sure that they are aware of all the different ways to provide feedback and actively participate in our district.  We will reach out in a number of different ways to these families.  Letters with be both sent home with students and mailed home.  Phone calls by teachers and office staff members will be made.  Parentsquare messages and emails will be sent out.  Ballico-Cressey Elementary will be sure to follow up with these families after initial contact has been made to either remind or confirm about school information and events.	A focus of ours and something we do a great job in is effectively seeking the input for Decision-Making.  We hold weekly Leadership Meetings where the leaders from each departments of our staff meet and represent their department.  They are directly involved in the decision making process.  We encourage families to attend School Board Meetings to share their input.  We make Board Meetings available to families both via Zoom and in person. We invite families to attend our Parent Teacher Club monthly meetings where they can express their opinions.  Surveys are sent out to families to gather data on their input on a variety of topics before final decisions are made.	Our focus area is to get more and more families to attend these board meeting and parent/teacher club meetings.  We tend to see the same families involved which we want them to continue but we want all our families to attend and be represented.  Another focus is to follow up with families that are not completing surveys sent out about school decisions.  Following up will help us gain more feedback for decision making.	A way to improve engagement of these underrepresented families is to continue to increase overall awareness.  It is vital that we let these families know that we want their input on decisions but also explain to them how to provide input.  Making sure that this information is made easily available to these families and that it is stressed that we want to hear back from them needs to be a priority of our schools.  It also needs to be communicated to these families how much we value their input and opinions.	5	5	4	4	4	5	5	4	5	5	4	5	Not Met	9/26/2022	2022
36678760133892	Ballington Academy for the Arts and Sciences - San Bernardino	3	"Families at Ballington tend not to attend, or respond to, formal request for attendance, feedback, etc. However, the school had built a culture of personalized support. Certificated staff have 1:1 conversations with families at times that are convenient for the family, such as drop-off or pick-up. This had led to families expressing trust, appreciation and gratitude through personal messages and conversations. Areas of growth include understanding families’ desires for various events and providing those events in a manner that meets family needs."	"School staff regularly provides feedback through meetings and individual conversations. Staff has expressed that they feel comfortable and safe with their colleagues, and appreciate working in such a collaborative and open environment. This extends to families, as all staff members regularly build relationships with families. “Families” means any/all families members, not just the primary caregiver. Any given staff member knows many older siblings, aunt/uncles and grandparents by first name. All staff members are empowered to provide families with any information they need. If a situation arises with a family that a staff member cannot address, all staff is comfortable referring families to the correct person. Areas for growth include providing classified staff training on how to have critical conversations with families, providing support for classroom teachers to share behavioral data, and again, having events that meet the needs of families."	"As Ballington has a UPP population of 90%, any/all practices utilized for the general school population are, by design, for the under-represented population. If a family is not reachable, the school will learn what method of communication works best for that caregiver, such as text, calling emergency contacts, written letters, etc. As a practice, the school does not do home visits because of safety issues within the community."	"Data shows that student outcomes have made tremendous growth during the 21-22 school year. This applies to both academic and behavioral data. The school believes this is due to stronger curriculum, and training on said curriculum, collaboration within the staff, data analysis, and personalized relationships (and often learning plans) with individual families. Classroom teachers are especially bought in to the concept of caregivers as educational partners, and truly “meet them where they are” to build that educational partnership."	"The school needs to constantly reflect and improve on ways to not just reach non-responsive families, but build them up, gather their input, and create an environment where they feel safe participating."	"As Ballington has a UPP population of 90%, any/all practices utilized for the general school population are, by design, for the under-represented population. If a family is not reachable, the school will learn what method of communication works best for that caregiver, such as text, calling emergency contacts, written letters, etc. As a practice, the school does not do home visits because of safety issues within the community."	"Certificated staff have been trained on how to do a Needs Assessment and Root Cause Analysis. Through this, the school has been able to obtain a tremendous amount of feedback leading to decision making. In addition, daily/weekly meeting provide this very small staff opportunity to share thoughts and opinions on both large and small school decisions."	"The school still needs to determine ways to have families respond to invitations for specific requests for information or attendance. The school has made tremendous progress with individual meetings and can gather informal information through 1:1 conversation, but it is still a struggle to have caregivers attend scheduled meetings where feedback can be documented."	"As Ballington has a UPP population of 90%, any/all practices utilized for the general school population are, by design, for the under-represented population. If a family is not reachable, the school will learn what method of communication works best for that caregiver, such as text, calling emergency contacts, written letters, etc. As a practice, the school does not do home visits because of safety issues within the community."	4	5	5	5	5	4	5	4	4	4	5	4	Met	5/28/2022	2022
33669850000000	Banning Unified	3	"One strength of Banning Unified is it makes an effort to reach out to parents/guardians if their child is struggling. Student Study Team meetings are held regularly at all schools. The district has also created a Differentiated Assistance Team, which includes all stakeholder groups. The responsibility of this team is to collect and analyze data with regard to student achievement. The goal being to define root causes of academic achievement issues. The group then develops actions to increase student achievement. The group will continue to analyze these actions and their effectiveness, making changes when necessary. Many of the schools also host curriculum-based family nights where they showcase the material that students are working on in class. Exposure to the curriculum helps parents understand the changes in the standards and teaching methods. Math, ELA, and AVID nights are examples of these types of events. An improvement that can be made is to provide staff with more training on how to hold successful meetings with parents. The meetings need to focus on the students’ needs and creating partnerships between the school and home. This will help students reach academic and social success. The district has expanded the number of parent engagement groups through the addition of a separate District English Language Learner Advisory Committee. In addition, the district has expanded opportunities for parent participation through the expansion of virtual meeting options for parents. The district has begun providing parent communications in 3 additional languages and creating opportunities for wider participation for these language groups. In addition, regular communications are sent to parents which include frequent social media posts."	"Banning Unified has identified parent engagement as a critical factor in addressing chronic absenteeism. As a result, we will be focused on engaging parents with their child school and promoting daily attendance."	"Personnel such as a Community and Family Liaison and School Ambassadors are also included in this year's LCAP to support family outreach and engagement in order to proactively build a strong partnership with families that supports the child's education and promotes good attendance with a focus on English Language Learners, Foster Youth, and economically disadvantaged students. These positions will assist in both the design of the outreach programs and in gaining parent participation.   BUSD will continue to expand its social media presence and expand opportunities for parents to engage in languages other than English."	"Banning Unified has strengthened relationships with the families of our students. BUSD strives to make families feel welcome at the school sites. Principals and parent liaisons have been trained with Riverside County Office of Education (RCOE) Family Engagement Network (FEN). FEN has provided strategies that have helped increase family engagement within our school district. Banning Unified has begun improving relationships by providing staff with professional development on working with the emotional needs of the students and their families. Teachers communicate with families and welcome their participation in the schools. Meetings with parents are an opportunity for the staff to connect available resources with the parents on whatever things they may need, be it health care, counseling, or basic needs like food. Parents of English Learners are supported at District and all school sites in that all communications with parents are in English and Spanish, including Parent Square messages. In addition, the district has expanded opportunities for parent participation through the expansion of virtual meeting options for parents. A number of services are now available in a virtual format to accommodate families. These include virtual tutoring, virtual parent conferences, virtual IEP participation, virtual home instruction service, etc."	"Banning Unified has identified community partnerships as a critical strategy in addressing chronic absenteeism. In addition, we have seen a significant increase in students qualifying as homeless. Building partnerships to help support these students is an area of focus."	"Personnel such as a Community and Family Liaison and School Ambassadors are also included in this year's LCAP to support family outreach and engagement in order to proactively build a strong partnership with families that supports the child's education and promotes good attendance with a focus on English Language Learners, Foster Youth, and economically disadvantaged students. These positions will assist in both the design of the outreach programs and in working with community partners.   The addition of a CWA coordinator funded through the LCAP will also allow us to expand partnerships with local agencies including the Riverside County District Attorney’s Crime Prevention Unit."	"Banning Unified provides opportunities for parents to be involved in decision-making at the site and district level. Opportunities for involvement are available at the school sites which include School Site Council, English Language Advisory Council, and interactions with the principal in coffee sessions. These events allow the parents to give their input on what is happening at the sites. At the district level, parents can be involved in the District Parent Advisory Committee (DPAC). Every year in the fall, the district Parent Involvement Policy is reviewed and updated at DPAC and at each site’s School Site Council meeting. After the review, and if revisions are made, the district sends out a Parent Square message to all parents with the attached policy. The district also holds annual meetings where the stakeholders can give their input on the LCAP expenditures. The district has expanded the number of parent engagement groups through the addition of a separate District English Language Learner Advisory Committee. In addition, the district has expanded opportunities for parent participation through the expansion of virtual meeting options for parents. In addition, there was a significant increase in the number of opportunities and formats stakeholder input into the LCAP."	"Banning Unified has identified community partnerships input critical component in conducting meaningful root cause analysis. Partners such as parents/guardian, labor partners, teachers, classified staff, community agencies, etc are all essential contributors to plans for strategic planning to address student outcomes."	"Personnel such as a Community and Family Liaison and School Ambassadors are also included in this year's LCAP to support family outreach and engagement in order to proactively build a strong partnership with families that results in increased participation in the shared decision making process. The addition of a CWA coordinator funded through the LCAP will also allow us to increase our services to homeless and foster youth, and build a proactive partnership with those families which ensures that they are able to fully participate in all all aspects of their students education including the shared decision making process"	4	3	3	4	4	4	4	3	4	4	4	4	Met	6/22/2022	2022
39773880140392	Banta Charter	3	"Banta Charter School was successful in building relationships between school staff and families by improving parent communication which included the purchase and installation of two digital marquees, a digital monthly district newsletter (with 500 hits per month), and the parents club has been reorganized with new members bringing in more parent/family participation and input in decision making. New events geared toward community, fun, and volunteering are being created Communication with families is very frequent, information and resources to support student learning are provided through newsletters, emails, conferences, and website in both English and Spanish. 93.5% of parents feel the school keeps all families informed about important issues and events and 91.3% of parents feel that the school has made an effort to build a relationship with their family. We have added actions/services in our 2022/23 LCAP that support increasing Parent/Family Engagement."	"With recent changes in demographics and leadership the district will address parent engagement, focusing on building our Parent Club membership/participation as members tend to be more involved in their child's education by participating in school events and decision making."	"The district will improve engagement of underrepresented families with additional support of internet HotSpots, technology support, online technical support, and translators to increase communication throughout the school year. Regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences."	"Banta Charter has been through changes in leadership over the past year and a half.  Through that there has been a continuous flow of caring administration who believe children come first and Parent/Family engagement is vital to supporting student learning.  We are working as a staff, to include communication and involve staff and parents in decisions that directly impact students, student learning and the Mustang community. We are maintaining a regular, positive presence on Facebook,  monthly newsletters go home to parents in English and Spanish, and the district and school website (both in English and Spanish)  are updated regularly to keep the community informed of up-coming events and pertinent information related to improving their students well-being and student learning."	"Although regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences additional information and professional development on family engagement, including supporting families to understand and exercise their legal rights,  need to be provided to all administrators, teachers, and staff so they have the capacity to support all students."	Banta Charter continues to consider different methods of communicating with underrepresented families when distributing school information concerning student learning and outcomes.	"Banta Charter is committed to including families in decision-making.  Through out the year the district and school annually consulted with parents and families at PFA (Parent/Faculty Association), LCAP Parent Advisory Committee, English Learner Parent Advisory Committee (ELAC), Disability Advisory (DAC), site parent committees, parent surveys in English and Spanish, and through the LCAP stakeholder engagement process to gather input on policies and programs."	The charter's focus is to increase the percentage of parents involved in decision-making so that all of our students benefit from having parent/family input to better support their education.	"The charter is actively recruiting and seeking parents from all targeted subgroups to be members of committees, including ELAC and DAC, to improve parent and family participation rates in the decision making process."	5	4	4	4	4	4	4	3	4	4	4	4	Met	6/16/2022	2022
39773880000000	Banta Unified	3	"Banta Unified School District was successful in building relationships between school staff and families by improving parent communication which included the purchase and installation of two digital marquees, a digital monthly district newsletter (with 500 hits per month), and the parents club has been reorganized with new members bringing in more parent/family participation and input in decision making. New events geared toward community, fun, and volunteering are being created Communication with families is very frequent, information and resources to support student learning are provided through newsletters, emails, conferences, and website in both English and Spanish. We have added actions/services in our 2022/23 LCAP that support increasing Parent/Family Engagement."	"With recent changes in demographics and leadership the district will address parent engagement, focusing on building our Parent Club membership/participation as members tend to be more involved in their child's education by participating in school events and decision making."	"The district will improve engagement of underrepresented families with additional support of internet HotSpots, technology support, online technical support, and translators to increase communication throughout the school year. Regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences."	"Banta Unified School District has been through changes in leadership over the past year and a half. Through that there has been a continuous flow of caring administration who believe children come first and Parent/Family engagement is vital to supporting student learning. We are working as a staff, to include communication and involve staff and parents in decisions that directly impact students, student learning and the Mustang community. We are maintaining a regular, positive presence on Facebook, monthly newsletters go home to parents in English and Spanish, and the district and school website (both in English and Spanish) are updated regularly to keep the community informed of up-coming events and pertinent information related to improving their students well-being and student learning."	"Although regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences additional information and professional development on family engagement, including supporting families to understand and exercise their legal rights, need to be provided to all administrators, teachers, and staff so they have the capacity to support all students."	We need to consider different methods of communicating with underrepresented families when distributing school information.	"Banta Unified School District is committed to including families in decision-making. Through out the year the district and school annually consulted with parents and families at PFA (Parent/Faculty Association), LCAP Parent Advisory Committee, English Learner Parent Advisory Committee (ELAC), Disability Advisory (DAC), site parent committees, parent surveys in English and Spanish, and through the LCAP stakeholder engagement process to gather input on policies and programs."	Our focus is to increase the percentage of parents involved in decision-making so that all of our students benefit from having parent/family input to better support their education.	"The district and school are actively recruiting and seeking parents from all targeted subgroups to be members of committees, including ELAC and DAC, to improve parent and family participation rates in the decision making process."	5	4	4	5	4	4	4	3	4	4	4	4	Met	6/16/2022	2022
19734370118760	Barack Obama Charter	3	"With the return to in-person instruction, the school promoted opportunities for families to join events physically as well as virtually in order to accommodate all preferences. A large component of learning for all staff has been on recognizing and valuing all of its stakeholders identities, with a focus on students and their families. Two-way communication has also continued to improve thanks to applications like Parent-Square."	The largest area for improvement is around family engagement in activities and school functions. There were less opportunities than in the past due to the nature of reopening and continuing some virtual events.	"One way to help improve engagement of underrepresented families will be through the connection with their students. This includes personal connections through student conferences, and a more detailed school event calendar that will provide access points like workshops, fun events, etc."	"The biggest strength that the school currently has is around the process for student conferences. These tend to have the highest participation rate of all events, and serve as touch points with families around celebrating student progress and acknowledging the work of families and school staff in a partnership to support students."	One of the larger opportunities for improvement is around the how the school can provide greater access to families around their legal rights and encourage more advocacy.	"The school is currently working, and will continue to work on building out a series of family workshops outside of student conferences that can support families with more resources."	"The school holds regular SSC and ELAC/DELAC meetings as well as family meetings in which all are welcome to provide feedback and input on school initiatives, etc."	A focus for improvement is the effectiveness of the family advisory groups and training and support to ensure they are running smoothly and engaging as many members as possible.	"The school will work on building capacity of the SSC and ELAC/DELAC group. In addition, feedback on larger projects, LCAP and more, will be encouraged from larger groups of families."	3	3	3	3	2	2	4	2	3	2	2	2	Met	6/20/2022	2022
37681896120901	Barona Indian Charter	3	"BICS recognizes that the academic success of students is directly effected by family engagement. BICS strives to improve relationships with families with outreach, on-campus activities and increased communications. This year, BICS is entering Core 2 of the Leader In Me program. This program focuses on leadership skills for students, staff and also families. We are focusing on student goal setting and student leadership opportunities. We have resumed ""Coffee with the Principal"", as a way to reach out to parents for regular input and to foster improved relationships. We have many family events scheduled this year as we look toward re-connecting with families after the required separation due to the pandemic."	"BICS continues to focus on increasing communication with our families. We implemented a new system, called Infinite Campus.This system provides direct communication between teachers and staff, and parents. Parents can check their child's grades, attendance and message with teachers. In addition, it provides general information to families about events and activities on campus. BICS continues to utilize our Family Resource Coordinator to meet with families to improve attendance and provide resources, including those student and family groups that are underrepresented."	"BICS will continue to improve engagement with underrepresented families. We have expanded our nutrition program, after school tutoring, enrichment programs and summer school opportunities. We recognize the financial burden families are currently struggling with. Our free before school and after school care is another way to assist our families, especially the underrepresented."	"BICS staff has a deep appreciation for the importance of parent involvement. Attendance at parent conferences, principal coffees, and other school events create a bridge between our school and the community. Our focus is on effective communication, which helps build and maintain positive relationships between all parents and the school. BICS provides a welcoming environment for all families in our community. Teachers and staff communicate regularly with families. BICS sends regular communications and have monthly principal coffees to interact with families. We also provide welcome events such as Back-to-School Night and Parent-Teacher conferences to allow teachers to give an overview of the goals for that grade level and also share ways in which parents can partner with teachers during the year. These meetings are an opportunity for teachers to provide specific information on each child’s academic progress and social-emotional status at school. Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child. Student Study Team meetings provide support for children who are not meeting expected goals. These meetings include parents, and recommendations are provided to both the classroom teacher and the parent for strategies specific to the demonstrated need. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have."	We will continue to implement the effective strategies in place which support partnerships for student outcomes.	"BICS seeks feedback specific to underrepresented families via parent surveys. To increase engagement, care is taken to ensure there is representation for all families.  BICS works with our English Learners to ensure there are resources available to both students and families."	"Stakeholders including students, parents, and staff engage in meaningful dialogue and provide input to BICS strategic planning through formal groups such as the School Board. Parent input and involvement in the development and annual review of school objectives occurs via participation in scheduled meetings and surveys. The strategic planning and annual goal-setting process provides many opportunities to assist parents with understanding expectations for their children. Continued refinement of focus group sessions will contribute authentic stakeholder input, including students and families from underrepresented groups."	"During the 2022-23 school year, BICS will be engaging our educational partners as a strategic plan is developed. During this process, we will ensure input from all groups, including those that are underrepresented to inform the development of this plan."	"We will continue existing practices that have been effective in ensuring the input from underrepresented families is included and informs decision-making and we will ensure their participation in the strategic planning process. In addition, BICS staff will have an opportunity to share successful strategies they have implemented to increase engagement."	5	5	5	5	4	4	5	4	4	4	5	4	Met	6/21/2022	2022
36676110000000	Barstow Unified	3	"Barstow Unified School District's commitment to building relationships starts with a concerted effort to increase communication and transparency with the community.  BUSD's has experienced progress in this area with the inception of our Public Information Officer position that can be noted in the LCAP.  The PIO is tasked with maintaining all district-wide communications about school events, district news, and happening.  This information is shared via social media, website postings, e-mails, phone calls, etc.  Each school site is required to hold school site council meetings, English Language Learner Advisory council meetings, back to school nights, and other various family activities throughout the year.  Each school has achieved each of the required metrics in this area as noted in the LCAP."	"The focus for improvement in building relationships between school staff and families will be to utilize the parent engagement coordinators at each site to develop a targeted outreach program to solicit parent needs as it relates to school communication, parent expectations, and culturally based parent/staff/student activities.  Utilizing data, schools will develop a parent involvement plan to connect with families to address their needs. Title I funding and LCFF funding will be used to create CR-PBIS parent nights to further connect families with the positive behavior initiatives and train parent on how to use the PBIS strategies at home to form a connection back to the school program."	Barstow Unified School District is launching a Social Emotional Learning initiative in which all staff will be trained with new tools for supporting student emotional growth. As part of this training teachers will also learn new techniques for engaging families with SEL needs for students that can be explored and utilized in the home setting. The program will also incorporate a monitoring system that will allow school personnel to share data and information with families regarding topics of learning and student progress with social emotional learning. Improving the relationships that schools and the district office has with underrepresented families is paramount to student success. BUSD will partner with San Bernardino County Superintendent of Schools to develop and implement a parent program designed to engage parents and foster an environment for parent learning opportunities and access to school personnel and programs. This program will be implemented at various schools with the expectation that parents will take part. It is the district expectation that school leadership will champion this program so as to engage underrepresented families.	"The strengths BUSD enjoys that are related to building partnerships for student outcomes include a robust Local Control Accountability plan that focuses heavily partnerships for student outcomes as well as fully functioning school site councils at all school sites along with free standing English Language Learner Advisory councils that each meet 5 times a year.   These meetings consist of allocation of funds tied directly to student achievement, recognition of student achievement, parent/staff/student input on programs and long range planning, etc. BUSD schools have made steady progress in building these partnership with a renewed focus that is centered on data, program alignment, and accountability.  Through the data disaggregation our educational partners have expressed a need for our district to focus on the needs of the whole child.  This means that developing a fully functioning multi-tiered support system (MTSS) at all school sites is paramount.  Because the MTSS model focuses on behavioral, academic, and social-emotional student progress, schools will begin developing the tools necessary to support the whole child during their learning experience at BUSD."	"The focus area for building partnerships for student outcomes resides in the need to fully develop robust MTSS models at each school site.  Initially, 4 school sites are engaging in training and planning to implement aspects of the MTSS model during the 22-23 school year.  The plan will be to see each of these 4 schools implement a full fledged MTSS model to start the 23-24 school year.  Training and planning will be implemented for the other 7 school during the 23-24 school year.  Also, education partner input an information sharing around each school's MTSS model will be paramount to ensure a successful launch and maintenance of the whole child support model."	"Barstow Unified utilizes school site councils, English learner advisory committees, and other parent involvement programs to create an environment that fosters parent participation and connection to the school community. The BUSD LCAP also includes metrics that measure the consistency and frequency of these meetings on a yearly basis. Each site was able to meet the district expectation for this metric during the 21-22 school year. Improving the relationships that schools and the district office has with underrepresented families is paramount to student success. BUSD will partner with San Bernardino County Superintendent of Schools to develop and implement a parent program designed to engage parents and foster an environment for parent learning opportunities and access to school personnel and programs. This program will be implemented at various schools with the expectation that parents will take part. It is the district expectation that school leadership will champion this program so as to engage underrepresented families."	"BUSD's strengths and progress in Seeking Input for Decision-Making includes a fully functioning LCAP Committee that meets to discuss data & trends as well as a Measure F oversight committee that reviews financials and gives input on our facilities bond projects, and fully functioning and robust school site councils, English Leaner Advisor Councils, and a District English Leaner Advisor Councils.  BUSD has also made significant progress with the inception of a school climate and culture advisory council.  This educational partner group has begun the work of supporting school based positive behavior support intervention teams with data filled discussion and guidance.  Although this group is fairly new, it has already made great strides in offering insight and ideas for how to reach our students who are struggling with behavior issues."	"BUSD's focus areas for improvement in Seeking Input for Decision-Making will include a more robust targeted LCAP survey initiative that will begin earlier in the year (December) and include increased outreach efforts to include all unduplicated count student families and at-risk student families as well.  Also, each school will facilitate a robust initiative to solicit at least a 5% increase in response to their Title I parent survey.  The robust initiative will include increased communication to families. prizes and incentives for completing the surveys and a longer window for completion."	"Barstow Unified has experienced a high volume of new administrators to our district. In many cases, these administrators are new to the field of administration itself. In response to this, BUSD has partnered with a consulting group to offer additional training for each of the new administrators that will focus on parent outreach and engagement with the school sites. This program will support our site administrators with many aspects of their job including working with school families to develop opportunities for input with decision making. BUSD also requires regularly scheduled school site councils and English learner advisory committees at every school site. This requirement is also monitored via the metrics in the goals of the BUSD LCAP. Each year, BUSD convenes a district level LCAP committee which includes all statute required groups as decision makers. An area of improvement that has been identified for BUSD is the need to formally engage families with a process to elicit input, generate ideas, and respond to needs. The partnership with SBCSS will support this endeavor and also give parents a true voice in decision-making."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/28/2022	2022
20651850000000	Bass Lake Joint Union Elementary	3	"Based on the analysis of educational partner input, the LEA's current strengths in Building Relationships Between School Staff and Families are staff respond promptly to emails, phone calls, and messages, teachers genuinely care for the academic progress and overall safety & welfare of their students, families would recommend the District's schools to parents looking for a new school for their child(ren) to attend."	The area of improvement for the LEA to focus on would be keeping parents/guardians well-informed about the academic progress of their child(ren).	The LEA has a parent liaison for families whose second language is English. This has proven to be successful in improving engagement for underrepresented families. The District also has a foster and homeless youth liaison who engages with families to build positive relationships between families and school staff.	The LEA does a great job with building partnerships for student outcomes. During the pandemic with school closures and distance learning the LEA's teachers and principals worked closely on a daily basis with parents on student learning. Now that students are back to full in-person learning it has been an adjustment for both teachers and families to not have that constant daily communication about student learning. The educational partners survey reported that 84% of those who responded to the survey strongly agree or agree that the District's schools keep parents/guardians well-informed about the progress of their child(ren).	The LEA will focus on ensuring families are regularly updated on their students academic progress throughout the school year.	The LEA will continue to improve engagement of underrepresented families with providing them access to the LEA's family liaison.	The LEA was successful in receiving input from educational partners at staff meetings and school site council meetings. These meetings were held often and were productive in seeking input for decision making.	The LEA will focus on getting more of our educational partners to respond to the LCAP survey. We will be examining ways to encourage and positively promote the importance of our educational partners to participate in the survey.	The LEA will continue to improve engagement of underrepresented families with providing them access to the LEA's family liaison.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/29/2022	2022
19642950000000	Bassett Unified	3	"Educational partner feedback from meetings and surveys, and data analysis, has identified the following areas as strengths.  Parent/community survey participants identified the following areas as strengths: 85% Strongly Agree/Agree:   - The school clearly communicates the rules for student behavior. - The school staff treats students with respect. - Teachers keep parents well-informed about how their child is doing in school."	"The following focus area will be addressed in Goal C of the LCAP: Parent/community survey participants identified the following areas in need of improvement: - 54% SA/A - My student and family are aware of the UC/CSU A-G requirements. As a result, site parent meetings will be held (Fall and Spring) to increase parent and student awareness of UC/CSU A-G requirements, as well as an understanding of the College and Career Dashboard Indicator.    Teacher survey participants identified the following area in need of improvement: 51% SA/A - The school implements strategies and processes for the regular involvement of parents and the community, including non-English speaking parents.  The following focus area will be addressed in Goal A of the LCAP. EL Parent Information meetings will be held (Fall and Spring) at each site to increase awareness of the English Learner program, services, and reclassification requirements.   The following focus area will be addressed in Goal A of the LCAP Parents also indicated that maintaining provisions for devices and connectivity was of critical importance (BUSD LCAP Goal A, Action 5 continues to address this need). The action provides for maintaining devices and connectivity for each student and staff member."	"The following focus areas will be addressed in LCAP Goal A: Bassett USD will improve engagement of underrepresented families by increasing work hours for Community Liaisons and Student Safety Monitors at school sites to welcome families, contact families, and identify potential barriers to engagement and options to address barriers.  Additionally, Community Liaisons and Student Safety Monitors will support the site, both administration and teachers, to maintain communication with these families and improve engagement, calling parents to extend personal invitations. Bassett USD will continue to build engagement of underrepresented families by conducting annual workshop for parent representatives to build capacity and advocacy and increase their participation in advisory groups and decision making.  The District will continue to host ELAC, PAC, DELAC, SSC, Title I, LCAP Roadshows, etc. for all parents.   Parent/community surveys will continue; data will continue to be analyzed to inform decision making. The following focus areas will be addressed in LCAP Goal A: • Professional learning will be site led and will focus on engagement, English Learners, and SPED program and services • Local (site) barriers will be identified and addressed to increase student engagement and outcomes and to increase parent/family support of the student outcomes"	"Feedback from educational partners and data analysis identified the following strengths: Parent/Community survey participants identified the following areas as strengths: 85% Strongly Agree/Agree with the following statements:  - The school clearly communicates the rules for student behavior. - Teachers keep parents well-informed about how their child is doing in school.  Additional District strengths: • Ensuring students have access to an assigned device • Ensuring students have access to internet connectivity • Providing parent information nights to support understanding of supplemental programs (Paper, iReady, etc.) • Providing each student in the District with two reading books of their choice.  Students selected two books of their choice to encourage and promote literacy."	The following focus areas will be addressed in LCAP Goal A: Parent/community survey participants identified the following areas in need of improvement: - 54% SA/A - My student and family are aware of the UC/CSU A-G requirements - 55% SA/A - My student's coursework is challenging.  Student survey participants identified the following areas in need of improvement: - School Engagement/Supports: 21% SA/A - Meaningful participation.	"The following focus areas will be addressed in LCAP Goal A: • Professional learning will be site led and will focus on student engagement / meaningful participation, English Learner program and services, and SPED program and services • Local (site) barriers will be identified and addressed to increase student engagement and outcomes and to increase parent/family support of the student outcomes"	"• Ongoing Principal PLC collaboration meetings to analyze data and collaborate/problem solve with other site leaders • Annual Parent workshop to support understanding of effective meeting protocols and advocacy.   • Principals attend parent workshop and are on an attendance rotation for PAC/DELAC meetings to support parents. • All communication with parents/community is conducted in two languages  • Ongoing participation in the LACOE’s Community Schools Initiative (CSI) with a purpose to build equity for students by leveraging community resources to meet student needs as they prepare for college, career, and civic responsibilities.  County partners include Health, Mental Health, Public Health, and Social Services.   • BUSD also continues to partner with Margaret’s Place to serve students at Bassett High School.  Services are provided to all students and their families, including families of unduplicated students and families of students with special needs, as well as families of underrepresented students."	Parent/community survey participants identified the following areas to focus for improvement:  66% Strongly Agree/Agree I am aware of how to get involved with parent activities and how to participate in decision making activities.	"• Community Liaisons will make direct contact with parents to encourage participation and identify barriers • Clinical Therapist will continue to host a Parent Academy series to address parent identified need (parenting, SEL, academic support at home, etc.) • Site administrators and the Leadership Teams will lead site specific Professional Developments to increase staff capacity to support the improvement of engagement of underrepresented families"	4	4	4	5	4	5	5	5	5	5	4	3	Met	6/28/2022	2022
01612590106906	Bay Area Technology	3	"Research consistently shows that when parents are involved, students achieve more-regardless of socioeconomic status, ethnic/racial background, or the parents' educational levels. Children whose parents are involved also generally have higher grades and test scores, better attendance, and more consistently complete homework. At BayTech, we are fortunate to have community support through the BayTech Parent Club and the Board of Directors.  Parent-student-teacher collaboration: We believe that a cooperative parent-student-teacher triad narrows the achievement gap between the students at risk and the students who succeed as measured by the current assessment standards. BayTech has been working with parents to make them aware of the importance of their involvement in their children’s education through the following activities:  Parent meetings: In order to support BayTech staff and teachers, parents are reestablishing the “BayTech Parent Club”. They meet with members, and school staff to discuss on how they can support instruction, school activities, and how they can help to improve the quality of education the students receive from BayTech. Agenda items of these meetings will include parent volunteer needs and accomplishments, parenting classes, parent-teacher communication, classroom needs and/or improvements. The Parent Club and Board of Directors' regular meetings ensure that all the parent concerns and recommendations are properly voiced at the school’s main governing body. Parents and community members are encouraged to participate and lead fund raising activities, attend sporting events and field trips, become chaperones, participate in surveys and self-evaluation tools, become school tutors or campus monitors, lead after school enrichment activities, and give input on all policy development. Regular parent communication and school updates take place via: BayTech Newsletters, weekly phone and text message announcements, updates to the website, and use of the new parent phone app. Parent-teacher conferences: In the fall of the year, every parent has a parent-student-teacher conference. Additionally, every quarter teachers invite a selected number of parents in order to present detailed progress reports. The parents are selected based on their children’s academic and behavioral progress. Most of these selected parents are the parents of low-achieving students, and students referred for retention. The parent and teacher put together a collective action plan and set a future conference date to monitor the student’s progress. Based on our assessment and evaluation reports, 90% of the students who participated in this process have shown significant improvements in both academics and discipline. Back to school night, Open House, Meet and Greets, and the Annual Science Fair represent a few of the additional opportunities for parent participation, collaboration with the staff and site visits."	"Parents were given surveys to capture their input. During one of the ACEC meetings the LCAP was gone over with the parents. The group was able to go over the LCAP section by section having it translated verbally in Spanish. A public hearing was held on 5/9/22. Leadership team considered all input, summarized it by group, and ensured that trends from input of each group are addressed in the plan. Board adopted the plan on 6/6/22. BayTech plans on continuing working with Parent Square and Aeries to continue to support parent communication. Bay Area Technology will provide Parent Education and Engagement Events that specifically benefit low income students and English Learners because the parents of these students often do not have previous college, institutional knowledge; or technological skills to provide support for their children."	"Bay Area Technology will provide and support a robust system of stakeholder communication processes and tools to foster strong relationships between family and the school. • Middle Years newsletter, to support parents of middle school students • Parent meetings for SPED transition from district • Apptegy and Parent Square communication tools (texts, emails, robocalls) • Aeries Parent Portal for communication and online enrollment • Postcards and good news phone calls to communicate when students are doing well • Translation services by office staff • Social Media Rep manages Instagram, Facebook, and Twitter"	Implementing parent teacher conferences 3 times per semester and having programs like after school tutoring and Saturday School to provide more opportunities to engage parents in their students education and success.	Continuing to keep open communication with our parents to gain their support in helping their student outside the classroom.	"We are proud of the consistent stakeholder engagement and close collaboration achieved by our parents and staff in providing critical feedback and contributing to the ongoing planning required throughout the past year and prior year. In order to achieve our academic growth and achievement goals, we know that parents are critical partners in the endeavor. We know that parents of our socioeconomically disadvantaged students may benefit from additional opportunities that increase their ability to support their students’ learning, to ensure high attendance, to advocate for their needs and prepare to successfully navigate the systems in high school and college. Parents of English Learners benefit from additional outreach to support their students in English Language Development. We also know that in order to be successful, we need to provide additional communication, in languages other than English where needed, and that the school needs continual parent input to inform plans."	"Parents were given surveys to capture their input. During the SSC/ELAC meeting the LCAP was gone over with the parents. Teachers/other staff: Staff members received the LCAP information in a staff meeting where the LCAP was reviewed with them. The staff was then asked for feedback based upon the review with them, and they were asked to give input via a Google form. Students: Students were asked to fill out the LCAP form questionnaire via a Google form. Mixed Groups: The SSC/ELAC committee reviewed the LCAP and was asked to provide feedback. The group was able to go over the LCAP section by section having it translated verbally in Spanish. A public hearing was held on 5/9/22. Leadership team considered all input, summarized it by group, and ensured that trends from input of each group are addressed in the plan. Board adopted the plan on 6/6/22."	"Continued engagement with the community through events, ACEC meetings and collection of qualitative and quantitative data from the community."	"Parents: For next year we have included in the budget tutoring monies to offer online tutoring. Teachers/other staff: BayTech staff will continue to receive support through professional development, and also coaching. Students: BayTech students stated they appreciated the tutoring, and they will be able to continue using it for the next school year. Mixed Groups: 2022-23 Local Control Accountability Plan for Bay Area Technology School Page 17 of 72 BayTech plans on continuing working with Parent Square and Aeries to continue to support parent communication."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/6/2022	2022
27102720124297	Bay View Academy	3	"To maintain and deepen community bonds and constantly improve our school program, we continued to provide many opportunities for stakeholder engagement. Our Head of School continues to host regular Chat With Leadership meetings where families are invited to have a conversation with our administration about any concerns, suggestions, or compliments they have. In efforts to ensure all voices are heard and represented, we held Chat with Leadership Meetings for specific populations such as Families of Students Receiving SPED Services and our Families of Color. Additionally, our ELAC committee was actively meeting throughout the year to provide feedback on supplemental grant sending, reclassification criteria and plan culturally relevant engagements for our students such as Dia De Los Muertos and Dia De Los Niños.  This year we were able to launch a School Site Council that meets regularly to collaborate with the school leadership. Our School Site Council consists of 3 credentialed teachers, 3 classified staff members, and 3 parent representatives to allow for wide representation and collect diverse stakeholder input. It also enables us to be transparent regarding the governance and operations of our campus. Together they have collaborated on budgeting, approving after school tutoring options, surveying staff and ideating staff retention solutions."	"Our family survey this year showed that overall, parents are very pleased with the academic and social emotional support that their students are receiving at Bay View Academy. They would like more frequent communication on academic progress from the classroom teachers. As an LCAP step, we are providing additional opportunities for classroom and intervention teachers to be able to give written feedback to families throughout the year as formative assessments are being conducted. Our goal is to have families feel more included and have them be better prepared to support their students at home in the areas that they need additional support. The annual family survey results also indicated a need for additional after-school programming such as clubs, sports, musicals and tutoring. In response to that need, we are implementing the expanded learning opportunity program as one of our LCAP steps for the next few years. We will be offering camps for students during Fall and Spring break, as well as providing enriching learning opportunities for our students outside of the instructional day."	"Due to COVID restrictions this year, we made a strong attempt to ensure that we were engaging our educational partners in a variety of ways. Chat with Leadership workshops were held via Zoom in the evening for families to attend. Having an open agenda allowed for any concerns, questions or ideas that community members may have had. Additionally, surveys were sent out at various times throughout the year to families to gain their input on a variety of topics from COVID, planning for the future, and budget priorities. As COVID numbers began to decline, we provided in-person opportunities for family members to provide input on our strategic goals and priorities for the coming years. This took place during in-person Board of Directors meetings, in-person School Site Council meetings, as well as during community events that we were able to bring back during the Spring."	"Chat with Leadership provides an opportunity for our families to talk directly with school leadership on a regular basis. During these meetings, members of the school’s leadership team come prepared to share specific updates and new information with the community, while allowing time for our community to ask questions. Doing so has strengthened the trust between community members and the transparency between school staff and families. Chat with Leadership has been offered to our diverse community through opportunities that focus on specific sub-populations (Chat with Leadership for Families of Color, Chat with Leadership for Families of Students in Special Education, Chat with Leadership for Spanish Multilingual Families). This provides meaningful engagement opportunities to our diverse population.  Family conferences took place the first week of school in every grade. This allowed teachers the opportunity to build relationships with their students, their interests, and family dynamics. We found it to be important after over a year of distance learning, that our families have the opportunity to talk directly with their child’s new teacher at the beginning of the school year. These family conferences allowed for the families to engage in meaningful conversations with their teacher. It helped to foster community and helped to ensure inclusion and representation are being built into what is being taught in class. This provided meaningful engagement opportunities for our families and teachers.  Family engagement events are specifically provided to allow for community building among staff and families. During these events, staff are able to participate in fun activities to promote a stronger community. This school year, High School Information Night was held for our 8th grade students via Zoom so that families had access to the surrounding schools when deciding what was best for their child's high school experience. In October, BVA students, families, and staff members participated in a Halloween event, Trunk or Treat. Literacy Night took place in the Spring which included a book fair, guest authors, and librarians to foster a love of literacy among students and their families. Prior to Spring Break, our school’s Community Volunteer Organization organized a school-wide Sock Hop that was attended by many community members. During the month of April, BVA partnered with several local agencies to coordinate a Walking School Bus (walk and bike to school with students and their families).  Exhibitions of student work encourage families to participate in and observe their students’ learning. Inviting families on campus to have these opportunities increases our student engagement and builds community trust."	"To maintain and deepen community bonds and constantly improve our school program, we continued to provide many opportunities for stakeholder engagement. Our Head of School continues to host regular Chat With Leadership meetings where families are invited to have a conversation with our administration about any concerns, suggestions, or compliments they have. In efforts to ensure all voices are heard and represented, we held Chat with Leadership Meetings for specific populations such as Families of Students Receiving SPED Services and our Families of Color. Additionally, our ELAC committee was actively meeting throughout the year to provide feedback on supplemental grant sending, reclassification criteria and plan culturally relevant engagements for our students such as Dia De Los Muertos and Dia De Los Niños.  This year we were able to launch a school site council that meets regularly to collaborate with the school leadership. Our School Site Council consists of 3 credentialed teachers, 3 classified staff members, and 3 parent representatives to allow for wide representation and collect diverse stakeholder input. It also enables us to be transparent regarding the governance and operations of our campus. Together they have collaborated on budgeting, approving after school tutoring options, surveying staff and ideating staff retention solutions."	"Beginning in the 2022-2023 school year, we will be adding a Community Support Organizer position as an action step for this goal. This position was developed to further support the integration of our diverse family populations into the BVA community. This position will be responsible for asset mapping of our community members and facilitating affinity groups, as well as community events that meet the needs of our dynamic population. Additionally, to increase the number of families who are able to participate in volunteer opportunities, we will be implementing a room parent system to allow classroom teachers and one volunteer family member to coordinate volunteer opportunities and better support our Community Volunteer Organization. Our family survey showed that families would like more frequent communication between classroom teachers and families on the academic progress of their students. In order to facilitate this in a way that does not dramatically increase the workload on our staff we will be creating a work group to identify multiple possible opportunities for improved communication moving forward."	"Our School Site Council, ELAC committee and Community Volunteer Organization will continue to advise the administration and the Board of Directors. Additionally, we will continue to offer bi-monthly Chat With Leadership events for community members to engage directly with administrators."	"Our School Site Council, ELAC committee and Community Volunteer Organization will also continue to advise the administration and the Board of Directors. Additionally, we will continue to offer Chat With Leadership events for community members to engage directly with administrators."	"Beginning in the 2022-2023 school year, we will be adding a Community Support Organizer position as an action step for this goal. This position was developed to further support the integration of our diverse family populations into the BVA community. This position will be responsible for asset mapping of our community members and facilitating affinity groups, as well as community events that meet the needs of our dynamic population. Additionally, to increase the number of families who are able to participate in volunteer opportunities, we will be implementing a room parent system to allow classroom teachers and one volunteer family member to coordinate volunteer opportunities and better support our Community Volunteer Organization. Our family survey showed that families would like more frequent communication between classroom teachers and families on the academic progress of their students. In order to facilitate this in a way that does not dramatically increase the workload on our staff we will be creating a work group to identify multiple possible opportunities for improved communication moving forward."	5	5	5	5	3	4	4	3	4	3	4	4	Met	6/14/2022	2022
41688580000000	Bayshore Elementary	3	"Strengths include: getting parent voice and input at student meetings, working with PTO to strengthen community and school relationship, building communication paths between teachers and families"	Improvement: creating more opportunities to collaborate with parents and leaders in the community	Be more strategic in increasing parent participation in school conversations							4	4	4	4	3	4	4	4	3	3	3	3	Not Met		2022
36676370000000	Bear Valley Unified	3	"As we returned to in person learning, it was imperative to the District that we maintain constant communication with all Educational Partners throughout the year. Multiple Educational Partner meetings were held throughout the 2021-2022 school year in order to share student successes and challenges and to gather input as to assist with the development of the 2022-2023 LCAP.  BVUSD's current strengths are related to the openness of communication between all Educational Partners. Parent Conferences are held annually, TK - 8th grades to further communication. In addition, School Site Council, District and Site English Learner Advisory Committee meetings also provide opportunities for input. And in order to gather input from educational partners that may have been unable to attend any of the meetings, a Parent and Family Engagement survey (both English and Spanish) was sent out."	"BVUSD continues to strive for engagement with Educational partners throughout the year. As with all LEAs, returning off of COVID closures and requirements has been a challenge to re-engage our partners. The focus is to provide opportunities for partnerships with families with Quarterly English Learner Advisory Committee, District English Learner Advisory Committee meetings, and School Site Council Meetings at each site. Each site also has a Booster club made up of volunteer parents. District level input is gathered at the annual Local Control Accountability meetings. BVUSD will also focus on the full return of educational and community partners to the campus for traditional site activities and events."	"To improve engagement of underrepresented families as we rebuild partnerships post COVID, we have two District English Learner Coordinators and English Learner site coordinators at each school. We are working on creating opportunities for English Learner parents to attend evening trainings to facilitate the navigation of their child(ren)'s educational progress. For our Students with Disabilities, we have two District Psychologists, a counselor dedicated to each school site, and continual support from our Special Education Local Plan Area (SELPA) organization. For our Foster Youth/Homeless population, the District Liaison works directly with the families to make sure their needs are being met, school supplies provided if needed, and children are being supported in their educational needs."	"BVUSD offers multiple opportunities for partnerships with families to ensure positive student outcomes while giving families information and resources to support student learning at home. Quarterly English Learner Advisory Committee, District English Learner Advisory Committee meetings, and School Site Council Meetings are held at each site. Each site also has a Booster club made up of volunteer parents. At BBHS, there are two groups of parents, Parents in Support of Academics, and Bear Backers who support students on all athletic teams. On Financial Aid Night, scholarships, college finances, and the college application process are discussed to facilitate the partnership between counselors and students as they look at post secondary education.  BBHS also offers “Freshman Orientation” to familiarize incoming freshmen with the staff and logistics of navigating high school. In the fall, Elementary and Middle School sites hold parent conferences to discuss the academic progress of students. These opportunities and support for our students serve to strengthen the parent and BVUSD staff partnership."	"A challenge regarding parent involvement continues as many of our parents work outside the home and many jobs in Big Bear are seasonal causing certain levels of transiency within local families as well as several families having had difficulty maintaining their jobs and housing during COVID. To continue to build these partnerships, teachers utilized Google Classroom to keep parents and students informed; parents can access a parent portal in our student information system, and many teachers use additional apps that communicate with parents online. Additionally, BVUSD has an app that can be downloaded on a cell phone for site and district updates. The app currently has 2792 users, up from 1111 in 2021, who use the app for information on a regular basis. In addition, a focus area for this year is to build community partnerships to provide opportunities for students to interact with and learn about various community entities that are directly related to the Career Technical Education program at BBHS."	"BVUSD continues to seek input on educational decisions made. To improve engagement, the communication tools will be used to inform and celebrate student achievement via District Facebook, Website, phone App, emails, and dial outs. All communication is distributed in Spanish and English. Parent conferences are held annually from TK - 8 grades and teachers stay in touch with students through Google Classroom and the Remind App. As well, annual Local Control Accountability Plan (LCAP) meetings are held several times a year to gather input for student programs. Our underrepresented students are supported by the District and Site English Learner Coordinators. For our Students with Disabilities, we have two District Psychologists, a counselor dedicated to each school site, and continual support from our Special Education Local Plan Area (SELPA) organization. For our Foster Youth/Homeless population, the District Liaison works directly with the families to make sure their needs are being met, school supplies provided if needed, and children are being supported in their educational needs."	"BVUSD values the input of all Educational Partners. Multiple decision making meetings were held with parents, including LCAP meetings and meetings dealing with the issues due to COVID-19 mandates from the Department of Public Health. Administrators, Teachers, Staff, Parents (including parents of English Learners and parents of students with disabilities), Credentialed/Classified Staff Association Representatives, Child Welfare and foster youth representatives, and community members were in attendance at these meetings. All meeting announcements are sent via Facebook, emails, dial outs, and posted on the district website. BVUSD also uses the district-wide app to enhance communication.  Areas of strength remain our open communication and welcoming of educational partner input."	A challenge continues to be the direct involvement of parents in decision making. A focus will be the inclusion of community partners to gather input into how to best provide opportunities to gain authentic work experience and develop employable skills for life after graduation. Another area of focus has been to work with multiple service organizations to determine local student needs and provide opportunities for parent/student/community education in these areas.	"A challenge continues to be the direct involvement of parents in decision making, more specifically our underrepresented families. To ameliorate these challenges, meetings are in the mornings and evenings, Chromebooks are provided on-site for parents to respond to surveys, and hard copies are available. District English Learner Advisory committee and Site English Learner Advisory committees are now meeting on the same night to alleviate the need for parents to be out of the home two nights instead of one. Personal phone calls are made with parents of Students with Disabilities to ensure attendance and input at Individual Educational Plan (IEP) meetings and to offer support when needed. Personal contact is also made with Foster Youth/Homeless by the District Liaison to provide needed support to these students as well. In addition, childcare, food, and a link to the live presentation are provided."	3	4	3	3	3	3	3	3	3	3	3	3	Met	6/13/2022	2022
15633390000000	Beardsley Elementary	3	"Beardsley School District encourages teachers and parents to engage in open communication and be partners in their student's education.  Parents and staff work together to try to solve problems and come to mutual agreements in the areas that affect students teachers, and families."	"Our focus area will be to grow site activities that connect families to the school sites.  Due to the Covid 19 restrictions, a number of relationship building activities were canceled.  The goal will be to bring those activities and more back in the 2022-2023 school year (bingo night, books until bedtime, math/science activity night).  We believe if we provide activities that are student and family related, the bond between staff and parents is strengthened.  Once the bond is strengthened, parents are more likely to help with and participate in more detailed activities such as school site council and ELAC."	"The Beardsley School District will continue to reach out to our parent populations to encourage participation.  We will encourage engagement in ""fun"" activities to try to ease them into the school setting and continue to build relationships with open communication.  We also will continue to build relationships during times when the conversations are easy and conversational (parent pick up or morning greeting)."	"When the pandemic limited parent and community access to campuses, this did not stop our families from continuing to work together with staff in alternative ways.  Parent/teacher conferences, School Site Council/ELAC committee meetings were held virtually."	"Prior to schools closing due to the pandemic, BSD had just begun developing a Parent Partnership Center at the district level.  This resource provides a way for parents to connect with campuses their student's attend.  BSD also intends to reinstate the Parent Project to help parents with supporting their children academically and emotionally."	"BSD works hard to build relationships with parents, families, and community members.  We offer a number of activities so educational partners can come together and interact with students and staff. We also offer classes to assist parents to learn English as a second language and obtain their GED.  Parents are welcome on campus to share their expertise with students in areas where they excel."	"Results from the annual parent survey show that 78% agree the district offers a variety of opportunities for parents to provide input, and 81% agree that the district values their opinions."	"BSD will continue to provide opportunities for educational partners to participate in decision making at site and district levels.  The district will undergo a revision of its communication systems with parents, including a more user friendly website, electronic form collection systems, and updated social media presence to ensure all educational partners are aware of these opportunities."	Revised communication systems above will also be available in multiple languages.	4	4	3	4	3	4	4	3	4	3	3	3	Met	6/20/2022	2022
33669930000000	Beaumont Unified	3	"The District has many strengths and has continued to progress in building relationships with staff, students and educational partners.  First, the District's schools all have planned family engagement activities.  Specifically, school sites have properly constituted School Site Councils (SSC), English Learner Advisory Committees (ELAC), annual Title I parent meetings, and other opportunities for parent input.  At the District level, Beaumont USD has regular District English Learner Advisory Committees (DELAC) meetings, Instructional Material Review Meetings, and advisory groups for parents to give input about their students' education.  Second, the District provides timely responses to parent concerns and questions. During the 2021-22 school year, the District implemented a new structure for educational partner advisory committees.  The new structure is called the Family and Engagement Committee (F.A.C.E) where educational partners can come together to discuss how to increase student achievement and the well-being of students."	The District's focus for improvement in Building Relationships Between School Staff and Families has been collaborative; The objective is to continually provide meaningful opportunities for parents to give input.  The District provides many proactive opportunities for parents to get involved and give input about programs via District surveys and in-person.  The District also looks for new ways to allow educational partners to get involved and create opportunities for input.	"The District constantly looks for ways to reach out to underrepresented families, English Learner (EL) families, Foster Youth, Homeless, and Socio-Economically Disadvantaged (SED) families and identifies ways to connect with families to meet student needs.  The District is positive and proactive in creating opportunities for families to make their needs known so the District appropriately respond.  Additionally, the District is responsive to families via email, ParentSquare, in-person, home visits or by phone"	"The District has made it a priority for educational partners to understand and engage in their students' growth.  Specifically, The District makes student academic data available to parents in the Student Information System (SIS), Aeries. Second, District schools provide meetings for family members to review student academic growth on a schoolwide and individual level.  Parent and family conferences are available for students in grades TK-5 in the fall and spring of each year.  Parents of secondary students can schedule teacher conferences on a need basis."	The District provides parents with opportunities to partner with schools to improve student outcomes by providing a parent engagement coordinator who schedules regular meetings for parents to give input and help parents support their students' growth. The District also works to provide support for parents to understand ways to support their students' learning and intellectual growth.	"The District will improve engagement with underrepresented families through outreach via ParentSquare, phone calls, home visits and in-person.  Beaumont Unified School District is committed to providing opportunities for parents and educational partners to connect with schools and teachers.  Through these outreach efforts more parents and family members will be able to make their concerns known and will be able to address those concerns."	"The District uses online surveys via Google Forms and ThoughtExchange to give families and educational partners the opportunities to provide input and rate the input of others.  Additionally, families have the opportunity to provide input at school sites via School Site Council (SSC) meetings.  Educational partners also have the opportunity to engage in online video conferencing and in-person.  In the past, families would only be able to engage in dialogue or input in-person.  With the District's new learning, the District is able to offer more ways for community input."	"The District would like to increase community input by offering District input advisory opportunities during the school day at school sites and in the evening at school sites.  This would allow for an equitable experience since most families have trusting relationships with their schools, administrators, teaches and support staff."	The District has created more advisory boards to address underrepresented families and educational partners.  This is a new initiative that is offered for parents called the Family and Community Engagement (F.A.C.E) advisory committee.  We want to hear from families that typically do not offer their input and want to have a more trusting environment for all educational partners.	3	4	3	4	3	3	3	3	4	3	4	3	Met	6/7/2022	2022
37684520128223	Bella Mente Montessori Academy	3	"All parent communication is presented to families in both English and Spanish. Additionally, BMMA has translators available for one-on-one communication with Spanish speakers. Parent events and presentations are presented in English and Spanish. BMMA provides parent events to build community and parent education nights throughout the school year. These focus on a variety of topics that are relevant to social-emotional support, academic support and more. This year, parent information nights will include ""Suicide Awareness"" and ""Restorative Practices."" Parent Education nights are presented by qualified staff, including the School Psychologist, School Counselor, Executive Director, and Director of Compliance."	"In order to improve in the area of building relationships between school staff and families, BMMA has  increased the number of parent meetings and parent workshop to address the needs of our families and continues to foster school/parent relationships. Based on family surveys, BMMA now offers before and after school care, a foreign language elective for middle school students, and extra-curricular/sports activities after school. Parent surveys indicate a desire for an increase in social-emotional learning programs and lessons. BMMA plans to send out additional surveys throughout the year and increase parent opportunities to engage with the school community through monthly activities, an increase in scheduled parent conference days, staff training on how to increase parental involvement, and increase attendance at DELAC and Parent Council meetings."	"Education requires families partner with their child's school to ensure success. The LEA believes a parent is the child's most important influence and educator. Therefore, we are always looking for ways to build the parent- school partnership. The LEA has employed several bilingual office staff members to ensure Spanish speaking parents are able to communicate with their teachers. Additionally, the school requires communication home be sent in both Spanish and English. The school calendar includes student days off so teachers can meet with their student's guardians to discuss progress. BMMA has monthly family activities on-site and continues to notify families of opportunities to engage in the school community. We will work to increase the parent engagement of our English Learners population and students with individualized education plans by increasing after-school meetings for these underrepresented families."	"Every spring, Bella Mente administers a Parent/Guardian Survey in order to seek input and feedback from parents/guardians in school and district decision-making. Additionally, every month Bella Mente administration meets with its Parent Advisory Council (PAC) seeking input and feedback from parents/guardians. The school also has participation from parents in the development and review of the school’s Local Control Accountability Plan (LCAP). In addition, one of the Bella Mente Board of Directors is a parent of a scholar at Bella Mente. The school offers a parent training/workshop several times per year in order to get parents involved in their child’s education and train them in ways to support their scholar. Bella Mente selected the annual survey as one measure of our progress on this local indicator because it is one of the measurements. The finding relates directly to our charter goals and established measurable goals and our Local Control Accountability Plan (LCAP). The survey is altered and revised every year in order to gather additional input from our stakeholders."	"Bella Mente will increase parent involvement through collaboration and open communication and continue to build a collaborative culture which promotes creativity, responsibility, participation, and trust among all stakeholders where diversity and equity are valued."	"Bella Mente has hired a Data Entry Clerk who will oversee the attendance process, including encouraging independent study when students are absent and contacting parents daily to discuss the importance of their student being in school. The Assistant Principal also routinely makes phone calls to students who have excessive absences. This process is to encourage parent involvement in their child's education. Additionally, several days during the school year have been set aside for teacher/parent conferences to discuss student's academic benchmark performance, to evaluate student in-class performance, and how families can assist with their student's academic achievement at home. Bella Mente also has an interim Special Education Coordinator who helps monitor IEP's and needed interventions and an English Learner Specialist who pushes in to classes to assist with EL needs, along with pull-out services for continued testing and intervention. Our School Counselor also teaches social-emotional and other lessons in classrooms to address social-emotional and social skills needs."	"Bella Mente Montessori Academy's strength in soliciting partner input is based on the administration of an online parent survey to gather input and feedback from parents in the areas of decision-making; promoting parental participation in programs; and measure school safety, and parent connectedness and overall satisfaction. Every spring, Bella Mente administers a Parent/Guardian Survey in order to seek input and feedback from parents/guardians in school and district decision-making. Moving forward, every month, Bella Mente administration will hold a ""Coffee Mingle,"" seeking input and feedback from parents/guardians. The school will also seek stronger participation from parents in the development and review of the school’s Local Control Accountability Plan (LCAP). Bella Mente has previously undergone the WASC accreditation process, involving all stakeholders, including parents, in developing the direction and decision making of the school. Our renewal process is being completed this current school year, and will Bella Mente will continue to have parent participation.  In our annual Parent Survey, results from the Spring 2022 survey show that approximately 87% of parents responded that they are satisfied with their child's development at Bella Mente and feel that Bella Mente is meeting the learning needs of their students. The findings serve to make modifications to our school's program and improve communication with parents. However, our school has realized the importance of researching and administering a comprehensive research-based survey for parents. In previous years, Bella Mente has administered it's own school-created surveys and WestEd's California School Parent Survey. The Leadership Team shares results with students, parents, and the governing board and uses findings to improve our school’s approach to parent engagement. Finally, as a testament to the commitment our Board of Directors has to Bella Mente, over the years they have enrolled their own children in the school and we currently have one Board member with a child at the school."	BMMA will continue to strive to encourage strong attendance through parent workshops and monthly DELAC meetings. These workshops and meetings will encourage families to voice glows and grows with meeting the needs of our student population.	"The COVID pandemic saw significant decreases in school attendance. BMA places high value on increasing scholar attendance and emphasizing the relationship between scholar attendance and scholar achievement. Teacher effectiveness is the strongest school-related determinant of scholar success, but chronic scholar absence reduces even the best teacher's ability to provide learning opportunities. Educational partner input, as reflected in parent surveys, saw a strong desire for a school counselor to be involved in the attendance and academic interventions. The LEA school counselor/social worker and Bilingual Community Liaison will now all support scholars and families to increase awareness and link resources to address attending school on a regular basis. In addition, our data warehouse system has a feature to flag students with excessive absences so that teachers and grade level intervention teams can address the attendance problems. Monthly DELAC committee meetings are held where attendance is discussed and ideas from parents are requested."	4	4	4	4	4	4	4	4	4	4	4	3	Met	6/14/2022	2022
55723060000000	Belleview Elementary	3	"The administrator, teachers, and classified staff have been successful at building trusting and respectful relationships with families.  The school fosters a welcoming environment for all families in the community and supports the staff in learning about family strengths and goals for their children.  This is evident through the positive responses provided in a series of LCAP Stakeholder surveys that are administered and analyzed on an annual basis.  Examples are as follows:  1.  Enrollment grew from 150 to 180 students in 2019-2020.  With the closing of a charter school within the County, families had choices of returning to their home schools.  Belleview was not in their attendance boundaries, but 30 families decided to enroll at Belleview due to our small size and overwhelmingly friendly and positive climate.  Due to the pandemic, many students in 2020-21 opted for home school programs and enrollment has dropped to 157.  Our enrollment for 22-23 has increased to 170 with the return of full in-person instruction."	"Teachers meet with parents regularly during conferences, Back-to-School Night, Open House, and various school events.  RtI and SST meetings are scheduled with teachers, parents, administration and school specialists to discuss ways to assist students at being successful at school."	"There is an active Parent Club that has well-attended meetings monthly.  They are responsible for coordinating school wide events and fundraising. The School Site Council provides an opportunity for families to get involved in school governance, assist in planning the development of the LCAP, recommending the LCAP to the Board for approval, and advising on the School Safety Plan. Communication occurs regularly through an automated phone/email system that provides families with information as needed, and teachers communicate with parents weekly about announcements and assignments using a mobile app.  Belleview's population consists of approximately 48% low-socio-economically disadvantaged, .5% EL, 95% Caucasian with 0% African American, 0% Asian and 5% Latino.   There are a few foster and homeless youth.  There is not a need for translation, as all families are English speaking.  We reach out to underrepresented groups, such as the foster youth/homeless and special needs population.  We employ a Foster Youth Liaison who is responsible for identifying and providing support to the foster and homeless families.  Our resource teacher and administration work together to plan regular meetings with the parents to support our at-risk youth."	"The administrator, teachers, and classified staff have been successful at building trusting and respectful relationships with families.  The school fosters a welcoming environment for all families in the community and supports the staff in learning about family strengths and goals for their children.  This is evident through the positive responses provided in a series of LCAP Stakeholder surveys that are administered and analyzed on an annual basis.  Examples are as follows: 1.  Enrollment grew from 150 to 180 students in 2019-2020.  With the closing of a charter school within the County, families had choices of returning to their home schools.  Belleview was not in their attendance boundaries, but 30 families decided to enroll at Belleview due to our small size and overwhelmingly friendly and positive climate.  Due to the pandemic, many students in 2020-21 opted for home school programs and enrollment has dropped to 157.  Our enrollment for 22-23 has increased to 170 with the return of full in-person instruction. 2.  Teachers meet with parents regularly during conferences, Back-to-School Night, Open House, and various school events.  RtI and SST meetings are scheduled with teachers, parents, administration and school specialists to discuss ways to assist students at being successful at school.   3.  There is an active Parent Club that has well-attended meetings monthly.  They are responsible for coordinating school wide events and fundraising. 4.  The School Site Council provides an opportunity for families to get involved in school governance, assist in planning the development of the LCAP, recommending the LCAP to the Board for approval, and advising on the School Safety Plan. 5.  Communication occurs regularly through an automated phone/email system that provides families with information as needed, and teachers communicate with parents weekly about announcements and assignments using a mobile app."	"Belleview will continue to focus on building partnerships through two focus areas: 1. Consistent weekly communication with educational partners through the school website, weekly updates through the school communication system, mobile app communication between teachers and parents and updates on events through social media. 2. Maintain opportunities for a wide spectrum of parent involvement, including Parents' Club, classroom and campus activities, and sharing resources for ways to support students with healthy academic and work habits at home."	"Belleview's population consists of approximately 48% low-socio-economically disadvantaged, .5% EL, 95% Caucasian with 0% African American, 0% Asian and 5% Latino.   There are a few foster and homeless youth.  There is not a need for translation, as all families are English speaking.  We reach out to underrepresented groups, such as the foster youth/homeless and special needs population.  We employ a Foster Youth Liaison who is responsible for identifying and providing support to the foster and homeless families.  Our resource teacher and administration work together to plan regular meetings with the parents to support our at-risk youth."	"1.  School Site Council and the Parent Club elects its officers annually and meets monthly.  They collaborate, evaluate family engagement activities and both the school and district level. 2.  There is an election process for School Site Council every year, in accordance with the by-laws and Board policy.  Parents are trained and actively engaged in school governance and advisory.  They assist administration and staff with the development of the annual LCAP and School Safety Plan.   3.  The School Board is very stable with the Board President having served for the past nine years and the other members were all re-elected to their positions within the last three years.  The Board tours the campus and classrooms regularly, meets with parents and community members to stay closely attuned to the needs of the school community."	"Belleview will continue to focus on seeking input from educational partners through open and active participation in School Site Council, Parents' Club, Board Meetings, and annual LCAP surveys from students, staff and families."	"Belleview will improve engagement of underrepresented families by providing a variety of modes for communication between home and school including weekly communication broadcast via phone and email.  Surveys for annual input will be distributed digitally and with a hard copy sent home. Additionally, our Foster-Youth Liaison and SARB representative will continue to monitor attendance and supports necessary for families as needed."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/7/2022	2022
49706150000000	Bellevue Union	3	"BUSD strives to build positive relationships between school staff and families. The staff works to foster caring relationships with their students and families through their daily interactions and teaching.  Sites offer extracurricular and family engagement events to build a sense of school community and belonging.  In addition, these events help to create and develop a strong sense of school pride and connectedness.  Staff regularly contact parents to engage in two-way communication to ensure there is a supportive learning environment and robust partnership to best assist students.  Results from the Youth Truth survey indicated that our families responded favorably to building relationships between school staff and families.  The District will continue to focus upon this positive response and work to strengthen the degree to which families experience respect, care, service, and approachability at the school sites."	"To improve building relationships between school staff and families, the District will engage in professional development that builds teacher capacity to establish connections with their students and families.  Staff will attend training sessions that foster creating positive learning environments and inclusive school cultures.  The staff will experience training that details how to administer appropriate academic support and intervention, and how to respect and honor the diversity of our student body and community.  Staff will continue to work diligently to ensure all campuses are inviting and welcoming.  The District has purchased a social-emotional learning curriculum, and staff will implement this curriculum throughout the school year focusing upon important character traits and attributes.  This curriculum will help staff teach essential skills that emphasize respect, kindness, and compassion.  In addition, the curriculum will help students deal with conflict management, responsibility, and accountability."	"As a result of educational partner input and local data, the District hired four Family Engagement Facilitators to help support communication between the staff and our Spanish speaking families.  The Family Engagement Facilitators will help improve engagement of underrepresented families by developing personal connections and increasing the opportunity for authentic communication.  The Family Engagement Facilitators will personally contact our underrepresented families and invite them to important meetings and events while encouraging unrepresented families to partner with the sites to best meet the individual needs of their children.  All sites, including the District Office, have bilingual staff to assist students and families.    In order to support underrepresented families in building relationships with staff, the District will continue to provide opportunities for community building, recognition of achievements, and celebrations of success.  The District will also continue to seek feedback and input from its educational partners through town hall meetings, surveys, school connected organizations, and site meetings with principals."	"BUSD's strengths related to building partnerships for student outcomes include a number of actions to support students through their academic careers.  Parent/Teacher conferences are held in grades TK-6 to discuss student academic progress and social development with parents and guardians.  Sites utilize the Student Success Team (SST) model to meet with families if their child is struggling academically or socially, and parents are informed when it is determined that their child is classified as an English Language Learner, and consulted when their child is reclassified for obtaining English proficiency.  All school sites have opportunities for counseling services should students need additional social/emotional support.  Students with disabilities are supported through the IEP (Individualized Education Program) process, and site and family teams work collaboratively to provide each child with his/her additional services to ensure academic and social progress.   In addition to partnering with families, the District partners with a number of community organizations, including the North Bay Children's Center and the Napa County Office of Education COOL School program, to ensure the academic, social-emotional, and health needs of all students are met.  Through relationships with these organizations and others, students are served and their needs are addressed.  These community partnerships allow the District to provide wrap-around services for students that include academic support, mental health counseling, medical services, and parent training/information sessions."	"In order to improve building partnerships for student outcomes, the District is expanding its ability to provide training for staff and the Family Engagement Facilitators to help parents understand the academic trajectory of student success.  The District will utilize opportunities at parent meetings to discuss the significance of attendance, behavior, and academics, with an emphasis on having students' perform at their personal best.  Parent/Teacher, School Site Council (SSC), English Language Advisory Committee (ELAC), and District English Language Advisory Committee (DELAC) meetings will outline the importance of progression in English to ensure English learners are reclassified prior to leaving the district if they have attended Bellevue schools for at least 5 continuous years, and discuss the significance of maintaining grade level standing.  Parents will also be informed of potential academic and career pathways for students as they progress through the upper grade levels and develop an understanding of the A-G and Career and Technical Education (CTE) requirements that lead to enrollment in four year universities and the workforce.   Staff will continue the data review process to monitor student academic progress.  Through the use of Professional Learning Communities and data review teams, staff will analyze student achievement and adapt their teaching instructional methods through differentiated instruction to best support learning.  Survey data has indicated that there is a greater need for academic rigor, and to that end, the District has developed a robust professional development training program that will focus on phonics and foundational skills, the mechanics of writing, a comprehensive understanding of reading and text complexity, and language development.  Staff will receive support to implement the strategies and information that they gathered at the training through coaching and release time."	"The District will improve engagement of underrepresented families to build partnerships for student outcomes by continuing to send home communication in both English and Spanish, continuing to develop and expand partnerships with community organizations including Santa Rosa Junior College and Sonoma County Adult Education to offer courses on campuses to support adult learning, and commit to providing professional development and training to staff to improve academic and social-emotional interventions to enable students to remain in good academic standing.  The District will also utilize the Family Engagement Facilitators and parent meetings to help with creating a more thorough understanding on the part of parents regarding the reclassification of English learners, the challenges Long Term English Learners (LTEL) and students considered at-risk of becoming a Long Term English Learner will face as they progress through the grade levels, and how students can become eligible for four year universities and entry into the workforce.  The District will also partner with PIQE (Parent Institute for Quality Education) to help underrepresented families gain an understanding of the schooling system and how to partner with schools to ensure their students achieve their academic and personal goals."	"The District considers gathering feedback and input from our educational partners for decision-making one of its major priorities.  BUSD utilizes a robust communication system, office staff, and site and district newsletters to provide timely invitations to meetings that gather educational partner input and allow for opportunities for data reviews and discussions.  Through both District and school site committees, educational partners are encouraged to share their thoughts and concerns regarding how to improve the educational experience of the students.  Numerous surveys are sent throughout the school year to help determine satisfaction or concern with the schooling system.  Information is shared through board meetings, committee meetings, school and district newsletters, websites, town hall meetings, coffee chats with the principals, weekly updates, marquis, and staff emails and phone calls."	"Data from the Youth Truth survey indicated that families reported ""Communication & Feedback"" as the greatest area of strength for the District.    While this is a significant area of strength, the District will continue striving to improve seeking input for decision-making.  The District will continue to increase outreach for individuals to serve on committees and participate in key decisions.  BUSD will continue to make a concerted effort to increase attendance at all district and site meetings through communication regarding these meetings and events and sending personal reminders to our families.  The District will empower parents by increasing their awareness of the impact they possess in terms of providing input for decision-making.  The District will explain the connections between educational partner input and the potential for change and improvement for student outcomes when inviting participants to attend the meetings."	"Although well attended by underrepresented families, the District will continue to increase its efforts to connect with underrepresented families and extend invitations to participate in meetings and sessions in which stakeholder input and feedback is gathered.  The Family Engagement Facilitators will personally provide invitations to underrepresented families and expand outreach efforts.  Through conversations that stress the importance of their feedback, the Family Engagement Facilitators will encourage underrepresented parents to participate in the meetings.  Translation services will be provided at the input gathering meetings to ensure parents of English language learners have the opportunity to share their input and feel comfortable in the meeting environment."	3	4	1	4	3	3	4	4	4	4	4	4	Met	6/28/2022	2022
40688096043194	Bellevue-Santa Fe Charter	3	"Climate Survey results show that stakeholders indicate that BSFCS stakeholders are satisfied with the education at BSFCS. Climate Survey results indicate BSFCS is safe, teachers are highly qualified, and students are meeting or exceeding standards. BSFCS is working to utilize educational partner input to update current practices. We are working to improve community connection and understanding of our design, pedagogical practices, budget, and legal obligations. BSFCS is reaching out to underrepresented families to provide information and seek input."	"BSFCS holds three conferences a year (goal setting, reflection, and student-led) that bring families and staff together. BSFCS also holds a morning assembly everyday to interact with families and foster community connection. Information is sent weekly by the office, teachers, and by the principal. Information has been digitalized, personal contact is made, and hard copy is made available. BSFCS works to identify families who are underrepresented so that contact can be made to offer services and resources."	"BSFCS has a Governing Board with a community member, two staff representatives, an administrative representative, and three parent/guardian representatives. Meetings are held monthly (in accordance to the Brown Act regulations). The agenda items are school focused with community input. A Town Hall meeting is also held. BSFCS supports the PTO through collaboration and communication. BSFCS is working to encourage increased attendance and involvement of community members for both the Governing Board meetings and PTO by reaching out directly to underrepresented families."	"BSFCS has a Governing Board with a community member, two staff representatives, an administrative representative, and three parent/guardian representatives. Meetings are held monthly (in accordance to the Brown Act regulations). The agenda items are school focused with community input. A Town Hall meeting is also held. BSFCS supports the PTO through collaboration and communication."	BSFCS is working to encourage increased attendance and involvement of community members for both the Governing Board meetings and PTO by reaching out directly to underrepresented families.	BSFCS is working to encourage increased attendance and involvement of community members for both the Governing Board meetings and PTO by reaching out directly to underrepresented families.	"Climate Survey results show that stakeholders indicate that BSFCS stakeholders are satisfied with the education at BSFCS. Climate Survey results indicate BSFCS is safe, teachers are highly qualified, and students are meeting or exceeding standards. BSFCS is working to utilize educational partner input to update current practices. We are working to improve community connection and understanding of our design, pedagogical practices, budget, and legal obligations."	BSFCS is reaching out to underrepresented families to provide information and seek input.	BSFCS is reaching out to underrepresented families to provide information and seek input.	5	5	5	5	5	5	5	5	4	5	5	5	Met	6/1/2022	2022
19643030000000	Bellflower Unified	3	"Parent surveys indicate that BUSD’s strengths lie in treating families with respect, being helpful, and responding to needs in a timely manner."	"The focus for improvement for BUSD is to make it a priority to learn about each family’s strengths, cultures, languages, and goals for their children in order to continue to build partnerships to increase student outcomes."	"The area of focus is to support staff with improving the school’s capacity to partner with all families, including underrepresented families, to build and strengthen relationships."	BUSD’s area of strength is providing families with information and resources to support student learning at home. Teachers also meet with families to discuss areas of strength and areas for improvement to support student outcomes.	The area of focus is to support and build the capacity of school staff to build relationships for student outcomes.	"Parents will be surveyed to determine the times and topics for meetings. Based on the responses, a mix of in-person and virtual meetings covering a range of topics will be offered at school sites to improve student outcomes."	"Based on a survey of educational partners, BUSD’s area of strength is in informing parents of opportunities to participate in the English Learner Advisory Committee and School Site Council at their child’s school."	The area of focus is to build the capacity of family members to effectively engage in advisory group decision-making.	"BUSD will support staff with improving the school’s capacity to partner with all families, including underrepresented families, to seek  input for decision-making."	5	5	4	5	3	4	4	4	3	3	3	3	Met	6/16/2022	2022
41688660000000	Belmont-Redwood Shores Elementary	3	"In BRSSD, there is always a concerted, concrete effort to reach out to families and maintain relationships.  We have multiple opportunities to engage, as well as multiple ways to participate.  Whether through individual, small group or large group gatherings, in person, online or hybrid sessions, and live interaction versus survey gathering, we provide our community ample modalities because we want to hear from all.  We provide translation services in Spanish for in-person gatherings, and we have a communication platform that allows families to self-select the language of delivery."	"Engaging a diverse set of parents that represents our student populations is always a challenge; while we make a concerted effort to make participation easy, we have pockets of our parent community who are not engaged.  We have worked and will continue to work to partner with school sites to build strong relationships, as well as to understand if a lack of participation is due to overall satisfaction, or if it is due to feeling discomfort."	"We regularly perform outreach to families through teacher communication, school communication and district-wide communication. We utilize multiple platforms to capitalize on technology (i.e. social media, email, surveys, text messaging, paper fliers). We host site-based gatherings and send personal invitations. We utilize technology tools to create more access (hosting live, hosting webinars, posting recordings) both at the moment of an event, and for post-facto feedback. We saw a great increase in community participation while the district was in distance or hybrid learning, largely contributed to our new use of technology tools like Zoom.  However, as we have returned to being full in-person for school and school events, our participation has begun to wane back to pre-pandemic levels."	"We have a strong collaboration with community members in service of student outcomes.  We have a strong PTA, an educational foundation called School Force, and an auxiliary PTA specifically for families of students with learning differences called Opening Doors PTA.  In addition to these district-wide partnerships, each school site also runs an advisory council comprised of families and staff.  All of our groups works together to improve educational outcomes for all students."	"It is always our goal to involve more parents and ensure that all families feel comfortable and welcomed in the community so that we can create lasting partnerships with our students' families.  In 2022, we began the process of growing our collective capacity for addressing inequities by partnering with the Museum of Tolerance to train 35 staff members (certificated, classified and Board member), and we plan to continue this partnership to provide our staff the ability to learn deeply about creating the conditions for learning to support high outcomes for all students."	"We have partnered with YouthTruth to provide deeper survey data and disaggregation ability to our principals; this way, we can better understand who feels how they feel about our district, and know how to improve two-way communications with our underrepresented families.  We are also running an Expanded Learning Opportunity Program with a local vendor, focused specifically on using this first year to build relationships with our unduplicated pupils and their guardians, and determining how these families want or need additional support throughout the year."	"We have consistently involved all stake-holders through our LCAP Advisory/Engagement sessions.  We use a mix of meeting styles (in person, hybrid, online), we offer meetings at different times and on different days to accommodate working schedules, and we provide translation services.  We are launching a new strategic planning process that is inclusive of all stakeholders, and we utilize technology to reach stakeholders and provide options that allow for flexible input. We have formal and informal structures in place, and we utilize all of them to seek input and listen to the tenor of the community.  The district hosts annual site council orientation to teach our representatives about their roles and responsibilities, and also to work on practices for eliciting feedback. All sites and principals implement this formal structure to elicit feedback from a representative sampling, and also use this formal structure to determine additional ways to hear from more families at the site level."	"We have ELACs and a DELAC, and we host meetings for our families formerly involved in the Tinsley Voluntary Transfer program.  We work with our district community liaison to ensure families have access to bilingual support and understand the various options for support as well as requirements for school attendance.  We have a very diverse population, and no one language group meets the state threshold of 15% to require translation services; we do have multiple Spanish-speaking staff, and a formal liaison.  However, this does not help to address the language gap with our speakers of Portuguese, Russian or Vietnamese, our other prominent languages within the community.  We have purchased ParentSquare to help bridge the gap; not only can users post messages with translations, users can set their own profile to automatically translate any communications into their preferred language."	"Our Youth Truth data indicate that our families, regardless of socioeconomic status or language fluency, feel comfortable on campus and welcomed; our question is more specifically about what is a culturally sensitive means of encouraging participation and educating underrepresented families about the value of diversity."	2	3	3	3	3	3	3	3	3	3	3	3	Not Met	9/15/2022	2022
48705240000000	Benicia Unified	3	"Our District and sites use a variety of surveys to solicit feedback on programs, events, communication, needs, and opportunities with families.  Depending on the topic, phone outreach has been done to ensure feedback from underrepresented families.  In addition, BUSD hosts several parent meeting forums and workshops including African American parent forum, special education parent forum, and English learner parent groups.  This allows us to solicit particular feedback from these groups of families about their child's successes and challenges as well as ideas for improvement. Additionally, the District website and communication tool, Parent Square, has translation ability built-in. To support families at home, the district uses many online programs.  Log-in information is provided to families to access these resources. In addition, many teachers use Google Classroom and invite parents to become a member of that classroom. Parents can then see the work happening in the classrooms and support their children at home.   BUSD has entered a contract with EPOCH Education, AMLE, and other providers and is offering a variety of Professional Learning opportunities for staff.  The focus of the EPOCH training is compassionate dialogue and engaging with others in such a way that they feel valued and heard. Equity, opportunity, inclusion, and diversity are at the core of the work we continue to do with EPOCH. AMLE focuses specifically on middle school best practices and understanding the middle-level student's developmental stages.  This also helps with communication and relationship building.  BUSD created an LCAP goal that focuses specifically on equity.  The need for this goal was gleaned from surveys and forums conducted as part of the LCAP stakeholder engagement."	"BUSD continues to work on communication with families as a whole and by school site.  We are looking at more frequent and timely communications.  Our Superintendent has scheduled multiple listening and learning sessions along with coffee chats at each site.  These are held with staff, parents, and students as well as particular parent groups such as those who have students receiving special education services."	"BUSD will do additional outreach to families who are underrepresented.  This will be done through phone calls, emails and special forums to meet with particular groups of families."	"Every school in BUSD has a wellness center that is open most days of the week.   BUSD is offering a parent series that includes Social-emotional support, equity, and supporting college and career readiness.  These will be held virtually to accommodate parent attendance. All staff have been trained in compassionate dialogue using the RIR protocol from EPOCH Education"	"BUSD will continue to improve the engagement of underrepresented families by conducting additional outreach, working to create an environment where people feel valued and respected, and continuing professional learning in the area of equity & opportunity. We will do this through increased and improved communication from the District Office and at the site level."	BUSD will hold student forums to hear from students about their experiences.  The superintendent is also conducting listening and learning sessions with students at various school sites.  BUSD will invite particular groups of students to these forums to ensure that their voices are heard.	"BUSD has several parent groups that function in an advisory capacity.  The LCAP parent group has representation from every school site.  All parents were invited to express interest and then a school-based election took place to vote in the site representatives.  This LCAP Parent group meets alongside the Union LCAP group and meets monthly.  In addition, BUSD hosts an African American parent group, a special education parent group, and DELAC.  Each of these groups provides input into programs and services, including what is working and what needs attention.  During these meetings, we review data, solicit input for the LCAP and programs offered. Each school site has a functioning Site Council and ELAC committee. At the site level meetings, data and programs are reviewed. Each site has jointly developed with staff and parents a Single Plan for Student Achievement. These site-level plans are in direct alignment with the District LCAP. In addition, this year we will be facilitating several PDSA Improvement Science Cycles that have been identified through our equity work.  Parents will be invited to participate in some of these cycles as well."	We need to continue to build in time to listen to concerns and communicate in a more timely and complete manner.	"BUSD will use surveys, parent forums, coffee chats, and listening and learning sessions to gather input from educational partners about what needs attention.  We will do extra outreach through personal contact and emails to ensure that all voices are heard."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/9/2022	2022
49706230000000	Bennett Valley Union Elementary	3	"When asked what they liked most about their child's school in the Youth Truth survey, 66% of our families responded with ""friendly teachers and staff."" 81% of our families responded positively to questions about the school's communication system, and agreed with the statement: ""I feel informed about important decisions regarding my school.""  Until the Pandemic, we provided bilingual parenting classes that included a pizza dinner and childcare for children.  We will resume this practice as desired by parents once safe.  We anticipate being able to return to this practice in the 2022-2023 school year.  The Site Council has two elected members representing EL parents. We hold meeting of EL parents to gain their input on aspects of school that affect their children and surveys are translated.The APT and BVEF boards are welcome to everyone and there are many opportunities to be involved."	"COVID presented many challenges - among them was the requirement that visitors be limited to those who were essential for school operations. We are hopeful to be in a position to invite parents back onto campus with greater regularity.   In the Youth Truth survey, 25% families also reported a desire for more extracurricular programs for their students.  12% of our families indicated that  BVUSD could improve in  'family engagement' efforts."	"We anticipate that our performance in this area will improve significantly when COVID protocols lessen. We are excited to return to many of our pre-pandemic endeavors including parent seminars, family nights, community events, an in-person gatherings.   With regard to extended learning opportunities and extra curricular programs, this is something we are building in the upcoming year as part of our ELO-P."	"The highest rated areas for parents in the YouthTruth survey were with regard to resources (81% positive) and strong academics (selected by 20% of parents as the top strength of their child's schools. Two additional strengths as indicated in the survey were in response to the following two statements:   ""My school provides the guidance necessary to help my child succeed."" and ""I receive regular feedback about my child's progress."""	"This is largely an area of strength for the district. Nevertheless, we intend to focus on expanding these efforts in the upcoming school year."	"Student-Centered, Data-Driven with a Focus on Learning Acceleration We will continue to collect student achievement data by which we will evaluate our success. Parents will continue to have access to achievement data. Student needs and program data are discussed regularly by our grade level teams and administrative team and subsequently shared in a variety of forums (e.g., parent meetings, advisory committees, Board of Trustees meetings, and district committees). Within the current context, a cornerstone of most conversations with stakeholders about student learning include discussions about learning acceleration, differentiation, and growth. District committees (e.g., UDL, RULER/SEL, and Student Services - including Tier 2 and Tier 3 interventionists) continue to meet regularly to review program needs and student data.  This information is shared at the Site Council Level."	"Stakeholder Representation & Advocacy BVUSD has an ongoing practice of providing opportunities for broad and meaningful engagement of all stakeholder groups. Our parents are involved in many aspects of decision making and collaborative program planning as part of our committees including--Alliance of Parents and Teachers (for educational enhancements in the classroom, also district wide programs in Science, technology, field trips and libraries), Bennett Valley Education Foundation (for the arts), School Site Council/LCAP Parent Advisory Committee, ELAC, Board of Trustees, and are invited to attend stakeholder meetings and complete surveys.  Careful and deliberate outreach results in representation that reflects the experiences and articulates the needs of all student groups. This includes consultation with advocates for underrepresented student groups, and populations that are statistically underserved. As our populations change, so do our outreach efforts to ensure comprehensive representation.   All parents are provided many opportunities to offer feedback and participate in surveys throughout the year. This includes the largest survey (YouthTruth) which received an incredibly high response rates. The response rate and results of the YouthTruth survey are detailed in the Stakeholder Engagement section of the LCAP.  Parent Advisory Committees BVUSD has established a several parent advisory committees. During this time, district leadership facilitated meetings with parents, including parents of students with disabilities and parents of English learners, community members, teachers, classified and certificated bargaining units, members of the DELAC, and the district School Site Council. The Site Council also serves as our Parent Advisory Committee and Budget Advisory Committee, and there is a parent representative elected to the Site Council from our DELAC adding coherence to our processes.  The Site Council has been meeting monthly via zoom throughout the pandemic which has continued through the 2021-2022 school year.   In addition to parents, stakeholders include staff, teachers, unions, administrators, and community members. It is always our intention to evaluate the needs of all student as we develop any expenditure plan however, we are deliberate in seeking representation for variety of specific student subgroups including those disproportionately impacted by COVID 19 (e.g.,  English language learners, students enrolled in special education or who have an identified disability, and other underserved student populations which may include homeless students, foster youth, and migratory student when applicable).   Access to Interpretation and Translation Services:   Although we have no primary language with 15% or more of the student population and we have about 30 different primary languages among our students, we have several Spanish/English translators and we are usually able to provide translators for other languages (including ASL) for pare"	"Our focus area in this work is around greater engagement. While we have provided many opportunities, we have not been successful in receiving high levels of participation in most areas. The Youth Truth survey response rates were high, but meeting attendance has not been."	"This will be an ongoing effort as we attempt to engage underrepresented families. This may include identifying key members in the community who can broaden and deepen our outreach efforts. Alternatively, since survey response rates we high, we may choose to focus on using surveys to both solicit input, but also to inquire about how to improve engagement."	4	4	4	4	5	5	5	5	4	4	4	4	Met	6/8/2022	2022
01611430000000	Berkeley Unified	3	"BUSD demonstrates relative strength in providing information and resources to families, so as to improve student outcomes."	"An area for focus would be in providing professional learning and support to principals to improve a school’s capacity to partner with families, with special attention made to supporting the engagement of underrepresented families."	There is also an expectation (policies and programs) that teachers and administrators communicate and engage with parents and families.	"The Office of Family Engagement and Equity offers district-wide support for families and is in its 9th year of school-based family engagement programs at six of the district’s elementary schools and for the past four years, at Berkeley High School."	"As a focus area, BUSD has identified Parent Engagement as a major priority, as evidenced by creating a Director of Equity that directly oversees and supports the Office of Family Equity and Engagement. Another focus area for improvement is the revision of the Parent Engagement Plan/ Parent Involvement Policy to reflect an analysis of current data and priorities and to improve the engagement of underrepresented families."	"Priorities include: 1) Establishing links between home and school for academic success, 2) Improving behavioral supports for students by helping families build trusting relationships with school staff and students, and 3) Promoting attendance and access to community resources."	"BUSD has a variety of opportunities for principals, teachers, and the majority of families to participate in decision-making. These opportunities contain capacity-building structures for stakeholders, intended to be spaces for collaboration and empowerment."	"A future focus will be the intentional outreach to families who are underrepresented, both for purposes of increasing general awareness of decision-making opportunities and the value and power of meaningful collaboration and input in decision-making."	"By providing capacity building structures for educational partners, intended to be spaces for collaboration and empowerment."	2	3	3	3	2	3	3	3	3	3	2	2	Met	6/29/2022	2022
43693770000000	Berryessa Union Elementary	3	Berryessa USD's current strengths are valuing/affirming our families (including students) to improve building relationships between school staff and families.	Berryessa USD is working on training/professional development for staff on culturally relevant strategies in and outside of the classroom.  This training (and follow up sessions) will help our school staff and families work collaboratively to continue to put our students first.	Berryessa USD will continue to seek input from our community partners as we work to open community schools/wellness centers in our district.	Berryessa USD's current strengths are valuing/affirming our families (including students) to focus on student outcomes.	Berryessa USD is working on training/professional development for staff on culturally relevant strategies in and outside of the classroom.  This training (and follow up sessions) will help our school staff and families work collaboratively to continue to put our students first.	Berryessa USD will continue to seek input from our community partners as we work to open community schools/wellness centers in our district.	"Berryessa USD's current strengths are having a variety of venues for parents/community members to give input/share ideas in order to help support our students.  These committees are School Site Council (school sites), English Learner Advisory Committee (ELAC) or District English Learner Advisory Committee (DELAC), and our Berryessa District Advisory Committee (BDAC)."	Berryessa USD is working on opening up more venues to hear from educational partners as we open up community schools.	"Berryessa USD needs to focus on hearing from/engaging our underrepresented families.  In order to do this effectively, we need to provide a safe space in order for educational partners to provide feedback in their home language."	3	2	2	2	2	2	2	2	2	2	2	2	Met	6/21/2022	2022
19647330106872	Bert Corona Charter	3	"BCCS students came into this year (out of the pandemic virtual learning time) with learning loss and deficits, BCCS made sure to provide instruction and their grade level while scaffolding to ensure they made up for lost instruction. BCCS also made sure to provide authentic learning experiences and that the needs of all students were met through our support programs.Areas of growth for us would be our parent and family engagement and our school climate. Although these have historically been areas of strength for our school, the pandemic limited our ability to hold events and to have parents engaged and working on our campus. BCCS rebuild our parent engagement in all aspects of school, including academics, school culture, and school safety. Additionally, BCCS wanted to continue building on some of our successes this year in rebuilding our culture, particularly in regard to our Tier 1 plan and intervention for our PBIS framework. Having regular recognition, celebration, and re-teaching of expectations will help continue to build a solid foundation for learning and success at BCCS. Partnering with Luminarious to provide counseling to our students and families, and we use Ripple effects to help students learn to strengthen their emotional and social intelligence. Parents, community representatives, classroom teachers, students, and other school personnel are included in the planning, implementing, and evaluating ConApp programs through various stakeholder meetings throughout the year, as previously discussed. All stakeholders are encouraged to attend and provide feedback at board meetings, school advisory council meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings."	2021-2022: Met Continued engagement of parents in decision- making open communication on all levels confirmed with Youth Truth Survey	"The LEA continues to have historically high levels of relationships with families, as evidence, in parent participation rates in student-led parent conferences, parent workshops, coffee with the Administrators, and parent surveys. In addressing the needs of the whole child and engaging parents and our school community to support each other the LEA has responded and addressed social emotional, cultural needs, for our school community. The school should continue to provide access and communication between all stakeholders."	"BCCS provides resources to assist under-achieving students. These include school breakfast and lunch program, an after-school program, summer school opportunities to recover units and reduce summer learning loss, and a strong student services team to assist with academics, behavior, attendance, and social-emotional wellbeing. Parents, community representatives, classroom teachers, students, and other school personnel are included in the planning, implementation, and evaluation of ConApp programs through various stakeholder meetings throughout the year, as previously discussed. All stakeholders are encouraged to attend and provide feedback at board meetings, school advisory council meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings."	The school has established relationships with Luminaries (Local mental health providers) and the Los Angeles County Office of Education.	"BCCS student population represents 98% of underrepresented families due to its location of our charter and Free and Reduced Lunch indicators. In addition BCCS has ongoing communication with all parents, outreach to address individual students needs and regular home visits."	"The Pandemic -COVID-19 had a significant effect on providing for students via Distance Learning and support. Returning to classroom direct instruction during the 2021-2022 school years has provided administration, teachers, and staff to reassess all instructional methodology and effective instructional delivery. Presently internal measure indicate that although there has been learning loss for all students results indicate progressive growth and measures taken to support students with socio-emotional support, additional learning opportunities are offered."	"All stakeholders are encouraged to attend and provide feedback at board meetings, school advisory council meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings."	"While academic resources are important, BCCS also knew that students would not be able to perform academically if their social emotional needs were not met. BCCS counselors and support staff who are trained to provide counseling and support to our students. BCCS uses the PBIS framework to support the needs of all of our students and this, combined with our MTSS referral process, helps us to assess the needs of all students and to allocate the appropriate resources needed for each student. bCCS partnered with Luminarious to provide counseling to our students and families, and we use Ripple effects to help students learn to strengthen their emotional and social intelligence. To further meet all the needs of all students, our school has been fortunate to be the recipient of two grants: the ELOP grant and the Community Schools grant. These grants will allow us to expand our extended learning programs before and after school, during breaks, and during the summer. Additionally, they will allow us to plan to meet the needs of families in addition to the needs of our students, thus increasing student potential for achievement."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/29/2022	2022
19647330132126	Bert Corona Charter High	3	"BCCH students came into this year (out of the pandemic virtual learning time) with learning loss and deficits, BCCH made sure to provide instruction and their grade level while scaffolding to ensure they made up for lost instruction. BCCH also made sure to provide authentic learning experiences and that the needs of all students were met through our support programs.Areas of growth for us would be our parent and family engagement and our school climate. Although these have historically been areas of strength for our school, the pandemic limited our ability to hold events and to have parents engaged and working on our campus. BCCH rebuild our parent engagement in all aspects of school, including academics, school culture, and school safety. Additionally, BCCH wanted to continue building on some of our successes this year in rebuilding our culture, particularly in regard to our Tier 1 plan and intervention for our PBIS framework. Having regular recognition, celebration, and re-teaching of expectations will help continue to build a solid foundation for learning and success at BCCH. Partnering with Luminarious to provide counseling to our students and families, and we use Ripple effects to help students learn to strengthen their emotional and social intelligence. Parents, community representatives, classroom teachers, students, and other school personnel are included in the planning, implementing, and evaluating ConApp programs through various stakeholder meetings throughout the year, as previously discussed. All stakeholders are encouraged to attend and provide feedback at board meetings, school advisory council meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings."	2021-2022: MetContinued engagement of parents in decision- making open communication on all levels confirmed with Youth Truth Survey	"BCCH continues to have historically high levels of relationships with families, as evidence, in parent participation rates in student-led parent conferences, parent workshops, coffee with the Administrators, and parent surveys. In addressing the needs of the whole child and engaging parents and our school community to support each other the LEA has responded and addressed social emotional, cultural needs, for our school community. The school should continue to provide access and communication between all stakeholders."	"Bert Corona Charter High School provides resources to assist under-achieving students. These include a school breakfast and lunch program, an after school program, summer school opportunities to recover units and reduce summer learning loss, and a strong student services team to assist with academics, behavior, attendance, and social-emotional wellbeing. Parents, community representatives, classroom teachers, students, and other school personnel are included in the planning, implementation, and evaluation of ConApp programs through a variety of stakeholder meetings throughout the year as previously discussed. All stakeholders are encouraged to attend and provide feedback at board meetings, school advisory council meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings."	The school has established relationships with Luminaries (Local mental health providers) and the Los Angeles County Office of Education.	"BCCH student population represents 98% of underrepresented families due to its location of our charter and Free and Reduced Lunch indicators. In addition BCCH has ongoing communication with all parents, outreach to address individual students needs and regular home visits."	"The Pandemic -COVID-19 had a significant effect on providing for students via Distance Learning and support. Returning to classroom direct instruction during the 2021-2022 school years has provided administration, teachers, and staff to reassess all instructional methodology and effective instructional delivery. Presently internal measure indicate that although there has been learning loss for all students results indicate progressive growth and measures taken to support students with socio-emotional support, additional learning opportunities are offered."	"All stakeholders are encouraged to attend and provide feedback at board meetings, school advisory council meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings."	"While academic resources are important, BCCH also knew that students would not be able to perform academically if their social emotional needs were not met. BCCH counselors and support staff who are trained to provide counseling and support to our students. BCCH uses the PBIS framework to support the needs of all of our students and this, combined with our MTSS referral process, helps us to assess the needs of all students and to allocate the appropriate resources needed for each student. bCCH partnered with Luminarious to provide counseling to our students and families, and we use Ripple effects to help students learn to strengthen their emotional and social intelligence."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/29/2022	2022
19643110000000	Beverly Hills Unified	3	"BHUSD has seen growth in building relationships between school staff and families with the introduction of technology. We have leveraged technology to increase our participation in town halls, strategic planning meetings, and our district level advisory councils. Here is an example of our principal advisory council information: https://www.bhusd.org/apps/pages/index.jsp?uREC_ID=31992&type=d&pREC_ID=2374051"	"BHUSD will continue to monitor the level of participation at our informational and decision-making meetings to work on strategies to increase the level by using technology, offering different times to meet (morning, afternoon or night), and bring in key community members to help us recruit participants."	"BHUSD provides numerous parent engagement activities (ranging from morning, afternoon and evening plus weekend events). Our parents provide us with valuable feedback on programming, instruction, while supporting our classrooms and extracurricular activities. We have been working on developing and implementing individual educational goals for every student with the collaboration of the teacher/ parent relationship. This will hold both the teacher and parent responsible for the student's learning."	BHUSD staff have been hosting individual goal setting meetings with our families to work on educational support at home. We have also engaged our community in numerous outreach programs from utilization of technology to social/emotional support for students. We are always continually looking at how we provide communication to our parents.	"BHUSD provides numerous parent engagement activities (ranging from morning, afternoon and evening plus weekend events). Our parents provide us with valuable feedback on programming, instruction, while supporting our classrooms and extracurricular activities. We have been working on developing and implementing individual educational goals for every student with the collaboration of the teacher/ parent relationship. This will hold both the teacher and parent responsible for the student's learning."	"BHUSD includes community and parent stakeholders in all large decisions from purchasing technology to supporting the social/emotional learning of our students. We have advisory programs, strong PTA chapters, and activity booster clubs. In addition, we have numerous parent engagement committees that assist with feedback on ELPAC, LCAP, Title I, and general school culture. We are working on streamlining some of the meetings to ensure the information is clear to all the numerous advisory committees we host."	BHUSD has updated their strategic plan with provided input from both educational partners and local data. The strategic plan can be found here: https://www.bhusd.org/apps/pages/index.jsp?uREC_ID=1994774&type=d&pREC_ID=2090503	"Based on the analysis, BHUSD will increase its engagement by holding a 360 degree survey."	BHUSD will continue to work on increasing attendance at our DELAC and Title I meetings by holding them in a hybrid model to support our working families. It will also utilize translators to ensure the information is understood by all stakeholders.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/20/2022	2022
10620260000000	Big Creek Elementary	3	"Big Creek Elementary School has provided multiple meetings monthly to promote two way communication between families and staff.  Weekly communication in the form of emails, flyers, calendars and phone calls have started."	Big Creek Elementary will find more ways to include parents on site.  COVID restrictions have limited opportunities for parent involvement with on site activities.	We have limited underrepresented families.  They will be included in all current and future activities.  Opportunities to promote one to one communication will be presented from staff and administration.	The district is currently reaching out to both local districts for shared resources and coordinating with county office of ed to improve services to students.	Staff and parents will receive in person training opportunities to directly impact student outcomes.	The District will continue to offer multiple opportunities for meeting and participating with our students and staff.	Big Creek is continuing multiple parent and community meetings that take place monthly.	The focus for improvement is to allow multiple opportunities for parents to attend meetings by having them both in the morning and in the evenings.	Big Creek will continue to offer multiple opportunities on different days and different times so that parents will have multiple opportunities for input.	3	3	3	3	3	3	3	2	2	2	2	2	Met	6/7/2022	2022
12626950000000	Big Lagoon Union Elementary	3	"Based on the survey data reported above, the district is fully implementing efforts to build relationships between school staff and families."	Educational partner input show that we can do more to strengthen family engagement opportunities and improve two way communication.	"Because of the small size of the school, every family has the opportunity to be engaged with the school and most of the families are actively engaged in some capacity."	"Based on the survey data reported above, the district is doing well in providing families with information and resources to support student learning and development in the home and implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."	Areas for improvement include providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families and supporting families to understand and exercise their legal rights and advocate for their own students and all students.	"Because of the small size of the school, every family has the opportunity to be engaged with the school and most of the families are actively engaged in some capacity."	"According to the survey data and educational partner input, the district is in the initial implementation stage of each of the areas of seeking input for decision making."	"Areas for improvment include: building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making; building the capacity of and supporting family members to effectively engage in advisory groups and decision-making; providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community; and providing opportunities to have families, teachers, and administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."	"As described in the LCAP, it is a goal of the district to increase both advisory committee meeting frequency and attendance and increase the number of parent engagement activities for all families in the 2022-2023 school year."	4	4	4	4	3	4	4	3	3	3	3	3	Met	6/21/2022	2022
55751840000000	Big Oak Flat-Groveland Unified	3	"The LEA utilizes Parent Square, Thoughtexchange, Remind, Seesaw, Facebook , email and newsletters to communicate with families. At the elementary school, Parent-Teacher conferences are held each fall, which is essential in building relationships between staff and families.  Communication between staff and families has increased during the pandemic as it has been necessary to provide detailed information regarding everchanging COVID protocols and procedures."	"The LEA will continue to focus on communication between schools staff and families. This will include revamping our website so it is current for school happenings and day to day activities. The pandemic impacted the ability for families to engage in activities, programs, volunteering and face-to-face conferences with staff. It will be a priority of the District to encourage our families to return to campus, by inviting volunteers to assist in the classroom, and holding Open House, Art Shows, Family Fun Nights, Movie Night, and athletic events. The District understands that volunteers and support from home are essential for our student's success."	"While the ELL student population in our district is under 3%, we have seen an increase of ELL students in recent months. The LEA will ensure that all communication sent to families through Parent Square is offered in both Spanish and English, and all parent notices are also available in Spanish. The LEA is committed to a bilingual staff member at each campus. Our foster youth, homeless liaison will work with each identified family to improve engagement and ensure their needs are being met."	"The LEA is committed to providing professional learning opportunities for teachers, principals and support staff. So far the Principals have attended three conferences this year on resiliency, social emotional well-being, and Agriculture, with two more scheduled for the summer. Teachers have attended workshops on math, FFA, Agriculture, special education, NWEA MAPS assessment, and English Language Arts. Additional professional development will take place this summer in math, ELD, Positive Behavior Intervention Strategies and Universal Design for Learning. Our special education team has done an excellent job, not only in advocating for special needs students, but providing their parents with these tools and their legal rights. The Foster Youth / Homeless Liaison ensures that our neediest students receive support wherever needed."	"The LEA did an excellent job on providing educational resources for parents during distance learning. When students returned to in-person learning the focus was more on reacclimating students to full time in-person instruction and less educational materials were sent home. In the upcoming year, the LEA will strive to provide families with  information and resources to support student learning in the home on a regular basis."	"Now that most COVID restrictions have lifted, the LEA will increase opportunities for parent engagement including: Back to School Nights at all campuses, Literacy Night, Family Fun Night, STEAM Night and the annual art show, Parents will be notified in their requested language, via Parent Square, email, social media and the district website."	"All three schools in the District have reestablished Site Council  this year and held regular meetings. The LEA has used surveys sent through Parent Square to gather input for educational partners. In additional the California Healthy Kids Survey was distributed to all parents, students and staff through our newsletter, Parent Square, website and social media."	"The district has had a difficult time recruiting families to serve on advisory groups, especially during the pandemic.  Attendance has increased at our Board Of Trustee Meetings, and other virtual events, and we have relied on surveys for input from our stakeholders. The lack of parent volunteers and family engagement opportunities this year have made it difficult to reach all educational partners."	"The district will focus on personally reaching out to families, especially those from underrepresented groups to ensure we receive input from all educational partners.  Increased communication is an action item in the LCAP and a priority of the Board of Trustees. Administration on all campuses will use multiple methods to contacts our families, including : Parent Square, newsletters, social media, phone calls, email and the district website."	5	5	4	4	4	3	4	5	4	4	5	4	Met	6/23/2022	2022
10101080119628	Big Picture Educational Academy	3	"We continue to have quarterly exhibitions in every grade level, where families are invited to join the classroom teacher and a selection of peers, as their child presents their academic outcomes for the quarter. Additionally, we have Parent teacher conferences during the first 9 weeks of school to assist families in goal setting and provide opportunity for them to advocate for the academic decisions about their child. School sites hold mandatory parent orientation events to provide information about the school and programs available."	We will continue to create events and opportunities for parents to learn ways to support their child’s success that are aligned with their availability to encourage the widest possible participation. We will also take feedback and input regularly through a number of formal and informal means.	"We will continue to solicit feedback from parents through a variety of means, including formal annual surveys and public hearings on spending and related activities (e.g., LCAP). During regular meetings with staff, we will identify additional ways to engage parents based on personal interactions with them (e.g., additional translation services, more frequent contacts, differing hours for parent events, etc.). Communication will be increased using ParentSquare, weekly notifications, annual events calendars, and weekly communication folders at the Elementary site."	"The Big Picture campuses are known for their warmth and welcoming environments. Our staff are dedicated to partnering with families to support their children in manifold ways. From counseling to tutoring, our support does not begin and end in the classroom. Every member of the Big Picture team has a role in the lives of our students, and staff are passionate about building a place where families feel supported and loved."	"We plan to include antiracism and multicultural perspective training as part of our Professional Development. We provide many options for electives, including VAPA and folklorico, that allow more choice and increase the representation of our student body."	"We continue to increase 2-way communication by training our families about our Information systems and how to reach the school using those methods, in addition to communication folders, email, phone calls and social media posts."	"Big Picture has established a School Site Council and Parent Teacher Organization, which both provide opportunities for families to contribute ideas and perspectives that help design the functions of the school. Mandatory parent orientation is held to inform families of current school information and to elicit feedback. Back to School Night, Open House and Social media postings throughout the year provide ways for families to become involved in the school culture."	We will make a continued effort to ensure access to materials and information in all languages and celebrate the diverse cultures of our BPEA community.	"We hired additional bilingual staff and plan to increase our cultural curriculum and celebrations throughout the year. We believe that this will help us to connect with underrepresented families and help them feel comfortable enough to engage in stakeholder meetings and the functions of the school such as exhibitions, SSC and PTC meetings."	5	5	4	4	4	4	5	5	4	4	4	4	Met	6/30/2022	2022
14632480000000	Big Pine Unified	3	The LEA strengths include meeting with families to discuss student progress through student-led conferences bi-annually.  The LEA identifies additional opportunities for professional development for staff to improve the school's capacity to partner with families to support student success.	"Through the use of ParentSquare, Aeries, ClassDojo, class newsletters, Beacon newsletter, and social media, the LEA communicates with parents and the community about happenings within the LEA.  Communication regarding family goals for their students is the identified focus of improvement."	"The LEA offers several opportunities for family engagement and participation in various advisory groups throughout the school year.  The LEA continues to use local and state stakeholder surveys for continuous improvement, family and community engagement, and decision making.  The LEA identifies the need for additional opportunities for family engagement activities such as science night, math night, literacy night, non-league sport night, homecoming, SLCs, performance art presentations, Celebration of Learning, Passages, and so forth.  This is addressed with additions to the 2021-2022 LCAP."	"The LEA collaborates with other local educational agencies and the BIg Pine Paiute tribe.  In addition, the LEA collaborates with Inyo County and Health and Human Services agencies that address social-emotional and mental health concerns for students and families."	"In goal 2.6 of the LCAP, Stakeholder Communication, in addition to seeking support and encouraging open and honest communication with students, parents, employees and the extended community, the LEA will provide parent education and resources to support student social emotional needs and academic achievement."	"The LEA allocated additional funds to increase in providing parent education and resources to support student social emotional needs and academic achievement.  The LEA and stakeholders identified the need to provide parents and families with more support, learning opportunities, collaboration meetings, trainings, and literacy night type activities."	"The LEA administers annual formal surveys and periodic informal surveys to students, parents, staff. and the school community.  The District Advisory Committee (DAC) will continue to encourage diverse voices to participate and provide input for decision making."	"Through the 2021-2022 LCAP process, the LEA reflected that the last several years through COVID have demonstrated a need to provide greater support to students and families.  This will continue to promote and provide school connections with parents and their student's education and well-being."	"The LEA allocated additional funds to increase in providing parent education and resources to improve engagement of underrepresented families.  The LEA and stakeholders identified the need to provide parents and families with more support, learning opportunities, collaboration meetings, trainings, and literacy night type activities."	4	4	5	5	5	4	5	5	5	4	5	4	Met	6/16/2022	2022
47701850000000	Big Springs Union Elementary	3	Parents are invited to quarterlProgress reports and quarterly report cards are provided by traditional mailings and through password protected online progress reporting.	Parent conferences are held two times a year or on an as needed basis.	"Parent representatives are elected to serve on the School Site Council which also functions as our Title 1, LCAP parent involvement and EL parent advisory body."	"We believe that parents are our essential partners in education and we encourage parents to volunteer when possible. Parent participation in instructional planning through individual conferences is about a 90% participation rate at most grade levels. Our school also benefits from extensive parent involvement in athletic events through our Booster Club, student performances and student recognition assemblies, and by assisting us as parent volunteers in the classroom. A parent/guardian volunteer procedure is monitored by office staff."	We would like there to be a higher rate of participation in SSC meetings.	The district will improve engagement through family outreach through administration and teachers.	"An active Parent Teacher Organization (PTO) coordinates our annual Book Fair, assistance with supplemental programs such as Accelerated Reader, publishing of our annual yearbook and sponsors numerous fundraisers throughout the year to help support our student activities."	The district will seek input through family outreach through administration and teachers.	"The School Site Council meets quarterly, PTO and Boosters' meets monthly to provide feedback from parents and to provide our staff with planning support."	4	4	4	4	4	4	4	4	4	3	3	3	Met	6/28/2022	2022
27751500118349	Big Sur Charter	3	Providing support to parents is a built-in component of our program. Parents receive feedback as to how to advocate for and educate their students through meetings with their teachers or through our Home Educator Learning Program. We work closely with families to ensure that students are engaging appropriately with the curriculum at home and at the learning center. Additional support is provided as needed.	"To ensure all families have an opportunity to engage with the school, the School Director will hold monthly Coffee in the Courtyard at drop off."	"To ensure all families have an opportunity to engage with the school, the School Director will hold monthly Coffee in the Courtyard at drop off."	"The relationships we form with our families is what makes Big Sur Charter School so special. Families appreciate, and take advantage of the open-door policy of the administration and teaching staff. The weekly communication with teachers via ParentSquare is an integral part of supporting all parents as partners in learning.  The School pays special attention to its underrepresented families by reaching out individually to ensure we are meeting their needs."	"We will be holding bimonthly Home Educator Learning Program, HELP, meetings.  These meetings cover a variety of topics from unpacking home education assignments to navigating the technology and platforms used."	"We will be holding bimonthly Home Educator Learning Program, HELP, meetings.  These meetings cover a variety of topics from unpacking home education assignments to navigating the technology and platforms used.  For families that are unable to attend, teachers will provide need support at a time that works for the families."	"Seeking parent input on decision making is part of building positive relationships, and we seek to grow parent input and involvement on a year-to-year basis. BSCS promotes parental communication and feedback to decision processes and encourages all families to attend Board meetings so that the decisions we make are informed, student centered decisions."	Our biggest challenge is getting families to attend meetings and complete surveys.	"To ensure all families have an opportunity to engage with the school, the School Director will hold monthly Coffee in the Courtyard at drop off."	5	5	4	5	4	5	5	5	5	4	5	4	Met	6/9/2022	2022
18640890000000	Big Valley Joint Unified	3	"Teachers, parents, and the administrator worked jointly to support families with in-person learning, social emotional supports and parent involvement. High levels of attendance at parent conferences, families events, and other school based events provide evidence of effectiveness in this area.  The Big Valley Educational Foundation has provided another opportunity for the District to build relationships between school staff and families. The small size of the school district allows for school staff to connect with families in personally, meaningful ways."	"A focus for improvement will be to continue to encourage more families to participate. Many families live in remote areas of the District. Transportation, cost of fuel, and distance between home and school have been cited for lack of participation for low attendance when activities are scheduled for after school or in the evening. These are challenges that will need to be further investigated with rising fuel prices and increased cost of living."	"Parent feedback at outreach events, LCAP community meetings & stakeholder surveys were used to guide the creation of the 2022-23 LCAP Goals & actions and services.  Hispanic members have been engaged in contributing to the engagement of additional parents.  Information regarding the Parent and Family Engagement Plan (PFEP) is provided via at parent meetings, surveys & the district website. Parent feedback on LCAP goals is solicited, encouraged & has been a key element in the development of our LCAP.  Parents provided feedback and planning support for the development of afterschool activities, parent trainings, experiential learning excursions and educational book clubs via phone interviews, request at district meetings, feedback during meetings and small group discussion.  Primary areas of focus have been supporting families with resources (Pandemic EBT, food and resource distribution, etc.), connecting via calls, emails, and social media).  An area of continued need is partnerships with parents who do not speak English. Given that all of our non- English language parents speak Spanish, the District will continue its efforts to recruit proficiently bilingual staff; provide bilingual parent communications via written, audio, websites, and social media; foster parent leadership and outreach for school committees; and conducting parent meetings in both languages. The goal is to increase non-English speaking parents’ connection to schools and increase their participation in school activities, given that research shows that students fare better academically when they and their parents feel valued and connected to the school."	"Increased communication options were identified as strengths of the District by our educational partners. The Remind app, ongoing phone calls, Parent-Teacher conferences, student led conferences, weekly grade reports and Social Media messages provided opportunities for Parent Involvement and discussion of student progress. The addition of quarterly Big Valley Schools Newsletter sponsored by the Big Valley Educational Foundation and the bi-monthly Big Valley Newsletter celebrated and informed the community of student progress occurred through IEP meetings, teacher calls to parents and site secretary calls to parents. Parent support, including translation and information, is provided for IEPs, transition meetings, parent-teacher conferences, student exhibitions of learning and school open houses. Furthermore, teachers interacted with families to meet individual students in need of additional support. School staff also worked with individual families to facilitate understanding of student needs and the support services/programs available to them in the school, such as the student study team process, individualized education plan/special education process, daily student attendance contact, identification of students as English learners, reclassification process from “English Learner” to “Re-designated Fully English Proficient”. Specific activities, workshops, training opportunities, and staff meetings included topics such as: academic success (A-G Requirements, local and state assessments among others), transition opportunities, attendance, financial aid and scholarships, restorative practices, drug, tobacco use and vaping, use of technology, Career Readiness and Technical Education (CRTE) was provided.  A focus area will be to increase communication with Parent Involvement activities, current research, and available resources. Active recruitment of the Aeries student information system, knowledge of weekly grade reports, and related training materials will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress."	The District will continue to implement the effective strategies in place which support partnerships for student outcomes.	"A focus area will be to increase communication with Parent Involvement activities, current research, and available resources.   Feedback specific to underrepresented families is sought out via parent surveys.  Active recruitment of the Aeries student information system, knowledge of weekly grade reports, and related training materials will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress"	"Educational partners including students, parents, and staff engage in meaningful dialogue and provide input to the district strategic planning through formal groups such as the School Board, Parent-Teacher Association (PTA), Big Valley Education Foundation, Big Valley Booster Club, Big Valley Teachers Association (BVTA), and Classified staff (CSEA) and Pit River Tribe representatives.  Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation in scheduled meetings and surveys at the site and district level. Continued refinement of focus group sessions will contribute educational partners input, including students and families from underrepresented groups, for both school sites and the district and including methods for participation among families who speak a language other than English."	"During the 2022-23 school year the district will be engaging our educational partners as a new long-range strategic plan is developed. During this process, the District will ensure input from all groups, including those that are underrepresented to inform the development of this plan."	"The District will continue existing practices that have been effective in ensuring the input from under-represented families is included and informs decision-making and we will ensure their participation in the strategic planning process. In addition, the administrator will have an opportunity to share successful strategies they have implemented to increase engagement levels."	2	3	2	3	3	3	3	3	3	3	3	3	Met	6/29/2022	2022
04614080000000	Biggs Unified	3	BUSD prides its self on having a strong bound between the schools and families.  The number of families that attend school functions is at an all time high	Are number one goal is to continue building a strong relationships with all stakeholder's in the district.  Currently we are focused on EL parents	We will continue to provide all school information in the needed  to insure all stakeholders are informed of school events and activities	Our strength is knowing our families.  do to the size of the district we know our educational partners	Are focus is on informing  all parents AG college requirements and attendance laws	The district is working to encourage  more underrepresent families to be on district committees.  The more parents are part of the school culture the better student outcomes will be	"When looking at the percent of parents that completed LCAP survey, site council survey and attending back to school nights parents voices are being heard and seen"	The goal is always to have more parents give input on the schools and district.  we will continue to reach out to all stakeholders for input	We will focus on underrepresented families to insure they are part of the self refection process and they have a strong voice in improving the schools of BUSD	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	8/31/2022	2022
49708966085229	Binkley Elementary Charter	3	"Our ability to truly develop connections and relationships with our families was stunted, once again, by the COVID-19 pandemic. Due to safety practices to reduce health risks, parents and guardians were not allowed to participate or volunteer in our classrooms or on our campuses until February 2022. This inability to create face to face contacts and connections inhibited progress in this area. The Youth Truth results indicated that this relationship building with our families needs improvement. However during the last 3 months of school, parents were invited back onto our campuses for community events including Open House and music events. These events have laid a foundation to build upon for the 22-23 school year."	"We have altered our LCAP goal to focus on a student's sense of belonging at school and families stating that they feel like their traditions, backgrounds, races and ethnicities are respected by the school community. These were two areas that were identified in the data as needing improvement."	"For the 2022-23 school year, Binkley Elementary Charter will continue to support the infrastructure at each school to ensure parents are involved in learning about student outcomes. Creating a welcoming environment during this time period will be possible again and educators will work diligently to make and maintain connections with the parents of their students. Parent volunteers will be welcomed back. Our Bilingual Family Liaison employee will assist with communication with our English Language Learner families to ensure access and participation for parent meetings. We incorporate and use the the Parent Square App to improve communications to our families in all areas. And we will continue to provide Spanish translation for our board meetings. We will be revamping the purpose of Back to School Night creating the night as an opportunity to connect and learn about each other. Additionally site equity and inclusion groups will be established on each campus and will involve parents and staff to have honest discussions and create action plans to ensure representation and inclusion of all identities, both students and parents."	Binkley Elementary Charter provides many opportunities for families to feel welcome and a part of the school community. Our school has a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. Binkley Elementary Charter also conducts parent-teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. Binkley Elementary Charter will discuss ways to increase how to learn about the different cultures and languages in the district. This could be done in a variety of ways and each site will discuss this with their ELAC and the district will discuss it with the DELAC. In 21-22 the Rincon Valley Collaborative was established as a listening space for parents with students with special needs. This Collaborative will continue in future years.	"The focus area for improvement is engaging parents in the school community so that they will participate in conversations around student outcomes. Right now, families are just beginning to feel reconnected with our schools as we move out of the pandemic."	"By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more connections around student outcomes will be possible. Parent teacher conferences and the use of Parent Square App will continue. The Multi Tiered Systems of Support process provides for parent collaboration and student outcomes are discussed in meetings throughout the process in improving academic results."	"We established a meeting protocol to provide listening circles at Binkley Elementary Charter. This protocol and training can be used in the future. Success was found in the LCAP steering committee that hosted a parent panel, staff panel and student panel in order to get input on various decisions the district was making to improve support systems for students. Many surveys were given throughout the year and data analyzed and action steps identified based on these outcomes. Binkley Elementary Charter sought viewpoints constantly to ensure parents have ongoing opportunities to provide their input into schools' decision-making. Additional specific action was taken to create the LCAP steering committee, a group of parents and teachers whose sole task is to gather input from a variety of stakeholders in the development of post-pandemic academic and wellness goals for our students."	"How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our marginalized groups. Setting up listening circles with students will also be a focus."	"Through our site equity and inclusion committees, we will seek out relationships and connections so that we can qualitatively collect input for decision-making."	4	3	4	2	3	3	4	4	3	3	3	3	Met	6/21/2022	2022
19647331931047	Birmingham Community Charter High	3	"Birmingham Community Charter High School has made strong progress in the area of building relationships with parents and families.  Our LEA continues to make a focused and concerted effort to increase contact with parents, create more opportunities for meaningful engagement with the families of unduplicated and underrepresented students and provide a welcoming environment for all families.    Our parent center offers technology assistance, enrollment assistance, adult ESL and parenting classes to increase engagement and improve the home-to-school connection with underrepresented families.  Parents have many opportunities to engage in 2-way communication with educators including PTSA, Coffee with the Principal, the Parent Square communication platform, the Parent and Family Engagement Team (PFET) and Student Support and Progress Team (SSPT) meetings.   We also sponsor many teacher-driven student recognition ceremonies including Reclassification and Multi-lingual celebrations that are well attended by parents and students.  Teachers and counselors are encouraged to respond to parent phone calls and emails within 24 hours.  We have also been providing staff with training to better understand families that have historically been marginalized and this remains a focal point for continued growth and improvement."	"Students meet with their academic counselors twice per year to develop and monitor their Individualized Graduation Plans (IGPs).  Students, counselors, teachers, and parents all have input into these plans throughout students’ four years in high school.  Special education case carriers provide information and support to ensure that a student’s IGP is aligned to his/her IEP.  Freshmen are introduced to graduation and college admission requirements (“a-g” requirements) as well as the IGP during Freshman Orientation held in the summer prior to the beginning of their high school career.  As a focal area for improvement, BCCHS will continue to deepen and expand meaningful opportunities for parents to interact and collaborate with students’ counselors, teachers and other support personnel during activities such as IGP meetings and SSPT meetings and during events such as Back to School Night, Grade Level Information Nights, Grade Level College Information Nights, and parent-student conferences to support student achievement and gain information regarding post-secondary college and career opportunities."	"Approximately 94% of our families have been identified as underrepresented during our self-reflection process either due to socio-economic status, language barriers, minority status or homelessness.  As a result, all of our initiatives to improve parent engagement for underrepresented families are global in nature and designed to impact all of our families.  To help engage parents more deeply and meaningfully in their child’s education, our Parent Center offers classes in: • How to communicate with the school and teachers using technology • How to use the internet to send and receive emails • How to use the school parent portal and Google classroom • How to apply for college financial aid • Introduction to Google Docs • The Benefits of Social Emotional Learning • Socio-emotional problems and prevention • Parenting Skills Our Parent Center is staffed full-time with bilingual personnel and equipped with computers and a work space for parents who need assistance with contacting teachers, completing paperwork or translation.  The Parent Center also collects information and publishes a newsletter each month in English and Spanish featuring information and updates about each grade level academy.  The newsletter is mailed home to parents every month to build and increase the home to school connection.   In addition, the Parent Center sends out thousands of letters to parents after each grading period to recognize students for the following achievements: • High Honor Roll • Honor Roll • Perfect Attendance  • Excellent Attendance • Punctuality • Most Improved GPA • Most Improved Attendance When we mail these letters home to parents, we engage and include them in our systematic positive reinforcement of desired student behaviors which helps us to surround the student with a cohesive support system and safety net."	"Birmingham Community Charter High School has made strong progress in building partnerships with the families we serve to promote better student outcomes.  Our Parent Center provides parents with assistance with technology, enrollment, Aeries Parent Portal, Google Classroom and Parent Square as well as other resources available to them both at the school and in the community.  The parents of African American students meet on a regular basis as the Black Parents United Coalition to connect with each other and exchange ideas while receiving assistance from African American school leaders in navigating the high school experience.  We have an exceptionally low student to counselor ratio (260:1) so that counselors are able to provide frequent checks on students’ academic progress and social-emotional indicators and communicate regularly with parents.  Students are supported by a team of professionals at the grade level including the administrator, counselors, a grade level coordinator, a dean and a PSW who all work in concert with the family for the greatest good of the student.  Written translation is provided for all documentation and oral translation is provided for all non-English speaking parents.  Our grade level Student Support and Progress Team (SSPT) meetings involving grade level support staff and several teachers and family members have proven to be very successful for struggling students. This has been identified as an area of both strength and growth that we plan to leverage and expand."	"Our focus area for improvement in Building Partnerships for Student Outcomes includes expanding the scope of our grade level multi-tiered system of support team (MTSS) to include Student Support and Progress Team (SSPT) meetings for students who are struggling academically and/or students who are having trouble arriving to school on time and/or have multiple tardies during the school day.  Having a meeting with at least 1-2 parents, 3-4 teachers, the grade level coordinator, the counselor, the dean with the student also present about his/her/their academic and social emotional progress will help to refocus the student and bring about authentic change.  We have found success in building these partnerships at the grade level between parents, teachers, counselors, coordinators, administrators and deans all working together to form a tight net of safety and accountability around the student.  Hence, our desire to expand upon this model and find ways to incorporate more SSPT meetings across all 4 grade levels"	"All communication to all parents is presented in English and Spanish so that non-English speaking families can fully engage in all school literature and events.  For example, The Parent Newsletter, The Parent-Student Handbook and our 2-way communication platform, ParentSquare, are all translated into Spanish or provide a translation option.  In addition, our families are surveyed regularly to determine their needs through “The Annual Parent Survey” and “The Needs Assessment Survey”.  The Annual Parent Survey is given to all parents and The Needs Assessment Survey is given to the parent of English learners.  For each of these surveys, over 50% of our parents usually participate.  The results from these surveys are used to assess our progress in engaging parents and meeting their needs and to inform our plans to engage parents and meet their needs in the future."	"Birmingham Community Charter High School has made strong progress in the area of seeking input from parents in the decision-making process.  Our LEA continues to make a focused and concerted effort to encourage parents to participate more fully in school decision-making opportunities through multiple advisory groups including School Site Council, English Learner Advisory Committee, Parent and Family Engagement Team, and Parent Teacher Student Association where teachers and other staff members build initiatives, create school policy and address the needs of all students.  Parent input is also sought frequently through school-wide needs assessments and surveys and polls on topics of particular interest.  Our college and career center hosts “College Knowledge” nights by grade level in English and Spanish to inform parents and students about the college journey, application process and financial aid options. Our Parent and Family Engagement Team (PFET) meets monthly to discuss and implement ways to increase parent engagement and participation in school events and school decision-making."	"Based on an analysis of educational partner input and local data, BCCHS will focus on a Parent Partnership Initiative with the intent of increasing the Home-to-School connection by focusing on the 3 pillars of logistics, academics, and life skills.  Specifically, after surveying and speaking with educational partners extensively, the Parent Partnership Initiative will begin by seeking to increase parent input for decision-making by addressing the following concerns: • Educational partners need greater and more detailed information in a comprehensible format regarding standardized scores for students. • Educational partners need greater and more detailed information in a comprehensible format regarding school funding and school budgets.  • Educational partners would like to have more follow-up after meetings or at the next meeting in response to questions and issues raised.   • Educational partners are overwhelmed by the volume of meetings and confused as to the purpose of some meetings and would prefer that the purpose of meetings be more clearly stated and that meetings be more streamlined, succinct and user friendly.   After working with educational partners to address the above-referenced concerns, the Parent Partnership Initiative will continue to survey and meet with educational partners in reference to our focus on the 3 pillars of logistics, academics, and life skills in order to continue to seek input for decision-making."	"Approximately 94% of our families have been identified as underrepresented during our self-reflection process either due to socio-economic status, language barriers, minority status or homelessness.  As a result, all of our initiatives to improve engagement of underrepresented families in relation to seeking input for decision-making are global in nature and designed to impact all of our families.  A focal point and hub at our school for parents to gather and for us to make contact with them is our Parent Center.  In particular, underrepresented families need a welcoming physical space with the appropriate staff and equipment to support them and meet their needs.  Accordingly, the Parent Center staff surveyed educational partners concerning their needs including a physical reorganization of the Parent Center and what might be needed to assist parents in more fully participating in their child’s education and the school’s decision-making process.   Parents requested that we continue with our weekly Adult ESL classes as many of them want to learn English.  Most parents felt strongly that learning English will help them to understand the US school system more fully and advocate more strongly for themselves and their child both at school and in the United States at large.  Educational partners also requested that we continue our College and Career Workshops which include parent participation and involvement.  We also provide FACTOR and Parent University Classes for parents to help them learn how to use technology and our parent portal, how to help students with their classes and how to help students with social and emotional issues.   Finally, our Parent Center assists educational partners in understanding about the various decision-making bodies on campus, such as the Governing Board, the School Site Council, and the English Learner Advisory Council, and learning about how to attend and/or participate in these meetings."	4	4	3	4	3	4	4	3	4	4	4	3	Not Met	10/25/2022	2022
14766870000000	Bishop Unified	3	"The District values and celebrates community involvement and partnerships within our schools.  Parent and staff feedback indicate that strong relationships with students are among our greatest strengths.  The ParentSquare communication platform has helped provide timely communication between administration, teachers, and families in both English and in Spanish.  Hispanic and Native American Liaisons are staffed at all sites to support parents and students TK-12."	"The demographics of our school community continue to shift towards majority Hispanic, as well as an increase in the number of English Language (EL) learners across the district.  A Bilingual Coordinator position has been established to provide oversight and program coordination to ensure that staff and a growing number of EL students receive the services they need to succeed."	All sites are working on providing various parent/family nights throughout the year as well as additional outreach for School Site Council (SSC) and English Learner Advisory Council (ELAC) membership.  Communication is sent via phone/email/text as well as in both English and Spanish.  Food is often provided during these meetings and sometimes childcare as well.	"Back to School Nights are well attended across sites as are parent/student conferences with teachers, provided triennially in grades TK-8.  Additionally, families report the main source of parent involvement is to attend extracurricular events, such as athletics.  The Bishop Indian Education Center has been a long-time supporter of the schools and provides daily tutoring support for Native American students of all ages.  Professional development workshops have been provided focusing on cultural awareness, historical trauma, and inclusivity.  Annually, the November school board meeting is held at the Bishop Paiute Tribal Chambers and focuses on Native American students; their involvement in school, progress, and achievements."	"The majority of the BUSD student population qualifies as low income.  Staff members have requested additional training in cultural awareness/inclusivity, in particular the culture of poverty.  Creating a quick tutorial for families in how to use the Aeries parent portal to access their student's information could be valuable in supporting more parents to use this available resource."	"A districtwide effort has been made to solicit participation in both School Site Councils and ELAC committees at all sites.  The Native American Student Association (NASA) participates and contributes to various school and community activities.  Using our social media platforms to advertise various events on campus will help reach more families and promote involvement.  The district is providing an article each week to the local newspaper, highlighting various students, events, classes, staff, and achievements in the District."	"School Site Councils and ELAC committees are established at each site, to review and provide input on school/district plans such as the school's Single Plan for Student Achievement (SPSA) and the district's Local Control Accountability Plan (LCAP).  Families are surveyed periodically throughout the year, via the ParentSquare app, to elicit input and inform various plans."	"We continue to seek more parent involvement in established committees such as School Site council, parent advisory council, and ELAC/DELAC.  The Bishop Paiute Tribe's Parent Advisory Council has been a helpful partner for the District to garner input and feedback from the Native American community.  The district would benefit from increased participation in these meetings."	"As mentioned above, increased participation in various committee and representative meeting groups will foster more input from historically underrepresented families.  To do so, we must continue to reach out to families via text and on social media, in their primary language as well as support our liaisons in their role to communicate with and support families."	4	4	3	4	3	3	3	3	3	3	3	3	Met	6/13/2022	2022
29102980114314	Bitney Prep High	3	Bitney Prep is a school of choice.  Students and families always meet with the school's Director prior to enrolling in our school.  These families have a strong understanding of the program that we provide to our students when they make the choice to enroll their child in Bitney.  Teachers maintain consistent communication with both their students and their parents.  We have both an active student leadership program and an engaged Parent Council.  Significant progress was made during the 2021-2022 school year to re-engage with families as we returned more fully from the COVID pandemic.	"Bitney's instructional staff is continuing to develop and refine the multi-tiered system of support that we use to meet the academic, social, and emotional needs of our students.  We are working to  consistently bring parents and guardians into the process for addressing student needs.  We have found that it is not always easy to bring families into discussions about school planning.  For example, we had very low participation in the public hearings that we held as we developed our LCAP.  We believe that we need to use more directed surveys to get the input that we need from our stakeholders."	One of the goals that we have at Bitney Prep for working with our students and their families is to reduce the number of students with chronic absenteeism.  The percentage of underrepresented student with chronic absenteeism is higher than that of our overall population.  We are focusing upon making more frequent use of family attendance conferences to support students and their families as we work to improve the attendance of this group of students.	"The Advisory Program at Bitney Prep provides a solid foundation for building partnerships with families.  The long-term relationships that advisors form with their students and their families helps to build trust and partnership.  The Intervention program that was developed by the Bitney Prep teaching staff over the last two years has helped to bring more parents into the equation for helping students successfully complete their courses.  Also, Bitney Prep’s Internship program has helped our school to develop partnerships throughout the business and professional community in Nevada County.  These partnerships have helped provide our students with opportunities for learning and mentorship that goes far beyond the small nature of our school."	"While the staff of Bitney Prep has worked successfully to strengthen the partnerships that lead to improved success for our students in completing their courses, during the COVID-19 pandemic, the percentage of students with chronic attendance problems has increased.  We are still struggling to form family partnerships that will help improve student attendance rates."	"The re-establishment of the Bitney Prep Parent Council this past year was a huge benefit to our school and led to increased support from, and partnership with our school’s parent community.  However, we continue to struggle to get broad-based feedback from our parents.  We need to make use of more strategies to help disconnected and busy families to provide information and feedback that will help us understand how we can support our students in connection with their families."	"The staff of Bitney Prep believes that parents and other educational partners, such as our internship mentors, are an essential component of success for our students and school.  We are constantly communicating with parents to support our students and to seek input for planning and decision making.  It is important to note that while we sometimes struggle to receive parental input into decision making, we are very successful in seeking and acting upon the input of our students.  We have created an environment where students feel empowered to both seek ways to shape their school and to address their concerns."	"While Bitney Prep is conscientious about seeking the input of partners in decision making, we oftentimes find that we do not receive much feedback from our inquiries.  We are planning on more actively involving our Parent Council in seeking input and on surveying parents on a regular basis to seek programmatic input."	"One of the most common ways that the staff at Bitney Prep has contact with parents is through the Student Success Team Process.  This is a time when parents are fully engaged and present with our staff.  We are strengthening our SST process to seek broader input from parents on how various aspects of our program are working for their children.  We will collect this data and use it as a reflection tool when we are reviewing and developing those aspects of our program.  While this does not apply only to non-duplicated students, the data collected can be disaggregated to determine what specific input we are receiving from these families."	4	4	3	3	4	4	4	3	3	3	3	3	Met	6/21/2022	2022
35674540000000	Bitterwater-Tully Elementary	3	"One strength is that our school provides a warm and welcoming environment to all students.  Having a student in our class for multiple years, allows teachers to have a better understanding of a students’ strengths and weaknesses. Covid has stressed our home-school communication.  We are in the progress of rebuilding the bond."	"Our LEA's focus area for improvement in Building Relationships between school staff and families by offering families multiple opportunities to discuss and increase family engagement regarding their child's progress from parent-teacher conferences, meetings, informal conversations during community events to hosting parent education events."	Our LEA plans to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships between school staff and families by offering a variety of times events are hosted and providing translation services when needed.	One strength we have is that we meet with parents on a regular basis.  We have parent-teacher conferences twice a year and monthly hot lunches where we can have informal conversations and discuss students’ progress. An area that we are working on it promote student learning in the home setting.  We are in the process of planning Parent Education Nights to support parents and students.	Our LEAs focus area for improvement in Building Partnerships for Student Outcomes is to continue to offer a variety of Parent Education events to support student learning and literacy.	Our LEA plans to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships for student outcomes by offering take home kits and informational brochures to support student learning and literacy.	"We have multiple meetings throughout the school year where our stakeholders can discuss  different aspects of the school.  From Board, PTF(Parent, Teachers, & Friends), School Site Council, Staff meetings to parent-teachers conferences, and monthly hot lunches, our stakeholders have  several opportunities to express their concerns and suggestions. We are looking into providing translators at some of our meetings to improve engagement of underrepresented families and possibly provide food to encourage families to attend these meetings and provide input."	"Our LEAs focus area for improvement in Seeking Input for Decision making is to continue to offer PTF(Parent, Teachers, & Friends) and School Site Council meetings at a variety of times from after school to later in the evening to allow for more stakeholders to attend.  We are looking into having a translator available if needed during these meetings.  We will continue to offer surveys to allow stakeholders more opportunities for feedback."	Our LEA plans to improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision Making by offering a variety of meeting times and providing translation services.  Feedback surveys will continued to be offered.	3	4	4	3	3	2	4	3	4	3	3	4	Met	6/22/2022	2022
45698800000000	Black Butte Union Elementary	3	"We have many opportunities throughout the year to build relationships with families. We have held both virtual and in-person school gatherings that have been well attended. We have many platforms for our families and staff to regularly communicate, share, inform and meet. This said, our school app and newly launched website has been successful.  In addition, we have implemented the Second Step Social Emotional Learning program that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel, even during COVID."	"Based on the analysis of educational partner input and local data, we have a focus area of communicating academic data, as well as, school events."	"Building relationships with our underrepresented families has been a focus for our school staff.  We have offered summer school and held engagement events where food is offered for free. In addition, we have offered conferencing, targeted assistance and tutoring, plus free and/or reduced after school and before care programs. We connect our family to local resources using our Attendance Coordinator. Some door-to-door transportation is provided to support our underrepresented families."	"We are making strong efforts to build partnerships for better student outcomes. Using data and input from our Professional Learning Communities, we have targeted interventions and additional support for grades K-8.  Staff have provided additional tutoring, interventions, and acceleration based on the students' needs. We have partnered with the After School Program and other local groups to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples. Additionally, we are starting a Parent Club and plan to expand the preschool, transitional kindergarten and child care programs. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes."	"We meet regularly with our School Site Council to review student outcome data and set goals/actions based on identified needs. Parent conferences are held annually and progress reports (Grades 6-8) are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Student attendance, engagement, social emotional learning, interventions and explicit direct instructional strategies will be a focus in the next few years as evidence by our goals and actions throughout the LCAP.  We also would like to reengage our parents so that we can increase student achievement and stress the need to set high expectations for every student, every day.  In recognition of the devastating impact COVID-19 variants have had on attendance in the current year, advocates from around the state have requested that the state allow schools to use the greater of a local educational agencies’ average daily attendance (ADA) from its current year or the percentage from 2019–20 and apply it to the LEA’s enrollment for the 2021–22 fiscal year. This will support the fiscal stability necessary for LEAs to emerge from the pandemic strong and prepared to support and educate students and bolster the success of the Governor’s three-year rolling average proposal to mitigate declining enrollment."	"Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator and restorative justice practices. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We have also added a part-time assistant superintendent to assist with plan development and state/federal guidance, a behaviorist, a PE teacher, a counselor, Special Education staff, and support staff positions throughout the district."	"We regularly seek input from our educational partners through School Site Council, staff meetings, and surveys. These committees provide our educational partners the opportunity to be part of the decision making process in order to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents to improve our overall school programs."	"We will continue to use surveys and engagement community discussions to improved our decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes. We also use School Site Councils and family engagement events to receive input from our families."	"We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, parent engagement nights with student performances, displays and incentives provided, resource connections, School Site Council, attendance meetings, informal meetings with the principal, the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc. The principal and executive assistant meets and greets families every day as they enter the campus. This interaction allows for informal feedback and positive relationship building."	4	4	3	3	3	3	4	3	3	3	3	3	Met	6/21/2022	2022
09737830000000	Black Oak Mine Unified	3	"BOMUSD's LCAP includes actions and services designed to support students' and their families social, emotional, and physical well-being as well as providing access to early intervention strategies. Our continued support for developing healthy lifestyles and school connectedness through facility improvement, extension of before and after school care through our partnerships with Boys and Girls Club, behavioral health contractors such as our High School Wellness Center -Mental Health services, and expanding access of Multi-Tiered Support System (MTSS) for students and families through Social Emotional Learning Programs such as Toolbox, Counseling Services, Educationally Related Mental Health Support, Positive Behavior Intervention and Support and our El Dorado Community Hub. Additionally, we are refining the coordination of school based services in our MTSS Model- with an expanded Families and Schools Together (FAST) Collaborative to provide comprehensive district wide support with attendance and suspension (See Priority 7) issues for families at risk, Dental Services for families at risk at Georgetown School as well as HeadStart preschool and State Preschool at both primary sites and early years programs and afterschool activities for our 7-12 students. In addition our Community Outreach program provides monthly community resource nights where families gather for support at our sites including food distribution, evacuation and re population information (from local fires) and more. Finally, BOMUSD works closely with our county Special Education Local Plan Area to ensure that students with disabilities are provided access to an appropriate and enriching educational environment.This includes additional services through our county office of education."	"BOMUSD is continually seeking ways to engage families and the community in communication that connects us to each other. In a rural community such as the Divide our small size creates a unique interdependence. Our schools provide our students with services that many rural families have difficulty accessing. Our community partnerships and Families and Schools Together programs provide Mental health services, Food Delivery, monthly family ""Night Outs"", a Community Resource Center with clothes and supplies,  Dental Services, through our site based Dental Program, Early Childhood Education through EDCOE Head Start and more. Staff and families interact daily through our newly revised Aeries education access, communication applications such as Class Dojo, LiveSchool and Blackboard and through our many family community events such as Passport to Success,Community Night Out, and Welcome Week."	"This year Black Oak Mine was selected as a Community School participant through a series of grant awards from the state of California (See Priority 7). The expansion of our Family and Schools Collaborative located at our Wellness Center has a primary mission to focus on underrepresented families. They are a direct line to services and connections that spread to the broader web of services off the Divide if needed in areas of Health Care, Counseling, Food Services and Family Support."	"BOMUSD is a small rural district that is tightly bound to it's community. What affects one aspect of the community affects us all. The pandemic and recent Mosquito Fire was particularity challenging as it imposed serious consequences on the families and community we serve. Our district became a pivotal partner in communicating information, providing resources and gathering input to share to the broader county regarding our students and families. This included everything from technology to boost communication during the shut down as well as food delivery to our most affected groups. Our progress is directly measured by the communication and partnerships we developed together and our success is measured by becoming recipients of several grants designed to expand our community partnerships (See Priority 7)."	"BOMUSD used data from multiple measures (survey's, parent/community meetings, California Healthy Kids Survey) to identify our focus area of increasing and expand access to our community partnerships and district resources in the following ways; Mental Health supports, clothing and food needs, and access to care. These focus points were highlighted in the grants that we received and which support our ultimate goal of reducing chronic absenteeism by treating the entire school community."	We have formed strong ties within and without the district with our educational partners to provide and expand those services through our recently developed Wellness Center at Golden Sierra and our Family and School Together programs and resource partnerships which lead to reduction of chronic attendance issues and improve mental health supports for under- represented families.	"BOMUSD utilizes multiple strategies to engage all stakeholders in the process to give input into the priorities and goals of the Local Control Accountability Plan (LCAP). Members of the school community, parents, teachers, administrators, staff, students, and employee groups are invited to learn more about LCFF and LCAP and to participate in activities that inform the planning process. BOMUSD has a link on it's webpage to LCAP and parents and students for each site contribute feedback through PTA and Booster meetings as well as our annual site LCAP/Differentiated Assistance process and California Intensive Monitoring process as part of Special Education, electronic surveys, planning meetings, site meetings, and special board meetings to provide feedback on LCAP's features. This process identified a continued focus on academic achievement and chronic absenteeism through funding initiatives such as our Family and School Together (FAST) coordinator and Wellness Team to help sites connect their families with services designed to improve attendance and access.Stakeholder engagement input was extraordinarily high throughout the pandemic and evacuation (Mosquito Fire) period and continues to this day. Continual feed back from parents, students, community, local bargaining groups, administration and SELPA were collected through formal and informal meetings such as our Community Resource Parent Nights that occur each month.  informal meetings both online and in person throughout the 21-22 school year. surveys. Additionally, stakeholders (Parents, students, community members and staff) will participate in the"	"For the 23-24 LCAP our educational partners prioritized the following focus areas in input and decision making. Most notably partners shared feedback and prioritized identified needs such as: continued expansion of mental health and social emotional learning, the need to address the achievement gap; the need to use data to monitor student performance; the need to address learning loss and learning recovery caused by the pandemic; providing additional adult support in the classroom for at risk learners, before and after school programs, extended learning opportunities and a strong desire to rededicate themselves to strong school policy and procedure."	"BOMUSD has become adept at surveying it's partners in a variety of media and engagements: Surveys, In Person Family Nights, and Applications to name a few. The awarding of community partner grants ( See Priority 7) have created opportunities to meet and collect more input specifically in regards to underrepresented families, through additional metrics. In addition, BOMUSD is exploring more effective ways to collect data electronically through Catapult, Class Dojo and community  meetings with our superintendent aptly named ""TalkSupt""."	5	5	5	5	4	4	4	4	4	4	4	4	Not Met	9/22/2022	2022
43693936046510	Blackford Elementary	3	"CUSD families appreciate communication from school to home, especially SeeSaw, ParentSquare, and Zoom, the relationships that schools have established, and the ways out of school programs and Expanded Learning enhance these connections. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home."	"Covid has had a direct impact on building relationships, especially with regard to limiting opportunities for in person events and activities. Families seek a return to in person interaction, recognizing the positive impact this has on participation at school. In addition, there is a desire to clarify and refine information flow so families know what to expect and where to find the most current information."	"CUSD schools will work to increase in person events where safe and feasible, and to learn from families the best times and ways to connect. On campus events are seen as powerful ways to engage with and recruit families to play a larger role in the school community and sites will continue to use Community Liaisons as families consistently cite their positive impact."	"CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. Conferences, along with the welcoming environments at schools, make families feel comfortable when reaching out to their student’s school. Outside of these structures, families cited the different resources used to share information about student progress as an area of strength, including report cards, attendance notifications, and i-Ready reports. Out of school events such as math nights are also seen as a strength, and many families look forward to an increase of on campus events in the coming year."	"CUSD continues to see the need for in person connection, both formal and informal, as central to improving home and school partnerships to support student outcomes. Streamlining and clarifying methods of communication was also noted as an area for improvement, as was a desire to offer more training to staff and the possibility of increasing the frequency of existing meetings like ELAC."	"CUSD schools have a strong desire to conduct in person, face to face outreach, a theme that is central across all areas of family and parent engagement. Schools will work to target outreach and learn from families their preferred method and frequency of engagement to ensure increased alignment."	"Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to determine areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee."	"While there is appreciation for remote meetings and the flexibility they provide, schools have seen a drop in participation and membership in committees. In addition, following results from our Family Satisfaction survey, we are committed to being more transparent with regard to district funding."	"CUSD continues to work to empower families to become school leaders, and remains committed to responding to input gathered in all settings. In 2021.2022, the Parent/Caregiver Satisfaction Survey was taken, and results shared out across the Campbell community. Responses from this survey drive our work for 2022.2023 and support our efforts to better engage with and be responsive to underrepresented families. As noted above, part of this work includes increased communication and information regarding use of funding allocations at the district level."	4	4	4	5	4	5	4	4	4	4	4	4	Met	6/23/2022	2022
42691120000000	Blochman Union Elementary	3	"Parental involvement was encouraged for parents of all students, including parents of underrepresented pupils and parents of students with exceptional needs. All parents were notified of School Site Council meetings, LCAP meetings, and other school activities through written communications, via our One Call message system, and by posting announcements on the district's website. During LCAP meetings stakeholders including certificated staff, classified staff, administrators, parents, students, and community members are encouraged to provide input for determining what data and information will be considered for analyzing the district’s progress."	A focus area of improvement would be to improve parent survey participation.	"Underrepresented families receive additional communication and outreach, as needed."	"Teachers received training in the Multi-Tiered System of Supports (MTSS) framework and in dealing with the social and emotional well being of students. Well-trained teachers are more effective in delivering educational resources to students. Training builds a teacher’s capacity to partner with families. Effective training enables teachers to provide a multi-tiered system of support that focuses on differentiated learning and individualized student needs, including the needs of underrepresented students. Teachers also received training in English Language Arts and Math.  The district provides two opportunities each school year for parents to meet one-on-one with teachers to discuss their student’s progress. These conferences are well attended by parents. The district’s Student Information System provides parents with on-line access to their student’s grades. Parents are encouraged to contact teachers at any time via email or telephone."	"As with any system there is always room for improvement. The district will continue to work diligently to build successful partnerships for student outcomes, including engagement for underrepresented students."	"The district will continue to work diligently to build successful partnerships for student outcomes, including engagement for underrepresented students."	"Blochman Union School District consists of one school, Benjamin Foxen Elementary School, with small class sizes which gives staff the unique ability to build trusting and respectful relationships with students and their families. Parental involvement was encouraged for parents of all students, including parents of underrepresented pupils and parents of students with exceptional needs. All parents were notified of School Site Council meetings, LCAP meetings, and other school activities through written communications, via our One Call message system, and by posting announcements on the district's website. During LCAP meetings stakeholders including certificated staff, classified staff, administrators, parents, students, and community members are encouraged to provide input for determining what data and information will be considered for analyzing the district’s progress. An analysis of parental involvement for 2021/2022 revealed the following data: 1. School Site Council meetings a. Goal: 60% parent attendance at meetings. b. Result: Parent attendance at meetings averaged 75% . c. Analysis: Parents are participating in School Site Council meetings.  2. Parent/Teacher Conferences a. Goal: 75% of parents will attend Parent/Teacher conferences b. Result: 96% of parents attended the first trimester parent/teacher conference. c. Analysis: The high rate of attendance at parent/teacher conferences demonstrates that parents are concerned about their children’s education.  3. Parent surveys a. Goal: 50% of parents will respond to parent surveys. b. Result: 64% of parents participated in West Ed’s California School Parent Survey. Of those surveyed, 69% strongly agree the school allows input and welcomes parents’ contributions. Analysis: While we feel we are providing many opportunities for parents to participate in school activities, there are barriers that prevent some parents from being able to participate. Many parents have multiple areas of conflicts that prevent them from being able to participate as much as they would like such as conflicting work schedules, multiple children participating in multiple activities, sports schedules, and transportation issues."	"Parent surveys a. Goal: 50% of parents will respond to parent surveys. b. Result: 64% of parents participated in West Ed’s California School Parent Survey. Of those surveyed, 69% strongly agree the school allows input and welcomes parents’ contributions. Analysis: While we feel we are providing many opportunities for parents to participate in school activities, there are barriers that prevent some parents from being able to participate. Many parents have multiple areas of conflicts that prevent them from being able to participate as much as they would like such as conflicting work schedules, multiple children participating in multiple activities, sports schedules, and transportation issues."	We seek to improve engagement for underrepresented families in the same manner we do for all families.	5	5	5	5	4	4	5	5	5	5	5	5	Met	6/16/2022	2022
12627030000000	Blue Lake Union Elementary	3	"Blue Lake Union ESD believes in the whole-child, whole-community approach.  We have a strong connection with our families, and our staff go above and beyond daily to connect with families using our website, Class Dojo, texts, as well as weekly newsletters, and phone calls home. We invite families into the classroom to volunteer and now that we are able to come back together in person, we are returning to events, such as monthly Lunch-on-the-Lawn, Community Dinners, Literacy Night, Math Night, Halloween Carnival, Spring Fling, etc."	"We are always looking to improve communication and build stronger relationship with families.  Sometimes are families with the greatest challenges can be more apprehensive to participate with school activities. Having a counselor and/or a social worker would help us to improve our relationship between staff and families. We want to focus on finding not only full implementation, but also sustainability in our practices."	We are also hiring a Social Worker Counselor to better support underrepresented students and families so that we can maximize the resources and ensure meaningful relationship between the school staff and families.	"Parent - teacher conferences are scheduled after the first eight weeks of school, in the spring, and additional conferences are scheduled to keep parents/caregivers informed. We share CAASPP information during the conferences and include the website where parents can gain more information such as the Parents Guide to the SBAC Summative Assessments and the following link https://www.cde.ca.gov/ta/tg/ca/documents/sbsummativepgtu.pdf"	"We would to increase opportunity for parents/families to have educational workshops specific to family needs and ways to better support families interactions to improve student outcomes academically, social, and emotionally."	We are hiring a Social Worker Counselor to better support underrepresented students and families so that we can maximize the resources to build partnerships and improve student outcomes.	"The District encourages and supports active parent/caregiver involvement in their child’s education. Blue Lake Union Elementary District seeks input from parents/guardians in a number of ways.  Our school has a School Site Council/Advisory committee and an active PTO.   Additional opportunities for input are available during conferences, family events, community dinners, and PTO meetings. We also seek input through surveys, such as CHKS and district created surveys. Formal input meetings include the SSC, LCAP advisory, and Board Meetings."	"For seeking input for decision-making, we are working on increases the number of ways to reach out to families through surveys, phone apps specific to Blue Lake Union ESD, and meetings that are in-person and on zoom to increase overall participation."	"For improving engagement of underrepresent families, we are hiring a social worker to increase contact with families to learn about ways we can increase meaningful participation in seeking their input in the decision-making process."	4	4	4	4	4	3	4	4	4	4	4	4	Met	6/22/2022	2022
54105460135459	Blue Oak Academy	3	"During the 2021-2022 school year, Blue Oak Academy used a local organization climate survey in which 143 parents participated. The parent survey was aligned to meeting the goals outlined in BOA's LCAP. This survey offered an effective means to gather input and information from parents related to school site decision-making and goals. Parents of children at all grade levels were given the opportunity to participate in this survey. The questions are aligned to the LCAP state priorities. Parents felt comfortable providing feedback related to multiple areas such as school cultural building activities, academic instruction and social and emotional learning."	1. 95% of parents agree the school hires and retains highly qualified staff. 2. 93% of parents agree the school keeps school facilities well maintained. 3. 99% of parents agree the school provides quality instruction for students. 4. 90% of parents agree the school provides quality instruction for gifted learners. 5. 97% of parents agree the school provides quality instruction for English Language Learners (ELLs). 6. 95% of parents agree the school encourages parental involvement. 7. 98% of parents agree the school provides quality feedback pertaining to students' academic progress. 8. 91% of parents agree that they are satisfied with student(s) academic progress and achievement. 9. 99% of parents agree the school engages students in positive activities that lead to academic success. 10. 98% of parents agree the school offers students sufficient extra and co curricular activities. 11. 95% of parents agree the students and staff are safe at school. 12. 94% of parents agree that students are satisfied with their school on a daily basis. 13. 95% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities. 14. 97% of parents agree the school supports students' character and moral development.	The LEA will continue to involve underrepresented families through monthly parent forums.	"During the 2021-2022 school year, Blue Oak Academy used a local organization climate survey in which 67 students in grades 3-6 participated. The student survey was aligned to meeting the goals outlined in BOA's LCAP. This survey offered an effective means to gather input and information from students related to school site decision-making and goals. The questions are aligned to the LCAP state priorities."	The following data was collected: 1. 85% of students agree the school hires and retains highly qualified staff. 2. 83% of students agree the school keeps school facilities well maintained. 3. 90% of students agree the school provides quality instruction for students. 4. 88% of students agree the school provides quality instruction for gifted learners. 5. 88% of students agree the school provides quality instruction for English Language Learners (ELLs). 6. 76% of students  agree the school encourages parental involvement. 7. 91% of students agree the school provides quality feedback pertaining to students' academic progress. 8. 92% of students agree that they are satisfied with student(s) academic progress and achievement. 9. 91% of students agree the school engages students in positive activities that lead to academic success. 10. 77% of students agree the school offers students sufficient extra and co curricular activities. 11. 89% of students  agree the students and staff are safe at school. 12. 82% of students agree that students are satisfied with their school on a daily basis. 13. 94% of students agree the school has broad course offerings in both core subjects and enrichment opportunities. 14. 84% of students agree the school supports students' character and moral development.	The LEA will continue to involve underrepresented families through monthly parent forums.	"During the 2021-2022 school year, Blue Oak Academy used a local organization climate survey in which 143 parents participated. The parent survey was aligned to meeting the goals outlined in BOA's LCAP. This survey offered an effective means to gather input and information from parents related to school site decision-making and goals. Parents of children at all grade levels were given the opportunity to participate in this survey. The questions are aligned to the LCAP state priorities. Parents felt comfortable providing feedback related to multiple areas such as school cultural building activities, academic instruction and social and emotional learning."	1. 95% of parents agree the school hires and retains highly qualified staff. 2. 93% of parents agree the school keeps school facilities well maintained. 3. 99% of parents agree the school provides quality instruction for students. 4. 90% of parents agree the school provides quality instruction for gifted learners. 5. 97% of parents agree the school provides quality instruction for English Language Learners (ELLs). 6. 95% of parents agree the school encourages parental involvement. 7. 98% of parents agree the school provides quality feedback pertaining to students' academic progress. 8. 91% of parents agree that they are satisfied with student(s) academic progress and achievement. 9. 99% of parents agree the school engages students in positive activities that lead to academic success. 10. 98% of parents agree the school offers students sufficient extra and co curricular activities. 11. 95% of parents agree the students and staff are safe at school. 12. 94% of parents agree that students are satisfied with their school on a daily basis. 13. 95% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities. 14. 97% of parents agree the school supports students' character and moral development.	The LEA will continue to involve underrepresented families through monthly parent forums.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
15636280134312	Blue Ridge Academy	3	"Blue Ridge Academy’s teachers continue to work diligently and collaboratively with parents as the ‘Learning Coach’ in providing instructional material and guidance for each student’s educational plan. Within the current school year, emphasis has been placed on core and supplemental curriculum provision and access for all students. Blue Ridge provided a new set of yearly subscription accounts which has been made available to grades TK-8 such as MobyMax, BrainPOP, Touch-type Read & Spell (TTRS), Adobe Creative Cloud, and NetTutor. These accounts provide evidence-based research to help close learning gaps and include Common Core state standards, which also provide a wider range of support in grade levels. The previous accounts catered more to the lower grade levels, and the current accounts are accessible to students in TK through 8th grade. The teacher and parent accounts can also be used as core curriculum options or as a form of supplemental learning. Parents are provided with teacher accounts by request and are able to assign lessons and monitor progress on an as needed basis.  The high school team is still working on facilitating guidance for HSTs and is in the process of creating training for further support, such as high school support and training for HSTs in the following areas: CTE Pathways, A-G guidelines, curriculum options, and understanding their role in accessing high school support for their students. There is still a growing need to increase student participation in attending Content Specialist office hours. As a result, the high school team and administrators will continue to increase ways to engage students and deliver resources to families to utilize the support of subject matter experts. Blue Ridge academy plans to extend the use of Content Specialists to the Middle School grade span based on PLC feedback from teachers.  Blue Ridge provides a substantial amount of richness in curriculum which supports students in preparation not only for statewide testing, but long-term global opportunities. Middle/elementary curriculum options include Common Core State Standards, are evidenced-based, hands-on and cater to multiple learning styles. Various curriculum options also include live instruction in addition to online synchronous and asynchronous learning. Several options also include placement tests to help the family identify a starting point in their learning. Careful consideration in selecting the curriculum that works best for the student is always communicated and shared between the HST and the family. Additionally, conversations and scheduled discussions with the High School Counselor, HSSCs, HST, and family prepares middle schoolers for curriculum options and setting students up for success for high school curriculum discussion and planning in addition to creating the student’s course schedules to ensure long term effects of high school classes and success course completion for graduation requirements."	"One of the ways that Blue Ridge engages in educational partnership feedback and input is by providing mini-information sessions to staff, families, and students, consisting of our school’s plans, goals, and objectives, centered around the state priorities. The mini information sessions were shared with parents, students, and staff every month, which included recorded presentations and PowerPoints that focused on a specific topic centered around the LCAP. Educational Partners are provided with the opportunity to share how we can improve in these areas by completing a survey at the end of each presentation session.  In order to continue developing crucial areas of relationship building between staff and families, we have now included live LCAP informational sessions as an additional avenue to encourage interactive discussions and feedback from our educational partners. In addition, we continue to seek increased events and opportunities to encourage more parent and student participation.  Our Educational Partner’s input is then collected and reviewed by the LCAP committee. Questions asked in the survey are then generated as part of a ‘Frequently Asked Questions’ document which is created and shared with staff, parents, families, and students to help further guide all involved as we help share more information about the LCAP.  Our goal is to improve the ability to continue building the relationship between staff and families by seeking out more input from our families through school wide events to hear how we can further support our students and families. In addition, maintain an active search for more parents within school committees."	"Input from our parents, students, and staff is critical in building a successful parent and family educational partnership. Blue Ridge Academy engages our educational partners fundamentally through the following platforms: Committee based planning; Survey feedback/Input; Live and recorded presentations/Interactive distribution. These platforms provide the school with the continued ability of engaging and planning with our parents and families while encouraging continual input as part of an active decision-making process.  Based on stakeholder feedback and academic requirements for our homeschool families, further guidance, tools, and support is needed to help our staff and families, especially our underrepresented families to foster academic success for Blue Ridge students. The Family Liaisons have provided information sessions for prospective Blue Ridge families that include curriculum options, what to expect at learning period meetings, understanding the parent’s role and the teacher’s role, state testing requirements, etc. Future parent training and ‘coffee conversation sessions will include detailed information regarding the parent’s role/responsibility and what is expected such as work sample submission, attendance requirements, state testing and benchmark assessment participation over the course of the school year and through the summer session. Our Family Liaisons are also working with the vendor team to create a Video Library that will be shared with our Blue Ridge staff and families. The Liaison Team is also working on creating a Blue Ridge Bulletin by sending parent newsletters on the 1st and 15th of every month starting in July of 2021. This action was implemented based on the ongoing request for additional support from Blue Ridge families who would like to continue learning how to successfully homeschool their children and continue to build on their growth and development. The newsletter will also include information from various departments such as Community Connections for field trip events, the Lending Library for free curriculum resources, and Enrichment and Curriculum. Blue Ridge families have been given a list of standards based curriculum choices that are available for the summer as well as the next school year, in an effort to allow families the time and tools to make an earlier and more informed decision about their students' learning path.  Our goal is to further identify our unrepresented families and provide targeted support to address the parents and families needs towards the success of their children’s academic and social emotional achievement."	"Blue Ridge Academy has worked extensively with all educational partners on encouraging feedback regarding our school policies and programs as well as the curriculum and support provided to all students. These efforts have clearly shown in our most recent Local Climate survey results (2021-22 school year). The survey results indicate an increase in student participation and responses by more than 3.75% and for parents by more than 2.5% with a total of 839 responses; parents (459), students (229), and staff (151). Additionally, 89.7% of parents and 85% of students surveyed felt that they or their students feel safe and connected to the school. Many commented that they are looking forward to future opportunities to meet up with other students or to participate in in-person field trips or classes to foster more connections.   Many families have a strong desire to engage in social interaction with their peers and look forward to future opportunities to meet up with other students or to participate in in-person field trips or classes to foster more connection. As a result, Community Connections teams held virtual enrichment opportunities in the 2020-2021 school year, and now offer in-person events for the 2021-2022 school year. Blue Ridge field trips are HST-led and school-planned.  Families are able to utilize their instructional funding to attend these field trips.  A calendar of events is shared with families via the Parent Bulletin as well as our HSTs, and parents are able to attend as many field trips as they would    To continue to foster positive partnerships, Blue Ridge has conducted extensive research in finding ways to build trusting partnerships among all educational partners. Some examples include the provision of school wide spirit swag to students in all grade levels at the end of the 2021-22 school year, graduating students and 8th-grade promoters also received additional spirit swag to celebrate their accomplishments.  The Graduation Committee is currently working on providing Grad Nite and 8th-grade promotion celebrations to honor our students.  We have also collected input from all educational partners regarding our new school mascot and look forward to building partnerships with all educational partners. Increased communication with families has been evident and shared in our Parent Bulletin Newsletter as well as a developing a parent portal where all department information will be stored."	"In order to continue developing crucial areas of relationship building between staff and families, we have now included live LCAP informational sessions as an additional avenue to encourage interactive discussions and feedback from our educational partners. In addition, we continue to seek increased events and opportunities to encourage more parent and student participation for the benefit of student outcomes.  Blue Ridge will continue to encourage staff to participate in continuing education and professional development opportunities that are geared towards positively impacting student achievement through training, workshops, webinars, and memberships."	"Our goal is to further identify our underrepresented families and provide targeted support to address the parents and families needs towards the success of their children’s academic and social emotional achievement.   Based on analysis of our current programs, data, and continuous input from all educational partners, the identified areas below are actions developed to further improve and enhance the targeted needs and services of underrepresented families:  Providing equitable access to all necessary technology and instructional material/subscription essential to learning, specialist focus on provision of specific and targeted subject areas for further support such as Spanish and VAPA Content Specialists, and provision of student support through our Multi-Tiered Systems of Support (MTSS) intervention program, Student Study Team (SST), and Mental Health services.  Blue Ridge also increased resources provided to our homeless and foster youth students based on feedback received from staff and parents to address the immediate needs of items to support access to education for our students, including personal hygiene, health and safety support for both the student and parent/guardians.  The special education department presented their first virtual Open House event, allowing families to experience the first-hand opportunity of meeting teachers and staff within the department, including learning about the programs offered, including online classes provided and implemented with disabilities, struggling students, and our diverse learners."	"Over the past couple of years, Blue Ridge Academy has worked extensively with all educational partners on encouraging feedback regarding our school policies and programs as well as the curriculum and support provided to all students. These efforts have clearly shown in our most recent Local Climate survey results (2021-22 school year). The survey results indicate an increase in student participation and responses by more than 3.75% and for parents by more than 2.5% with a total of 839 responses; parents (459), students (229), and staff (151). Additionally, 89.7% of parents and 85% of students surveyed felt that they or their students feel safe and connected to the school. Many commented that they are looking forward to future opportunities to meet up with other students or to participate in in-person field trips or classes to foster more connections.    Blue Ridge has identified many strengths in our continuous use of  educational partner feedback platforms to gauge next steps in targeted planning. Based on current survey feedback, families expressed a need for more understanding of college and career-ready definitions and resources. For example, 48.7% of our families reported they felt they needed more training to help them further link their teaching to the standards and they wanted more professional development. Additionally, 90.7% of parents felt that the school effectively prepared their students for the next grade level and 91.3% agreed or strongly agreed that the school works with parents to provide enrichment opportunities as well as intervention and support for those who need it. In addition, 97.1% of parents agreed or strongly agreed that their HST knows best how to support their child in their progress toward meeting the state standards.  In conjunction, 96.6% of students felt that the school did a good job of working with their parents to help them do their best and 98.3% felt that the school provides a good education. 89.6% of parents felt that the school provided personalized learning and knew their students well. Furthermore, 94.2% of parents and 94.9% of students agreed or strongly agreed that the school provides information or resources in the home to support each student’s education. Data from our 2021 survey showed 42.8% of parents felt that they are well informed about their high schooler’s progress toward graduation and 72.2% felt that the school is preparing their students for future college or career paths."	"Blue Ridge plans to continue building partnerships for student outcomes by providing additional opportunities for parents and students to become more involved in decision making on school events and activities.   Our Family Liaisons currently hold parent information sessions centered around providing homeschool resources and strategies for academic success. Parents will continue to be encouraged to share their knowledge on how they best homeschool their students. Blue Ridge is also working on implementing increased parent education opportunities from specific departments such as Testing, High School, English Learner resources, gifted and talented students, Student Services for high needs students, and Special Education.  The parent education trainings will be geared toward equipping our families with academic resources and strategies to implement into their daily lessons and activities. To allow families to continue to be involved in part of the decision-making process, Blue Ridge will continue to collect feedback from all educational partners to help the school to improve service and support for students.  With the help of feedback from our educational partners, Blue Ridge will maintain transparency in incorporating input from all involved and further develop trusting relationships among all involved parties.     In order to continue developing crucial areas of relationship building between staff and families, we have now included live LCAP informational sessions as an additional avenue to encourage interactive discussions and provision of decision-making opportunities from our educational partners. In addition, we continue to seek increased events and opportunities to encourage more parent and student participation. Blue Ridge will continue to encourage staff to participate in continuing education and professional development opportunities that are geared towards positively impacting student achievement through training, workshops, webinars, and memberships."	"Our goal is to further identify our underrepresented families and provide targeted support to address the parents and families needs towards the success of their children’s academic and social emotional achievement.   We plan to increase the decision-making opportunities for underrepresented families by encouraging parent participation in our various committees such as LCAP and DELAC. By placing targeted focus within this area and including questions on our parent surveys with regards to families backgrounds, we can better reach out and contact our underrepresented families and further support their needs."	5	4	3	4	4	4	4	4	4	3	3	4	Not Met	10/25/2022	2022
47701930000000	Bogus Elementary	3	The LEA provides many opportunities for families to come to the school and participate in their child's education. We also go into the community to give back to the families in multiple ways durning the year. For example we do a reverse trick or treat during October where we go to different households and give them treats made by the students.	We are working on getting more parental involvement in our gardening projects.	We are a very small school with an average of 15 students. Therefore it is very easy to communicate with each and family. We do not feel there are any underrepresented families in our school due to the small numbers in addition with the closeness of the community and staff.	"We work closely with the community to improve student experiences. We use the local community center to host parties, plays, and fundraisers. We work with local land owners to take students on field trips and science related studies. We also work closely with the county office to train staff in the most up to date information/ curriculum."	We are working on improving science partnerships in order to give students more access to real life science experiences. We are partnering with the county office to contract having a science teacher come out several days/plan science field trips for the students.	We are a very small school with an average of 15 students. Therefore it is very easy to communicate with each and family. We do not feel there are any underrepresented families in our school due to the small numbers in addition with the closeness of the community and staff.	We send out monthly newsletters to families informing them of all meetings where they are encouraged to voice their thoughts.	"Due to covid, many meetings were not held in-person. Getting parents information to join virtually was a struggle therefore we are working of hosting meeting in-person again as well as buffing out our virtual meetings."	We are a very small school with an average of 15 students. Therefore it is very easy to communicate with each and family. We do not feel there are any underrepresented families in our school due to the small numbers in addition with the closeness of the community and staff.	5	5	5	3	5	5	3	3	3	3	3	3	Not Met	9/13/2022	2022
19643290000000	Bonita Unified	3	"Strong relationships with families are evidenced by active PTAs, the high frequency of volunteers, and significant participation in school events. Bonita USD continuously looks to engage in communication with families. Bonita USD will continue to leverage the District English Learner Advisory Committee to facilitate communication with the families of English Learners.  Bonita USD uses the California School Parent Survey to survey parents annually. Two of the metrics from the 2021 survey that reflect the successful engagement with families are:  - 74% of parent respondents marked Strongly Agree / Agree with the statement, “Parents feel welcome to participate at this school.”  - 94% of parent respondents marked Strongly Agree / Agree with the statement, “School keeps me well-informed about school activities.”"	"Based on an analysis of our West Ed parent survey results, two areas of improvement have been identified for further improvement. On the question, “Schools actively seek input from parents before making important decisions,” 63% of respondents agreed. This percentage of agreement is lower than for other participatory questions. Bonita will continue to seek methods to engage parents in the decision-making process to ensure that educational partners feel a part of the system.  The second area identified for improvement centers on post-secondary educational planning. On the survey question, “Schools provide information to parents on how to help your child plan for college or vocational school,” 60% of respondents agreed. Improvement in this area will be critical for our families moving forward, and BUSD will make every effort to increase the percentage of parents feeling supported in this planning."	"The need to improve the engagement of underrepresented families is illustrated by the response rate on our West Ed Parent Survey. On the question related to concern about providing financially for their family, 15% answered that they were somewhat concerned to extremely concerned. This fifteen percent response is in stark contrast to the 40% free/reduced rate that BUSD has. Thus, a disproportionate number of families that struggle financially did not respond to the survey. Serving as a proxy for overall engagement, this number of families would illustrate that BUSD needs to continue outreach to this group. Over the year, BUSD will discuss and develop strategies that purposefully increase the participation rate of underrepresented groups. Our district office and school sites will identify specific families from underrepresented groups and meet with them to increase engagement and collect information to help us strategically connect with additional families."	"Bonita Unified School District offers its families a variety of opportunities to better support their students. The District hosts a Parent Partnership Academy to provide resources to parents to better support their students. This event has been expanded from focusing on Special Education to including opportunities for all parents. Topics include reading intervention, understanding your students' grade book, assistive technology, supporting students with anxiety, and many more parenting topics.  Elementary schools offer family reading nights and STEM nights to connect families with the content students are engaging. Additionally, middle schools provide a transition to middle school events for new parents of incoming 6th graders. High schools offer a transition to high school meetings for parents and college preparedness evenings.  Bonita USD has partnerships with San Antonio Regional Occupation Program (SAROP) and Mount San Antonio College to promote opportunities for students in Career Technical Education. Two of the metrics we use to evaluate parent and family satisfaction on the ability to offer input to our district are collected on the California School Parent Survey. The 2022 results were:  - 85% of parent respondents marked Strongly Agree / Agree with the statement, ""School encourages me to be an active partner with the school in educating my child.""  - 63% of parent respondents marked Strongly Agree / Agree with the statement, ""School Actively seeks the input of parents before making important decisions."""	"The focus for improvement on building and sustaining partnerships will center on increasing the number of students participating in our existing partnerships with SAROP and Mount San Antonio College. Although our partnerships with both entities are strong, we will continue to ensure that all students are knowledgeable about the programs and have full access to participate."	"Bonita USD will continue to leverage the District English Learner Advisory Committee to facilitate communication with the families of English Learners. This group is a vital component of our plan to ensure that EL students/families have full access to information concerning the school district.   Over the year, BUSD will discuss and develop strategies that purposefully increase the participation rate of underrepresented groups. Our district office and our school sites will identify specific families from underrepresented groups and meet with them to increase their engagement and collect information that will help us more strategically connect with other families."	"In analyzing our district survey, two positives emerge regarding input in decision-making, the first positive deals with feelings of respect. Ninety percent of respondents stated that they are respected by school staff. Additionally, 80% state that the schools take concerns seriously. These results indicate that educational partners feel they have a voice in the workings of the school and that this voice is respected and valued. Both variables are critical in developing a positive culture in which parents feel agency in giving input."	"Based on an analysis of our West Ed parent survey results, overall parental agreement on input for decision-making is low. On the question, “Schools actively seek input from parents before making important decisions,” 63% of respondents agreed. This percentage of agreement is lower than for other participatory questions. Bonita will continue to seek methods to engage parents in the decision-making process to ensure that educational partners feel a part of the system."	"Bonita USD will continue to leverage the District English Learner Advisory Committee to facilitate communication with the families of English Learners.  Additionally, BUSD will continue to utilize the Superintendent’s Parent Advisory Council and district Equity Committee to disseminate information and collect input regarding the important decisions of the district.   The district will also implement an array of both parent and student roundtable discussions to vastly increase the diversity of voice and experience regarding important issues. These discussions will be focused on both specific topics and general, overarching themes of community building and consensus reaching. Taken together, the collective thoughts of our advisory groups will have significant input and influence on the decision-making process."	4	2	3	4	4	4	5	5	5	5	3	4	Met	6/15/2022	2022
44697320000000	Bonny Doon Union Elementary	3	"Parents/families indicate on our annual survey that our district/school share important, relevant information in a timely manner (93% agreement).  As well, parents report that our staff is responsive to students needs (92% agreement)"	"Based on parent input, we are working on providing clear communication on student academic performance."	"Due to the small size of our school community, we are work with each family individually to ensure they are supported.  We send out surveys and communications directly to these families with personal follow-up to make certain they are engaged."	"As a single-school district, our community-school partnerships are the cornerstone of our approach.  Our staff works hard to include parents in the educational process."	"As we emerge from COVID-19 restrictions, we are focused on bringing back classroom volunteers, field trip drivers, and targeted parent education nights."	"Due to the small size of our school community, we work with each family individually to ensure they are supported.  We send out surveys and communications directly to underrepresented families with a personal follow-up to encourage engagement."	"Parents provide a vital lens on educational activities at the school.  We involve parents using a multitude of platforms including parent groups, advisory groups, councils and surveys."	We are focused on understanding parent needs as they have shifted following COVID restrictions and a horrific wildfire.	"Due to the small size of our school community, we work with each family individually to ensure they are supported.  We send out surveys and communications directly to underrepresented families with a personal follow-up to encourage engagement."	5	5	4	5	5	4	5	5	4	4	5	5	Not Met	10/20/2022	2022
37768510000000	Bonsall Unified	3	"Community and educational partner engagement is a high priority for the Bonsall Unified School District. We strive to create mutually respectful, supportive, and collaborative environments for ongoing dialogue to achieve academic success for all students. Strengths relate to the willingness between our staff and our families to create partnerships in support of student learning. Each school ensures we hold evening events to educate parents on each teacher's and the school’s plan to improve learning for all students, in addition to programs and resources available for all families. The addition of a BUSD Family and Community Liaison has provided additional support, resources, and opportunities for engagement between our school staff and families."	Our focus area of Improvement relates to further developing the collective capacity of teachers and staff to utilize best practices in soliciting and incorporating parent input.	"The addition of a district Family and Community Liaison in 2021-2022 has increased communication and engagement with families in our community. The BUSD Family and Community Liaison has provided individual parent-to-parent support, parent workshops, bilingual newsletters, support with ELAC and DELAC, and assistance with referrals and requests for resources. This year our liaison will be further developing a Family Engagement Plan with district leadership that highlights best practices and methods for improving engagement of underrepresented families."	"Strengths relate to a strong commitment to two-way communication using a variety of communication methods. Bonsall is continuing to engage all educational partners meaningfully and regularly. In addition to various methods of communication, Bonsall affords parents the opportunity to give input through school and district committees, along with parent input to the LCAP goals and actions."	Our focus areas of Improvement relate to seeking more authentic input from families and community members and providing more support for our underrepresented groups.	"Bonsall has hired one community liaison this year who is Spanish speaking, and plans to hire one community liaison who is culturally proficient and knowledgeable of our Native American population, in order to maximize outreach, engagement, and support for our families."	"Strengths relate to continuing to develop a welcoming and collaborative environment with parents and community members. In addition to events and engagement activities hosted by each school site, this year Bonsall instituted “Fireside Chats” at each school site to provide more opportunity for engagement and feedback. Bonsall also initiated a Superintendent's Advisory Committee and planning committees based on feedback from community forums in the areas of art, STEM, sports, and acceleration opportunities for BUSD students. This input was also instrumental in guiding the development of our LCAP and numerous plans we created for new funding sources and available grants."	"Our focus area of improvement in seeking input for decision-making is increasing parent and family involvement and participation in school events, ELAC, DELAC, SSC, PTA, Superintendent's Advisory Committee, Design Team, and any other opportunities we offer to seek and incorporate meaningful input.  We will also focus on increasing communication and strengthening awareness and understanding of these opportunities among all educational partners."	Each site developed an ELAC committee and the district re-instated a district DELAC committee to support English language learners. We will collaborate with these groups to celebrate reclassification of English Learner students and to gather additional ideas for facilitating stronger communication with and increased engagement of underrepresented families.	4	4	4	5	3	4	4	4	3	3	3	4	Met	6/29/2022	2022
37679830000000	Borrego Springs Unified	3	"Being a small school district, BSUSD has strong relationships between staff and families."	BSUSD is using the community schools grant to improve services to families.	BSUSD is employing a community school coordinator to reach out to all families to provide support.	Current strengths include an individual knowledge of every student and trusting relationships with parents.	BSUSD is creating Parent groups and classes.	BSUSD is performing home visits for those who need extra support.	A new Parent Advisory Council was established in 2022	BSUSD needs to increase participation in council meetings.	BSUSD will improve engagement by offering services to those in need.	3	4	4	4	3	3	4	3	3	3	3	3	Met	6/30/2022	2022
37679910140558	Bostonia Global	3	"The Cajon Valley Union School District (CVUSD) Family and Community Engagement (FACE) Department formally began in the Fall of 2015 with the continued guidance and direction of our School Board President - Tamara Otero. The FACE department consists of Michael Serban - FACE Director, Sandra Candler Wafer - FACE Supervisor, Janice Raymond - FACE Teacher Facilitator, and sixteen itinerant community liaisons. Within our diverse district of over 40 languages, our bilingual liaisons speak English, Arabic, Spanish, Farsi, and Pashto, the primary languages in the district. Additionally, we have an advisory council that supports our leadership team consisting of a CVUSD school board member, a school principal, a school counselor, a San Diego County Office Education representative, a community member, and a parent.   The departmental mission of the FACE team is focused on helping school staff and families build meaningful, authentic relationships with one another to improve students’ academic and social-emotional well-being, ensuring that every student is happy, in healthy relationships, and on a path to gainful employment.   In 2020-2021, our Community Liaisons assisted the district in placing over 2,000 Empathy phone calls to gather information to improve our services for students and families. They facilitated 25 different parent education workshops in our four primary languages spanning from “ how to access email” to “ understanding district assessments.” In total, FACE held 530 virtual workshops serving over 1,700 families. Community Liaisons supported over 1,500 families with new enrollment and re-enrollment, making over 840 phone calls, and 660 parents met in person. In addition, our team helped support and increase participation in our District’s Annual Gallup Survey.    Over the past three years, our FACE department has been acknowledged by California, and on national and global platforms. The CVUSD FACE Department was one of six school districts in California selected to participate in a 5-year legislated initiative funded by a fifteen million dollar grant to help build Family and Community Engagement Learning Networks in school districts across California.  In 2020, we were recognized with the Magna Award from the National School Board Association for the effective implementation of research-based Family Engagement strategies in our schools. Finally, this year, we partnered with the Brookings Institute on a Global Family and Community Engagement brief released in the Fall of 2021.  The heart of our FACE Department is our 16 community liaisons from Iraq, Syria, Afghanistan, Puerto Rico, Mexico, and the United States. Our liaisons support families that speak English Arabic, Spanish, Pashto, and Farsi. Their number one goal is to bring the community into our schools and introduce them to our school staff, allowing them to further the relationship with our families."	"Strategies that we have in place that we would like to enhance and sustain at all sites, especially since COVID restrictions have been significantly reduced. Are listed below:  Targeted Site FACE Professional Development  We set FACE goals with all site principals throughout the year. We would like to broaden these meetings to include site staff to help establish a FACE committee to help further FACE at our sites. The FACE Department can provide multiple FACE Professional Development based on the listed strategies above. However, we would like to focus our support on three FACE Professional Development opportunities:  Poverty Simulation The Poverty Simulation is an amazing opportunity to help staff understand the stories of their students and families; this is a great opportunity to help staff become more empathetic to the struggles our families face every day. Once staff has experienced this training, we can offer additional strategies as action plans or opportunities to take actionable next steps.   Family Teacher Teams  This is an opportunity to repurpose three traditional school events: Open House, Parent-Teacher Conferences, and Back to School Night. Instead of parents attending Back to School Night and listening to the teacher talk “at” them for 30 minutes, we desired to build relationships with parents by asking them to share their hopes and dreams for their children with all the parents in the room. The teacher then shares a piece of academic data about the student with the parent. Finally, the teachers show the parent one activity to do at home to improve that data point. The teacher holds a similar event during Parent Conferences and at Open House to include a celebration centered around the data growth.   Positive Home Visits  The purpose of Home Visits is to develop meaningful relationships between teachers, parents, and students.  Hopes, dreams, and aspirations are discussed in every home visit, leading to parents being more open to working with schools in a way that best supports their children. Each site has a Home Visit Teacher Lead that encourages other teachers to make positive home visits.  Visits are conducted after school, in teams of two, and a cross-section of students are selected.  As necessary, visits include FACE Community Liaisons for interpretation service and building upon the trust they have already developed with parents. School staff are trained and compensated for their time.   All of these opportunities help build genuine relationships and understanding between school staff and our families. However, with a renewed focus after the pandemic, we can further grow our school site's ability to learn, grow and develop around family and community engagement."	"As a District, we send out an annual parent survey through Gallup. We review the data to help our teams improve Family Engagement that eventually might be reflected in the survey. This year, we asked one school site to focus on one of the Gallup survey topics, which is “my school delivers on promises. ” Our goal is to be intentional and work to build relationships with parents that may be seen as less engaged. We asked this site to work on developing these relationships intentionally over time to create a genuine partnership. A partnership they can build upon and by building the capacity of parents to become engaged parent leaders or simply an authentic voice for the community."	"We help build the capacity of our families to understand how to support their children in and out of school in the following ways.  Newcomer Welcome Meetings  Our FACE Community Liaisons meet with every family who are newcomers to the United States. Our Liaisons learn about the student and their family through a casual and welcoming conversation. Liaisons share with the student's teacher or other school personnel information to assist in making the student’s and family’s transition as smooth as possible. Our goal is to welcome each family by ensuring they have an initial point of contact who speaks their language. The Community Liaison develops a relationship with the family, provides each family with school and community resources, and encourages them to participate in Parent University, parent workshops and Parent Leader groups.     Parent Workshops  FACE Community Liaisons provide hour-long workshops throughout the day for parents in Arabic, Spanish, Farsi, and English. These workshops offer a variety of subjects that were generated from parent input.  Liaisons receive training on various school-based and community-based initiatives to support these workshops, such as Positive Discipline, Social and Emotional Learning, World of Work, Strength Assessments, and working with community organizations, such as the San Diego Career Center, Barrio Logan College Institute, Rady Children’s Hospital, the San Diego Police Department Task Force, and others. We partner with Child Protective Services and our Special Education Department to train and provide additional workshops on these topics.    World of Work Curriculum  Our district's mission is to have happy kids in healthy relationships who are on a path to gainful employment. Our district created the World of Work curriculum to help students understand their strengths, interests, and values. Once they begin to explore who they are as a person, we then expose them to 86 jobs in eight years (Kindergarten thru 8th grade) to discover their place in the world based on their strengths and interests. One of the many roles of the FACE Office is to help parents understand this critical idea for their children."	"One powerful way to involve parents and teachers in building connections, empathy, and understanding of one another and their children’s needs is through Family Teacher Teams as described below.   Family Teacher Teams  This is an opportunity to repurpose three traditional school events: Open House, Parent-Teacher Conferences, and Back to School Night. Instead of parents attending Back to School Night and listening to the teacher talk “at” them for 30 minutes, we desired to build relationships with parents by asking them to share their hopes and dreams for their children with all the parents in the room. The teacher then shares a piece of academic data about the student with the parent. Finally, the teachers show the parent one activity to do at home to improve that data point. The teacher holds a similar event during Parent Conferences and at Open House to include a celebration centered around the data growth.  Our goal is that all schools will conduct these events regularly throughout the year. Pre-Pandemic, the level of implantation was high. It has decreased during the Pandemic, and we will get further participation at sites after the Pandemic. This will be accomplished by our FACE Site Committee Meetings and Principal Goal Setting."	"The goal of our FACE Department is to serve all families. However, the department was created and funded to serve our underrepresented families first. Every strategy we provide, every meeting we offer, and every staff we hire is done to serve our underrepresented populations.   Through the FTT experience, the expectation is that all students and families attend. School staff go above and beyond to invite parents with personal invitations from the teachers and students. Reminder phone calls from the teacher and Community Liaisons are conducted as well. Electronic invitations using ParentSquare are regularly sent out. As always, all communication is distributed in multiple languages. Sites also utilize their marquees to advertise. Finally, our Community Liaisons host multiple Pre-FTT meetings with parents to help prepare them for the event and explain the purpose and expectations. Most importantly families attend because teachers that host FTT’s have authentic relationship with their parents and their parents want to attend based on those relationships."	"We have worked diligently in these past two years to empower our DELAC parent group. Our goal is to help the committee see themselves as an example of parent empowerment so that they can lead the ELAC parent groups at the site to do the same. Our DELAC board members have taken an active leadership role in and out of the DEALC meetings. They are in the process of creating a parent involvement video to inspire other parents to become engaged. They are active ELAC members at their sites. They have discussed how they will go out to support other ELAC committees that are less involved. They set the DELAC agenda based on their needs and frequently, the required agenda items are tabled for later meetings so that we can meet their requests.   To increase parent engagement and empower our parents that attend our LCAP meetings. We started a Pre-LCAP meeting before the official LCAP meeting. We found that many parents were frustrated coming to the LCAP meeting because they either did not get their needs met, understood the content, or did not feel heard. By holding a meeting two days before the meeting, we provided opportunities for our parents to provide as much feedback on the topics they felt they needed to provide. This helped to address the three main concerns."	"As a district, in collaboration with the California Engagement Initiative, we developed a Problem of Practice. A Problem of Practice is a situation or gap that exists in a place of work such as a school, college, or nonprofit organization.  It is cared about and would make a difference in student learning if it was improved. We took one school through this process and will be taking three more through this process in the coming year. The goal is to directly work with actively disengaged parents to support our underrepresented families and students.   CVUSD Problem of Practice Based on the CVUSD Parent Gallup Survey, 48% of families are indifferent about their child’s school education, not necessarily negative but neutral towards it and 12% are actively disengaged, with 39% of families fully engaged. That being said, 39% for CVUSD  is excellent, but we can keep pushing the needle forward.)  Based on the CVUSD Parent Gallup Survey, 48% of families are indifferent about their child’s school education, not necessarily negative but neutral towards it and 12% are actively disengaged, with 39% of families fully engaged.   To increase family engagement and build relationships with our families, we would like to increase the percentage of engaged families by focusing on the first Gallup question in the Parent Survey. My child’s school always delivers on what it promises.   The Plan: Principal, Liaison, a teacher, and Counselor schedule 1-2 small group listening meetings with 3-6 parents (2-3 of the parents should be EL and/or Newcomers) These meetings should be held after school. During “Coffee with the Principal,” a regular event allows parents to build a relationship with each principal.  If the Liaison, teacher, or counselor needs compensation, we can pay them through our CalNew funds. To pay with CalNew funds, make sure the groups have EL and Newcomer families in the mix. Invite families that might feel disengaged  Students with attendance issues Parents that are currently not involved in the school Try to avoid your PTA or parents that volunteer every day. We provided a script to help facilitate the meeting. Please, do not read the script word for word but use it as a guide and make the meeting as authentic as possible. Authenticity and genuine relationships go hand in hand.  After the meeting, someone from the school team follows up on the questions or concerns that parents generated. Even if your follow-up is not what the parent wants to hear. Honesty still builds relationships and trust.  Again, the goal of this meeting is to build real relationships by directly delivering on promises."	"The goal of our FACE department is to serve all families. However, the department was created and funded first to serve our underrepresented families. Every strategy we provide, every meeting we offer, and every staff we hire is done to serve our underrepresented populations.    When effectively addressing our Problem of Practice, our goal is to make sure we directly involve our unrepresented families. We do this by making sure the Principal and Community Liaisons invite underrepresented families to our “Coffee with the Principal,” where they build authentic relationships, hear from, and communicate with our parents. The work described above to solve our Problem of Practice occurs during these events.    These more frequent, less formal events are where real relationships with parents are forged, and genuine information facilitates real change. The deeper the relationship between home and school becomes, the research shows that student achievement and outcomes are directly affected."	4	5	4	5	4	4	4	3	4	4	4	4	Met	6/27/2022	2022
34674396033799	Bowling Green Elementary	3	"Administration worked closely with staff, community, Steering, and ELAC to elicit feedback on prioritization of funding. Feedback  overwhelmingly showed a need for increased instructional aides, full Student Support Center at each SLC, class size reduction to address learning needs, and materials and technology to support student learning in a more robust classroom environment."	"Provide fingerprinting fee waivers, translation, childcare, and snacks to encourage parent participation in school activities including, but not limited to field trips, ELAC, and Steering Committee"	"Staff and supply a student support/parent resource center to support the social-emotional needs of students, connect families to community resources, provide family outreach, and actively develop school/community partnerships."	"Bowling Green has invested money into the Student Support Center to keep a full time Social Worker available for the increasing needs of our students social and emotional health needs. These investments have shown extreme value for our students, particularly following the return to school from closures during the pandemic. Students are receiving SEL curriculum as well as one on one supports through the center. Many others are receiving connections to counseling and community supports with the aide of our SSC."	"The actions in this goal have offered Bowling Green the opportunity to target interventions through instruction in the wake of the pandemic. We were able to pull new and updated numbers for the first time since 2019, and while these numbers showed us a decrease, we are able to analyze this data and move forward with a plan for our students. In addition, we are happy to see more parent involvement with translators back on campus and available to support our families."	"Based on our needs assessment done by staff and steering committee, we notice that the gap for our African American students cuts across academics, attendance, and behavior data. We recognize that a root cause is likely our school climate and the way our African American students and families are experiencing school in general. We are committed to addressing this issue through efforts to improve our overall school climate, but also focusing efforts specifically to improve relationships with African American students and families."	"With the return to full in school learning and relaxed COVID health protocols we have been able to invite families back to campus. Community events have enable staff to have increased personal interactions with families, assisting with seeking input."	"Staff and supply a student support/parent resource center to support the social-emotional needs of students, connect families to community resources, provide family outreach, and actively develop school/community partnerships."	"Administration will work closely with staff, community, Steering, and ELAC to elicit feedback on prioritization of funding. Feedback  overwhelmingly showed a need for increased instructional aides, full Student Support Center at each SLC, class size reduction to address learning needs, and materials and technology to support student learning in a more robust classroom environment."	3	3	3	3	3	3	4	3	3	3	3	3	Met	6/23/2022	2022
27659790000000	Bradley Union Elementary	3	Bradley instructional staff and families communicate often with each other using 1;1 conversations and utilizing the Remind app school-wide. Parents feel comfortable reaching out to teachers and teachers feel the same way. The adopted Leader in Me program gives teachers and families resources to support student learning and emotional development at home. In-person community events at school builds the family-teacher partnership. Bradley School has a tradition of frequent engagement with underrepresented families through consistent communication.	Bradley Schools focus for improvement is to continue to build positive relationships with families and students.  Our goal is to reach out to families for positive praises for all students to help foster relationships in the school community.	"Currently, the district consistently communicates with families through the Remind app. This allows the administration, office staff, teachers, and parents to communicate in mass messages or individual conversations through either text messages or emails. Families are comfortable with this method of communication and teachers like being able to electronically message families. Remind also allows messages to be translated in many different languages and then also back to English. This allows non-English speaking/reading families to be able to write messages in their native language and then for English speakers to be able to translate messages. One area of focus for the district is to track the participation/read rate of these messages and individually follow-up with families who do not receive/open the message. This will ensure that all families, perhaps the underrepresented families, are contacted with the most important communication from school."	"Bradley School's current strengths in Building Partnerships for Student Outcomes include providing free transportation for all students to participate in.  This helps promote regular school attendance for all students, which is important for academic success.  Teachers and staff also reach out to families regularly to check in on families of all students.  Administration reaches out promptly to students experiencing chronic absenteeism.  And our school counselor and administration regularly performs home visits on students and families experiencing hardships."	The area of focus for Bradley School is making efforts to build the capacity of family members to better help students at home with with academics and social-emotional skills.	Bradley School plans on increasing engagement of underrepresented families through personal invitations to participate in school-wide community events.  Having school staff reach out directly to these families and extend an invitation to attend personally will hopefully increase their attendance in in-person events.	Bradley School has a School Site Council and a Parents Club who both provide input on the school plans and community events.	Bradley School's area of focus is to seek out different voices to participate in these committees.	Bradley School plants to improve engagement of underrepresented families through direct communication with these families.	4	4	4	5	4	3	5	4	5	4	5	4	Met	6/7/2022	2022
13630730000000	Brawley Elementary	3	"As a result of the COVID-19 Pandemic, building relationships between school staff and families was challenging as most contacts were via Zoom, email or phone contact.  With as restrictions decreased, schools began providing in-person events for parents, which strengthens our relationships with families.  Based on input from educational partners, BESD strengths include:  developing the capacity of staff to build trusting and respectful relationships with families, creating welcoming environments for all families in the community and developing multiple opportunities for the district and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families."	"As part of the LCAP development process, recommended increasing parent liaison support.  As a result, BESD is increasing Parent Liaison support across the district to include a Parent Liaison at each site in addition to a fulltime district Parent Liaison and a fulltime Migrant Parent Liaison.  In addition, BESD is providing ongoing parent professional develop through one of our community partners.  BESD will explore options for supporting staff to learn about each family's strengths, cultures, languages, and goals for their children."	"With a focus on equity for each child, BESD will continue to provide ongoing professional development for staff in this area.  This includes knowing the stories of our students in order to meet them where they are.  We can only begin to make great strides in this area when we are connected with students and families at this level."	"BESD's strengths in this area include providing families with information and resources to support student learning and development in the home and supporting families to understand and exercise their legal rights and advocate for their own students and all students.  During the pandemic, we were forced to provide information virtually, through email and by phone.  Based on input from our educational partners, providing parents with flexible options for engagement has been successful.  We have seen an increase in parent participation in school site and district committees.  We will continue to provide flexible options for our parents and family members in order to strengthen our partnerships for student outcomes."	"The focus for BESD is ""Equity for Each Student"".  This will be a common thread in our ongoing professional development for staff this year.  District and site administrators are engaging in leadership training centered around equitable practices.  Staff members have been provided with assessment tools that allow them to better monitor student progress toward mastery of standards."	"Approximately ninety percent of BESD families belong to underrepresented student groups.  We will continue to provide district and site services to engage our underrepresented families.  Some of these services include access to our BESD Social Worker, access to the BUHS Family Resource Center, and also to our site and district Parent Liaisons.  As mentioned above, our goal is to provide equitable access to each of our students, this include engagement of each family."	"Based on educational partner input, BESD's strengths in seeking input for decision-making include building the capacity of and supporting family members to effectively engage in advisory groups and decision-making, as well as providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.  While the pandemic had detrimental effects on student learning, it opened doors for parent and family engagement through virtual meetings.  This flexibility encouraged parents and families to participate virtually, while remaining at home with their families.  It also provided opportunities for families without the availability of transportation to participate in school events.  We recognize that this flexibility is important for our underrepresented groups in the school community and will continue to provide this option."	"As restrictions from the COVID-19 pandemic have decreased, we are now able to provide parents in-person opportunities to engage in district and site activities.  We will focus on evaluating the activities offered this year and how parents and families are engaging.  We will work together with staff and families to implement high impact engagement activities."	"Utilizing our Parent Liaisons, BESD will focus on making personal contact with parents of underrepresented families to seek input and/or engage in site/district events."	4	4	3	4	3	4	3	4	3	4	4	3	Met	6/28/2022	2022
13630810000000	Brawley Union High	3	It is nice to see that the majority of parents feel welcomed at the schools sites.  They rated the district a 4 in the area  of creating a welcoming environment for families. It is the priority of the district to ensure all families feel comfortable coming to the various campuses of BUHSD.	The district is focused on improving 2-way communication between families and educators.  This is something that the district constantly tries to improve upon.  It is important to provide return communication in a timely manner and in a way that is accessible to parents to be able to make informed decisions.	"The district will continue to build the capacity of its staff to evolve into efficient communicators and emopower families to become active members of student education.  The district is investing in a new communication tool that allows communication in several languages and through several modes of communication.  By informing families in a language most accessible to them and providing modes of communication based on their preference, the district hopes to increase the number of families participating in school activities, committees and meetings."	Educational partners feel supported in being provided professional learning in skills needed to improve certificated staff's abilities to become educational partners with families.  The district is committed to ensuring that staff members have the tools and skills needed to continue to improved upon becoming educational partners with families of students at our school.	"It is the focus of the LEA to improve parent understanding of their legal rights as well as provide them the knowledge necessary to advocate on behalf of their students. Parent voice is an important aspect to the success of the educational process at the district.  Working in concert with this goal is providing a consistent plan affording teachers the time to meet with families to discuss student progress and to develop a plan in which families, students and school all work together toward one goal."	"The district will continue to build the capacity of its staff to evolve into efficient communicators and emopower families to become active members of student education.  The district is investing in a new communication tool that allows communication in several languages and through several modes of communication.  By informing families in a language most accessible to them and providing modes of communication based on their preference, the district hopes to increase the number of families participating in school activities, committees and meetings."	"Based on the district survey results, the LEA is being successful in providing opportunities for families to provide input on policies and programs, and implementing strategies to reach and seek input from each and every family in the district."	The district needs to focus on building capacity of its families so that they feel supported and have the knowledge and skills to effectively engage in advisory groups and decision making.  The LEA will work to provide trainings to empower families to become active committee members and conduct meetings in a way that is accessible to all families in the district.	"The district will continue to build the capacity of its staff to evolve into efficient communicators and emopower families to become active members of student education.  The district is investing in a new communication tool that allows communication in several languages and through several modes of communication.  By informing families in a language most accessible to them and providing modes of communication based on their preference, the district hopes to increase the number of families participating in school activities, committees and meetings."	4	4	3	3	4	3	3	3	4	2	5	4	Met	6/29/2022	2022
30664490000000	Brea-Olinda Unified	3	"BOUSD's current strengths in Building Strengths for Student Outcomes lie heavily in creating diverse, SEL/empathy-based experiences that build trust and increase connection and trust with families. Our leadership team opened the 2022-2023 year with an emphasis in increasing authentic engagement and connectedness with all educational partners. This focus will build a foundation from which our decision-making and actions will emerge. In 2021-2022, BOUSD offered more opportunities for parents to provide feedback, and will use this information as we develop approaches that make our work to be as inclusive with our outreach and community-building as possible."	"Based on the analysis of educational partner input and local data, a focus area for improvement in building relationships between school staff and families is to continue to provide a wide range of communication opportunities for our community partners to engage with, with particular consideration for working community members, and community members who might need English interpretation as part of our equity lens."	"Based on the analysis of educational partner input and local data, BOUSD plans to improve engagement with underrepresented families by being innovative in creating different opportunities to connect (in-person, Zoom, various meeting times, various communication formats, etc), and being intentional in our efforts to create a culture of partnership and inclusivity."	"Based on the analysis of educational partner input and local data, BOUSD teachers and site staff effectively build relationships with parents; Parents shared that they trust their teachers, and overwhelmingly believe that teachers and site staff have their child's best interests in mind."	"Based on the analysis of educational partner input and local data, the need for Social-Emotional support and student wellness development has elevated significantly. Post-COVID, we understand that students and staff need this type of support in order to thrive and move forward in their pursuits of academic success, making this our area of focus in building partnerships for student outcomes."	"Based on the analysis of educational partner input and local data, the BOUSD will improve engagement of underrepresented families by diversifying communication approaches, meeting times, consideration in regards to language interpretation, and creating multiple lanes by which families and community members are able to connect with both site and district office support teams."	"Based on the analysis of educational partner input and local data, BOUSD's current strengths and progress in Seeking Input for Decision-Making lie in the wide range of communication and engagement opportunities that we offer our educational partners. We regularly ask for input for our decision-making and effectively share the final outcomes that occur as a result."	"Based on the analysis of educational partner input and local data, BOUSD's focus area(s) for improvement in Seeking Input for Decision-Making lie in increased efforts to both document and demonstrate transparency in the processes that lead up to the final decision-making process. This will involve regular communication with our community regarding high-impact decisions, and clear acknowledgement of how their input helped to guide the final decision."	"Based on the analysis of educational partner input and local data, BOUSD will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by ensuring that shared information is interpreted so that our families can understand how their input helped to guide final decision-making, and communication/meeting/feedback opportunities that are inclusive and take into consideration the experiences of all in our community."	4	5	4	4	4	4	4	4	3	4	4	4	Met	6/9/2022	2022
07616550000000	Brentwood Union Elementary	3	"BUSD has a number of structures for building relationships with school staff and families. BUSD engages in parent conferences two times during the year, has a Back to School Night and an Open House at each school, maintains School Site Councils and English Language Advisory Committees, and has a strong electronic system for ongoing communication."	BUSD is working to improve relationships and outreach to English language learner families and underrepresented families.	"BUSD is focused on improving communication with families whose primary language is other than English. To this end, BUSD is working to make sure all communication is translated into at least Spanish (the main second language of families in BUSD). In addition, BUSD is focused on creating an Equity/Diversity plan to further address the inclusion of all students/families."	"BUSD is focused on building partnerships for student outcomes. To this end, some sites engage in student led conferences. BUSD also conducts two parent conferences each year and has strong parent organizations (School Site Councils, English Language Advisory Committees, and Parent's Clubs/PTAs)."	"BUSD continues to strive to address teaching and learning from a partnership perspective. To this end, BUSD is focused on The Formative Assessment Process. The process includes Learning Targets and Success Criteria and puts the teacher and student as partners in the learning process."	BUSD is engaged in building Community Celebration lessons. A hope for this work is that this will continue to support our work to bridge relationships with students/families.	"BUSD has a number of structures for seeking input for decision-making. BUSD has strong parent organizations (School Site Councils, English Language Advisory Committees, and Parent's Clubs/PTAs). BUSD also does an annual survey of all parents."	BUSD continues to strive for better outreach with parents whose first language is not English as well as underrepresented families.	BUSD is contracting with a consultant to help develop an equity/diversity plan. It is BUSD's intent that within the plan there will be specific areas of focus identified to improve the amount of input and the number of opportunities for input from underrepresented families.	4	4	3	3	4	4	4	4	4	4	3	4	Not Met	10/26/2022	2022
05615560000000	Bret Harte Union High	3	"The District continues to provide access to information in a variety of formats. We encourage our staff to communicate with parents/guardians via email, telephone, and use of the student portal."	"The District hosts multiple advisory committees, such as the Discipline Committee, Safety Committee, and the Curriculum Committee, to provide students and parents opportunities to provide opportunities for community engagement, as well as provide valuable input for district decision making."	"The District accepts the responsibility of ensuring all parents understand their rights and appropriate ways to advocate for their student. The District will schedule meetings, both virtually and in-person, with underrepresented populations to develop focus groups that provide a voice in District decision making."	The District continues to solicit input from all stakeholders in a collaborative manner.	Our focus is to place families and students first.	The District will schedule meetings with underrepresented populations to develop focus groups that provide a voice in District decision making.	All stakeholders are encouraged to participate as members of district-wide committees. Staff members reach out and encourage members of the underrepresented families to participate and will provide translation services when necessary.	"District-wide committees will begin to be held both virtually and in-person, as well as be recorded, to allow all community members easier access to the meetings and opportunities to participate."	The District will schedule meetings with underrepresented populations to develop focus groups that provide a voice in District decision making. The District will survey parents to determine alternate times to meet.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/12/2022	2022
56105610121756	BRIDGES Charter	3	The school has strong practices of communication focused on inviting input from Educational Partners. Monthly coffee chats are well attended by parents; teachers send out weekly updates through newsletters and lead parent-teacher conferences; administrators and PAC send monthly newsletters. We are working to improve the inclusion of more diverse Educational Partners' input.	"We have sought to build a relationship with all of our Educational Partners by communicating using multiple modalities particularly through our multilingual website and ParentSquare, our parent communication platform. Monthly Coffee Chats and monthly open houses allow for informal dialogue with Educational Partners about student outcomes and school programming."	"Bridges employs a bilingual coordinator who not only helps provide services to our Spanish speaking students, but she acts as a school-to-home liaison for our Spanish speaking families to help interpret school communication and to field parent questions and concerns. We have also formed a school leadership team that is focused on more fully developing our school programs and classroom communities with an emphasize on equity and culturally responsive teaching."	"Bridges has a strong system of professional development for teachers with a focus on improving instruction and curriculum with student outcomes as a focus. Teachers at Bridges integrate parent and caregivers into the classroom as volunteers, they offer back to school information nights, and they offer parent teacher conferences using student data as an artifact of discussion. Further, our MTSS program integrates parents and caregivers as partners in shaping educational programs and support for students."	"We are working on creating more robust systems of parent support through our MTSS program with the guidance of our school counselor and school psychologist. Additionally, we are seeking opportunities for more input and representation on various school committees from Spanish speaking families, low income families, and diverse families in leadership roles that more closely aligns to the demographics of our student population. These goals are outlined in our LCAP."	"We have formed a leadership team that is focused on equity and culturally responsive teaching. This team is focused not just on instructional practices, but on opportunities to invite participation of a more diverse population on our committees and in school sponsored community events. Our bilingual coordinator has also been a resource for our families who recently immigrated and for our Spanish speaking families."	"Bridges seeks input from Educational Partners in a variety of different forms including coffee chats with the Directors, mid-year and annual surveys, student surveys, teacher and staff surveys, and through our monthly Board of Directors' meetings. Input from these triangulated sources help inform policies, curriculum, and instruction."	Bridges continues to strive to include input from diverse Educational Partners in order to shape school decisions.	Staff at Bridges engages in 1-1 dialogue with families in order to improve engagement of underrepresented families.	4	4	3	4	4	3	3	4	4	3	3	3	Met	6/13/2022	2022
19101990140798	Bridges Preparatory Academy	3	"Currently, the school staff is developing strong relationships with families by having various meetings, allowing their voices to be heard in the decision making of how certain programs and school activities take place on campus.  These meetings include the ELPAC Committee, Parent-Teacher Conferences, and SST Meetings, helping to keep the parents informed of how they can help their child at home as well as how they can partner with the school staff."	"One of the focus areas that the school has identified for improvement is the need to establish a parent group that will aid in providing our families with resources and strategies to help them with their students at home, as well as workshops to help educate our parents in the areas of technology usage.   Another area of improvement is to establish our own PTA, thereby empowering the parents to become involved in planning activities with the staff that would help engage the students, as well as excite them about learning."	"One way to improve engagement of underrepresented families in relation to building relationships between school staff and families is by continuing to provide professional development on cultural responsiveness. By doing so staff will be able to better develop knowledge and skills related to equitable family engagement and how to effectively promote culturally competent teaching and family engagement practices, including distinguishing between behavioral challenges and cultural differences.  Another way to improve engagement is continued assurance that communication is accessible to all families via translators and all written communication is translated into the students’ home language."	"The LEA’s current strengths and progress in building partnerships for students outcomes include establishing a Student Council that consist of officers that are elected by the students, themselves, and allowing them to share what ideas and activities they would like to see and learn more about throughout the curriculum.  By doing this, it creates a sense of by-in with the students, where they are more inclined to learn because they helped to create a part of the lesson the teachers are presenting.    The LEA also provides an opportunity for students to meet with the administrative team and teaching staff in order to share their ideas/thoughts on ways the school can attract more students, create enrichment programs that would interest the student population, as well as the types of field trips and activities that the students would agree help to excite them about learning and preparing for their future."	"One of the ways the LEA is striving to improve partnerships for better student outcomes is by making sure the curriculum is aligned to what they are going to be experiencing in the real world.  Currently, the teaching staff is developing lessons in which the activities the students take part in relate to what they will encounter in society–such as filling out a job and college application, how to apply for a California I.D. card, and what documents are needed to open a bank account.   The LEA is also working with the local community members to establish guest speakers/presenters to come and share with the students how they were able to establish themselves as leaders within the community.  These types of partnerships will help in developing possible internships and field trip experiences that will provide a window into various types of careers for the students."	I believe that the LEA will improve engagement of underrepresented families by continuing to foster the relationships that have been established with the families. By having follow-up meetings and communicating with families regularly the LEA will improve engagement of underrepresented families.	"The current LEA’s strengths and progress in seeking input for decision-making are: recruiting parent and community participation in school programs, and inviting parents and community members with multiple opportunities to exchange ideas in addressing school issues through meetings with leaders with translation in languages that is representative of the school community. This has strengthened communication and created a relationship for meaningful participation between parent-school-community when seeking input for decision-making."	"The LEA’s focus areas for improvement will be to: ensure high-quality special education measures for all students in the program, enforce adherence to federal standards, address any criticisms of the district, and reach out to local communities to ensure all students within its jurisdiction receive quality education."	"The LEA can improve engagement of underrepresented families by ensuring that families have multiple avenues to participate in the process of seeking/providing input for decision-making. For example: in-person meetings, Zoom meetings, letters, websites, etc and making sure that translation is provided in languages that represent the school community."	4	4	4	4	3	3	4	3	3	3	3	3	Met	6/30/2022	2022
56724470000000	Briggs Elementary	3	"The LEA provides school communications to parents in their home language.Bilingual staff are in each school office and an outside translation service is available for all school personnel to utilize during parent meetings, phone call and IEP meetings as necessary. Teachers and administrators meet with parents during Open Houses and Back to School events. At these functions, the LEA discusses student progress and collaboration with family to support student success. The LEA will continue to provide parents surveys and work with parents and stakeholders of SSC and ELAC groups to provide additional outreach opportunities."	"The LEA frequently notifies parents and stakeholders regarding their welcomed participation in school planning meetings. However, we still have a low turnout of parents. A more personalized approach to engagement may be needed to encourage parents to take a more active role in leadership positions within the school sites. Both sites provide monthly newsletters about the positive activities being held."	"The LEA implements procedures designed to engage parents/guardians, stakeholders and advocates in advisory committees. These procedures continued during COVID-19. These include holding separate elections for parent/guardian, stakeholder and advocate members for School Site Council.  The LEA holds several parent/community information and input meetings to allow further parent involvement. The LEA frequently notifies parents and stakeholders regarding their welcomed participation in school planning meetings. Notifications include information shared using ParentSquare, the marquees, and personalized invitations.   The LEA will continue to provide parent surveys and work with parent members and stakeholders of the SSC to provide additional outreach opportunities."	"Based on analysis of educational partner input and local data, the LEA's current strengths and progress for building partnerships for student outcomes include but are not limited to our parent events that are well received by all parents. Our LEA averages around 97% parent participation rate in fall parent conferences. The fall conferences are scheduled during times that parents are available, with the option of using zoom if that allows for better participation. Translators are available for parents who speak a language other than English. The parents are grateful for the options that the LEA provides them and the strategies given to them to become active participants in their child's education."	"Due to past COVID restrictions, we limited parental involvement on campuses. We will now build back their participation on our campuses and welcome their interest in continuing to build partnerships via School Site Council, DELAC, and PFO."	"Briggs School District is committed to building relationships with all stakeholders including English learners, Homeless and Foster Youth, and special education. We translate all correspondence in a language that is accessible and easy to understand for all stakeholders. Parents receive school notifications in a variety of modalities that include but are not limited to; text message, email, phone call, marquee notices, monthly newsletters and weekly classroom announcements. One area of improvement to engage our underrepresented families would be to learn new strategies that build on understanding family strengths and cultures as it relates to academic improvements.We will continue to focus on this area in the upcoming year."	"We are a small school district and have built strong personal relationships with many of our families. As an LEA, we appreciate all parents and understand the active role they play in their child's education and also understand limitations in being present at meetings due to life challenges that occur. The LEA's biggest strength is being able to share district information in a short, quick period of time that engages parents and invites active participation."	"In the area of seeking input in school/district decision-making, we used the measure of parent/guardian participation in meetings of the advisory committees. As noted in the LCAP, each school is focused on increasing parent participation in advisory committees. The district increased parent engagement opportunities via regular parent meetings."	"The LEA frequently notifies parents and stakeholders regarding their welcomed participation in school planning meetings. Notifications include information shared at  the beginning of the school year, open house events; and other school activities. In addition, the LEA will continue to provide parent surveys and work with parent members and stakeholders of SSC and ELAC groups to provide additional outreach opportunities. Prior collaboration outcomes resulted in the increase in online participation using Zoom for parents."	4	5	4	4	3	3	4	4	5	4	4	3	Met	6/9/2022	2022
41688740000000	Brisbane Elementary	3	"BSD board, administrators and staff are proud of our weekly (or more) communication with families. Our communication system keeps families informed and invites them to be more engaged in what is happening in our classrooms. Parents/guardians are able to receive communications in any of 8 language translations."	BSD continues to try to reach the families with limited technology skills and limited English-language skills.	BSD is increasing its use of translators and translation services. Parent/guardians who have limited technology skills or access are offered assistance and may complete electronic forms in the school office by using a Chromebook.	Parents/guardians have real-time access to student attendance and grades in the Parent Portal in addition to standardized test scores. Parents/guardians may also email their child's teacher from directly within the application.	The Parent Portal is currently only offered in English or Spanish. We are looking at ways to expand the languages offered.	We are continuing to work with the developers of our Parent Portal to make it easier for parents to use and access the information they need.	"Parents/guardians have a multitude of ways to be involved in decision-making, all of which are communicated frequently to parents."	None at this time.	None at this time.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/15/2022	2022
51713570000000	Brittan Elementary	3	"For the 2021-2022 school year, our educational partners felt that we were still in the Initial Implementation our of communication with our families.  Brittan continues to utilize Professional Learning Communities during minimum days to strengthen our collaboration, which led to the development of intervention programs to directly assist those students with learning loss.  Communications with families are done throughout the school year in a variety of ways within grade levels throughout the LEA."	Additional support during our set PLC collaboration time to ensure that communications are being completed routinely and consistently within grade levels for our SITE.  Providing structured time and setting clear parameters for this communication is key and is another focus area for the 2022-2023 school year.	"It is the goal of the district to offer clear, concise, and effective communication between all of your families throughout the school year.  Communication is crucial when developing a strong and healthy relationship and we will continue to work on improving our methods of communication to all families and encourage collaboration with them in regards to the education of their child/children."	"During the 2021-2022 school year, our staff worked towards full implementation in building partnerships for student outcomes.  In our PLC groups and grade level meetings, data was analyzed and discussed to guide instruction and build our intervention groups.  We will continue to offer intervention for ELA and Math and drive those programs based on data from each grade level."	"Our focus area for the 2022-2023 school year will be in Math intervention.  During the 2021-2022 school year, our Math intervention program did not meet the initial expectation of the District.  We decided moving forward to hire a new Math intervention specialist and tailor the Math intervention program to better fit the needs of our students, families and staff."	"We will be focusing on Social and Emotional Learning and Executive Functioning strategies that can be offered during intervention, and small group instruction.  We will also be hiring a bilingual paraprofessional who will be working with our teachers, students and designated English Learning Program."	"During the 2021-2022 school year, our educational partners believe that this is an area that we need to improve.  Our LEA is at the beginning development stage in this area.  Our strengths as a district in this area are based on having the foundation set for encouraging input in decision making, we need to be better about implementing the plans and goals we set."	"Our focus area(s) for improvement include: scheduled SITE Counsel and committee meetings, routine process for each meeting, and a systematic approach in meeting goals."	"Beginning in 2022-2023, we will establish a set time for meeting dates.  We will include more parents and staff to our SITE Counsel.  We will continue to hold our PLC meetings, as well as our Guided Coalition meetings to better meet the needs of our staff, students, and families.  At these meetings we will ensure that information is presented and discussed to keep all educational partners informed and a part of the ongoing self-reflection process."	3	4	3	3	4	4	4	4	2	2	2	4	Met	6/28/2022	2022
37681630139402	Brookfield Engineering Science Technology Academy	3	"BEST Academy has active family participation in the school community. Orientation Meetings, Parent Committee Meetings, and Parent Workshops are well attended by parents and family members. Information at all family events is presented in both English an Spanish. BEST Academy provides staff members dedicated to family outreach who are able to communicate with parents and families in their primary language. BEST Academy also provides many workshops and other resources to support parent and family education."	An area of focus is to continue to develop and support student and parent leaders through the various parent committees and other school groups. BEST staff strive to continue to build and strengthen relationships between students and families.	The BEST Academy community is comprised of many underrepresented families and engagement of these students and families continues to be a focus. BEST Academy dedicates specific staff members to reach out and support families in their primary language and ensure that all meetings are accessible to all students and families.	"BEST Academy implements a Multi-Tiered System of Support to monitor and support student progress, communicate progress with families, and support student reengagement when necessary. Information is provided to parents in both English and Spanish as needed for each family."	BEST Academy uses progress in core curriculum as the primary measure of student success in achieving relevant content standard proficiency. To further support student success the school implements multiple supplemental programs to provide customized instruction to address content knowledge gaps based on diagnostic exam information.	"The BEST Academy community is comprised of many underrepresented families and engagement of these students and families continues to be a focus. Multi-Tiered System of Support to monitor and support student progress, communicate progress with families, and support student reengagement when necessary. Information is provided to parents in both English and Spanish as needed for each family."	"Parents, families, and the entire school community are routinely engaged in advising school staff on decision making and implementation of school programs. Plans and status updates are shared regularly at public meetings, advisory committee meetings, and on the public BEST Academy website to provide opportunities for input into school decision making. Parents, families and community members are given the opportunity to address school leaders directly at public meetings or provide written feedback in a Google Form or in an alternate format. Information is always presented and feedback is collected in both English and Spanish."	"Parents, families and community members are given the opportunity to address school leaders directly at public meetings or provide written feedback in a Google Form or in an alternate format. Information is always presented and feedback is collected in both English and Spanish."	"The BEST Academy community is comprised of many underrepresented families and engagement of these students and families continues to be a focus. Parents, families, and the entire school community are routinely engaged in advising school staff on decision making and implementation of school programs. Plans and status updates are shared regularly at public meetings, advisory committee meetings, and on the public BEST Academy website to provide opportunities for input into school decision making. Parents, families and community members are given the opportunity to address school leaders directly at public meetings or provide written feedback in a Google Form or in an alternate format. Information is always presented and feedback is collected in both English and Spanish."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/22/2022	2022
51713650000000	Browns Elementary	3	"BESD is dedicated to building relationships with families to support the education of all students.  Our efforts are evident on campus and in survey results (percent of parents marking Agree or Strongly Agree): • The school is a friendly, welcoming environment:  100% • There is two-way communication between home and school:  100% • Communication from the school is understandable and accessible:  100% • Our family feels a sense of belonging and connectedness to the school:  100% During the 2021/22 school year, we increased family engagement opportunities as much as possible given COVID restrictions.  Family engagement opportunities included:  Virtual Back to School Night, Family Science & Engineering Night, Halloween Carnival, Holiday Celebration, and Parent/Teacher conferences.  Parents were encouraged to participate in our School Site Council (SSC) and Parents Club.  Back-To-School Night, Parent/Teacher conferences, and SST and IEP meetings were held either in-person or via Zoom and encouraged the development of relationships between staff and parents.  Each meeting opportunity created a more welcoming school environment, supported relationship building, and offered parents a chance to engage in 2-way communications."	"We have increased communication from the school in an effort to engage families.  Survey results indicate that families think that communication is a strength, however, we have identified the need to increase opportunities for 2-way communication, especially among our underrepresented families.  We would like more parents to respond to our surveys and provide feedback, especially parents of underrepresented students.  We will explore methods of making parents of underrepresented students, especially English learners feel more welcome and comfortable at the school and find ways to encourage them to participate and express their opinions"	"The district has developed a three-year plan to improve our partnership with underrepresented families.  Actions include: • Professional development opportunities for staff that focus on practices for working with underrepresented families • Increasing feedback opportunities such as Coffee with the Principal, a suggestion box in the office, incentives for completing surveys, help with completing surveys, etc.   • Identification of a staff member to serve as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families feel comfortable engaging with the staff and school. • During Parent/Teacher conferences we will build in a time for parents to communicate their goals for their child"	"The district has systems in place for staff to partner with families.  Back to School Night provides an opportunity for teachers to introduce grade-level curriculum and expectations as well as resources for home.  At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights.  During Parent/Teacher Conferences held in November each year, teachers, parents, and students (in some grade levels ) meet to discuss student progress and plan for improved student outcomes.  Results from a spring 2022 survey (percent of parents marking Agree or Strongly Agree): • Parents feel welcome and are encouraged to participate at school:  95% All, 100% Underrepresented Students • The school encourages me to be an active partner in educating my child:  89% All and 85.7% Underrepresented         Students • I receive information on what my child should learn at each grade level:  84.2% All, 85.7% Underrepresented Students • I receive information about what I can do at home to help my child improve or advance his/her learning:  95% All, 85.7% Underrepresented Students."	"Based on input, we have identified the need to improve in providing families with information and resources to support student learning and development in the home.  Only 84% of parents say they have been given information about what their child should learn and be able to do at each grade level (85.7% Underrepresented Students).  Fewer parents of underrepresented students say they receive information about what they can do at home to help their child improve or advance his/her learning (95% All,  85.7% Underrepresented Students)."	"Our underrepresented families don’t feel they receive information about what they can do at home to help their child improve or advance his/her learning (95% All, 85.7% Underrepresented Students).  The district’s three-year plan to improve our partnership with underrepresented families will support improvement in this area.  Actions include: • Professional development opportunities for staff that focus on practices for working with underrepresented families. • Increasing feedback opportunities such as Coffee with the Principal, a suggestion box in the office, incentives for completing surveys, etc.   • Identification of a staff member to serve as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families feel comfortable engaging with the staff and school.  • Providing translations as necessary  • Having teachers reach out to underrepresented families to personally invite them to attend Family Nights. • Giving out standards brochures for each grade level to parents at Back to School Night • Sending home curriculum-based newsletters • Offering Family Night activities focused on activities families can do at home to support their child’s learning"	"Efforts to seek input from educational partners for decision making have resulted in an increase in Seeking Input For Decision Making from 3 on each question in 2021 to 4 on questions 9, 10, and 12 in 2022.  Our efforts are also evident in survey results (percent of parents marking Agree or Strongly Agree): • I have been given different options or ways that I can be involved with the school:  89.5% All, 100% Underrepresented Students • I have the opportunity to participate in decision making committees (School Site Council, governing board meeting, parent advisory group, Parent Club):  89.5% All, 100% Underrepresented Students • I have opportunities to provide input on school policies and programs:  73.7% All, 71,4% Underrepresented Students  Parents are encouraged to attend monthly board meetings where policies and procedures are discussed and put into place.  Monthly School Site Council/LCAP Advisory meetings are open to all interested educational partners and a critical source of feedback for the district."	"Parents, but especially underrepresented families, don’t feel that they have opportunities to provide input on school policies and programs (73.7% All, 71,4% Underrepresented Students).  This will be our area of focus for improvement in the 2022/23 school year."	"The district has developed a three-year plan to improve our partnership with underrepresented families.  This plan will increase the engagement of underrepresented families in Seeking Input for Decision-Making.  Actions include: • Professional development opportunities for staff that focus on practices for working with underrepresented families. • Increasing feedback opportunities such as Coffee with the Principal, a suggestion box in the office, incentives for completing surveys, etc.   • Identification of a staff member to serve as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families feel comfortable engaging with the staff and school  • To support an increase in the number of families who feel that they have opportunities to provide input on school policies and programs we will: o Give an overview of the make-up and function of the Board of Trustees, School Site Council, and Parent’s Club at the beginning of the school year o Remind parents that meeting agendas are posted on the website and encourage parents to attend if there are topics of interest o Provide translations when necessary o Make parents aware of the connection between survey results and LCAP goals and actions"	5	5	5	5	5	4	5	5	4	4	3	4	Met	6/16/2022	2022
09618380000000	Buckeye Union Elementary	3	The District's most recent parent survey indicates that families experience schools as welcoming environments where staff are responsive to concerns. The overwhelming majority of respondents to the annual parent survey indicated that they were aware that there are multiple venues for parents to participate in providing input regarding school site and district decision-making.	We will continue to foster positive engagement between School Staff and Families. This includes strongly encouraging parent volunteers on the school sites.	We will continue outreach to underrepresented families.	District practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development.	"Each site will continue to prioritize the identification, referral, and progress monitoring of students who are struggling with academic and/or social-emotional challenges. Engaging parents in this process is crucial."	"We will continue to prioritize the identification, referral, and progress monitoring of underrepresented students who are struggling with academic and/or social-emotional challenges. Working with parents to support these efforts is crucial."	All principals facilitate site-councils that develop annual goals and discuss progress over time. District advisory committees provide similar opportunities at the District level. The results of the District's parent survey indicate that an overwhelming number of parents are aware of these venues.	We will continue to build awareness of site and District venues for input for decision-making.	We will continue to encourage underrepresented families to participate in the venues that seek input for decision-making.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/29/2022	2022
09618380137919	Buckeye Union Mandarin Immersion Charter	3	The site's most recent parent survey indicates that families experience the school as a welcoming environment where the staff is responsive to concerns.	We will continue to foster positive engagement between school staff and families. This includes strongly encouraging parent volunteers on the school site.	We will continue outreach to underrepresented families.	The site's practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development.	"Each site will continue to prioritize the identification, referral, and progress monitoring of students who are struggling with academic and/or social-emotional challenges. Continuing to engage parents in this process is crucial."	"We will continue to prioritize the identification, referral, and progress monitoring of underrepresented students who are struggling with academic and/or social-emotional challenges. Working with parents to support these efforts is crucial."	The principal facilitates the school site-council to develop annual goals and discuss progress over time. District advisory committees provide similar opportunities at the District level.	We will continue to build awareness of site and District venues where the input for decision-making occurs.	We will continue to encourage underrepresented families to participate in the venues that seek input for decision-making.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/29/2022	2022
48705734830113	Buckingham Collegiate Charter Academy	3	"We seek to form partnerships between our staff and families in many different ways to meet the needs of our students, including both topically focused events or targeted outreach. Some examples of family engagement events include: - Back to School Night -Senior Parent Night -Four Year Planning Night -Parent-Teacher Conferences -Monthly meetings with parent board (SHIELD)"	"Providing a wider variety of ways for parents to engage and attend events is an area we would like to improve in, as well as getting more attendance at the events we do already hold. We have started using a new communication platform (ParentSquare) and we are all learning how to best communicate through that."	We see a need for more specialized/personal outreach to improve engagement of underrepresented families.	"Annually we conduct school wide events such as Back to School Night, Senior Parent Night, Four Year Planning Night and Parent-Teacher Conferences in order to build partnerships to disucss academic plans and student progress. We have a process whereby we conduct ""action plan meetings"" to develop a support plan for students with failing grades. We utilize monthly newlsetters and messages through the ParentSquare system to keep parents informed."	We continue to seek ways to get parents more engaged in the opportunities that we offer.	"We see a need to continue to expand the variety of media used to communicate with families. Not all families have the same access/skills with technology. Therefore, we will continue to seek new ways of communicating with families to ensure we are reaching all, especially our underrepresented families."	"As a dependent charter of the Vacaville Unified School District, all of our families and staff are included in the various stakeholder groups that help guide the decision-making progress district-wide. In addition to that, we have administered surveys and sought feedback to guide the decision-making process that is unique to our charter school community. Given that we serve students in grade 9-12, we also conisder student feedback thoughtfully when making decisions.LCAP goals were developed based upon input from Parent Surveys, feedback from parents at monthly SHIELD meetings and student survey results/feedback."	"During the pandemic, parent input was mostly gathered through surveys and zoom meetings. We see a need to return to more in-person opportunities to gather parent input and inovolve them in the decision making process."	"We see a need to improve the variety of ways in which we seek input, in particular with our underrepresented families. Due to the pandemic, we saw a shift towards more virtual options. Virtual meetings did result in participation from some families. However, we did not see that with our underrepresented families. The need for more in-person and off-work hours events/opportunities will be implemented in our plan going forward."	4	4	4	4	4	4	4	3	3	4	3	3	Met	6/2/2022	2022
42691380000000	Buellton Union Elementary	3	"The parents feel empowered to help make decisions and be involved in the school program through the School Site Councils, PTSA, DELAC, and volunteering in the classrooms and special events. To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes an online, mobile communications platform called Parent Square. The district is entering its sixth year of implementation and the feedback has been very positive from the community."	"As we emerge from the challenges of the past three years, we are re-engaging families and welcoming volunteers in district schools. Strong community support through direct engagement has been deeply missed by our students and staff. District schools are supported by strong community partners (PTSA, etc.) to assist in re-engaging families in the life of the schools. Communication continues to be a source of pride as the district, its schools, and its staff, utilize communication tools (including especially ParentSquare) to cultivate a healthy link between each family and the experience of their child in school. School governance is enriched by family participation in a robust School Site Council, DELAC and PTSA organizations."	"The parents feel empowered to help make decisions and be involved in the school program through the School Site Councils, PTSA, DELAC, and volunteering in the classrooms and special events. We are partnered with People Helping People to provide counseling and aid to families in need. To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes online, mobile communications platform called Parent Square. Families of students with IEPs are provided with workshops on how to support their students."	"The Buellton USD has had strong partnerships with families and community partners in supporting positive student outcomes. The district communicates clearly about resources through school community events such as Registration Days, Back-to-School Nights, and Parent Conferences as well as other community-building events. The district is committed to providing a strong safety net for all students as they encounter learning challenges, including supportive partnerships with organizations such as the Boys & Girls Clubs to support learning."	The district is taking next steps toward a rigorous extended learning opportunities program in partnership with Boys & Girls Clubs. Targeted tutoring is provided before- and after-school based on needs identified through formative and summative assessments.	"The Buellton USD continues outreach to underrepresented families to support positive student outcomes. An “asset-based” approach to support for all students informs the work of educators as they support the aspirations of students rather than defining students by some data point, label or “deficiency.” Widespread, consistent use of interpretation for families who speak a language other than English in the home is essential for bridging that gap and bringing families more fully into relationship with their schools to support their children."	"The district continues practices designed to bring educational partners and community members into dialogue about school decision-making. Community input sessions are directly tied to the development of the LCAP, and interpretation services are consistently provided to support all families in full participation. Surveys have been an important tool, as has the widespread, consistent us of ParentSquare to engage all families with the life of their schools."	"Despite efforts to increase participation by families who primarily speak Spanish in the home, the percentage of families who are participating is not increasing as rapidly as hoped to meet the target. Events are planned to broaden opportunities for families to engage in the life of the school, and the district will continue to pursue best practices in encouraging and obtaining the full participation of the school community in decision-making."	BUSD has a strong DELAC which brings in the families of English Learners through community celebration and educational events.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/15/2022	2022
30664560000000	Buena Park Elementary	3	"The Buena Park School District believes in partnering and engaging with parents to provide students with a high-quality education that is responsive to students’ needs. To increase our families’ awareness and understanding of all programs and opportunities that are offered at our schools, the District has increased the amount of information about each of our core and Passion programs for each school. Through our Parent Square and Aeries platform, all students and families are informed of programs and events, multiple test scores and report cards, and critical safety updates.  Parentsquare communications are available in mulitiple languages.  Panorama surveys were given to students K-8th in fall and spring, to gauge SEL levels of students and inform the district of support systems that may be needed.  Parent workshops/training were provided in a wide variety of topics ranging from how to support your English language learner, use of learning apps, and fitness/wellness for SEL, and growth mindset."	"In the Buena Park School District building relationships between school staff and families is a priority. We understand the importance of having intentional and trusting partnerships to create a healthy learning environment for all students. We have built a system of two-way communication primarily through ParentSquare where 99% of our families are connected through email, texting or using the app. Parents and guardians have the option of sending direct messages to staff through the app. The program has the ability for families to view messages in their native language which is meaningful for our English learner families. In the 21-22 LCAP survey, almost 97% of surveyed families stated they receive documents and communications from their school in their preferred language. In the classroom, the learning management systems, Seesaw (elementary) and Canvas (middle school), are used daily keeping students and families connected to academic content. The District actively maintains a website and social media to share out information. Of the surveyed families 91.5% stated they were satisfied with communication between school and home and 93% stated they were satisfied with the communication between their child’s teacher and home.   We have a team of Bilingual Service Providers team who are available for translation and interpretation services in the languages most represented in our community, Spanish and Korean. Parent meetings and surveys are given in multiple languages to measure school climate and families provide input, feedback and help support LCAP priorities. In the 21-22 LCAP survey 91% of our families believed that there is someone at the school that they can easily talk in their preferred language. BPSD has a Family Services Specialist who supports our families by organizing parent trainings, meetings and providing academic and social-emotional resources. Board meetings, information meetings and parent trainings offer translation for families.   One area that we are continuing to building on is training staff in cultural responsiveness and additional strategies for parent/family engagement."	"As part of the engagement process, the District provides numerous opportunities for parents to share feedback and make decisions about District services and programs, as well as participating in District initiatives. Examples include LCAP Survey, Focus Group interviews and the development of the LCAP plan through participation in the LCAP Steering Committee.   Parents also take part in our English Learner Advisory Committee (ELAC and District ELAC) that provides a forum for parents to provide input to our Principals, Superintendent and the District Governing Board concerning programs for English Learners (ELs). Parents also have the opportunity to participate in each school’s school site council made up of teachers, parents, and classified employees. Each school site council works with the principal to develop, review and evaluate the effectiveness of school programs. Site budgets are aligned with District priorities within the SPSA."	"Beginning in fall of 2021, the Buena Park School District (BPSD) began using Panorama to measure social-emotional learning, student competency and well-being measures. Students were given the survey two times during the 2021-2022 school year. One aspect of the survey focused on supportive relationships. Students' perception of being supported increased by 4% overall from the beginning to the end of the school year. When asked specifically if they felt supported by a teacher or other adult at school, 75% said they did – an increase of 6%. This will be a continued area of focus in the 2022-2023 school year.  The District maintains Covid safety guidelines that follow the Orange County Health Care Agency (OCHCA) for the safety of students and staff. Parents were surveyed multiple times throughout the school year to gauge their feelings with the safety protocols enacted. Parents were always given the option to have students remain in distance learning or return to in-person instruction as they felt it was appropriate for their child.   The Buena Park School District implemented a Multi-Tiered System of Supports (MTSS) that aligns academic, behavioral, and social-emotional learning in an integrated system of support. The District’s MTSS approach supports all student needs including those highlighted by the California Healthy Kids Survey last administered in the 2020-2021 year. The District also utilizes first-best instruction and tiered interventions are delivered using researched-based Universal Design for Learning (UDL) instructional strategies. Additions to interventions include using i-Ready Reading and Math, our universal screener, a continued partnership with OCHCA for additional counseling and wrap around support, and a grant from the Department of Justice aimed at vaping and tobacco use, which will fund a school resource officer as well as vape-detecting devices throughout the District."	"One focus area of improvement was providing more parent trainings covering a broad spectrum of topics. Topics included academic programs, developing parent skills for student success and technology in the classroom. The District offered more online trainings that were designed for parent interaction and engagement and presented in multiple languages. Sessions were recorded and posted online for families to watch at their convenience. Moving forward, more trainings will be added, transitioning to both in-person and online, with topics based on feedback from parents."	"Based on parent feedback, the District will provide more opportunities for parents to understand various district processes such as reclassification for English learners, participation in other programs such ELOP, Preschool or GATE. Strive to build greater parent participation in advisory committees and groups such as ELAC, School Site Council and PTA."	"As part of the engagement process, the District provides numerous opportunities for parents to share feedback and make decisions about District services and programs, as well as participating in District initiatives. Examples include LCAP Survey, Focus Group interviews and the development of the LCAP plan through participation in the LCAP Steering Committee. Parents also take part in our English Learner Advisory Committee (ELAC and District ELAC) that provides a forum for parents to provide input to our Principals, Superintendent and the District Governing Board concerning programs for English Learners (ELs). Parents also have the opportunity to participate in each school’s school site council made up of teachers, parents, and classified employees. Each school site council works with the principal to develop, review and evaluate the effectiveness of school programs. Site budgets are aligned with priorities within the SPSA."	A focus area for improvement is increasing parent participation in advisory committees or other parent groups as well as responding to district or school surveys for input.	"As stated above, we want to increase all parent participation in advisory committees or other parent groups as well as responding to district or school surveys for input."	5	4	4	4	4	4	4	4	4	4	4	4	Met	6/27/2022	2022
54718290000000	Buena Vista Elementary	3	Buena Vista continually works to improve egagement with our families.  We have added Parent Square to better coordinate and simplify communication between staff and families.  We have also added a social media site to add another way to share information and activities that are happening. This has been a fun addition with positive feedback.	"We have focused on the the needs of our familes, really getting to know them, their needs and what we can do to support them."	"We will continue to work with our families to assess their needs and how we can best meet them.  We are working with our social worker, local counseling services and County special services personnel to identify and service students and families with special needs."	Buena Vista's strength is the relationships with our families.  We are small and the majority of our students come from outside the district. It is not unusual for teachers to have daily in-person contact with parents.	"Buena Vista is working to build strong relationships with parents and to provide parent education in order to  improve attendance.   We also want to build a parent knowledge base to keep students safe in their daily lives especially in regard to internet safety, including risks associated with human trafficking."	Buena Vista will continue to engage with our underrepresented families to assess their needs.  We have found that improving our communication processes and informal meetings have been welcome and productive in determining the needs of our underrepresented families.	Buena Vista's strength is in the relationships with our education partners.  There  are many opportunities for communication and input.  We have made important strides in adding to the the effectiveness of school to parent communication and information.	Buena Vista's focus will be to continue to increase parent participation in education and information meeting opportunities.	Buena Vista will continue to provide information to our underrepresented families and to provide personal contact and invications through our regular communication methods and personal calls and outreach.	5	5	4	5	4	4	4	4	4	4	4	4	Not Met	10/12/2022	2022
43104390106534	Bullis Charter	3	"Currently, BCS has a strong partnership with our family community through the parent association on campus, and there are lots of opportunities for parents to gain information (weekly family newsletter, class ambassadors, etc) and to be involved with providing input (working committees, focus groups, ELAC committee, family survey, etc)."	"Continuing to ensure we are supporting the needs of our new families is a priority, especially recognizing that the past two years families have joined BCS and may not have been able to interact in-person with staff and/or other families. We have hired a Director of Community Engagement and Outreach to focus on these efforts moving forward."	"We have hired a Director of Community Engagement and Outreach, and anticipate this individual will be a great conduit for building relationships within the community and in continuing to focus on outreach within families who may be underrepresented within the school community"	"Current strengths in Building Partnerships for Student Outcomes include the Focused Learning Goal process, where families, students, and teachers work together to set personalized goals for each student and track progress towards goals throughout the course of the year. This process not only allows students and families to focus on individualized student progress but also creates a pathway for families (and the student) to advocate for their student."	An area of focus here is ensuring that there are clear structures in place for families to identify how to support their student at home. This may include providing opportunities to review online platforms that are in place at school for students in core content areas and showing families how to integrate these supports into daily/weekly routines.	"Specifically with the idea of utilization of supports at home, BCS would like to create parent learning opportunities/workshops (as designated in the LCAP) to walk families through online platforms that may be unfamiliar to them, as well as to provide them with information in how to interpret scores/results."	"Families have been involved extensively to help support BCS, specifically this year as we’ve worked through the WASC process. Families have reviewed data, provided input on future actions, and participated in focus group meetings. Outside of this space, all families are invited to take the yearly family survey, and we anticipate running this survey bi-annually for 2022-23."	"We will continue to seek opportunities to gather input from families for the 2022-23 school year, through focus groups, surveys, and working committees."	"As we hire our new Director of Community Engagement and Outreach, we anticipate this individual gathering input from families that may be underrepresented via one-on-one or small group meetings."	5	4	5	5	5	4	5	5	5	5	5	5	Met	6/6/2022	2022
19643370000000	Burbank Unified	3	"BUSD gathers input from parents, especially those whose children are eligible for Socio-economic Disadvantaged, English Learners, Foster Youth, and Students Experiencing Homelessness services, in multiple ways including surveys, school site meetings, English Learner Advisory Committee (ELAC) meetings, District English Learner Advisory Committee (DELAC) meetings, Title I Advisory meetings, School Site Council (SSC), and other parent meetings. District and school-level parent involvement policies are annually evaluated and reviewed for revision to ensure that the policy is up-to-date and is being carried out. The Board of Education approves changes to Board Policy and Administrative Regulations annually. School and district policies are distributed through the annual notification. The District and school sites regularly send commutations to families and staff about safety especially COVID-related updates, operational updates, curricular updates, and special events. The District and schools also maintain websites. Based on survey results, 82% of 1,736 families are somewhat satisfied or very satisfied with the quality of education provided by BUSD."	"Families and staff have requested that the District and schools continue communication on safety especially COVIDrelated updates, operational updates, curricular updates, and special events. Multiple modes of communication between families and District staff address families’ diverse needs and interests. Information is provided through online postings and newsletters, with notices mailed home in a timely fashion and translated into languages parents can understand. Families will receive text messages if they opt-in, in and phone calls providing them with critical school information. Based on survey results, 91% of 1,736 families report that email is the best communication followed by text messages and then telephone calls. Based on survey results, 33% of 1,736 families report that they have no obstacles with parent engagement. Based on survey results, 38% of 1,736 families report that they have schedule conflicts that prevent them from regularly participating in parent engagement events. Based on survey results, 68% of 1,736 staff report that they are satisfied with the resources provided formental health."	"BUSD gathers input from parents, especially those whose children are eligible for Socio-economic Disadvantaged, English Learners, Foster Youth, and Students Experiencing Homelessness services, in multiple ways including surveys, school site meetings, English Learner Advisory Committee (ELAC) meetings, District English Learner Advisory Committee (DELAC) meetings, Title I Advisory meetings, School Site Council (SSC), and other parent meetings. District and school-level parent involvement policies are annually evaluated and reviewed for revision to ensure that the policy is up-to-date and is being carried out. The Board of Education approves changes to Board Policy and Administrative Regulations annually. School and district policies are distributed through the annual notification. Collaboration: Parents will be encouraged to participate in governance at the school and District levels. Parents can participate in the SSC, ELACs, DELACs, the PTA, and Fundraising Committee at schools. The District has a robust parent volunteer program that provides parents opportunities to be involved in their child’s school by providing a variety of volunteer activities. Communication: Multiple modes of communication between families and District staff address families’ diverse needs and interests. Information is provided through online postings and newsletters, with notices mailed home in a timely fashion and translated into languages parents can understand. Families will receive text messages if they opt-in, in and phone calls providing them with critical school information. In addition, parents have access to an online Aeries Parent Portal through which they can learn about their students’ daily attendance, grades, test scores, Individualized Education Plan, English Learner status, graduation requirements, discipline records, transportation schedule, lunch application, health records, and contact information. Capacity Building: Parents and District staff partner with one another to build capacity. Schools offer training to parents to understand District and school academic initiatives and to provide parents with opportunities to learn how to support learning in the home, the California School Dashboard, and graduation requirements. The following information is provided to families and staff: • States Standards for Curriculum • Curriculum, assessments, and test results including CAASPP Consortium Assessments • Grades in Aeries for report cards with an explanation of the scores and marks • School Site Council at each school with staff, parents, and community representatives • English Learner Advisory Committee at each school with staff, parents, and community representatives • Two-parent conferences during the school year • GATE Parent Advisory Committee serves as an advocate for teaching and learning through Special Education Programs. • Special Education Advisory Committee serves as an advocate for teaching and learning through Special Education programs."	"The District Parent Involvement Policy is distributed annually to all parents and guardians as part of our Annual Notice to Parents at the beginning of each new school year. The Parent Involvement Policy complies with both Federal and State regulations. For our Title I funded schools, the school’s Parent Involvement Policy is reviewed by the School Site Council at a regularly scheduled meeting and then by parents at a Title I School meeting. At the annual Title I parent meetings, a review of the elementary and middle school curriculum and grade level standards is included to increase parent understanding of elementary and middle school student expectations and requirements. Parent conferences are held at the end of the first and second trimesters allowing parents/guardians to meet individually with teachers to discuss student progress toward proficiency on grade level standards. Teachers are available beyond those two designated windows for conferences, too. Family Nights, frequently on a specific subject like math, are held at the elementary and middle schools with all parents invited to attend. For State assessments like CAASPP (California Assessment of Student Performance and Progress), parents receive an explanation of their child’s performance on CAASPP as compared to State proficiency expectations each year that their child is tested.  Parent involvement in the LCAP process through scheduled meetings provides another venue for parents to ask questions and for the district to give parents information about the LCAP and how it will prepare their children for success. We provide materials and training through several avenues, both in our Title I schools and at non-Title I schools. We provide parents, especially of incoming Transitional Kindergarten and Kindergarten students with information and how to obtain materials so that they can work with their children at home. We want to be sure that economic status does not affect parents' opportunity to support their child’s learning. Principals, support staff, and teachers at all grade levels, from Kindergarten through high school, and secondary school counselors provide group and individual training to parents about how to use the student information system portal to access real-time attendance and grade information. Elementary schools and middle schools hold family math nights where parents learn about the math curriculum and how to help their students. These sessions include training on accessing the online components of the English language arts and math curriculum. Parents and families are provided information on their child's progress through failure notices, progress reports, and report cards. Parent conferences are also scheduled twice annually. In addition, parents have access to an online Aeries Parent Portal through which they can learn about their students’ daily attendance, grades, test scores, and additional information."	"It can be challenging to engage parents of children eligible for Title I services. Messages through Blackboard Messenger work for many parents. To reach additional parents, we send information about Title I services, meetings, parent education sessions, and services available in the community through the mail. Administrators and bilingual Family Liaisons also call parents of children who would benefit from Title I services, after-school tutoring, or summer programs if initial outreach through standard communication channels is not effective. Sometimes a friendly chat with a parent is all that is needed to get the child enrolled in a summer program, for example."	"Multiple modes of communication between families and District staff address families’ diverse needs and interests. Information is provided through online postings and newsletters, with notices mailed home in a timely fashion and translated into languages parents can understand. Families will receive text messages if they opt-in, in and phone calls providing them with critical school information. In addition, parents have access to an online Aeries Parent Portal through which they can learn about their students’ daily attendance, grades, test scores, Individualized Education Plan, English Learner status, graduation requirements, discipline records, transportation schedule, lunch application, health records, and contact information. Schools also provide parents access to information at the school site in-person and through the use of a laptop or Chromebook."	"All school sites and the District hold the required number of meetings for English Learner Advisory Committee (ELAC), District English Learner Advisory Council (DELAC), and School Site Council (SSC). Agendas are posted. Minutes are taken. Two Federal Program Monitoring (FPM) reviews (February 2018 and November 2021) had not found any issues with governance and decision making procedures."	"Maintaining ELACs, DELACs, and SSCs has not been easy especially during the COVID Pandemic. While all decision masking groups positions are filled, not all members regularly attend. Meetings have made quorum to take action but sometimes, quorum is barely met. Meeting times are agreed upon by all members, but schedule conflicts do arise."	"Underrepresented families do participate in ELACs, DELACs, and SSCs. Schools and the District will continue to recruit members. Recruiting procedures include sending out membership notices in primary languages. Face to face communication is more successful. Awareness of the LCAP and it's processes could be increased across the District. The District sends multiple communications inviting all families to be involved in the process. Reports are made at Board meetings and at DELAC meetings. Input was requested to all families on some new items that were being proposed from the community that had been participating in the LCAP process. The surveys results helped to influence the subsequent decisions on which items were to be funded."	3	3	2	3	3	3	3	3	3	3	4	4	Met	6/21/2022	2022
41688820000000	Burlingame Elementary	3	"The Burlingame School District engages all educational partners through a wide range of school site and districtwide committees and workgroups on an ongoing basis. For instance, the English Language Advisory Committee (ELAC) with the goal of assisting each school leadership team in making decisions regarding English Language Learners, the Site School Council (SSC) who support and guide the work each school site is implementing in benefit of all students, and the Student Council (SC) who represent the student body and council the leadership team at the middle school."	"In order to improve relationships between school staff and families, we have implemented a new parent portal that allows families to view information about their students' classes and allows staff to communicate directly with families."	"As we build district and site-based teams we are looking at our demographics and pulling in the missing targeted groups. By holding meetings virtually we are able to provide access to a larger group of educational partners.  The district continues to provide many new programs and support services that have been developed and implemented with a focus on providing equitable access to learning that is engaging for all students. Some of the programs are:  The District English Language Advisory Committee (DELAC), Special Education District Advisory Committee (SEDAC), Comprehensive Coordinated Early Intervening Services (CCEIS), Latinx Family Nights, Families of African American Student Organization, and Families of Asian Americans/Pacific Islanders."	"The district continues to provide many new programs and support services that have been developed and implemented with a focus on providing equitable access to learning that is engaging for all students. Districtwide committees and supports include the District Advisory Committee (DAC), Local Control Accountability Committee (LCAC), Principal Leadership Team (PLT)"	"This year, Burlingame School District adopted new science and math curricula and provided extensive professional development to support teachers in their implementation. Feedback from educational partners was taken into account when selecting and implementing the new curricula."	BSD has held targeted parent/guardian support events to ensure students that are underrepresented are having a voice in our community. We will continue to focus on outreach to hear firsthand from families what supports are needed for student success.  As we build district and site-based teams we are looking at our demographics and pulling in the missing targeted groups. With holding meetings virtually we are able to provide access to a larger group of educational partners.	"The Burlingame School District also engaged in a ThoughtExchange survey asking parents/community members/staff and a separate one asking students grades 5-8 ""What are the most important things our district needs to think about in order to support each student over the next three years?"" The parent/community member/staff exchange had 538 participants, 452 comments, and 20,300 ratings. The student exchange had 372 participants, 452 comments, and 7,458 ratings. Burlingame Education Association and California School Employee Association have seats on DELAC and CCEIS committees."	We will continue to engage with our educational partners through our parent portal and continue to utilize translation services to ensure access to all educational partners.	"We will continue hosting events for our affinity groups, such as Latinx Family Nights, Families of African American Student Organization, and Families of Asian Americans/Pacific Islanders."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/14/2022	2022
53716620000000	Burnt Ranch Elementary	3	"Families and community members are encouraged to attend all school functions, including Back to School Night, assemblies, student and guest performances, Open House, and sporting events. Educational partners were surveyed to gather input regarding decision making, school culture, course offerings, school to home communication, and parent participation and are linked to LCFF priorities and LCAP goals. Results are used to guide the LEA forward. Committees with a variety of stakeholders as members (PTO, Site Council and Parent Advisory Council, Indian Education, Grade-level parent/student groups, ASES Advisory) meet throughout the year to seek input, promote parental participation, and foster positive relationships."	"A focus area for improvement is to increase participation and engagement with parents and families of our lower performing students and students identified as homeless. Staff will target modes of communication that are most effective with these families, including personal invitations and/or encouragement to participate, to increase involvement."	"Staff will target modes of communication that are most effective with these families, including personal invitations and/or encouragement to participate, to increase involvement."	"BRESD provides time for the staff to meet collaboratively and strategize how to best support families in areas of academics, attendance and social-emotional needs. Throughout the year, staff members attend trainings and/or conferences on these topics. Teachers meet with parents at least twice per year in formal parent conferences, and as often as weekly in many cases to provide families with information and resources to support student learning at home and to discuss student progress and ways to work together to improve student outcomes. The district will work to engage underrepresented families by doing more outreach and making more personalized contact. This may include home visits, invitations to participate in special activities or fieldtrips or by offering parent classes or family nights."	"The district will work to engage underrepresented families by doing more outreach and making more personalized contact. This may include home visits, invitations to participate in special activities or fieldtrips or by offering parent classes or family nights."	"The district will work to engage underrepresented families by doing more outreach and making more personalized contact. This may include home visits, invitations to participate in special activities or fieldtrips or by offering parent classes or family nights."	"Burnt Ranch ESD is a one-school district with approximately 70 students, four classroom teachers, four part-time specialists and two part-time administrators. This small size allows for much staff and parent communication and family involvement in both advisory groups and with decision making. Over 55% of our students come from out of the district boundaries so by making the choice to attend our school they are often more willing to be involved in these activities. The staff will continue to encourage involvement from all groups, especially underrepresented ones, by reaching out to them and promoting their participation."	"The staff will continue to encourage involvement from all groups, especially underrepresented ones, by reaching out to them and promoting their participation."	The district will work to engage underrepresented families by doing more outreach and making more personalized contact. This offering parent classes or family nights.	4	4	3	4	4	4	5	4	4	4	4	4	Met	6/22/2022	2022
10620420000000	Burrel Union Elementary	3	"All staff are provided with on-going training to build parent partnerships and improve student outcomes - academic and behavioral. At the start of every year, all staff take a bus ride to our communities. We hold various events for educational partner input and participation - Back to School, Carnivals, Conferences, Special Assemblies and Open House. Coffee Hours, Parent Advisory Committee, Parent Teacher Club and District English Learner Advisory Committees are held monthly and quarterly to keep parents informed and gather Educational Partner input. An electronic marquee and recorded messages provides quick information and important messages for all parents, staff and community. Teachers have Google classrooms, Class DOJO and send email and text messages to keep parents current. Bilingual Office Staff provide support to Spanish speaking families. Our Extended Learning Program provides additional opportunities to build relationships between staff and families. We pride ourselves in creating a clean and safe environment for all families, students and staff."	"Communication will be our focus area for improvement. We believe communication is of utmost importance in building relationships. Although calls are sent out for information, Teaching staff is expected to increase parent contacts. We will be utilizing a Parent Log to collect data. Parent, Staff and Student surveys will be distributed to collect input and monitor progress. Our Website will be redesigned to provide easier access to important district/school information and to access resources. The School FaceBook page will be updated to keep parents involved with the latest events."	"We plan to improve engagement of underrepresented families by creating a Community Counseling Center. Our School Psychologist, Clinician and Special Educational Resource personnel will be available for families. We plan to connect families with necessary resources, assistance and education in order to strengthen family relationships and create an environment safe for all. We look forward to providing early educational opportunities for our 4 year olds through UTK classes."	"On-going professional development is provided for all staff. Certificated and Classified personnel have monthly meetings in order to provide information, gather input and training. Teachers are provided with the annual state testing results and on-going benchmark results. Professional Learning Communities create time for teachers to meet, analyze and plan based on student data. Parent portal  gives families insight to current grade status and assignment completion. Parent/Teacher Conferences are held at the end of every trimester. Bilingual staff is available to interpret if needed. We have a Multi-Tiered System of Support that includes regular Student Study Team Meetings and Collaboration of Resource Meetings to gather necessary information for student support. The Team meetings may lead to referrals for Special Ed. evaluations and/or 504 plan development. Resources for families and students are provided by our intervention teachers, para educators, school psychologist and clinician. We collaborate with our county office of education for additional resources for our homeless, foster and migrant students. All students are provided with Chromebooks to use at school and home if needed. Hotspots are distributed for homes without internet. Our ELP programs provides a safe environment to complete homework and stay connected to school by participating in extra-curricular activities and sports."	"Our focus will be to develop additional Parent Educational classes - in the areas of English as a Second Language, Social Emotional Learning, Positive Discipline, Early Literacy and Technology. We plan to utilize the new Community Counseling Center to house these learning opportunities."	"We believe education will best support our underrepresented families. Providing education, whether in Person or online, will improve parent to student relationships and empower parent and student to school relationships. Our early educational opportunity through Universal Transitional Kindergarten will open doors of learning at an earlier age for all our children. We understand if we empower our families, we empower our children!"	"All teachers have created weekly Community Circles within their classrooms in order to gather student input, concerns and ideas. Student Council meets regularly to discuss activities to increase student connection to school. Surveys for parents, staff and students are on-going and distributed yearly to gather input for decision-making. Monthly parent meetings provide information and collect input for important school district decision-making."	"Focus area includes increasing Parent participation in all meetings and events. We will look for ways to improve attendance and participation by providing different times and venues for gatherings. Chromebooks and Hotspots will be checked out to families in order to connect to meetings virtually. Events may be held in mornings, afternoons and evenings to provide several opportunities to attend."	Often our underrepresented families are working during school hours and evenings. They may not have the opportunities to attend meetings and/or events. We will continue to collect data and input through phone calls and surveys (paper/pencil). We will provide meals during meeting and offer incentives to get more participation. Students may also be provided with incentives for returning surveys to school.	5	5	5	5	5	5	5	5	5	5	5	4	Met	6/28/2022	2022
54718370000000	Burton Elementary	3	"The district is continuing to build partnerships with both families and the community. This is done through events and the hiring of additional staff to support both students and parents.  Additionally, the district is expanding the parent trainings and ability for parents to access school campuses."	Based upon partner feedback the district is continuing to provide opportunities for parents to interact with school staff and holding events on campus now that we are back in person.	Engagement of underrepresented families is a focus for the upcoming school year after reflection on data showing that these groups continue to not be as engaged as other groups.  Based upon this information additional systems will be put into place to track and improve participation of these families.	"The district has worked over the years to build a culture of positive relationships with both students and families. This is done through hosting events, providing parent trainings and giving parents the opportunity to be engaged in the school environment."	Improvement will continue based upon feedback on bringing families and partners in for additional opportunities to collaborate on student outcomes and the support of programs throughout the district.	Engagement of underrepresented families is a focus for the upcoming school year after reflection on data showing that these groups continue to not be as engaged as other groups.  Based upon this information additional systems will be put into place to track and improve participation of these families in events and trainings in order to better build partnerships for student outcomes.	The district is working to improve the trainings and opportunities for parents to be partners in decision making. Some of the way this has been done is adding additional trainings and webinars as well as ensuring that parents who participate on the various councils have the appropriate training and resources.	"Based upon feedback and local analysis of data the LEA will focus on ensuring that staff working with parents inform them of all the opportunities to provide input for decision-making and ensure that all families, regardless of their ability or status have the opportunity to provide input for decision-making within the campus and district."	Engagement of underrepresented families is a focus for the upcoming school year after reflection on data showing that these groups continue to not be as engaged as other groups.  Based upon this information additional systems will be put into place to track and improve participation of these families in events and trainings in order to better provide partners with the opportunity to provide input for decision making on campus and the district.	4	3	4	4	4	4	4	4	4	4	3	3	Met	6/20/2022	2022
04100410000000	Butte County Office of Education	3	"The LEA works with BCOE schools to develop and implement family engagement plans inclusive of building relationships with families. This process identified the following strengths:  BASES supports students who often have multiple service providers both within the school system and within the community.  We make it a point to always include all support providers at any of our IEP meetings and in addition we assist in developing plans with all the interested parties for the best interest of the family and child growth. Team members frequently make home visits and twice per year offer a family night to provide support for our families.  BCCS staff establish a relationship with families as soon as they email.  Staff make a concerted effort to maintain a welcoming environment and positive working relationship with families.       Special Education seizes the opportunity through the IEP process to develop and maintain positive relationships with families.  IEP teams meet at least annually to review progress and identify needs for students and families.  Additionally, Special Education has hired a Parent Liaison who assists in bridging gaps between school and home.  As COVID-19 restrictions lift, events are being scheduled again with families invited to participate.   Throughout the enrollment process, TMS staff engage in frequent two-way communication with families.  Throughout the year staff have regularly scheduled check-ins with families to create a welcoming environment and elicit feedback from parents regarding needs and to discuss academic progress, career/college, and transition plans."	"The LEA supports BCOE schools with progress monitoring and adjusting family engagement plans throughout the year. This process has identified the following focus areas:   BASES supports students with disabilities that affect their behavior and social emotional competence. We are planning a parent academy to provide families with effective evidence-based strategies to deal with difficult behaviors at home.  In addition we will provide a safe space for families to support each other.  BCCS will formalize, schedule and advertise annual parent events that are held at convenient times for parents.   Special Education is further building the new Parent Liaison position to include additional support resources such as parent trainings and educational opportunities.  The Special Education Department is investigating how to infuse family-focused educational/training opportunities into regularly scheduled events.  TMS has identified increased teacher-family communication and implementation of authentic family participation as areas of improvement."	"The LEA supports the small school programs with disaggregated data of all student groups.  BASES will continue to meet with all support providers, including the clinician, to focus on underrepresented families.  This may include clinician attendance at Child Family Partnership meetings, etc.   BCCS will provide an interpreter for dual language families, host countywide family events, and consult with the LEA on how to best engage educational partners in maintaining and building strong relationships.  BCCS will also revise the parent survey to include an underrepresented group self-identification question to gather focused input. Staff will personally invite underrepresented families to all events.   Special Education's parent liaison and administration are working together to increase the engagement of all families, particularly those underrepresented and are exploring community partnerships to support in this area as well.    TMS has elicited feedback through the annual LCAP survey with underrepresented families participating at the following rates: Low Income: 87.5%, Special Education: 62.5%, English Learner: 25%, and Foster/Homeless Youth: 12.5%. 91% of educational partners that responded including parents, students, and community, feel that the school communicates regularly with parents.  TMS will focus on eliciting more feedback from our English Learner and Foster/Homeless Youth families to increase representation of these groups."	"The LEA works with BCOE schools to develop and implement family engagement plans inclusive of building relationships for student outcomes.  BASES partners with all the local LEA's, and the student's full IEP team at any Child Family team meetings.     BCCS provided staff with some family engagement/relationship PD and started student equity conversations during staff meetings. BCCS does a good job of providing information and resources to support families in meeting student needs.  Many communication tools are used to reach families.    The Special Education IEP process is a natural way to build partnerships with families.  IEP teams come together to share student strengths, identify needs, and create plans to support students.    TMS held virtual opportunities for families to participate in educational events  and to visit with students. These opportunities have had successful participation rates and led to improved partnerships. TMS has increased parents’ access to student grades and progress reporting through online accounts and mailings."	The LEA supports BCOE schools with progress monitoring and adjusts family engagement plans throughout the year. This process has identified the following focus areas:  BASES will focus on informing the parents more frequently of their students' academic and behavior progress.   BCCS staff will collaborate to ensure they have access to families in order to build a strong home to school connection. A structure needs to be developed to facilitate this work by leveraging existing relationships.  BCCS will review the parents rights prior to all IEP's and ask parents if they have questions.   Special Education staff will continue to investigate accessible materials for families to support student learning at home.    TMS has identified the need to explore opportunities for in-person gatherings that strengthen the partnership and delivery of materials and information.	"The LEA supports the small school programs with disaggregated data of all student groups.  BASES utilizes various communication tools to provide more frequent updates on student progress.  BCCS will revise the parent survey to include an underrepresented group self-identification question to gather focused input.   Special Education makes every effort to have all students and families participate in the annual IEP process, ensuring all are represented.  Procedures have been implemented to connect with underrepresented families on a regular basis by incorporating the parent liaison, administrative assistant, school psychologist, and other staff as supports.  TMS has elicited feedback through the annual LCAP survey with underrepresented families participating at the following rates: Low Income: 87.5%, Special Education: 62.5%, English Learner: 25%, and Foster/Homeless Youth: 12.5%. 86% of educational partners that responded (parents, students, and community) feel that they are valued as an important partner in education.  TMS will focus on eliciting more feedback from our English Learner and Foster/Homeless Youth families to increase representation of these groups."	"The LEA works with BCOE schools to develop and implement family engagement plans inclusive of seeking input for decision-making.  BASES reaches out to each family personally when there is a policy change or input needed.   BCCS 's SSC has made family engagement a high priority.  As COVID-19 restrictions lift, BCCS resumed in-person parent events. Ongoing sources of input and feedback include staff meetings, surveys,1:1 meetings, and phone calls.  Special Education offers multiple opportunities to provide input including surveys, advisory council meetings and informal conversations.    TMS implemented outreach procedures aligned with superintendent policy to encourage family participation in the School Site Council meetings. The TMS School Site Council provides input on the LCAP, SPSA, procedures, and plans that align directly with student outcomes and school operations."	"The LEA supports BCOE schools with progress monitoring and adjusts family engagement plans throughout the year. This process has identified the following focus areas:  BASES will use a survey inclusive of a self-identification question to solicit input regarding ongoing protocols during the annual parent academy.  BCCS needs more surveys for parent input and collaboration with all staff around school events.   Special Education will work to increase parent involvement in providing input, including educating parents its importance.  Although input is often received during IEP meetings, a system for putting this information into quantifiable measures needs to be developed.   TMS has identified the need for innovative outreach strategies to increase family participation in decision-making processes."	"The LEA supports the small school programs with disaggregated data of all student groups.  BASES will solicit input in improving site level procedures during the annual parent academy.  BASES will also revise the parent survey to include an underrepresented group self-identification question to gather focused input.  BCCS will use an interpreter as needed and would investigate how to budget and access additional translators. BCCS is making a concerted effort to restart the parent-outreach process, based on the collection and analysis of current data.   Special Education continues to seek ways to engage all families and ensure their voices are heard.  Special Education staff will make home visits to underrepresented families a priority.   TMS elicited feedback through the annual LCAP survey with underrepresented families participating at the following rates: Low Income: 87.5%, Special Education: 62.5%, English Learner: 25%, and Foster/Homeless Youth: 12.5%. 91% of educational partners (parents, students, and community) who responded to the survey feel that there are plenty of opportunities for seeking input. TMS will focus on eliciting more feedback from our English Learner and Foster/Homeless Youth families to increase representation of these groups."	4	4	4	4	3	3	4	4	3	3	3	3	Met	6/27/2022	2022
54755230114348	Butterfield Charter	3	"Efforts to improve the relationship between schools and families by improving communication with families. In recent years, the district has shifted from the more limited Blackboard messaging system, to the ParentSquare platform. Communication through this platform occurs at both the district level, and the school site level. Types of communication include informational topics, invitations and requests for involvement of parents in the schooling of their students, and solicitation of perspectives and opinions through surveys. Familiarity and use of the platform have been increasing, and family/community input has indicated that this form of communication is valued."	"Input from educational partners that include both parent/community and site staff, indicate that participation is lower than desired. A newly established and approved strategic plan has Parent and Community Involvement as one of four pillars, and should guide efforts to improve parent and community involvement at the site. School staff has expressed challenges with increasing in-person participation rates among parents and families, and have also clearly expressed the desire for increasing this involvement."	"Butterfield includes initial parent involvement when students enroll. Parents are required to attend an Orientation for student registration at the school. Furthermore, parents are required to attend their child’s initial teacher meeting for Independent Study. This helps to put faces to names and allows parents to share their students’ strengths and areas of concern. Butterfield staff need to continue nurturing that parental relationship with phone calls, emails, notes/reports on a regular basis, so that conversations are not always for a concern."	"Butterfield is working in partnership with its neighboring school (PMA) to provide PIQE opportunities for parents. BCS must continue to develop systems/events for parents and staff to communicate regularly to work as a team to support student progress. This should include regular communications home (newsletters), Blackboard calls, Remind texts, and scheduled parent information events to assist parents in how to support their independent learners at home."	"Partly as a result of pandemic-related factors, educational partner input from parents, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Although there's agreement upon the need, realization of participation rates by parents and community members proves less than desired, and remains an area for improvement. Butterflied prioritizes partnerships with families. Based on input from educational partners, that include parents, training in identified areas of need is one method of trying to build partnerships. Input from parents, staff and students suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, ParentSquare, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling."	"Reaching out to underrepresented families is a priority for Butterfield in building partnerships since these groups might be inadvertently marginalized. Initiatives intended to build capacity of parents of underrepresented families include partnering with other sites, or the district, in participating in opportunities with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), the Parent Institute, and the Parenting Network. To further support our English Learner families, parenting classes will resume that include English as a Second Language. These opportunities, as well as Parent Information Nights, are offered at the school site. These efforts to support parents to partner in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings."	"Butterfield participates in district-level Compensatory Education (Comp Ed) meetings focused on parent-involvement related topics, for targeted groups, to outline expectations, and provide details related to state and federal requirements associated with various student groups. The site participates in district structures that are in place to address areas of support that include focal areas pertinent to student populations such as Migrant students, English Learners, Homeless students, American Indian, Special Education, and Foster students, and also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as English Learner Advisory Council (ELAC) and School Site Council. Content that could be covered at site-level advisory meetings are presented from a district-perspective at district-level advisory meetings. These serve as modeling presentation topics for site-level discussions to seek input from educational partners and help formulate decisions. District-level meetings are numerous with five District Advisory Council meetings, five separate English Language Advisory Committee meetings, five separate LCAP meetings, and nine public meetings centered on our Native American population, and parents and staff at Butterflied are encouraged to attend."	"Ensuring compliance is an ongoing effort, and establishing structures to support desired outcomes is an area of continued improvement, and desired growth. Structures are in place to monitor effectiveness of seeking input from educational partners, and stages of improvement would include development of next steps to support situations reflecting lack of effectiveness.  Priorities and initiatives outlined in the LCAP are influenced by input from educational partners. Needs and concerns expressed by multiple participating educational partner groups, including students, parents, teachers and administrators helps inform decision making. District-level staff provide input and support on an ongoing basis. It has been noted that parent and community involvement wanes as the year progresses. An area of improvement includes efforts to try and increase, and retain, involvement of parents and community members throughout the year."	"Involvement from educational partners such as students, parents, teachers, administrators, and community members occur multiple times, and with multiple groups, throughout the year, and input helps inform decision-making that impacts students from underrepresented families. The site participates in opportunities at the district level that includes a series of five general session, community-based, meetings that occur in the last half of the academic year, intended to obtain input and suggestions that would inform decision making on goals, actions and metrics affecting those students who may exhibit compounded challenges (English Learners, Homeless, Foster Youth, Special Education students, etc.) In addition to general sessions, focus group meetings take place with parents and/or students representing English Learners, Homeless students, Migrant students, American Indian students, and Foster Youth. Sites obtain input from students (secondary), parents and staff who compose their School Site Councils and English Learner Advisory Councils, and provide site-level initiatives for improvement of services to students.  Butterflied intends to improve the degree of input solicited by underrepresented families. Suggestions presented would then become embedded in the LCAP intended to offset the compounded challenges faced by students of underrepresented families in areas of: student engagement during instruction, working with families to improve attendance rates, and providing staff with training specific to social-emotional learning and trauma-informed practices. The site plans to provide internal opportunities to support students from underrepresented families, and due to the breath of need, supports staff (fiscally, and with allocated time, and additional personnel), and provides staff opportunity to attend external training events (i.e. those sessions offered by the Tulare County Office of Education).  Site administration meets monthly at the district level to bring site-level discussions and considerations to be shared district-wide during data-review sessions focused on underachieving student groups. The district will commit time on a weekly basis through an early-release day for site staff to plan and implement efforts to engage families, teachers and administration in collaborating for the purpose of planning, designing, and implementing improvement initiatives related to family engagement activities."	4	4	4	4	3	2	3	2	4	4	3	3	Met	6/23/2022	2022
47702010000000	Butteville Union Elementary	3	"Our school continues to pursue good relationships between school staff and families. With a return to a regular bell schedule format, our educational programs allow for parent partnership through volunteering and chaperoning field trips. Furthermore,  parents attending Back-to-School night, Open House, PTO activities, and drama, strings, and band performances allows for positive interactions between staff and families. Board meetings were broadcast through zoom to allow for participation opportunities without driving to campus."	"BUESD focus on building relationships includes promoting increased parent involvement. One area of need is to implement a multiple-tier engagement which includes parent involvement with student behavior supports at home and the promotion of a positive school climate.  For the upcoming year, Back-to-School night will be held right after school begins for 22/23. This will allow parents and staff to communicate earlier than in the past on student academic and emotional needs (progress, strengths, and needs). Another area of improvement is to increase parent attendance to meetings to allow for more participation and input."	"Butteville's strength is community relationships. Our staff continually works on developing building strong relationships with families through a variety of ways: Class Dojo, classroom newsletters, weekly assignment sheets, enrichment activities, field trips, and responsive classroom activities. According to surveys conducted during 21/22, ninety-six percent of parents found teachers responsive to questions by parents. Correspondingly, teachers seeing their effectiveness in parent communication at 77% in 21/22. Ninety-six percent of parents also are satisfied with BUESD. Student survey shows that 89% of students feel that Butteville provides a good education. When appropriate and available, Butteville should create opportunities to celebrate diversity, culture, and languages of our students. School events should remain inclusive and classes should encompass educational experiences to highlight and celebrate student diversity."	"The LEA seeks new and innovative professional development training for teachers and administrators to improve the school's capacity to partner with families. Our local county office of education provides quality professional development opportunities for our staff. Our professional development days in 21/22 include reading and vocabulary training for teachers. One teacher and administrator participated in the 2nd year of CaliReads that focused on recipricol teaching strategies in 21/22. Several teachers and an administrator participated in a CORE reading workshop in summer of 2022. It is our goal to implement effective reading strategies in classrooms schoolwide next year. Our school continues to improve upon and build strong relationships with most families in our small community. Teachers use a variety of communication strategies with parents to keep parents informed and build partnerships. On-going parent/teacher meetings, SST, and IEP meetings provide targeted avenues to discuss student progress based on a variety of assessments to improve performance outcomes."	"As the pandemic fades, our school can improve on building partnerships by creating opportunities for more parent volunteering and more in-person events with families. One need, in particular, would be to develop more themed nights to educate parents on curriculum, literacy and math. These themed nights would help parents assist their children at home with homework and other learning supports."	It is the goal of our staff to provide all our students with a safe environment to learn and explore. One component of improving student outcomes includes targeting extra supports for underrepresented families. Professional development opportunities give staff the tools to engage underrepresented families in supporting and providing resources to support student outcomes.	"The LEA uses surveys, virtual, and in-person meetings for educational partner input and local data. The school provide many opportunities for parent involvement and input through back to school night, open house, and parent conferences. Ninety-six percent of parents in survey responses said that teachers respond to questions from parents quickly. Seventy-seven percent of staff survey responses believe that they communicate effectively with staff/parents. Sixty-seven percent of staff survey responses agree that they communicate with each other to make student learning consistent across grades.  Virtual interface has allowed for working parents to join meetings with teachers as needed. Dojo is used by 64% of the teachers and 100% use email to communicate with parents. Our community is small and integrative, most are comfortable with communicating and providing input for collaborative decision-making."	"It is always a challenge to get parents to actively engage and provide input in the decision-making process in the school. Our school is geographically isolated as families are typically live more than 5 to 10 miles away from campus. Our PTO has been a strong supporter as a booster and many of those parents, as well as others, actively participate on advisory groups because they are willing to drive to campus. Virtual meetings are now becoming a more accepted way to join school events, board meetings, and advisory groups. This method of meeting will be utilized more in the future for school site council, safety, and LCAP committees. It will also help with teacher parent conferences and class events where low income and other underrepresented groups can join virtually and limit cost and time barriers when engaging with classroom events. Our faculty, staff, and families are always evaluating and seeking ways to invoke more family involvement through school events like meet and greets, field trips, book fairs, open houses, egg drop, art auctions, and science and history fairs. Invites for virtual meetings through the news bulletin and website advertise allow for more families, including underrepresented groups to participate and provide input in a variety of decision and policy making at school and district level."	"An active strategy to personally invite parents, especially those of underrepresented families, to attend events and participate on parent advisory committees. The traditional method of providing food at gatherings is time tested; however with gas prices soaring, giving parents an opportunity to join events virtually may help lower income parents participate in school committees and provide input for decision-making."	4	4	3	4	3	4	4	3	3	3	3	4	Met	6/21/2022	2022
15633700000000	Buttonwillow Union Elementary	3	"Based on parent survey results, 92% agreed that the teachers communicated with them, 98% agreed that the school invited them to attend school events (92% of respondents stated they had a students in an unduplicated category). Based on staff survey results, 97% believe that the school/district value parents as important partners in the students education, 89% agree that they are provided adequate training to promote parental involvement and student learning at home, 97% agree that teachers actively seek parental input into decisions that affect students education."	"Based on educational partner input and data described in the previous section, Buttonwillow School will continue to ensure we are working with our families to build relationships so that we can work as partners to ensure we are meeting the needs of our students and families."	"Buttonwillow USD staff will continue to received input on a variety of programs and services provided to students. This process consists of two objectives: 1. Inform educational partners of progress toward meeting current goals and actions and 2. Determine changes, additions, or deletions needed to attain current goals. Our process provides our educational partners an opportunity to review progress, provide input, and support the implementation of actions through meaningful feedback. Feedback was gathered through: surveys, face-to-face meetings, and parent committees."	"Based on parent survey results, 90% agreed that Buttonwillow School met the academic needs of students through the Covid Pandemic; 83% believe the school's learning environment is improving; and 75% strongly agree the school is preparing their student for success in their college/career."	"Based on analysis of partner input and local data, Buttonwillow School continues to look for ways to increase parent participation in opportunities to provide additional resources and information to families that support learning and development at home; and helping them understand their legal rights and advocate for their own students"	"Analysis of pre-pandemic participation rates and survey data of parents showed that only 60% of our parents participated in parent/family events offered by the school. Based on research, we know that parent support and engagement with the school will accelerate students growth more than double of what the school can accomplish by itself. Buttonwillow School will make every effort to reach out to parents and ask for their input and ideas for engaging more families in building partnerships for student outcomes as described in Goal 3 of the LCAP."	"Based on parent survey results, 82% of parents reported that they were given the opportunity to provide input into school programs. Parents are given several opportunities to provide input throughout the school year through the following means: Parent Club, School Site Council/ELAC/DELAC, various surveys, LCAP Taco Night, parent communication app (Rooms), and parents can visit the school to meet with school staff."	"Based on analysis of input and local data described in the previous section, Buttonwillow school will continue to seek input of parents and families through the means described above. Buttonwillow school will also continue to work with families to identify areas of concern and ways to provide additional opportunities for decision-making input."	"The Buttonwillow Union School District LCAP has a goal dedicated to how this district will improve engagement of families. Some of the actions include: various ways of communicating with parents, family nights/events/trainings, inclusion/invitation to field trips, Parent Advisory Coordinator positions, and translation (written and oral),"	5	5	5	5	5	4	5	4	5	5	5	5	Met	6/15/2022	2022
07616630000000	Byron Union Elementary	3	"Our district, campuses, and teachers regularly communicate with parents through newsletters, phone calls, and other communications. Our parent conferences include evening hours for better accessibility. All campuses host campus events, such as coffee with principal, performances, and activities. Additionally, seeing the principal and teachers during drop-off and pick-up reinforces a welcoming environment. Use of the district and campus website, parent portal, available through the student information system, provides parents with up-to-date information. Through formal and informal methods, families are provided with information to support their students’ academic and social-emotional learning. Family and community members have multiple opportunities to serve on campus and district committees. In looking for ways to further build relationships with families, this year our elementary schools hosted a “Sneak a Peak” evening, giving families the opportunity to meet teachers, get to know the campus, complete registration, and engage with parent groups."	"Based on our data, our district will seek out resources to share to build greater capacity in staff by sharing information and training related to building positive relationships with families during staff meetings and professional learning. We are investing further in communication with our families about SEL happening in our schools so they can better support their students. Additionally, we continually review our methods of communication to ensure all are received and they are accessible to all families."	"Building relationships with underrepresented families has been identified as a need. The district is beginning our work on diversity, equity, inclusion, and belonging, which will include looking at how we are supporting all our students and families. We are exploring a parentship with a community organization to host parent nights both on and off the campuses as well as increase participation in committees, such as DELAC and board committees. We will more greatly utilize our partnership with a county mental health network to provide to our families."	"Our district has a deep appreciation for the importance of parent involvement. All staff members new to the district, including administrators, teachers, and support staff, attend professional learning that includes a focus on effective communication modes, which help build and maintain positive relationships between all parents and the school.  Staff at each of our school sites provide welcoming environments for all families in our community. Teachers and site administrators communicate regularly with families. Principals at each school send out weekly communication and have regular principal coffees. This year our elementary school hosted welcome events for incoming students, allowing them to visit classrooms and socialize with staff and the community. Back-to-School at our middle school allow teachers to give an overview of the goals for that grade level and also share ways in which parents can partner with teachers during the year.  Parent conferences are held twice each year.  These meetings are an opportunity for teachers to provide specific information on each child’s academic progress and social-emotional status at school.  Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child."	"Student Study Team meetings provide support for children who are not meeting expected goals. These meetings include parents and recommendations are provided to both the classroom teacher and the parent for strategies specific to the demonstrated need. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared."	"Feedback specific to underrepresented families is sought out via parent surveys. Utilizing a community partner who already hosts parent leadership meetings, we will seek to improve representation on district advisory committees and site-based committees. We are looking forward to reinstituting engaging in-person family learning nights to draw families back to our campuses.  We will also look to create a English Learner Family Support Handbook with helpful information about our district and key contacts for families to support student transition and active parent engagement in our schools."	"Stakeholders including students, parents, and district staff are able to engage in meaningful dialogue and provide input to the district strategic planning through formal groups such as the School Board, Parent-Teacher Association (PTA), English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Byron Teachers Association (BTA), Classified School Employee Association (CSEA), District Leadership Council, District Cabinet, and district Safety, Climate, and Finance committees. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation in scheduled meetings and surveys at the site and district level."	"District and schools continue to increase parent engagement in through home visits, social media, family nights, and volunteer opportunities. The district will continue to seek out resources to share at principal and school community meetings. Additionally, we will seek ways to improve stakeholder participation in surveys and meetings."	We will improve input from under-represented families through additional outreach and utilizing community partners. District will explore resources to provide support to teachers and principals to improve a school’s capacity to collaborate with families.	3	4	3	3	3	3	4	3	3	3	3	3	Met	6/30/2022	2022
37680490132506	Cabrillo Point Academy	3	We have established positive and fruitful relationships with families and staff. Our yearly family and staff engagement survey results demonstrate positive relationships with both families and staff.	"We have a positive relationship with our non-English-speaking parents/guardians, and we continue to focus on refining our"	"We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Beyond that, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees."	"We assign each family an appropriately credentialed home school teacher (HST). The HST meets with families to collaboratively create an individual education that reflects a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. HSTs also schedule additional appointments and support as needed. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value."	"More than anything, we have focused on communicating to families and students the importance of participating in and making an earnest effort in state assessments."	"We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Also, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees."	"Appropriately credentialed home school teachers (HST) assigned to each family facilitate direct communication of opportunities to participate in LEA decision-making. Additionally, we regularly communicate input opportunities such as our LCAP Advisory Committee meetings electronically."	We are focusing on improving input from families related to participation in state assessments.	"We regularly strive to reach out to and include underrepresented families in our LEA wide-decision making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title 1 meetings, and our English Learner Advisory Committee."	5	5	5	4	5	4	5	4	4	4	4	4	Not Met	9/13/2022	2022
41688900000000	Cabrillo Unified	3	"Cabrillo Unified School District has demonstrated strengths and progress in the area of Parent Engagement. We have structured district and site professional development opportunities for both classified and staff members.  Professional Development opportunities support topics such as building on the Parent Engagement pillar of the Multi-Tiered System of Support (MTSS). For the 2022-2023 school year, we have systematically engaged in district-wide training around MTSS, in particular, parent engagement and cultural competence. Our leadership teams visit classrooms, attend parent meetings, and local parent organizations (Ex: ELAC/DELAC, PTO). All documents are translated into Spanish to ensure access for our So families in the 2nd largest language represented in our district. At our school sites, newsletters are being created by students and staff which are easily accessed by our families via email, website, and text. We also provide information to families more frequently than the typical student progress and report card periods and communicate via phone calls, home visits, and text messages. Community Liaisons at our Title I sites are trained to provide families with support and resources to improve their child's academic and social success."	"Based on the analysis of educational partner input and local data, an area of improvement is to increase at-promise family parent/family involvement. This includes families of English Learners, Low Socio-Economic, Foster Youth, Homeless, and Student With Disabilities. We continue to fund community liaisons at every Title I site to support with additional parent outreach. We are increasing professional development opportunities that will support our community liaisons with strategies that will further engage our at-promise families. We will increase engagement with our at-promise families through increased communication via email/text drives using our current Student Information System and communication programs. These strategies will provide our families with increased communication of events and resources provided to the families in our district."	"Cabrillo Unified School District has demonstrated improvement towards seeking input from a variety of educational partners. Each Title I school site currently has a full-time community liaison to support in effectively engaging families through increased attendance within various advisory groups not limited to our District English Learner Advisory Committee (DELAC), School Site Council (SSC), English Language Learner Advisory Committee (ELAC), Parent Teacher Organization (PTO), and other site and district based committees.  Our effort with increasing at-promise (aka underrepresented) families input within our various committees will provide the district with valuable input that will support our district plans and supports for the at-promise students. Community Liaisons support both site and district initiatives to increase parent involvement, which in turn, allows for a community that supports a collaborative decision making process."	"Cabrillo Unified School District (CUSD) has demonstrated strengths and progress towards building partnerships to support positive student outcomes. At the site level, various parent and staff committees engage with data meetings using a Response To Intervention/Instruction Pyramid in order to support students with academic and social interventions. As part of our Multi-Tiered System of Support (MTSS) framework, we have engaged in a focus on measuring literacy PreK-12th grade. We review local assessment measures, not limited to Fountas and Pinnell, Acadience, Brigance, Literably, and Lexia Rapid Assessment in order to obtain data that will define site and district based interventions programs. Our data meetings also include a review of our English Learner student data not limited to English Language Proficiency Assessment for California (ELPAC) data and Reclassification data which determines services for our English Learners. These processes are communicated at various educational partner engagements not limited to parent-teacher conferences, 1:1 meetings with parents, PTO meetings, site meetings, and DELAC/ELAC meetings."	"Cabrillo Unified School District (CUSD) has reviewed our state and local assessment data and determined one of our areas of focus will be Literacy, particularly English Language Development (ELD) and English Language Arts (ELA), and Literacy within Mathematics. In addition, educational partner input and local data has demonstrated a need for increased Social and Emotional Learning (SEL) learning support. We will continue to increase SEL professional development to staff and continue provide strategic counseling services to our students and their families."	"After analysis of educational partner and local data, Cabrillo Unified School District (CUSD) will improve engagement of at-promise (underrepresented) families identified during the self-reflection process by increasing services to families that will ultimately support the social and academic growth of our students. This will include contracting with family engagement specialists to train our families on educational best practices delivered in their primary language (Spanish). In addition, we will continue to fund our Community Liaisons to support the engagement and involvement of our at-promise families."	"Cabrillo Unified School District (CUSD) has demonstrated strengths and growth towards seeking input from stakeholders to support decision-making impacting student achievement. Each Title I school site currently has a full-time community liaison to help support the school with effective family engagement efforts that will increase the presence of educational partners within various advisory groups.  Community Liaisons support both site and district initiatives to increase parent involvement, which in turn, allows for a community that supports collaborative decision making."	"Based on the analysis of educational partner input and local data, an area of improvement would be to increase parent involvement from our underrepresented groups of families. This includes families of English Learners, Low Socio-Economic, Foster Youth, Homeless, and Student With Disabilities.  We will work with outside providers and bring in specific training to our Community Liaisons and at-promise families. Trainings for our at-promise families will be bilingual and will encourage families to provide input that will support parent-school engagement engagement efforts.  In addition, we will continue to provide interpretation and translation services at both site and district events in order to make it easier for our families to voice their input on site and district initiatives."	"Based on the analysis of educational partner input and local data, an area of improvement would be to increase underrepresented (at-promise) parent involvement in order to obtain valuable input on various school and district services.  These groups will include input from families of English Learners, Low Socio-Economic, Foster Youth, Homeless, Student With Disabilities, LGBTQ, and Native American communities. During the 2022-2023 school year, our district will engage in an equity audit and we will seek input from all educational partners, including underrepresented district communities. The data obtained from our equity audit will provide critical information that will inform both site and district goals so that we may positively impact students within our school community."	3	4	3	4	3	3	4	3	3	3	3	3	Met	6/23/2022	2022
37679910000000	Cajon Valley Union	3	"The Cajon Valley Union School District (CVUSD) Family and Community Engagement (FACE) Department formally began in the Fall of 2015 with the continued guidance and direction of our School Board President - Tamara Otero. The FACE department consists of Michael Serban - FACE Director, Sandra Candler Wafer - FACE Supervisor, Janice Raymond - FACE Teacher Facilitator, and sixteen itinerant community liaisons. Within our diverse district of over 40 languages, our bilingual liaisons speak English, Arabic, Spanish, Farsi, and Pashto, the primary languages in the district. Additionally, we have an advisory council that supports our leadership team consisting of a CVUSD school board member, a school principal, a school counselor, a San Diego County Office Education representative, a community member, and a parent.   The departmental mission of the FACE team is focused on helping school staff and families build meaningful, authentic relationships with one another to improve students’ academic and social-emotional well-being, ensuring that every student is happy, in healthy relationships, and on a path to gainful employment.   In 2020-2021, our Community Liaisons assisted the district in placing over 2,000 Empathy phone calls to gather information to improve our services for students and families. They facilitated 25 different parent education workshops in our four primary languages spanning from “ how to access email” to “ understanding district assessments.” In total, FACE held 530 virtual workshops serving over 1,700 families. Community Liaisons supported over 1,500 families with new enrollment and re-enrollment, making over 840 phone calls, and 660 parents met in person. In addition, our team helped support and increase participation in our District’s Annual Gallup Survey.    Over the past three years, our FACE department has been acknowledged by California, and on national and global platforms. The CVUSD FACE Department was one of six school districts in California selected to participate in a 5-year legislated initiative funded by a fifteen million dollar grant to help build Family and Community Engagement Learning Networks in school districts across California.  In 2020, we were recognized with the Magna Award from the National School Board Association for the effective implementation of research-based Family Engagement strategies in our schools. Finally, this year, we partnered with the Brookings Institute on a Global Family and Community Engagement brief released in the Fall of 2021.  The heart of our FACE Department is our 16 community liaisons from Iraq, Syria, Afghanistan, Puerto Rico, Mexico, and the United States. Our liaisons support families that speak English Arabic, Spanish, Pashto, and Farsi. Their number one goal is to bring the community into our schools and introduce them to our school staff, allowing them to further the relationship with our families. The goal of our FACE Community Liaisons is not primarily to translate and interpret."	"Strategies that we have in place that we would like to enhance and sustain at all sites, especially since COVID restrictions have been significantly reduced. Are listed below:  Targeted Site FACE Professional Development  We set FACE goals with all site principals throughout the year. We would like to broaden these meetings to include site staff to help establish a FACE committee to help further FACE at our sites. The FACE Department can provide multiple FACE Professional Development based on the listed strategies above. However, we would like to focus our support on three FACE Professional Development opportunities:  Poverty Simulation The Poverty Simulation is an amazing opportunity to help staff understand the stories of their students and families; this is a great opportunity to help staff become more empathetic to the struggles our families face every day. Once staff has experienced this training, we can offer additional strategies as action plans or opportunities to take actionable next steps.   Family Teacher Teams  This is an opportunity to repurpose three traditional school events: Open House, Parent-Teacher Conferences, and Back to School Night. Instead of parents attending Back to School Night and listening to the teacher talk “at” them for 30 minutes, we desired to build relationships with parents by asking them to share their hopes and dreams for their children with all the parents in the room. The teacher then shares a piece of academic data about the student with the parent. Finally, the teachers show the parent one activity to do at home to improve that data point. The teacher holds a similar event during Parent Conferences and at Open House to include a celebration centered around the data growth.   Positive Home Visits  The purpose of Home Visits is to develop meaningful relationships between teachers, parents, and students.  Hopes, dreams, and aspirations are discussed in every home visit, leading to parents being more open to working with schools in a way that best supports their children. Each site has a Home Visit Teacher Lead that encourages other teachers to make positive home visits.  Visits are conducted after school, in teams of two, and a cross-section of students are selected.  As necessary, visits include FACE Community Liaisons for interpretation service and building upon the trust they have already developed with parents. School staff are trained and compensated for their time.   All of these opportunities help build genuine relationships and understanding between school staff and our families. However, with a renewed focus after the pandemic, we can further grow our school site's ability to learn, grow and develop around family and community engagement."	"The goal of our FACE department is to serve all families. However, the department was created and funded first to serve our underrepresented families. Every strategy we provide, every meeting we offer, and every staff we hire is done to serve our underrepresented populations. We hired 17 staff who speak up to four languages, a FACE Director, a FACE Supervisor, and a FACE Teacher Facilitator to design strategies and train staff to better serve and support our underrepresented families."	"We help build the capacity of our families to understand how to support their children in and out of school in the following ways.  Newcomer Welcome Meetings  Our FACE Community Liaisons meet with every family who are newcomers to the United States. Our Liaisons learn about the student and their family through a casual and welcoming conversation. Liaisons share with the student's teacher or other school personnel information to assist in making the student’s and family’s transition as smooth as possible. Our goal is to welcome each family by ensuring they have an initial point of contact who speaks their language. The Community Liaison develops a relationship with the family, provides each family with school and community resources, and encourages them to participate in Parent University, parent workshops and Parent Leader groups.  Parent University/Reading Roads  Reading Roads is a no cost, reading and literacy skill building class offered to parents that include weekly parent group sessions, and each session is approximately two hours.  Groups are provided home or dual-language books and activities in one of our four primary home languages: English, Spanish, Arabic, and Farsi.  Reading culturally and linguistically responsive materials are provided to parents within each language group. Parents are taught strategies for building specific literacy skills at home, such as story re-telling and making inferences. Parents also learn about positive reinforcement as a technique for creating stronger bonds and relationships with their children. Sessions are co-facilitated by our curriculum-trained Community Liaisons and school site teachers.  During sessions, babysitting and a light meal are provided to parents and their children. Parent Workshops  FACE Community Liaisons provide hour-long workshops throughout the day for parents in Arabic, Spanish, Farsi, and English. These workshops offer a variety of subjects that were generated from parent input.  Liaisons receive training on various school-based and community-based initiatives to support these workshops, such as Positive Discipline, Social and Emotional Learning, World of Work, Strength Assessments, and working with community organizations, such as the San Diego Career Center, Barrio Logan College Institute, Rady Children’s Hospital, the San Diego Police Department Task Force, and others. We partner with Child Protective Services and our Special Education Department to train and provide additional workshops on these topics.  World of Work Curriculum  Our district's mission is to have happy kids in healthy relationships who are on a path to gainful employment. Our district created the World of Work curriculum to help students understand their strengths, interests, and values. Once they begin to explore who they are as a person, we then expose them to 86 jobs in eight years (Kindergarten thru 8th grade) to discover their place in the world based on their strengths and interests."	"One powerful way to involve parents and teachers in building connections, empathy, and understanding of one another and their children’s needs is through Family Teacher Teams as described below.   Family Teacher Teams  This is an opportunity to repurpose three traditional school events: Open House, Parent-Teacher Conferences, and Back to School Night. Instead of parents attending Back to School Night and listening to the teacher talk “at” them for 30 minutes, we desired to build relationships with parents by asking them to share their hopes and dreams for their children with all the parents in the room. The teacher then shares a piece of academic data about the student with the parent. Finally, the teachers show the parent one activity to do at home to improve that data point. The teacher holds a similar event during Parent Conferences and at Open House to include a celebration centered around the data growth.  Our goal is that all schools will conduct these events regularly throughout the year. Pre-Pandemic, the level of implantation was high. It has decreased during the Pandemic, and we will get further participation at sites after the Pandemic. This will be accomplished by our FACE Site Committee Meetings and Principal Goal Setting."	"The goal of our FACE Department is to serve all families. However, the department was created and funded to serve our underrepresented families first. Every strategy we provide, every meeting we offer, and every staff we hire is done to serve our underrepresented populations.   Through the FTT experience, the expectation is that all students and families attend. School staff go above and beyond to invite parents with personal invitations from the teachers and students. Reminder phone calls from the teacher and Community Liaisons are conducted as well. Electronic invitations using ParentSquare are regularly sent out. As always, all communication is distributed in multiple languages. Sites also utilize their marquees to advertise. Finally, our Community Liaisons host multiple Pre-FTT meetings with parents to help prepare them for the event and explain the purpose and expectations. Most importantly families attend because teachers that host FTT’s have authentic relationship with their parents and their parents want to attend based on those relationships."	"We have worked diligently in these past two years to empower our DELAC parent group. Our goal is to help the committee see themselves as an example of parent empowerment so that they can lead the ELAC parent groups at the site to do the same. Our DELAC board members have taken an active leadership role in and out of the DEALC meetings. They are in the process of creating a parent involvement video to inspire other parents to become engaged. They are active ELAC members at their sites. They have discussed how they will go out to support other ELAC committees that are less involved. They set the DELAC agenda based on their needs and frequently, the required agenda items are tabled for later meetings so that we can meet their requests.   To increase parent engagement and empower our parents that attend our LCAP meetings. We started a Pre-LCAP meeting before the official LCAP meeting. We found that many parents were frustrated coming to the LCAP meeting because they either did not get their needs met, understood the content, or did not feel heard. By holding a meeting two days before the meeting, we provided opportunities for our parents to provide as much feedback on the topics they felt they needed to provide. This helped to address the three main concerns."	"As a district, in collaboration with the California Engagement Initiative, we developed a Problem of Practice. A Problem of Practice is a situation or gap that exists in a place of work such as a school, college, or nonprofit organization.  It is cared about and would make a difference in student learning if it was improved. We took one school through this process and will be taking three more through this process in the coming year. The goal is to directly work with actively disengaged parents to support our underrepresented families and students.   CVUSD Problem of Practice Based on the CVUSD Parent Gallup Survey, 48% of families are indifferent about their child’s school education, not necessarily negative but neutral towards it and 12% are actively disengaged, with 39% of families fully engaged. That being said, 39% for CVUSD  is excellent, but we can keep pushing the needle forward.)  Based on the CVUSD Parent Gallup Survey, 48% of families are indifferent about their child’s school education, not necessarily negative but neutral towards it and 12% are actively disengaged, with 39% of families fully engaged.   To increase family engagement and build relationships with our families, we would like to increase the percentage of engaged families by focusing on the first Gallup question in the Parent Survey. My child’s school always delivers on what it promises.   The Plan: Principal, Liaison, a teacher, and Counselor schedule 1-2 small group listening meetings with 3-6 parents (2-3 of the parents should be EL and/or Newcomers) These meetings should be held after school. During “Coffee with the Principal,” a regular event allows parents to build a relationship with each principal.  If the Liaison, teacher, or counselor needs compensation, we can pay them through our CalNew funds. To pay with CalNew funds, make sure the groups have EL and Newcomer families in the mix. Invite families that might feel disengaged  Students with attendance issues Parents that are currently not involved in the school Try to avoid your PTA or parents that volunteer every day. We provided a script to help facilitate the meeting. Please, do not read the script word for word but use it as a guide and make the meeting as authentic as possible. Authenticity and genuine relationships go hand in hand.  After the meeting, someone from the school team follows up on the questions or concerns that parents generated. Even if your follow-up is not what the parent wants to hear. Honesty still builds relationships and trust.  Again, the goal of this meeting is to build real relationships by directly delivering on promises."	"The goal of our FACE department is to serve all families. However, the department was created and funded first to serve our underrepresented families. Every strategy we provide, every meeting we offer, and every staff we hire is done to serve our underrepresented populations.    When effectively addressing our Problem of Practice, our goal is to make sure we directly involve our unrepresented families. We do this by making sure the Principal and Community Liaisons invite underrepresented families to our “Coffee with the Principal,” where they build authentic relationships, hear from, and communicate with our parents. The work described above to solve our Problem of Practice occurs during these events.    These more frequent, less formal events are where real relationships with parents are forged, and genuine information facilitates real change. The deeper the relationship between home and school becomes, the research shows that student achievement and outcomes are directly affected."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/28/2022	2022
05100580000000	Calaveras County Office of Education	3	"Communication is a strength for CRA and Oakendell. Individual communication between parents, service providers, if appropriate, and staff takes place on a regular basis using a variety of platforms including text, email, in-person and phone calls. Communication takes place with foster youth liaisons, Calaveras Health and Human Services, Probation and staff as well. There are very few EL students but translation services are available as needed for parents. Many of the students are socioeconomically disadvantaged so all communication processes improve services for this student group. A variety of community resources and referrals are shared with families. These services can be coordinated through the Family Engagement Liaison at Calaveras River Academy. The Community Advisory Committee through the Special Education Local Plan Area is active and every parent is advised of these meetings at student IEP meetings."	CCOE continues to collect data and reflect on improvement in this area.  Professional development and learning opportunities focused on improved communications are provided to staff who provide direct services to families.	CCOE continues to collect data and reflect on improvement in this area.  Professional development and learning opportunities focused on improved communications are provided to staff who provide direct services to families.	"Partnerships with families and students are developed on an individualized basis, due to the fact that students are referred for a variety of reasons with different needs. The increased frequency of communication between school staff and families that become necessary during the pandemic has remained. Partnerships with referring schools of residence continue to be successful. All parties are involved in the process of developing a ‘return path and warm hand off’ for students in order to have them go back to their comprehensive school."	"CCOE continues to collect data and reflect on improvement in this area.  Professional development and learning opportunities focused on improving student outcomes for all students, especially those from underrepresented families."	"CCOE continues to collect data and reflect on improvement in this area.  Professional development and learning opportunities focused on improving student outcomes for all students, especially those from underrepresented families."	"Due to the nature of alternative education, it can be challenging to engage parents. Students are often placed in the program due to negative circumstances and relationships with ‘school’ are already strained. Students do not remain in the program for extended periods of time, which can make creating relationships with families difficult. Due to COVID-19 there have been no opportunities for school events or parent visitation. Families at the Oakendell campus have accessibility based on court orders. Staff continue to engage with underrepresented families through a variety of opportunities to participate and one to one outreach. There was not a high enough response to generate a report on the California Healthy Kid Survey (CHKS) at CRA in the 2021-2022 school year. (This survey is not given to students at the Oakendell Community School because it is on the grounds of a private group home that houses male wards of the court.) In the 2019-2020 CHKS, CRA students report that 74% of them agree or strongly agree that they experience school connectedness. Students report that 64% either feel very safe or feel safe at school. Both of these percentages reflect a continuing upward trend for the last 4 years. Due to the nature of the program at Calaveras River Academy, student enrollment fluctuates and many of the students who participated in this survey no longer attend. The challenge is to make this data relevant when looking for trends to influence continuous improvement. Staff are aware of this challenge and spend time creating relationships with individual students. Programmatic growth is hard to measure with hard data; however, staff depend on student attitudes, behaviors, and accomplishments to determine successes and challenges in regards to improving school climate."	CCOE continues to collect data and reflect on improvement in this area.  Professional development and learning opportunities focused on improving input for decision-making.	CCOE continues to collect data and reflect on improvement in this area.  Professional development and learning opportunities focused on engaging underrepresented families and improving input for decision-making.	5	5	5	5	4	4	4	4	3	2	3	3	Met	6/13/2022	2022
05615640000000	Calaveras Unified	3	"Transparency that builds trust; multiple opportunities for input, including surveys and meetings.  School based opportunities for parental involvement.  These include traditional events such as BTSN and parent teacher conferences, but also unique opportunities, such as school reading nights, math nights or other fun events."	Encourage more parental involvement in leadership opportunities such as DELAC.	"As DELAC is one of the specific areas where we have difficulties including parents, More personalized outreach to families of English learners.  Investigate the implementation of an on demand interpretation service, such as Language Line."	"CUSD provides multiple opportunities for parents to provide input to school district decision making across a variety of formats.  These include multiple online surveys, in addition to meetings, both in person and virtually on Facebook Live, Zoom & Google Meet.  CUSD school & district leadership focus on being accessible to parents and community members."	"Identifying and supporting those with concerns who do not come forward, as evidenced by their turning first to social media."	"As DELAC is one of the specific areas where we have difficulties including parents, CUSD will be providing more personalized outreach to families of English learners.  Further, CUSD will investigate the implementation of an on demand interpretation service, such as Language Line."	"CUSD provides multiple opportunities for parents to provide input to school district decision making across a variety of formats.  These include multiple online surveys, in addition to meetings, both in person and virtually on Facebook Live, Zoom & Google Meet."	"Many of the input modalities allow for anonymous responses.  This encourages candor from respondents, but it prevents us from identifying groups that are not participating in the process."	"As DELAC is one of the specific areas where we have difficulties including parents, CUSD will be providing more personalized outreach to families of English learners.  Further, CUSD will investigate the implementation of an on demand interpretation service, such as Language Line."	3	3	2	3	2	2	3	3	4	3	3	3	Not Met	9/20/2022	2022
13630990000000	Calexico Unified	3	"Based on the analysis of educational partner input and local data, an identified strength is that CUSD has been improving on 2-way communication between families. During our Parent Advisory Committee meeting, our parents shared that parents are able to communicate effectively with schools and the District because both understand the language, strengths, and culture of our families.  In our CA Parent Survey, 92% of parents strongly agreed or agreed that the school communicates the importance of respecting different cultural beliefs and practices. All communication goes out in English and Spanish. Through Remind, we are able to reach more families via text messaging. In our CA Parent Survey, 91% of parents strongly agreed or agreed that the teachers communicate with parents about what students are expected to learn in class and 95% strongly agreed or agreed that the school promptly responds to their phone calls, messages or e-mails."	"Based on the analysis of educational partner input and local data, one area we need to improve on is developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. There is a need to increase connectiveness and create a welcoming environment to that we can attend to parents and students’ needs. In our Healthy Kids Survey, 50%-55% of 7th-9th graders strongly agreed or agreed that they felt connect with school and 48%-51% strongly agreed or agreed having caring adult relationships.  During our Parent Advisory Committee meetings, parents indicated a need to improve is having more empathy and patience towards our students and families. Mutual respect for families and pupils must be prioritized. There is a need to improve on how to listen, so parents feel heard. We also need to learn more on how to treat students with certain needs, in addition to being more empathetic towards students."	"CUSD will continue to engage our underrepresented families through parent trainings, school assemblies, School Site Council, DELAC, Migrant PAC, District Safety Committee and Parent Institutes and Parent and Community LCAP Forums. We encourage parent participation so that parents feel more welcomed. During our districtwide professional development, we will continue to include trainings on how to create trusting and respectful relationships with families.  In addition, we will improve pupil engagement and school climate by providing professional development and resources in the area of social emotional learning for students, parents and staff.  SEL Teams will review multiple survey data and address the needs of students, staff, and families."	"Based on the analysis of educational partner input and local data, two areas of strength are providing professional training for parents to work as partners for the school and providing information and resources for parents to support their child. Through our district wide professional development, principal meetings, staff meetings and outside trainings, CUSD has highly encouraged staff and administration to partner with families in order to increase parent engagement. 90% of our parents indicated in the CA parent survey they agree and strongly agree that parents feel welcome to participate at their school and 91% agreed the school encourages them to be an active partner with the school in educating their child"	"Based on the analysis of educational partner input and local data, one area we need to continue improving on is on providing families with information and resources on parent and student rights. Parent Advisory Committee members also expressed the importance of using one grading program to ease access to students’ grades. Although our CA Parent Survey indicated that 91% of our parents strong agreed or agreed the school encourages them to be an active partner with the school in educating their child and 88% of parents strongly agreed or agreed that the school actively seeks the input of parents before making important decisions, only 7% indicated they have served on a school committee."	"As part of our districtwide parent trainings, we will continue to provide underrepresented families professional development opportunities on various topics as well as providing multiple resources for parents to support their children academically and socially. We will also create more opportunities for parents to engage at their schools, through assemblies, meetings, back to school nights, open house, among other activities. Principals will ensure they have established ELAC and SSC in addition to recommending parents to our District Parent Advisory and Parent Safety Committees."	"CUSD Principals highly encourage parents to participate in school related activities and have a voice through the School Site Council and English Language Advisory Committees. They also encourage their participation in our DELAC and Migrant PAC. On our CA Parent Survey 91% of the parents agreed or strongly agreed that the school encourages them to be active partners with the school in educating their child and 88% of parents strongly agreed or agreed that the school actively seeks the input of parents before making important decisions. Parent Advisory Committee members expressed that through committees such as SSC, ELAC, DELAC and Migrant PAC, parents are provided opportunities for input on policies."	"One area we need to continue to work on increasing building the capacity of parents’ role in parent advisory councils to effectively engage in decision-making. 29% percent of parents responded yes to participating in a meeting of the parent-teacher organization or association and only 7% of parents responded yes to serving on a school committee. Although in our CA Parent Survey 91% of the parents agreed or strongly agreed that the school encourages them to be active partners with the school in educating their child and 88% of parents strongly agreed or agreed that the school actively seeks the input of parents before making important decisions, our Parent Advisory Committee members also expressed the need to build stronger relationships between teachers and parents."	"Through our parent trainings, parent institute, and LCAP Parent and Community Forums we will continue to build capacity and encourage our underrepresented families to be active participants in advisory groups. Many of our Parent Advisory Committee parents have participated in the districts Parent Institute for Quality Education (PIQE) program as well as CABE’s Parent Leadership Program (Mastery Level). CUSD will continue to develop LCAP goals, actions and services to increase parent involvement and leverage parent involvement to directly support student learning. Parents recommended schools meet more often with parents to notify them of how their child is doing in school."	4	4	5	5	4	4	3	3	2	3	5	3	Met	6/30/2022	2022
49753586052369	Cali Calmecac Language Academy	3	"Due to the fact that the majority of our families come from underrepresented subgroups, CCLA is very aware and engaged in ensuring strong partnerships between school and home in order to better student outcomes. We have biannual parent/teacher conferences focusing on students having difficulty in academic subjects. At our middle school level, teachers have revamped their conferences to include parent and student workshops focused on building skills and habits which promote academic success."	"Our school highly encourages 12 hours of volunteer service at the school, per family, per year. This helps parents, students, and staff work together and support student success as well as the mission/vision of the school. A focus for the 2021-2022 school year will be to offer more consistent evening workshops for parents throughout the year with the goal of teaching academic skill development that parents can use with their students, offering evening PTA meetings, and offering morning and evening Coffee with Admin on a monthly basis with a strengths-based approach."	"For the 22-23 school year we need to re-focus in creating a welcoming environment for all families. We excelled at this previously, but due to the shutdown in 20-21 and the strict Covid regulation imposed on school campuses this  2021-22 Local Performance Indicator Self-Reflection for Cali Calmecac Language Academy Page 8 of 11 year, parents have not had many opportunities be on campus or engage with staff in person. There is a disconnect with families currently and we need to make our family engagement a major priority for the 22-23 school year."	"CCLA boasts a unique environment based on cultural and language appreciation/development, family and staff engagement/partnership and consistent communication with parents. We hold monthly ELAC and Governing Council meetings; all of which illicit open communication between home and school. Our PTA is very strong and hosts a variety of activities where staff, parents, and students interact on a regular basis (i.e. teacher appreciation events, Move A Thon, Be Smart Campaign)."	A focus area of improvement for the 22-23 will be to provide more information on our academic and social/emotional supports offered to all students via our website and monthly newsletters. We would like the entirety of our parent population to understand what CCLA offers throughout the year as support to any and all of our students	"Since the majority of our students/families are from underrepresented populations we pride ourselves on the fact that we have such open and consistent communication in both Spanish and English. One practice that was put on hold due to COVID-19 was hosting parent information nights throughout the year, offering parenting classes, and providing multiple and consistent opportunities for parents to volunteer at our school. The goal was to resume these practices in the 2021-2022 school year, but they were not able to bring them to fruition due to the stringent regulations placed on schools due to Covid. These practices will be goals for the 22-23 school year."	"CCLA has monthly Governing Council and ELAC meetings, both of which help inform school-based decision-making, as well as family engagement activities. Our PTA is very active and partners with our advisory committees and staff on a regular basis. Annual surveys are sent home to all families in Spanish and in English, as well as daytime/evening meeting space for parents to come to the school for assistance in completing surveys. However, via our most recent survey, it is apparent that our parents/families do not feel like active participants in the decisionmaking processes at the school."	"The structure and processes are present, but recruiting parents/community members to participate is very difficult. CCLA needs to re-evaluate how we recruit our parents and how to retain them on our active committees."	We have openly discussed this with the parents who are active and have brainstormed different ways to engage more parents.	5	3	5	4	4	5	5	5	2	2	2	2	Met	6/30/2022	2022
07100740129528	Caliber: Beta Academy	3	Our school invests in parent communication and proactive parent relationship-building. We hosted two in-person family events this year (a barbecue in the Fall and a Carnival in the Spring) to host family events. All family communication from the school is sent home in English and Spanish. Next year we will provide more parent voter education.	It was difficult for us to be able to plan proactive activities around family engagement due to social distancing. This was especially difficult to communicate with families of students who were chronically absent this year.	This year we will monitor attendance at family engagement events and reach out to families who have not yet attended an event to boost participation.	"We hold family conferences twice per year. We utilize DeansList and ClassDojo to be able to communicate with families with school updates and learner progress in English and Spanish. We have also hosted after school events, like Blackademics, to be able to support Black and African American students and families."	"When we return to in-person next year, we would like to make sure we have all parent conferences in person and on campus to enhance our ability to communicate with parents about student growth."	"For families who are unable to attend parent conferences, we will be more proactive in communication and direct outreach."	"The School Site Council has meaningful input into school budgeting and long-term planning. We offer a parent survey twice per year to learn about family experiences. When there is a large decision to be made at the school, we will ask for family input, often in the form of a Google survey and a live town hall. While we were planning for our move to our new campus for next year, we asked parents for input on transportation options. As a result, we are offering a bus next year for families needing transportation to the new campus."	We would like to offer parents more opportunities for feedback on our school operations next year as we transition to the new campus. We can do this through Google form surveys and town hall events.	"We will monitor attendance at engagement events and survey participation and ensure more, different families are participating in feedback opportunities."	4	4	4	4	4	4	4	4	4	3	4	3	Met	6/13/2022	2022
48705810134262	Caliber: ChangeMakers Academy	3	"Our school invests in parent communication and proactive parent relationship-building. Parents receive weekly communication from the principals about what is happening on campus, along with reminders of how to best support their student, via the Family SCRIPT"	"Due to distancing, we were unable to host many family events on campus, which we hope we are able to kick off again next year. We have already planned a few events for next year (including harvest festival, welcome back BBQ, and trunk or treat) which we believe will support deeper school-family relationships."	We will monitor attendance at the in-person events and ensure that families who have not yet attended events are targeted for invitations to the next event.	"We hold conferences with parents and students twice per year to share progress on student SEL and academic progress. In these conferences, parents receive a grades update, along with recommendations for how to support student learning at home."	"Because of the level of chronic absenteeism this year, we were unable to connect with some families about student progress."	We need to develop a more proactive parent engagement system to prevent chronic absenteeism and an absence response system to ensure that our students are on campus and parents are engaged early and often.	"We offer a parent survey twice per year to learn about family experiences. When there is a large decision to be made at the school, we will ask for family input, often in the form of a Google survey. We also hold coffee with the principals to be able to share updates with families about school happenings. 88% of parents are satisfied with Caliber and would recommend Caliber to other families."	We would like to be able to return to in-person meetings and town halls so that parents can provide feedback on how the year is going. We would also like to increase representation of families of ELs at parent events and survey responses.	"We would like to ensure that families receive multiple communications for input surveys, and reminders when they have not yet completed them. We will continue to ensure that all communication is available in English and Spanish so that families who speak Spanish can be involved."	4	4	4	4	3	4	4	3	4	3	4	3	Met	6/13/2022	2022
15633880000000	Caliente Union Elementary	3	"The LEA has taken multiple approaches to building relationships between school staff and families. The LEA offers school events and invites all families, parents/guardians, and community members to the school district to participate in activities with students. The LEA has parent/guardian-teacher conferences twice throughout the school year, monthly newsletters, awards assemblies, and SST meetings held before every school event."	The LEA will continue to seek advice from KCSOS to help foster building relationships between school staff and families. The LEA has built a great relationship with KCSOS that has supported the LEA with all its decisions and providing support in all areas to improve the district.	"The LEA will improve engagement of underrepresented families identified during the self-reflection process by sending out surveys to staff, parents/guardians, and the community to understand what it is these individuals need to build relationships between school staff and families. The LEA will also provide each of these individuals with the opportunity to engage with the Superintendent on a monthly basis ""coffee with the superintendent"", which will allow for conversations surrounded around building lasting and longing relationships between school staff and families."	The LEA has partnered with KCSOS to establish building partnerships for student outcomes. The LEA has provided its teachers and students with an academic coach through KCSOS that provides professional development and building educational capacity to improve student outcomes. The district has seen small improvements with building partnerships and student outcomes and will continue to utilize the academic coach as the results have been uplifting for all.	"The LEA will continue to provide professional development opportunities that are focused on building partnerships for student outcomes. Previously the LEA did not provide these opportunities for its teachers and students, so the district is currently in the beginning stages of improving partnerships for desired student outcomes."	"The LEA will continue to provide professional development opportunities that are focused on building partnerships for student outcomes for underrepresented families. Previously the LEA did not provide these opportunities for its teachers and students, so the district is currently in the beginning stages of improving partnerships for desired student outcomes."	"The LEA is constantly seeking input for decision-making at each board meeting that is held monthly. This is an opportunity for board members, staff, parents/guardians, and community to provide input that helps the district with its decision-making before initiatives are put into action."	The LEA will research best practices for improving and seeking input for decision-making. The LEA will continue using its practices of seeking input and monthly board meetings from all stakeholders. The LEA has an open-door policy that allows all stakeholders to meet with the Superintendent at any given moment.	The LEA will research best practices for improving and seeking input for decision-making for underrepresented families. The LEA will continue using its practices of seeking input and monthly board meetings from all stakeholders. The LEA has an open-door policy that allows all stakeholders to meet with the Superintendent at any given moment.	3	3	2	3	1	2	2	1	1	2	2	1	Not Met	9/13/2022	2022
19647330112235	California Creative Learning Academy	3	"Families are offered multiple pathways to learn about and discuss student progress to help build relationships between school staff and families. There are a variety of ways the families and school collaborate on supporting student progress: weekly class newsletters, parent conferences, Student Success and Progress Team meetings, social emotional learning supports, topical meetings for parents on curricular content, classroom learning celebrations events, participation in school committees and governance. A focus area for the school is to find additional ways to accommodate the needs of underrepresented families."	"We have started differentiating our outreach efforts, as the current strategies, though strong in overall engagement, need to be more targeted in reaching those that are not engaging through our current practices (e.g. Affinity groups, direct administrative outreach, parent word of mouth)."	We have also made a dedicated effort to improve our forms of communication with the implementation of a new parent communication system that also has translation support. We will be analyzing the response open and response rates to determine how well the information is being received. An area of continued growth is to help our staff work with families of different cultures and languages in a way that differentiates how we engage and provide support.	"CalCreative has a process that engages and educates stakeholders on the SPSA and LCAP. This engagement took place throughout the year in a variety of forums. Regularly scheduled Leadership meetings, School Site Council, PTA, parent workshop, school committees, as well as the Annual Stakeholder Survey which included parents, students, and staff. Regular open meetings of the School Site Council and presentations to the Governing Board along with website postings, messaging software, and an LCAP infographic provided opportunities for public review and reporting on the SPSA and LCAP. The School Site Council (SSC) was involved with the monitoring and revision of the LCAP throughout the year, and the development of the SPSA. The SSC began with reviewing the current year LCAP followed by an all-day retreat to conduct classroom observations, create subcommittees to monitor specific initiatives (e.g. attendance, communication, diversity/inclusion), and discuss the process of monitoring the actions in the school year. The SSC regularly engaged with current school data and prioritized feedback from other stakeholder groups, parents, Curriculum Committee, Social Emotional Learning Committee, PTA, room parents, the Annual Stakeholder Survey, etc. A focus area for the school will be concentrating our efforts on ways to accommodate needs so that we can have stronger relationships and engagement with particular subgroup populations."	We are focusing on improving outreach and partnership with less resourced families.  We have begun affinity group meetings for parents to help strengthen the feeling of belonging. We have added a new role of Director of Culture and Climate to support strengthening these partnerships.	"As mentioned above, historically from our Annual Stakeholder survey, Culture Climate Survey, Equity Audit, and Community Check-Ins we are able to have data and input from our partners. These have been influential in the creation of our Goals and Action Plans for our Local Control Accountability Plan."	"CalCreative has demonstrated strong work in creating a welcoming and collaborative environment with families. Our School Site Council is actively engaged in the monitoring of our LCAP, and meets regularly to review data, processes, and feedback. In our Annual Stakeholder Survey, parents indicated the following areas of strength: My child feels safe at this school; I feel parents are involved in the decision making at our school; I believe in the school's Safe School/Social Emotional Learning (e.g. Cool Tools, Mindfulness) approach; School administration and staff are caring, helpful and responsive. We offer monthly meetings with the administrative team, and have parents on many of our committees. They take an active role in supporting and making decisions for the school."	"We have a good system of engaging educational partners authentically and are reaching families who are able to participate. We need to focus on finding ways to engage less resourced families, as they may not have the privilege to participate in the same way more resourced families can.  In addition, from our Culture and Climate survey, they have indicated wanting to understand more about the school’s program, which is understandable given the many shifts that have occurred in the past three years."	"We actively recruit and try to improve the engagement of underrepresented families. A couple of strong strategies we are employing include: Creation of affinity groups, having more administrators on campus to make connections, using word of mouth from parents already engaged to recruit others."	4	5	4	4	4	4	4	4	4	4	4	4	Not Met	9/26/2022	2022
19647330137463	California Creative Learning Academy MS	3	"Families are offered multiple pathways to learn about and discuss student progress to help build relationships between school staff and families. There are a variety of ways the families and school collaborate on supporting student progress: weekly class newsletters, parent conferences, Student Success and Progress Team meetings, social emotional learning supports, topical meetings for parents on curricular content, classroom learning celebrations events, participation in school committees and governance. A focus area for the school is to find additional ways to accommodate the needs of underrepresented families."	"We will be differentiating our outreach efforts, as the current strategies, though strong in overall engagement, need to be more targeted in reaching those that are not engaging through our current practices (e.g. Affinity groups, direct administrative outreach, parent word of mouth)."	We have also made a dedicated effort to improve our forms of communication with the implementation of a new parent communication system that also has translation support. We will be analyzing the response open and response rates to determine how well the information is being received. An area of continued growth is to help our staff work with families of different cultures and languages in a way that differentiates how we engage and provide support.	"CalCreative has a process that engages and educates stakeholders on the SPSA and LCAP. This engagement took place throughout the year in a variety of forums. Regularly scheduled Leadership meetings, School Site Council, PTA, parent workshop, school committees, as well as the Annual Stakeholder Survey which included parents, students, and staff. Regular open meetings of the School Site Council and presentations to the Governing Board along with website postings, messaging software, and an LCAP infographic provided opportunities for public review and reporting on the SPSA and LCAP. The School Site Council (SSC) was involved with the monitoring and revision of the LCAP throughout the year, and the development of the SPSA. The SSC began with reviewing the current year LCAP followed by an all-day retreat to conduct classroom observations, create subcommittees to monitor specific initiatives (e.g. attendance, communication, diversity/inclusion), and discuss the process of monitoring the actions in the school year. The SSC regularly engaged with current school data and prioritized feedback from other stakeholder groups, parents, Curriculum Committee, Social Emotional Learning Committee, PTA, room parents, the Annual Stakeholder Survey, etc. A focus area for the school will be concentrating our efforts on ways to accommodate needs so that we can have stronger relationships and engagement with particular subgroup populations."	We are focusing on improving outreach and partnership with less resourced families.  We have begun affinity group meetings for parents to help strengthen the feeling of belonging. We have added a new role of Director of Culture and Climate to support strengthening these partnerships.	"As mentioned above, historically from our Annual Stakeholder survey, Culture Climate Survey, Equity Audit, and Community Check-Ins we are able to have data and input from our partners. These have been influential in the creation of our Goals and Action Plans for our Local Control Accountability Plan."	"CalCreative has demonstrated strong work in creating a welcoming and collaborative environment with families. Our School Site Council is actively engaged in the monitoring of our LCAP, and meets regularly to review data, processes, and feedback. In our Annual Stakeholder Survey, parents indicated the following areas of strength: My child feels safe at this school; I feel parents are involved in the decision making at our school; I believe in the school's Safe School/Social Emotional Learning (e.g. Cool Tools, Mindfulness) approach; School administration and staff are caring, helpful and responsive. We offer monthly meetings with the administrative team, and have parents on many of our committees. They take an active role in supporting and making decisions for the school."	"We have a good system of engaging educational partners authentically and are reaching families who are able to participate. We need to focus on finding ways to engage less resourced families, as they may not have the privilege to participate in the same way more resourced families can.  In addition, from our Culture and Climate survey, they have indicated wanting to understand more about the school’s program, which is understandable given the many shifts that have occurred in the past three years."	"We actively recruit and try to improve the engagement of underrepresented families. A couple of strong strategies we are employing include: Creation of affinity groups, having more administrators on campus to make connections, using word of mouth from parents already engaged to recruit others."	4	5	4	4	4	4	4	4	4	4	4	4	Not Met	9/26/2022	2022
53105380125633	California Heritage Youthbuild Academy II	3	"The strengths of the LEA in building relationships between our staff and families lie in the numerous opportunities we have for staff to engage with our parents and the agency partners/foster parents of our parents, as students, staff, and parents develop personalized plans for each student.  Parents and staff have opportunities to connect through the support they receive from our Case Manager and community partners, as they work in our Community School model or partnering for the success of each child and family."	"Areas for improvement include increasing the diversity of parents connecting with staff. We know parents from our unduplicated (EL, foster youth, and low income) students tend to feel less comfortable being included in opportunities for representation and we will continue to make extra effort to ensure they feel important and included. We are actively working to increase the voice pf all parents at our gatherings and meetings. Our large group of parents of UPP will be an increased emphasis, including a continued outreach to parents at their homes in our home visiting program."	"CHYBA worked directly with and sought input from underrepresented families at our parent nights, on home visits, and with surveys sent to all parents. We also worked with community partners, foster agencies, and other advocates that support these same families. CHYBA reaches out to parents through a robust Response to Intervention/MTSS process where school staff partner with parents on academic, behavioral, and social issues so families can gain an understanding of pertinent topics including academic standards, state and local assessments, and how to monitor a child's progress and work with educators to improve the achievement of their children.  CHYBA provides professional development every Wednesday where students are released early so all staff (teachers, specialized instructional support personnel, principals, other school leaders, and other staff) can work on professional development related to topics that improve engagement with underrepresented families. A portion of each week’s professional development is dedicated to the value and importance of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.  These types of professional development activities are driven by CHYBA’s LCAP Advisory Committee’s input from parents and students so they address the issues our parents are most interested in learning about. During activities and meetings with parents, staff members review these topics that were suggested by parents. Staff members use various settings, to discuss topics they have learned about that are important to parents-- including state academic standards, state and local academic assessments, how to monitor a child's progress, how to deal with behavior issues and mental health concerns, where to find additional resources, and how to work with educators to improve their children's achievement. Parental input is received through discussion and surveys on how funds reserved for parental involvement activities should be utilized. In addition, Title I and UPP parents are included on our LCAP advisory board, so we can work jointly with them to enhance our family engagement policies and practices. We are continually working to increase opportunities for the informed participation of parents and family members with disabilities, including supporting their attendance and representation at IEP meetings. In addition, we provide a liaison for any students who speaks a language other than English, though we have a very limited number of English Language Learners at CHYBA. We also ask parents directly, in confidential settings, what resources we might provide for them and we encourage them to fill out family-friendly surveys so we can continue to tailor our engagement efforts to their needs."	"CHYBA values family engagement to seek feedback and gain insight into the needs of our students. We utilize a variety of group and individual meetings, as well as student/staff/parents surveys to seek feedback about student needs and our academic programs. Our needs assessment is driven by our family engagement feedback and the California Dashboard. It is very clear to us that our students continue to struggle with social and emotional issues. As a result, we have contracted with Hill Country Health and Wellness to provide social and emotional counseling to our students. We continue to adjust our programs and services based on input we receive during our family engagement process. We will evaluate the effectiveness of these changes by surveying our students and parents and by measuring the success metrics of our students."	"Parent feedback indicated many parents are hesitant to give feedback and wanted more opportunities to connect in informal settings. The preferred method of communication varied. Generally, parents want to be involved, but many cannot do so because of scheduling conflicts. It has been suggested that more opportunities for interacting with the school occur after school hours. CHYBA will continue to use feedback from parents, students, and staff to better tailor engagement opportunities to best fit the needs of the most parents to the extent possible."	"CHYBA will continue to explore new innovative methods to reach all parents, specifically focusing on underrepresented families. This can include engagement opportunities hosted in the community and continued opportunities to connect with community partners that can provide resources our families need. Feedback from parents will be solicited early in the school year to develop plans that best fit the needs and ability of parents to be involved in their child's education."	"CHYBA frequently communicates with staff and parents regarding decision-making opportunities. We have opportunities in the LCAP Advisory Committee, through public comment, and by having students, staff, and parents on committees. We also have similar opportunities at our school board meetings for parents, teachers, and community members to give feedback on school and district decisions. We welcome input from all educational partners."	"CHYBA used the process and analysis of input as noted above in Section 1, Response 3 to determine the focus areas for improvement. A group of staff members decided to apply to participate in the NorCal Educational Leadership Consortium (ELC), which provides high-quality professional learning and support for school and teacher leaders as they develop of problem of practice (POP). Their application was accepted and they are spending they year involved in this continuous improvement system that connects educators with tools and resources for addressing equity-centered problems of practice. The ELC’s POP was focused on student/family engagement. The team of five staff members is committed to meeting monthly through the end of the year when we present our POP at the Summer institute in July. During this year long effort, they will address parent engagement and how positive relationships matter for reengaging students and their families. When families and students trust school staff, they are more likely to believe that the school environment is safe and will return to in-person instruction. Students who have a sense of belonging and connection to the school community are more motivated to attend every day. And when families are treated as partners in their child’s education, it is easier to resolve attendance barriers and ensure students continue learning even if they must miss school due to illness."	CHYBA will be working with administration to revisit the successes and needed improvements for incorporating all families in the decision-making process. We will develop a plan that aligns with the school's specific needs and challenges.	2	4	4	4	4	4	4	4	4	3	3	4	Met	6/17/2022	2022
34765050139584	California Innovative Career Academy	3	"CICA is based on relationships between the student and the teacher. This relationship has a very high value and teachers receive coaching from their Principal on how to develop this relationship. Teachers provide mentorship to their students and are able to provide more than academic support as they work with students and meet with them on a regular basis. Many teachers are the only positive support system our students have, this relationship is cultivated and built over time. With time comes trust."	"There is a strong focus on bringing students in person, we've found that students are able to be more transparent and ask for help in person."	All of our families are underrepresented and have been systemically forgotten. We serve the unserved and we work towards this every day. There is always room for improvement and the relationship we build with our students will remain the focus of how we best serve our community.	"CICA attends the Reaching At Promise Students Association ""RAPSA"" conference on an annual basis, this conference focuses on the students we serve. This professional learning opportunity has been found to be very beneficial to administration and teachers. We are focused on student outcomes and taking our students from survivability to sustainability."	With the growth and expansion of our school the teachers and principals are focused on ensuring that all of the new teachers are focused on the relationships between staff and students. During the interview process there is a strong emphasis on the relationships between staff and student.	With COVID restrictions lifting there are more opportunities for students to engage in person. CICA will utilize in-person educational partner feedback.	CICA utilizes the educational partner feedback process and takes it very seriously. Students are surveyed on an annual basis and the data is reviewed by executive leadership.	CICA will utilize formal educational partner feedback such as student surveys and opportunities for students to provide feedback. CICA will re-introduce in person opportunities for educational partner feedback that includes dinner or lunch and an opportunity for students and all partners to be included.	CICA will utilize formal educational partner feedback such as student surveys and opportunities for students to provide feedback. CICA will re-introduce in person opportunities for educational partner feedback that includes dinner or lunch and an opportunity for students and all partners to be included. All of our students come from underrepresented communities.	4	5	5	5	3	4	4	5	5	5	5	4	Met	6/16/2022	2022
33672070101170	California Military Institute	3	"California Military Institute offers trainings/workshops/courses for parents/community members to build capacity and connections that will empower, engage, and connect parents to support student academic achievement. Under the auspice of Parent University, parents will be recognized for their participation and completion of volunteer hours, Parent Pathway Leadership Series, and any completed trainings/conferences/courses."	"California Military Institute has Identified and integrated resources and services from the community to strengthen school programs, family practices, and student learning and development that includes: - Forming a partnership with community-based organizations and other public agencies to plan or coordinate parent/ family involvement activities and programs; - Obtaining technical assistance; - Establishing effective channels for communicating with families; - Obtaining training for families; - Disseminating resources and information on an ongoing basis; - Supporting the establishment of a comprehensive, collaborative parent resource center to meet the needs of all families."	"California Military Institute ensures that schools have a system in place with multiple strategies to facilitate two-way communication with staff, parents and community members on a regular basis. A. Conduct input meetings and/or surveys to collect input from parents of children receiving special education services with the required response rate (for Special Education Self-Review). B. Conduct parent surveys or use other local methods to measure school climate for LCAP. C. Utilize regular print outreach and communication, employ Web-based applications to support ongoing communication and interaction between schools and parents/families. D. Provide training and resources to personnel on - effective two-way communication; - interactive meetings and events; - interactive Web sites; - community outreach; - translation for parent/teacher conferences."	"California Military Institute annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement. Develop family-friendly board policies;"	"Provide professional development on family and community engagement for school staff; Offer training for parents and community stakeholders on effective communications and partnering skills; Provide better information on school and school district policies and procedures; Ensure timely access to information, using effective communications tools; Information that is translated into languages that parents/families understand;"	"Hire and train school-community liaisons who know the communities’ history, language, and cultural background to contact parents and coordinate activities; Develop an outreach strategy to inform families, businesses, and the community about school and family involvement opportunities, policies, and programs. Regularly evaluate the effectiveness of family involvement programs and activities."	"California Military Institute annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement."	"Develop family-friendly board policies; Provide professional development on family and community engagement for school staff; Offer training for parents and community stakeholders on effective communications and partnering skills; Provide better information on school and school district policies and procedures; Ensure timely access to information, using effective communications tools; Information that is translated into languages that parents/families understand;"	"Hire and train school-community liaisons who know the communities’ history, language, and cultural background to contact parents and coordinate activities; Develop an outreach strategy to inform families, businesses, and the community about school and family involvement opportunities, policies, and programs. Regularly evaluate the effectiveness of family involvement programs and activities."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/6/2022	2022
34674390111757	California Montessori Project - Capitol Campus	3	"The CMP community encourages direct communication through regular parent-student-teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Committee” meeting opportunities to learn about and provide input into school activities.  In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication.  CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders."	"Recently, the CMP Capitol Campus held a parent volunteer fair with the intent of supporting families in obtaining their volunteer requirements (TB, Livescan, etc.) and to proactively recruit parent volunteers in to campus level roles. The campus also recently held a visioning session that was attended by both staff and families where the campus community discussed their future goals for the school."	"In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. That partnership will continue into the 2022-23 school year."	"To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications."	"CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present."	"CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.  CMP also has an English Language Advisory Council that supports engagement with our English Learner families and students."	"The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.  CMP encourages parent participation at school and sees parents as educational partners in their child’s learning."	"The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Capitol Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose."	"In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. That partnership will continue into the 2022-23 school year. CMP hopes to improve our engagement and targeted outreach as a result of this training.  CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/13/2022	2022
34673140111732	California Montessori Project - Elk Grove Campus	3	"1. The CMP community encourages direct communication through regular parent-student-teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Committee” meeting opportunities to learn about and provide input into school activities.  In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication.  CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders."	"In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. That partnership will continue into the 2022-23 school year"	"In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. That partnership will continue into the 2022-23 school year"	"To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications."	"CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present."	"CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.  CMP also has an English Language Advisory Council that supports engagement with our English Learner families and students."	"The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.  CMP encourages parent participation at school and sees parents as educational partners in their child’s learning."	"The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose."	"In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. That partnership will continue into the 2022-23 school year. CMP hopes to improve our engagement and targeted outreach as a result of this training.  CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities."	4	5	4	5	5	5	5	5	4	5	5	4	Met	6/13/2022	2022
34674470112169	California Montessori Project-San Juan Campuses	3	"The CMP community encourages direct communication through regular parent-student-teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Committee” meeting opportunities to learn about and provide input into school activities.  In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication.  CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders."	"In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. That partnership will continue into the 2022-23 school year."	"In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. That partnership will continue into the 2022-23 school year."	"To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications."	"CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present."	"CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.  CMP also has an English Language Advisory Council that supports engagement with our English Learner families and students."	"The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.  CMP encourages parent participation at school and sees parents as educational partners in their child’s learning."	"The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose."	"In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. That partnership will continue into the 2022-23 school year. CMP hopes to improve our engagement and targeted outreach as a result of this training.  CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities."	4	5	4	5	5	5	5	5	4	5	5	4	Met	6/13/2022	2022
09618380111724	California Montessori Project-Shingle Springs Campus	3	"The CMP community encourages direct communication through regular parent-student-teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Committee” meeting opportunities to learn about and provide input into school activities.  In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication.  CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders."	"In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. That partnership will continue into the 2022-23 school year."	"In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. That partnership will continue into the 2022-23 school year."	"To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications."	"CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present."	"CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.  CMP also has an English Language Advisory Council that supports engagement with our English Learner families and students."	"The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.  CMP encourages parent participation at school and sees parents as educational partners in their child’s learning."	"The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose."	"In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. That partnership will continue into the 2022-23 school year. CMP hopes to improve our engagement and targeted outreach as a result of this training.  CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities."	5	5	4	5	5	5	5	5	4	5	5	4	Met	6/13/2022	2022
37754160132472	California Pacific Charter - San Diego	3	"Strengths CPCS successfully engages in pupil and family outreach. CPCS offers two way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (SSC serves as the Parent Advisory Committee), and virtual meetings. Parents agree that the school communicates community resources that are available to their family. In data collected from stakeholder surveys, 98.3% of parents feel satisfied with opportunities to provide input and participate in their child's education. 98.3% of parents indicate that they feel their input is valued. 100% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 100% of students agree that their teacher cares about their education and helps them succeed. 97.9% of students report that they feel safe at school. 89.6% of students report that they know they have someone at school to talk to for support if they have a problem. 98.3% of parents are satisfied with their child's school overall. 91.7% of students express an overall satisfaction with their school."	"Focus Area To the greatest extent possible, CPCS would like to focus on paring families whose primary language is a language other than English with a bilingual homeroom teacher that can facilitate meetings and support meaningful communication with parents in their primary language."	"CPCS will continue to offer two way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other then English."	"Strengths CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strenths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their chilld in successfuly engaging in school and reaching success. In data collected from stakeholder surveys, 81.3% of parents stated that they participate in meetings with their child's teacher to discuss and set education goals for their child. 95.5% of students responded that they agree that their teacher is available to help them and support them with their school work. 95.5% of students agree that their teacher helps them to set goals to be successful in school. 100% of students stated that their teacher cares about their education and helps them to succeed. 90.9% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 97.7% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to unserstand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the unform complaint form available to school stakeholders."	"Focus Area CPCS plans to launch a Parent University program in the 22-23 school year. Parent University will be used as for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically."	CPCS plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population in engaged in school and has every opportunity to be successful.	"Strengths CPCS is currently engaged in this work as outlined in LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement. Effective and meaningful transparent communication will provide all stakeholders opportunities for input in decision making at the program and charter levels. Support for engaging families in advisory groups for the purpose of providing meanful input on decision making, policeis and programs, and family engagement activities are embedded in action items 3.1, 3.2, and 3.6. Parents and students provide input through homeroom meetings, back to school nights, surveys, virtual events, public meetings, school site council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, 98.3% of parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education."	Focus Area The school will involve the School Site Council members (SSC serves as Parent Advisory Committee) to seek input for decision-making.	"The school will offer translation of written and verbal communication when needed to support students, families, or other education partners whose primary language is a language other than English."	5	4	4	5	4	4	5	4	4	4	4	4	Not Met	9/13/2022	2022
49707220139048	California Pacific Charter - Sonoma	3	"Strengths CPCS successfully engages in pupil and family outreach. CPCS offers two way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings. Parents agree that the school communicates community resources that are available to their family. In data collected from stakeholder surveys, 100% of parents feel satisfied with opportunities to provide input and participate in their child's education. 94.7% of parents indicate that they feel their input is valued. 100% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 100% of students agree that their teacher cares about their education and helps them succeed. 93.3% of students report that they feel safe at school. 100% of students report that they know they have someone at school to talk to for support if they have a problem. 100% of parents are satisfied with their child's school overall. 86.7% of students express an overall satisfaction with their school."	"Focus Area To the greatest extent possible, CPCS would like to focus on paring families whose primary language is a language other than English with a bilingual homeroom teacher that can facilitate meetings and support meaningful communication with parents in their primary language."	"CPCS will continue to offer two way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English."	"Strengths CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strenths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their chilld in successfuly engaging in school and reaching success. In data collected from stakeholder surveys, 89.5% of parents stated that they participate in meetings with their child's teacher to discuss and set education goals for their child. 100% of students responded that they agree that their teacher is available to help them and support them with their school work. 100% of students agree that their teacher helps them to set goals to be successful in school. 100% of students stated that their teacher cares about their education and helps them to succeed. 100% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 86.7% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to unserstand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the unform complaint form available to school stakeholders."	"Focus Area CPCS plans to launch a Parent University program in the 22-23 school year. Parent University will be used as for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically."	CPCS plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population in engaged in school and has every opportunity to be successful.	"Strengths CPCS is currently engaged in this work as outlined in LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement. Effective and meaningful transparent communication will provide all stakeholders opportunities for input in decision making at the program and charter levels. Support for engaging families in advisory groups for the purpose of providing meanful input on decision making, policeis and programs, and family engagement activities are embedded in action items 3.1, 3.2, and 3.6. Parents and students provide input through homeroom meetings, back to school nights, surveys, virtual events, public meetings, school site council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, 98.3% of parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education."	Focus Area The school will involve the School Site Council members (SSC serves as Parent Advisory Committee) to seek input for decision-making.	"The school will offer translation of written and verbal communication when needed to support students, families, or other education partners whose primary language is a language other than English."	5	4	4	5	4	4	5	4	4	4	4	4	Not Met	9/13/2022	2022
19753090132654	California Pacific Charter- Los Angeles	3	"Strengths CPCS successfully engages in pupil and family outreach. CPCS offers two way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings. Parents agree that the school communicates community resources that are available to their family. In data collected from stakeholder surveys, 96.6% of parents feel satisfied with opportunities to provide input and participate in their child's education. 94.3% of parents indicate that they feel their input is valued. 97.4% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 100% of students agree that their teacher cares about their education and helps them succeed. 97.4% of students report that they feel safe at school. 89.5% of students report that they know they have someone at school to talk to for support if they have a problem. 98.9% of parents are satisfied with their child's school overall. 97.4% of students express an overall satisfaction with their school."	"Focus Area To the greatest extent possible, CPCS would like to focus on paring families whose primary language is a language other than English with a bilingual homeroom teacher that can facilitate meetings and support meaningful communication with parents in their primary language."	"CPCS will continue to offer two way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English."	"Strengths CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strenths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their chilld in successfuly engaging in school and reaching success. In data collected from stakeholder surveys, 90.9% of parents stated that they participate in meetings with their child's teacher to discuss and set education goals for their child. 97.4% of students responded that they agree that their teacher is available to help them and support them with their school work. 97.4% of students agree that their teacher helps them to set goals to be successful in school. 100% of students stated that their teacher cares about their education and helps them to succeed. 89.5% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 97.4% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to unserstand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the unform complaint form available to school stakeholders."	"Focus Area CPCS plans to launch a Parent University program in the 22-23 school year. Parent University will be used as for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically."	CPCS plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population in engaged in school and has every opportunity to be successful.	"Strengths CPCS is currently engaged in this work as outlined in LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement. Effective and meaningful transparent communication will provide all stakeholders opportunities for input in decision making at the program and charter levels. Support for engaging families in advisory groups for the purpose of providing meanful input on decision making, policies and programs, and family engagement activities are embedded in action items 3.1, 3.2, and 3.6. Parents and students provide input through homeroom meetings, back to school nights, surveys, virtual events, public meetings, school site council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, 98.3% of parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education."	Focus Area The school will involve the School Site Council members (SSC serves as Parent Advisory Committee) to seek input for decision-making.	"The school will offer translation of written and verbal communication when needed to support students, families, or other education partners whose primary language is a language other than English."	5	4	4	5	4	4	5	4	4	4	4	4	Not Met	9/13/2022	2022
19650940112706	California Virtual Academy @ Los Angeles	3	"CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls and academic conferencing, and provide standards-based, synchronous instruction. Monthly connection calls allow teachers to get to know each family's strengths and expectations, set goals, and build relationships with students and parents, leading to improved engagement and academic outcomes.  Teachers and staff use platforms such as Newrow and Zoom, allowing face-to-face virtual interaction with students and parents."	"CAVA teachers and staff are focused on building meaningful connections and fostering resilience for every student in our school.   Through daily connections, we are building relationships between students, teachers, and families and at the heart of this connection is the ability to foster resilience.  Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being.    In addition to classroom connections, we provide community outings, clubs, and learning coach support sessions, offered in English and Spanish. We provide support to families throughout the calendar year, including summer."	"Administrators host online parent, student, and staff feedback sessions throughout the year.  Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support. CAVA has utilized a team of support staff to support the engagement of underrepresented families through our Compass program.  CAVA has added bilingual engagement support for families throughout the onboarding process to provide additional support throughout the calendar year. It will continue to offer expanded opportunities for our LEP families in the 22-23 SY.  This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title, LCAP planning, and WASC. These provide feedback to the administration on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings."	"An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems give parents access to student grades, assessments, and online school activities. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students."	"CAVA has successfully launched a PLC structure to ensure staff is engaged in professional dialogue around achievement and support.   CAVA has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. CAVA also offers Stride Career Prep (SCP), a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. During the 21-22 SY, sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit."	"Through our schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, K12 LC App (social platform for families to connect), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for their student and all students. In the 21-22 SY, CAVA launched the Family Teacher Organization (FTO). The goal of the FTO is to strengthen student support by increasing partnership between home and school."	"Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions."	"In response to feedback, the following are being implemented:  • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • More opportunities for students to interact in CC sessions • Feedback indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning.  A service-learning course was implemented for students in grades 9-12, and service-learning options are offered schoolwide.  • We will increase in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs, and in-person celebrations for students who meet engagement criteria.  • CAVA has also revised its onboarding procedures to support new students and has added additional support staff to help onboard families.    Parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: • Quarterly Educational Partner Meetings • School Climate Survey • Parent Connections, including coffee chats, parent training, open house, meet and greets, orientations, etc. • Student Government  • Family Teacher Organization (FTO) • Focus Groups • Student and Teacher Pulse Checks  • PLC  Two-way communication between parents/families and school includes: • ParentSquare • K12 LC App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student's Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings • Bear Tracks weekly community newsletter highlights events and activities"	"Next Steps: • CAVA will continue to administer surveys, pulse checks and offer Educational Partner Meetings to get feedback and measure parental participation in decision-making, opportunities for parental involvement, and the impact of participation on school-based decisions. • CAVA has identified the following barriers and will reduce those to ensure the participation of parents. Barriers include: o Lack of time o Prioritizing meetings o Issues with technology, reliable internet, limited data  o Money for travel to in-person events • CAVA will continue to systematically message the importance of providing input and feedback and how the school uses it to make improvements.  • CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participation in a future survey.  • CAVA has improved the number of families participating in feedback opportunities in the 21-22 SY.  • CAVA hosts a variety of parent, student, and staff Educational partner Meetings throughout the year.  Through these meetings, stakeholders provide input on procedures, programs, and policies. • An area that will positively impact the school's culture is Social and Emotional Learning (SEL).  CAVA has implemented a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact on the school's culture, all stakeholders are involved in the SEL mission. • CAVA will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families."	4	4	5	5	5	5	5	5	4	4	4	4	Met	6/14/2022	2022
37684036120893	California Virtual Academy @ San Diego	3	"CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls and academic conferencing, and provide standards-based, synchronous instruction. Monthly connection calls allow teachers to get to know each family's strengths and expectations, set goals, and build relationships with students and parents, leading to improved engagement and academic outcomes.  Teachers and staff use platforms such as Newrow and Zoom, allowing face-to-face virtual interaction with students and parents."	"CAVA teachers and staff are focused on building meaningful connections and fostering resilience for every student in our school.   Through daily connections, we are building relationships between students, teachers, and families and at the heart of this connection is the ability to foster resilience.  Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being.    In addition to classroom connections, we provide community outings, clubs, and learning coach support sessions, offered in English and Spanish. We provide support to families throughout the calendar year, including summer."	"Administrators host online parent, student, and staff feedback sessions throughout the year.  Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support. CAVA has utilized a team of support staff to support the engagement of underrepresented families through our Compass program.  CAVA has added bilingual engagement support for families throughout the onboarding process to provide additional support throughout the calendar year. It will continue to offer expanded opportunities for our LEP families in the 22-23 SY.  This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title, LCAP planning, and WASC. These provide feedback to the administration on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings."	"An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems give parents access to student grades, assessments, and online school activities. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students."	"CAVA has successfully launched a PLC structure to ensure staff is engaged in professional dialogue around achievement and support.   CAVA has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. CAVA also offers Stride Career Prep (SCP), a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. During the 21-22 SY, sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit"	"Through our schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, K12 LC App (social platform for families to connect), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for their student and all students. In the 21-22 SY, CAVA launched the Family Teacher Organization (FTO). The goal of the FTO is to strengthen student support by increasing partnership between home and school."	"Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions."	"In response to feedback, the following are being implemented:  • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • More opportunities for students to interact in CC sessions • Feedback indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning.  A service-learning course was implemented for students in grades 9-12, and service-learning options are offered schoolwide.  • We will increase in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs, and in-person celebrations for students who meet engagement criteria.  • CAVA has also revised its onboarding procedures to support new students and has added additional support staff to help onboard families.    Parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: • Quarterly Educational Partner Meetings • School Climate Survey • Parent Connections, including coffee chats, parent training, open house, meet and greets, orientations, etc. • Student Government  • Family Teacher Organization (FTO) • Focus Groups • Student and Teacher Pulse Checks  • PLC  Two-way communication between parents/families and school includes: • ParentSquare • K12 LC App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student's Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings • Bear Tracks weekly community newsletter highlights events and activities"	"Next Steps: • CAVA will continue to administer surveys, pulse checks and offer Educational Partner Meetings to get feedback and measure parental participation in decision-making, opportunities for parental involvement, and the impact of participation on school-based decisions. • CAVA has identified the following barriers and will reduce those to ensure the participation of parents. Barriers include: o Lack of time o Prioritizing meetings o Issues with technology, reliable internet, limited data  o Money for travel to in-person events • CAVA will continue to systematically message the importance of providing input and feedback and how the school uses it to make improvements.  • CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participation in a future survey.  • CAVA has improved the number of families participating in feedback opportunities in the 21-22 SY.  • CAVA hosts a variety of parent, student, and staff Educational partner Meetings throughout the year.  Through these meetings, stakeholders provide input on procedures, programs, and policies. • An area that will positively impact the school's culture is Social and Emotional Learning (SEL).  CAVA has implemented a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact on the school's culture, all stakeholders are involved in the SEL mission. • CAVA will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families."	4	4	5	5	5	5	5	5	4	4	4	4	Met	6/13/2022	2022
39686270127191	California Virtual Academy @ San Joaquin	3	"CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls and academic conferencing, and provide standards-based, synchronous instruction. Monthly connection calls allow teachers to get to know each family's strengths and expectations, set goals, and build relationships with students and parents, leading to improved engagement and academic outcomes.  Teachers and staff use platforms such as Newrow and Zoom, allowing face-to-face virtual interaction with students and parents."	"CAVA teachers and staff are focused on building meaningful connections and fostering resilience for every student in our school.   Through daily connections, we are building relationships between students, teachers, and families and at the heart of this connection is the ability to foster resilience.  Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being.    In addition to classroom connections, we provide community outings, clubs, and learning coach support sessions, offered in English and Spanish. We provide support to families throughout the calendar year, including summer."	"Administrators host online parent, student, and staff feedback sessions throughout the year.  Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support. CAVA has utilized a team of support staff to support the engagement of underrepresented families through our Compass program.  CAVA has added bilingual engagement support for families throughout the onboarding process to provide additional support throughout the calendar year. It will continue to offer expanded opportunities for our LEP families in the 22-23 SY.  This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title, LCAP planning, and WASC. These provide feedback to the administration on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings."	"An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems give parents access to student grades, assessments, and online school activities. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students."	"CAVA has successfully launched a PLC structure to ensure staff is engaged in professional dialogue around achievement and support.   CAVA has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. CAVA also offers Stride Career Prep (SCP), a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. During the 21-22 SY, sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit."	"Through our schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, K12 LC App (social platform for families to connect), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for their student and all students. In the 21-22 SY, CAVA launched the Family Teacher Organization (FTO). The goal of the FTO is to strengthen student support by increasing partnership between home and school."	"Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions."	"In response to feedback, the following are being implemented:  • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • More opportunities for students to interact in CC sessions • Feedback indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning.  A service-learning course was implemented for students in grades 9-12, and service-learning options are offered schoolwide.  • We will increase in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs, and in-person celebrations for students who meet engagement criteria.  • CAVA has also revised its onboarding procedures to support new students and has added additional support staff to help onboard families.    Parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: • Quarterly Educational Partner Meetings • School Climate Survey • Parent Connections, including coffee chats, parent training, open house, meet and greets, orientations, etc. • Student Government  • Family Teacher Organization (FTO) • Focus Groups • Student and Teacher Pulse Checks  • PLC  Two-way communication between parents/families and school includes: • ParentSquare • K12 LC App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student's Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings • Bear Tracks weekly community newsletter highlights events and activities"	"• CAVA will continue to administer surveys, pulse checks and offer Educational Partner Meetings to get feedback and measure parental participation in decision-making, opportunities for parental involvement, and the impact of participation on school-based decisions. • CAVA has identified the following barriers and will reduce those to ensure the participation of parents. Barriers include: o Lack of time o Prioritizing meetings o Issues with technology, reliable internet, limited data  o Money for travel to in-person events • CAVA will continue to systematically message the importance of providing input and feedback and how the school uses it to make improvements.  • CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participation in a future survey.  • CAVA has improved the number of families participating in feedback opportunities in the 21-22 SY.  • CAVA hosts a variety of parent, student, and staff Educational partner Meetings throughout the year.  Through these meetings, stakeholders provide input on procedures, programs, and policies. • An area that will positively impact the school's culture is Social and Emotional Learning (SEL).  CAVA has implemented a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact on the school's culture, all stakeholders are involved in the SEL mission. • CAVA will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families."	4	4	5	5	5	5	5	5	4	4	4	4	Met	6/14/2022	2022
49707970107284	California Virtual Academy @ Sonoma	3	"CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls and academic conferencing, and provide standards-based, synchronous instruction. Monthly connection calls allow teachers to get to know each family's strengths and expectations, set goals, and build relationships with students and parents, leading to improved engagement and academic outcomes.  Teachers and staff use platforms such as Newrow and Zoom, allowing face-to-face virtual interaction with students and parents."	"CAVA teachers and staff are focused on building meaningful connections and fostering resilience for every student in our school.   Through daily connections, we are building relationships between students, teachers, and families and at the heart of this connection is the ability to foster resilience.  Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being.    In addition to classroom connections, we provide community outings, clubs, and learning coach support sessions, offered in English and Spanish. We provide support to families throughout the calendar year, including summer."	"Administrators host online parent, student, and staff feedback sessions throughout the year.  Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support. CAVA has utilized a team of support staff to support the engagement of underrepresented families through our Compass program.  CAVA has added bilingual engagement support for families throughout the onboarding process to provide additional support throughout the calendar year. It will continue to offer expanded opportunities for our LEP families in the 22-23 SY.  This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title, LCAP planning, and WASC. These provide feedback to the administration on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings."	"study charter school, a parent's role in education is critical, and CAVA involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems give parents access to student grades, assessments, and online school activities. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students."	"CAVA has successfully launched a PLC structure to ensure staff is engaged in professional dialogue around achievement and support.   CAVA has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. CAVA also offers Stride Career Prep (SCP), a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. During the 21-22 SY, sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit."	"Through our schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, K12 LC App (social platform for families to connect), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for their student and all students. In the 21-22 SY, CAVA launched the Family Teacher Organization (FTO). The goal of the FTO is to strengthen student support by increasing partnership between home and school."	"Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions."	"In response to feedback, the following are being implemented:  • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • More opportunities for students to interact in CC sessions • Feedback indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning.  A service-learning course was implemented for students in grades 9-12, and service-learning options are offered schoolwide.  • We will increase in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs, and in-person celebrations for students who meet engagement criteria.  • CAVA has also revised its onboarding procedures to support new students and has added additional support staff to help onboard families.    Parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: • Quarterly Educational Partner Meetings • School Climate Survey • Parent Connections, including coffee chats, parent training, open house, meet and greets, orientations, etc. • Student Government  • Family Teacher Organization (FTO) • Focus Groups • Student and Teacher Pulse Checks  • PLC  Two-way communication between parents/families and school includes: • ParentSquare • K12 LC App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student's Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings • Bear Tracks weekly community newsletter highlights events and activities"	"Next Steps: • CAVA will continue to administer surveys, pulse checks and offer Educational Partner Meetings to get feedback and measure parental participation in decision-making, opportunities for parental involvement, and the impact of participation on school-based decisions. • CAVA has identified the following barriers and will reduce those to ensure the participation of parents. Barriers include: o Lack of time o Prioritizing meetings o Issues with technology, reliable internet, limited data  o Money for travel to in-person events • CAVA will continue to systematically message the importance of providing input and feedback and how the school uses it to make improvements.  • CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participation in a future survey.  • CAVA has improved the number of families participating in feedback opportunities in the 21-22 SY.  • CAVA hosts a variety of parent, student, and staff Educational partner Meetings throughout the year.  Through these meetings, stakeholders provide input on procedures, programs, and policies. • An area that will positively impact the school's culture is Social and Emotional Learning (SEL).  CAVA has implemented a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact on the school's culture, all stakeholders are involved in the SEL mission. • CAVA will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families."	4	4	5	5	5	5	5	5	4	4	4	4	Met	6/15/2022	2022
10623310137661	California Virtual Academy at Fresno	3	"CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls and academic conferencing, and provide standards-based, synchronous instruction. Monthly connection calls allow teachers to get to know each family's strengths and expectations, set goals, and build relationships with students and parents, leading to improved engagement and academic outcomes.  Teachers and staff use platforms such as Newrow and Zoom, allowing face-to-face virtual interaction with students and parents."	"CAVA teachers and staff are focused on building meaningful connections and fostering resilience for every student in our school.   Through daily connections, we are building relationships between students, teachers, and families and at the heart of this connection is the ability to foster resilience.  Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being.    In addition to classroom connections, we provide community outings, clubs, and learning coach support sessions, offered in English and Spanish. We provide support to families throughout the calendar year, including summer."	"Administrators host online parent, student, and staff feedback sessions throughout the year.  Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support. CAVA has utilized a team of support staff to support the engagement of underrepresented families through our Compass program.  CAVA has added bilingual engagement support for families throughout the onboarding process to provide additional support throughout the calendar year. It will continue to offer expanded opportunities for our LEP families in the 22-23 SY.  This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title, LCAP planning, and WASC. These provide feedback to the administration on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings."	"An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems give parents access to student grades, assessments, and online school activities. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students."	"CAVA has successfully launched a PLC structure to ensure staff is engaged in professional dialogue around achievement and support.   CAVA has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. CAVA also offers Stride Career Prep (SCP), a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. During the 21-22 SY, sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit."	"Through our schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, K12 LC App (social platform for families to connect), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for their student and all students. In the 21-22 SY, CAVA launched the Family Teacher Organization (FTO). The goal of the FTO is to strengthen student support by increasing partnership between home and school."	"Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions."	"In response to feedback, the following are being implemented:  • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • More opportunities for students to interact in CC sessions • Feedback indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning.  A service-learning course was implemented for students in grades 9-12, and service-learning options are offered schoolwide.  • We will increase in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs, and in-person celebrations for students who meet engagement criteria.  • CAVA has also revised its onboarding procedures to support new students and has added additional support staff to help onboard families."	"Next Steps: • CAVA will continue to administer surveys, pulse checks and offer Educational Partner Meetings to get feedback and measure parental participation in decision-making, opportunities for parental involvement, and the impact of participation on school-based decisions. • CAVA has identified the following barriers and will reduce those to ensure the participation of parents. Barriers include: o Lack of time o Prioritizing meetings o Issues with technology, reliable internet, limited data  o Money for travel to in-person events • CAVA will continue to systematically message the importance of providing input and feedback and how the school uses it to make improvements.  • CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participation in a future survey.  • CAVA has improved the number of families participating in feedback opportunities in the 21-22 SY.  • CAVA hosts a variety of parent, student, and staff Educational partner Meetings throughout the year.  Through these meetings, stakeholders provide input on procedures, programs, and policies. • An area that will positively impact the school's culture is Social and Emotional Learning (SEL).  CAVA has implemented a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact on the school's culture, all stakeholders are involved in the SEL mission. • CAVA will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families."	4	4	5	5	5	5	5	5	4	4	4	4	Met	6/15/2022	2022
16638750112698	California Virtual Academy at Kings	3	"CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls and academic conferencing, and provide standards-based, synchronous instruction. Monthly connection calls allow teachers to get to know each family's strengths and expectations, set goals, and build relationships with students and parents, leading to improved engagement and academic outcomes.  Teachers and staff use platforms such as Newrow and Zoom, allowing face-to-face virtual interaction with students and parents."	"CAVA teachers and staff are focused on building meaningful connections and fostering resilience for every student in our school.   Through daily connections, we are building relationships between students, teachers, and families and at the heart of this connection is the ability to foster resilience.  Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being.    In addition to classroom connections, we provide community outings, clubs, and learning coach support sessions, offered in English and Spanish. We provide support to families throughout the calendar year, including summer."	"Administrators host online parent, student, and staff feedback sessions throughout the year.  Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support. CAVA has utilized a team of support staff to support the engagement of underrepresented families through our Compass program.  CAVA has added bilingual engagement support for families throughout the onboarding process to provide additional support throughout the calendar year. It will continue to offer expanded opportunities for our LEP families in the 22-23 SY.  This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title, LCAP planning, and WASC. These provide feedback to the administration on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings."	"An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems give parents access to student grades, assessments, and online school activities. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students."	"CAVA has successfully launched a PLC structure to ensure staff is engaged in professional dialogue around achievement and support.   CAVA has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. CAVA also offers Stride Career Prep (SCP), a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. During the 21-22 SY, sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit."	"Through our schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, K12 LC App (social platform for families to connect), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for their student and all students. In the 21-22 SY, CAVA launched the Family Teacher Organization (FTO). The goal of the FTO is to strengthen student support by increasing partnership between home and school."	"Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions."	"In response to feedback, the following are being implemented:  • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • More opportunities for students to interact in CC sessions • Feedback indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning.  A service-learning course was implemented for students in grades 9-12, and service-learning options are offered schoolwide.  • We will increase in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs, and in-person celebrations for students who meet engagement criteria.  • CAVA has also revised its onboarding procedures to support new students and has added additional support staff to help onboard families.    Parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: • Quarterly Educational Partner Meetings • School Climate Survey • Parent Connections, including coffee chats, parent training, open house, meet and greets, orientations, etc. • Student Government  • Family Teacher Organization (FTO) • Focus Groups • Student and Teacher Pulse Checks  • PLC  Two-way communication between parents/families and school includes: • ParentSquare • K12 LC App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student's Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings • Bear Tracks weekly community newsletter highlights events and activities"	"Next Steps: • CAVA will continue to administer surveys, pulse checks and offer Educational Partner Meetings to get feedback and measure parental participation in decision-making, opportunities for parental involvement, and the impact of participation on school-based decisions. • CAVA has identified the following barriers and will reduce those to ensure the participation of parents. Barriers include: o Lack of time o Prioritizing meetings o Issues with technology, reliable internet, limited data  o Money for travel to in-person events • CAVA will continue to systematically message the importance of providing input and feedback and how the school uses it to make improvements.  • CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participation in a future survey.  • CAVA has improved the number of families participating in feedback opportunities in the 21-22 SY.  • CAVA hosts a variety of parent, student, and staff Educational partner Meetings throughout the year.  Through these meetings, stakeholders provide input on procedures, programs, and policies. • An area that will positively impact the school's culture is Social and Emotional Learning (SEL).  CAVA has implemented a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact on the school's culture, all stakeholders are involved in the SEL mission. • CAVA will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families."	4	4	5	5	5	5	5	5	4	4	4	4	Met	6/13/2022	2022
15636280137687	California Virtual Academy at Maricopa	3	"CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls and academic conferencing, and provide standards-based, synchronous instruction. Monthly connection calls allow teachers to get to know each family's strengths and expectations, set goals, and build relationships with students and parents, leading to improved engagement and academic outcomes.  Teachers and staff use platforms such as Newrow and Zoom, allowing face-to-face virtual interaction with students and parents."	"CAVA teachers and staff are focused on building meaningful connections and fostering resilience for every student in our school.   Through daily connections, we are building relationships between students, teachers, and families and at the heart of this connection is the ability to foster resilience.  Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being.    In addition to classroom connections, we provide community outings, clubs, and learning coach support sessions, offered in English and Spanish. We provide support to families throughout the calendar year, including summer."	"Administrators host online parent, student, and staff feedback sessions throughout the year.  Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support. CAVA has utilized a team of support staff to support the engagement of underrepresented families through our Compass program.  CAVA has added bilingual engagement support for families throughout the onboarding process to provide additional support throughout the calendar year. It will continue to offer expanded opportunities for our LEP families in the 22-23 SY.  This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title, LCAP planning, and WASC. These provide feedback to the administration on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings."	"An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems give parents access to student grades, assessments, and online school activities. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students."	"CAVA has successfully launched a PLC structure to ensure staff is engaged in professional dialogue around achievement and support.   CAVA has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. CAVA also offers Stride Career Prep (SCP), a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. During the 21-22 SY, sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit."	"Through our schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, K12 LC App (social platform for families to connect), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for their student and all students. In the 21-22 SY, CAVA launched the Family Teacher Organization (FTO). The goal of the FTO is to strengthen student support by increasing partnership between home and school."	"Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions."	"In response to feedback, the following are being implemented:  • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • More opportunities for students to interact in CC sessions • Feedback indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning.  A service-learning course was implemented for students in grades 9-12, and service-learning options are offered schoolwide.  • We will increase in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs, and in-person celebrations for students who meet engagement criteria.  • CAVA has also revised its onboarding procedures to support new students and has added additional support staff to help onboard families.   Parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: • Quarterly Educational Partner Meetings • School Climate Survey • Parent Connections, including coffee chats, parent training, open house, meet and greets, orientations, etc. • Student Government  • Family Teacher Organization (FTO) • Focus Groups • Student and Teacher Pulse Checks  • PLC"	"Next Steps: • CAVA will continue to administer surveys, pulse checks and offer Educational Partner Meetings to get feedback and measure parental participation in decision-making, opportunities for parental involvement, and the impact of participation on school-based decisions. • CAVA has identified the following barriers and will reduce those to ensure the participation of parents. Barriers include: o Lack of time o Prioritizing meetings o Issues with technology, reliable internet, limited data  o Money for travel to in-person events • CAVA will continue to systematically message the importance of providing input and feedback and how the school uses it to make improvements.  • CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participation in a future survey.  • CAVA has improved the number of families participating in feedback opportunities in the 21-22 SY.  • CAVA hosts a variety of parent, student, and staff Educational partner Meetings throughout the year.  Through these meetings, stakeholders provide input on procedures, programs, and policies. • An area that will positively impact the school's culture is Social and Emotional Learning (SEL).  CAVA has implemented a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact on the school's culture, all stakeholders are involved in the SEL mission. • CAVA will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families."	4	4	5	5	5	5	5	5	4	4	4	4	Met	6/10/2022	2022
51714150129007	California Virtual Academy at Sutter	3	"CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls and academic conferencing, and provide standards-based, synchronous instruction. Monthly connection calls allow teachers to get to know each family's strengths and expectations, set goals, and build relationships with students and parents, leading to improved engagement and academic outcomes.  Teachers and staff use platforms such as Newrow and Zoom, allowing face-to-face virtual interaction with students and parents."	"CAVA teachers and staff are focused on building meaningful connections and fostering resilience for every student in our school.   Through daily connections, we are building relationships between students, teachers, and families and at the heart of this connection is the ability to foster resilience.  Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being.    In addition to classroom connections, we provide community outings, clubs, and learning coach support sessions, offered in English and Spanish. We provide support to families throughout the calendar year, including summer."	"Administrators host online parent, student, and staff feedback sessions throughout the year.  Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support. CAVA has utilized a team of support staff to support the engagement of underrepresented families through our Compass program.  CAVA has added bilingual engagement support for families throughout the onboarding process to provide additional support throughout the calendar year. It will continue to offer expanded opportunities for our LEP families in the 22-23 SY.  This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title, LCAP planning, and WASC. These provide feedback to the administration on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings."	"study charter school, a parent's role in education is critical, and CAVA involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems give parents access to student grades, assessments, and online school activities. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students."	"CAVA has successfully launched a PLC structure to ensure staff is engaged in professional dialogue around achievement and support.   CAVA has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. CAVA also offers Stride Career Prep (SCP), a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. During the 21-22 SY, sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit."	"Through our schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, K12 LC App (social platform for families to connect), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for their student and all students. In the 21-22 SY, CAVA launched the Family Teacher Organization (FTO). The goal of the FTO is to strengthen student support by increasing partnership between home and school."	"Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions."	"In response to feedback, the following are being implemented:  • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • More opportunities for students to interact in CC sessions • Feedback indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning.  A service-learning course was implemented for students in grades 9-12, and service-learning options are offered schoolwide.  • We will increase in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs, and in-person celebrations for students who meet engagement criteria.  • CAVA has also revised its onboarding procedures to support new students and has added additional support staff to help onboard families.    Parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: • Quarterly Educational Partner Meetings • School Climate Survey • Parent Connections, including coffee chats, parent training, open house, meet and greets, orientations, etc. • Student Government  • Family Teacher Organization (FTO) • Focus Groups • Student and Teacher Pulse Checks  • PLC  Two-way communication between parents/families and school includes: • ParentSquare • K12 LC App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student's Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings • Bear Tracks weekly community newsletter highlights events and activities"	"Next Steps: • CAVA will continue to administer surveys, pulse checks and offer Educational Partner Meetings to get feedback and measure parental participation in decision-making, opportunities for parental involvement, and the impact of participation on school-based decisions. • CAVA has identified the following barriers and will reduce those to ensure the participation of parents. Barriers include: o Lack of time o Prioritizing meetings o Issues with technology, reliable internet, limited data  o Money for travel to in-person events • CAVA will continue to systematically message the importance of providing input and feedback and how the school uses it to make improvements.  • CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participation in a future survey.  • CAVA has improved the number of families participating in feedback opportunities in the 21-22 SY.  • CAVA hosts a variety of parent, student, and staff Educational partner Meetings throughout the year.  Through these meetings, stakeholders provide input on procedures, programs, and policies. • An area that will positively impact the school's culture is Social and Emotional Learning (SEL).  CAVA has implemented a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact on the school's culture, all stakeholders are involved in the SEL mission. • CAVA will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families."	4	4	5	5	5	5	5	5	4	4	4	4	Met	6/13/2022	2022
41689160112284	California Virtual Academy San Mateo	3	"CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls and academic conferencing, and provide standards-based, synchronous instruction. Monthly connection calls allow teachers to get to know each family's strengths and expectations, set goals, and build relationships with students and parents, leading to improved engagement and academic outcomes.  Teachers and staff use platforms such as Newrow and Zoom, allowing face-to-face virtual interaction with students and parents."	"CAVA teachers and staff are focused on building meaningful connections and fostering resilience for every student in our school.   Through daily connections, we are building relationships between students, teachers, and families and at the heart of this connection is the ability to foster resilience.  Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being.    In addition to classroom connections, we provide community outings, clubs, and learning coach support sessions, offered in English and Spanish. We provide support to families throughout the calendar year, including summer."	"Administrators host online parent, student, and staff feedback sessions throughout the year.  Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support. CAVA has utilized a team of support staff to support the engagement of underrepresented families through our Compass program.  CAVA has added bilingual engagement support for families throughout the onboarding process to provide additional support throughout the calendar year. It will continue to offer expanded opportunities for our LEP families in the 22-23 SY.  This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title, LCAP planning, and WASC. These provide feedback to the administration on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings."	"An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems give parents access to student grades, assessments, and online school activities. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students."	"CAVA has successfully launched a PLC structure to ensure staff is engaged in professional dialogue around achievement and support.   CAVA has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. CAVA also offers Stride Career Prep (SCP), a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. During the 21-22 SY, sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit."	"Through our schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, K12 LC App (social platform for families to connect), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for their student and all students. In the 21-22 SY, CAVA launched the Family Teacher Organization (FTO). The goal of the FTO is to strengthen student support by increasing partnership between home and school."	"Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions."	"In response to feedback, the following are being implemented:  • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • More opportunities for students to interact in CC sessions • Feedback indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning.  A service-learning course was implemented for students in grades 9-12, and service-learning options are offered schoolwide.  • We will increase in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs, and in-person celebrations for students who meet engagement criteria.  • CAVA has also revised its onboarding procedures to support new students and has added additional support staff to help onboard families.    Parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: • Quarterly Educational Partner Meetings • School Climate Survey • Parent Connections, including coffee chats, parent training, open house, meet and greets, orientations, etc. • Student Government  • Family Teacher Organization (FTO) • Focus Groups • Student and Teacher Pulse Checks  • PLC  Two-way communication between parents/families and school includes: • ParentSquare • K12 LC App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student's Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings • Bear Tracks weekly community newsletter highlights events and activities"	"Next Steps: • CAVA will continue to administer surveys, pulse checks and offer Educational Partner Meetings to get feedback and measure parental participation in decision-making, opportunities for parental involvement, and the impact of participation on school-based decisions. • CAVA has identified the following barriers and will reduce those to ensure the participation of parents. Barriers include: o Lack of time o Prioritizing meetings o Issues with technology, reliable internet, limited data  o Money for travel to in-person events • CAVA will continue to systematically message the importance of providing input and feedback and how the school uses it to make improvements.  • CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participation in a future survey.  • CAVA has improved the number of families participating in feedback opportunities in the 21-22 SY.  • CAVA hosts a variety of parent, student, and staff Educational partner Meetings throughout the year.  Through these meetings, stakeholders provide input on procedures, programs, and policies. • An area that will positively impact the school's culture is Social and Emotional Learning (SEL).  CAVA has implemented a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact on the school's culture, all stakeholders are involved in the SEL mission. • CAVA will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families."	4	4	5	5	5	5	5	5	4	4	4	4	Met	6/15/2022	2022
13631070000000	Calipatria Unified	3	"Calipatria Unified's current strength is creating and improving the communication with families, especially through the use of the websites and social media. It was reported that the district does a great job of building relationships. The annual district LEA and LCAP Parent Survey also affirmed stakeholder agreement with 63.9% of respondents reporting agree (36.3%) or strongly agree (27.9%) with the statement ""the relationship between the teacher, student, and parent supports my child's engagement"". Educational partner response to effective home to school communication found 33.7% agree and 22.1% strongly agree that the district is promoting parent involvement (55.8%). The district continued to have greater than 50% of respondents with positive satisfaction but it is a decrease from last school year. Parent respondents on the LEA and LCAP Parent Survey did express a concern for the limitations for on-site parent activities due to COVID. Steps were taken to increase on-site parent activities towards the end of the school year. Parents appreciated continuance of virtual platforms both for safety as well as increasing the opportunity for parents to participate in activities."	"The district will continue to focus on improving home to school communication via district and school websites and move towards the inclusion of a social media tool that will promote 2-way communication that would allow more timely response. In addition, the district will continue to foster the inclusion of primary language communications to increase families and educators communication. The district will train website managers to utilize the website design to promote communication."	The district will continue to focus the collaborative work with district lead staff and site staff to promote parent and family engagement including targeted case management services for underrepresented families. The district will provide training to district and site committees on strategies to promote school staff and family partnerships. Office staff will train in strategies to build a welcoming environment.	"Educational partners reported the district continues to provide the opportunity to build partnerships. The annual district LEA and LCAP Parent Survey also affirmed stakeholder agreement with 51.3% of respondents reporting agree (31.4%) or strongly agree (19.8%) with the statement ""My child's school seeks parent input and encourages parental participation in school governance."" This is a decrease from last year and with 29.1% reporting a neutral response, the district recognizes this as an area of need."	"The district will increase access to parent rights through improvement in website resources, written communication, and visual displays throughout each school site. In addition, the district will provide a district wide training to promote the capacity to partner with families and increase engagement."	The district will ensure all communications are available using language that is understandable and accessible to families. District and site committees will participate in trainings to build the capacity to build partnerships with underrepresented families. Coordination with the Calipatria Family Resource Center will further promote building partnerships through target case management to increase information and resources to the home.	The district continues to foster educational partner input. The use of the website communication and virtual meetings are appreciated. Educational partners recognize School Site Council and other district committees are opportunities for input however educational partners expressed concern that notifications are not timely and timely notifications needs to improve. The coordination of district and site staff to host engagement events is established.	The district will continue to push forth using the district website and electronic communications to improve active participation and timely notification of all district and site meetings. Website managers will be trained on the tools to support announcing meetings. District administrators will receive training on SSC and ELAC to understand the roles and responsibilities.	Foster the increase coordination of services between Family Resource Center and site leadership teams to increase family engagement events on each school campus. Utilize video resources to encourage parents to become engaged in advisory and support increased participation to SSC and ELAC.	4	4	4	4	4	4	4	3	4	4	3	4	Met	6/20/2022	2022
28662410000000	Calistoga Joint Unified	3										4	5	3	5	4	4	3	4	4	4	3	3	Met	6/20/2022	2022
56725460115105	Camarillo Academy of Progressive Education	3	"CAPE uses communication on a regular basis to build relationships between our staff and families.  We strive for a true partnership between home and school.  CAPE is unique because they are governed by a board that is representative of their community.  The board has two parents, two teachers and a community member.  The directors hold monthly ""Chatter Time"" to gain new ideas and feedback from educational partners. The Directors and staff also attend monthly PTSO and Governing Board meetings, which is another great place to get input."	CAPE will be focusing on having more family events on site for community building during school hours and/or during evenings.  The main concern with this will be a need to set guidance for sanitation safety (COVID) and school environment safety.  CAPE will need to invest in a security awareness system to help with identification of parents/grandparents/etc while on campus.	CAPE will continue to work with our Spanish Language Liaison to make sure materials are available in Spanish when needed.  She is also available to any teacher who needs interpretation during conferences.	CAPE has invested in Renaissance Benchmark 360 and tests students 4 times per year.  Teachers have access to all previous years testing.  This is in addition to regular formal and informal assessments in the classroom.  CAPE believes that assessments should be used to drive instruction and the teachers use assessments to reteach or determine individual intervention.	CAPE will focus on increasing positive student outcomes for students who are still struggling with gaps from distance learning and the pandemic.  The Ellevation program that we will be using for our EL population will also be used for students who are struggling with gaps to help them with reaching grade level.	CAPE will purchase a new system called Ellevation to help with the monitoring of students identified as English Learners and those who have been reclassified.  This program will come with learning modules for the teachers to help with strategies of scaffolding and foreshadowing.	"CAPE gets a lot of feedback from our educational partners when making decisions.  Through monthly meetings like Chatter Time, PTSO and Governing Board meeting, parents have the opportunity to communicate and brainstorm with administration.  The faculty and staff meet weekly to communicate and brainstorm."	"During our WASC mid-year visit, CAPE determined that although we value the feedback from our student educational partners, we needed to give our students more voice.  CAPE will have student representative monthly meetings, similar to Chatter Time to hear from the students on specific items to bring to the community."	"CAPE has a very small population of underrepresented families, so this year we will try to make personal phone calls to invite them to the various meetings and gain their feedback over the phone."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/16/2022	2022
43693850000000	Cambrian	3	"Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students."	"Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC).  From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district levels.   The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based on Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy.  We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports."	"The LCAP development process provides many opportunities at the sites and district level to assist parents with understanding expectations for their children.  Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area.  Regular communication from school and district leaders reinforces the importance of parent involvement."	"The district and schools were able to maintain and engage our educational partnerships involvement through our committees through a variety of venues and opportunities.  The district continued to provide a variety of parent education events throughout the year, including sessions supporting the ISVSP, EL program, Mental Health, Project Cornerstone, Health Connected, Internet Safety, and how best to support technology use at home.  The district and school sites provided multiple methods of communication for parents using our Blackboard & SMORE Communication systems.   The COVID-19 pandemic continues to present numerous challenges for traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. However, we had large turnouts at our board meetings in-person and via zoom. Although all of our Governing Board meetings were held in person, the district continued to stream the live meeting via Zoom.  The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community was kept apprised with the latest information as much as possible through a variety of communication platforms."	"The district will continue to provide a variety of regular communication venues including  - Blackboard, Website, Newsletter, Social Media, email, texts, multi-languages - Maintain the Communications Coordinator - Continue to provide and improve/increased Multilingual Services, including Language Line via phone or zoom; in-person - School/home communication, parent-teacher conferences, and school/community events - Provide opportunities and improve our process for community engagement and involvement  - District & School Site Committees, Volunteer Opportunities, Community Events  - Different ways for input and involvement in decision-making  - Continue to provide and improve parent education opportunities  - Mental health, Multicultural, Project Cornerstone, Social Media, Safety, Enrichment  - Increase and/or improve community outreach to families with high needs  - Home visits, enrollment processes, “schooling”"	"CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. The district improved the use of different communication tools to reach our English learner families, including a Quarterly Multilingual Learner Newsletter.  We also saw increased use of Language Line for enrollment purposes, school-related issues, and parent conferences. Based on the EL needs survey, 23% of EL parents indicated that they “don't know” what the district's criteria are for reclassification to Fluent English Proficient, a 48% decrease from the prior year.   All students will have access to high-quality tier 1 instruction, and tier 1 interventions, and support is provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students."	"Consultation through the LCAP review and development process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops. We saw increased use of Language Line for enrollment purposes, school-related issues, and parent conferences. Based on the EL needs survey, 23% of EL parents indicated that they “don't know” what the district's criteria are for reclassification to Fluent English Proficient, a 48% decrease from the prior year."	"Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for educational partners, including parents, is posted beginning in February. Requests for feedback and participation are sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch."	"CSD does not have any language groups above the 15% threshold representation as required by Ed Code for providing translation services for those languages, the district and school sites' information for families of English learners is communicated in both English and other languages, using Google Translate, and parents are informed of different language resources to assist them in accessing the important information."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/16/2022	2022
09618460123125	Camino Polytechnic	3	"Camino USD is a very small district with only one campus. We pride ourselves on knowing every family and student, and trying to find the right pathway for every student we have. We have a very welcoming campus and a great relationship with our community"	"Camino USD can always improve on communication with all families. Although the ability to reach families increases on a regular basis, the ability to connect with them can be very challenging."	We are working with our stakeholder groups to better understand how our Camino USD communications and goals can get priority with our families.	Camino Poly goes to great effort to create and sustain support programs for all of our families. Our Dashboard results have been strong. Camino USD has created and sustained numerous intervention and support programs to help our main sub-group students.	Those programs were created based on communications with families and listening to their needs. Camino USD will continue to work to improve engagement of underrepresented families by continuing to meet with our stakeholder groups and listen to their needs.	"Since funding is available to develop new support programs that meet the needs of our families, Camino USD will continue it’s long history of creating the programs that are needed."	Camino USD is a very small school district and does not have the challenge of getting geographically separated decision makers together to work on goals. We regularly meet and discuss goals and priorities with all stakeholder groups.	Our demographic groups in our district are well represented in the various stakeholder groups. Camino USD rotates school leadership to better represent all staffing levels and try to include student leadership whenever possible.	Camino USD rotates school leadership to better represent all staffing levels and try to include student leadership whenever possible.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/21/2022	2022
09618460000000	Camino Union Elementary	3	"Camino USD is a very small district with only one campus. We pride ourselves on knowing every family and student, and trying to find the right pathway for every student we have. We have a very welcoming campus and a great relationship with our community."	"Camino USD can always improve on communication with all families. Although the ability to reach families increases on a regular basis, the ability to connect with them can be very challenging."	We are working with our stakeholder groups to better understand how our Camino USD communications and goals can get priority with our families.	Camino USD goes to great effort to create and sustain support programs for all of our families. Our Dashboard results have been very strong and are still improving. We have created and sustained numerous intervention and support programs to help our main sub-group students.	Those programs were created based on communications with families and listening to their needs. Camino USD will continue to work to improve engagement of underrepresented families by continuing to meet with our stakeholder groups and listen to their needs.	"Now that funding is available to develop new support programs that meet the needs of our families, Camino USD will continue our long history of creating the programs that are needed."	Camino USD is a very small school district and does not have the challenge of getting geographically separated decision makers together to work on goals. We regularly meet and discuss goals and priorities with all stakeholder groups.	Our demographic groups in our district are well represented in the various stakeholder groups. Camino USD rotates school leadership to better represent all staffing levels and try to include student leadership whenever possible.	Our demographic groups in our district are well represented in the various stakeholder groups. Camino USD rotates school leadership to better represent all staffing levels and try to include student leadership whenever possible.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/21/2022	2022
43693930137273	Campbell School of Innovation	3	"CUSD families appreciate communication from school to home, especially SeeSaw, ParentSquare, and Zoom, the relationships that schools have established, and the ways out of school programs and Expanded Learning enhance these connections. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home."	"Covid has had a direct impact on building relationships, especially with regard to limiting opportunities for in person events and activities. Families seek a return to in person interaction, recognizing the positive impact this has on participation at school. In addition, there is a desire to clarify and refine information flow so families know what to expect and where to find the most current information."	"CUSD schools will work to increase in person events where safe and feasible, and to learn from families the best times and ways to connect. On campus events are seen as powerful ways to engage with and recruit families to play a larger role in the school community and sites will continue to use Community Liaisons as families consistently cite their positive impact."	"CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. Conferences, along with the welcoming environments at schools, make families feel comfortable when reaching out to their student’s school. Outside of these structures, families cited the different resources used to share information about student progress as an area of strength, including report cards, attendance notifications, and i-Ready reports. Out of school events such as math nights are also seen as a strength, and many families look forward to an increase of on campus events in the coming year."	"CUSD continues to see the need for in person connection, both formal and informal, as central to improving home and school partnerships to support student outcomes. Streamlining and clarifying methods of communication was also noted as an area for improvement, as was a desire to offer more training to staff and the possibility of increasing the frequency of existing meetings like ELAC."	"CUSD schools have a strong desire to conduct in person, face to face outreach, a theme that is central across all areas of family and parent engagement. Schools will work to target outreach and learn from families their preferred method and frequency of engagement to ensure increased alignment."	"Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to determine areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee."	"While there is appreciation for remote meetings and the flexibility they provide, schools have seen a drop in participation and membership in committees. In addition, following results from our Family Satisfaction survey, we are committed to being more transparent with regard to district funding."	"CUSD continues to work to empower families to become school leaders, and remains committed to responding to input gathered in all settings. In 2021.2022, the Parent/Caregiver Satisfaction Survey was taken, and results shared out across the Campbell community. Responses from this survey drive our work for 2022.2023 and support our efforts to better engage with and be responsive to underrepresented families. As noted above, part of this work includes increased communication and information regarding use of funding allocations at the district level."	4	4	4	5	4	5	4	4	4	4	4	4	Met	6/23/2022	2022
43693930000000	Campbell Union	3	"CUSD families appreciate communication from school to home, especially SeeSaw, ParentSquare, and Zoom, the relationships that schools have established, and the ways out of school programs and Expanded Learning enhance these connections. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home. At Rosemary Elementary, families appreciate the work the school does to connect, communicate, understand, and hear from families."	"Covid has had a direct impact on building relationships, especially with regard to limiting opportunities for in person events and activities. Families seek a return to in person interaction, recognizing the positive impact this has on participation at school. In addition, there is a desire to clarify and refine information flow so families know what to expect and where to find the most current information. At Rosemary Elementary, families would like to see the school continue to build a welcoming environment that includes all staff."	"CUSD schools will work to increase in person events where safe and feasible, and to learn from families the best times and ways to connect. On campus events are seen as powerful ways to engage with and recruit families to play a larger role in the school community and sites will continue to use Community Liaisons as families consistently cite their positive impact. At Rosemary Elementary, families would like to see culturally relevant activities and workshops to allow for deeper engagement and the ability to ask questions."	"CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. Conferences, along with the welcoming environments at schools, make families feel comfortable when reaching out to their student’s school. Outside of these structures, families cited the different resources used to share information about student progress as an area of strength, including report cards, attendance notifications, and i-Ready reports. Out of school events such as math nights are also seen as a strength, and many families look forward to an increase of on campus events in the coming year. At Rosemary Elementary, staff and families support one another and with a strong shared focus on the student."	"CUSD continues to see the need for in person connection, both formal and informal, as central to improving home and school partnerships to support student outcomes. Streamlining and clarifying methods of communication was also noted as an area for improvement, as was a desire to offer more training to staff and the possibility of increasing the frequency of existing meetings like ELAC. At Rosemary Elementary, there is a desire to identify ways to engage more families in committees and activities."	"CUSD schools have a strong desire to conduct in person, face to face outreach, a theme that is central across all areas of family and parent engagement. Schools will work to target outreach and learn from families their preferred method and frequency of engagement to ensure increased alignment. At Rosemary Elementary, there is a plan to focus on offering multiple, additional means for families to participate and to expand the ways in which feedback is collected."	"Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to determine areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee.  At Rosemary Elementary, families express that their voices are heard, their input is sought, and that the school has a strong relationship with parents."	"While there is appreciation for remote meetings and the flexibility they provide, schools have seen a drop in participation and membership in committees. In addition, following results from our Family Satisfaction survey, we are committed to being more transparent with regard to district funding.  At Rosemary Elementary, families recommend that the school focus on finding multiple ways to solicit input and have  more families engage in the work."	"CUSD continues to work to empower families to become school leaders, and remains committed to responding to input gathered in all settings. In 2021.2022, the Parent/Caregiver Satisfaction Survey was taken, and results shared out across the Campbell community. Responses from this survey drive our work for 2022.2023 and support our efforts to better engage with and be responsive to underrepresented families. As noted above, part of this work includes increased communication and information regarding use of funding allocations at the district level. At Rosemary Elementary, the school will work to identify more options for families to participate and share their voices, including surveys, focus groups, and  in person surveys. The school will work to develop a year long map of family involvement opportunities and events."	4	4	4	5	4	5	4	4	4	4	4	4	Met	6/23/2022	2022
43694010000000	Campbell Union High	3	"The District is using ParentSquare for two-way communication of messages consistently from the District Office as well as from each school site, with Spanish translation available in the platform. CUHSD has a District English Learner Advisory Council and all comprehensive schools have English Learner Advisory Committees. CUHSD also has five full-time Spanish bilingual Community Liaisons whose primary responsibilities include Spanish-speaking family outreach across all school sites and who assist in gathering input from those communities on district-wide initiatives. All school sites have outreach activities centered around incoming 8th-grade students and 9th-grade orientation. Parent education events include a district-wide college fair and career expo and multiple school-based parent information nights. The new learning management system Canvas has enabled teachers to communicate more effectively with families regarding student progress. Two school sites utilized the Parent Institute for Quality Education (PIQE) program to provide educational sessions for parents on how to support their students. Next year, the District plans to expand this program (PIQE) to all five comprehensive high schools."	"One focus area for improvement is supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children and leverage the tools available to achieve this."	"The District is partnering with The Education Trust-West to conduct an Educational Equity Audit and Blueprint process, with one area of focus being family and community engagement, especially among our multilingual family communities."	"The counseling department at each high school offers Class Talks to parents each year, which cover a range of topics related to graduation requirements, school policies, and college and career readiness. One focus area is to improve engagement with parents around academic programs, four-year high school pathways, wellness initiatives, and continuing communication around the importance of state testing. The Physical Education Department partners with Health Connected to present Parent NIghts for all 9th-grade parents around the Health Connected curriculum used in 9th grade PE to meet health course requirements. Families have the opportunity to learn about the curriculum, ask questions and receive information about where additional supports can be found. Multiple school sites have multilingual parent support groups called Padres Unidos and Noche Latina."	Some sites are dedicating time during their English Learner Advisory Committees to cover topics of legal advocacy and immigration policies. Two school sites utilized the Parent Institute for Quality Education (PIQE) program to provide educational sessions for parents on how to support their students.	"Next year, the District plans to expand this program (PIQE) to all five comprehensive high schools."	"Every comprehensive high school has a parent organization, an English Learners Advisory Committee (ELAC), and a School Site Council (SSC), with at least one parent on the ELAC who is also on the SSC. In addition, CUHSD has several advisory committees at the District level that include parents, including the President’s Council consisting of parent representatives from each site, the Measure AA Citizens’ Oversight Committee, the Local Control and Accountability Plan Committee, an LGBTQIA+ Committee, and a District English Learners Advisory Committee."	A focus area for improvement is for CUHSD to work together with families to co-create and evaluate family engagement activities.	"CUHSD is building the capacity of underrepresented families to engage in advisory groups, with an effective example being Padres Unidos at Del Mar High School, a group of over 70 parents that meet regularly to participate in workshops and plan educational events for parents at their sites. Branham and Leigh have also begun to host groups like Del Mar’s Padres Unidos with success. CUHSD also provides all families with opportunities to provide input on policies through regular DELAC meetings, live webinars in English and Spanish, the use of ThoughtExchange for input on District priorities, and the ability to publicly comment at Board meetings."	2	3	2	3	2	3	1	2	3	3	2	3	Met	6/23/2022	2022
58727280000000	Camptonville Elementary	3	Families and community members feel comfortable and encouraged to reach out to school staff. Community member report feeling a renewed interest in support and connection.	The LEA is currently focused on diversifying the strategies and modalities used to connect to the community and educational partners.	"The LEA has begun recruiting families from underrepresented groups to participate in the school parent liaison, site council and parent club. By partnering with the CCP, the LEA has built a direct pipeline to underrepresented families in our region."	"The LEA currently partners with the CCP and other local and county organizations to provide additional support for students in the form of early child programs, after school programs and evening whole-community educational programs."	The LEA has identified accessibility to additional programs as a target for growth and has begun removing barrier that families and student may have in accessing them.	The LEA has provided scholarships and additional funding to support the underrepresented families in accessing additional learning opportunities and programs.	"The LEA provides multiple opportunities for all members of the community to provide input for decision making via our school board, site council, parent advisory, parent club, individual conferencing and both formal and informal community gatherings."	"The LEA is currently focused on increasing the participation of community members in the above mentioned actions. Currently, there are many opportunities for participation, but participation remains low."	The LEA continues to invite and provide alternative times and locations for community members who cannot attend the formal meetings to improve the participation rate of the community.	5	5	5	3	4	2	5	5	3	3	4	4	Met	6/9/2022	2022
07616710000000	Canyon Elementary	3	"Due to our very small size, we are constantly engaging our educational partners in face to face conversations, dialoging over email and  discussions in public meetings. Our educational partners include but are not limited to: students, parents, teachers, other school personnel, parent advisory committee. We do not currently have any English language learners and thus do not have a ELAC(English Learner Advisory Committee). We are in a constant feedback loop. Additionally we send out many parent surveys throughout the year to get additional feedback on specific questions, needs assessments and future planning. Parents provided detailed feedback through email, surveys and during online or in person meetings. Teachers were engaged in weekly staff meetings and shared input in an ongoing manner. The principal/superintendent is the author of the document and has been engaged in every step of this process."	"Our focus is on families in our school who are on inter-district transfers. We Our efforts are aimed at scheduling family engagement activities right after school when they are picking up their children. This way they don't need to go home and return in the evening to be included in the events.  We have also begun monthly ""town hall"" meetings on zoom per grade level to maintain contact with our families."	"We created a ""Diversity and Inclusion"" committee  made up of parents, staff, and administrators, to craft a vision statement, and an action plan moving forward. We will include student voice in our analysis of school climate."	"We engage out partners in many ways.  We have a very active Parent Association that we work with on developing plans, improvement plans, and supporting best practices."	We developed a list of possible parent engagement opportunities that along with our Parent Association we actively encourage parents to attend.  Our Parent Association works closely with us to craft activities and opportunities for involvement.	We created a diversity and inclusion committee to craft our mission and vision and action plan for writing our Comprehensive Safety Plan.  This committee is open to all families to provide input.	"Our families are more than happy to be part of the planning and decision process. Our strengths include the fact that so many of our students had parents, and grandparents who were students here.  The school has a family legacy, because of that we have significant parent involvement."	"Our focus is on providing opportunities for our transfer students families to engage with us. Traditionally, we had events in the evenings, but our transfer familes' didn't want to go home and come back, so we are looking at ways to have events after school right after pick up."	"We will be scheduling events at more accessible hours for families, giving enough notice so they can plan for it, and providing childcare."	5	5	3	4	3	3	4	4	5	5	5	5	Met	6/7/2022	2022
11625540000000	Capay Joint Union Elementary	3	"During the 2021/22 year, Capay Elementary staff engaged various stakeholder groups in the development of the three-year LCAP. The process included the following stakeholder groups: all site and district staff, representatives from the governing board, School Site Council, PTO(which includes representatives of our EL parents) Capay Educators Association(CEA) union representatives, parents, community members such as business owners, local farmers and alumni of Capay School, our Student Body Officers and members. Meetings were held throughout the year where the various stakeholder groups had the opportunity to identify priorities and provide on the goals and actions outlined in the LCAP. These were identified as follows: Parents provided input on the LCAP during meetings held throughout the year. Parents also had opportunities to reply online or on paper to our questions of the month sent out at the beginning of each month in conjunction with our news letter. Students council members and representatives provided input during weekly meetings throughout the year."	Capay School currently communicates with families on a regular basis using a variety of tools to develop and strengthen its relationship with each family. Individual teachers continue to build strong relationships through daily and weekly communications. Our future goals include hosting evening informational meetings three times per year and also implementing home visits to all new families to improve and strengthen relationships and the home-school connection.	Capay School currently communicates with families on a regular basis using a variety of tools to develop and strengthen its relationship with each family; particularly those underrepresented families.  Individual teachers continue to build strong relationships with those families through daily and weekly communications. Our future goals include hosting evening informational meetings three times per year and also implementing home visits to improve and strengthen relationships with all families but in particular the underrepresented families and students.	The analysis of the data shows that there are strong partnerships with parents and a vested interest by both parents and staff in supporting students success.  Parents are comfortable asking what academic supports are available for their student and how they can support at home.	"Based on input from stakeholders, improving our communication on programs and services available to students to improve their academic and social/emotional success."	"Capay recognizes that a hands on and more personalized approach will improve the engagement of all families but in particular, the underrepresented ones.  Capay will survey these families three times a year as well as how townhall meetings to communicate programs and support available to their students and how they can fully participate in their child's education."	"During the 2021/22 year, Capay Elementary staff engaged various stakeholder groups in the development of the three-year LCAP. The process included the following stakeholder groups: all site and district staff, representatives from the governing board, School Site Council, PTO(which includes representatives of our EL parents) Capay Educators Association(CEA) union representatives, parents, community members such as business owners, local farmers and alumni of Capay School, our Student Body Officers and members. Meetings were held throughout the year where the various stakeholder groups had the opportunity to identify priorities and provide on the goals and actions outlined in the LCAP. These were identified as follows: Parents provided input on the LCAP during meetings held throughout the year. Parents also had opportunities to reply online or on paper to our questions of the month sent out at the beginning of each month in conjunction with our news letter. Students council members and representatives provided input during weekly meetings throughout the year."	"Staff, Parent and students surveys will be sent out three times a year.  The school will also host four townhall meetings to gather input for decision making."	Surveys will be sent out three times a year specifically to the underrepresented families to gather input for decision making.	3	4	3	4	3	3	4	4	3	2	3	3	Met	6/22/2022	2022
30664640000000	Capistrano Unified	3	"Strengths and progress in Building Relationships Between School Staff and Families include increasing the number of school site bilingual community services liaisons to support translation and interpretation and parent communication and outreach, maintaining the many advisory committees including CUCPTSA, Community Advisory Committee (CAC), LCAP Parent Advisory Committee, Early Childhood Parent Advisory Committee, school site English Learner Advisory Committees, and District English Learner Advisory Committee, and having a structured complaint process."	"Some focus areas for improvement in Building Relationships Between School Staff and Families is to continue to provide important communication in English and Spanish (translation of documents and interpretation at parent conferences and meetings), and to continue cultural proficiency and social emotional learning site and District goals and actions. Also, scale up the messaging program to continue to provide two-way communication in the family's preferred language."	A Board approved multi-year cultural proficiency plan was adopted in December of 2020 to increase learning outcomes for all students and ensure an inclusive environment.  A focus will be to continue to develop site and District guiding coalitions to implement the actions listed in the plan and regularly update the Board and community with the progress during quarterly reports.  The engagement of underrepresented families will also improve through scaling up the messaging program which will support communication between teachers and parents in over 100 languages.	"All schools implemented support and intervention through a variety of ways including parent conferences, Student Success Team meetings, progress monitoring, a summer program, a MTSS/PLC Specialist to support intervention, and a school cultural proficiency/SEL goal. The District's Family Resource Center also conducted 12 parent education presentations on a variety of topics and the Parent Institute for Quality Education (PIQE) program was held at 15 school sites."	"A focus area is increased counselors and counselor days so that counselors to support increased academic, behavioral, and social emotional support as well as student orientation and class scheduling during registration."	"The Parent Institute for Quality Education (PIQE) program will continue in 2022-2023 and will be offered at various school sites across the District. Staff will also continue to outreach to parents of students who are from low-income families, foster youth, newcomer English learners, living in homeless situations, and children of migrant workers to inform them of programs and services to support their child to address barriers."	"The District and school sites have maintained various advisory groups to support input and decision-making including CUCPTSA/PTSA, Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC)/ELAC, School Site Councils, Early Childhood PAC, LCAP PAC, No Place for Hate, and Advisory Councils in alignment with the American School Counselor Association. Meetings have continued virtually and in-person to maximize the participation. Translation of documents and interpretation is offered at many meetings. A total of 14 Board agenda items were translated in 2021-2022."	"During the next year, staff will continue to focus on increasing the access to information for Spanish-speaking families through an the translation of Board items, website pages, interpretation services, and the messaging program."	Staff will continue to offer meetings in person and virtually as well as provide translation and interpretation services. Professional learning will continued to be offered for bilingual staff in the area of effective interpretation skills to support proficiency in this area.	4	4	3	4	3	4	4	4	4	4	3	4	Met	6/15/2022	2022
43693936046536	Capri Elementary	3	"CUSD families appreciate communication from school to home, especially SeeSaw, ParentSquare, and Zoom, the relationships that schools have established, and the ways out of school programs and Expanded Learning enhance these connections. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home."	"Covid has had a direct impact on building relationships, especially with regard to limiting opportunities for in person events and activities. Families seek a return to in person interaction, recognizing the positive impact this has on participation at school. In addition, there is a desire to clarify and refine information flow so families know what to expect and where to find the most current information."	"CUSD schools will work to increase in person events where safe and feasible, and to learn from families the best times and ways to connect. On campus events are seen as powerful ways to engage with and recruit families to play a larger role in the school community and sites will continue to use Community Liaisons as families consistently cite their positive impact."	"CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. Conferences, along with the welcoming environments at schools, make families feel comfortable when reaching out to their student’s school. Outside of these structures, families cited the different resources used to share information about student progress as an area of strength, including report cards, attendance notifications, and i-Ready reports. Out of school events such as math nights are also seen as a strength, and many families look forward to an increase of on campus events in the coming year."	"CUSD continues to see the need for in person connection, both formal and informal, as central to improving home and school partnerships to support student outcomes. Streamlining and clarifying methods of communication was also noted as an area for improvement, as was a desire to offer more training to staff and the possibility of increasing the frequency of existing meetings like ELAC."	"CUSD schools have a strong desire to conduct in person, face to face outreach, a theme that is central across all areas of family and parent engagement. Schools will work to target outreach and learn from families their preferred method and frequency of engagement to ensure increased alignment."	"Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to determine areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee."	"While there is appreciation for remote meetings and the flexibility they provide, schools have seen a drop in participation and membership in committees. In addition, following results from our Family Satisfaction survey, we are committed to being more transparent with regard to district funding."	"CUSD continues to work to empower families to become school leaders, and remains committed to responding to input gathered in all settings. In 2021.2022, the Parent/Caregiver Satisfaction Survey was taken, and results shared out across the Campbell community. Responses from this survey drive our work for 2022.2023 and support our efforts to better engage with and be responsive to underrepresented families. As noted above, part of this work includes increased communication and information regarding use of funding allocations at the district level."	4	4	4	5	4	5	4	4	4	4	4	4	Met	6/23/2022	2022
10101080136291	Career Technical Education Charter	3	"Within CTEC's Response to Intervention, staff has developed systems and procedures to include families in the process of supporting and encourage student academic success. Within the same Response to Intervention, CTEC recognizes that the systems and procedures in place require self-reflection with regards to ensuring sustainability and effectively engaging underrepresented families."	"CTEC will be expanding parent engagement opportunities with CTEC's academic program.  COVID impacted access for families to engage in activities and events on campus, therefore a focus area of improvement includes: increased parent participation in PAC, increase parent participation in school activities and events that highlight family strengths, cultures, language and goals for their children."	"CTEC is continuing to increase representation of underrepresented families, which includes families of English learners and families of students with unique needs to ensure our student population reflects our community."	"CTEC has created a communication pipeline with our families through both in-person and virtual communication. For example, we use social media outlets and student information systems, alongside in-person events to strengthen family and community involvement. CTEC recognizes the importance of family and community involvement for student success. This identified area of growth will be supported as our staff connect directly with our families, specifically our underrepresented families. CTEC will develop activities and events during times where all families can participate in-person or virtually."	CTEC will continue to develop policies and procedures to ensure teachers and staff have access and opportunities to increase partnerships with families.  Increasing parent teacher conferences and provide instructional support for families to increase capacity and knowledge of legal rights to advocate for their students.	CTEC will provide instructional support for families of english learners and students with unique needs to increase capacity and knowledge of legal rights to advocate for their students. CTEC will also provide designated staffing to facilitate discussion of student progress and ways to work together to support improved student outcomes.	"With the use of in-person and virtual meetings, CTEC has been able to increase the involvement both parents and community to impact our decision making capacity. To create sustainability with effectively engaging underrepresented families, we need to continue to provide additional avenues for stakeholder feedback."	CTEC will seek to develop a parent teacher association group to increase input and opportunities for decision making of parents and community partners.  CTEC will continue to increase the involvement of PAC to support the direction of CTEC's academic program.	CTEC will seek to develop a parent teacher association group to increase input and opportunities for decision making of parents and community partners specific to English learners and parents of students with unique needs.  CTEC will continue to increase the involvement of parents of these student groups within PAC to support the direction of CTEC's academic program.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/14/2022	2022
37735510000000	Carlsbad Unified	3	"Carlsbad Unified schools welcomed families back on campus after restricting access due to the pandemic. A new home-school communication tool, which allows families to select their preferred language and method for receiving messages was implemented."	Continue to provide interpretation and translation services as needed.	Continue with the Community Liaison position to connect families with the school.	"CUSD continues to provide information and resources to families to assist them with helping their students at home. This includes summer learning websites, ideas shared at parent conferences, and access to online learning platforms throughout the year and summer. Information is also provided through a variety of Parent University workshops offered throughout the year based on parent/family interest and requests."	"Continue to support parents/families with ideas to support students’ academic and social emotional development through Parent University Workshops, site-based meetings and activities, as well as topics and resources posted on the websites."	Utilize the Community Liaisons to assist with outreach to underrepresented families.	"Carlsbad Unified offers multiple avenues for parents/family members to provide feedback and input on decision-making throughout the school year, including families of English Learners and Students with Disabilities, through informational meetings, district/site parent advisory committees, and surveys, including the annual LCAP survey."	"Providing interpretation and translation services as needed, sharing information in family-friedling language, offering topics and workshops of interest to families, and utilizing Community Liaisons to connect with and support families."	"Support sites with strategies for engaging families of English Learners and Students with Disabilities, including utilizing the Community Liaisons for family outreach."	4	4	4	5	4	4	4	4	4	5	5	4	Met	6/22/2022	2022
27659870000000	Carmel Unified	3	"Carmel Unified School District prides itself on developing partnerships with our families in order to foster positive student outcomes. In support of students, CUSD strives to be accessible and collaborative with our families. CUSD has worked to develop extensive opportunities for teachers, families, and students to meet and work together in order to support students and improve outcomes. Family, student, teacher conferences are provided multiple times during the year. When needed, the district provides interpreters for these meetings. As student needs increase, so do the opportunities for meeting those needs through face-to-face interactions. Student Study Team meetings, Individual Education Plan meetings, and Section 504 meetings are held as needed and on a regular basis. Families have open access at the sites to meet with staff in a less formal context as well. CUSD holds events like Back-to-School Nights and Open Houses. These larger-scale events are another way to connect families with their children’s teachers. These interactions often lead to dialogue or more formal discussions to support the needs of individual students. CUSD has a variety of practices and tools in place to help provide families with information and resources to help support student learning at home. Every Friday our Principals send out their Friday letters to all families. These communications keep our families informed about all the goings-on at the sites both in and out of the classroom. The new Director of Communications role has focused on sharing district and school info with staff, families, and the greater community through messages home, social media, website information, and connections with local media. In support of families at home, the district provides access to the online gradebook and teachers provide access to their Google Classroom and webpages; including resource links and suggestions to support their content. CUSD has one-to-one Chromebook access from 3rd-12th grade. CUSD supports families to understand their legal rights starting with the issuance of their annual notification of rights. Parent rights are also provided for all IEP and 504 meetings. CUSD uniform complaint procedures are posted and accessible, and the district schools use communications to inform parents of opt-out rights where applicable. The district has greatly increased two-way communication with families with the ParentSquare communications platform."	"Carmel Unified School District is focused on increasing two-way communications and strengthening partnerships with families. To increase outreach and engagement to our Spanish-speaking families, CUSD will be hiring a part-time bilingual community liaison. This position will work with our administrators and our Director of Communications to improve communications with our Spanish-speaking families."	"Carmel Unified School District values and seeks out input from our families to inform our decision-making. CUSD actively seeks out parent/guardian participation in its many advisory groups in order to capture these important voices. CUSD advisory groups include the English Learner Advisory Committee (ELAC), the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), PTOs and PTAs, and Site LCAP Development Committees. The district employs the use of targeted surveys to seek input on a variety of topics including the development of the LCAP and other required state plans and is beginning work with Hanover Research to systematize and utilize surveys effectively. CUSD’s Title I processes call for parent/guardian review and input on our family engagement practices and policy on an annual basis. With the addition of the new Director of Communications and Community Relations position, the district has been able to increase our collaboration between families, school staff, and district staff to further develop and sustain effective family engagement activities for the benefit of our students and community. A bilingual community liaison is being added in the 22-23 school year in order to increase two-way communication with Spanish-speaking families. CUSD will continue to be inclusive in our practices and will look for ways to increase participation and engagement from all of our district families including underrepresented ones."	"Carmel Unified School District and its schools emphasize a culture focused on cultivating relationships with our families and the greater community in a variety of ways. The district takes pride in fostering welcoming and inclusive environments at all of our sites. All sites are committed to establishing and building community partnerships between families, staff, and students. CUSD schools seek to effectively communicate with all families through a variety of means. The district and its schools use ParentSquare, emails, letters, in-person meetings, town-halls, websites, phone calls or texts, and social media to communicate with its families."	"The District is focused on providing information, including notices, in multiple languages and on multiple platforms. A focus for the next school year is to share with families the modes of communication and determine, through feedback, which modes are most effective for which purposes. The District will then create a communications tip sheet and protocols based on best practices to most effectively and efficiently improve these partnerships for increased student successes."	We will continue to be inclusive in our practices and will look for ways to increase participation and engagement from all families including underrepresented ones. A bilingual community liaison is being added in the 22-23 school year in order to increase two-way communication to Spanish-speaking families.	"Carmel Unified School District values and seeks out input from our families to inform our decision-making. CUSD actively seeks out parent/guardian participation in its many advisory groups in order to capture these important voices. CUSD advisory groups include the English Learner Advisory Committee (ELAC), the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), PTOs and PTAs, and Site LCAP Development Committees."	"The district employs the use of targeted surveys to seek input on a variety of topics including the development of the LCAP and other required state plans and is beginning work with Hanover Research to systematize and utilize surveys effectively. CUSD’s Title I processes call for parent/guardian review and input on our family engagement practices and policy on an annual basis. With the addition of the new Director of Communications and Community Relations position, the district has been able to increase our collaboration between families, school staff, and district staff to further develop and sustain effective family engagement activities for the benefit of our students and community."	A bilingual community liaison is being added in the 22-23 school year in order to increase two-way communication with Spanish-speaking families.	4	4	4	4	2	4	5	4	3	3	3	2	Met	6/22/2022	2022
42691460000000	Carpinteria Unified	3	82% of parents report that they feel welcome to participate in school events.	Increase participation of underrepresented families in school site ELAC meetings.	"The District will increase outreach and communication efforts to welcome and invite parents to participate in ELAC, and parent groups."	83% of parents report that schools encourage parents to be an active partner in their child's education.	Increase parent participation in Back-to-School Nights and Parent-Teacher Conferences.  Schools will reach out to underrepresented families to participate in school events and provide ways that parents can support student learning at home.	Increase parent participation in Back-to-School Nights and Parent-Teacher Conferences.  Schools will reach out to underrepresented families to participate in school events and provide ways that parents can support student learning at home.	75% of parents report that schools allow and welcome parent input.	Schools will focus on increasing underrepresented families participation in School Site Councils and Parent Support Groups.	Schools will focus on increasing underrepresented families participation in School Site Councils and Parent Support Groups.	4	4	4	3	3	4	5	4	4	4	4	4	Met	5/24/2022	2022
10621661030840	Carter G. Woodson Public Charter	3	"Per last’s year data 93.3% parents responded that they are well informed about school activities. Parents response to receiving clear information regarding child’s academic progress is 86.67%, this is identified as an area of growth. Parents have the option to check student progress on a parent portal, however it is not fully utilized, as demonstrated by 46.67% parents do not use the portal. Information provided by LCAP survey suggest that most parents would prefer to receive phone calls and text messages. With this new information the messenger system is critical in keeping parents updated with school activities and student academic progress. The parent portal is area of growth that have encouraged systems in place to ensure parents have access to the portal."	Focus area for building relationships between school staff and families are to keep parents informed and providing support for all students. Over 98% feel our school is parent friendly. Staff is encouraged to develop relationships with parents as they are key component of our community and our students’ success. Additional support of contracted counseling is provided for students that need the added resources to succeed in their academics. This in turn provides support for the parent and builds positive relationships with our parents.	Our school is dedicated to improve engagement of underrepresented families in building relationships with school staff and families. Our staff of Student Services Counselors provide an added layer of support for students and families that are experiencing continuous challenges that effect student attendance and engagement. Continuous home visits and teacher contact implemented in our school’s procedures when students are identified with poor attendance.	Current strengths for our students include the After School Program which include the activities such as sports and tutorial support. Additional support for increased academic engagement and progress is developing positive relationships with peers is an focus outcome for our program.	Improvement in building partnerships for student outcomes is to increase parent participation in the parent portal. Having parents more aware and have the ability to monitor student academic progress has potential to impact student outcomes.	"Improved engagement with underrepresented families for student outcomes is to provide support with counseling services, check-ins with Student Services Counselors, and applying differentiated instruction for students so that all needs are met."	"Carter G. Woodson leadership staff has made a concerted effort to ensure engagement of all stakeholders in the development of a comprehensive Local Control Accountability Plan. Stakeholder meetings included: The non-profit governing board, School Site Council, ELAC, Business and Community Advisory Boards, Principals, Teachers, Administrators, Parents, Pupils, and all staff. Carter G. Woodson is operated by Agape, a local 501c3 non-profit corporation. Oversight of Agape is operated and monitored by the organizations CEO and policy development by the Governing Board for Fiscal and Liability matters. School Site Council provides oversight of charter school Curriculum, Instruction, Single Plan for Student Achievement and campus safety matters. Public Hearings were held on February 16, 2022, April 27, 2022, May 12, 2022 with final approval on May 31, 2022 with the ELAC/Parent Councils and School Council. Public hearing May 23, 2022 with final approval June 01, 2022 with the Agape Board of Directors. Notifications were provided to all stakeholders in accordance with the law. In separate meetings, the Agape Board of Directors and School Site Council met to receive and discuss survey data collected from parents and students. The Boards also reviewed student academic performance data. Parents and students attended multiple ELAC and Parent Council Meetings to provide input during the action items established on the agenda. Parent comments from the public hearings were incorporated into this LCAP plan. The School Site Council met on, February 16, 2022, April 27, 2022, May 12, 2022, to discuss their responsibility in the ongoing monitoring of the LCAP. The Council reviewed survey data from parents and contributed their own input to the continuation of program improvement. Carter G. Woodson leadership staff hosted Parent & Student LCAP information and data gathering meetings at School Site Council, Parent Advisory Council and DELAC meetings on February 16, 2022, April 27, 2022, May 12,2022, May 31,2022 Staff presented updates on Agape programs and initiatives and specifically discussed the progress of initiatives established by the LCAP. Along with the newsletters, informational parent letters, school messenger notices and informational meetings, all Woodson students were given the opportunity to complete the annual comprehensive survey to give feedback on multiple aspects of operations at Woodson. Survey items included questions about EL Learners, College & Career Readiness, Instructional Strategies, Campus culture, Student Safety, Instructional Materials, Teacher Support, Rigorous and Relevant instruction, Homeless and Foster Youth Policy, Parent Compact, and staff."	We need to maintain and grow parent participation to School Site Council and ELAC meetings and to attend onsite events. We are also continuing to survey parents to gather stakeholder input on a yearly basis.	"Parent Survey Rating: Parent Satisfaction will be above 96.5% with parent satisfaction outcomes. Increase Parent Survey Satisfaction: Parents will increase satisfaction by 1% each year or be above 91% with parent satisfaction outcomes. School Messenger Subscription to increase parent/guardian communication a. School Messenger b. Auto dialer and email, social media, and texting messenger Student/Parent Recognition for all students a. Student Incentive (School Attendance) b. Parent forums (Virtual and in person) d. Monitor student progress though teachers and Aeries software e. Student award ceremonies Use of social media platforms such as the school’s Facebook Participation/attendance in key committees (SSC , DELAC): Increase parent participation by 1.5% each year for each one of the advisory committees. Increase Parent Involvement: Our school will increase parent participation by 3% each year for each one of the advisory committees. 1.Family Communication for outreach, PBIS and MTSS a. Supported staff hours to make phone calls. b. Home-visit c. Social Emotional Learning (SEL) MTSS (Multi-Tiered System of Support) d. Newsletters, email and text messaging 2. School Messenger Subscription to increase parent/guardian communication a. School Messenger b. Auto dialer, email and text messenger 3. Student/Parent Recognition for all students a. Student Incentive (School Attendance) b. Parent forums (Virtual and in person) c. School Survey d. Monitor student progress though teacher and Aries softer. e. Student award ceremonies 4. Use of social media platforms such as the school’s Facebook."	4	5	4	4	4	4	4	4	4	4	4	4	Not Met		2022
10755980000000	Caruthers Unified	3	"The district has a well established rapport with the families they serve.  The data shows that they are able to build trusting, respectful relationships, have created a welcoming environment and that two -way communication has been established.    The district understands the need for strong relationships and values the partnership and communication between the school and families."	The area that continues be an area of growth is to fully understand the families' diverse strengths and needs.  Not only for the school district to understand but then for the teachers and staff to also be in tune and understand the needs.  This is an area that continually needs to be addressed and priority as the community itself also has changes.	"The district continues to work closely with the various educational partners to understand and work together to implement new programs, classes and supports for the underrepresented families.  The district has expanded counseling and mental health services for students and support to families.  They have also looked at programs with parent supports and continue to look and evaluate if these are improving the engagement of underrepresented families."	Communication with families regarding testing and where students are initialing and how they are progressing overtime seems to be done well.  There are processes in place for continued communication regarding student outcomes and also those that are struggling.	"The district continues to look at measurable outcomes and data, however this needs to be strategic and communicated with staff to better serve the identified needs of students."	The district will continue to seek input and evaluate using the self-reflection process in relation to building partnerships for student outcome and improve the engagement of underrepresented families.  This will be done through formal and informal collection of data and an area of focus.	"The district has a structure set up to ask for input, share input and open to input from educational partners on decision-making.  This has been done though advisory groups, meetings, relationships over a period of time because our students attend a Tk-8 school and then feed into a high school.  The parents and staff have long term relationships with the community and district."	As always it is necessary to continue to evaluate your communication process and even though it is well established it can also always be better.  Making sure that you are getting input from all educational partners that is well represented from all groups of students and also those that participate in various programs within the district.  We will continue to gather the input but then self evaluate if we are meeting goals and areas of focuses.	"The district continues to work closely with the various educational partners to understand and work together to implement new programs, classes and supports for the underrepresented families.  The district has expanded counseling and mental health services for students and support to families.  They have also looked at programs with parent supports and continue to look and evaluate if these are improving the engagement of underrepresented families."	5	4	3	5	3	3	4	3	4	4	4	4	Met	6/27/2022	2022
45699140000000	Cascade Union Elementary	3	"We have many opportunities throughout the year to build relationships with families.  Currently, we have held both virtual and in-person school gatherings that have been well attended.  We have many platforms for our families and staff to communicate, share, inform and meet.  This said, our presence on social media and our newly launched website have been successful.  In addition, we have implemented SEL that includes communication with parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel, even during COVID.  We held in-person Open House nights at each site this school year and they were very well attended.  We had a meal gathering, classroom gatherings, and several partners such as Cal Fresh, City of Anderson, Project Share, and Cascade Summer Adventure Program in attendance to help inform parents."	"Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.  This year family in-person engagement has been excellent; especially Open House."	"Building relationships with our underrepresented families has been a focus for our school staff. We have hired an interpreter, a behavior interventionists, and offered free summer camps and free Project Share for during June and July. In addition, we have offered virtual conferencing, targeted interventions, tutoring, plus free after school programs."	"Cascade School District has a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary supports and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students needs. We have partnered with the After School Program, Teen Center, Ninja Coalition, Bruce Street Mantor House, Anderson Parks and Rec, Anderson Police Department, a local All State Insurance company and other local businesses to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families through our ""Essential Piece Recognition""  Additionally, we have a strong Parent Club at each of our school sites. Professional development is provided by our Curriculum Director and with our partnership in the Mountain Valley Education Consortium. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved Student Outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes."	"We meet regularly with our School Site Council, LCAP Committee, English Language Advisory Committee (ELAC), and District English Language Advisory Committee (DELAC) which includes our staff and community to review student outcome data and set goals based on identified needs. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, autodialers, text), educational partners stress the need to improve communication, student attendance, and additional support for students. This summer we will incorporate Cascade Adventure Summer Program which will be free.  We have partnered with the city of Anderson, Ninja Coalition, Friday Night Lve, Project Share, and several helpful educators to bring a multitude of Expanded Leaning Opportunities to our students and community."	"Based on our local data and input from our educational partners, the district will improve the engagement of underrepresented families using our Chronic Absenteeism Coordinator who connects our at-risk families to local community resources.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meets regularly to review data and adjust instruction based on the data.  Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We have also added a Director of Curriculum and Instruction, a part-time assistant superintendent to assist with plan development and state/federal guidance, an Attendance Clerk at every school, COVID substitutes to fill in where needed, PE teachers at every elementary school, 2 Behavior Intervention Support staff at each school site, an additional playground, and support staff positions throughout the district."	"We regularly seek input from our educational partners through School Site Council, staff meetings, LCAP Committee, English Language Advisory Committee (ELAC), and the District English Language Advisory Committee (DELAC). These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs."	"Using educational partner survey data and input from our decision making bodies, we will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes."	"We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, DELAC/ELAC meetings, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc."	5	4	4	4	4	4	4	4	4	4	4	5	Met	6/8/2022	2022
19643450000000	Castaic Union	3	"The District continues to value and support building the capacity of staff to develop and maintain trusting relationships with parents and families; the District continues to provide multiple opportunities for two way communication between families and educators including: DELAC, Parent Advisory Committee (PAC), LCAP Educational Partner Meetings, School Site Councils. The District provides families with information related to policies and programs. Castaic Union School District is committed to engaging parents and incorporating their feedback. CUSD is a transparent district and believes in open-door communication. CUSD school sites offer many opportunities in which to build relationships with families, staff and students. Our schools work diligently to accommodate parent/guardian schedules in order to provide times for conversations regarding their child's educational journey. We provide translations whenever needed to ensure that families understand and are able to participate in their child's learning. We are a welcoming small, family feel community. Based on our Parent survey 42% of Parents feel schools do not value their input or participation. We feel this is due to the changing Los Angeles County health mandates. We hope to decrease this rate by offering more opportunities for parents as partners. However, 95% of our school community has expressed that we have safe and supportive environments; we hope to sustain or improve on this rate."	"An area of focus for CUSD is to continue to build on engagement and connectedness while at school. Most students (62% from the CA Healthy Kids Survey) feel there is at least one caring adult on their school sites. Our goal is that all students feel there is at least one caring adult on their school sites. We have implemented Conscious Discipline as a method and a mindset will build the social and emotional capacities of all adults in the school community.  We are providing professional development and coaching on Conscious Discipline for all staff, the science of learning and development, and social and emotional learning (SEL) strategies and structures for relationship building and safe and supportive environments in order to reinforce the social and emotional capacities of all adults who work with youth. We will continue to reflect on our current practices by examining data from our various stakeholders groups, such as LCAP Educational Partner meetings, PTA, Volunteer Clubs, Parent Advisory Committee (PAC), School Site Councils, DELAC, ASB and Student Council groups. We will survey all stakeholder groups in the Spring of 2023."	"Castaic Union School District annually schedules a district-wide survey that is sent to all parents/guardians for their input regarding parent participation in programs and school-based activities. We seek input on the decision-making opportunities school-wide, sub-group wide and district-wide. Whenever a survey is submitted for responses from parents and the community, the results are communicated to the Board of Trustees with next steps to respond to the results. CUSD Educational Partners group also meets multiple times each year to review and begin revision steps for our LCAP goals/actions. We incorporate the data received from the surveys and educational partner meetings in order to develop next steps in revising goals and actions in our LCAP. We continue to examine our current practices.. We will survey and meet with staff, students, various school related groups, such as our Parent Satisfaction Survey, LCAP Educational Partner meetings, PTAs, PAC, Volunteer Clubs, ASB, Student Council, ELAC/DELAC, and administrator/teacher committees to establish next steps in order to continue to show improvement in seeking decision making practices. Many of these surveys will take place in the Spring of 2023."	"CUSD continues to establish events to initiate outreach and make connections with parents, including Parent Teacher Conferences for all students Preschool - 8th grade. We hold Back to School Nights and Open Houses as well as additional opportunities to discuss student outcomes, such as Student Study Team, Title I, ELAC/DELAC and celebratory assemblies. CUSD offers parent education nights, in which to share ways on how to partner with the school to best support their children. Each school site provides a Parent/Student Handbook which outlines procedures, rules, and information for parents. Our staff continues to be readily available to speak with parents."	"An area of focus for CUSD is to continue to work with staff to build our capacity in partnering with families. In our small-town district, many families have great trust in how their children are progressing in their educational journey. We struggle with attendance when events are centered around family engagement and partnering with families. Parents do share that they feel confident in their child's progress and support. We will continue to reflect on our practices by meeting with the various groups in order to gain feedback to improve our practices in the area of partnering for student outcomes."	"Communication between the schools and families has greatly expanded. During Covid closures, we purchased an online communication platform, ParentSquare, which provides information in both English the family’s native language, and has proven to greatly enhanced our ability to regularly communicate with our families. Our District Parent Liaison and school liaisons will continue to make personal phone calls and home visits to create trusting relationships with underrepresented families."	"Engagement of partners included solicitation of specific input to inform plans. The district’s efforts to engage partners in providing input began early so that the information received would meaningfully inform plan development. CUSD believes the annual and ongoing engagement of educational partners is a key part of the District's Local Control and Accountability Plan (LCAP) development and revision process. It is important that the goals, actions, expenditures, metrics, and targets within the LCAP are informed by the voices of students, families, staff (teachers, principals, administrators, other personnel, local bargaining unit representatives), and community members. The engagement of educational partners process provided a rich source of feedback on the overall evaluation of the plan, specifically in the form of recommendations for improving and increasing student achievement."	"The specific input received reflected the need for the development of clear expectations and strategies in the service of best practices for instruction. Parents and students indicated inconsistencies between teachers and grade levels. The PAC and LCAP Educational Partner groups both also expressed a need for specific guidelines and expectations around standards-based instruction. Educational partner input also indicated a need for the development of an integrated, systemic framework guided by data, grounded in evidence-based responsive practices, and committed to teaching the whole child to ensure that all students receive equitable and timely academic, behavioral, and social-emotional supports."	"A through line across engagement after   COVID has been the need to reduce the variation in implementation and quality of the learning experience across classrooms and school sites. Related to this has been the expressed need to for parents/guardians to have a specific understanding of what should be happening for students. This input has influenced the need to develop clear expectations communicated by the district to all parents. We need to focus on our most vulnerable students in our planning and implementation. Another through line of feedback across sessions was the need for an equity-focused plan, particularly regarding the needs of students who are most vulnerable and at risk. This priority has influenced the district’s planning in a profound manner and is evident throughout the LCAP. The district will continue to seek new ways for families to provide input and share in the decision making process at both the school site and district level."	4	4	5	5	4	5	5	4	4	5	5	4	Met	6/23/2022	2022
43693936046544	Castlemont Elementary	3	"CUSD families appreciate communication from school to home, especially SeeSaw, ParentSquare, and Zoom, the relationships that schools have established, and the ways out of school programs and Expanded Learning enhance these connections. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home."	"Covid has had a direct impact on building relationships, especially with regard to limiting opportunities for in person events and activities. Families seek a return to in person interaction, recognizing the positive impact this has on participation at school. In addition, there is a desire to clarify and refine information flow so families know what to expect and where to find the most current information."	"CUSD schools will work to increase in person events where safe and feasible, and to learn from families the best times and ways to connect. On campus events are seen as powerful ways to engage with and recruit families to play a larger role in the school community and sites will continue to use Community Liaisons as families consistently cite their positive impact."	"CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. Conferences, along with the welcoming environments at schools, make families feel comfortable when reaching out to their student’s school. Outside of these structures, families cited the different resources used to share information about student progress as an area of strength, including report cards, attendance notifications, and i-Ready reports. Out of school events such as math nights are also seen as a strength, and many families look forward to an increase of on campus events in the coming year."	"CUSD continues to see the need for in person connection, both formal and informal, as central to improving home and school partnerships to support student outcomes. Streamlining and clarifying methods of communication was also noted as an area for improvement, as was a desire to offer more training to staff and the possibility of increasing the frequency of existing meetings like ELAC."	"CUSD schools have a strong desire to conduct in person, face to face outreach, a theme that is central across all areas of family and parent engagement. Schools will work to target outreach and learn from families their preferred method and frequency of engagement to ensure increased alignment."	"Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to determine areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee."	"While there is appreciation for remote meetings and the flexibility they provide, schools have seen a drop in participation and membership in committees. In addition, following results from our Family Satisfaction survey, we are committed to being more transparent with regard to district funding."	"CUSD continues to work to empower families to become school leaders, and remains committed to responding to input gathered in all settings. In 2021.2022, the Parent/Caregiver Satisfaction Survey was taken, and results shared out across the Campbell community. Responses from this survey drive our work for 2022.2023 and support our efforts to better engage with and be responsive to underrepresented families. As noted above, part of this work includes increased communication and information regarding use of funding allocations at the district level."	4	4	4	5	4	5	4	4	4	4	4	4	Met	6/23/2022	2022
19647330101659	"CATCH Prep Charter High, Inc."	3	"The school leadership of CATCH is highly effective in employing a wide range of strategies to encourage parental and community involvement in and beyond the teaching/learning process. CATCH communicates frequently with parents and engages them as individuals, in groups, and broadly employs an array of devices such as PowerSchool, email, regular mail, personalized phone calls home and the school website to disseminate information to all of our families. Translations of meetings, materials, and announcements ensure optimum communication among stakeholders. CATCH also connects with parents and the community at large through presentations of learning, exhibitions, cultural events, community service opportunities, hosting guest speakers, and college and career day activities."	"The Stakeholder Survey, feedback (minutes from CATCH’s Governing Board, School Site Council, Parent workshops, District English Learner Advisory Committee, and additional committees and groups) help to craft policies that remain consistent and adapt to the community’s identified needs. CATCH Prep currently offers opportunities for parents and guardians to provide input on policies/procedures and identified school goals by becoming voting members on the following:   School Site Council (SSC)  District English Learner Advisory Council  (DELAC) CATCH Prep Governing Board Meetings  Additional opportunities for parent/guardians to provide feedback on Local Control Accountability Plan (LCAP)  and  identified Western Association of Schools and Colleges (WASC) goals are currently offered at the following meetings:   -Parent Advisory Meetings   -Parent Workshops  -Dashboard Parent Meetings  For EL and RFEP pupils: Outreach and DELAC Parent Meetings will be held at five times annually, services will be extended to provide for English translation and expansion of parent meetings to address the needs of the EL/RFEP parents (DELAC, parent workshops) and continue to encourage participation, empowerment and leadership."	"In an effort to improve the engagement of families particularly the engagement of underrepresented families, CATCH Prep has recently increased outreach for membership of one specific community committee.  ""CATCH the Diversity"", includes teachers, administrators, students, and parents, to support diversity and multiculturalism within the curriculum.  The purpose of CATCH's Diversity and Cultural Awareness Committee is to promote awareness of diversity issues, provide cultural activities/events, and increase overall engagement and diversity of underrepresented families."	"CATCH Prep is fortunate to continue to have strong community support and parent involvement. Our community cares deeply for the quality of instruction and support provided for both students and teachers. Parents are invited to volunteer their time, attend school events, and even share in the decision-making process. Staff welcome parents’ help with fundraisers, graduation activities, athletics, and performing arts. Parents are encouraged to attend Back to School Night, Open House, Coffee with the Principal, College Night, Freshman Orientation, and Homecoming. School Site Council,  District English Learner Advisory Committee, PTSA (Parent Teacher Student Association), and our WASC Committee, as each provide opportunities for parents to have input on curricular programs and financial planning. School-to-home communication takes place in a variety of formats.   CATCH communicates frequently with parents and engages them as individuals, in groups, and broadly employs an array of devices such as PowerSchool, email, regular mail, personalized phone calls home and the school website to disseminate information to all of our families. Translations of meetings, materials, and announcements ensure optimum communication among stakeholders.   CATCH believes that bringing the parents and community together in cooperative projects (i.e. CATCH The Magazine, Winter Extravaganza, Community Tech Lab) has a positive impact on the learning environment and allows students to showcase their talents. CATCH encourages the involvement of parents and students in the planning and decision-making process."	"CATCH Prep takes parent engagement and parent participation seriously and views it as an integral part of our school culture and key to the successful functioning of our school. Our most recent stakeholder survey administered to parents in October of 2021 indicated that 90% of all families who responded to the survey, felt communication systems provided by teachers and administrators at the school met or exceeded expectations. In addition, CATCH Prep’s main parent advocacy organization – Parent Council – had a Satisfaction rating of 92% by the stakeholders who responded to the survey indicating a high level of parent involvement in the many programs and volunteer opportunities at the school. Parents also responded via the survey that their satisfaction level with administration for CATCH’s  program was 93% “met or exceeded” expectations and that their satisfaction with teachers “met or exceeded” expectations at a rate of 95%. Parents commented that CATCH’s school environment allows their children to excel academically and socially and the school also promotes creativity and academic achievement and growth.  In an effort to improve our outreach to families of unrepresented families, we have created the District English Learner Committee and the Multicultural Committee, in which parents, administrators, and teachers work together to celebrate and promote the diversity and multiculturalism in the curriculum."	"CATCH Prep has long-been committed to engaging students and families traditionally underrepresented and underserved by the traditional schooling model. To this end, we've implemented a text-messaging system that sends out regular reminders to students and families about safety updates, academic and Report Card links, and cultural goings-on via ""The Daily CATCH"" that is published every Monday and features the week’s schedule, important reminders, tutoring services, and announcements regarding school activities, club activities, and sports. Parents may also access our school website at www.catchhighschool.com or general information about the school, staff e-mail, activities, homework, daily bulletins, schedules, and current school news."	"At CATCH Prep, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. CATCH involves all stakeholders in the development of seeking input for school-wide decision making, including discussions of the school's annual LCAP, as well as discussions about our vision and mission and how these both provide a context for our Schoolwide Learner Outcomes. Teachers and administrators collaborate in reviewing these statements during Summer Institute, after which the statements are reviewed and discussed by parents and students during CATCH’s mandatory back-to school orientation. In addition, the governing board continually provides input and monitoring for the execution of our LCAP, as well as accomplishment of the vision, mission, and Expected School-wide Learner Results during monthly board meetings.  Data gathered from Parent/Student Satisfaction surveys show evidence of an atmosphere of trust and respect on the CATCH campus. Collaboration is a key aspect of trust and transparency during the collaborative sessions where decisions are being made that will impact stakeholders on campus (School Site Council, Instructional Leadership Team, and department meetings).  At CATCH Prep, 100 families answered our Parent Satisfaction Survey. 95.1% of the families surveyed stated that CATCH Prep provides a safe environment for both staff and students. 97% stated that CATCH Prep provided their students access to programs that provided their students with social-emotional learning supports. 98.3% of the families surveyed stated they felt safe in school."	"Trust, respect and professionalism lie at the forefront of all we do. In the classroom, students are often given the opportunity to facilitate class discussions or provide input into the effectiveness of class activities. Students are encouraged to participate in the decision-making process as they relate school-wide. This may happen in the classroom or during our school-wide morning assemblies. Students have been asked to provide input on the planning of school events, or sign up to serve on committees that lead those events. As a result, a culture trust is built between students, teachers and the school leadership. Student Satisfaction surveys  confirmed that 90% of students  that their ideas are “trusted enough to be implemented.” Further  results from our Parent Satisfaction Survey also indicated that 92%Parent/Student Satisfaction Survey also indicated that 92% of parents believe that the Principal and Administration of the staff were respectful and professional, demonstrating a culture of respect that CATCH Prep aims to foster in all of our interactions with parents. Parents also provided a response of 90% when asked whether CATCH regularly solicited parent input related to school-wide decisions and providing input to improve student outcomes.   Despite these successes, CATCH Prep is constantly looking for ways to improve the experience and outcomes for all families and students. As a result, we are constantly looking into best practices to improve parent input and decision making for all stakeholders."	"Stakeholders for CATCH High School include: Students, Parents, Faculty, Administrators, Staff, Board Members and Community Members. Stakeholder engagement meetings are held by CATCH High School regularly and inform many school processes and decisions, including curriculum, LCAP Goals, budgeting, and safety. Through data analysis, feedback and reflection, CATCH synthesizes information, identifies common themes, and establishes goals like: 1. The evolution of our Parent University Program to include video recordings with YouTube links for working parents to attend virtually. 2. A furthering of our college preparation efforts with the expansion of two new AP courses: AP Statistics and AP Macroeconomics. 3. An expansion of elective opportunities in the form of an added Journalism class to increase student engagement in courses students “choose” rather than are “assigned;” Overall, CATCH families are a part of every aspect of how their students learn and prepare to be successful in college and beyond."	5	5	5	5	5	5	5	5	5	5	5	5	Met	10/25/2021	2022
40687260000000	Cayucos Elementary	3	"Cayucos Elementary School offers many opportunities for staff and families to work together.  Included in these are a very active PTA organization, LCAP advisory team, School Site Council, literacy nights, and many other parent-based nights.  We have a high number of parent volunteers in the classroom as well. In addition, we communicate weekly via email to inform parents about activities at our school."	The focus of our school this year is to bring back the robust partnership with our parents that was dulled due to the restrictions of the COVID-19 pandemic. We are creating new opportunities to get our parents back on our campuses and connected to our school. Parents have stated they want greater access to volunteer at the school and more parent training at the middle school level.  We are currently designing parent trainings to meet the needs of our parent group.	"In order to meet the needs of our underrepresented families, we have increased translation services at school events and meetings.  We also send every email communication in the designated home language."	"Parents feel valued and are very eager to return to campus now that volunteer restrictions have been removed.  We have a strong community partnership with many organizations here in Cayucos.  Parents and community members participate in advisories, PTA's, community foundations, volunteer work at the school, and much more. We have also begun monthly coffee and muffin drop-in's to get parents more accustomed to sharing their thoughts and ideas in an informal way."	"The one area we have been working on improving is the formalized advisory attendance and partnership with our parents.  We have now successfully recruited parents for LCAP Advisory and SSC, but previously had some challenges in this area."	"We have increased translation services, sent all email communication in the designated home language, and worked on targeted outreach for underrepresented families."	"Although it has been a challenge to return to ""normal"" after COVID-19, we now have the largest LCAP advisory that we have had here in Cayucos Elementary School.  We have successfully engaged parents are partners in our decision-making process.  We also now offer two meeting times- morning and evening, which has helped accessibility for educational partners."	"The one area we have been working on improving is the formalized advisory attendance and partnership with our parents.  We have now successfully recruited parents for LCAP Advisory and SSC, but previously had some challenges in this area. We are also looking at making sure we have a high yield rate when it comes to parent surveys and feedback. To improve in these areas, we are creating stronger relationships with our parents by having more face-to-face meetings, conversations, and visibility of staff and administration."	"We have increased translation services, sent all email communication in the designated home language, and worked on targeted outreach for underrepresented families."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/29/2022	2022
15634046009351	Cecil Avenue Math and Science Academy	3	"Cecil Avenue Math and Science Academy data shows that staff feel they make connections with students and that strong positive relationships with students increase student achievement. Parents/guardians and students feel welcome and safe at school. Students report that teachers care about them, but could do a better job knowing them as an individual and understanding their individual needs."	Cecil Avenue Math & Science Academy will continue to make every effort to build the parent-school bridge.  Our goal here is to assist parents in becoming an active participant in their child's education.  We will continue offering parents educational opportunities with the goal of providing support in guidance on their journey in becoming actively involved in their child's academics.	"Cecil Avenue Math & Science Academy works very hard each year to help bridge the gap between parents and school to try and encourage parents to be a partner in their child's education. We highly encourage them to take an active role and to participate in as many school activities as possible. A few opportunities for parent involvement are the school site council/English learner advisory committee, Parent University, back to school night, parent-teacher conference week, and state conferences for migrant families. CAMSA also works hard at getting information out to its parents through the use of Blackboard callouts, the school Facebook page, the school marquee, the school website, and letters mailed out and given to students. Parents are encouraged to use Aeries Parent Portal to monitor their child’s progress throughout the year. Our Academic Counselor will continue to hold a series of parent informational nights throughout the year for each grade level to educate and inform parents on various topics affecting their students. In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff. CAMSA currently possesses translation devices for various informational nights where parents will hear the translation through the device placed in their ear. This will help parents feel connected during these events. Based on the previous LCAP survey, 93% of parents and guardians believe that teachers are trained to meet the academic, social, and emotional needs of their children, and 94% of parents and guardians believe that the district supports activities that promote positive student behavior and attendance."	"Cecil Avenue Math and Science Academy values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement. CAMSA promotes both academic and culture-building activities to further strengthen the connection between home and school. Some of the activities CAMSA is currently employing to promote parent engagement and to strengthen the overall school culture include lunch with your Patriot (parents/grandparents), family math and paint nights, trimester awards assemblies, chaperoning field trips, back-to-school night, and STEAM night. These events help to promote positive interactions between the school and parents."	"Cecil Avenue Math and Science Academy will continue to promote both academic and culture-building activities to further strengthen the connection between home and school.  Students whose parents stay actively involved in their education do better in school and demonstrate a higher attendance rate, better social skills, and an increased graduation rate. Some of the activities CAMSA is currently employing to promote parent engagement and to strengthen the overall school culture are intended to encourage parents to become valued educational partners."	"To improve the engagement of underrepresented families, the Cecil Avenue Math and Science Academy will continue to intentionally invite our educational partners in multiple ways. Our educational partners may not be able to attend all meetings; however, we will tailor the engagement meetings using a variety of strategies regarding time, location, purpose, etc. with the goal of engaging them in one or more ways."	"Cecil Avenue Math and Science Academy recognizes that parents and guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment.  Additionally, CAMSA ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. CAMSA works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in school activities. This is achieved through regularly scheduled SSC, ELAC, DELAC, LCAP meetings, surveys, and other committees where parent/guardian involvement policies are shared and jointly developed."	"Cecil Avenue Math and Science Academy has increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input.  An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps CAMSA can take to improve the design and implementation of engagement activities"	"Cecil Avenue Math and Science Academy values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement and to elicit parent feedback. A few opportunities for parent involvement are the school site council/English learner advisory committee, where parents and stakeholders are given an opportunity to provide input about the school and programs that are offered, Parent University, back to school night, parent-teacher conference week, and state conferences for migrant families. In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff. CAMSA currently possesses translation devices for various informational nights where parents will hear the translation through the device placed in their ear. This will help parents feel connected during these events."	4	4	5	5	4	4	4	5	5	5	5	4	Met	6/13/2022	2022
44697990117804	Ceiba College Preparatory Academy	3	"As noted above, Ceiba's outreach efforts continue on many fronts and two-way communication is strong with most families. Teachers and administrators have an expectation of responding to any and all family communication within 48 hours. We have recently created a Director-level position for Parent and Student Engagement. This staff member partners with the existing Parent Coordinator to implement outreach programs, gather feedback, and ensure clear channels of communication."	"An area that Ceiba aims to improve is digital communication with families about their students' progress and daily activity. We have improved the speed and efficiency of updating parent contact information in our multiple interconnected systems, ending with clean and current data in ParetSquare. We are pushing to reach 100% contactability on this platform, as well as 100% connectedness between parent and student on our Learning Management System, Schoology."	"Ceiba employs multiple methods of communicating with families in their preferred language including Parentsquare (text, email), Schoology, social media, bi-annual parent/teacher conferences, ELAC/DELAC meetings, parent leadership meetings, and attendance contact via phone calls and mail. Ceiba also conducts home visits as necessary. Communication is a strength. Where Ceiba can improve is driving more meaningful family engagement in their student's education. We will improve engagement with under-engaged and underrepresented families by educating parents about the many ways they can be actively involved in their students' lives such as the Positive Parenting Program, Parent Institute for Quality Education (PIQE) and other locally-hosted workshops."	"Ceiba employs multiple methods of communicating with families in their preferred language including Parentsquare (text, email), Schoology, social media, bi-annual parent/teacher conferences, ELAC/DELAC meetings, parent leadership meetings, and attendance contact via phone calls and mail. Ceiba also conducts home visits as necessary. Communication is a strength."	"In response to parent input from surveys and informal meetings (town halls, back to school night), Ceiba is redoubling its efforts to draw parents into the process of consensus-building and decision-making at the school level. We have greatly increased participation among parents and guardians in both the School Site Council and our ELAC/DELAC, and continue our outreach efforts."	"Where Ceiba can improve is driving more meaningful family engagement in their student's education. We will improve engagement with under-engaged and underrepresented families by educating parents about the many ways they can be actively involved in their students' lives such as the Positive Parenting Program, Parent Institute for Quality Education (PIQE),  and other locally-hosted workshops."	"As described above, attendance and participation in School Site Council and ELAC/DELAC are improved over previous years. Bringing more people to the table has definitely had a salubrious effect on the quality and depth of conversation at these crucial gatherings."	Work toward the completion of agreed-upon goals has not happened consistently after parents and other stakeholders leave the meeting. We aim to increase accountability and in turn achieve more of the groups' goals.	"We will improve engagement by way of more frequent and specific communication via ParentSquare and other platforms to keep our families focused on the issues currently under consideration and/or being worked on by the School Site Council and ELAC/DELAC. We will empower the Parent Engagement Coordinator, in partnership with the Parent Chair and Teacher Chair for these groups, to work directly with parents and other stakeholders that drift off-course or fail to follow through on their commitments."	4	4	5	4	4	4	5	4	4	4	4	4	Not Met	10/4/2022	2022
34739730000000	Center Joint Unified	3	"In the area of building relationships, the Center Joint Unified School District has shown its strengths through the following: Family events, active PTAs at sites, ELAC, Family Resource Back to School Fair, Site Councils, student advisory, parent advisories, communication including social media, interpreting services, and homeless/foster families service. Also, the Family Resource Center plays a pivotal role in assisting families through the building of healthy relationships."	The staff of the CJUSD will continue to work on culturally responsive engagement with families as a focus area.	"The CJUSD has contracted with WestEd to develop the Equity Design Team to analyze the CJUSD policies, procedures, and demographic data regarding absences, suspension, and grades to ensure they are equitable."	"The CJUSD utilizes an MTSS Blueprint, which includes academic and social-emotional programs available to support student outcomes.  In addition, the District has parent conferences, Student Study Team and IEP meetings, sharing of student outcome data through Aeries Parent Portal, PTA and Booster Clubs, Back to School and Open House Nights, regular communication through Catapult, Attendance/Engagement Coordinator, and a Student and Family Support Services office."	"The CJUSD will increase the building of partnerships for student outcomes by looking at policies, practices, and procedures through the lens of equity in the Equity Design Team."	"The CJUSD will increase the building of partnerships for student outcomes by looking at policies, practices, and procedures through the lens of equity in the Equity Design Team."	"Parents, students, and staff can provide input through Panorama Surveys, the District Advisory Committee, the English Language Advisory Committee (site-based), District English Language Advisory Committee, PTA, Booster Club, LCP surveys, Superintendent's Advisory Committee, and Community Comments during Board meetings."	The CJUSD will increase the use of written communication tools in numerous different languages to improve the input for the decision-making process.	The CJUSD will increase the use of written communication tools in numerous different languages to improve the input for the decision-making process.	4	4	4	4	2	3	5	4	3	2	4	3	Not Met	9/21/2022	2022
19643520000000	Centinela Valley Union High	3	"According to the California School Parent Survey (CSPS), 90% of parent respondents agree or strongly agree that CVUHSD staff treat parents with respect. Indeed, this is an area of strength for the District, accomplished most notably through the continued implementation of fully staffed Parent Centers.  Having maintained, for a fourth year, the provision of a highly qualified Translator/Interpreter at each school site is a testament to the District’s efforts to ensure that language is not a barrier to building relationships with our families.  Together, these positions continue to help increase opportunities for families to engage in events at the school site where parents can learn more about the academic expectations for and progress of their students and educators can learn more about each family’s strengths, cultures, languages, and goals for their children.  Such opportunities include Coffee with Staff (Principal, Counselors, Safety Officers, etc.), Back-to-School Night, Grade-Level Parent Meetings, and AVID and Academy Nights.  The District also continued to engage Dr. Darin Earley, Director of Loyola Marymount University’s Family of Schools, to provide training for school leaders on culturally responsive family engagement practices. Our Parent Liaisons and site administrators will increase efforts to train staff on how to support families of diverse backgrounds, specifically by continuing trainings offered by Dr. Earley in the coming school year."									4	4	4	4	3	4	3	3					Met	6/28/2022	2022
19647330100800	Central City Value	3	"1.  Central City Value High School (CCVHS) excels at building relationships between school staff and families.  The school prioritizes the need to communicate with families using multiple means to meet that goal.  CCVHS uses ParentSquare, Dean’s List, social media posts (Instagram & Facebook), in addition to phone calls, email and mail notices to reach all families.  In addition, there are many opportunities for families to interact with staff on campus, including Café Con Pan, parent workshops, parent meetings, Back-to-School Night, biannual student-parent-advisor meetings, and many in-person one-on-one meetings with faculty or staff to help build these critical relationships.  In addition, the school sends out monthly personal notices to families of students whose are struggling in classes, and has added a new parent/family liaison to address specific issues that might arise.  These efforts are reflected in the annual School Climate Survey in which 1) 83% of parents agreed that the school develops the capacity of staff to build trusting and respectful relationships with families, 2) 91% agreed that the school creates a welcoming environment for all families in the community, 3) 90% agreed that the school encouraged staff to learn about each family’s strengths cultures, languages, and goals, 4) 94% agree that the school provided multiple opportunities throughout the year to engage educators and administrators using language that is understandable and accessible, 5) 87% agreed that the school provided professional learning and support to teachers and parents to improve the school’s capacity to partner with families, 6) the school implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, and 7) school provides all families with opportunities to provide input on policies and programs.  All in all, the school continues to thrive in its abilities to foster trusting and respectful relationships between staff and families."	"2. CCVHS has identified a few focal areas of improvement.  One such area concerns the increase in the number of students who are have recently migrated to the United States.  These newcomers have required a shift in resources to handle their needs.  The school has increased the number of instructional aides and translation services available to this population and their families.  Additionally, more professional development on English Language Development and strategies have been offered, as well as outreach services through our parent/family liaison.  More outreach to these families is probably warranted to help bridge any cultural or regional issues that might surface.  Another focal area of improvement has been addressing the mental health and wellness issues that have surfaces during and subsequent to the pandemic.  To this end, the school social-emotional counselor has spear-headed a multidimensional approach to ensuring the wellness of all students and staff.  The measures implemented included a weekly Socio-Emotional Learning curriculum across all grade-levels, student check-ins and self-referrals, the sharing of mental health tips during weekly Community Time, school-wide mental health events, a parent meeting on mental health and adolescence, counselor-lead suicide prevention presentations in all classrooms, using ParentSquare and Google Classroom to promote mental health resources, services, and training, and the formation of the Active Minds Club, which promotes mental health awareness on campus."	"3. CCVHS is constantly searching for ways to identify and include underrepresented students and families into our community.  One method used is to survey students and parents to identify families who are might need the supports or resources to succeed and thrive in our small school.  To this end, we have hired a full-time parent liaison, who 1) helps identify students who have housing issues, making them aware of their rights and the resources available to them, 2) identifies students at risk of chronic absenteeism, working with the families to resolve the issue before it progresses, 3) encourages and promotes good habits for attendance directly with students and their families, 4) helps assist with transportation issues and helping students attain a TAP card, and 5) talks to individual parents in person, by Zoom or phone to listen to concerns, helping them by redirecting them to alternative resources or solutions, and helping them access information pertaining to their child and the school.  In addition, the school has hired many new bilingual campus aides, who provide translation services to students and parents, make calls home in the home language and translate for parent conferences or meetings when needed.  For example, with the increase in the number of students new to the country, the school has increased its push-in services translation services, using instructional aides to help make the curriculum understandable and accessible.  The school faculty and staff pride themselves of being adaptable to meet the demands and challenges that arise, and this is especially true in our approach to improving our engagement of underrepresented families."	"1. CCVHS strengths and progress in Building Partnerships for Student Outcomes are many.  We have extensive and multiple means, in which we communicate with families, including but not limited to ParentSquare, Dean’s List, social media posts (Instagram & Facebook), in addition to phone calls, email and mail notices to reach all families.  In addition, there are many opportunities for families to interact with faculty and staff on campus, including Café Con Pan, parent workshops, parent meetings, Back-to-School Night, biannual student-parent-advisor meetings, and many in-person one-on-one meetings with faculty or staff to help build these critical partnerships for student outcomes.  These methods are reflected in our Climate Survey Parent responses.  To this end, 87% of parents agreed that the school implements policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes student outcomes, 87% agreed that the school provides professional learning and support to teachers and parents to improve the school's capacity to partner with families, and 87% agreed that the school provides families with information and resources to support student learning and development in the home.  These results were similarly reflected in the Climate Survey for Faculty & Staff in which, 76% agreed that the school implements policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes,  62% agreed that the school provides professional learning and support to teachers and parents to improve a school’s capacity to partner with families, and 76% agreed that the school provides families with information and resources to support student learning and development in the home.  CCVHS continues to explore ways to strengthen these essential partnerships, knowing that the student outcomes are based on a strong partnership with the families."	"2. Our analysis of educational partner surveys and data indicates a few areas of improvement.  One such area is the need to recruit parent volunteers who in turn can help increase parent participation and involve more education partners in the decision-making process as well as to improve student outcomes.  They would also be able to help us better identify and serve underrepresented families.  A second area of concern is the school’s implementation of Schoology, forced upon us by our PowerSchool, our student information system (SIS).  The transition from Unified Classroom (PowerSchool), the old teacher interface to Schoology, quite frankly has been bumpy and fraught with problems and confusion.  The support needed from PowerSchool and Schoology has been lacking, and our Value Schools technology coordinator has not been able to handle all of his duties along with adding this additional burden.  This leads to a third focus area, namely the hiring of additional staff to handle technology and software issues.  This has been problematic, as Value Schools has not been able to find a person to fill that position, which is a problem common to many schools and businesses currently."	"3. CCVHS will improve engagement of underrepresented families in relation to building partners for student outcomes in the following ways.  As mentioned in other sections, the school’s new parent liaison whose job description includes identifying, supporting and providing the extensive resources and support that these students and families will need.  We also have numerous means by which we communicate with families, including but not limited to ParentSquare, Dean’s List, social media posts (Instagram & Facebook), in addition to phone calls, email and mail notices to reach all families.  We also host many in-person events, as well as informal meetings to listen to their issues and concerns and sharing alternative resources or solutions, and helping them access information pertaining to their child and the school.  Translation services are available for all communications and in-person and Zoom meetings.  Faculty and staff are also included as 76% agreed that their school implements policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  Lastly, the school is always looking for new ways to reach all families, so that all students are guarantee the access to the curriculum they need and the educational outcome they deserve."	"Central City Value High School has made a concerted effort to be inclusive of all educational partners when seeking input from decision-making.  This willingness and effort to be inclusive and seeking input from all parties is one of our strengths.  Multiple surveys are used including the School Climate Surveys of Parents, Students, and Faculty/Staff, the annual LCAP surveys of all educational partners to help determine how funds should be spent, and additional surveys as needed to address school items such as new bell schedules to address the new, state-mandated later start for high schools, the rotation of classes, and implementation of Achievement Days (a special schedule for extra instructional time). In addition to surveys, input is gained from the multitude of meetings to discuss issues, such as Covid-related policies and testing, schedules, special funds, meal service, and other concerns or issues.  On the School Climate Survey for Parents, 77% agreed that the school supports staff to effectively engage families in advisory groups and with decision-making, 81% agreed that the school builds the capacity of and supports family members to effectively engage in advisory groups and decision making, 84% agreed that the school provides all families with opportunities to provide input on policies and programs, and 83% agreed that the school provides opportunities to have families, teachers and administrators work together to plan, design, implement and evaluate family engagement activities.  Similarly, the School Climate Survey for Faculty & Staff revealed that 79% agreed that the school promotes staff participation and decision making that affects school practice."	"2.  Although Central City does a commendable job at seeking input for decision-making, there is always room for improvement.  One such area is to continue to look for ways in which faculty and staff can interact more with parents to discuss school issues.  We use multiple means to communicate with parents, but realize that not every parent or family is technologically savvy nor do they all have technology in the home to have that access.  To that end, our parent liaison works diligently with families to provide hot spots for internet access with public funding and to educate them on how to use email or school-related communication tools, such as ParentSquare or Deans’ List.  Additionally, all students are assigned their own Chromebook, which they can use in the home.  Every year, we explore novel ways to extend our reach to all families so all education partners are represented equally in the decision-making process."	"3. As mentioned in #2 above, this continues to be an area that we continue to explore ways to reach all families.  We use multiple means to identify underrepresented families, communicate effectively with them, and help them find solutions to problems that might prevent them from the decision-making process.  The addition to the position of parent liaison and recruiting of parent volunteers will hopefully make this process successful."	4	5	4	5	5	5	5	4	5	5	5	4	Met	6/24/2022	2022
36676450000000	Central Elementary	3	"The results of the district's engagement with educational partners, LCAP surveys and the CDE self-reflection tool were analyzed to determine the district's current stage of implementation in the area of 'Building Relationships between School Staff and Families.' All practices are fully implemented and sustainable. The importance of building strong school and home connections was recognized by all educational partners and has resulted in the creation of a new possition, Director of Student and Family Engagement. This possition will focus on deepening the home-school connection and work with families to identify and remove barriers to active school engagement to support their child's academic and social-emotional success."	"The results of over 375 LCAP family surveys along with the results of the district's self-reflection tool used with School Site Councils and district educational partner groups were analyzed to determine the current stage of implementation in the area of 'Building Relationships between School and Families.' Over 90% of parent survey respondents 'strongly agree/agree' that parents and families are provided multiple opportunities to be involved in their child's educational experience. Continued professional development and support will be provided to teachers and principals to improve efforts in partnering with families and provide increased family involvement and the district and site levels. Additionally, as a result of the updated health order, parent volunteers and parent groups are once again on campus supporting students which will provide a welcomed opportunity for families."	"Central School District is committed to improving its engagement efforts to ensure underrepresented families. All families are included to participate in all decision making advisory groups and are included within School Site Councils, ELAC, District Advisory Committees, District English Learner Advisory Committee, Special Education Advisory Committee, and GATE Advisory Committee. The number of underrepresented families participating continues to increase as evidenced by self identification on the family LCAP survey. An area of growth for improving 'Building Relationships Between School Staff and Families' engagement for underrepresented students will be to increase outreach communication efforts through social-media, the district's new Parent Square platform, phone calls, emails, texts and personal connections to ensure families of underepresented students are receiving adequate notification of participation opportunities so they feel their input is valued."	"The results of the district's engagement with educational partners, LCAP surveys and the CDE self-reflection tool were analyzed to determine the district's current stage of implementation in the area of 'Building Partnerships for Student Outcome.' Over 90% of parent survey respondents 'strongly agree/agree' that parents and families are provided multiple opportunities to be involved in their child's educational experience. Continued professional development and support will be provided for teachers and principals to improve capacity to partner with families. Additionally, the district is implementing Multi-Tiered Systems of Support to ensure all students are successful academically. In 2022 - 89% of parent respondents report that ""parent input is welcomed and respected at Central Schools."""	"The results of the district's educational partner engagement efforts were analyzed and the focus areas for improvement in 'Building Partnerships for Student Outcomes' is to reengage families after the Covid-19 pandemic which prevented face-to-face meetings. Also, the district has invested in an updated parent communication system, Parent Square, that allows for two-way communication opportunities so families can interact directly with their child's teacher, principal and school office. The district family involvement efforts will also be enhanced through this communication system and will provide families the ability to view communications in their home language."	"Central School District is committed to improving its engagement efforts to ensure underrepresented families. A dedicated Director of Student and Family Engagement provides outreach to foster youth and homeless families to ensure their student's success. The Department of Educational Services works to provide tools, resources and professional development to site administrators, teachers and staff to ensure the number of underrepresented families participating continues to increase. Family workshops and resources are provided to underrepresented families so they can be supported to ensure positive outcomes for their students."	"The results of the district's engagement with educational partners, LCAP surveys and the results of the CDE self-reflection tool were analyzed to determine the district's current stage of implementation in the area 'Seeking Input for Decision-Making' and using it to inform decision making. All practices are fully implemented and are having sustainability. The district provides training and support to school staff and parents/community members on School Site Council (SSC) responsibilities. Through the collaboration of the SSC and English Learner Advisory Committees (ELAC) at each school, they inform the development of the Single Plan for Student Achievement (SPSA) and support for English learner programs. The SSC and ELACs also inform the development of the LCAP, along with district level advisory committees such as the District Advisory Committee (DAC) and the District English Learner Advisory Committee (DELAC), as required in law. Additionally, the district staff works with 5th and 7th grade students to gain their valuable insight into programs to support learning and social-emotional development. The input of foster youth, English learner and low-socioeconomic familes are considered and indentified as part of the LCAP Family Survey process. District and school level staff and administrators participate in school and district level meetings to ensure their input is incoporated into the development of programs to support students and families. Families with students in Special education and Gifted and Talented Education programs are consulted during the year at their advisory committee meeting to help inform how students can be served. In 2022 - 82% of parent respondents report that they 'strongly agree/agree' they are provided multiple opportunities to be involved in their child’s educational experience."	An area of focus for improvement in 'Seeking Input for Decision-Making' is to increase efforts to outreach to foster youth and homeless families in order to connect valuable services and supports to increase their child's success in school. A dedicated Director of Student and Family Engagement provides direct phone call contact to foster youth families to solicit their input and inform shared decision making.	"During the educational partner input process, an enhanced effort will be made to improve the engagement of underrepresented families by establishing a new parent communication system that allows for two-way parent communication and home-language translations. Emails, texts and phone calls will be made to ensure underrepresented families are made aware of the multiple ways they can become involved and provide input to support planning and shared decision making."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/2/2022	2022
10739650000000	Central Unified	3	"Central USD will continue to expand the capacity of staff to learn about the unique strengths of families. The district will celebrate cultural diversity and multiple languages as we set goals for our students. Currently, the district creates environments that are welcoming to all families and community members and provides a high level of two-way communication between families and educators, using language that is understandable to families and the community. Per survey results, 89% of respondents responded favorably and indicated schools communicate well with people of their culture. Additionally, the district has added 2 more bi-lingual liaisons and a Punjabi translator. The district has seen progress in participation in parent workshops, where the workshop includes parents working together with students on the project. Use of media and technology platforms was mentioned frequently as educational partner input including ParentSquare, Parent Portal, Facebook, Instagram, Twitter, letters, and phone calls."	"Parent engagement staff and the district will focus on improving engagement in middle school and high school teacher and parent communication. Areas of need identified specifically spoke to the need for parents to be informed about academic progress more frequently than is currently happening,"	"Central USD will continue to improve the engagement of underrepresented families by providing translation and Interpretation in different languages (Spanish, Punjabi, Arabic, and Hmong). In addition, the district will continue providing the Language Line services to communicate in different languages as well as providing communication through Parent Square, Peachjar, and Social Media platforms"	"Two-way school-home communication from Central USD informs, educates, and empowers families to be actively and effectively involved in children’s education. Child-centered communication is specific to the child; this type of communication is continual, ongoing communication, which keeps families informed about and in sync with classroom practices and policies, and children’s performance and skill development. Parent Engagement department, community Liaisons, and parent workshops are also areas of noted strengths. Constant weekly Parent Square communication by site principals regarding what is happening at school sites provides valuable communication between schools and parents. Input from educational partners noted multiple opportunities for parents to come to school sites for parent workshops, rallies, student performances, sports events, etc."	"The analysis of educational partner input and local data indicates a need for more support for underrepresented students in the classroom and during extended learning. This includes providing resources in their primary language and adding resources to provide equity. The district will also focus on training parents/guardians on the use of technology to fully participate in their student's learning outcomes. (Parent Portal, Parent Square, etc.)"	"Central USD will focus on cultural awareness by training staff and community members and building their capacity to empathize and connect with one another. Additional workshops will include the utilization of technology to partner with the school in English, Spanish, and Punjabi. Devices will be distributed to the community via the School 2 Home project, ensuring students and their families have devices in their homes."	"District-wide & school-wide meetings take place where input is requested from all families in their language. Times and locations for meetings are based on parent feedback and attendance numbers. All meetings are advertised through Parent Square, on the district's website, and on social media platforms. The parent engagement department works in an efficient manner to reach out to families and assist them with their needs, offering a variety of services, information, and material assistance whenever needed."	Central USD will continue to use surveys to collect input from educational partners and staff. Meetings with educational partners will include updates as to academic progress based on the Academic Blue Print as well as discussion regarding progress on LCAP goals. District meetings will be offered in languages that parents can understand and all staff will promote inclusiveness and equity.	"Central USD continues to make gains in engaging underrepresented families to solicit their input. Meeting feedback is gathered at the end of all sessions (English, Spanish, Punjabi, Hmong & Arabic). Staff review the feedback and adjust services accordingly. Bilingual Liaisons make calls, visit families and assist school sites in outreach. Areas of growth include adding additional parent engagement staff and expanding staff capacity to provide equitable services for all educational partners and their children."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/28/2022	2022
16638830000000	Central Union Elementary	3	"A current strength is relationships with families. Based on the 2022 Parent Survey, 97% of parents indicate that a friendly, welcoming environment is provided for all families. Parents Agree (97%) that staff build trusting and respectful relationships with families (Parent Survey 2022).  An understanding of our families and their needs is the foundation for all growth in Family Engagement. Staff report understanding the cultural, language, strengths and parent goals for their students at a rate of 91%  and 97% of parents report that their school teaches students to positively embrace diversity. The district did implement an effective 2-way communication system in 2020-21 enhancing communication and engagement."	"An area of focus moving forward is to continue to deepen relationships with families, especially of students at-risk and unduplicated students."	"The District will support site administrators in working with classroom teachers to recognize the need for stronger relationships with underrepresented families (parents of English Learners, at risk students, homeless or foster youth). One of the identified barriers in collaborating with parents is the feeling of not wanting to be seen as unable to support their child(ren). Planning is underway to utilize site-based focused parent learning opportunities based on staff and parent input of needs."	"The Lea provides professional learning and support to teachers in professional learning communities, closing the achievement gap especially for underrepresented students, and Multi-Tiered System of Supports. The LEA seeks staff input regularly regarding professional development needs. Policies and programs are in place for teachers, families and students to discuss progress and work together including parent conferences, student study teams, retention meetings, and the parent portal. Parents (91%) feel teachers keep them well-informed about how their child is doing in school (Parent Survey 2022). Parents (90%) feel they receive useful information on how to help their child improve and learn at home (Parent Survey 2022)."	The District is continuing to work on developing Districtwide Grade Level Resources for parents focusing on Essential Standards. families.	The resources discussed about will provide even greater support of underrepresented and improving engagement	The LEA has policies and structures in place for advisory groups including training and supporting family members to actively engage in the advisory group including decision-making.	"An area for improvement is “providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. The LEA will develop guidance for a more systematic process for families to work together in the plan, do, evaluate process relative to family engagement activities."	Greater clarity regarding barriers to engagement of underrepresented families is needed.	4	5	4	4	4	4	4	4	3	4	3	3	Met	6/15/2022	2022
13631150000000	Central Union High	3	"We do well in analyzing data in the area of English and Science. CUHSD provides materials in support of curriculum for all teachers. We provide time for training and collaboration around the standards (on Collaborative Wednesdays). PD opportunities are readily available (ICOE, CUHSD, outside vendors) and teachers are encouraged to participate to increase their knowledge and capacity. Instructional Support Team is instrumental in assisting with training in these areas. In-house Professional Development System allows us to support teachers in trainings and professional development. Number of surveys sent by IST to receive input and feedback on professional development and needs."	"Support staff to learn about each family's strengths, cultures, languages, and goals for their children. Develop multiple opportunities for CUHSD and school sites to engage in 2-way communication."	"Focus on standards driving instruction rather than trying to fit what we do to the standards Materials are provided in timely manner, but need to improve ongoing follow-up professional development Utilizing data to determine areas of focus Get user friendly data into the hands of teachers to make decisions on instruction (Data analysis protocols) Focus PD on accommodations and supports for struggling students Formalize discussions around needs for professional development by administration"	"CUHSD families always share how friendly office staff is.  Portals (for students and parents) are available and training is provided to ensure stakeholders know how to access information.  Teachers are to update gradebooks at least every other week to inform parents and students of progress.  Parent Teacher Conferences are always available when parents have concerns regarding student progress, needs for modifications/accommodations or other issues.  Additional social-emotional staff have been hired to address the recent needs of students.  Referrals for SEL to outside organizations are made when necessary and procedures are well established for this purpose."	Providing professional learning and support to teachers and principals to improve a school's capacity to partner with families.	"Continue to provide families with training and support in their rights and responsibilities as a parent.  By educating them, they can become a strong part of the school community. Provide PD to staff to assist in partnering with families."	"Strengths: Creating welcoming environments Multiple opportunities for 2-way communication using language that is understandable Providing information and resources to support students in the home Providing families with opportunities to provide input  We hold multiple meetings through various means (virtual and in-person).  Surveys for parents, students, and teachers have been created, shared, and data analyzed.  Various topics have been covered in meetings to try to meet family needs.  Meetings are held in both English and Spanish.  Open door policies of all administrators."	Determining how to engage more families from underrepresented families.	Building capacity to build trusting and respectful relationships Professional Learning opportunities for teachers and principals to improve capacity to partner with parents Building capacity with principals and staff to engage families in decision making Building family members’ capacity to effectively engage in decision making	3	4	2	2	3	4	3	4	3	2	3	4	Met	6/28/2022	2022
30664720000000	Centralia Elementary	3	"Centralia Elementary School District (CESD) staff consistently partners with parents and families to increase engagement and improve student outcomes.  District-funded Clerical Specialists, Community Liaisons, Social Workers, and Health Clerks work daily with parents to support students’ welfare, health, and behavior.  In addition, CESD provides translators to assist with home to school communication.  CESD’s award-winning Neighborhood Resource Center partners with community agencies to provide families with needed assistance in accessing local resources.  The district has committed to providing learning opportunities for parents, which include Parent Leadership Academy, parenting classes on learning how to read with their children at home, and attendance workshops in support of students’ academic and social-emotional development.  These opportunities have been provided to families across the district as a means of building relationships between staff and families with the ultimate goal of supporting the varied needs of students.  CESD also builds relationships with families by seeking input through the LCAP survey and using this information to drive decision making, ensuring transparency during district and site meetings, and by being accessible via phone and email."	"Centralia Elementary School District seeks input from parents/guardians through the annual LCAP Stakeholder Engagement survey. The key findings from the survey provide the district feedback around the three LCAP Goal Areas and embedded State priorities: 1) Conditions for Learning 2) Pupil Outcomes 3) Engagement. The District annually conducts a survey for parents, students and staff. The parent responses are reviewed to determine next steps in increasing parent engagement across all school sites within the district. The district determined that the self-reflection tool that would be used to gauge parent engagement was to conduct a survey. All schools were included in the survey process. There were 1,525 responses collected. From these responses, it was determined that parents felt that there is strong parent engagement/involvement and that schools make efforts to keep all families informed about important issues and events. In the survey, 97% of the parents noted that they strongly agree or agree that the schools make effort to keep them well informed. Parents had numerous opportunities through multiple committees (I.e. SSC, PTA, DELAC, ELAC, LCAP, GATE, focus groups, Superintendent's Forum, and site Coffee Chats) to provide input and get involved in the school. The general information collected from the survey indicated what specific programs were of most importance to the parents, such as having a strong academic program, a strong science and technology program, and opportunities to learn a new language. Parents have also been continuously actively participating in DELAC, actively exchanging ideas, analyzing data and programs, and celebrating student success. The district has committed to providing learning opportunities for parents, which include parenting classes, workshops to assist with challenging behaviors, learning how to read with their children at home and attendance workshops to support students’ academic and social-emotional development. This survey will be repeated yearly with a focus on the same topics to allow for comparisons to show continuous improvement. Hard copies of the survey (when applicable and necessary) will continue to be provided to each family household across the district in addition to providing links for the online version of the surveys."	"Centralia Elementary School District is building strong partnerships with underrepresented families through clear communication and partnerships with our community. Based on our annual Stakeholder Engagement survey, 97% of our parents felt that our schools are making efforts to keep all families informed about important issues and events. Areas of need communicated by parents included the following: Reading, Writing, Math, and Social Emotional Support.  To improve engagement of underrepresented families, the district will continue to offer meetings in both in-person and virtual format with interpretation available during meetings, including Spanish, Korean, and ASL upon request.  All communications are translated in Spanish and Korean, and childcare is provided when applicable."	"Centralia Elementary School District is building strong relationships focused on increasing student outcomes through clear communication and partnerships with our families and community. Based on our annual Stakeholder Engagement  survey, 97% of our parents felt that our schools are making efforts to keep all families informed about important issues and events. CESD has a long tradition of working with local agencies through its Centralia Community Collaborative (CCC). The Centralia Community Collaborative, a strong interagency collaboration over the past 18 years results in ongoing partnerships between agencies and organizations that serve the community. The Collaborative is composed of school, community representatives, and agency representatives and works to support programs that meet the needs of students and their families within the Centralia Elementary School District and surrounding areas."	"CESD is committed to engaging parents, staff, and the community to promote stellar educational opportunities for all students.  To this end, CESD offers social emotional learning and pro-social skills support for students, and staff have been given training focused on topics such as instructional support, social-emotional learning, and positive behavior intervention and support.  In addition, the district has hired translators, bilingual community liaisons, clerical specialists, and full-time social workers to help support parent outreach and engagement.   Parent education is provided based on input and  these opportunities are designed to meet the needs of families. Workshops around safety, academics, and social emotional well-being have been deemed a priority, and funding is allocated to ensure there are multiple opportunities for parents to access these workshops.  Services are also offered to families through the District’s Neighborhood Resource Center."	"Building capacity among all the stakeholders is a focus area for Centralia Elementary School District. The annual Stakeholder Engagement survey is a critical process that engages all stakeholders to provide our district with input. This information is analyzed at all levels and action plans are created both at the sites and district level. School sites evaluated the input they received from their stakeholders. The district values the advisory committee process and ensures that all school sites and district level staff are provided the support needed to implement successful groups. The LCAP Advisory Committee is composed of English learner, Foster Youth, and low-income families that represent our district families and convenes five times throughout the year. The committee reviews academic and survey data, instructional programs, and participates in discussions about high priority programs that impact our underrepresented students. In addition, the District English Learner Advisory Committee (DELAC) collaborates around the English learner programs and provides input to the LCAP Advisory Committee on a regular basis. This work is intended to help build partnerships between the district and families with the ultimate goal of helping to improve outcomes for students."	"Centralia Elementary School District seeks input from our parents/guardians, staff, and students through the annual Stakeholder Engagement survey and uses this information to drive decision-making. The key findings from the survey provide the district feedback around the three LCAP Goal Areas and embedded State priorities: 1) Conditions for Learning 2) Pupil Outcomes 3) Engagement. The Centralia School District conducted a survey for parents, students and staff. The parent responses are reviewed and analyzed to determine next steps in increasing parent engagement across all school sites within the district. The district’s survey is the self reflection tool that is used to gauge parent engagement. All schools were included in the survey process. There were 1,525 responses collected. From these responses, it was determined that parents felt that there is strong parent engagement/involvement and that schools make efforts to keep all families informed about important issues and events. In the survey, 97% of the parents noted that they strongly agree or agree that the schools make an effort to keep them well informed. Parents had numerous opportunities through multiple committees (I.e. SSC, PTA, DELAC, ELAC, LCAP, GATE, focus groups, Superintendent's Forum, and site Coffee Chats) to provide input and get involved in the school. The general information collected from the survey indicated what specific programs were of most importance to the parents, such as having a strong academic program, a strong science and technology program, and opportunities to learn a new language. Parents have also been continuously actively participating in DELAC, actively exchanging ideas, analyzing data and programs, and celebrating student success. The district has committed to providing learning opportunities for parents, which include parenting classes, workshops to assist with challenging behaviors, learning how to read with their children at home and attendance. This survey will be repeated yearly with a focus on the same topics to allow for comparisons to show continuous improvement. Hard copies of the survey (when applicable and necessary) will continue to be provided to each family household across the district in addition to providing links for the online version."	"CESD is focused on building partnerships with all stakeholders and using their insight and input to support shared decision-making.  To further this effort, CESD will continue to grow participation in parent advisory groups for school governance (i.e. DELAC, ELAC, SSC, LCAP Advisory Committee, etc.).  Professional developments will also be provided to principals and there will be an investment in parenting support to assist parents in becoming educational advocates for their children.  CESD’s classified Community Liaisons will  collaborate with nonprofit groups, consultants, and/or programs to support this effort."	"Based on the analysis of educational partner input and local data, CESD improved engagement of underrepresented families by increasing the District’s Translators workdays to year round support. Interpretation is available during all meetings, including Spanish, Korean, and ASL as needed, and meetings are provided in both Zoom and in-person format as a means of helping families to participate in and provide input during district and site meetings and events."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/15/2022	2022
19647090107508	Century Community Charter	3	"Century Community Charter School (CCCS) prides itself in building positive relationships not only with our students but with our families; All families are welcomed and respected. We currently provide opportunities for our families to meet staff and other families through potlucks, workshops, meetings, family nights and conferences. These events along with various forms of communication also provide two-way communication encouraging collaboration and learning experiences for all in order to support families. All forms of communication and meetings are provided using language that is understandable and accessible to families. CCCS will continue to provide opportunities to foster positive relationships and communicate with families that are not able to personally attend events due things such as work schedules, health related issues, or transportation. Our website will also provide important information provided at our workshops meetings for parents that need to access it remotely. Since the COVID-19 pandemic, we continue programming via zoom. All information is readily available on our website."	"Century Community Charter School (CCCS) constantly provides professional learning opportunities and support to all its staff to improve capacity to partner with families. Through our wellness framework, we will continue to work closely with staff and families to find, share and develop ways to support all students. Teacher and families have different opportunities to meet during Parent Conferences, Student Success Team (SST) Meetings, intervention meetings, IEP meetings as needed, to discuss progress and develop plans to assist students at school and strategies to assist them at home. Families learn about their rights and ways to excercise them and advocate for their children through special education workshops, SST meetings and Wellness Meetings. In order to continue to assist and improve capacity to partner with families, CCCS has a wellness section on our website full of resources and information. Our wellness team also developed monthly staff toolkits with strategies and opportunities to communicate with families and students to increase support and collaboration."	"Century Community Charter School (CCCS) will improve engagement of underrepresented families in building relationships with staff and community by providing opportunities to engage and collaborate. Events to encourage these interactions will be planned throughout the year. For example, we will host parent socials, den meetings and family nights."	"Century Community Charter School (CCCS) continuously forms partnership with community organizations to engage and assist students, staff and families. These partnerships provide resources that can assist stakeholders in gaining knowledge and support. Examples of these resources are mental heath promotion, parks and recreation, substance abuse prevention, mental health services, vision and dental screenings, and tutoring, among others.   CCCS also holds an annual wellness fair in which the community has the opportunity to speak to community partners in a single safe environment."	"Century Community Charter School (CCCS) uses multiple data points to identify student needs in order to provide the appropriate and adequate interventions and support.  Based on this data, CCCS actively collaborates with organizations to build partnerships that can help families access the necessary supports."	Century Community Charter School (CCCS) will use the data collected to make informed decisions about engaging underrepresented families. CCCS will ensure that our partners know and provide the necessary information in formats that can be easily distributed to families and using their preferred language. All parents are always welcomed at CCCS and the different events organized specifically for them. They are also invited and encouraged to attend all meetings and workshops as these are geared towards the success of their children through collaboration and partnership.	"Century Community Charter School (CCCS) values all stakeholders and believes that feeling input for decision-making is key to the its success. CCCS uses surveys to better understand our community needs and shares findings with parents to develop a plan and implement programs to assist families. Some of the advisory groups include Parents as Leaders (PAL’s), English Learner Committee and our wellness group. Evaluation of different programs takes place to determine its effectiveness and changes that need to occur to better assist our families. These advisory group meetings are always translated providing the opportunity for all parents to feel welcomed and participate. CCCS will continue to use surveys to evaluate its policies and programs in order to maintain our community needs in mind as we develop the appropriate programs to meet those needs."	"Century Community Charter School (CCCS) is focusing on fostering positive relationships and interaction with all stakeholders. Due to challenges brought on by then COVID-19 pandemic, the transition to in-person interactions (e.g. learning, teaching, meeting) is one of the challenges requiring much attention. These positive relationships provide an opportunity to be part of a community that everyone belongs to and where all decisions are for the well being of those we serve, our students."	"Century Community Charter School (CCCS) will continue to provide ample opportunities for all families to participate. Through surveys, registration data, conversations and observations, CCCS will learn about underrepresented families and ensure that they feel welcomed in our school community. Our parent communication system will provide school information in their native language to assist us in connecting and facilitate understanding."	4	4	5	5	4	4	4	4	4	5	4	5	Met	5/3/2022	2022
50710430000000	Ceres Unified	3	"Ceres Unified has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service particularly following school closures due to COVID-19; a focus on and celebration of cultural and language differences at school sites (through a focus on the California English Learner Roadmap); multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.), return to in-person parent events; structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth."	"Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; reintroduce district wide parent events (Parent Cafes); and continue to increase opportunities to listen to families and collect feedback."	"Ceres Unified will continue to improve engagement of underrepresented families by: improving communication with families not connected digitally as well as families who speak a language other than English/Spanish; creating hubs of resources for families in need (food distribution, health care services, vaccination clinics, etc.); and hiring Community Liaisons at all school sites to target underrepresented families to improve relationships and connections."	"Ceres Unified has many strengths when it comes to building partnerships with families. Based on feedback collected from educational partners, some of these strengths include: hosting family nights at schools; providing flexible scheduling for parent conferences; maintaining strong partnerships with parent advocates; providing resources for families in need (Student Support Specialists, Community Liaisons, etc.); hosting Principal Coffees; providing Educational Technology support for families; focusing on important grade level transitions (6th to 7th, 8th to 9th); maintaining Learning Director positions to lower student-to-adult ratios; hosting FACTOR (Families Acting Toward Results) programs for families at various school sites each year; celebrating reclassified and Seal of Biliteracy students; and hosting meetings with English Learner parents using the ELLevation data dashboard to provide specific information about academic growth and achievement."	"Based on feedback collected by educational partners, some areas of improvement include: more support for families about the Ceres Unified Grading Shifts; continue to provide information that is accessible for families and avoids acronyms and other technical language; renewed focus on combating chronic absenteeism; and reintroduce Parent Cafes based on relevant topics and feedback from families."	Ceres Unified will continue to improve engagement of underrepresented families by: adding Community Liaisons at all sites for next year; promoting the work of Foster/Homeless liaisons; developing and community with families about the Family Resource Center; continue to connect with educational partners regarding Foster/Homeless students; and continued development of MTSS focus areas to allow schools to look at data for all student groups and targeted those students/families most in need.	"Ceres Unified has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure and content of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; strong partnership with parent advocates; and regular meetings hosted by the Superintendent with high school student representatives who comprise the Youth Advisory Council."	"Based on feedback collected by educational partners, some areas of improvement include: use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Ceres leaders are using that feedback to make decisions; and collect feedback when parents are at school for different events."	"Ceres Unified will continue to improve engagement of underrepresented families by: involve more families from underrepresented groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; and ask families about their preferred method of communication at the beginning of the year."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
36676520000000	Chaffey Joint Union High	3	"The District prioritizes parent engagement in Goal 4 of its LCAP and commits to “maintain effective communication, provide family and community engagement opportunities, and strengthen relationships with all community partners.”  To build community and maintain a welcoming environment for parents, schools host in-person and virtual events to increase educational partner involvement in various programs and opportunities. Additionally, the District has implemented a new communication platform, ParentSquare, to allow for communication between all educational partners as well as serve as a hub for resources to maximize student success and learning. This communication system also helps to minimize language barriers through real-time translation between school staff as well as most languages spoken by the District’s educational partners. This newly adopted communication platform integrates with the student information system and communicates through voice calls, text messaging, email, and push notifications. Additionally, ParentSquare serves as a hub for announcements and RSVPs for various meetings, presentations, and sessions at the school and district. The District’s use of advanced communication technology continues to remove barriers for families, as all information and communication is at the educational partner’s fingertips.  The District hosts numerous opportunities for educational partners to be involved in shaping the future of the District, such as with each site’s English Language Advisory Committees, various African American Parental Advisory Committees, School Site Councils, as well as many other committee opportunities."	"Community partners were asked to use a sliding scale rating to prioritize the metrics. 10,229 educational partners provided feedback regarding the District’s priority areas of strength and growth. Survey results and information collected at meetings with community partners indicate that the top priorities include ensuring students meet graduation requirements on-time, providing a safe learning environment, increasing opportunities for students to gain skills that will help them pursue a job or career, providing educational technology for students, and focusing on A-G completion, Additionally, educational partners stressed the importance of providing for student mental health needs and continuing to implement our diversity, equity, inclusion, and access initiatives.  To better reach and promote two-way communication with educational partners, all schools use the Canvas Learning Management System with features for messaging and academic progress monitoring. Students also have access to a Microsoft account for email messaging via the Outlook program between school personnel, students, and parents. In addition, the District and each site has access to an automated caller system that enables quick, up-to-date phone messaging and has also implemented Aeries Parent Portal to boost communication effectiveness. In an effort to remove language barriers, the District provided Language Line interpretation services for immediate translation. The service allows a trained school employee to access an interpreter on the phone to translate in almost any language. The District has seen a continuous increase in the use of this system since its implementation in January 2018 for 11 languages, including the most frequent languages requested, Mandarin, Spanish, Vietnamese, and Arabic.  The District provides informational documents and messaging in Spanish, and when possible, Mandarin. Translated documents/communications include a summary of the LCAP or LCAP-at-a-Glance, program/training announcements, recorded messages, website translation, and Language Line real-time translation services. In the pursuit of continuous improvement for Priority 3, the District will continue to explore and implement strategies to make school more accessible for all parents, especially parents of unduplicated students, and to support the capacity of staff to build positive relationships upon students' return to in-person instruction."	"Continuing to increase family engagement opportunities remains a priority for the District. Through the meetings held to develop the 2022-2023 LCAP, parents affirmed the importance of working in partnership with school and District personnel to ensure positive outcomes for students in a post-pandemic era. The COVID-19 pandemic and the return to in-person instruction presented challenges to building trusting relationships between families and their respective schools during the 2021-2022 school year. The District has continued to use the momentum generated through these opportunities to improve engagement of underrepresented families. This engagement is designed to provide opportunities for educational partners to collaborate with staff, learn about existing support for their students as the District continues its mission of ensuring all students graduate ready for college and careers.  The District has maintained its commitment to ensuring that it effectively communicates with parents and guardians regarding parent engagement opportunities and meetings. This effort involves a heightened use of ParentSquare, mailings, auto-dialers, frequent website updates, as well as Canvas postings and announcements. Collectively, these outreach efforts ensure educational partners are informed about the District, the critical nature of their role in the District, and assurance that they are welcome and valued as educational partners."	"In recent years, the District has reached out and engaged in meaningful dialogue with hundreds of local community partners and parents. Their collective input has led to the development of the District Vision to ensure that all students in the Chaffey District “will graduate ready for college and careers.” The District has initiated follow-up meetings in each subsequent year and has collected a significant amount of data through extensive annual surveys. Parents are eager to partner with schools and the District to remain abreast of the essential academic resources available to them to support their students’ academic success. The District and school sites strive to continue to provide engagement opportunities to parents that would equip them with strategies to support their students' learning and social-emotional well-being. This continues to be a top priority as the effects of the pandemic on student’s lives continues to have an impact on their success at school and their day-to-day lives. The pandemic and return to school significantly impacted many families across the District, and in response, the District provided training opportunities for parents in the areas of instructional technology, social-emotional learning, mental health, and financial aid for college. As we continue into the second year of our return to in-person instruction, these areas continue to be a priority for the District as we evaluate strengths and progress towards building partnerships for student outcomes. Additionally, the District continues to hold meetings with EL Families and conducts various trainings held during ELAC, DELAC and school site meetings to provide families support to understand and exercise their legal rights and advocate for their own students and all students."	"The District maintains policies and practices that invite and support parent engagement. Currently, Board Policy 1090.1 (School/Community Relations) serves as the District’s parent and family engagement policy. The Policy outlines how the Superintendent, Board of Trustees, and leadership are committed to the following: Helping parents develop skills to use at home to support students’ academic efforts and social development; Providing parents with techniques and strategies that they may utilize to improve their students’ academic performance and to assist their students in learning at home; Building consistent and effective communication between the home and the school, and training teachers and administrators to communicate effectively with parents; Integrating parental involvement programs into each school’s master plan for academic accountability; Eliciting input from community employers to ensure that current job readiness skills are integrated into the core curriculum; Providing regular reports to the community at large regarding the effectiveness of its programs and practices. A continued effort of the District is centered around removing barriers to educational partner involvement. As we are now in the second full year back from the pandemic’s school closures, communication and outreach efforts are at the heart of these efforts. Committee meetings focus on student data and achievement. This includes the sharing of critical student data, such as Freshmen Success, A-G Rates, Graduation Rates, as well as attendance metrics. Collaborating with educational partners, both the sites and District aim to continue seeking valuable input regarding the most effective practices to improve student achievement for all student groups."	"The District will continue to improve engagement of underrepresented families identified during the self-reflection process through a variety of means. Teacher Librarians will continue to provide training and materials that address topics of equity, literacy, and instructional technology.  The expanded team of Instructional Coaches will provide professional learning opportunities to staff that will foster a positive school climate, ensure equity and access, and support students' social and emotional well-being as students again return to in-person instruction.  The District’s Family and Community Engagement (FACE) policy is also addressed in each site’s School Plan for Student Achievement site planning document. In addition, the CJUHSD FACE Team of parents and staff, representing all schools in the CJUHSD, will continue to draft and refine a common vision for FACE in order to authentically engage parents in meaningful dialogue with each other and with school staff to positively affect student achievement and learning. The District will continue to provide intentional support for school site staff in building capacity to partner with families. The District is committed to ensuring parents are provided diverse and plentiful training and learning opportunities that will better equip them to partner with their school to support student learning. Additionally, the District is committed to ensuring parents are afforded numerous opportunities to serve on school committees and help to determine school and District priorities and actions."	"In 2021-2022, the District provided opportunities for principals and staff to grow in their ability to engage families in a variety of ways on their school campuses and adapt to the circumstances set forth by the COVID-19 pandemic. By working collaboratively with a Director of Community Relations, school administrators planned virtual events and forums, as well as in-person events that attracted parents to schools to learn more about the educational opportunities and support available to their students and families. These events included regular Coffee with the Principals, English Language Advisory Committees, and various other parent trainings. By increasing parent training opportunities and ensuring parents are informed regarding District policies and procedures related to the return to in-person learning, the District has seen a significant increase in the capacity of families to effectively engage in advisory groups and to participate in decision-making. For example, in 2021-2022, 4,762 parents and family members participated in virtual and in-person training opportunities and 1,607 parents took part in parent/school committees Districtwide. It is through the establishment of  welcoming environments and providing the opportunity for collaboration between parents and school site staff that the District believes that well-informed decisions can be made. Moving forward, the District will increase professional learning opportunities for staff to engage parents in advisory groups and decision-making forums in both a virtual and in-person setting."	"The District has established African American Parent Advisory Councils on four of its eight comprehensive high school sites and is committed to the development of these councils District-wide. The District’s Director of Community Relations and Executive Director of Equity and Inclusion work to increase the participation of parents of unduplicated students to further support students’ needs inside and outside the classroom. Additionally, the District continues to have Parent Advisory Committee meetings drive input annually to develop and refine the LCAP and the English Language Advisory Committees to provide an opportunity for input into English Learner opportunities.  The District aims to continue strengthening school-home communication through the use of the various technology platforms available for all students and educational partners. These include the Canvas Learning Management System, Parent Square, and the Aeries Parent Portal. These resources all assist in both supporting meaningful communication and keep educational partners informed about student progress and needs."	"To continue to build capacity and sustainability of family and community engagement practices, the District has adapted to provide both virtual and in-person access to parents to attend meetings and training. Several such meetings were held throughout the 2021-2022 school year to collaborate with parents regarding the identification of students’ needs as a result of the pandemic and return to campus. These parent trainings increased parents’ ability to confidently manage the impacts of the pandemic on their families. Through both the District and site LCAP meetings, parents identified their top priorities for the District’s return to in-person instruction in 2021-2022; and has continued to significantly influence the District’s direction for the 2022-2023 school year. The District will continue to work to broaden the participation of parents from diverse groups and provide the opportunity for them to engage with the District and its schools, both in-person and virtually."	4	4	3	4	4	3	3	3	3	3	3	3	Met	6/15/2022	2022
19647330108878	CHAMPS - Charter HS of Arts-Multimedia & Performing	3	"The school implements strategies and processes for the regular involvement of all stakeholder support groups in the learning and teaching process for all students. CHAMPS involves both families and the community through a variety of ways. Our most effective mean is via the digital platform. CHAMPS primary source of communication is the school’s website and digital platforms (Facebook and Instagram). Parents/Guardians and the community can find a calendar of event, teachers’ email links (with a staff and faculty directory), and a link for a parents and students to connect to Q (internet-based grading program), and Facebook and Instagram to engage with school events content.  In addition, CHAMPS utilizes Power School to communicate directly with parents through school email. Email is used to inform parents of school updates and students’ academics.   The principal and administrative team host meetings for parent/guardian input and sharing of information (events, updates, schoolwide and academic data)  through Coffee with the Principal, Coffee with the Counselors, School Site Council (SSC) and English Language Advisory Committee (ELAC) and School Board Meetings."	"CHAMPS continues to reestablish to improve the attendance level of community engagement and communication pre-pandemic. Clear, accessible, and regular communication and communication pathways have been central to CHAMPS’ continuing effort to improve our school environment and climate. CHAMPS strives to provide a transparent learning environment and community for all stakeholders, with multiple points of access, as such, we communicate our community partners to attend and engage in School Site Council (SSC), the Board of Directors, English Learner Advisory Council (ELAC), and in Parent Teacher Association meetings."	"CHAMPS continues to implement student and parent/guardian survey data throughout the year that identified current and ongoing needs in order to both retain what works and address areas of growth as soon as possible. For example, in response to recent survey data, we communicate and hold our meetings in English and Spanish. The faculty increased office hours and incorporated tutoring schedules in order to provide enhanced student support. In addition, CHAMPS’ counseling team established lunch time tutoring to provide additional academic support. Teachers also open their classrooms during lunch to foster student walk-ins, open learning environments, and to enhance community relationships."	"CHAMPS continues to assess curriculum and instruction through formal and informal faculty observations, instructional walkthroughs, and observation of department and PLC work. Teachers are observed annually by administrators to ensure that content is rigorous and courses are standards-aligned. As previously noted, this year CHAMPS hired a Director of Teaching and Learning who is tasked with working to enhance our teacher observation and feedback cycle, including re-developing our walkthrough instrument, in order to provide more consistent feedback across department. For example, CHAMPS submitted the Educator Effectiveness grant and included iWalk software in the proposal. This software allows for quick turnaround and calibration around classroom observations including specific “look fors” such as student engagement and Depth of Knowledge. Our goal is to create a more strongly aligned, informative, and regular observation cycle that supports teacher growth, professional success, and student engagement in their own learning."	"We continue to improve our instructional reflection process to allow faculty to receiving feedback in a manner that allows for semester review, monitor and implementation."	"We continue to communicate our messaging and engagement materials in both English and Spanish across multiple communication platforms: phone, email, website and social media."	"CHAMPS shares school-wide data and related program funding regularly reviewed with stakeholders through School Site Council (SSC), English Learner Advisory Committee (ELAC), and Board of Directors. SSC, ELAC and our Board of Directors are presented with a Principal/Assistant Principal’s Reports that may include data from attendance, A-G passing rates, AP pass rates, CTE completer rates, and discipline data as well as the Local Control and Accountability Plan (LCAP) for monitoring and feedback."	"We continue to promote community engagement in SSC, ELAC, and School Board meetings to allow our families an opportunity to engage in the Decision-Making process."	"We continue to promote community engagement in SSC, ELAC, and School Board meetings to allow our families an opportunity to engage in the Decision-Making process by having translation available and materials visually presented in both English and Spanish."	5	4	4	5	5	5	4	5	5	5	4	5	Not Met	8/22/2022	2022
09100900123521	Charter Alternative Program (CAP)	3	"The school has seen great progress and success in developing the capacity of all staff to build trusting and respectful relationships with our families, as well as creating and maintaining welcoming environments for all families in the community, including families of unduplicated students, families of individuals with exceptional needs, and other families of underrepresented students. Our School Site Council made both of these goals a top priority and we have continued to devote resources to make continuous improvements in this area each year. These goals are reflected in our LCAP Goal 4: Involve parents, family, staff, & community members as partners in the education of all students."	The school received feedback that communication was an area identified for improvement. The school has solicited additional feedback with two surveys this year and identified additional ways communication can be improved between the school and families.	"The school has made significant strides in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children, as well as developing multiple opportunities for the LEA and school to engage in two-way communication between families and educators using language that is understandable and accessible to families. A variety of face-to-face opportunities and technology tools are utilized for these purposes, including invitations for program informational meetings, intake meetings, and ongoing progress meetings with students and/or parents."	"The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L,and a variety of online curriculum software programs that provide 24/7 access to students from outside school."	"The school will continue to engage families by offering additional opportunities for parent input. The leadership will meet with focus groups throughout the year to engage in a feedback process called ""rounding"" and there will be additional opportunities for families to come to school to participate in family activities."	"Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students."	"The school has worked to increase the capacity of leadership and staff related to effectively engaging families in advisory groups and with decision-making, as well as supporting family members to engage in advisory groups effectively and in decision-making. The school has also increased its capacity to improve outreach and input from underrepresented groups, including at-risk students, and implement and evaluate family engagement activities."	The school has identified working to increase the student voice in its program by actively engaging students in focus groups for feedback as well as student surveys. The focus groups will occur 3-4 times per year and will aim to get feedback on school climate and culture as well as feedback on the school program.	"Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students"	5	5	5	5	4	4	5	4	4	4	4	4	Met	6/21/2022	2022
09100900930123	Charter Community School Home Study Academy	3	"The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L,and a variety of online curriculum software programs that provide 24/7 access to students from outside school."	"The school will continue to engage families by offering additional opportunities for parent input. The leadership will meet with focus groups throughout the year to engage in a feedback process called ""rounding"" and there will be additional opportunities for families to come to school to participate in family activities."	"Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students."	"The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L,and a variety of online curriculum software programs that provide 24/7 access to students from outside school."	"The school will continue to engage families by offering additional opportunities for parent input. The leadership will meet with focus groups throughout the year to engage in a feedback process called ""rounding"" and there will be additional opportunities for families to come to school to participate in family activities."	"Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students."	"The school has worked to increase the capacity of leadership and staff related to effectively engage families in advisory groups and with decision-making, as well as supporting family members to effectively engage in advisory groups and decision-making. The school has also increased capacity as it relates to improving outreach and input from underrepresented groups, including at-risk students, as well as implementing and evaluating family engagement activities."	The school has identified working to increase the student voice in its program by actively engaging students in focus groups for feedback as well as student surveys. The focus groups will occur 3-4 times per year and will aim to get feedback on school climate and culture as well as feedback on the school program	"Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students."	4	5	5	5	4	3	5	4	4	4	4	4	Met	6/21/2022	2022
54722566116909	Charter Home School Academy	3	"Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP. As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher.  At the start of each school year, CHSA holds a Back to School Meeting that allows families and the community to visit the school and meet with teachers and other staff members."	Charter Home School continues to provide a safe and positive learning environment for our students and families. We have started to offer more social opportunities for students and families to increase their social interactions in a safe and comfortable learning environment.	Charter Home aims to ensure that all families have been given the opportunity to build relationships and partnerships with our various requirements and opportunities that we provide throughout the year.	"As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher."	Charter Home continues to build partnerships with our stakeholders in various ways as we have increased the requirements and/or opportunities for students and families to be on campus for either academic or social emotional support.	Charter Home aims to ensure that all families have been given the opportunity to build relationships and partnerships with our various requirements and opportunities that we provide throughout the year.	"CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness."	Charter Home continues to seek input from all stake holders throughout the school year. We are aiming to have more surveys sent out throughout the year are are more specific to both academic and social emotional programs that we provide.	Charter Home aims to ensure that all families have been given the opportunity to be part of the decision-making opportunities that we provide throughout the year.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/28/2022	2022
09618380107227	Charter Montessori Valley View Campus	3	Our site's most recent parent survey indicates that families experience our school as a welcoming environment where staff members are responsive to concerns. The overwhelming majority of respondents to the annual parent survey indicated that they were aware that there are multiple venues for parents to participate in providing input regarding school site and district decision-making.	We will continue to foster positive engagement between school staff and families. This includes strongly encouraging parent volunteers on the school site.	We will continue outreach to underrepresented families.	District practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development.	"Our site will continue to prioritize the identification, referral, and progress monitoring of students who are struggling with academic and/or social-emotional challenges. Engaging parents to support students in this process is crucial."	"Our site will continue to prioritize the identification, referral, and progress monitoring of underrepresented students who are struggling with academic and/or social-emotional challenges. Working with parents to support these efforts is crucial."	The principal facilitates the school site council that develops annual goals and discusses progress over time. District advisory committees provide similar opportunities at the District level.	We will continue to build awareness of site and District venues for providing input into district decisions.	We will continue to encourage underrepresented families to participate in the venues that seek input for decision-making.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/29/2022	2022
19643780000000	Charter Oak Unified	3	"One of the District's Pillar of Success is strengthening relationships through collaboration and communication.  The District builds capacity of administrators to build trusting relationships with families through principals' meetings and leadership meetings.  Principals work with their staff in both formal and informal settings on how best to continue building strong relationships with families.  Teachers have developed positive relationships with the families they work with.  An evidence of our strength and progress in this area is the communication that occurs between the district/school and home.  The Superintendent's office, Educational Services, and each school site, sends home timely communication on areas of interest and importance to families.  School sites do a remarkable job in communicating with families using a variety of means, including Blackboard messages, Dojo messages, and/or daily bulletins."	"The District aims to focus on improving relationships between school staff and families by focusing on the social and emotional, and mental health needs of our community.  A focus area of improvement is to offer increased opportunities to connect with our English Learner families."	"The District aims to continue improving the engagement of these underrepresented families through family literacy nights, parent workshops, and sessions offered with translation services."	"The District demonstrated several strengths in building partnerships with families to support student outcomes and to better support the needs of their students.  This was accomplished through the creation of the new student services department - Equity, Access, Outreach and Innovation.   The department provided workshops that addressed students social and emotional needs, college preparedness, and digital/social media safety.  Schools provided a variety of means to connect families to their students' education, including virtual tutorial/office hour times, parent meetings, and school-wide events."	"The District aims to focus on increasing partnerships with local community including Charter Oak Education Foundation, Local chambers of commerce, local rotaries, local libraries to provide supplies and/or resources for students. The District will invite educational partners to sit on district wide committees that focus on student outcomes.  The District will also invite educational partners to attend school site and district events throughout the year."	The District believes that providing both academic and social emotional supports and resources will increase the engagement of underrepresented families and will in turn support the students in the classroom.   Student achievement will continue to improve when students feel a sense of safety and belonging.	"Based on feedback given by school staff and families, the District's current strength are engaging partnerships with families, staff and community members to seek input on various programs and budgetary expenses.  The District has a variety of committees/platforms for engagement opportunities for families and staff members.  Surveys are also sent out to gather input and feedback from our educational partners."	"The District will work on expanding our committees to include individuals representing our current district demographics.  The District will continue to seek input from families and staff members regarding important decisions through surveys, district mailers, blackboard messages and weekly bulletins.  The District will build on our current communication practices to reach more families and staff members.  The District is also updating our district and school websites with the most current information."	"The District aims to focus on improving parent engagement. Parents are encouraged to join committees such as ELAC, DELAC, and School Site Council. Most of these committees are decision-making and/or advisory groups.  The District aims to improve on capturing the input of a wider breadth of families, especially our underrepresented families.  This will be accomplished through the use of stakeholder engagement surveys and focus groups.  The Superintendent will begin hosting coffee with the superintendent to provide families an opportunity to speak with him and provide input."	4	4	4	4	4	4	4	4	4	3	3	3	Met	6/16/2022	2022
43695836118541	Charter School of Morgan Hill	3	"Parent participation is a key component of CSMH’s mission and vision and is highly valued. Staff meets regularly to discuss and implement strategies for building trust and respectful relationships with families. CSMH prides itself on creating a welcoming and family-feeling environment. CSMH has subscribed to a program called ParentSquare.  This program provides a quick and easy platform for parents and teachers to communicate with one another. CSMH has a Community Liaison whose primary job is to develop family engagement systems and activities that support teaching, learning, and student achievement. CSMH has identified strengthening the parent partnership in LCAP goal #3 – CSMH will welcome students, parents, and staff in an inclusive environment as essential partners and encourage consistent participation in School experiences that support student success."	"During Covid, many of the traditional school events were canceled or held virtually.  We plan to once again have in-person community events that assist with building relationships with the staff and families this upcoming school year."	"Once again this year, we will hold our Hispanic Fiesta event in September.  We are also adding a multicultural event this spring that will provide families and staff with a platform to celebrate the many different cultures at our school."	"Staff and parents work together as a team to support academic outcomes. Over 90% of parents attend Back to School Night, Fall Exhibition, and Spring Exhibition. At these events, teachers take the opportunity to educate parents about how they can support their children at home. Every parent attends a goal-setting conference in the fall where teachers, parents, and students work together to develop goals and an action plan for the school year.  A second conference is held in the spring at the parent and/or teacher's request."	"Both our ELD coordinator and reading intervention specialists are working closely with parents to support academic growth.  In addition, CSMH recently implemented MAP testing.  This school year, teachers will be sharing with parents the results of these assessments and specific strategies that they can incorporate at home to support their children."	The CSMH Outreach Coordinator and a parent committee continue to develop and implement strategies for reaching out to underrepresented communities and encourage them to consider CSMH as an option for their children.	"CSMH utilizes a computerized check-in system, and a feature of this system allows for the tracking of at-school volunteer hours. On average, parents volunteer 775 hours a month. This does not include all of the hours parents contribute after school and on weekends. In addition, parents have an opportunity to participate in decision-making by being on the CSMH Board of Directors and/or attending monthly Board meetings. Parents also may serve on the Budget / LCAP committee or represent CSMH on the Community Advisory Committee for special education. Every May, CSMH holds a State of the School meeting. This meeting is attended by the majority of CSMH families and staff. At this meeting, parents have an opportunity to provide input into the School’s LCAP goals and ask questions regarding the budget."	"This school year, coffees with the principal and executive director are being held.  The purpose of these small group discussions is to gather parent input about what they see as the school's strengths and areas for improvement.  During these meetings, parents will also learn about additional ways that they can get involved"	The school will continue to reach out to underrepresented families and encourage them to serve on decision-making boards and committees.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/20/2022	2022
37683383730959	Charter School of San Diego	3	"The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 98% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 100% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 99.2% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 97.2% of parents report that the school provides innovative and engaging learning environments."	"Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. CSSD regularly consults with educational partners throughout the school year to understand the academic, social-emotional, and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees, and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents, and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed."	"To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square will be introduced further providing communication and engagement of educational partners with the school."	"The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and supports to families throughout the school year."	"Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed."	"CSSD is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals."	"The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2021-2022 the school received input from over 1000 students and parents and used the results in the development of the 2021-2022 LCAP."	"Educational partner input into decision making is actively sought through multiple venues. CSSD will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week."	"School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff will utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/29/2022	2022
50710500000000	Chatom Union	3	"Chatom Union School District is currently offering several opportunities to build partnerships for student outcomes.  Post covid-19 Pandemic, we have been able to host our traditional parent events: Round-Up: Parents and Students are invited to meet the staff, collect materials, receive schedules and take school pictures for student IDs. On the first day of school at Chatom, families were able to celebrate the first day of school with photo opportunities and enjoy a welcome video. This year both Chatom Elementary and Mountain View were able to have an in-person Back-to-School Night that informed families about the school year’s expectations and opportunities.   This year Chatom Elementary was also able to have Family Literacy Night, the Christmas Program, PTC events, parent volunteers, and in-person assemblies return.   Traditional Coffee with the Principal: Parents and stakeholders are invited to meet with the Principal once a quarter to discuss hot topics on campus and share vital information about what is happening on and around campus. This year, Coffee with the Principal was brought back in-person and morning announcements and award ceremonies were held in the gym to keep students, parents, and staff informed and provide opportunities to engage both students and parents together with fun activities.   Parents also have the opportunity to attend or hold a position in several of the district committees.  The committees currently available are LCAP, ELAC/DELAC, Parent Teacher Club, and School Site Council at both Chatom and Mountain View."	"The District will continue to focus on communication as a way to improve building relationships between school, staff, and families.  The District has received parent input in regards to their preference of communication methods.  Some families prefer paper communication sent home in communication folders, while others prefer the electronic option through Parent Square.  As a District, we will continue to use Parent Square as the primary source of communication because it is more timely in the event of an emergency.  The District will continue to recommend a variety of communication options for teachers and staff.  Including; personal phone calls to increase attendance at meetings, personal e-mails, social media, and written communication sent home."	"In order to improve the engagement of underrepresented families, we will continue to provide material in multiple languages as well as schedule meetings at a time that is more accessible to the parents in our community.  Events such as Round-up, conferences, and parent meetings have been offered at varied times to increase participation."	"Chatom Union School District is currently offering multiple ways to build partnerships for student outcomes. Currently, there are multiple ways for parents to communicate with staff on campus.  Our most popular method of communication is through Parent Square.  Parents sign up and decide their preferred method of communication.  They can select email, text, or app and each method has the option to have the communication translated if needed.  Teachers also prefer this to be the primary method of communication because they can send individual messages, small groups, one class, or the entire grade level when sending out information. Parents are also invited to participate in Round-Up, Back-to-School Night, Coffee with the Principal, Family Literacy Nights, Parent Conferences, and Open House.  We encourage any concerns a parent may have to start with the teacher, then contact the office to set up a meeting with the teacher, parents, and student to promote three-way communication.  If any further concerns arise, the administrator will step in for suggestions and communication if necessary and the parents are provided with a digital copy of the Parents' Rights and Responsibilities in both English and Spanish (www.chatom.k12.ca.us), and a hard copy can be provided upon request."	Chatom will continue to survey the parents and community on the preferred method of communication and attempt to schedule parent conferences to be directly aligned with when grades are due at each of the campuses.	The feedback received at the last ELAC/DELAC meeting was to personally call underrepresented families to invite them to participate in school activities and meetings.  The personal connection would give parents an opportunity to ask questions and build confidence so they are more likely to become engaged.	"Chatom Union School District continues to offer several opportunities to seek input for decision-making.  The District currently reaches out to the community and stakeholders to participate in the LCAP, School Site Council at both Chatom and Mountain View, and ELAC/DELAC committees.  Information is shared and collected at each of these committee meetings and final decisions are not made without serious consideration of the data generated from these committees.  We also hold our monthly Board Meetings where public comment is encouraged and the Board welcomes discussions on any topic which will assist in helping the District improve in ensuring student success."	Chatom Union School District will continue to recruit participation from all families in the District.  We will look to schedule committee meetings and programs to benefit the needs of all families in the District.	Chatom Union School District will continue to send out parent surveys to all families in their primary language in order to get input for decision-making. School site reports are given at each Parent Teacher Club Meeting and public Board Meeting as another way to solicit input and answer parent questions.	5	5	4	5	5	5	5	4	4	4	5	5	Met	6/14/2022	2022
20756060132936	Chawanakee Academy Charter	3	"The District has strengths related to providing lots of opportunities for educational partner input and collaboration. The District holds required site and district advisory committees and also a non-required budget advisory committee. The District also surveys students and education stakeholders once a year minimally, and engages in a great deal of planning as part of its LCAP development process. The school sites have their SSC/ELAC and parent clubs or a foundation. New in 2021-22 was the creation of the Superintendent Community Advisory Committee. New for 2022-23, the creation of a Parent Teacher Club/Group, Foundation committee and the State of the District event designed to align all schools in the district and showcase the outstanding programs being offered. This event will also generate scholarships for our graduates."	"The District could do more in terms of supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."	The District has started focused conversations and develop internal goals related to developing cultural awareness and sensitivity. Our student services team will provide content and training to all staff starting in fall of 2022. The District received a CA Community School Partnership Planning grant and will conduct an asset map of programs and services needed and in place during the 2022-23 school year and develop site specific plans during the 2023-24 school year. This work will set the District and school sites up to apply for additional grant funds to implement their Community School Partnership Plan.	"One of the District’s strengths is that generally there are very positive relationships between teachers, staff and parents. Our schools are also welcoming and site leaders are typically very good about communication and follow-through with parents."	The District could do more with providing professional learning and support for teachers and principals to improve a school’s capacity to partner with families.	Through the use of the District CA Community School Partnership Planning grant and will conduct an asset map of programs and services needed and in place during the 2022-23 school year and develop site specific plans during the 2023-24 school year. This work will focus on many aspects of the community school framework and the unique needs of each school site.	"While the District seeks a great deal of input from educational partners through various means (committees, meetings, surveys, etc.). Through the use of the District CA Community School Partnership Planning grant and will conduct an asset map of programs and services needed and in place during the 2022-23 school year and develop site specific plans during the 2023-24 school year. This work will focus on many aspects of the community school framework and the unique needs of each school site. Including the ways that we collaborate with educational partners, what is shared by our educational partners, and how what is shared influences District planning is documented in our LCAP."	"The District could do more to seek input directly from under-represented groups. As a result, the District’s new information and intervention dashboard (PARSEC) will provide site and district leaders real time data and information for all students with the ability to drill down by groups of students. This will allow schools and the district to be proactive and responsive to specific areas. Parent survey results indicate a desire for more timely and consistent communication at the teacher to parent level specifically."	"The District will engage in targeted discussions and communicate professional expectations for the district and school site for teacher to parent communication (grading, attendance, etc.) to address this feedback."	4	4	3	4	3	2	4	3	3	3	2	3	Met	6/21/2022	2022
20756060000000	Chawanakee Unified	3	"The District has strengths related to providing lots of opportunities for educational partner input and collaboration. The District holds required site and district advisory committees and also a non-required budget advisory committee. The District also surveys students and education stakeholders once a year minimally, and engages in a great deal of planning as part of its LCAP development process. The school sites have their SSC/ELAC and parent clubs or a foundation. New in 2021-22 was the creation of the Superintendent Community Advisory Committee. New for 2022-23, the creation of a Parent Teacher Club/Group, Foundation committee and the State of the District event designed to align all schools in the district and showcase the outstanding programs being offered. This event will also generate scholarships for our graduates."	"The District could do more in terms of supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."	The District has started focused conversations and develop internal goals related to developing cultural awareness and sensitivity. Our student services team will provide content and training to all staff starting in fall of 2022. The District received a CA Community School Partnership Planning grant and will conduct an asset map of programs and services needed and in place during the 2022-23 school year and develop site specific plans during the 2023-24 school year. This work will set the District and school sites up to apply for additional grant funds to implement their Community School Partnership Plan.	"One of the District’s strengths is that generally there are very positive relationships between teachers, staff and parents. Our schools are also welcoming and site leaders are typically very good about communication and follow-through with parents."	The District could do more with providing professional learning and support for teachers and principals to improve a school’s capacity to partner with families.	Through the use of the District CA Community School Partnership Planning grant and will conduct an asset map of programs and services needed and in place during the 2022-23 school year and develop site specific plans during the 2023-24 school year. This work will focus on many aspects of the community school framework and the unique needs of each school site.	"While the District seeks a great deal of input from educational partners through various means (committees, meetings, surveys, etc.). Through the use of the District CA Community School Partnership Planning grant and will conduct an asset map of programs and services needed and in place during the 2022-23 school year and develop site specific plans during the 2023-24 school year. This work will focus on many aspects of the community school framework and the unique needs of each school site. Including the ways that we collaborate with educational partners, what is shared by our educational partners, and how what is shared influences District planning is documented in our LCAP."	"The District could do more to seek input directly from under-represented groups. As a result, the District’s new information and intervention dashboard (PARSEC) will provide site and district leaders real time data and information for all students with the ability to drill down by groups of students. This will allow schools and the district to be proactive and responsive to specific areas. Parent survey results indicate a desire for more timely and consistent communication at the teacher to parent level specifically."	"The District will engage in targeted discussions and communicate professional expectations for the district and school site for teacher to parent communication (grading, attendance, etc.) to address this feedback."	4	4	3	4	3	2	4	3	3	3	3	3	Met	6/21/2022	2022
29663160125013	Chicago Park Community Charter	3	"The LEA is a community school where educational partners are involved with their child’s educational journey. Opportunities to be involved through volunteering on trips, in the classroom and on campus are offered at least weekly. LEA invites all educational partners to a community flag ceremony weekly, as well as, Back to School Night, Open House, multiple plays throughout the year, and family education nights to name a few are offered."	The LEA can improve with communication via social media and school’s website in getting out information on what is happening.	Underrepresented families attend at the same rate as all general education students. LEA does a wonderful job supporting all students in success through family engagement.	"Staff meet with educational partners at least once a year for parent/teacher conferences and again based on need. LEA has a SST, 504, and IEP process to support student outcomes. LEA shares academic progress through District assessment three times a year and through academic reporting (report card) three times a year."	LEA can support parents more by offering another opportunity for a parent/teacher conference.	Underrepresented families are supported in regard to student outcomes at the same rate (100%) as the whole general population.	"LEA has community and staff meetings monthly to gain input on decision-making. LEA offered four community surveys, two student surveys, and three staff surveys during the year to gather information for decision-making."	LEA can improve by offering community meetings based around LCAP input.	LEA can offer paper copies to gather input on decision-making surveys.	4	5	4	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
29663160000000	Chicago Park Elementary	3	"The LEA is a community school where educational partners are involved with their child’s educational journey. Opportunities to be involved through volunteering on trips, in the classroom and on campus are offered at least weekly. LEA invites all educational partners to a community flag ceremony weekly, as well as, Back to School Night, Open House, multiple plays throughout the year, and family education nights to name a few are offered."	The LEA can improve with communication via social media and school’s website in getting out information on what is happening.	Underrepresented families attend at the same rate as all general education students. LEA does a wonderful job supporting all students in success through family engagement.	"Staff meet with educational partners at least once a year for parent/teacher conferences and again based on need. LEA has a SST, 504, and IEP process to support student outcomes. LEA shares academic progress through District assessment three times a year and through academic reporting (report card) three times a year."	LEA can support parents more by offering another opportunity for a parent/teacher conference.	Underrepresented families are supported in regard to student outcomes at the same rate (100%) as the whole general population.	"LEA has community and staff meetings monthly to gain input on decision-making. LEA offered four community surveys, two student surveys, and three staff survey during the year to gather information for decision-making."	LEA can improve by offering community meetings based around LCAP input.	LEA can offer paper copies to gather input on decision-making surveys.	4	5	4	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
04614240000000	Chico Unified	3	"This year, Chico Unified sought input from parents/guardians multiple times and in various ways. In preparation for creating our 2022-2023 LCAP, in 2021-2022, we not only held our two annual Community Meetings, but also invited and welcomed families for additional Student Group Meetings. These meetings solicited the specific feedback of families from the following demographics: Black, Indigenous and People of Color (BIPOC), Students with Disabilities, Foster Youth/Homeless, and English Learners (District English Learner Advisory Council). We received input from these families on our LCAP goals and expenditures as well as how their students are treated by students and staff on their school sites, looking through the lens of equity. During our two Community LCAP meetings, parents/guardians could provide input on proposed LCAP goals and expenditures to their site principals, with whom they watched the Community LCAP Meeting. Using a Google Survey during the final Community Night, district staff received parent/guardian votes immediately."	"Building relationships with all of our families is a major priority of the Chico Unified School District. Based on needs identified on our State Dashboard, as well as local measures, we have identified specific student groups in need of additional support. Addressing these needs necessitates working with families, accessing community resources, and training staff.  District Leadership Team meetings, as well as school staff meetings, have focused on meeting the ongoing needs of students that are part of student groups needing additional support. Survey results indicate that our families feel welcome in our schools. Trauma-Informed training has been provided to all staff members. Parent outreach has been enhanced by a new communications system that allows staff members to communicate directly with parents via text message, phone, and email. Messages are translated into Spanish as necessary. School and district websites are kept up to date to meet accessibility guidelines. Translation is provided at parent meetings and parent-teacher conferences as needed for Hmong and Spanish speakers. Families are welcomed into our school sites for a variety of family events, including festivals, open houses, student performances, and parent input meetings (School Site Council, English Learner Advisory Committees)."	"Two additional district-wide educational partner meetings for our targeted student groups will be added for the 2023-2023 school year. Additionally, in-person meetings and events will fully resume following the restrictions brought about by the pandemic."	"Chico Unified believes that in order to best serve our students, we need to develop and maintain strong partnerships with our families. The district provides bilingual targeted case managers at each site to facilitate parent communication and guide families to school and community resources. The district also partners with Butte County Behavioral Health, the Aurora House, and Far Northern Children’s Services to provide additional support to families outside of the school day. Counselors and Guidance Specialists work with students to provide early mental health support and regularly meet with parents regarding student needs and progress. Parents routinely take part in parent-teacher conferences at the elementary level, Individualized Education Plan meetings, Student-based Intervention Team meetings, and 504 plan meetings. At the secondary level, academic counselors work with students and families in order to ensure that students are on track to meet academic requirements. At-Risk Counselors are provided to secondary students for additional support and regularly meet with parents regarding student needs and progress. Student attendance is monitored and families are contacted when attendance issues arise. Teachers and administrators are accessible and responsive to all families."	"Chico Unified is always seeking increased, authentic input from our educational partners in order to continually improve student outcomes."	"Two additional district-wide educational partner meetings for our targeted student groups will be added for the 2023-2023 school year. Additionally, in-person meetings and events will fully resume following the restrictions brought about by the pandemic."	"Parents are regularly invited to advisory group meetings such as English Learner Advisory Council, School Site Council, and Local Control and Accountability Plan input meetings. Outreach takes place via text message, email, phone, Targeted Case Managers, flyers, and websites. Translation is provided as necessary for Spanish and Hmong speakers. The input from these groups informs decision-making at the site and district levels. In the fall of 2021, family engagement nights returned as a common practice in Chico Unified, including Back to School Night, Open House, and a variety of special events and student performances."	"Chico Unified is always seeking increased, authentic input from our educational partners in order to continually improve student outcomes."	"Two additional district-wide educational partner meetings for our targeted student groups will be added for the 2023-2023 school year. Additionally, in-person meetings and events will fully resume following the restrictions brought about by the pandemic."	4	4	4	5	4	4	4	4	5	5	5	5	Met	6/29/2022	2022
04615316113765	Children's Community Charter	3	"Children's Community Charter School (CCCS) is small rural school in Paradise California with a population of different cultural backgrounds. Through the input of Charter Advisory Committee parent groups, CCCS parent/guardians have the opportunity to provide regular input of district decisions. LCAP funds have been earmarked for these efforts in order to fully support the work we are doing to improve school climate, create inclusive schools for diverse families, and to foster healthy relationships with students, staff, families and the community. Examples from the 2021-2022 school year: Expansion of Positive Behavioral Interventions and Supports (PBIS) system PD for staff on adult Social Emotional Learning PD for staff on culturally responsive teaching PD for staff on school climate PD for staff on student Social Emotional Learning In surveys and input-gathering sessions with the community, one area of improvement is having more whole school events now that COVID restrictions have been lifted."	"LCAP funds are used to provide counseling services for at-promise students across all grade levels. Focusing on mental wellness is a priority for Children's Community Charter School (CCCS). Providing professional development in mental wellness and a positive school culture stays on the forefront as a priority. LCAP actions to continue to fund a counselor and training for mental wellness are based on input from families and data from the PBIS Tiered system. Staff work with families to support students with disabilities (SWDs), students who need trauma-informed strategies, students who show challenging behavior and need extra intervention, as well as children who need extra support in academics. Supporting students during times of crisis will help to ensure that all students will leave CCCS ready for success in college or a career because they will have had access to academic achievement throughout their years in school. The decision to use the funds for a counselor was based primarily on the input from multiple parents and student input sessions and surveys. A strength of CCCS is the embedded methods for families and students to discuss student progress. Report cards, progress reports, and parent-teacher conferences are all consistently provided. Additionally, parents are routinely notified of their rights at the beginning of the school year with all information readily available on the CCCS website. Parents of Students with Disabilities (SWD) and English Learners (ELs) are given regular notices of their legal rights. Finally, there are multiple avenues for families to connect with the CCCS staff and provide input and feedback which helps to drive the decisions on how the school is run. For example, families take climate surveys, participate in parent/teacher conferences, attend Charter Advisory Committee meetings, attend monthly open school board meetings, have access to staff and administration before and after school, and are able to connect via in person, Facebook, telephone, and or email."	"Children's Community Charter School (CCCS) promotes meaningful interactions and partnerships between educators and the school community. Parent/guardians are provided regular updates on the actions of School Board meetings via website postings. CCCS uses multiple strategies to engage in the development of the 2021-22 LCAP. Our various methods were intentional in order to seek input from our stakeholders based on the eight state priorities, and determine priorities on how to use supplemental funds using the California State Dashboard data. An important component of the LCAP is the inclusion of staffing to facilitate parent engagement. These staff members work on parent engagement, outreach, and translation of district materials. These staff members work with any family in need and provide outreach to student group members with performance gaps, as well as our other at-promise students."	"CCCSs current strengths in the area of building partnerships for students outcomes lies with supporting teachers and administration to improve the school's capacity to partner with families. In order to be strong in this area, staff needs to participate in training and implementation of a strong school system in all areas. The Children's Community Charter School staff participates in training such as: Butte County Office of Education - partnerships in mental wellness, SARB, LCAP support, Safe Return to School support, etc. Attends conferences such as the Small School District Association annual conference Implements school wide research based programs such as PBIS (Positive Behavior Intervention and Supports) Implements improving school climate by going to climate conferences Partners with Butte County Office of Education in implementing PBIS Strong connection and leadership from the CCCS School Board Participating in Social Emotional Learning to enhance balancing mental awareness for staff and students Through networking, connection, and training - the staff at CCCS implements a system that supports student outcome. The school is always in a continuous cycle of inquiry by looking a data and making data driven decisions."	Children's Community Charter School is in the Tier 2 stage of PBIS implementation. Staff will continue to attend the PBIS annual conference as well as continue to work with Butte County Office of Education in order to enhance our PBIS system and check for fidelity. Educating the whole staff on the PBIS system takes time and professional development and training. The staff will continue to implement a PBIS Tier 2 system while shoring up the PBIS Tier 1 system. Another area of focus will be implementing a Multitiered System of Support (MTSS). By learning how to integrate all of our systems into one cohesive and aligned system - Children's Community Charter School will be able to support student outcomes more seamlessly.	"CCCS continues to look at data on how to improve engagement with underrepresented families. As mentioned before, CCCS promotes meaningful interactions and partnerships between educators and the school community. Parent/guardians are provided regular updates on the actions of School Board meetings via website postings. Parents/guardians have regular opportunities to share input/feedback through surveys, parent/teacher conferences, Charter Advisory Committee meetings, and open school board meetings."	"Children's Community Charter School is strong in gathering input from educational partners. Four times a year, the Charter Advisory Committee meets to look at school data (attendance, discipline, climate survey data, academics, etc.) in order to provide input on how to improve. The school responds by implementing suggestions. The Children's Community Charter School (CCCS) staff meets once a week on early release Fridays to participate in collaboration and/or professional development. Once a month the CCCS educational partners are invited to participate in open school board meetings. Educational partners are encouraged to provide input and feedback and help to increase student outcomes on a regular bases via in person meetings and/or electronic surveys. The CCCS student leadership offers input throughout the year and is a very important part of the educational program and implementation."	"Children's Community Charter School provides many opportunities throughout the year to collect partner input. An area to improve would be a whole school analysis survey on the implementation of the LCAP goals and actions. Focus groups of Charter Advisory Committee, staff members, upper grade students, and board members provide input on the implementation of the LCAP goals and actions. It would behoove CCCS to take a pulse from the whole school at large. A second electronic survey will go out in April to collect data on the implementation of the LCAP goals and actions."	"Underrepresented families will be sought after for input by personal phone calls and/or personal invitations to participate along with emails, Facebook notices, paper notices, our website, and weekly phone calls."	5	5	5	4	5	5	4	4	5	4	4	4	Met	6/9/2022	2022
19647336119531	CHIME Institute's Schwarzenegger Community	3	"The CHIME Board and the CHIME Community Association (CCA) offer opportunities to parents and community members to become officers and members. Monthly meetings are open to all parents, guardians, and community stakeholders. CHIME encourages parent engagement through various volunteer opportunities. Every parent/guardian must attend training before they can volunteer. Volunteer training is given at the beginning of the school year on-site but is also available on-line throughout the year.   Volunteers work inside the classrooms supporting students with academics in small groups. They also work in special classes such as Library, Art, and Music to support students and teachers. Volunteers run the hot lunch program, chaperone field trips, drive to sporting events, and help prepare curricular materials."	CHIME Charter School takes parent engagement and parent participation seriously and views it as an integral part of our school culture and key to the successful functioning of our school. Our most recent stakeholder survey administered to parents indicated that 93% of all families who responded to the survey were satisfied with the communication systems provided by teachers and administrators at the school. Parents commented on the survey that the communication and email systems were effective for both information purposes and parent engagement and feedback. In addition CHIME’s main parent advocacy organization – CHIME’s Community Association (CCA) – had a Satisfaction rating of 95% by the stakeholders who responded to the survey indicating a high level of parent involvement in the many programs and volunteer opportunities at the school.	"Through work of our Diversity by Design committee our school community will continue to broaden outreach to underrepresented families and students through parent education curriculum programming, special events, and direct outreach."	CHIME continues to work with families to identify areas of need to maintain and improve student outcomes. Some area of strength and growth that came from this analysis are our expanded reading lab and math lab programs and the adoption of new learning intervention software implemented at grades K-8.	"Based on the analysis of the local data and educational partner input, we will continue to focus on opportunities to increase and improve intervention in the areas of ELA and math."	"In our analysis of our annual Parent Survey, student climate survey and Diversity by Design committee survey, we will seek to engage underrepresented groups to ensure their input regarding student outcomes is captured. In particular we will identify effective modes of outreach and commutation for these various stakeholder groups.."	"Our school community has a strength in this area but providing many opportunities (both formal and informal) for stakeholder groups to provide input for decision-making. We have a teacher Leadership Community, a cross stake hold CHIME Community Committee and a cross stakeholder Diversity by Design committee along with our CHIME Community Association and monthly Principal informational meeting. All of these serve as opportunities for stakeholders to provide input regarding the decision making processes for the school."	Our area of focus will be ensuring that we have recruited broadly across our stakeholder communities for membership on these various committees and feedback opportunities to ensure that we are capturing the voice of the full spectrum of school stakeholders.	"Leveraging the work of our Diversity by Design stakeholder group, we will seek to   improve and expand our outreach effort to underrepresented stakeholders to ensure they are informed of the ways in which they can participate in school decision-making and encourage their participation in these processes."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/28/2022	2022
36676780000000	Chino Valley Unified	3	"Chino Valley Unified School District (CVUSD) has created a strong connection with parents and families based on the results from the School Quality Survey. The District offers multiple opportunities for parents to participate in several advisory committees. This allows them to share input and to voice any questions or concerns. The Family Engagement Center offered 39 workshops for parents, staff, and administrators to build skills, knowledge, and relationships in order to fully participate in the decision-making process. Parents were encouraged to participate in the following decision-making committees in the 21-22 school year: School Site Council, DELAC, LCAP, ELAC, and ESSER III. Each school site has an Action Partnership Team (APT) which is composed of parents, teachers, and administrators. The APT meets with other school sites at the Family Engagement Center 3 times per year to continue the development of parent engagement."	"CVUSD is participating in Community Engagement Initiative (CEI), a statewide initiative to evaluate effective models of community engagement and to learn in peer-to-peer networks. The CEI committee is evaluating practices that will continue to improve practices that builds trusting, authentic two-way communication within CVUSD. The following data points were analyzed: 83% of our parents agree that staff members and families treat each other with respect, 73% of our parents agree that the school values input and builds trusting relationships with families, and 84% of the parents agree that they are provided opportunities for 2-way communication using a language that is understandable."	"In order improve engagement of underrepresented families and to remove any language barriers and to ensure understanding of District communications, translation services are available at all CVUSD meetings. In addition, 19 Spanish and 4 Mandarin bilingual clerks provide parents and families translation services to help foster two-way communication. CVUSD also has 11 school community liaisons that assist parents and families, bridging the home-school connection by providing parent workshops and engagement opportunities. The District will be increasing resources available to support the Mandarin speaking community. CVUSD’s Family Engagement Center builds on strong relationships with underrepresented parents and families by implementing Partnership for Learning Network (PFLN) and the Six Types of Parent Involvement (Dr. Joyce Epstein). CVUSD is a diverse community with 46 different spoken languages, with English as the predominant language, Spanish as the second most populous language and Mandarin as the third top language. In order to strengthen relationships between school personnel and families, classified and certificated staff will be provided opportunities on how to better utilize Parent Square in English and the parent’s primary language."	"CVUSD continually builds partnerships to strengthen student outcomes, providing families with information and resources to support student learning and development in the home. 87% of the parents agreed that families are encouraged to attend school sponsored activities and 81% of the parents agree that the school offers opportunities for family members to learn about programs and learning supports for students. The Family Engagement Center (FEC) aligns its practices with Dr. Joyce Epstein’s Six Keys of Involvement and Karen Mapp’s Dual Capacity Framework. The FEC provides information and resources on the developmental stages of learning and the academic expectations for students that will support parents at home such as transitions between milestone grade levels, early literacy foundational skills, and accessing technology websites that support reading comprehension, writing, and math skills. The Alternative Education Center has expanded opportunities and resources for students to learn at home through independent studies and virtual supports. All schools in CVUSD are required to complete a School-Parent Compact and Parent-Family Engagement Policy. These documents require collaboration between home-to-school and provide information on family engagement activities that impact student learning and social-emotional growth and development. Grade level teams and department teams at each of the school sites collaborate to develop activities to support school goals. School Site Councils monitor and provide feedback on the compacts to ensure goals are aligned with the School Plan for Student Achievement and Local Control Accountability Plan."	"Based on District annual surveys and educational partner input, the District will focus on continuing to grow student’s voice in improved student outcomes. School administration is monitoring practices where students are engaged in their learning outcomes on a daily basis. Additional workshops will be offered to support families to understand and exercise their legal rights and advocate for their own students and all students. The purpose of the Partnerships for Learning Network meetings is to provide family engagement resources, activities, strengthen the Action Partnership Team and guidance to increase academic and social-emotional growth for students."	"CVUSD demonstrates its strength in building partnerships for student outcomes based on a plethora of resources such as AVID parent nights, PBIS parent workshops, parent and student-led conferences, Multi-Systems of Support, counseling groups, and intervention teachers to provide service to underrepresented students. Other opportunities for site teams to engage and support underrepresented families who are struggling with academics or need additional social-emotional resources include Student Attendance Review Team meetings, Individualized Educational Plan meetings, and home visits. Additionally, school community liaisons are trained at the center with tools to support school sites with resources that increase and sustain family engagement. District and parent representatives attend county meetings together to network with other school districts and obtain county resources. The HOPE Center and our Foster Youth Student Support Services were created for underrepresented families. The District will continue to improve marketing related to these programs."	"There are many examples that highlight CVUSD’s strength in decision-making. CVUSD’s Family Engagement Center is the central location for parents, families, staff, and community members to participate in training and workshops for the purpose of learning how to engage in the decision-making process at the school site and district level. The primary focus of the professional development and trainings is to build relationships with parents and families. In essence, all educational partners feel they are welcomed and encouraged by principals and staff to advocate for all students by participating in a decision-making committee. School sites offer parents multiple opportunities to participate in leadership roles such as School Site Council, PTA/PTO/PFA, District English Language Advisory Committee and English Language Advisory Committee, Local Control Accountability Plan Advisory Committee, Positive Behavior Intervention System parent representative, and Gifted and Talented Education Advisory committee."	"Areas for improvement include strategies for increasing participation in decision-making advisory groups and school site committees. Administration will consider strategically planning to hold meetings virtually or in-person based on parent input. The District is one of twelve districts in Cohort II across the state of California that is participating in the Community Engagement Initiative through the California Collaborative Educational Excellence. Through this process, the District will continue to identify areas of successes and improvement related to engaging the community. Participants include various representatives from the school communities including parents, certificated staff, classified staff, community members, and administration."	"Translation services are provided in order to encourage parents to attend these decision-making forums and be active participants. By offering a variety of platforms for meetings and workshops in a comfortable risk-free environment, parents can share concerns, make suggestions, and ask questions and a diversity of stakeholders is represented. District leaders attend, participate, and even present at meetings and facilitate the engagement of parents and families, which sends the message to parents that home-to-school partnerships is a priority in CVUSD. Interactive strategies are utilized during this meeting to seek input on policies and programs such as School Plan for Student Achievement, Local Control Accountability Plan Actions and Services, District Annual Survey, CDE Dashboard data and any other data related to the progress of underrepresented students. All families are provided the opportunity to give input on topics related to the academic achievement of underrepresented students. In addition, site administrators collaborate with parents in informal settings such as Coffee with the Principal, Ask the AP, Donuts with Dads, Muffins with Mom, and Pro-Dads where the agenda is parent generated."	4	4	4	4	4	5	4	4	4	4	4	5	Met	4/21/2022	2022
20651930000000	Chowchilla Elementary	3	"District wide Mindfulness training has begun.  Staff are being trained on Adverse childhood Experiences that affect our students and their families. CESD has implemented periodic parent trainings to teach families skills to support their students at home, including use of Aeries and ParentSquare, drug, alcohol, and tobacco prevention, cell phone and internet safety and security, and personal finance management.  Sites have also implemented Essential Standards Information Meetings, where teachers discuss the focus standards of the trimester and provide strategies parents can use at home to support their student."	"This year, in an effort to improve relationships between school staff and families, CESD has implemented periodic parent trainings to teach families skills to support their students at home, including use of Aeries and ParentSquare, drug, alcohol, and tobacco prevention, cell phone and internet safety and security, and personal finance management.  Sites have also implemented Essential Standards Information Meetings, where teachers discuss the focus standards of the trimester and provide strategies parents can use at home to support their student."	"Parent trainings and Essential Standards Information Meetings were designed based on input gathered from educational partners throughout the school year.  CESD will continue to gather input from educational partners at school site council, ELAC, DELAC, LCAP, and parent advisory committee meetings to improve the engagement of underrepresented families."	"The many family centered events provide staff with opportunities to make contact with families which can be parlayed into a partnership to support students moving forward. Parent teacher conferences occur twice each year, in addition to Back-To-School night, 2 Family nights and a host of site-specific events.  Parent rights are made available in hard copy to every family, are posted online and in classrooms and are explained through Family Club, SSC, ELAC, and DELAC."	"This year, in an effort to improve relationships between school staff and families, CESD has implemented periodic parent trainings to teach families skills to support their students at home, including use of Aeries and ParentSquare, drug, alcohol, and tobacco prevention, cell phone and internet safety and security, and personal finance management.  Sites have also implemented Essential Standards Information Meetings, where teachers discuss the focus standards of the trimester and provide strategies parents can use at home to support their student."	"Parent trainings and Essential Standards Information Meetings were designed based on input gathered from educational partners throughout the school year.  CESD will continue to gather input from educational partners at school site council, ELAC, DELAC, LCAP, and parent advisory committee meetings to improve the engagement of underrepresented families."	"CESD has policy in place to outline procedures to elect members and run meetings for School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee and the parent advisory committee. Each of these bodies are used to encourage and collect input from educational partners throughout the District to analyze information, plan, create and implement activities and actions designed to improve the academic and social performance of CESD students.  CESD staff are discussing methods to more fully engage the underrepresented groups within our community."	"CESD will continue to gather input from educational partners at school site council, ELAC, DELAC, LCAP, and parent advisory committee meetings.  Input from educational partners indicated that they appreciated multiple opportunities to participate and provide inout, including options to join meetings virtually, when possible."	"CESD will continue to gather input from educational partners at school site council, ELAC, DELAC, LCAP, and parent advisory committee meetings to improve the engagement of underrepresented families."	5	5	4	5	5	5	5	4	4	4	4	5	Met	6/20/2022	2022
20652010000000	Chowchilla Union High	3	"The District has many established means of communication about school events with staff and families including ParentSquare, social media, a website, and email. As a result of the pandemic, parents have expressed an interest in more opportunities for involvement in the education of their students. The District has strived to accomplish this by offering more Counseling Department outreach, parent workshops, and ongoing activities such as ELAC/DELAC and SSC. Moreover, Back to School Night and Parent Teacher Conferences have continued. These are efforts that will continue to strengthen the District relationship with families in the community."	"As mentioned previously, the District is focused on offering more parent education and awareness with regards to navigating postsecondary opportunities with their students. Also, staff and administration is focused on data-driven decision making through the implementation of common assessments across subjects in Illuminate and the establishment of subject-specific PLCs. The District asserts that by focusing on staff collaboration, families will appreciate consistent, campus-wide processes that will continue to support relationships between staff and students in the classroom."	"ELAC/DELAC will continue like it has in the past. Moreover, parent workshops will be offered in Spanish and a Spanish-speaking liaison to consistently communicate with them. Also, childcare will be provided for these events. The District also plans to explore the return of ESL classes for parents. The Tribe Pantry and Wellness Center will continue with expanded services for low-income students to help alleviate financial burdens in the home and barriers to positive school attendance and student achievement."	"The District is now offering new CTE pathways to students. This has required some partnerships (informal at this point) with local health and public safety agencies. Also, the District has used its parent workshops and after school program to continue to offer more opportunities for parent and student involvement."	"As the school year progresses and CTE pathways continue, partnerships will be a main focus. We"	"ELAC/DELAC will continue like it has in the past. Moreover, parent workshops will be offered in Spanish and a Spanish-speaking liaison to consistently communicate with them. Also, childcare will be provided for these events. The District also plans to explore the return of ESL classes for parents. The Tribe Pantry and Wellness Center will continue with expanded services for low-income students to help alleviate financial burdens in the home and barriers to positive school attendance and student achievement. This will also allow the District to strengthen partnerships with the various entities involved in these programs on campus."	The District had multiple opportunities for feedback throughout the LCAP writing process. Input is welcome on social media or by reaching out to staff on campus directly. Board meetings are open for input and opinion. Parents and families are encouraged to attend school functions and staff is always readily available should a parent want to have input on something.	"Last year, many input sessions for the LCAP were held online, due to the pandemic. Many of the events that typically occur on campus were also postponed. This year, the goal is to host many of these events once again and to make them available in person to encourage input from the community."	"A focus for the District is access to events that are both in English and Spanish. ELAC/DELAC will continue like it has in the past with a Spanish-speaking administrator. Moreover, parent workshops will be offered in Spanish and a Spanish-speaking liaison to consistently communicate with them. Also, childcare will be provided for these events. The District also plans to explore the return of ESL classes for parents. The Tribe Pantry and Wellness Center will continue with expanded services for low-income students to help alleviate financial burdens in the home and barriers to positive school attendance and student achievement. Throughout the implementation of these new or continuing programs, District staff will be readily available to gather input from the community as needed."	4	5	2	4	3	4	3	4	4	4	4	4	Met	6/13/2022	2022
45104540111674	Chrysalis Charter	3	"Our families are our school, and the relationship between staff and families is always at the fore-front of our decision making. We communicate on a weekly basis with the entire school through our school newsletter on parent square, which also allows for comments and replies from families. In addition, every staff member works to reach out to families whenever a concern rises at school with an indvidual student."	"One area of improvement that we can work on is more flexibility in school meeting times possibly moving them to 5:00 to allow for more parents to participate. In addition, as we have built our after-school sports program, we can increase the communication in arranging for carpools so working families can work together to coordinate transportation for their families."	"Our Mission is to ""Encourage the light within each student to shine brighter"" and every action we take has this focus in creating a warm and welcoming community where all are accepted and encouraged. Our two-way communication platform, Parent Square is fully utilized across the campus, and can be translated into multiple languages."	We are strong in each of these areas within each individual classroom. Teachers are regularly communicating with parents on how to help their students. We hold parent conferences twice/year and send home progress reports three times/year to update students on their growth. SST's are held with families for students who are performing well below grade level and assessments for specific learning disabilities are conducted for students who are still showing no growth after interventions have been implemented.	Many of our parents are still intimidated by Common Core Math instruction. We can be better at holding trainings for parents on how to help their students with learning math.	Often under-represented families are intimated by the school environment. A personal phone call or outreach to those families will be utilized to encourage them to feel welcome and a partner in their child's education.	"Our School Site Council has been an extremely effective opportuntiy to seek input in regards to decision making and have felt listened to and empowered to voice their input. Parents were insturmental in collaborating on school COVID policies, Social Emotional Needs of our students, families and staff based upon survey data and ways in which we could help families with a consistent early release time, rather than one day/month different from the others."	"The student voice was often absent in our school site council meetings, but such and important voice when present. The LEA could be better in making personal invitations to the student representative each month to ensure their presence at School Site Meetings. In addition, our homeless and low socio-economic voices are often not present for those meetings."	A formal outreach will be made to the families that represent low socio-economic families to invite them onto the School Site Council so their voices can be heard.	4	5	4	4	3	3	4	4	4	3	3	4	Met	6/15/2022	2022
27659950000000	Chualar Union	3	"Chualar Union School District presents multiple opportunities year-round for parents and teachers to engage in their student's education through events such as; Back to school Nigh, Parent -Teacher conferences, Open House, Family Literacy Night, and scholastics Book Fair among other events."	Chualar Union School District will always welcomes parents to stop by the office or call the school to make an appointment with teachers and staff.	"Chualar Union School District continues its efforts on building stronger connection channels with parents by communicating through our school communication systems; REMIND. We will continue encouraging  all parents to join the app as well as their class communication systems such as class DOJO, REMIND, Google Classroom, Seesaw etc."	"One of chualar Union School District's cultural strengths are the annual seasonal carnival, parades, and other holiday events in which parents, teachers, students, school personnel, and the community respectfully come together to celebrate our cultural school- wide events."	Improvements will continue on building stronger community connections by keeping all the cultural annual seasonal events.      School sports and rallies will be implemented for motivational purposes.	"The Chualar Union School District Sports program is underway and will continue with seasonal sports. Students have opportunity to play against other school teams and parents have the opportunity to come support their team. Currently, CUSD has adopted and sustained a modern communication system to better inform our stakeholders."	Chualar Unified School District prides itself in having an active and involved community. Our teachers and administrators seek the expertise of our partners at the Monterey County Office of Education who provide ongoing trainings. These trainings include tools and strategies to disaggregate data and reports to therefore deliver comprehensive information and results to parents and community members.	"One measure Chualar has used successfully for years is promoting and encouraging parent involvement through our various committees formed to address the unified goals in our Local Control and Accountability Plan. To ensure that a diverse group of parents are able to be involved in the decision-making process our committees meet in the evening hours of the days, are always provided translation services, and in some cases child-care for their children. Committees such as School site council, English Learner Advisory Committee, Parent-Teacher Committee, teachers, and Conferences, Board Meetings, etc. Such meetings are translated by a translator."	"The community plays a vital role in the success of Chualar Elementary School through their strong community representation. By forming committees and having stakeholder involvement we ensure that the goals set forth by our school Board for the Local Control & Accountability Plan are met with a high level of standards through the many levels of scrutiny. Chualar Union School District continues building stronger connection channels with parents through REMIND, our school communication system."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	7/13/2022	2022
37680230000000	Chula Vista Elementary	3	"CVESD currently does an exceptional job engaging educational partners to ensure a multitude of community and student voices are heard. Input and data is gathered through DAC/DELAC, B-LAC, PTA, SSC, student focus groups, parent focus groups, and classified and certificated bargaining groups."	"Based on input and local data, educational partners expressed a desire to provide feedback through anonymous electronic communications. Supporting the community's request will be a focus during the 2022-23 school year."	"CVESD is committed to providing accessible safe spaces for providing input specifically to support Black children, children learning English as a second language, LGBTQ+ children.  This will be implemented through Thought Exchange 'Rooms'."	"Yearly, CVESD engages parents/guardians through a Hanover survey to understand their perceptions and opinions about District efforts with decision making. Parent/guardians will provide feedback around multiple questions, including their opinions about the ability contribute to the school policy related decision-making process and the budget process at individual school sites. A key takeaway from the last administration of the survey is that approximately 45% of the respondents were involved in school governance opportunities to contribute to the school culture to improve student outcomes by joining site specific councils and advisory groups. A major strength of CVESD is the use of DAC/DELAC meetings to educate the learning community. Each meeting is focused on the school - parent partnership that drives student learning. CVESD continues to build partnerships through our Safety Committee, Black Learner Advisory Council (B-LAC), Budget Advisory Council and School-Site Councils (SSC) which are all in support positive student outcomes."	"An area of improvement for relationship building is understanding how to increase parent/guardian presence on campus in spite of scheduling conflicts. Hanover results (from the last administration of the survey) show us that 40% of respondents are unable to attend school functions, meetings, and join councils because of scheduling conflicts. An area of improvement is continuing the development of site administrators to educate School Site Council members, staff members, community members, and PTA members at the site level to deepen the education that occurs at DAC/DELAC meetings."	"CVESD is committed to improving engagement of underrepresented families by providing virtual and/or in-person meeting options. To maximize participation and engagement, CVESD will offer meetings at varied times with access to translation services and childcare."	"This past year, site administrators utilized a presentation that was consistent throughout CVESD to focus on parent, student, and target group input for student achievement plans, and the LCAP document. Site administrators utilized this presentation framework to gather input from SSC, PTA, staff, both classified and certificated, and community groups. The use of the site administrator provided deeper context and learning for our school community, strengthening the work done at DAC/DELAC.  An additional engagement that has been successful for LCAP planning, was the utilization of focus group meetings with parents and students at some of the highest unduplicated count schools. The data gathered at these meetings was powerful and we have planned to continue these meetings on a wider scale in the future. Additionally, we plan to use virtual meetings as an opportunity to continue to collect stakeholder feedback and input."	"CVESD is continues to look at multiple opportunities to seek input in decision-making including Thought-Exchange and Hanover survey. We also are committed to providing multiple opportunities at the site and District level for families to share thoughts, concerns, and suggestions."	"CVESD is committed to improving engagement of underrepresented families by providing virtual and/or in-person meeting options. To maximize participation and engagement, CVESD will offer meetings at varied times with access to translation services and childcare."	5	5	4	4	4	4	4	4	4	4	4	4	Met	6/15/2022	2022
37680236115778	Chula Vista Learning Community Charter	3	"The Chula Vista Learning Community Charter School strongly believes in the full potential of each and every individual within the organization and values their integrity to create their own knowledge to transform their current community. Therefore, strong professional development in thinking and learning is essential to meet our vision. By engaging all educational partners in the process, we establish the foundations to improve conceptual development, meta-cognitive skills, and multimodal awareness."	Due to COVID-19 protocols parents have had limited access to events on campus and have asked for an increase of in-person parent engagement events this upcoming year.	"The Chula Vista Learning Community Charter School will continue to provide numerous engagement opportunities for underrepresented families to gather and streamline feedback to inform and update our Local Control Accountability Plan's goals and actions, and further build relationships between staff and families."	"The Chula Vista Learning Community Charter School promotes parent engagement by providing a robust learning experience related to language development, social justice, global perspectives and community engagement. Parallel articulation with all educational partners builds strong relationships that center on student academic outcomes and social emotional learning practices."	"An area of focus for improvement is to identify methods to reach all educational partners and provide flexibility in the teaching and learning process. This will further strengthen effective communication for our families, educators and students."	The Chula Vista Learning Community Charter School will continue to provide numerous engagement opportunities for underrepresented families to gather and streamline feedback to inform and update our Local Control Accountability Plan's goals and actions to further support student outcomes.	"The Chula Vista Learning Community Charter School through its annual needs assessment identifies key components in strengthening input for decision-making. The school has created and implemented an area of improvement by creating advisory committees and councils for all targeted and underrepresented subgroups (this includes families) to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic process."	Due to COVID-19 protocols parents have had limited access to events on campus and have asked for an increase of in-person advisory committee and council meetings this upcoming year.	The Chula Vista Learning Community Charter School will continue to provide numerous engagement opportunities for underrepresented families to gather and streamline feedback to inform and update our Local Control Accountability Plan's goals and actions.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/13/2022	2022
33671736032411	Cielo Vista Charter	3	"Strengths: As a school site, we have a thriving Class Dojo community in which 95% of our parents are connected to. The site administrators post messages on an on-going basis and communicate with all parents/families. Each teacher hosts their own page in which they share important updates, classroom pictures, and homework help. CVC continues to build trust and respectful relationships with families by regularly communicating with parents, students, and other educational partners through one-on-one meetings, personal and frequent check-ins by staff members, emails, and monthly letter, which are written in English and Spanish."	Improvement: Continue to build a robust school website and continue to improve and provide multiple methods of family involvement.	"Area of Focus: Focus on our families assets, cultures and goals by providing opportunities for our underrepresented families to take on leadership roles within the school community. Our focus will be to identify the barrier for specific families and put a system in place in order  to strengthen relationships and build trust."	"Strengths: Cielo Vista Charter staff members and administration view their relationships with students, parents/guardians, and all stakeholders as a collaborative partnership. Teachers engage in Leader In Me Actions team meetings throughout the year that focus on LIM best practices and school improvement.   Cielo Vista Charter has added a FACE Specialist (Parent Liaison) in order to reach out to more educational partners, build capacity, and provide more opportunities for our parents to share their concerns, as well as provide feedback. Our Face Specialist will also provide trainings and strengthen our connection to the PSUSD Family Center."	Improvement: An increase of our families are on and regularly using ParentVue to progress monitor as well as communicate with teachers.	"Area of Focus: CVC FACE Specialist will focus on reaching, communicating, supporting, and working with our underrepresented families that we are not currently reaching. Personal phone calls and an increase in opportunities for our most vulnerable educational partners to be on campus learning while in the meantime, the school will gain their trust."	Strengths: CVC calendars monthly events in which our educational partners are provided opportunities to provide input on policies and programs. These events are calendared and sent out to families via a variety of communication platforms. Some examples of a wide variety of how our community gives input is: CVC Coffee Chats CVC ELAC Meetings CVC PTG Meetings LIM Parent MRA (Measurement Results Assessment) LIM Student MRA (Measurement Results Assessment) Panorama Survey LCAP Survey	"Improvement: CVC has started to build their new Advisory Board, which includes two parents, two staff members, and three community members."	"Area of Focus: Continue to consult with parents on LCAP actions and services; broaden the focus of these meetings to include more student data, especially for our underrepresented families. Ensure that our advisory board represents the families of our school."	5	4	4	5	4	4	4	4	4	4	4	4	Met	6/28/2022	2022
35674620000000	Cienega Union Elementary	3	"Currently, our LEA is strong in communication between staff and families.  We practice continuous outreach through emails, text messages, phone calls, our weekly newsletter, and in-person conversations."	"According to our Parent survey, all families felt respected and welcome at our school site."	"Our families feel that they are being represented and heard, according to a parent survey.  However, engagement can continue to grow through new opportunities at the school site, such as larger community events."	"Cienega has very strong communication with the families of the students.  Families can contact staff easily at drop-off and pick times, as well as standard  means (phone call, email, etc.) Cienega also utilizes the site council as a source of parent input and feedback."	"According to the May 2022 survey, 100% of the parents and students felt comfortable and welcome at the school.  Parents suggested updates to the ELA curriculum, new equipment and increased instruction time for P.E., and providing students with in-person mental health services as ways to improve the instruction and environment at Cienega."	"At Cienega we are fortunate that with our small size, we can easily communicate with parents when they have concerns about their student's academic success or outcomes.  Based on the results of the May 2022 survey, we have areas of improvement to make to the curriculum.  We also need to maintain our current standard of communication with families to ensure all staff and parents are unified as a team for their student success."	"The LEA currently is successfully communicating through multiple avenues, as listed above.  The LEA also will seek out parent input through surveys and its Site Council."	"The LEA could improve by having more opportunities for parent input, such as more Site Council meetings and more notification of issues that will be discussed during local board meetings."	"Our site will continue to put emphasis on effective communication with all families, especially those whose students may be having academic and social difficulities."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/7/2022	2022
01611760130534	Circle of Independent Learning	3	"COIL recognized the need to provide an opportunity for families to connect both formally and informally, network, and learn about topics that could help them in their ""Home Educator"" role, identified in our Non-Classroom Based, Independent Study Model. COIL has formally built-in opportunities for parents and students of all demographics to engage, build relationships and network. A very important way that COIL regularly works to build a partnership with the parent, focusing on student success, is through the Advisory Teacher meetings. These meetings have been an integral requirement, supported by Independent Study law since the start of the charter movement, and are embedded in the COIL culture. These meetings take place with the parent, student, and teacher, and all three work collaboratively to discuss the strengths, goals, gaps, work assignments, and progress throughout the entire school year. These meetings, on average, take place every two weeks; however, the time between meetings may not exceed 20 school days."	"COIL has worked to enhance the partnership between the teacher and parent (Home Educator) by implementing the ""Home Educator Seminar"". The Home Educator Seminar (HES) was created during the 17-18 school year, and first implemented during the 18-19 school year. This program continues to be refined in order to reach as many families as possible. The focus is on the ""Home Educator"" and the various topics discussed center around providing tools for assisting their child with their academic and social-emotional needs away from the school site."	"One of the main challenges is finding meeting dates and times that work for our families. Due to the very nature of Independent Study, students and families are all on their own individual schedules and finding a time that works so that everyone has the opportunity to attend is a main priority. To combat this, the HES has now been set up to be offered at various times and days throughout the year (quarterly) with the opportunity to attend remotely through an online webinar platform. COIL has restarted weekly Park Days activity to build relationships with families. Park Days meet once a week at a local park, and while the kids play and make friends, the parents collaborate and network to share ideas and get to know other families in our Independent Study community. There was good family participation, interacting, playing, networking, and having fun.   Stakeholder meeting notes will be shared with all families, including the opportunity to provide additional input via a google form."	"COIL primarily utilizes surveys to elicit feedback from staff, students, and families each year to obtain valuable feedback as to the areas of strengths and needs for various identified areas including, but not limited to basic communication, school climate, development opportunities, as well as other interest areas. COIL has been in the Fremont community for over 20 years and has established a well-respected reputation for its interactions with its students and families. Over the past few years, COIL has developed and implemented many different strategies to build trusting relationships, create a welcoming environment, as well as understanding the specific strengths, needs, culture, and goals of their students and families."	"When a student shows interest in attending COIL, the family and student/s attend an informational meeting to better understand COIL. Additionally, they can meet with an administrator to answer specific questions about COIL and discuss their specific situations, goals, and needs. After students are enrolled, all students (parents of younger students) fill out a Learning Styles Questionnaire and a Multiple Intelligence questionnaire to help their Advisory Teacher better understand their student learning styles.  An area of improvement is the need to follow up with new families within a reasonable time frame to gauge their comfort level and students ability to be successful in the COIL model."	"In addition to that, starting with the 19-20 school year, when the student and parent attend their first Advisory Teacher (AT) meeting, the teacher fills out a ""New Student Questionnaire"" asking them about their interests, hobbies, books they like to read, as well as goals they have for themselves and the like. All of this is done to build a ""Relationship Based"" academic experience between all stakeholders (student, parent, teacher, community) to create a caring and trusting relationship."	"COIL primarily utilizes surveys to elicit feedback from staff, students, and families each year to obtain valuable feedback as to the areas of strengths and needs for various identified areas including, but not limited to basic communication, school climate, development opportunities, as well as other interest areas. We have found that this is the best method of ensuring the reach for all our students and their families. Throughout the planning processes, valuable input from students, families, staff, and community members has added to the overall development of all aspects of the plans. Utilizing multiple student and parent surveys, weekly professional learning communities with teacher and staff, councils, regular student, teacher and parent meetings, ELAC (English Learner Advisory Committee), and direction from COIL's Governance Council, vital and important input was received and utilized in the creation of the associated plans. Coupling this information with local academic assessment data that is continuously analyzed, provides COIL with an informed decision ability to address the needs of COIL's student academic focus and intervention and staff and teacher support to ensure the highest degree of success."	"COIL offers many opportunities for input from all stakeholders. As described above, the Advisory Teacher meetings are the primary way students, parents, and families provide input regarding activities and decisions made at COIL, these meetings are offered both in-person and video. In addition to the Home Education Seminar, COIL also has a Parent, Teacher, Student Council (PTSC). The PTSC is a group of Parents, Students, and Teachers that work together to identify ways to support COIL by coordinating financial support through fundraising. The PTSC facilitates communication between all of the COIL stakeholders: Parents, Students, Teachers, Governance Council, and COIL Administrators. The PTSC also provides educational opportunities for Students and Parents by offering Workshops, Speaker Series, and assisting with planning and implementing various school events.  Lastly, at the top level of Decision Making, COIL's Governance Board is a perfect example of how COIL incorporates input from all Stakeholders. Each stakeholder group is represented on the COIL Governance Board. The Board consists of 3 Parents, 3 community, and 3 non-voting teacher members thus allowing for equal representation and input in the decision-making process for the school.  Providing opportunities for educational partners to provide their input and feedback, especially for times when attendance is not viable, is a continued area of improvement. Through COIL's newsletter and associated google forms, the improvement in feedback will be monitored."	"Based on the feedback received from educational partners, COIL strives to provide increased training for home education facilitators on curriculum options and how to utilize the various programs effectively. COIL acknowledges that while our program model seamlessly transitioned during the height of the COVID campus closures, our students must be provided with more opportunities for in-person interaction with peers and adults in both the traditional educational setting and non-academic settings. Providing opportunities for educational partners to provide their input and feedback, especially when attendance is not viable, is a continued area of improvement. The improvement in feedback will be monitored through COIL's newsletter and associated google forms."	5	5	5	5	5	4	5	5	5	5	5	5	Met	6/14/2022	2022
19647330140749	Citizens of the World Charter School East Valley	3	"Some of our strengths and progress when it comes to building relationships between school staff and families include: multiple touch points built into our calendar and schedules throughout the year, continuously monitored and updated contact information so staff can call families to share positive news, make connections, or partner together to solve issues, clear communication shared with the community about who and how to contact the school for a variety of different topics, and a 2-way communication portal that allows parents to choose their preferred language and message settings to ensure communication is being received in preferred ways and times and is fully accessible. We also have a system in place for families to request translation in any language for parent conferences, IEPs, parent workshops, etc.  With the restrictions placed on families due to Covid, many of the relationships were built in a virtual environment which can be perceived as inhibiting to community involvement however EV has been able to engage ALL families in various community events (such as 100% participation in the Annual Family Give)."	Our area for growth will be to transition to from a virtual community into one that works in partnership on-site. Due to opening in the Pandemic the culture of community volunteerism was done largely in a virtual setting. We will need to shift families into directing their investingment and involvement with the school to more on-the-ground activities in the next year.	"We plan to consistently offer translation services so families know that they will be understood and can engage fully when they are capable of being present. We will continue outreach to determine how best to plan and communicate when opportunities for feedback and partnership exist, and we will invest in long-term usage of our 2-way communication platform to ensure that parents receive communication in their preferred language and at the most ideal times. We will continue creating opportunities for staff and families to engage and connect regarding their shared care for our students. We are expanding our current Good Neighbors volunteer group, which has been working exclusively on external enrollment outreach in underserved communities to one that does that body of work AND finds ways to engage and support families already enrolled at CWC EV."	"Our current strengths and progress toward building partnerships for student outcomes include: teachers providing weekly communication with families about the classroom and parent partnership opportunities, the school providing bi-weekly newsletters about what is going on around the campus, upcoming events and shared goals, structures in place for academic and behavior support when parents or staff recognize additional support is necessary, timely follow-up meetings to reassess and reconvene when additional supports are in place, a robust leadership and Special Education team to coach and support teachers and staff to better engage and support thor students, a supportive and skilled regional support team to ensure the school and practices are compliant and in the best interest of all educational partners. We also utilize data and provide professional development to staff and parents to ensure responsiveness and meet all students’ diverse needs.  Parents are building their understanding out how we measure student progress at the grades we currently serve (F&P and NWEA)."	"While we currently have wonderful and effective structures in place to monitor and support students’ progress and growth, we are currently working on strengthening and crystallizing a thoughtful and supportive step-by-step process for each individual academic and behavioral need. We want all educational partners to fully understand their role, the support needed, and how the team will work together in support of the child/ren. In doing so, we are also inquiring about how best to include and engage our parents and families in school matters.   Based on feedback from families we are developing workshops for families so they can become learning partners at home. We will be providing them a more detailed overview into how we teach so they can mirror our instructional and SEL model at home. We also are spending time educating parents on what the data means in F&P and NWEA so they are informed of where their child is on the continuum of learning."	We will continue to provide translation services whenever needed. In addition we will launch parent based affinity spaces in the future for the following groups: - Black and Brown Student Families - Latinx Student Families - API Student Families - LGBTQ and Non-Traditional Families	"Some of our strengths and progress regarding seeking input for decision-making include: monthly coffee with the admin. meetings, parent committees, Principal’s Council meetings, clear communication about who to reach out to for what, and a dedicated staff (many of which are bilingual) and take time to reach out to families via phone, zoom, and email."	There is a lot of concern and involvement around feedback surrounding Covid-19 safety as well as developing a stronger lunch program however these areas are not very flexible or adjustable based on family input.  There has been a lot of involvement and success around how to build a strong community during these times. We asked for their input on how to structure the class groups for next year and took their feedback into consideration.	"We plan to reinstate our Gentle Beginnings structure next year which will allow for our most underrepresented students to still have the opportunity for our staff to get to know them and place them in the best class for their personality.  In addition, Coffee Socials were offered both in-person and an alternative time on-line to ensure working families can attend and give feedback."	4	4	4	4	3	4	4	4	4	3	3	3	Met	6/15/2022	2022
19647330122556	Citizens of the World Charter School Hollywood	3	"Some of our strengths and progress when it comes to building relationships between school staff and families include: multiple touch points built into our calendar and schedules throughout the year, continuously monitored and updated contact information so staff can call families to share positive news, make connections, or partner together to solve issues, clear communication shared with the community about who and how to contact the school for a variety of different topics, and a 2-way communication portal that allows parents to choose their preferred language and message settings to ensure communication is being received in preferred ways and times and is fully accessible. We also have a system in place for families to request translation in any language for parent conferences, IEPs, parent workshops, etc."	"We are currently conducting a study with an outside consultant agency to interview focus groups of parents (of all ethnicities, levels of involvement, socio-economic status’, child age ranges, length within the community, language spoken, etc. to find out how the school can better engage, partner with and support our families. We have some wonderfully involved parents, but they don’t necessarily represent the entire diverse population of students we serve. Our goal is to bring more voices to the table in ways that promote equity, cater to all lifestyles and work schedules, and ensure a diverse and accurate representation of our students."	"We plan to consistently offer translation services so families know that they will be understood and can engage fully when they are capable of being present. We will continue outreach to determine how best to plan and communicate when opportunities for feedback and partnership exist, and we will invest in long-term usage of our 2-way communication platform to ensure that parents receive communication in their preferred language and at the most ideal times. We will continue creating opportunities for staff and families to engage and connect regarding their shared care for our students."	"Our current strengths and progress toward building partnerships for student outcomes include: teachers providing weekly communication with families about the classroom and parent partnership opportunities, the school providing bi-weekly newsletters about what is going on around the campus, upcoming events and shared goals, structures in place for academic and behavior support when parents or staff recognize additional support is necessary, timely follow-up meetings to reassess and reconvene when additional supports are in place, a robust leadership and Special Education team to coach and support teachers and staff to better engage and support thor students, a supportive and skilled regional support team to ensure the school and practices are compliant and in the best interest of all educational partners. We also utilize data and provide professional development to staff and parents to ensure responsiveness and meet all students’ diverse needs."	"While we currently have wonderful and effective structures in place to monitor and support students’ progress and growth, we are currently working on strengthening and crystallizing a thoughtful and supportive step-by-step process for each individual academic and behavioral need. We want all educational partners to fully understand their role, the support needed, and how the team will work together in support of the child/ren. In doing so, we are also inquiring about how best to include and engage our parents and families in school matters."	We have contracted an outside consultant to facilitate focus groups with all educational partners; asking questions about how the school could better engage families and help them feel more connected to the school community. We will utilize this data and be responsive to what our underrepresented families need to feel seen and heard.	"Some of our strengths and progress regarding seeking input for decision-making include: monthly coffee with the admin. meetings, parent committees, DEI focus groups, clear communication about who to reach out to for what, and a dedicated staff (many of which are bilingual) and take time to reach out to families via phone, zoom, and email."	"We plan to continue flushing out and soliciting feedback on the best ways to reach out to, share information with, and engage our parent community. The pandemic created more comfort with digital communication structures throughout the community, but now that things are opening up again, we want to ensure that all educational partners have a say in how we conduct parent meetings and gather and share information."	"We vow to provide translators and interpreters whenever necessary/possible to create open-lines of communication between all educational partners. We will continue to conduct phone, zoom, and/or email communication to give families the chance to partner with the school. We will provide written communication in the families native language for equitable access for all."	4	4	4	4	3	4	4	4	4	3	3	3	Met	6/15/2022	2022
19647330126193	Citizens of the World Charter School Mar Vista	3	"Some of our strengths and progress when it comes to building relationships between school staff and families include: multiple touch points built into our calendar and schedules throughout the year, continuously monitored and updated contact information so staff can call families to share positive news, make connections, or partner together to solve issues, clear communication shared with the community about who and how to contact the school for a variety of different topics, and a 2-way communication portal that allows parents to choose their preferred language and message settings to ensure communication is being received in preferred ways and times and is fully accessible. We also have a system in place for families to request translation in any language for parent conferences, IEPs, parent workshops, etc."	N/A or (Provide more in-person opportunities for engagement as pandemic strict guidelines related to school closures are relaxing.)	"We plan to consistently offer translation services so families know that they will be understood and can engage fully when they are capable of being present. We will continue outreach to determine how best to plan and communicate when opportunities for feedback and partnership exist, and we will invest in long-term usage of our 2-way communication platform to ensure that parents receive communication in their preferred language and at the most ideal times. We will continue creating opportunities for staff and families to engage and connect regarding their shared care for our students."	"Our current strengths and progress toward building partnerships for student outcomes include: teachers providing weekly communication with families about the classroom and parent partnership opportunities, the school providing bi-weekly newsletters about what is going on around the campus, upcoming events and shared goals, structures in place for academic and behavior support when parents or staff recognize additional support is necessary, timely follow-up meetings to reassess and reconvene when additional supports are in place, a robust leadership and Special Education team to coach and support teachers and staff to better engage and support thor students, a supportive and skilled regional support team to ensure the school and practices are compliant and in the best interest of all educational partners. We also utilize data and provide professional development to staff and parents to ensure responsiveness and meet all students’ diverse needs."	"While we currently have wonderful and effective structures in place to monitor and support students’ progress and growth, we are currently working on strengthening and crystallizing a thoughtful and supportive step-by-step process for each individual academic and behavioral need. We want all educational partners to fully understand their role, the support needed, and how the team will work together in support of the child/ren. In doing so, we are also inquiring about how best to include and engage our parents and families in school matters."	"One of our focuses this year is increasing the voice of our underrepresented families. Regionally we incorporated more approaches to inclusive communication with outputting translated documents in multiple languages. At Mar Vista, we have pivoted to incorporate more innovative ways  to build authentic parent engagement. Some of our most current practices are Engaging in active listening of parents, asking what parents think they need to learn and validating what they already know; Developing partnerships with LA county high schools of various offerings to build parent capacity through a mentorship component where we support parents in their choice for high school with a high school advisory board; Conducting historical analysis with family surveys of where the community has been, where they are, where they need to go and how to get there; Using a integrated model of community organizing to empower our minority families by recruiting staff from similar communities and backgrounds (to also partner as liaisons and representatives.)Connecting parents to school advisory committees and other leadership positions to put their skills into practice and provide them with the necessary support to be their child’s best advocate such as councils and initiatives. We also are being intentional around utilizing equitable approaches to communication- text, electronic, and in-person communication."	"Some of our strengths and progress regarding seeking input for decision-making include: monthly coffee with the admin. meetings, parent committees, DEI focus groups, clear communication about who to reach out to for what, and a dedicated staff (many of which are bilingual) and take time to reach out to families via phone, zoom, and email."	"We plan to continue flushing out and soliciting feedback on the best ways to reach out to, share information with, and engage our parent community. The pandemic created more comfort with digital communication structures throughout the community, but now that things are opening up again, we want to ensure that all educational partners have a say in how we conduct parent meetings and gather and share information."	"We vow to provide translators and interpreters whenever necessary/possible to create open-lines of communication between all educational partners. We will continue to conduct phone, zoom, and/or email communication to give families the chance to partner with the school. We will provide written communication in the families native language for equitable access for all."	4	4	4	4	3	3	4	4	4	3	3	3	Met	6/15/2022	2022
19647330126177	Citizens of the World Charter School Silver Lake	3	"Some of our strengths and progress when it comes to building relationships between school staff and families include: multiple touch points built into our calendar and schedules throughout the year for teacher to caregiver engagement, continuously monitored and updated contact information so staff can call families to share positive news, making connections to partner together to solve issues, clear communication shared with the community about who and how to contact the school for a variety of different topics, and a 2-way communication portal that allows parents to choose their preferred language and message settings to ensure written communication is being received in preferred ways and times and is fully accessible. We also have a system in place for families to request translation in any language for parent conferences, IEPs, parent workshops, etc. We’ve had to be extra intentional about building these relationships during the 21-22 school year because for the majority of the school year, caregivers were not allowed on campus due to covid and the key question/problem to solve is how can staff and family build strong relationships despite the limitations of covid restrictions?"	"Our goal is to bring more voices (voices that represent all of the diverse families in our community) to the table in ways that promote equity, cater to all lifestyles and work schedules, and ensure a diverse and accurate representation of our students.  Our efforts to achieve this are multiprong and include the creation of affinity groups, tireless efforts to translate all materials, cultural activities that honor the backgrounds of our diverse set of families, and parent workshops that educate caregivers on aspects of our learning model.   We aim to improve upon and add to these efforts and to do more to include our historically most marginalized families into the fabric of school life."	"We plan to consistently offer translation services so families know that they will be understood and can engage fully when they are capable of being present. We will continue outreach to determine how best to plan and communicate when opportunities for feedback and partnership exist, and we will invest in long-term usage of our 2-way communication platform to ensure that parents receive communication in their preferred language and at the most ideal times. We will continue creating opportunities for staff and families to engage and connect regarding their shared care for our students."	"Our current strengths and progress toward building partnerships for student outcomes include: teachers providing weekly communication with families about the classroom and parent partnership opportunities, the school providing bi-weekly newsletters about what is going on around the campus, upcoming events and shared goals, structures in place for academic and behavior support when parents or staff recognize additional support is necessary, timely follow-up meetings to reassess and reconvene when additional supports are in place, a robust leadership and Special Education team to coach and support teachers and staff to better engage and support thor students, a supportive and skilled regional support team to ensure the school and practices are compliant and in the best interest of all educational partners. We also utilize data and provide professional development to staff and parents to ensure responsiveness and meet all students’ diverse needs."	"While we currently have wonderful and effective structures in place to monitor and support students’ progress and growth, we are currently working on strengthening and crystallizing a thoughtful and supportive step-by-step process for each individual academic and behavioral need. We want all educational partners to fully understand their role, the support needed, and how the team will work together in support of the child/ren. In doing so, we are also inquiring about how best to include and engage our parents and families in school matters."	"The school will create spaces and ways for families to provide input in ways that they are more comfortable. For example, allowing families to reflect in surveys that are written in their primary language as well as creating spaces where their primary language is spoken. Feedback that is given to teachers from parents in intimate settings such as conferences is also brought to school and regional leadership."	"Some of our strengths and progress regarding seeking input for decision-making include: monthly coffee with the administration, monthly Principals Council and English Learner Advisory Council meetings, parent committee meetings, DEI focus groups/affinity spaces, clear communication about who to reach out to for what, and a dedicated staff (many of which are bilingual) and take time to reach out to families via phone, zoom, and email."	"We plan to continue flushing out and soliciting feedback on the best ways to reach out to, share information with, and engage our parent community. The pandemic created more comfort with digital communication structures throughout the community, but now that things are opening up again, we want to ensure that all educational partners have a say in how we conduct parent meetings and gather and share information."	"We vow to provide translators and interpreters whenever necessary/possible to create open-lines of communication between all educational partners. We will continue to conduct phone, zoom, and/or email communication to give families the chance to partner with the school. We will provide written communication in the families native language for equitable access for all."	4	4	4	3	4	4	4	4	4	3	3	4	Met	6/15/2022	2022
19647330139832	Citizens of the World Charter School West Valley	3	"Some of our strengths and progress when it comes to building relationships between school staff and families include: multiple touch points built into our calendar and schedules throughout the year, continuously monitored and updated contact information so staff can call families to share positive news, make connections, or partner together to solve issues, clear communication shared with the community about who and how to contact the school for a variety of different topics, and a 2-way communication portal that allows parents to choose their preferred language and message settings to ensure communication is being received in preferred ways and times and is fully accessible. We also have a system in place for families to request translation in any language for parent conferences, IEPs, parent workshops, etc."	"Our goal is to bring more voices to the table in ways that promote equity, cater to all lifestyles and work schedules, and ensure a diverse and accurate representation of our students. Our efforts to achieve this are multiprong and include the creation of affinity groups, tireless efforts to translate all materials, cultural activities that honor the backgrounds of our diverse set of families, and parent workshops that educate caregivers on aspects of our learning model. We aim to improve upon and add to these efforts and to do more to include our historically most marginalized families into the fabric of school life."	"We plan to consistently offer translation services so families know that they will be understood and can engage fully when they are capable of being present. We will continue outreach to determine how best to plan and communicate when opportunities for feedback and partnership exist, and we will invest in long-term usage of our 2-way communication platform to ensure that parents receive communication in their preferred language and at the most ideal times. We will continue creating opportunities for staff and families to engage and connect regarding their shared care for our students."	"Our current strengths and progress toward building partnerships for student outcomes include: teachers providing weekly communication with families about the classroom and parent partnership opportunities, the school providing bi-weekly newsletters about what is going on around the campus, upcoming events and shared goals, structures in place for academic and behavior support when parents or staff recognize additional support is necessary, timely follow-up meetings to reassess and reconvene when additional supports are in place, a robust leadership and Special Education team to coach and support teachers and staff to better engage and support thor students, a supportive and skilled regional support team to ensure the school and practices are compliant and in the best interest of all educational partners. We also utilize data and provide professional development to staff and parents to ensure responsiveness and meet all students’ diverse needs."	"While we currently have wonderful and effective structures in place to monitor and support students’ progress and growth, we are currently working on strengthening and crystallizing a thoughtful and supportive step-by-step process for each individual academic and behavioral need. We want all educational partners to fully understand their role, the support needed, and how the team will work together in support of the child/ren. In doing so, we are also inquiring about how best to include and engage our parents and families in school matters."	"Knowing that there is a correlation between families’ sense of connection with a school community to Student Outcomes, we seek to strengthen the bonds between underrepresented families and school.  Based on the input and feedback from our educational partners, we will restructure some of our community events to ensure equity of access and that the location, time and nature of the events are responsive to the needs of our underrepresented families. Additionally, we are planning to schedule 1:1 check ins via phone or in person with underrepresented families to gather regular feedback."	"Some of our strengths and progress regarding seeking input for decision-making include: monthly coffee with the admin. meetings, parent committees, DEI focus groups, clear communication about who to reach out to for what, and a dedicated staff (many of which are bilingual) and take time to reach out to families via phone, zoom, and email."	"We plan to continue flushing out and soliciting feedback on the best ways to reach out to, share information with, and engage our parent community. The pandemic created more comfort with digital communication structures throughout the community, but now that things are opening up again, we want to ensure that all educational partners have a say in how we conduct parent meetings and gather and share information."	"We vow to provide translators and interpreters whenever necessary/possible to create open-lines of communication between all educational partners. We will continue to conduct phone, zoom, and/or email communication to give families the chance to partner with the school. We will provide written communication in the families native language for equitable access for all."	4	4	4	4	4	4	4	4	4	3	3	4	Met	6/15/2022	2022
30103060134940	Citrus Springs Charter	3	"One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide several opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, and field trips, and clearly communicate these opportunities to families."	"Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals."	We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference. We have an Equity Diversity Task Force whose focus is in part to ensure that we are all learning about and ensuring inclusive environments where all students are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.	"Our pillars of personalized learning and core values are embedded in the school culture which supports family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through in-services, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and newsletters. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Student centers have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year."	Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our area of focus will continue to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Our focus will be on providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time.	Supporting healthy SEL in the home and the school is essential to learning. Areas of need are more prevalent in underrepresented families and we will increase support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We will seek input from our leaders who are doing this well.	"The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. We have established advisory groups and have created opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including ELAC and to collaborate with leadership for decision-making."	We will increase our opportunities for family members to engage in advisory groups and decision-making and especially in seeking input from underrepresented groups in the community.	"In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We will collaborate with our Diversity Task Force and our Pupil Services and Homeless Youth Liaison to develop this plan."	4	4	4	4	3	4	4	4	3	3	3	4	Met	6/7/2022	2022
37683380124347	City Heights Preparatory Charter	3	"A major strength of City Heights Prep has in building relationships is the communication skills between administrators and teachers with families in regards to student progress and behavior. All staff have access to a translation app that gives them instant access to a translator in 120+ languages. This allows teachers to have meaningful conversation to all our families. We also partner with local non-profits in the community to provide in person translation and community resources. We also have a very diverse staff and many of the major languages spoken by the students and families are spoken by our staff. We have a potluck each year that allows students to bring food and celebrate their culture. Last year, we had a school wide science fair and invited families. They were able to see the work their students are doing and it allowed them to celebrate with us."	Our goal is to provide staff with professional development that helps them learn new ways to connect with our families. We are also working on collecting more email address which we can add to our parent communication apps. Each of these apps provides translation services to make sure parents can understand.	"In the past, we have had a panel of parents come speak to our staff during a professional development. The panel was full of underrepresented families. We would like to have more professional time like this that allows staff to connect with our underrepresented families."	"City Heights Prep has shown strengths in providing families with resources to support student learning at home. This includes providing students with materials such as laptops, portable wifi’s, and any other school supplies needed. Other resources given out to families often include mental health resources, hygiene products, online burnout resources, community medical assistance, parent support services, and multiple student learning platforms. We host a yearly back to school night and this year we are hosting our first parent/teacher conferences. In addition to providing free translation, we have times for parents to come in the evening and during the day to accommodate all lifestyles and work schedules. We also collect parent contact information so they can be added to our LMS, parent communication app and behavior tracking system. We have a 504 process that allows parents and teachers to recommend services to students in need. We post our student handbook and different policies and notices on our parent communication app."	Our goal will be to continue our parent/teacher conferences and offer professional development to our staff to increase family partnerships. We want to find new ways to incentivize parents to come and communication details with them.	We have two times for our parent/teacher conferences. This allows families that have unique work schedule to be able to attend the conferences. We have a slot during the day and then one after school. We are also providing free translation services.	"City Heights Prep strength in decision making would be the implementation of parent advisory groups and asking for input about school policies, providing board meeting updates, funding, programs, and re-opening updates/procedures.  We are currently collecting emails from parents to increase communication and add parents to our various communication apps and LMS.  We make families aware that they can schedule a meeting with the staff anytime they want to speak to them."	The areas of growth and improvement can be seen by engaging more families to attend advisory meetings and reaching out to families who are underrepresented.	"The staff could meet more regularly to discuss improvements and evaluate family engagement activities at the school level. Opening communication with families more, in order to ensure all families are aware of meeting times and information is also an area of improvement."	5	5	4	4	2	4	3	4	3	3	3	3	Not Met	9/27/2022	2022
19646341996529	City Honors International Preparatory High	3	"The strengths of the LEA in building relationships with our staff and families lie in the various opportunities we have for staff to engage with our parents. Events include, but are not exclusive to: Back to School Night, college & career visits, mentorships with local partner meetings, parent meetings focused on college/universities, information nights (financial aid, college applications) and other events. Additionally, parents and staff also have opportunities to connect through our co-curricular activities and other organizations such as sports and music."	"The focus for improvement in building relationships between school staff and families includes increasing the diversity of parents coming to our events. We know parents from the unduplicated (EL, foster youth, and low income) students tend to have less representation. The school is actively working to increase families voice' in school activities."	"City Honors will continue to build relationships with underrepresented families by ensuring the following: -IUSD will also support site administrators with development of the Single Plan for Student Achievement (SPSA) and including families in the process. -the school will ensure translation is available at meetings, events, and written correspondence -the school will continue to monitor process on building relationships between families and school staff -the school will begin to implement the new El Master Plan to support EL students and another avenue to engage with families  -"	"As an LEA, City Honors value family engagement to seek feedback and gain insight into the needs of all of our students. We utilize the following meetings to seek feedback from our educational partners:  -School Site Council (SSC) Meetings -town hall meetings -student/staff/parents surveys to seek feedback about student needs and our academic programs   Our needs assessment is driven by our family engagement feedback and the California Dashboard. It was very clear to us that our students were struggling with social and emotional issues. As a result, we have built a Wellness Space to provide social and emotional activities to our students. The school will continue to pursue increasing our A - G completion rate so we can transition more students to college post-graduation.   The school will evaluate the effectiveness of these changes by surveying our students and parents annually."	"The focus areas of improvement in Building Partnerships for Student Outcomes: -parents want to be involved, but many cannot do so because of work schedule conflicts (Parents have asked for more opportunities for interacting with the school occur after school hours.) -the school will continue to use feedback from parents, students, and staff to better tailor engagement opportunities to best fit the needs of the most parents to the extent possible"	"The school will continue to explore new innovative methods to reach all parents, specifically focusing on underrepresented families. This can include engagement opportunities hosted in the community. Feedback from parents will be solicited early in the school year to develop plans that best fit the needs and ability of parents to be involved in their child's education."	"Our school will use funding to support teachers with personalized professional development and school-wide trainings.   Additionally, the school provides virtual parent trainings. We have a data-chats program as part of a personalized student success plan for each student. This year, we will have family data-chats which will involves the parent, teacher, and student setting goals based on a students area of need as determined by our internal assessment. High school students are provided meetings with a guidance coordinator who works with others to support improved student outcomes. The school provides all required legal notifications either on our website (typically translated to Spanish) or through the annual student agreement.  The school values consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff."	Our focus areas of improvement include the following:  -Parent engagement/empowerment activities or academies -College and career parent engagement seminars	"The school will continue to build relationships with families by ensuring translation is available via home-school communication, at events, and at parent/student meetings.  Other ways include: -involvement in School Site Council (SSC) -continue to monitor progress on relationship building -incorporating family data-chats"	2	3	3	4	2	2	3	2	2	3	3	3	Not Met	10/5/2022	2022
19643940000000	Claremont Unified	3	"Overwhelmingly, our educational partners felt that our schools, as well as the District Office, are welcoming which is crucial in building relationships between school staff and families.  Both the District and school sites offer trainings, committee opportunities, and provide resources on building trusting and respectful relationships with families.  CUSD offers a wide variety of workshops throughout the District to engage families.  The workshops include the Parent Institute for Quality Education (PIQE), Social Emotional Learning, Attendance Awareness, College Awareness, Community Resource Meetings, and Family Literacy.  We also provide opportunities for parents to attend Parent Leadership Conferences.  Claremont Unified continues to partner with the Claremont Education Foundation, Tri-City Mental Health, and South Coast Community Services, among others to, help build capacity.  The District also utilizes many tools to communicate with its educational partners such as Peachjar, Blackboard, Remind, Canvas, and Class Dojo.  There are numerous options to receive information in various ways such as email, text, phone, or flyers."	"There are several areas we have identified as areas of improvement for building relationships between school staff and families.  While we offer many options for our educational partners to receive information, it was expressed that families are being overwhelmed with information and sometimes have difficulty separating the site information from District and community information.  Most, but not all, educational partners felt that they have seen more communication in both English and Spanish.  We have targeted two-way communication as an area for improvement. Our educational partners also felt that communication can often be one-sided and many times there are insufficient opportunities to respond.  This can cause people to be reactive in situations rather than proactive.  Another area for improvement will be to offer more trainings centered around cultural diversity and culturally responsive teaching.  In addition, families would like to see more parent engagement opportunities at the secondary level."	"Based on the analysis of the feedback received from our educational partners, we are working closely with our school sites to improve engagement of our underrepresented families in relation to building relationships between school staff and families in several ways.  We will provide more timely communication with our families through site communications (Principal’s Weekly Newsletter, Peachjar, Blackboard, Remind, Canvas, and Class Dojo, etc.).  Our secondary sites are exploring ways to increase opportunities for parent engagement, especially as COVID restrictions are lifted on our campuses.  Our District Parent Liaison has planned additional workshops and will be reaching out personally to our underrepresented families regarding these opportunities.  Additionally, our Educational Services Department will offer workshops to certificated and classified staff on cultural diversity and culturally responsive teaching, along with other topics based on input from the District Equity Advisory Council."	"As before, out educational partners felt that both the District and schools work hard at building partnerships for student outcomes.  This is demonstrated through the use of additional communication tools as well as the numerous workshops and trainings offered at the District and school sites.  Families have opportunities to partner on committees such as LCAP, ELAC, SSC, DELAC, PFA, CPFA, and Title I.  Our educational partners felt that CUSD is very accommodating to families, and that a huge strength in building partnerships for student outcomes is our parent liaison who works tirelessly to reach out and engage families."	"An area of focus for improvement in building partnerships for student outcomes continues to be working to engage our underrepresented families.  CUSD appreciates feedback, but we realize that if a family is disengaged, the District does not receive their feedback.  Our site administrators are focusing on reaching out to all their families via various communication tools and site activities.  Our parent liaison will be personally reaching out to our underrepresented families to increase their comfort level with district and in turn, site personnel."	"Based on the input from our educational partners, several suggestions/recommendations emerged to improve engagement or our underrepresented families with respect to building partnerships for student outcomes.  These include:  1)  Surveying parents to explore other ways to engage parents, and 2)  Developing parent leaders on each campus to assist with parent engagement.  These suggestions will be considered in 2022-2023."	"Again, our educational partners felt that both the District and schools work hard at building partnerships with our families with respect to seeking input for decision-making.  Although most committees are advisory in nature, the feeling among our educational partners is that most of these committees such as LCAP, ELAC, SSC, DELAC, PFA, CPFA, and Title I, are decision making committees and play an important role in the decision-making process.  However, as stated previously, only partners providing feedback and making decisions are those that are engaged."	"An area of focus, based on input from our educational partners, for improvement in seeking input for decision-making will be to engage more underrepresented families and foster parent leaders on our campuses.  Our District parent liaison has worked hard to provide more parent workshops and activities in order to involve more schools in some of the activities that are happening at other sites.  In 2021-2022, we offered many workshops virtually which helped to increase engagement.  This will be continued in 2022-2023 and include such topics as social emotional and mental health, drug awareness, school attendance,  parenting, Parent Institute for Quality Education (PIQE), IB Middle Years Information, financial wellness, addiction, suicide prevention, and physical wellness."	"The ways we will work to improve engagement of underrepresented families with respect to seeking input for decision-making is much the same as with the previous two areas.  Our site administrators are focusing on reaching out to all their families via various communication tools and site activities and offering the opportunity to attend virtually.  Our parent liaison will be personally reaching out to our underrepresented families to increase their comfort level with district and in turn, site personnel.  These methods of outreach are good protocols for increasing parent engagement in general."	4	4	4	4	4	4	4	4	5	4	4	4	Met	6/24/2022	2022
09618380136200	Clarksville Charter	3	"Educational research validates that support at home is critical to a child’s academic success, we have made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plans, student work, and determine next steps for student achievement, with a focus on parent engagement strategies, and professional development in regards to our underrepresented populations. An example of parent engagement would include ELAC meetings and opportunities to collaborate on student and parent engagement policies.  The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, learning field trips, and by participating in advisory committees, and special events. One of the many opportunities for underrepresented families are the clubs and virtual academies that provide additional engagement for enrichment and in-person instruction."	"Our school's focus has been to support student academic success and provide the necessary tools to achieve their goals. We will continue to increase and improve academic enrichment, direct instruction, and intervention for the identified areas of academic need for our underrepresented families."	"We serve homeschool families and work closely with the parents/guardian to support students with clear learning plans and a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students."	"Teachers meet with families at least every twenty days if not more.  The focus of the meetings is to build trusting relationships and form a partnership to support student academic learning goals. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, parent workshops and monthly meetings with teachers. We offer personalized student learning in grades TK through 12 and offer multiple educational programs and encourage parents to customize their child's learning experience to help address individual learning needs. Under the direction of caring, appropriately credentialed teachers, students complete an independent study and small group instruction online programs. Students can choose to complete their educational experience completely online, participate in a blended model of online coursework with some direct instruction, complete some offline textbook work, participate in homeschool curriculum, enroll in project-based courses, and enjoy enrichment opportunities. Dedicated English language development, social emotional learning, and Title One specific website."	A focus area for improvement is to increase our parent participation in the survey and increase parent awareness regarding the importance of mandated state tests and how that impacts the perception of our performance based on Dashboard results.	"Our School will continue to strive to create an engaging environment with our educational partners.  Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career ready, to name a few."	"We are an independent study charter school in which teachers and parents meet every twenty days or more to provide academic, social and emotional support to students. Our staff has created a strong foundation for a positive, transformational school culture. The Family and Parent Engagement Policy was developed collaboratively with, and agreed on with, parents/guardians.  Parents/guardians participate in an annual parent survey.  The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. For example, parents indicated in the survey they enjoy regular communication with staff/teachers, including online parent education sessions. Parents recommended a more universal and user friendly school website making it easier for parents to access information. Positive feedback was provided by families regarding their teacher and student interactions, curriculum and enrichment opportunities available for their children."	"An area of focus our school continues to be in relation to communication within parent engagement. A few examples are to improve on our various social media platforms, more opportunities for live interaction, launched a school podcast, in the process of redesigning our website to be more user friendly for our families and community partners."	"To improve our engagement of underrepresented families, students and families are highlighted in opportunities to participate in decision-making regarding events, social interaction and educational field trips. Parents/guardians suggested we continue to increase opportunities for students to socialize with peers and celebrate their success.  Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP. Our goal continues to be to increase parent participation and engagement."	4	4	4	4	4	4	4	5	4	4	4	4	Met	6/6/2022	2022
37680986116776	Classical Academy	3	"As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At The Classical Academy, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment."	"We are working on reestablishing an on campus culture of  community and parent involvement through events, communication, and volunteer opportunities."	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues. All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.	"The Classical Academy measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2021-2022 school year, the following questions were asked on the annual survey."	Please rate your overall satisfaction with The Classical Academy. For the 21-22 school year parents gave us an overall satisfaction rating of 94%.  Please rate your overall satisfaction with the academic program at the Classical Academy. For the 21-22 school year parents gave us an overall satisfaction rating of 94%.  The annual parent survey asked the following question:  Please rate your overall satisfaction with the Classical Academy customer service: For the 21-22 school year parents gave us an overall satisfaction rating of 97%.	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.	"The Classical Academy measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2021-2022 school year, the following questions were asked on the annual survey.   Please rate your overall satisfaction with The Classical Academy. For the 21-22 school year parents gave us an overall satisfaction rating of 94%."	"General comments on the annual survey covered a wide range of topics with the following two common themes for improvements in the 22-23 school year: 1. Reestablishing an on campus culture of  community and parent involvement through events, communication, and volunteer opportunities. 2. Increased academic support to close any achievement gaps."	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.  We will continue to survey parents to make sure we are aware of the needs in our community.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/12/2022	2022
37681060111195	Classical Academy High	3	"As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At Classical Academy High School, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment."	"We are working on reestablishing an on campus culture of  community and parent involvement through events, communication, and volunteer opportunities."	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues. All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.	"Classical Academy High School measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2021-2022 school year, the following questions were asked on the annual survey."	Please rate your overall satisfaction with The Classical Academy High School. For the 21-22 school year parents gave us an overall satisfaction rating of 94%.  Please rate your overall satisfaction with the academic program at the Classical Academy High School. For the 21-22 school year parents gave us an overall satisfaction rating of 94%.  The annual parent survey asked the following question:  Please rate your overall satisfaction with the Classical Academy High School customer service: For the 21-22 school year parents gave us an overall satisfaction rating of 97%.	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.	"Classical Academy High School measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2021-2022 school year, the following questions were asked on the annual survey.   Please rate your overall satisfaction with Classical Academy High School. For the 21-22 school year parents gave us an overall satisfaction rating of 94%."	"General comments on the annual survey covered a wide range of topics with the following two common themes for improvements in the 22-23 school year: 1. Reestablishing an on campus culture of  community and parent involvement through events, communication, and volunteer opportunities. 2. Increased academic support to close any achievement gaps."	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.  We will continue to survey parents to make sure we are aware of the needs in our community.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/12/2022	2022
37103710138404	Classical Academy Vista	3	"As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At Classical Academy Vista, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment."	"We are working on reestablishing an on campus culture of  community and parent involvement through events, communication, and volunteer opportunities."	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues. All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.	"The Classical Academy Vista measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2021-2022 school year, the following questions were asked on the annual survey."	Please rate your overall satisfaction with The Classical Academy Vista. For the 21-22 school year parents gave us an overall satisfaction rating of 94%.  Please rate your overall satisfaction with the academic program at the Classical Academy Vista. For the 21-22 school year parents gave us an overall satisfaction rating of 94%.  The annual parent survey asked the following question:  Please rate your overall satisfaction with the Classical Academy Vista customer service: For the 21-22 school year parents gave us an overall satisfaction rating of 97%.	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.	"Classical Academy Vista measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2021-2022 school year, the following questions were asked on the annual survey.   Please rate your overall satisfaction with Classical Academy Vista. For the 21-22 school year parents gave us an overall satisfaction rating of 94%."	"General comments on the annual survey covered a wide range of topics with the following two common themes for improvements in the 22-23 school year: 1. Reestablishing an on campus culture of  community and parent involvement through events, communication, and volunteer opportunities. 2. Increased academic support to close any achievement gaps."	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.  We will continue to survey parents to make sure we are aware of the needs in our community.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/12/2022	2022
10621090000000	Clay Joint Elementary	3	"Student and parent engagement at Clay School is a strength and cultivates the educational environment where students can thrive and succeed. Parent articulation and participation in ways to improve Clay School are sought at monthly Parent Club meetings, Parent Advisory Committee meetings, annual Parent-Teacher Conferences, and informal Parent-Teacher encounters. Additionally, every year, an anonymous parent survey is provided to each family, whose responses are analyzed by the CJESD School Board, Superintendent/Principal, teachers, and staff who search for areas of improvement in the educational environment. Parents are on-campus volunteering in classrooms, Fall Festival, and Jog-a-Thon. Parents chaperone field trips, coach sports, and bring educational programs to Clay School. Back-to-School Night, Open House and Parent-Teacher Conferences are well attended. We have a spring BBQ where each classroom competes against their parents who come out to play a game of kickball and then the students and parents each lunch together provided by our Parent Club. We have an annual Car Show in conjunction with Open House and a Spring Choir performance combining both our Clay families at over 90% as well as the participation of our community in the car show. Student engagement academically and staff/student relationships are key to a successful educational environment. We have learned during the last few years, attendance is vital to their learning and the relational connection is vital to the reduction and elimination of suspension/expulsions. Clay School utilizes Kagan structures and a Positive Behavior Intervention System (PBIS), which are proven to engage students academically and reduce negative attendance patterns and suspension/expulsions. The Clay Community works daily to live out our school mission in working together to Champion for our students which is our strength; One Community, One Goal; to Exceed Expectations."	"Our partnerships have grown with each other, the stakeholders at Clay School, but also with our community. We have intentionally added monthly fundraisers by supporting local restaurants and making a ""dine out"" evening where Clay would get a percentage of the proceeds. These were great partnerships. We also were awarded a big grant by a local business towards creating a more healthy environment. These partnerships will become foundational as we move forward. We are continually looking for ways to streamline our communication. But again our relationships between school staff and families is strong."	"We have outstanding engagement with all of our families. But to ensure continued engagement we provide interpretation whenever needed to increase and maintain communication, offer clothes and food to those in need, and school supplies when needed. We have held many SSTs that have led to a full Special Ed assessment or the development of a 504. We go above and beyond to help the parents understand the rights they have to get the help and support their children need. At each meeting, rights are provided whether it be an IEP or a 504."	"Clay School has a strong commitment to student outcomes. Families work in close communication with classroom teachers to establish academic goals to reach during the year. Teachers and students set iReady goals, AR goals, CAASPP goals, and reading and math fluency goals. Those are shared with parents at a minimum during progress reporting periods, and trimester report cards, but often a lot of communication in between."	"Increasing communication is always the key. We know that effective feedback is a research-based strategy that increases student achievement. We also know that when the teacher and student are actively aware of where students are performing there is a greater effect in moving that student forward. Therefore, the more we know where students are and share that with students and parents, we have a greater opportunity for success. We also try to diagnose missed opportunities in learning and call out the reasons for success so we can maintain or change learning behaviors. We do this through a Plan Do Study Act Inquiry Cycle."	"Again, it's just increasing communication and understanding. We treat all of our families the same, so it's just ensuring we get 100% attendance at our conferences, ensuring engagement, and then ensuring they understand what it is we are communicating about the data shared. Once they understand, they join in the effort."	"The Clay Superintendent presented detailed information to and requested input from the Clay Board of Trustees, certificated, including special education and EL coordinator, and classified staff (no bargaining units), students, SELPA, and PAC (which includes DELAC representatives as we are not required to have an ELAC or DELAC) CSPC (Clay School Parent Club) and other parents/community members at scheduled meetings or with surveys and newsletters. A very healthy circuitous process happens as all educational partners analyze the same data that drives our next steps. The data and suggestions/plans for the next steps are again shared with the parents, board, and students. Feedback is received and returned to the staff where possible modifications are made to the plan and the process repeats. LCAP input was gathered from the public and trustees on the first Tuesday of each month; from Parent-club/community on the second Wednesday of each month; certificated staff every Monday, and All Staff on the last Monday of each month. Surveys were sent out via Google to all parents, board of trustees, staff, and student representatives. Survey Input collected was referenced to establish current LCAP goals. In addition to the meetings listed below, the Superintendent has monthly SELPA meetings where important LCAP information and guidance are given. Our process is our strength as it is data-based and heavily relies on input. Information is shared with all educational partners with input documented for each group to see."	Clay will continue to do what they are doing in terms of seeking input for decision-making.	Underrepresented families are represented at our Parent Advisory Meetings. We have identified staff that reaches out specifically to these families for their input. We will continue to take extra efforts to reach out for input and ensure understanding of surveys so that all can participate and be heard and understood.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/14/2022	2022
07100740731380	Clayton Valley Charter High	3	"The Counseling Department hosts 6 Parent Information Nights providing information to families relevant to the specific grade area that their students are in. The CVCHS Newsletter weekly parent bulletins contains comprehensive information on school events and activities along with quarterly newsletters from the Counseling Department. The communication parents receive is through our student information system, Power School and School Messenger which provides daily updates on grades and attendance to all parents via email, call and text.   In addition to Parent Information Nights, we host an annual Open House, parent conferences, Academy Info Night, AP Parent Info Night, and new student preview days to showcase our programs and provide opportunities to develop relationships with families within our community. These events help facilitate ongoing dialogue between families and our staff on a multitude of topics, including topics as broad as major academic programs and as narrow as individual student performance."	"CVCHS has identified areas that CVCHS needs to work to enhance their social media presence to expand outreach to parents and community, continue to improve our relations with local school districts and enhance our community partnerships. Examples of this include a revamped school website that makes accessing information much more available"	"Upon review of current practices CVCHS has identified areas for growth.  An area of concern is that the populations, while small in percentages, are critical to our school and we need to work on outreach to these groups of different language speakers. As an initial source of on-site community contact, the school’s MFT will facilitate a newcomer support group. We will look to expand this premise to the larger community to provide a welcoming, inclusive environment where potential applicants feel supported."	"Administrators, counselors, teachers and parents worked jointly to support families with distance learning, social emotional supports and virtual parent involvement. Our LEA reached out to parents through our Targeted Case Management system which provide a series of workshops to parents and students who were struggling with within the virtual educational environment These virtual workshops ran in 8-10 week cycles throughout the year and were a place where where school staff partner with parents on academic, behavioral, and social issues so families can gain an understanding on such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children. Our school-based mental health team supports caseloads for individual and group counseling as well as a very robust menu of other student/family workshops (examples: PHEW--Parent Health Education & Wellness, Everything’s FINE--student peer wellness group, Dad’s Unite group, etc.). While students who are struggling receive communication from teachers as well as support from their counselor, there is a need to continue to develop a sustainable conference model where all families have the opportunity to discuss student progress with their teachers during a dedicated parent/teacher conference."	"As a LEA, we provide professional development four to five times per month by having a professional development schedule every month. A portion of this professional development is dedicated to how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. During these professional development days, staff also reviews state academic standards, state and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their children during these activities. Additional time is spent on schoolwide academic goals, including common benchmarks and instructional guides."	We will continue to work towards developing a more comprehensive conference model to discuss individual student progress at the parent/teacher level.	"Parent trainings and workshops continued in a virtual format. Parent feedback at virtual outreach events, Parent-Faculty Club meetings, LCAP Community Forums & stakeholder surveys were used to guide the creation of the 2022-23 LCAP Goals & actions and services which align with our Charter and WASC documents. Our LEA posts policies and proposed changes prior to adoption so that families have the opportunity to comment and make recommendations"	"Upon review of current practices CVCHS has identified areas for growth.  An area of concern is that the populations, while small in percentages, are critical to our school and we need to work on outreach to these groups of different language speakers."	"CVCHS has identified areas that CVCHS need to work to enhance their social media presence to expand outreach to parents and community, continue to improve our relations with local school districts and enhance our community partnerships."	5	5	5	5	5	5	4	5	4	5	5	4	Not Met	11/9/2022	2022
29663240000000	Clear Creek Elementary	3	"Feedback from educational partners and data analysis has identified the following strengths: 100% of parents responding to the Healthy Kids Survey indicated that the school responds promptly to parent communications.   An average of 87% of parents responding to questions on the LCAP and Healthy Kids Surveys indicated that Clear Creek School encourages and welcomes parent input in the decision making process.  The school uses email, telephone and hard copies to alert families to important events and communications.  Being a small school, teachers and Supt/Principal are also visible each day at drop off and pick up.  The Supt/Principal has an open door policy and parents feel welcome to stop in to share comments and questions regularly."	"As part of the educational partner input and analysis, we will be addressing improved relationship building in our LCAP goals.  We will provide teachers the opportunity to participate in professional development focused on social emotional learning and making connections with students and families.  We will provide collaboration time for teachers to meet with one another and parents to develop appropriate academic goals for students.  We will also work to identify methods of improved engagement with underrepresented families as part of our school Site Council."	"The district will strive to improve engagement of underrepresented families by encouraging a higher percentage of parent participation on our CHKS and LCAP surveys.  To increase our participation rate, we will set up a parent survey station on campus during the survey period so that parents may have a convenient opportunity to participate in the survey when dropping off or picking up students to remove barriers to providing input and participation.  We also encourage participation from a variety of community members on our school Site Council in order to have a voice in the decision making process including EL, Special Education, and Native American committee members"	"Strengths in this area include offering several scheduled opportunities each year to provide information to families such as Back to School Night, Parent Conferences, and Open House as well as online access for parents to view their student's attendance, progress reports, and report cards."	"Student outcomes will be addressed and progress will be monitored using multiple metrics in Goal 1 of our LCAP.  As an area of improvement, teachers through the collaboration process will review parent conference schedules, progress monitoring in ELA and math, at risk conference communications and graduation criteria to be certain this information is clear for parents and teachers have an understanding of academic timelines and procedures.  Through this process, our goal is to be sure no student slips through the cracks and parents will be kept fully informed throughout the school year of their child's progress"	The district will improve engagement of underrepresented families by providing teachers with adequate time to evaluate student progress and opportunities to meet with parents and support staff to implement differentiated strategies that will encourage improved academic outcomes for students	"Our strengths include incorporating advisory committee groups such as EL/Title I, Safety, and Health and Wellness groups into our monthly Site Council meetings.  Parents, guardians, teachers, and administrator attend and participate in these monthly meetings to review reports and provide input.  Additional pathways for family engagement are monthly PTC meetings, our school website, and our LCAP and CHKS survey as well as Google forms for quick input and feedback on sudden new developments."	"As part of our desire to improve, the District has prioritized increasing parent participation in Site Council as an Action item in the development of our 21-22 LCAP.  This particular action item was removed from the 22-23 LCAP as we focus more on actions that are not part of base program, but is still a priority for the Supt./Principal.  Increasing participation improves the discussion and decision making process at all levels of the school."	"The district will strive to improve engagement with underrepresented families by incorporating committee discussions on potential barriers to the input and decision making process for families.  Once potential barriers are identified, we can seek solutions that will encourage increased communication and participation."	4	4	3	4	4	4	4	4	4	3	3	4	Met	6/21/2022	2022
19647250131938	Clear Passage Educational Center	3	"Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet and phone. Additional touchpoints include virtual planning sessions with community partners to discuss on-track, at-risk, probation and foster youth needs and virtual community forums to discuss targeted areas of school-wide development."	"Based on the analysis of educational partner input and local data, continued professional development has been identified as the focus area for improvement. Professional development activities conducted during the school year cover topics and strategies related to the educational and socio-emotional needs of students, teaching staff and parents. A trainer-of-trainers model is used whenever possible to make the most effective use of resources with lead teachers serving as the trainers and mentors."	"Suggestions on ways to further build relationships and improve engagement include increased opportunities for parents/guardians, community based agencies and staff to engage in information sessions, additional opportunities for parents to become acclimated with the school's curriculum and required assessments, additional opportunities for families to access tutorial services for their children that support course completion and continued expansion of services that address the social-emotional well being of all students."	"Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet and phone. Additional touchpoints include virtual planning sessions with community partners to discuss on-track, at-risk, probation and foster youth needs, and virtual community forums to discuss targeted areas of school-wide development."	"Throughout the school year, Clear Passage Educational Center facilitates professional development for all teachers, administrators and classified staff, focused on developing, increasing and monitoring academic instructional expectations. The administrative team at CPEC uses multiple tools such as the school plan and data gathered during cross-functional meetings to identify professional development opportunities which are then discussed with stakeholders during planning meetings and articulation sessions. Also, stakeholders are encouraged to attend external professional development opportunities (facilitated by local/allied agencies) to strengthen their knowledge and ability."	"Data is collected annually to secure feedback from parents and students via CPEC’s school survey. The data is reviewed by teachers, site leadership, and by parents and students during Parent Advisory and Goal Setting meetings. In addition, CPEC leadership continues to refine the process used in evaluating resources that are allocated toward parental and community touch points and introducing new initiatives to increase parental participation."	"Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet and phone. Additional touchpoints include virtual planning sessions with community partners to discuss at-risk, probation and foster youth needs and virtual community forums to discuss targeted areas of school-wide development."	"Throughout the school year, Clear Passage Educational Center focuses on facilitating professional development for all teachers, administrators and classified staff, focused on developing, increasing and monitoring academic instructional expectations and meeting school-wide learner outcomes, while also exploring strategies for increasing and expanding collaboratives practices employed by all stakeholders. Professional development activities conducted during the school year cover topics and strategies related to parent/school engagement and educational needs of students and teaching staff.  Also, stakeholders are encouraged to attend external professional development opportunities (facilitated by local/allied agencies) to strengthen their knowledge and ability."	"Data is collected annually to secure feedback from parents and students via CPEC’s school survey. The data is reviewed by teachers, site leadership, and by parents and students during Parent Advisory and Goal Setting meetings. In addition, CPEC leadership continues to refine the process used in evaluating resources that are allocated toward parental and community touch points and introducing new initiatives to increase parental participation."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/29/2022	2022
49706560000000	Cloverdale Unified	3	"CUSD strives to build relationships between its staff and families. The staff works adamantly to build caring relationships with their students and families through their daily interactions and teaching. Sites offer extracurricular events and family engagement events to build a sense of school community and belonging. Staff works to understand each child’s learning needs and foster a connection within the classroom. Staff regularly contact parents to engage in two-way communication to ensure there is a positive learning environment and robust partnership to best support students. Data from the Youth Truth survey indicated that our families reported “Relationships” as one of the highest categories of the survey. These findings are positive but work must continue to strengthen the degree to which families experience respect, care, and approachability at the school sites."	"In order to improve building relationships between school staff and families, the District has committed to professional learning opportunities that build teacher capacity to make connections with their students and their families. Staff has attended training that emphasizes how to create positive learning environments, how to administer appropriate academic supports and intervention, and how to respect and honor the diversity of our student body and community. The District will continue to offer these professional development supports to ensure all campuses are inclusive and welcoming."	"As a result of educational partner input and local data, the District hired 2 Community Liaisons to help support communication between the staff and our Spanish speaking families. All sites, including the District Office, have bilingual staff to assist students and families. The Community Liaisons will help improve engagement of underrepresented families by developing a personal connection and increasing the opportunity for authentic communication. In order to best meet the needs of underrepresented families in building relationships with staff, the District will continue to provide opportunities for community building, recognition of achievements, and celebrations of success."	"The District’s strengths related to Building Partnerships for Student Outcomes include a variety of actions to support students throughout their academic careers. At the elementary level and middle school level, student conferences are held in grades K-6 in the fall and spring to discuss student academic progress and social development with parents and guardians. At the secondary  6 level, report cards and progress reports are shared with students and families throughout the school year, and all parents have access to student academic progress through the AERIES parent portal to monitor assignment completion and grades. School counselors review academic transcripts with high school students to help both the students and families decide course schedules and develop plans for postsecondary education and/or career opportunities. In addition to partnering with families, the District partners with a number of community organizations to ensure the academic, social-emotional, and health needs of students are met. Through relationships with these organizations students who are in difficulty are served and their needs are addressed to allow them to return to the classroom and be prepared to learn."	"The District is reviewing how to improve building partnerships for student outcomes. To better inform students and parents of potential academic and career pathways beginning at the elementary level, the District will begin discussions with staff surrounding the introduction of the college and career in the classroom. These discussions at the secondary level will include conversations surrounding the continuation of college and career exploration and the creation of four-year academic plans to help students and families focus upon postsecondary goals and options. Student data at the high school level derived from the Youth Truth survey indicated that students ranked “College and Career Readiness” as an area of growth. The District will also begin discussions with staff surrounding student led conferences at the elementary level. At the secondary level, student portfolio events are held at the high school and discussions will occur to extend the portfolio events to the middle school. The District will continue its focus on informing students and families of the A-G and CTE requirements will occur in order for students to have the choice of college and/or career when they graduate. Additional attention will be paid to instructing both students and families regarding how to access the AERIES student information system to monitor student academic progress. The District will create videos to be housed on the website with instructions in both English and Spanish regarding parent access to the portal."	"The District will improve engagement of underrepresented families to build partnerships for student outcomes by continuing to send home communication in both English and Spanish, continuing to develop and expand partnerships with community organizations including La Familia Sana, El Corazon, Migrant Education, and the Boys and Girls Club in order to meet the needs of the students and families, and commit to providing professional development and training to staff to improve academic and social-emotional interventions through a Multi-tiered System of Supports to enable students to remain in good academic standing. The District will also utilize the Community Liaisons to help in the development of a deeper understanding on the part of parents regarding college and career options for postsecondary planning. The high school is looking to partner with PIQE (Parent Institute for Quality Education) to help underrepresented families gain an understanding of the schooling system and how to partner with schools to ensure their students achieve their academic and personal goals."	"The District works diligently to gather feedback and input for decision-making from our educational partners. The District employs a robust communication system that provides timely invitations to meetings that gather educational partner input and allow for opportunities for data reviews and discussions. Through both District and school site committees, educational partners are invited to share their thoughts and concerns regarding how to better the educational experience of the students. Information is shared through school and district newsletters, site newsletters, the district website, personal phone calls from staff, Parent Square, weekly emails, and marquis/sandwich boards. The Parent Square platform also allows the District to gather information and family responses to surveys as well. This information is used to help the District’s educational partners make informed decisions regarding the direction of the District and the needs of students."	"Data from the Youth Truth survey indicated that families reported “Communication & Feedback” as an area of strength at the elementary and middle school levels, but families at the high school level reported this category as an area of growth. As a result of parent/family feedback, the high school principal has initiated monthly parent letters to keep families apprised of occurrences and important events and meetings.  9 In order to improve partnering with District stakeholders to seek input for decision-making, the District will increase its outreach for individuals to serve on committees and participate in key decisions. The District will make a concerted effort to increase attendance at the following meetings: PTA, DELAC and ELAC, LCAP, Site Councils, and Parent Nights by increasing communication regarding these meetings and events and sending personal reminders to our families. The District will empower parents by increasing their awareness of the impact they have in terms of providing input for decision-making. The District will explain the connections between educational partner input and the potential for change and improvement for student outcomes when inviting participants to attend the meetings. The District will also engage parents/families with trainings on how to access AERIES to follow student progress so that they can become advocates for their children should academic progress lag or disciplinary issues arise. With these trainings, conversations regarding how to partner with teachers, counselors, and administrators to best support the student will occur. These trainings will discuss the importance of early interventions to keep students at grade level and/or on the diploma track."	"Attendance data gathered from meetings during the school year indicates that an increased effort needs to be made to reach out and include underrepresented families in meetings in which stakeholder input is gathered. In order to improve the participation rates of underrepresented families at these meetings, the District will utilize its Community Liaisons to conduct personal outreach to our families. Through conversations that stress the importance of their feedback, our liaisons will encourage underrepresented parents to participate in the meetings. Translation services will be provided at the input gathering meetings to ensure parents of English Language Learners have the opportunity to share their input and feel comfortable in the meeting environment."	3	3	2	3	3	2	2	3	3	2	3	3	Met	6/15/2022	2022
10101080140186	Clovis Global Academy	3	"We are using ParentSquare for streamlined home to school communication, which has greatly improved timely communication with families and addresses the ability to translate communications into multiple home languages. We are consistently providing families with communications that include hyperlinked documents/slides with learning resources by teachers to reinforce and support classroom learning in a timely manner and enlist home support, therefore this is a strength area for us.  We have systems in place to respond to and address student needs strategically and ensure consistent follow through to foster growth and   improvement, so this is also one of our strengths. We hosted student events such as a Talent Show at the end of the year which helped build strong community. We could improve in providing training to staff in how to partner with families and how to inform families of their rights and opportunities to advocate for their student/all students."	"Providing more volunteer opportunities for families, hosting more school events such as Pastries with Parents throughout the year, hosting parent workshops to educate parents on supporting their child's learning at home."	Hosting parent workshops informing parents about resources and strategies to support their students’ academic and social emotional growth at home in alignment with the school. Using ParentSquare to provide timely information about workshops and events in multiple languages. Providing child care during parent workshops to increase participation.	"CGA prioritizes culturally responsive teaching, and as a Dual Language Immersion school serving a significant portion of students whose home language differs from both English AND Spanish, we embrace diversity and celebrate languages and literacy daily. Therefore, one of our strengths is in learning about students' backgrounds, cultures, and languages spoken in the home. We annually build individualized learning plans (ILP's) for each student through a collaborative conference between parents and their child's teacher. This structure includes language translation whenever needed and ensures open communication and coordination for the student's growth. Areas of growth are in training staff in how to build trusting relationships with families, and using ParentSquare for timely communication. We are looking forward to developing our team's relationship-building skills more in the 2022-23 year."	Continue to refine the individualized learning plan (ILP) process to track the achievement of character goals. Training staff and parents in using ParentSquare. Hosting a series of workshops to educate parents on supporting their child’s academic and social-emotional growth at home.	Using ParentSquare to provide timely information about workshops and events in multiple languages. Providing child-care during parent workshops to increase participation.	Establishment of a School Advisory Council (SAC) and English Learner Advisory Council (ELAC) has resulted in increased parent input in developing the school’s priorities.	"Offer various modalities and forums for parent input such as surveys, in-person workshops, and events such as Pastries with Parents."	Continue to refine the quality of translation in parent surveys. Using ParentSquare to provide timely information about workshops and events in multiple languages. Providing child-care during parent workshops to increase participation.	4	5	4	5	3	4	5	3	4	4	3	4	Met	6/22/2022	2022
10621170118018	Clovis Online Charter	3	"Both quantitative and qualitative data were used to determine strengths and areas of improvement in the focus area of Building Relationships. Feedback was gathered through parent and student surveys as well as school site parent meetings.  The majority of parents feel the school provides a quality education for their student and that the school respects the differences in students’ cultural beliefs and practices. It is important that parents have access to and contribute to the continuous improvement of their student’s education. They are encouraged and invited to participate in several parent groups on the campuses through School Site Councils, English Learner Advisory Committees, and Intercultural Diversity Advisory Council (IDAC).  Parents at Clovis Online Charter School are also given opportunities for monthly parent meetings, back to school night, open house, senior meetings and other various events.  Results from the annual parent survey are shown below:  Annual Parent Survey Question                                     Percent Strongly Agree or Agree This school provides a quality education for my student. 97% I know how to get my child help if he/she is struggling         93% I participated in at least one school meeting during the year 100% The school has adults who care about my student                  93% The school communicates effectively with me                  92%"	"Both quantitative and qualitative data were used to determine strengths and areas of improvement in the focus area of Building Relationships. Feedback was gathered through parent and student surveys as well as school site parent meetings. The school has made progress in the area of professional learning around equitable and engaging classrooms to ensure underrepresented students and their families are reflected and engaged in the learning process. Since Clovis Online Charter School has students from each and every campus in CUSD, a concerted effort has been made to adopt curriculum reflecting the cultures of our district community. Over thirty different languages are spoken within the district, the majority of which is Spanish.  The school hired bilingual instructional assistants to support students and ensure the campus has the resources to communicate with non-English speaking parents."	"Clovis Online works closely with CUSD to utilize the district's resources.  CUSD employs a full-time liaison for our migrant families that our school has access to as needed. The district has a Coordinator of Community Relations who leads, directs, and supports district policies and programs that promote intercultural awareness, understanding, and appreciation of the various cultures within the school and district community.  These resources help bridge the connection of the school site and our parent community."	"In the area of Building Partnerships for Student Outcomes, both strengths and areas for improvement were identified.  Based on the districts 21-22 parent survey 89% of our parents believe their student’s reading skills are improving and 88% feel their student’s math skills are improving. Parents and students participate in parent/teacher/counselor conferences monthly. During these conferences student achievement and behavior is discussed. Close to 100 percent of our parents attended this conference and if they did not they were often in the process of moving to another school site.  If more intensive support is needed the parent and school personnel will meet in Student Study Teams, 504 Meetings or Individualized Education Plans (IEP) meetings depending on student need. 93 percent of parents responding to the 21-22 survey believe they know how to get help for their student if they are struggling in school."	"The Clovis Online Charter School Transition Program (called Access Team in our Area) offers students and their families the opportunity to benefit from mentoring and support services and help provide increased connection points to school.  Transition team members strive to develop strong relationships with students and families to connect them with resources they need to be successful in the classroom, at home, and in the community.  They also collaborate with parents and other educational partners to review and monitor individual student progress ensuring students are college and/or career ready."	"Parent and Community feedback supports the extension of expanded learning opportunities and additional supports for mental health and wellness. The new Expanded Learning Opportunity Grant provides the district and Clovis Online Charter School the opportunity to expand intervention, student engagement opportunities, and health and wellness supports before and after school and during intersession. We partner with CUSD who  has also expanded mental health and wellness offering including Clovis Support and Intervention, All 4 Youth, and partnerships with local mental health support providers."	"Clovis Online Charter School engages all stakeholders when seeking input for decision making. Clovis Online partners with CUSD who, annually, has parents, students, and staff complete a survey to provide feedback on a variety of topics. This year over 10,000 parents completed the annual survey districtwide. Each school identifies strengths and areas for improvement after analyzing the survey data. Students in grades 4-11 take an annual survey which is designed to gather perceptional data around school climate, self-efficacy, school connectedness, and classroom instruction. Selected questions mirror the parent survey allowing for the comparison of student and parent perception when making decisions."	"During the 21-22 school year approximately 16,800 students participated in the district-wide survey. Graduating seniors were also surveyed and provide input directly to the CUSD (and Clovis Online) Governing Board at an annual Student Voice Board Workshop. Although survey responses are generally positive, both CUSD and Clovis Online Charter School believes the numbers of actual participants needs to be improved to ensure all stakeholders have a voice in the decision-making process."	"In addition to survey data, parents provide input at regularly scheduled school site meetings. Families and school staff participate in both parent teacher clubs, the School Assessment and Review Team (SART) and Intercultural Diversity Advisory Council (IDAC). Clovis Online Charter has a SART committee, which serves as a vehicle of communication and as an advisory body to the principal. The primary purpose of IDAC is to assist in the formation and review of policies that assure non-discriminatory practices in all operational areas of the Clovis Unified School District and Clovis Online School. Its further mission is to assist in improving the cultural environment of the Clovis Online and the district. The district holds two Local Control and Accountability Plan (LCAP) meetings with representation from all school sites including Clovis Online Charter School and who are representative of our demographics across the district. Parents have direct input identifying the LCAP priorities. We must continue to identify ways to connect with our underrepresented families. Reaching out to those who have not traditionally responded is key to improving the engagement of underrepresented families."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/8/2022	2022
10621170000000	Clovis Unified	3	"Both quantitative and qualitative data were used to determine strengths and areas of improvement in the focus area of Building Relationships. Feedback was gathered through parent surveys as well as district-wide and school site parent meetings. Over 100 educational partner meetings were held during the 2021-2022 school year.  The majority of parents feel the school provides a quality education for their student and that the school respects the differences in students’ cultural beliefs and practices. It is important that parents have access to and contribute to the continuous improvement of their student’s education. They are encouraged and invited to participate in several parent led organizations on the campuses through School Site Councils, English Learner Advisory Committees, and Intercultural Diversity Advisory Council (IDAC).  Results from the annual parent survey are shown below:  Annual Parent Survey Question   -  Percent Strongly Agree or Agree This school provides a quality education for my student.  88% This school communicates the importance of respecting cultural beliefs and practice. 82% I participated in at least one school meeting during the year. 81% The staff at my school respects the differences in students’ race, ethnicity, or cultural background. 76% This school values my student’s race or ethnicity. 74%   The district has made progress in the area of professional learning around equitable and engaging classrooms to ensure underrepresented students and their families are reflected and engaged in the learning process."	"The district has made progress in the area of professional learning around equitable and engaging classrooms to ensure underrepresented students and their families are reflected and engaged in the learning process. A concerted effort has been made to adopt district curriculum reflecting the cultures of our district community. Over thirty different languages are spoken within the district. The district continues to ensure each school site has the resources to communicate with non-English speaking parents. In addition, the district employs a full-time liaison for our migrant families."	"The district has a Coordinator of Community Relations who leads, directs, and supports district policies and programs that promote intercultural awareness, understanding, and appreciation of the various cultures within the school and district community.  Continued work is needed in identifying, understanding, and responding to the needs of our underrepresented families. Focusing on these areas of improvement will help support the engagement of our underrepresented families."	"In the area of Building Partnerships for Student Outcomes, both strengths and areas for improvement were identified.  Based on the 21-22 parent survey 89% of our parents believe their student’s reading skills are improving and 88% feel their student’s math skills are improving. Parents and students participate in parent/teacher/counselor conferences each year. During these conferences student achievement and behavior is discussed. Eighty-one percent of our parents attended this conference. Of those, 78% believed the conference was helpful.  If more intensive support is needed the parent and school personnel will meet in Student Study Teams, 504 Meetings or Individualized Education Plans (IEP) meetings depending on student need. Eighty-one percent of parents responding to the 21-22 survey believe they know how to get help for their student if they are struggling in school."	"The CUSD Transition Program offers students and their families the opportunity to benefit from mentoring and support services and help provide increased connection points to school.  Transition team members strive to develop strong relationships with students and families to connect them with resources they need to be successful in the classroom, at home, and in the community.  They also collaborate with parents and other educational partners to review and monitor individual student progress ensuring students are college and/or career ready."	"Parent and Community feedback supports the extension of expanded learning opportunities and additional supports for mental health and wellness. The new Expanded Learning Opportunity Grant provides the district the opportunity to expand intervention, student engagement opportunities, and health and wellness supports before and after school and during intersession. The district has also expanded mental health and wellness offering including Clovis Support and Intervention, All 4 Youth, and partnerships with local mental health support providers."	"CUSD engages all stakeholders when seeking input for decision making. Annually, CUSD parents, students, and staff complete a survey to provide feedback on a variety of topics. This year over 10,000 parents completed the annual survey. Each school identifies strengths and areas for improvement after analyzing the survey data. Students in grades 4-11 take an annual survey which is designed to gather perceptional data around school climate, self-efficacy, school connectedness, and classroom instruction. Selected questions mirror the parent survey allowing for the comparison of student and parent perception when making decisions."	"During the 21-22 school year approximately 16,800 students participated in the district-wide survey. Graduating seniors were also surveyed and provide input directly to the CUSD Governing Board at an annual Student Voice Board Workshop. Although survey responses are generally positive, CUSD believes the numbers of actual participants needs to be improved to ensure all stakeholders have a voice in the decision-making process."	"In addition to survey data, parents provide input at regularly scheduled school site meetings. Families and school staff participate in both parent teacher clubs, the School Assessment and Review Team (SART) and Intercultural Diversity Advisory Council (IDAC). Each Clovis Unified school has a SART committee, which serves as a vehicle of communication and as an advisory body to the principal. The primary purpose of IDAC is to assist in the formation and review of policies that assure non-discriminatory practices in all operational areas of the Clovis Unified School District. Its further mission is to assist in improving the cultural environment of the school and the district. The district holds two Local Control and Accountability Plan (LCAP) meetings with representation from all school sites and a representative sample of our demographics across the district. Parents have direct input identifying the LCAP priorities. We must continue to identify ways to connect with our underrepresented families. Reaching out to those who have not traditionally responded is key to improving the engagement of underrepresented families."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/8/2022	2022
33736760000000	Coachella Valley Unified	3	"Areas of strength include:  *Positive movement overall toward full implementation.  *Significant improvement was documented in the following areas: cultural awareness from staff, communication between families and educators, policies and programs to discuss student progress with students and families, supporting families in understanding their legal rights, building principal capacity in the area of Parent Engagement, and providing opportunities for staff and parents to work collaboratively on evaluating Parent Engagement programs and activities."	"Areas to improve include: *Providing Multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators  *Learn about each family’s strengths, cultures, languages, and goals for their children.  *We will focus on providing multiple opportunities for the district and our community to engage in 2-way communication."	CVUSD educational partners shared that they would like to see an increase in in-person parent workshops and opportunities for parents and students to provide input in their own forum – where they can share ideas freely and comfortably in the company of their peers.	*Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. This area was rated with a 3 or higher by 100% of the District Parent Advisory Committee and 80% by the LCAP Advisory Team.    *Policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This area was rated with a 3 or higher by 75% of the District Parent Advisory Committee and 90% by the LCAP Advisory Team.	*Providing families with information and resources to support student learning. This area was rated with a 2 or less by 50% of the LCAP Advisory Team.   *Supporting families to understand and exercise their legal rights and advocate for students. This area was rated with a 2 or less by 75% of the District Parent Advisory Committee and 40% by the LCAP Advisory Team.	"*The district allocated funds to hire an At Risk Outreach Teacher who will provide support for students and families. At-risk populations include Native American, Foster, Homeless, and other youth identified as at-risk.  *A Coordinator of Positive School Climate and Culture was hired to work with site administrative teams, staff, parents, and students to increase student engagement, attendance, and social-emotional support in order to ensure a positive school environment for learning. The coordinator will connect students and their families with site and community support and resources. In addition, they will improve school climate and culture with the implementation of a districtwide Transformational Justice Model by integrating Positive Behavior Interventions and Supports (PBIS), Restorative Justice (RJ), and Transformational Learning (Restorative Practices)."	Areas of strength include: *Building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. This area was rated with a 3 or higher by 75% of the District Parent Advisory Committee and 80% by the LCAP Advisory Team.    *Building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making. This area was rated with a 3 or higher by 75% of the District Parent Advisory Committee and 90% by the LCAP Advisory Team.	"Areas to improve include: *Providing all families with opportunities to provide input on policies and programs, and seek input from any underrepresented groups in the school community. This item was rated with a 2 or less by 50% of the District Parent Advisory Committee. *Providing opportunities for families, staff and district administrators work together in planning, designing, implementing and evaluating family engagement activities at the site and district level. This item was rated with a 2 or less by 60% of the LCAP Advisory Team."	"We have aligned our Local Control and Accountability Plan (LCAP) with our School Plans for Student Achievement (SPSAs) and engaged in a collaborative approach to share progress, seek input, monitor, evaluate, and update plans simultaneously with a multitude of educational partners as we implement both the LCAP and SPSAs.  The following committees and educational partner groups were informed and consulted throughout the year on district programs and services: * District English Learner Advisory Committee (DELAC)  * English Learner Advisory Committees (ELAC) - Ongoing meetings were held throughout the year at all 21 school sites. * District Parent Advisory Committee (DPAC)  * School Site Councils (SSC) - Ongoing meetings were held throughout the year at all 21 school sites. * District Migrant Parent Advisory Committee (Migrant PAC)  * Foster Students and Parents - Individual meetings were held with students and families throughout the year. * Children and Family Services Head Start Parent Committee - 9 districtwide meetings were held at each site and 9 meetings were held at every early childhood * Pupils: LCAP Advisory Team meetings, Advisory Committees including CTE, Nutrition, and Expanded Learning, community meetings with Alianza  * Transformational Justice Task Force * Special Education Task Force * Native American Task Force * Community organizations including One Future Coachella Valley, United Way, Ophelia Project, Assistance League of Palm Springs - ongoing meetings throughout the year with the district and school sites"	3	3	3	3	3	3	3	2	4	3	3	2	Met	6/23/2022	2022
10621250000000	Coalinga-Huron Unified	3	"Based on input from our educational partners, CHUSD can be proud that the current goals and action are in alignment with feedback from educational partners.  For example:  • Additional social/emotional support from the district’s two licensed marriage and family therapists.  • Continued support for ELs through SEAL and providing a secondary program in the future.  • Continued support and expansion of CTE pathways.  • Educational opportunities outside of the traditional school day including ROP Skills Competition and field trips during expanded learning opportunity programs."	"CHUSD will work with educational partners to build relationships that support family's strength such as cultures, languages, and goals for their children. We will continue to support our SEAL strategies at the elementary level as well as implement BGLAD into our secondary schools."	"One strength is the district is open and inviting to input from our families and we provide many avenues for input via School Site Council, English Language Advisory Committee, DELAC, LCAP Educational partner meetings. Going forward the CHUSD will provide more support for our underrepresented groups such as EL families, foster youth, and students experiencing homeless."	"Coalinga-Huron Unified School District used a variety of methods to solicit input from all of the educational partner groups. Educational partner groups included parents, community members, student leadership, teaching staff, principals, vice principals, school counselors, district administrators, and the local bargaining units for classified and certificated staff. The district held meetings in an effort to inform educational partners of the district’s progress with LCAP goals, discuss actions that were implemented to achieve the goals, and share evidence that showed progress toward meeting positive outcome targets. Feedback was encouraged and sought from parents on their level of satisfaction with district goals, actions, and to determine their level of school connectedness. Multiple meetings were held during the school year by the district and each school site."	CHUSD will work with educational partners to build relationships that support students. The focus will be on student academics and student safety.	"CHUSD will improve engagement because student achievement data shows that Coalinga-Huron Unified School District needs to increase the academic achievement of all students, including Low Income, foster youth, and English Learners students and student groups with an achievement gap. Improving the implementation of recently adopted curriculum through professional development for staff will increase student engagement and outcomes."	CHUSD's strength is that all sites are seeking input from their school site council and back to school/open house meetings. Data is reviewed and decision-making is shared with educational partners. California School Parent Survey results show that 63% of families agree or strongly agree.	CHUSD will continue meeting with all educational partners to seek input for all students and to help in the adoption of our LCAP plan.	Analysis of educational partner input shows that 75% of all parents surveyed agree or strongly agree that Schools allows input and welcomes parent contributions.	2	3	2	3	3	3	3	3	3	3	3	3	Met	6/21/2022	2022
40754650000000	Coast Unified	3	"Coast Unified School District has sought parent and stakeholder input. The district employs one translator (Spanish) at the district level and the front offices of each school site have bilingual support staff.  The CGS PTA and CUHS Boosters are very involved in our schools and have significant, positive parent and staff involvement.  We continue to bring back more in person school events which are well attended by families. The CA Healthy Kids Survey was given to parents in our district.  Approximately 10% of our parents took the survey in 2022.  The results of Agree or Strongly Agree to the question, ""Does the school encourage me to be an active partner with the school in educating my child?"" were 100% for both CGS and SLMS and 73% at CUHS. The results of Agree or Strongly Agree to the statement, ""Parents feel welcome to participate at this school"" were 90% for CGS, 80% at SLMS, and 91% at CUHS. Very high approval results were also seen in the areas of the schools responding to emotional needs of students, staff / parent respect, and school to home communication.  We expect these areas of strength will continue to grow even more now that our campuses are open to volunteers and parent in-person participation."	"The district is focusing on improving authentic parent involvement at all our sites.  The CA Healthy Kids Survey for 2022 revealed that only 61% at CGS, 40% at SLMS, and 36% at CUHS of our parents at our sites were involved in organizations like PTA and our Boosters.  We plan to do more in-person events with these organizations and do more promotion (through ParentSquare, email, and in person invites) to get more people involved. Most of last year had strong limits to the public being on campuses for most of the school year due to the COVID pandemic, resulting in much lower than a ""regular year"" results of parents reporting ""Yes"" to actual parental involvement at school last year: 48% at CGS, 13% at SLMS, and 39% at CUHS. The school campuses are expected to be open to volunteers and visitors for this next school year, and we anticipate great growth in this area."	"With the district campuses now being open to in-person parent participation, we will have more meetings like ELAC, PTA, and Boosters in person.  Parent teacher conferences are also in person, and translators are always made available to all that need one.  Meetings will be scheduled at times that do not interfere (as much as possible) with parent work schedules, and child care at no cost will be offered during many of our meetings. Family events will be offered on campuses during the school year that are inclusive, culturally relevant, and welcoming.  Translators will be at our meetings, and communication will be done in advance to alert out underrepresented families of the topics, access to childcare, and the availability of the information in their preferred language. The district has held trainings for parents/guardians in accessing student performance data. Interpreting the data and assisting students in improvement have been areas of focus. In partnership with San Luis Obispo County Mental Health, parenting classes with the theme of social emotional health have been offered in Coast Unified. Beyond job and subject specific trainings, district staff have also been trained (and is continuing strongly in the 2022-23 school year) in social emotional learning and its integration into the classroom and campus."	"An area of strength, based on parent responses on the CA Healthy Kids Survey is that the school is a supportive and inviting place for students to learn (Agree or Strongly Agree: 100% CGS, 80% for SLMS, 70% CUHS). Other strong areas are: ""Adults at this school really care about students"" and ""My child is receiving adequate instruction from teachers to support assigned work."" We expect these results will continue to be high (and improve) now that our schools plan to be fully open to parents for the 2022-23 school year."	"Coast Unified School District wants to continue supporting and improving our support with continued academic achievement and making sure students are not falling behind academically.  An area of some concern is that the schools could be providing more information about how to help your child with homework.  Only 47% of parent respondents at CGS and 40% at SLMS (not a CUHS question) chose ""Very well"" to this question.  Parents also indicated that after the pandemic that there are concerns about their children falling behind academically.  The 2022-23 school year includes enhanced Homework Club offerings and after school care at no cost. We typically have very high attendance at parent teacher conferences, and how to help at home will be a specific focus at these meetings."	"Beyond School Site Council and English Learner Advisory Committee meetings, Community Engagement meetings have been held to present performance data to the community and to seek input and gather ideas. Coast Unified continues to develop new practices to increase parent and educational partner involvement and participation, especially with our underrepresented families.  There will be more opportunities for our families to participate in and out of class, now that the pandemic has subsided.  Translation services will be widely available at our parent meetings and conferences. PTA, SSC, ELAC, and DELAC agendized topics will be about authentic school / home partnership.  Childcare at no costmand translations in the parents' preferred language will be provided at these meetings."	"Based on the CA Healthy Kids Survey, parents responded positively to the statement, ""Parents feel welcome to participate at this school"" (90% CGS, 80% SLMS, 92% CUHS).  Parents indicate they feel like the school is a place they feel like they are consistently treated with respect.  This is a good place for us to grow from as we encourage more and more parent input and involvement in our schools."	"Based on the CA Healthy Kids Survey, parents responded as follows to the statement, ""The school actively seeks the input of parents before making important decisions"" (75% at CGS, 100% at SLMS, and 63% at CUHS).  These responses indicate there are many who feel the schools are not doing enough to seek the input of all our educational partners."	"We will continue to promote the educational partner input opportunities well in advance of meetings (LCAP, SSC, ELAC, DELAC, Boosters, PTA, etc.).  How parents can provide input and how that input influences the LCAP and district decisions will be specifically explained in English and Spanish at educational partner and parent teacher conference meetings.  Knowing that childcare is often why some of our underrepresented families are not able to attend meetings, we will increase that being available at no cost during meetings."	4	4	4	5	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
37735690136267	Coastal Academy Charter	3	"As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents."	"Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At Coastal Academy Charter, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment."	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues. All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.	"Coastal Academy Charter measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2021-2022 school year, the following questions were asked on the annual survey."	Please rate your overall satisfaction with Coastal Academy Charter. For the 21-22 school year parents gave us an overall satisfaction rating of 94%.  Please rate your overall satisfaction with the academic program at Coastal Academy Charter. For the 21-22 school year parents gave us an overall satisfaction rating of 94%.  The annual parent survey asked the following question:  Please rate your overall satisfaction with the Coastal Academy Charter customer service: For the 21-22 school year parents gave us an overall satisfaction rating of 97%.	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.	"Coastal Academy Charter measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2021-2022 school year, the following questions were asked on the annual survey.   Please rate your overall satisfaction with Coastal Academy Charter. For the 21-22 school year parents gave us an overall satisfaction rating of 94%."	"General comments on the annual survey covered a wide range of topics with the following two common themes for improvements in the 22-23 school year: 1. Reestablishing an on campus culture of  community and parent involvement through events, communication, and volunteer opportunities. 2. Increased academic support to close any achievement gaps."	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.  We will continue to survey parents to make sure we are aware of the needs in our community.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/12/2022	2022
12626796120562	Coastal Grove Charter	3	"Our findings indicate that our parent body feels a strong sense of community, have many opportunities for input and to participate in school programs and events. Information is communicated in multiple ways including home visits, newsletters, e-mail, text, and phone messages. Teachers and administration contact parents individually when needed by phone, in person."	Based on our findings we will continue our focus on restorative justice training to seek to repair harm by providing an opportunity for those harmed and those who take responsibility for the harm to communicate about and address their needs.	In order to improve engagement of underrepresented families we will be hosting Listening Sessions and Restorative Justice Workshops. This will allow a safe space for underrepresented families to communicate experiences and desires moving forward which will aid the creation of future goals and information about how to better serve their needs.	"All students are assessed for reading fluency twice per year to measure progress. Teachers meet with families twice a year for conferences. SST's are scheduled weekly for students who need additional support. Our TRI program is available for all students. Follow up SST's can result in modified academic programs and accommodations, and evaluation for IEP's or 504 referrals. Developmental movement is implemented to develop large and small motor skills, integrate brain hemispheres, and eye tracing evaluations establish right or left eye dominance. Individualized developmental movement plans are created for students who need more intensive intervention."	"Our main focus is restorative justice with supported listening sessions to support underrepresented families.  This is in addition to our continuous relationship with 4-H, HCOE, Stepping Stones, Multiplicity, NCAL, and the Alliance for Public Waldorf Education."	We will support underrepresented families to participate in safe listening sessions that will involve administrator follow up and continuous communication.  Information will be gathered from listening sessions to help create goals and action plans.	"We offer multiple parent surveys annually, 2 parent conference opportunities, teachers are available after school for student parent check-ins, teachers communicate via regular e-mail and written notifications. We have monthly Parent Organization and Charter Council Meetings. The Teacher Organization meets weekly. All parent class meetings are held four times per year, and include discussions of current relevant topics. They sometimes feature guest speakers in areas like social emotional support, academics, the neuroscience of brain development, and more. An area of improvement would be to offer and manage more multimedia communications, and improve website."	"We support family members to join advisory groups and speak their truth in a safe, effective manner in order to increase awareness and create specific, attainable goals."	To improve engagement of underrepresented families we will host listening sessions and community circles.  Both provide a safe environment that includes administration follow up and actions to continue to support families in the community.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/30/2022	2022
42691610000000	Cold Spring Elementary	3	"The District is very student-centered with every goal and action.  We are proud to have 93 parents respond to the 2021-2022 LCAP survey that they serve on a school committee.  We currently have 132 families.  Therefore, over half of our families serve on a school committee.    All parents are encouraged to attend the weekly Monday morning assembly to learn about the school's happenings and student recognition.  In addition, the Superintendent/Principal holds monthly parent meetings to solicit input in schoolwide decision-making. The Superintendent/Principal meets with the Cold Spring School District Governing Board at regular monthly public meeting sessions. During these meetings, the Superintendent/Principal works with the Governing Board to meet the LCAP goals and priorities. The Superintendent/Principal solicits input from the community in the following manner: The Cold Spring School Foundation regarding how to enhance the Library, STEAM, Art, Music, Technology and PE programs. In response, the school received additional funds to support these core ""Specialist"" programs. The Superintendent/Principal is active in the Santa Barbara community.  She presents monthly to the community through the Montecito Association regarding school data, programs, and events."	"The District has partnered with ""Leader in Me"" by Franklin Covey to work with staff, students, and families in creating the Leadership School we want to see, hear and feel.  We all are committed to engaging in the 7 Habits of Highly effectively leaders with an inside-out approach."	"The Cold Spring School endeavors to engage and include all families, including those that may be underrepresented.  Families are engaged through various school activities and invitations to participate on school committees and organizations, including School Site Council, Parent Organization, and Cold Spring Foundation.  Parents are encouraged to volunteer in the classroom and participate in school-sponsored events.  All the Cold Spring staff and families are currently enrolled in ParentSquare. There is also a group in ParentSquare to connect with identified community members. Therefore, the superintendent, teachers, and staff are able to reach all stakeholders. The Superintendent/Principal sends out a weekly Wednesday message via ParentSquare updating parents on the latest happenings of the school and different opportunities to get involved. In addition to providing a communication platform, the school is committed to providing monthly parent education presentations to support the school-home connection around the core curriculum and continued post-disaster recovery. The LCAP Advisory Committee supports parent participation in decision-making around the SARC, School Safety Plan, California Dashboard, and LCAP.   Parents play an integral role in every aspect of the school. Parents volunteer to assist in the classrooms, organize class activities, and support the teachers. The Parent Club actively supports the school community by sponsoring social events, welcoming new families, and raising funds to provide classroom learning materials. The Safe Routes to School Committee promotes a safer neighborhood for the students and their families to walk and ride bikes to school and schedules numerous safety programs (bike rodeo, assemblies) for the students. The Green Committee supports the school composting program and book exchange. The Wellness Committee supports healthy food choices during school events, the 100-mile running club program, and the recess before lunch program.  A graphic calendar of events displaying 6 different ways to get involved has been distributed to every family at Back to School Night."	"According to the 2021-2022 LCAP survey, 100% of respondents Strongly/Agree the school is a supportive and inviting place for students to learn."	"A kindergarten through sixth-grade parent survey was created with input from the LCAP Advisory Committee and teachers. There were 143 respondents to the survey that was sent to parents, staff, and the community -- which showed an increase in participation from the 2020-2021 LCAP survey with 114 respondents. The survey results supported the following priorities: (1)Small Class Size, (2) Classroom Instructional Assistants, and (3) Robust Specialist Program.    Therefore, the District's budget has been prioritized to provide a small class size of 16:1 this year.    Parents also value opportunities for Parent Involvement. The survey results impacted the 2021-2024 LCAP goals and actions.  Additionally, it should be noted there is typically very strong parental support at Cold Spring school that manifests itself through such groups as the Cold Spring School District Education Foundation and others that contribute significant portions of support and economic resources to this District/School."	"The school district will continue to reach out to all parents of low-income, English Language Learners, and Foster youth to invite them to serve on a school committee. In addition, the Superintendent/Principal holds monthly parent meetings to solicit input in schoolwide decision making. The Superintendent/Principal meets with the Cold Spring School District Governing Board at regular monthly public meeting sessions. During these meetings, the Superintendent/Principal works with the Governing Board to meet the LCAP goals and priorities. The Superintendent/Principal solicits input from the community in the following manner: The Cold Spring School Foundation regarding how to enhance the Library, STEAM, Art, Music, Technology and PE programs. In response, the school received additional funds to support these core ""Specialist"" programs. The Superintendent/Principal is active in the Santa Barbara community.  She presents monthly to the community through the Montecito Association regarding school data, programs and events.  The Cold Spring School endeavors to engage and include all families, including those that may be underrepresented.  Families are engaged through various school activities and invitations to participate on school committees and organizations, including School Site Council, Parent Organization, and Cold Spring Foundation.  Parents are encouraged to volunteer in the classroom and participate in school-sponsored events."	"A kindergarten through sixth-grade parent survey was created with input from the LCAP Advisory Committee and teachers. There were 143 respondents to the survey that was sent to parents, staff, and the community -- which showed an increase in participation from the 2020-2021 LCAP survey with 114 respondents. The survey results supported the following priorities: (1)Small Class Size, (2) Classroom Instructional Assistants, and (3) Robust Specialist Program.  Parents also value opportunities for Parent Involvement. The survey results impacted the 2021-2024 LCAP goals and actions.  Additionally, it should be noted there is typically very strong parental support at Cold Spring school that manifests itself through such groups as the Cold Spring School District Education Foundation and others that contribute significant portions of support and economic resources to this District/School.  The student council provided feedback to the superintendent/principal that they would like to see continued support for the specialist programs and the school garden.  They have expressed a deep desire to have Friday school spirit days and service projects that serve the larger Santa Barbara community.  The bargaining unit would like to see continued support for the small class size, instructional assistants, and specialist programs. The classroom teachers provided input and feedback that was used to review and refine the LCAP goals.   The 2021-2022 LCAP Survey Results were very positive and either maintained or increased in positivity from the baseline.  *95% of respondents reported the level of communication provided by the District during the COVID-19 Pandemic was Excellent or Above Average.  *98% Strongly Agree/Agree that parents feel welcomed at school.   *98% Strongly Agree/Agree that staff takes parents' concerns seriously.  *100% Strongly Agree/Agree the information in ParentSquare keeps them informed.   *91% Strongly Agree/Agree the CSSD website is informative.  *97% Strongly Agree/Agree the Superintendent/Principal's leadership engages students and families to promote a positive school climate and culture."	"All the Cold Spring staff and families are currently enrolled in ParentSquare. There is also a group in ParentSquare to connect with identified community members. Therefore, the superintendent, teachers, and staff are able to reach all stakeholders. The Superintendent/Principal sends out a weekly Wednesday message via ParentSquare updating parents on the latest happenings of the school and different opportunities to get involved. In addition to providing a communication platform, the school is committed towards providing monthly parent education presentations to support the school-home connection around the core curriculum and continued post-disaster recovery. The LCAP Advisory Committee supports parent participation in decision-making around the SARC, School Safety Plan, California Dashboard, and LCAP.   In addition, the district is committed to keeping the new website current in order to improve communication from all stakeholders."	"There currently are zero EL students or Foster youth; 143 parents, employees, and community members completed the annual LCAP survey during the 2021-2022 school year; 93 respondents reported serving on a school committee.  The school makes every effort to involve the community in its decision-making process.    The school district will continue to reach out to all parents of low-income, English Language Learners, and Foster youth to invite them to serve on a school committee. The district currently does not have any English Language Learners or Foster Youth."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/12/2022	2022
30103060132910	College and Career Preparatory Academy	3	"To support the needs of students in breaking down barriers that are hindering their academic achievement, a Community Resource Specialist has been hired. The Community Resource Specialist has created and accessed regional networks of resources throughout Orange County for students to access to meet their basic needs, support students in connecting with community resources, and to follow up with students. Through referrals from teachers and staff, the Community Resource Specialist connects CCPA students with community partners to ensure that they are taking advantage of resources available to them and will monitor the increased usage of services utilized by CCPA students. Additionally, the Community Resource Specialist monitors student needs and effectiveness by gathering data for student positive attendance rates and tracking students’ post-graduation data including students planning to enroll in college or work full-time. Currently, 22% of all CCPA students have requested and receive individualized resources and support, and within this group, have collectively increased their overall ADA by 21%.  Additionally, 100% of CCPA students are given information and resources on a weekly basis."	"To improve the engagement of underrepresented families, the school will align family engagement activities with culturally proficient practices and increase outreach efforts to underserved populations. A major concern expressed by our educational partners is the social-emotional well-being of our students during this time. As such, CCPA will focus on providing resources, strategies, and interventions to support engagement in learning and provide social-emotional consultation through Multi-Tiered System of Supports (MTSS) to support student achievement. To support the needs of students, funding will continue to be allocated for a Community Resource Specialist. Follow-up surveys and responses will be collected throughout the school year to gather student feedback regarding connectedness to school, coping with stress, and questions to determine basic student needs."	"CCPA has strived to create an inviting space for student learning at their school sites and has developed resource centers at each site for family and student use. The Community Resource Specialist has also identified regional networks of resources throughout Orange County for students to access to meet their basic needs, support the students in connecting them with community resources and monitoring their participation for each school site. CCPA teaching staff members have between 18-25 years of experience working with at-promise students. This vast source of knowledge is the strongest attribute of the program. To build capacity for authentic relationships with families from diverse backgrounds, staff have been trained in best practices for creating a welcoming and inclusive school environment. CCPA has increased opportunities for parent/family participation throughout the school year. Parents/families have the option to attend School Advisory Committee meetings, DELAC/ELAC meetings, open houses, financial aid workshops, and College and Career Week and in collaboration with the Orange County Youth Center, they are providing services on site at three CCPA school locations."	"To build effective partnerships for learning, CCPA provides regular opportunities for students/families to meet with teachers to discuss students' academic progress and ways that parents can support their children's academic success at home. In addition, the School Counselor and the Project Liaison meet with students one-on-one to assure that students are on track to graduate and also provide support to students and families when choosing a career pathway and planning for college. CCPA creates an Individualized Career Education Service Plan (IECSP) that identifies student needs and sets goals to support student success. As a focus for improvement, CCPA will provide staff development to train teachers in best practices for working effectively with underrepresented families. The school Principal participates as a board member for both the Orange County Conservation Corps and California Job ChalleNGe program to further build bridges between these programs to ultimately lead to continued successful outcomes for CCPA students. Because of CCPA’s participation with educational partners, the number of school events has increased and overall have had more students attending events for the year. These events are held to continue to prepare students for college, career and life, while also breaking down barriers to support student achievement. Working with educational partners and federally-funded workforce partners continues to meet the needs of the young adult student population while strengthening the relationship amongst partners. A strength of the program has been the partnerships that have developed in a collaborative effort with the California National Guard, Orange County Youth Center’s Ready S.E.T. Go program and Long Beach City College, continue to provide educational services for young adults who are participating in the California Job ChalleNGe program. Students within this program are dual enrolled in classes at Long Beach City College and CCPA. With enhancements to online classes through the LMS platform, Edgenuity, CCPA has been able to provide positive outcomes and educational supports to meet the needs of these students. Upon successful completion of both programs, students earn their high school diploma and a certificate from Long Beach City College. In the past year, we have had a 97% graduation rate, with 100% of those students earning a CTE certification in either cyber networking, automotive, construction, or welding."	"CCPA would like to see an increase in student participation in courses and classes to increase their college and career readiness. To increase student participation within school and their federally-funded workforce partner, a course is being created that will include attending and participating in workshops provided by the partners and incorporating them into lessons with the teacher. To support student interaction with the federally-funded workforce partners, CCPA plans to implement an online based course that covers basic job readiness skills to support certificate completion awards from their community partners. Additionally, CCPA will continue to focus efforts in helping students utilize resources with our educational partners, federally-funded workforce partners, and community resource specialist to help eliminate barriers that prevent them from completing their school work. Providing students the resources to meet their needs for their social-emotional well-being will help to further enhance academic student achievements."	"Historically, 100% of CCPA students are at-promise formerly disengaged students and 82% of are classified as socio-economically disadvantaged. To this end all CCPA students will benefit from expanded learning opportunities that will help them attain their educational goals. Funding will be used to retain staff with extra duty hours and hiring support to provide direct services to the students. CCPA will provide all students expanded learning opportunities that will help them in attaining their educational goals through the Edgenuity learning recovery program for the 2021-2022 school year as identified in the Expanded Learning Opportunities grant. To increase instructional learning time, CCPA will support students by providing more one-on-one support with educational paraeducators. This one-on-one support will be available through various hours including late afternoon and evening times.  To support the needs of students in breaking down barriers that are hindering their academic achievement, a Community Resource Specialist has been hired. The Community Resource Specialist has created and accessed regional networks of resources throughout Orange County for students to access to meet their basic needs, support students in connecting with community resources and following up with students. Through referrals from teachers and staff, the Community Resource Specialist connected CCPA students with community partners to ensure that they are taking advantage of resources available to them and will monitor the increased usage of services utilized by CCPA students. Additionally, the Community Resource Specialist has monitored student needs and effectiveness by gathering data for student positive attendance rates and tracking students’ post-graduation data including students planning to enroll in college or work full- time. Currently, 22% of all CCPA students have requested and received individualized resources and support, and within this group, have collectively increased their overall ADA by 21%.   In addition, CCPA’s marketing plan will aim to present local families information about CCPA to improve awareness of the program to all underrepresented families. Marketing initiatives includes a direct mailer to qualified households throughout Orange County, a re-designed website for easier use and information, and email campaigns to potential students and families in the areas."	"CCPA values and seeks out the input of students/parents on the school's continuous improvement efforts, and encourages families to participate in advisory committees such as the ELAC/DELAC meetings, School Advisory Committee meetings and LCAP surveys. The accessibility of these meetings is a strength for CCPA.  To facilitate participation by underrepresented families, advisory group meetings are held at times and locations preferred by students/parents, meetings are live-streamed and call-ins are available, interpretation is provided, transportation is available, and children's activities are offered. CCPA will continue to strive to improve by using the LCAP educational partner surveys to identify the needs of the students to increase participation at these events."	"The School Advisory Committee continues to provide input, support and recommendations for the continued growth of the program, career preparation of students and opportunities for workforce training. To ensure involvement of our educational partners, CCPA’s School Advisory Committee elicits input from our community partners, local business executives, CCPA staff, students and parents. The School Advisory Committee represents an organizational and technical design to ensure CCPA remains a viable enterprise, with active and effective representation of interested parties supporting a successful educational program."	"The School Advisory Committee represents the diverse interests of the students and staff that make up the local school community. In an effort to gather meaningful input from all educational partners, various methods of acquiring input was conducted.  Meetings via web-conferencing, phone calls, surveys online and over the phone in various languages, and committees were conducted to solicit input for use of funding to support student’s education recovery. Feedback from the community and staff during the OCBE board meetings where CCPA’s LCAP was presented also helps to inform the direction of the program.  Individuals wishing to provide input during those meetings joined virtually or submitted written comments via email. Overall, CCPA will continue to host meetings and reach out to all students to seek input by the following: • CCPA School Advisory Committee meeting held for public hearing and open to public comments, available through web-conferencing and phone call in. • DELAC meeting held for parent/student questions and feedback.  • Online surveys conducted to gather feedback from students, teachers, staff, educational partners and parents.  • Email and text survey to parents in English and Spanish. • Phone surveys conducted in English and Spanish for Parents. • Daily meetings with staff that discuss the Local Control and Accountability Plan. • Surveys/phone calls/meetings with educational partners from school administration, Project Liaison, SRTs, and Counselor on a weekly basis."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/1/2022	2022
14101400128454	College Bridge Academy	3	"Our teachers and principals are constantly communicating with families and making phone calls home for both positive and negative behaviors. The pandemic provided an opportunity to formulate an even stronger connection between home life and school life. Our plan is to continue the work we did in strengthening that connection even though we have returned to in-person classes. Parent participation rates at our Back-to-School nights, our monthly Coffee with the Principal, and family bbq events are increasing. Due to the pandemic, we were able to experiment with other ways to involve families in our school. Our school staff commits to keeping in constant contact with our families through emails, phone calls, and home visits. We also had a lot of families participate in our online needs surveys."	"We were not as successful in getting large numbers of families to connect with us on Zoom meetings but we are excited for the opportunity to continue this form of community engagement which allows for families with complex schedules to still participate in school events. To sustain our parent involvement efforts, we would like to establish increased daily volunteer opportunities on campus and have more involvement in our extracurricular events. For our four-year college bound students, we continue to hold parent education events throughout the year so that families play a greater role in the college application and transition process."	"For our student demographic, we have found that frequent contact with families through daily check ins, home visits, or meetings at the school has been successful. We survey our families at least twice a year to get feedback on school satisfaction and school improvement initiatives. Surveys are translated into student's home language and can be filled out from a phone so even families that are unable to make it to other school events still have a voice in school affairs."	"Our school provides wrap-around services to our students and families that many traditional schools are unable to provide. Through our partnerships with local non-profit organizations, such as Shields for Families and other Community Based Organizations, we connect our families to resources and support services."	"One area where have grown a lot in the last two years is our CTE programming. We are now connecting students to certifications and jobs whlle in high school and we continue to grow our network of partners that will provide job training and job skills to our students. This has increased students' academic motivation because they are able to apply the things they learn in class to real world experiences. Addtionally, we have grown our connections with local community colleges and universities that can provide transitional programming to our students interested in pursuing a 2 or 4 year college degree. We will continue to increase these partnerships in the coming years."	"Each student that enrolls in our school is given a diagnostic test to determine their academic skill level and if they choose, they can also meet with a counselor who evaluates their case management needs. Since our schools are small, we are able to work with every student as an individual and plan ways to decrease barriers that the students may be experiencing that have gotten in the way of their educational success. All of our students come from underrepresented communities and we work with each individual and family to try to meet their educational, social and emotional needs."	"Last school year we organized multiple online events to include families and stakeholders in our decision-making process. As mentioned above, the most success we had was through stakeholders providing feedback by participating in online surveys."	We are still working to build a core group of parents and families to attend meetings consistently and participate in our planning and decision making. We also had a lot of families participate in our online needs surveys and we will continue to use that format to get feedback from a large majority of our families. We were not as successful in getting large numbers of families to connect with us on Zoom meetings but we are excited for the opportunity to continue this form of community engagement which allows for more families to provide input about our school.	Home visits have been very successful at reengaging students and their families and we now have dedicated vehicles operated by the school to continue our schedule of visitation to families and students who are struggling to attend school. Family engagement events are sent out with the school's monthly calendar and are scheduled at various times to accommodate parent participation and their varying work schedules.	5	4	5	4	4	4	4	3	2	2	3	2	Not Met	9/9/2022	2022
42691790000000	College Elementary	3	"Communication is great! It is fluid, productive and easy The LEA’s strength is definitely building community involvement and parent involvement within the school. The district is very welcoming and inviting toward families and encourage input on decisions that affect students. ParentSquare offers an effortless two-way communication between staff and families, including auto-translation for Spanish-only speaking parents. Strongest asset is the continued use of ParentSquare which can translate communication between all parties. In addition, multiple staff member are bilingual.  The school community is respectful of diversity.  The staff are excellent. They work as a team. The district is a peaceful place."	"Include more family partnership activities for family engagement.  Continue community gatherings such as music performances, athletic events, etc to promote community.    One area for improvement would be finding strategies to engage a larger number of Spanish- only speaking families to accept invitations to attend and contribute to meetings/surveys that result in collaborative decisions affecting students.  There is a need for more adult help at lunch and recess to watch the kids more closely rather than socializing."	In order to improve upon underrepresented families the LEA could try to personally connect with families before or after school. Some families might not volunteer or attend the wonderful events offered. Reaching out to them personally when they are picking up or dropping off their student could be beneficial.	"CESD allows meetings between families and teachers to discuss student success and areas to work on.  The district enjoys exceptional family turnout for parent/student conferences.  Covid has allowed access for all families to learn how to best support their students away from school.  Teachers receive great professional development. Training is never denied for staff and Professional Development is provided throughout the year for improvement in all areas. The district dedicates professional learning community and professional development time to focus on family-school partnerships. Teachers are currently working to improve communication with difficult to reach, Tier 3, families."	"To build partnerships the district will: Reaching out to them personally when they are picking up or dropping off their student. Continue the district's Parent Education Program to strengthen families' understanding of classroom practice, school curriculum and child safety and development issues."	"Because the percentage of unduplicated students is 56.4% the district will use the same focus actions to build partnerships with underrepresented families: Reaching out to them personally when they are picking up or dropping off their student. Continue the district's Parent Education Program to strengthen families' understanding of classroom practice, school curriculum and child safety and development issues, while also Provide counseling services to support student and family needs through the PHP (People Helping People) organization."	"Recently I have seen more parent involvement in school decision making. The district invites all families to give input through surveys and open meetings. This past year has definitely allowed families to work together with the school on fun activities. There have been a few great community events, with more to come."	Continue to encourage a broad and diverse group of parents participate in School Site Council. Continue to provide an annual district parent survey.	Continue to encourage a broad and diverse group of parents participate in School Site Council and DELAC. Continue to staff an ELD classroom that provides additional services to the EL students and their families.	5	4	4	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
37771640137356	College Preparatory Middle	3	"Building trusting relationships with our students and their families is just as important as building an effective academic program. Now more than ever, instruction should also focus on building connections and avenues for student and family engagement. When schools and families work together-students achieve! We fully believe it is the relationships that we have with our families that make our school so successful, and as we are able to return back to our campus-we do it with a renewed focus on fostering opportunities for meaningful engagement. 85% of our families state that they feel welcomed on campus and 88% state they are invited/encouraged to attend school activities and functions. 89% say they receive regular communications and are well informed about what is going on at school."	"We continue to look for ways to establish processes by which families can become actively engaged in their student’s educational progress and support their academic learning at home. Our goal is to establish opportunities to foster communication, strengthen the home-school connection, and create opportunities for meaningful family engagement. We plan to explore and develop more avenues to increase communication and parent participation in our school activities."	"Early Outreach, refinement of our Back to School nights and parent activities planned throughout year. Increasing our outreach to individual families. The addition of specialized staff (Counselor) to facilitate contacts and follow up."	"Building trusting relationships with our students and their families is just as important as building an effective academic program. Now more than ever, instruction should also focus on building connections and avenues for student and family engagement. When schools and families work together-students achieve! We fully believe it is the relationships that we have with our families that make our school so successful, and as we are able to return back to our campus-we do it with a renewed focus on fostering opportunities for meaningful engagement."	We continue to explore ways to engage families with the various departments on campus and will strive in the 22-23 year to offer more curriculum based opportunities for parents to become engaged in their student’s learning. We are looking forward to more “in person” meetings to engage with families and strengthen the home-school partnership in the 22-23 school year.	"Our goals and actions are aimed toward increasing the academic achievement of all CPMS students and engaging parents and community partners through education, communication and collaboration that promote student success. We will continue to develop ways to deliver meaningful engagement activities-including via personal family invitation to promote increased participation."	90% of our families believe their student is receiving a quality education at CPMS. 88% agree that they are invited and encouraged to attend school functions. We meet monthly with our parent advisory committee (PTSA) and look for their input/opinions on how to best serve the needs of all students on campus.	We have developed our very first ELAC Parent committee on campus and look forward to it's continued growth and development in the 22-23 school year.	"While designed with our special populations of students at the forefront, all students at CPMS fully participate in every aspect of our daily school program with the expectation that every student enrolled in CPMS receives a rigorous academic program that meets grade level standards.  In order to support strong academic gains for all of our students, we rely on our families to provide feedback as to the quality of their children’s progress and learning. 90% of our families believe their student is receiving a quality education at CPMS. 88% agree that they are invited and encouraged to attend school functions. We will strive to increase that percentage and increase participation."	5	5	5	5	4	5	4	5	3	3	3	3	Met	6/15/2022	2022
19647330131821	Collegiate Charter High School of Los Angeles	3	The school regularly works to create and maintain relationships between school  staff and families. A majority of families reported feeling the school responds  positively to the social emotional learning needs of the students which helps to  build positive relationships. One area that improved in this year's survey was  “Opportunities for parental involvement” which showed more parents are feeling  involved with the school this year in comparison to last year’s survey. Less parents  reported this year feeling worried about their child falling behind in academics  because of the increased partnerships between school staff and families. We have  worked diligently to always share student’s progress with the families and actively  seek ways to partner with them to improve student grades and outcomes.	"One area of progress the school will focus on is recruiting new parents to be  involved with the school, because although we have many involved families, we  would like to have all families report having a strong relationship with the school  staff. This was one of the areas parents showed a decrease in comparison from the  previous year. We are planning to address this in the upcoming school year. We  are strategically planning over the summer to create more opportunities for  parental involvement and professional development workshops for staff to  continue to develop relationships with families."	"One way we will improve engagement of underrepresented families is by  providing an interactive calendar for families to be aware of upcoming events  with the school. We recognize that parents are unable to be involved in all  events because of previous commitments, so providing them with ample time to  know in advance of upcoming events should help them plan for and be involved.  We would also like to include planning meetings on this calendar, so we can  gather feedback from all families in all subgroups equitably. Another way we will  improve engagement of underrepresented families is by utilizing our parent  coordinator to invite and encourage parents in these underrepresented families to  attend planning meetings and parent workshops. This personal invite usually  encourages families to connect with us and build relationships between school  staff and families."	"One current strength of building partnerships for student outcomes is that the  school is poised for success. The survey showed both parents and students feeling  safe to learn in-person at school. In fact, this concern was reduced by almost half  the amount it was last year showing the precautionary measures and school  climate we have created have allowed students to really focus on their education  and thus, improved student outcomes. Another strength is that parents reported  lower levels of concerns around students' mental well-being at school. Collegiate  clearly has a school culture that promotes physical and mental safety which is the  foundation of improved student outcomes."	"One area we will focus on improving next year is what the school can do to help  increase student motivation. Although it was a very small decline this year, it is  still notable for us to improve on and focus on for next school year. Student  motivation plays a large role in student outcomes, so this will be a focus in our  grade level meetings and professional development workshops. We hope to  initially develop programming for external motivation, with a long term goal of  internal motivation for students and their outcomes. By shifting this eventually, we  are preparing students to be lifelong learners and face any situation in the future  with determination."	"We will improve engagement of underrepresented families to build partnerships  for student outcomes by being intentional with training our staff on inclusivity,  sensitivity and diversity, so that they can understand and respond appropriately to  all student needs. This will help them prepare more culturally relevant lessons and  engage with families with empathy and understanding. By developing meaningful  lessons, all students,especially those that are usually underrepresented, are more  likely to engage with the materials and lead to better student outcomes. Finally,  we will gather feedback from these families throughout the school year as  opportunities arise, like at the end of an IEP to ensure they feel like an active  partner in their student’s outcomes."	"The school is slated for success in seeking input from families for decision-making  because a majority of parents reported they are actively involved with the school  so they are up to date on what is happening with our school. This investment is a   great foundation for us to continue to seek input, suggestions and feedback from  them on all important decisions in the future."	"One area of improvement in seeking input for decision-making is more parents  surveyed this year that they would like the school to actively seek input before  making important decisions in comparison to last year’s data. This area shows  parents want to be consulted before we make decisions by giving them ample  time to respond and process any next steps we are planning to take. In addition,  this will include us seeking feedback from parents throughout the school year to  determine the effectiveness of the decisions we have made and what alterations, if  any, need to be made."	"We will improve engagement of underrepresented families in seeking input for  decision-making by ensuring all families have access to school information in  their home language. Additionally, we will ensure that more families are involved  in the SSC (School Site Council) ELAC, our primary decision body for  underrepresented families, by regularly posting and advertising their upcoming  meetings. Our parent coordinator will also serve as a liaison to support parent  input from underrepresented families in high-stakes decision making."	4	5	4	4	4	4	4	4	3	3	3	3	Met	6/29/2022	2022
36676860000000	Colton Joint Unified	3	"CJUSD promotes building relationships with parents through increasing opportunities for parent leadership, parent workshops, support for district initiatives, and through various communication efforts at the District and individual school sites.  The District changed communication tools as our prior tool Q Communique was phased out by the vendor and we switched to Parent Square during the school year.  Although there were some initial struggles, we focused on consistent messaging at the district and school site level.  In addition, parent meetings were held virtually using the WebEx platform.  This allowed the district to continue to increase the number of parent meetings held throughout the year and provide much more opportunities for parent input through these virtual meetings.  In addition we continued using parent portal, where parents can give and receive information regarding their student’s grades, attendance and demographic information which allowed for improved communication and better accuracy of data provided."	A focus area for improvement will be to increase the use of parent portal and to focus on improving participation at our site and district parent meetings.	Based on the analysis of educational partner input and local data CJUSD will work to improve parent engagement by re-instituting the campus volunteer process when safe to do so as requested by parents and through offering more in-person meetings and events than we were able to do so this year. We will also work to improve communication with parents from both the District level and school site level.	"CJUSD promotes building partnerships for student outcomes through various programs and opportunities available to parents and students on sites and through district meetings and events.  The District has finalized the CJUSD Design Plan where we included parents and community members to help with strategic planning, to rewrite the district vision and key areas of focus as we move forward.  The district supported work on cultural competency and equity through student voice meetings and parent and community meetings designed to provide an opportunity to listen and understand the experiences of our students, families, and employees and areas where we can improve.  CJUSD has an extensive college and career readiness program which includes our career pathways and AVID programs to support students’ future success.   We began our career lab course at our middle schools to increase awareness and support for our pathways. CJUSD hosts several district events each year to provide resources and opportunities for students and parents to engage in the educational program. We continued to providing opportunities online for parents and students to participate in virtual and in-person College and Career Fairs, Pencil Pen and Brush, Science Fair and Student recognitions.  The district provided a nutrition program for all students to obtain meals at no cost.  In addition, parent and community members participate in quarterly Community Cabinet meetings to support the vision of the district."	"Based on the analysis of educational partner input and local data, one of the Colton Joint Unified School District's focus areas for improvement are bullying prevention and school safety. 46% of respondents on the LCAP Survey indicated that staff feel safe at school, while 53% of respondents indicate that students feel safe at school. The majority of discipline incidents, specifically suspensions, are related to fighting or physical aggression. Only 27% of respondents agree that bullying is not a problem. Only 45% of student respondents indicate that students are comfortable talking to school staff. The relationship between students and school staff has lessened, with just 49% of student respondents indicating that school rules are fair and 46% of student respondents agreeing that students respect the teachers and staff. Improving implementation of PBIS across all 3 tiers is paramount to addressing positive school culture, preventing bullying, and increasing school safety. Implementation of the PBIS framework's bullying prevention modules ""Stop, Walk, Talk"" (Elementary) and ""Expect Respect"" (Secondary) will be taught to all students as a Tier 1 intervention. CJUSD will also focus on conflict resolution skills for students. Finally, CJUSD will focus on teaching and modeling RESPECT to address the concerns related to staff/student relationships and a feeling of safety on campus. The LCAP parent survey also showed the need to improve communication regarding pathway options and an overall understanding of our pathway programs.  CJUSD is focused on increasing the career awareness opportunities for elementary and middle school students, and working on promotional and informational material on our high school career pathways to improve the participation of underrepresented families."	"Based on the analysis of educational partner input and local data CJUSD will work to improve engagement of underrepresented families to build partnerships for student outcomes by working to improve attendance and engagement in our English Language Advisory Committees (ELAC) and establishing African American Parent Advisory Committees (AAPAC) at the site level, increasing participation in the District Parent Advisory Committee (DPAC) and AAPAC at the District level as well as continuing to increase partnerships with local community members at Community Cabinet meetings."	"CJUSD promotes seeking input from parents for decision making through our different parent and community committees.  The District has completed a CJUSD Design Plan process where we included parents and community members to help with strategic planning, to rewrite the district vision and key areas of focus as we move forward.  Parent committees at the District include District Parent Advisory Committee (DPAC), District English Language Advisory Committee (DELAC), African American Parent Advisory Committee (AAPAC), LCAP Parent Committee, Dual Immersion Parent Network (DIPN), and Community Cabinet in addition to specific District parent meetings for GATE and Special Education.  Each site seeks input through their School Site Councils and English Language Advisory Committees (ELAC).  The LCAP Parent Committee offers parents the opportunity to have input in use of LCAP funds, writing of LCAP Goals and metrics, and review of the actions and services as well as CA Dashboard data as it relates to CJUSD and student success.  The district employs a parent manager who has offered over 100 online workshops and webinars for parents to help support their students and to keep parents informed and provide information to the district as changes occur in education programs or options.  A focus area for improvement will be to improve participation on parent portal to increase communication regarding student information such as grades and the ability to develop processes for better input.  The district will began full implementation of parent portal this year as a way to provide better service for all parents and access to information so decisions can be made in a timelier manner."	"A focus area for improvement will be to improve participation on Parent Square and Parent Portal to increase communication regarding student information at school sites, specific student information such as grades, and the ability to develop processes for better input.  The district began full implementation of parent portal a year ago as a way to provide better service for all parents and access to information so decisions can be made in a timelier manner."	"The district will continue the efforts to improve engagement of underrepresented families through our Parent Engagement Manager and Community Liaisons who partner with schools, parents, and the community.  As we begin to implement the CJUSD Design Plan for 2022-23 a Community Engagement and Learning Committee will begin to support increased input into decision making for CJUSD."	4	5	4	4	4	4	3	4	4	4	4	4	Met	6/23/2022	2022
45699480000000	Columbia Elementary	3	"We have many opportunities throughout the year to build relationships with families.  We have held both virtual and in-person school gatherings that have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet.  This said, our presence on social media and our newly launched website has been successful.  In addition, we have implemented SEL that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel, even during COVID."	"Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events."	"Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, Attendance Coordinator that connects families to local resources, and reading/math labs."	"We have a long history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local businesses to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples.  Additionally, we have very collaborative Parent Clubs. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved Student Outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes."	"We meet regularly with our School Site Council and LCAP is a standing agenda item on every board agenda to review student outcome data and set goals/actions based on identified needs. Parent conferences are held several times a year and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication, student attendance and additional support for students."	"Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We have also added a part-time assistant superintendent to assist with plan development and state/federal guidance, COVID substitutes to fill in where needed, a PE teacher, counselors , Special Education staff, and support staff positions throughout the district."	"We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, the LCAP Committee and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs."	"Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school app, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes."	"We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc."	3	3	3	3	3	3	3	3	3	3	2	3	Met	6/23/2022	2022
54718520000000	Columbine Elementary	3	The Columbine staff has a great rapport with its community.	Columbine will continue to reach out to families with language barriers.	They will be encouraged to attend Title I meeting and parent training. Interpreters will be provided.	Zoom meetings increased community participation.  Teachers have established good rapport with the parents.	Our effort to reach every parent for Parent / Teacher Conferences.  Columbine continues to communicate with the few reluctant participants.	Columbine will continue extra effort to make sure that everyone participages.	Columbine had an exorbitant amount of extra meetings due to the many stakeholder requirements.	Parents and community members enjoyed the meetings. Columbine will continue to encourage even more participation.	We will continue to invite everyone and encourage even more engagement.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/15/2022	2022
06100660000000	Colusa County Office of Education	3	"Small school and class size enables us to have contact regularly in person, over the phone or through email.  Individual meetings with parents and students is very successful.  Group meetings are not attended very well."	The LEA is working to get better attendance at group meetings for LCAP and WASC input.	Continue working to contact all families to attend group meetings.  Phone calls home and speaking to parents as they come to school for their children.	Orientation meetings with parent/guardian and student to build student's Individual Learning Plan along with their goals.	"Increase attendance to parent group meetings (WASC, LCAP)."	The LEA will call and personally talk with parents to encourage them to attend and have a voice.	The opportunity has been given to parents yet they rarely attend meetings where they have a voice.	The LEA is focusing on increasing parent attendance in order to increase parent involvement.	The LEA will call home and personally talk with parents to give them the information so they can attend the meetings.	4	4	4	4	4	4	4	4	3	3	3	3	Met	2/9/2022	2022
06615980000000	Colusa Unified	3	"Burchfield Primary School and Egling Middle School have been focused on creating an environment of collaboration with families by structuring Back to School Night in small group or individual parent meetings. Burchfield Primary School invited parents to their Back to School Night as well as their Kinder Camp Parent Information Night to assist with becoming acclimated to the primary school.  Burchfield Primary School promoted their Fall Festival, Jog-a-thon, and Spring Music Performance in conjunction with their Open House.  The return of the previously listed events increased the efforts to build relationships with our families.  Colusa High School held a 9th Grade Orientation, 8th Grade Parent Night, 11th Grade Parent Night all as proactive engagement opportunities prior to the start to the academic school year.  Additionally, the high school offered a Back to School Night in an interactive format.  Student events returned at all sites as well as the return of our volunteers being invited to support school sites through our Volunteer Process. Each school site has focused on creating a welcoming environment that values family backgrounds. Families have expressed their pleasure with both school environment and communication. We have increased overall participation in ELAC, DELAC, School Site Council and Parent Club. We have also increased use of parent portals for grade, attendance and behavior record access. We have also increased the amount of annual parent nights.  A series of parent nights were offered focused on technology education to support our parents and their access to information shared in the electronic format.  Our district also extended English as a Second Language opportunities to our parents based on the feedback and interest expressed in our needs assessment process."	"A key focus area for Colusa Unified School District is our new student enrollment process.  As this is the first experience with our new families, it lends itself to a wonderful opportunity to build a strong connection with our families.  The previous school year was our implementation year for student recognition at board meetings.  CUSD plans to take the foundation of the previous student recognition efforts in an effort to incorporated staff voices throughout the recognition events."	"In an effort to improve engagement of underrepresented families, Colusa High School went through the process of electing a CUSD student board member.  The District is excited for the additional voice and input.    A counselor is dedicated to each school site in an effort to support students.  A tiered system of support is in place including efforts to support our underrepresented families. The CUSD Lead Counselor works with site counselors to collaborative support all students and process that best support particular needs.  Finally, a focus area to bridge our achievement gap is the offering of tutoring services."	"CUSD strength is our increased school to home communication in translating all documents. Parent Square has been a positive tool for communication.  We have made a commitment to post on Website, Calendars, Newsletters and flyers to be distributed two weeks before important events.  The district sends out important dates for all sites every two months to districtwide transparency.  Our dedicated parents/teacher conferences for K-5 offer a strong platform for individualized conversations. Additionally, sites offer multiple college and career nights, input and engagement nights for school priorities, educational technology nights, including community wide fall festivals, Winterfest and movie nights. Families throughout the district are engaged in evaluating our efforts to reach families and improve them annually."	"The district placed effort in establishing a series of parent nights focused on RTI trauma informed practices to increase families access to support and strategies.  The district will continue offering ESL classes and maintaining it as a focus area.  Lastly, the district has established a focus area of celebrating student growth and/or successes."	"In CUSD each school site provides multiple opportunities for educational partners to participate in annual needs assessments of district programs, facilities, and course offerings. All sites organize parent meetings to ensure involvement in the educational process."	"Colusa Unified School District encourages participation in the following surveys:  LCAP Survey, Healthy Kids Survey, and Employee Engagement Survey.  The input is critically valuable when implementing new decisions as well as evaluating previous decisions and/or plans to best serve our students.    Educational Partners engage in a needs assessment process based on the state priorities and our LCAP goals to best evaluate categories of strength to maintain as well as areas in need of focus."	"Colusa Unified School District's focus in the category of seeking input for decision-making is the increase of participation of our three surveys (LCAP, Healthy Kids, Employee Engagement). The District will increase communication measures to assure survey information is easily accessible."	"The district continues to place high emphasis on providing all communication in English and Spanish for our families.  The District office will be another avenue of support should individuals need assistance accessing and/or completing the survey.  Additionally, a support individual will be provided upon request."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/20/2022	2022
04100410134213	Come Back Butte Charter	3	This is a high priority area at CBBC.  Many students at CBBC have not faced successes in school and have therefore built a distrust for the academic system.  CBBC's entire staff works hard to develop relationships with all students.  It is important to CBBC that students experience school as a safe and nurturing place in order to achieve their full potential.	"CBBC holds Come Back Connection events each month.  During these events community partners are brought in to share their program information.  Information may be related to education, job/career and/or availability of Social Emotional services.  The staff believe that these connection events are not only an effective way to share information but also to increase the relationships with students/families.  Since COVID-19 restrictions have been in place the events have been held virtually and subsequently have had lower attendance.  Moving forward, increasing the number of students attending connection events will be a focus area to improve relationships between school staff and students/families."	"CBBC has small enrollment and works to engage all students in building positive relationships with the school.  Most student groups are too small to report numbers, but all staff are aware of the importance of student group data."	"Since many Come Back students are adults and have their own families, the response to this is the same as for families.  This is a high priority area at CBBC.  Many students at CBBC have yet to experience success in school and have therefore built a distrust for the academic system.  CBBC's entire staff work diligently to develop relationships with all students.  It is important to CBBC that students begin to see school as a safe and nurturing place where they can achieve their full potential."	"Since many Come Back students are adults and have their own families the response to this is the same as for families.  CBBC holds Come Back Connection events each month.  During these events community partners are brought in to share their program information.  Information may be educational or related to job/career and/or Social Emotional services availability.  The staff finds that these connection events are an effective way to share information in addition to strengthening the relationships with students/families.  Since COVID-19 restrictions have been in place, the events have been held virtually and subsequently have had low attendance.  Moving forward, increasing the number of students attending connection events will be a focus area to improve relationships between school staff and students/families."	"Since many Come Back students are adults and have their own families, the response to this is the same as for families.  CBBC has small enrollment and works to engage all students in building positive relationships with the school.  Most student groups are too small to report numbers, but all staff are aware of the importance of student group data."	"CBBC provides opportunities for students, families, and education partners to offer input on site decisions during School Site Council meetings. Meeting notices are posted at the school site, at the BCOE County Office of Education and on our school website.  This is an area of focus for continued growth for CBBC."	"The focus area necessary to improve student, family, and education partner input at CBBC is helping students, families and education partners understand how important their voices are to their success at CBBC."	CBBC staff needs to engage underrepresented students and families more effectively in the self-reflections process when seeking input and making decisions that affect students.  Moving forward CBBC will use time during weekly student appointments to help underrepresented students understand how their input can make positive changes for themselves and other students.	5	5	5	5	5	5	5	5	3	2	4	5	Met	6/27/2022	2022
24102490138032	Come Back Charter	3	"Educational partners continue to identify the staff and the relationships they build with students as a continued strength of the program. As an adult program, family engagement is emphasized rather than parental engagement. /Family may include the student, mother, father, siblings, wife, children or even in-laws. Students are encouraged to have family support if available as the school understands that the success of students is based on the support of all the student's relationships. At the core of this belief is the welcoming learning environment in which students and their families can feel safe and comfortable. The school focuses on the continual development of positive relationships among staff, students, and their families."	"Two areas of improvement continue to focus on improving communication between the school and families and providing teachers with tools and strategies to support adult learners. While two-way communication was identified as a strength, the effectiveness of such communication for all students continues to be a challenge. CBCS students have continued barriers to completing their education. The students may have unstable or inconsistent living situations, the lack of reliable phone service, lack of transportation, or the lack of connectivity. While the school helps with transportation and connectivity, not all students in need take advantage of such support. Further, adults have different needs than that of typical K-12 students. CBCS must provide staff the tools to support adult students from a multitude of backgrounds. Further professional development is needed in this area. To improve communication with the families and communities as a whole, the school is revamping its website to provide more information to current and interested students."	"To improve engagement with underrepresented families, CBCS plans to do more outreach from other personnel such as the school counselor and campus supervisors to see how the school can support students and their families. The greater use of home visits for underrepresented families is planned. Further, more effective relationships with community agencies is being sought. Working with programs like Empower can ensure students have the needed supports and encourage to achieve their high school diploma followed by job training or college. New personnel have also been hired to provide bilingual support to Spanish speaking families for students still considered English Learners."	"As an independent study program, students work closely with teaching staff to ensure students are progressing both academically and in their career technical skills. To support students with maintaining a job or family commitments, CBCS staff provides flexible scheduling to allow students to work around these commitments. While the school allows a great deal of flexibility, students are still held to high expectations and time commitments when it comes to work completion and attendance. This is achieved by the relationship and partnership set up by the staff and students. The school orientation process also allows for students and their families to know policies and expectations of the school and how all partners can best work together. Further, teachers are provided regular professional development to help support improving student outcomes."	"An area of improvement is centered around the providing of information and resources to families to support the student's learning at home. Family support varies from student to students. For students with children, this can be especially challenging when trying to finish their education and supporting their children. The is developing and refining a new student handbook that will provide information for families on how to support student learning. The handbook will also provide families with information on their rights and how to advocate on behalf of the student. While this is a strength of the school for students with IEPs, CBCS will work to improve this area for all students."	"The school has brought on additional personnel to help with improving student outcomes, especially for the underrepresented populations. An instructional support assistant will provide additional weekly support for English learners and students with IEPs to support. the needs of this specific population. This instructional support assistant will also help students with tutoring either through this specific staff member or with other tutors provided through other MCOE programs. This process will ensure the support and tracking of students who need the additional help and that underrepresented students are receiving the added supports they need."	"CBCS students and their families have the opportunity to be a part of the decision making process by participating in the school’s Advisory Board. The Advisory Board is made up of staff, district personnel, students, and community members that provide input into school policies, curriculum, and school activities. Students and their families can choose to be an active member on the board or merely attend meetings to stay abreast of any changes or updates to the school program. Staff are able to provide input and feedback during regular staff meetings. During staff meetings, all aspects of the school program including curriculum, instruction, and student supports are discussed. CBCS advisory meetings will incorporate a process for planning, designing, implementing, and evaluating family engagement activities at the school. By incorporating family input and formalizing the process, CBCS will help ensure students and their families are participating in activities that will help them improve."	"An area of improvement is for the school to hold Advisory Board meetings more often. Also, the school must encourage more participation from students and their families in Advisory Board meetings. Student staff meetings must also be held on a more regular basis. As the program continues to growth throughout the county, staff meetings and advisory meetings may be hled in person, virtually, or a hybrid of the two. The school is looking to provide hybrid meetings to provide the greatest flexibility and participation in the school's decision making process."	"As part of improving the decision making process, the school will look at ways to support input from all of the educational partners. The school plans to seek more input and follow up through additional educational partner meetings. Such meetings are in addition to the Advisory Board and staff meetings. Such meetings may focus on the school's underrepresented families and community partners to help the school determine how to best support its special populations."	4	4	4	5	4	3	4	3	3	3	3	3	Met	6/21/2022	2022
34765050108837	Community Collaborative Charter	3	"CCCS works to engage parents and families in a variety of capacities to facilitate building of relationships between staff and families.  Over the past two years, COVID-19 and related restrictions made it difficult as CCCS was not able to consistently bring families onto campus as we have in prior years  We initially continued with virtual events such as assemblies, virtual education nights, and virtual coffee with administration to maintain our connection with families and slowly transitioned back to in-person events at the end of the year. Our school uses Class Dojo and Aeries Parent Square to maintain regular communication with parents. Parents can message a teacher, the office or an administrator directly with a need or question. For the 22-23 school year, CCCS looks forward to be able to continue and expand in-person events to enhance the relationship between staff and families such as parent/teacher conferences, assemblies, volunteer opportunities, and indoor festivals."	"CCCS needs to increase the frequency of activities and work more strategically to connect parents to events throughout the year. We are also looking forward to more opportunities becoming available for the school to have parents and community members volunteer on-campus and specifically, in classrooms."	"CCCS will improve parent engagement by increasing the number of parent engagement events and by having our Parent Liaison, Student Support Advisor and Student Support Specialist reach out to families to encourage participation."	CCCS works to prioritize building partnerships with parents and community partners to increase access to resources needed for students to achieve educational goals.	"CCCS has a goal to increase the frequency of opportunities for parents to engage with our school in the areas of community building, student recognition and professional school to home educational opportunities for parents. These events will be structured to provide resources and learning opportunities for families in important ways so they can help their student academically, socially, and emotionally at home."	"CCCS will improve parent engagement by increasing the number of parent engagement events and by having our Parent Liaison, Student Support Advisor and Student Support Specialist reach out to families to encourage participation."	"For the past two years, CCCS continued to implement parent surveys to solicit feedback on the LCAP, school culture, academic programs, and other areas identified as a need within our student population. Our School Site Council and DELAC met six times this year and provided input on all important decisions and documents produced by CCCS, including the Parent Involvement Policy, SPSA, CCCS Safety Plans, and LCAP."	"CCCS will continue to encourage parents to respond to Class Dojo and Parent Square surveys, as this is the best way to gather data from families and the community."	"CCCS will improve parent engagement by increasing the number of parent engagement events and by having our Parent Liaison, Student Support Advisor and Student Support Specialist reach out to families to encourage participation."	4	3	2	3	2	3	4	3	3	2	3	3	Met	6/22/2022	2022
37103710137695	Community Montessori	3	"Every child and parent gets to meet with their teacher before the school year starts. This helps create a strong working relationship and sets the tone for the year.  Every Learning Center has a Parent Group that provides support to staff and pupils and works on creating events that help build up the community. Parents and Staff are invited to join the Advisory Council to help inform the School Director about the needs of families at our school. Every Learning Center will hold a Montessori Journey event, this will help parents better understand the Montessori philosophy and be better equipped to support their child Parents are invited to attend Positive Discipline Parent Seminars to help them build better relationships with their child. Monthly Directors Digest to help keep parents informed of events and happenings at all our Learning Centers"	Provide families with more opportunities to build community and support those in need in our community - more community service projects	Through our ELAC council we hope to provide an environment where our EL families can offer more input and be better heard. Parents are invited to attend Positive Discipline Parent Seminars to help them build better relationships with their child	Staff have been using staff meeting times to work in Professional Learning Communities. Each PLC focuses on one area related to Student outcomes and researches ways to make this happen at our school.	Surveying parents to see what skills and opportunities exist within our own community	"Creation of an ELAC and the use of translation services for announcements, meetings and events."	"Parents and Staff are invited to join the Advisory Council to help inform the School Director about the needs of families at our school. Creation of the English Learners Advisory Council Regular surveys of staff, parents and students"	How do we get even more parents involved?	"Hold meetings and events at different times to allow more families the opportunity to attend, offer to provide translation services at meetings, work with Bilingual staff to help foster a more welcoming and open environment"	4	4	3	3	3	3	4	4	4	3	2	4	Not Met	9/28/2022	2022
34765050101766	Community Outreach Academy	3	"Community Outreach Academy prides itself on student-parent-staff connection. The charter of the school was written and the school opened based on the needs of the community. Over many years, COA has remained a tuition-free public charter, a school of choice, that families continue to enroll their students into because parents feel heard and feel like a part of the COA family. COA's team of Parent Liaisons at the elementary school site and middle school site, as well as the entire administration team, continuously work to maintain and improve student-parent-staff  connections and address community needs on a daily basis. We provide regular parent workshops/""universities"", offer volunteer opportunities, put out an educational and informational weekly radio program as well as a monthly newsletter for parents, partner with community organizations and local businesses to disseminate information via local newspapers, partner with and provide resources for families in need of any additional support, hold monthly School Site Council and DELAC meetings with parents, rely heavily on continuous parent survey results in decision making, and so much more. We deeply believe we are stronger together, so we continue to work together and grow together."	"We recognize that no matter how much we do, there is always a way to do more and be better. In light of the recent war in Ukraine and the influx of refugees that have come to our school, we have put in more efforts into helping our students and families who need the additional support. We will continue to seek out additional community resources and build connections with organizations who can support us in this endeavor."	"COA administration and staff have formed a committee and continuously gather information from all stakeholders to create an atmosphere of inclusiveness, diversity, and equity for all families and staff. The committee developed a Diversity and Equity plan, and has been working on implementation of the steps decided upon. We will continue to watch closely for those families who can be overlooked and do our best to address their needs and engage them."	"COA administration works together with teachers to make sure that parents are made aware of every event, opportunity, educational process, homework assignment, etc. that will help the students succeed. Teachers educate parents on how to track their child's progress online, actively communicate with parents via apps/messaging/emails about their students' progress, and hold parent-teacher conferences 3 times a year. The intervention team, which consists of parents, homeroom teachers, intervention teachers, specialists, counselors, and school administration, addresses the needs of students who need additional support and connects parents and teachers to work together. Parent workshops help educate parents and give them resources to support their children."	"The school's charter was initially written with an emphasis on serving socioeconomically disadvantaged and underserved families, including refugees and students who speak little to no English. Since the opening of the school and still today, COA has a big emphasis on helping English Learners as well as providing the opportunity to grow in their native language through our World Language program. The ELD implementation at COA includes one on one support, small groups, additional bilingual paraeducators in every classroom, and more."	"COA administration and staff work together with parents to support students using parent and student survey input. COA Site Managers, Parent Liaisons, and teachers work together to address underserved and underrepresented families. The Student Support Specialists work at the elementary school site and middle school site to address social-emotional learning for students and staff. We will continue to watch closely for students who can be overlooked and do our best to address their needs and engage them."	"Through regular parent communication via social media, communication apps, events, regular School Site Council meetings, regular District English Learners Advisory Committee meetings, annual district-level meetings, bi-monthly district board meetings, and surveys, COA administration has a wealth of input from students, staff, parents, and the community in decision-making."	"COA has been working on and aims to increase parental involvement on a district level, including more parent representation and input at School Site Council and DELAC meetings and district board meetings"	"COA  Administration, including Site Managers and Parent Liaisons on site, watch attentively for underrepresented families and students to engage them. School admin does home visits to gain input, teachers and admin send home letters and phone calls, and the school holds monthly bilingual meetings with the Principal and school administration team to allow for deeper and more effective communication."	5	5	5	5	4	5	5	5	5	5	5	5	Met	6/22/2022	2022
30664640123729	Community Roots Academy	3	"CRA has made continued effort to involve parents as stakeholders in many decisions regarding school policies and programs. With regular PPO meetings (Parent Participation Organization), book clubs, director coffees, and regular newsletter communications, administration and teachers have connected with parents and sought input. Parent education and partnership has been prioritized and developed as guest speakers, values workshops, and parent meetings have been offered regularly."	"Following Covid and school partial closure last year, parent involvement has been a key priority for CRA. We hope to continue to bring parents back to campus for various events and volunteering. This will improve communication and involvement by family stakeholders. We also continue to examine new ways to communicate with parents. Having families on site for volunteering and adding community-building social events will improve connectedness."	"CRA will initiate an ELAC committee for the 2021/2022 school years which will consist of parents, teachers and administration. We have started to offer communications in other languages (both written and oral). Additionally, we have expanded our opportunities for parent involvement with our PPO and it’s Multicultural Faire, which enables the school community to learn more about our diverse population. The foster and homeless liaison continues to provide resources and services to families in need."	"Our PLC model enables many educators and specialists to collaborate on supporting student learning outcomes. The collaborative time is built into the school day. Teams participate regularly in Data Team protocols where they set goals for student growth and design instruction plans. Extra time is dedicated to parent meetings, IEP/504 meetings, Tier 2. Teachers meet regularly with grade level teams to norm learning objectives and to improve lesson/unit planning."	"CRA has an MTSS team which will continue to focus on student engagement and behavior this year. Additionally, CRA is expanding across grade level content-area teams/departments. These teams will meet regularly to align standards and instruction, focus on essential work of the grade level and ensure continuity across the grades (K-8), which is now possible due to student population growth and new teacher positions."	"We will continue to assess and identify the needs of our families to determine what resources we can offer. This can be through parent surveys, meetings, and community-building social events. We are aware of families who struggle with economic hardship or family crises. Outreach (in partnership with Western Youth Services and other agencies) will continue to families experiencing homelessness, food insecurity/scarcity, or social-emotional trauma."	"There are strong lines of communication between school administration and families at CRA. Regular newsletters, emails, and meeting opportunities allow stakeholders to give input and be up to date on the newest policies and programs. The stakeholders can also give input through regular parent surveys and focus groups."	"While we have a robust parent participation organization, we seek to create more parent advisory groups to provide creative input for focused improvements such as environmental sustainability, outreach to new families, developing the after-school sports program, etc."	"By providing more opportunities for parents to be on campus and to engage in book clubs, parent organizations, fundraising, social programs, volunteering, family fun night, etc., we engage with a larger diversity of parents. This will enable us to seek input and learn about possible methods of support for underrepresented families."	5	4	4	4	5	5	5	4	3	3	3	3	Met	6/21/2022	2022
57727020139436	Compass Charter School of Yolo	3	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated strengths and great progress in the following areas: Communication (weekly Monday Morning Updates, ParentSquare, Workplace, Monthly Town Halls), Engagement (Learning Coach Academy, Virtual Scholar Workshops, field trips and scholar clubs), and monthly connection meetings between our supervising teachers and families."	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass identified the following as focus areas for improvement in building relationships between school staff and families: Community Involvement (i.e. community service projects) and increasing field trips, especially for Compass Charter Schools of Yolo."	"Compass Charter Schools has developed the Compass Framework for the Future as well as the Compass Blueprint for Success. This is based on work and feedback from our Parent Advisory Council, Scholar Leadership Council, Leadership Team, Staff Advisory Committee, and Board of Directors, with support from our partner, the Learner-Centered Collaborative. The framework is designed to align the world we live in, develop scholars who will become engaged and productive citizens, and to enable our community to codify the Gold Standard in Virtual Education. Compass will also provide a variety of extracurricular and enrichment activities to include community service opportunities, field trips, virtual scholar workshops and scholar-led clubs which will include the National Honor Society (NHS). The framework and blueprint encompasses our underrepresented families and special populations as well."	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools demonstrated strengths and great progress in the following areas for scholar outcomes:  Multi-Tiered System of Supports (MTSS), English Learner Support, Tutoring, Social Emotional Learning and Well Being, and our synchronous and asynchronous instruction."	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the planning survey results, Compass Charter Schools identified the following areas for improvement in building partnerships for scholar outcomes: Summer Session availability, and curriculum options, more Community Provider options for the Options Learning Program."	"Compass Charter Schools is now offering a summer session that utilizes online courses and/or academic subscriptions to increase scholar engagement and outcomes. Compass will also ensure all scholars have access to a-g approved courses, either through a preferred curriculum provider or through internally developed courses."	"Compass Charter Schools takes great pride in our ongoing process for seeking input for decision-making. Compass collaborates with all of our educational partners consistently throughout the year via monthly Leadership Team meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory Council meetings; and Parent Town Halls and survey administrations throughout the year. During these opportunities, all educational partners review and discuss the progress we are making, make recommendations for improvements, and are equally involved in the decision-making progress."	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools identified the following areas for improvement in seeking input for decision-making: The expressed need for more clarity behind some of the proposed changes (curriculum, organizational structure, policies and procedures) and extended timelines for responding to surveys and submitting suggestions and recommendations."	"Based on input and local data, we will continue to work on providing opportunities for engagement that are accessible to our underrepresented families. The addition of a full time McKinney-Vento Liaison provides a conduit for ensuring that some of the most underrepresented families have a voice. We are also looking at our engagement activities for our scholars and looking to find additional in-person opportunities in accessible areas. We continue to refine our live learning sessions to provide meaningful educational content. Additionally, we partnered with Wellness for Educators to offer wellness resources for our scholars, families, and staff. These live workshops are recorded and made available asynchronously for those who are unable to attend them live. We continue to refine our supplemental subscription offerings, such as Freckle, for example, for academic support, in addition to expanding our Multi-Tiered System of Supports tutoring hours."	4	4	4	4	4	4	4	3	4	4	4	4	Met	5/21/2022	2022
19753090135145	Compass Charter Schools of Los Angeles	3	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated strengths and great progress in the following areas: Communication (weekly Monday Morning Updates, ParentSquare, Workplace, Monthly Town Halls), Engagement (Learning Coach Academy, Virtual Scholar Workshops, field trips and scholar clubs), and monthly connection meetings between our supervising teachers and families."	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass identified the following as focus areas for improvement in building relationships between school staff and families: Community Involvement (i.e. community service projects) and increasing field trips, especially for Compass Charter Schools of Yolo."	"Compass Charter Schools has developed the Compass Framework for the Future as well as the Compass Blueprint for Success. This is based on work and feedback from our Parent Advisory Council, Scholar Leadership Council, Leadership Team, Staff Advisory Committee, and Board of Directors, with support from our partner, the Learner-Centered Collaborative. The framework is designed to align the world we live in, develop scholars who will become engaged and productive citizens, and to enable our community to codify the Gold Standard in Virtual Education. Compass will also provide a variety of extracurricular and enrichment activities to include community service opportunities, field trips, virtual scholar workshops and scholar-led clubs which will include the National Honor Society (NHS). The framework and blueprint encompasses our underrepresented families and special populations as well."	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools demonstrated strengths and great progress in the following areas for scholar outcomes:  Multi-Tiered System of Supports (MTSS), English Learner Support, Tutoring, Social Emotional Learning and Well Being, and our synchronous and asynchronous instruction."	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the planning survey results, Compass Charter Schools identified the following areas for improvement in building partnerships for scholar outcomes: Summer Session availability, and curriculum options, more Community Provider options for the Options Learning Program."	"Compass Charter Schools is now offering a summer session that utilizes online courses and/or academic subscriptions to increase scholar engagement and outcomes. Compass will also ensure all scholars have access to a-g approved courses, either through a preferred curriculum provider or through internally developed courses."	"Compass Charter Schools takes great pride in our ongoing process for seeking input for decision-making. Compass collaborates with all of our educational partners consistently throughout the year via monthly Leadership Team meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory Council meetings; and Parent Town Halls and survey administrations throughout the year. During these opportunities, all educational partners review and discuss the progress we are making, make recommendations for improvements, and are equally involved in the decision-making progress."	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools identified the following areas for improvement in seeking input for decision-making: The expressed need for more clarity behind some of the proposed changes (curriculum, organizational structure, policies and procedures) and extended timelines for responding to surveys and submitting suggestions and recommendations."	"Based on input and local data, we will continue to work on providing opportunities for engagement that are accessible to our underrepresented families. The addition of a full time McKinney-Vento Liaison provides a conduit for ensuring that some of the most underrepresented families have a voice. We are also looking at our engagement activities for our scholars and looking to find additional in-person opportunities in accessible areas. We continue to refine our live learning sessions to provide meaningful educational content. Additionally, we partnered with Wellness for Educators to offer wellness resources for our scholars, families, and staff. These live workshops are recorded and made available asynchronously for those who are unable to attend them live. We continue to refine our supplemental subscription offerings, such as Freckle, for example, for academic support, in addition to expanding our Multi-Tiered System of Supports tutoring hours."	4	4	4	4	4	4	4	3	4	4	4	4	Met	5/21/2022	2022
37682130127084	Compass Charter Schools of San Diego	3	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated strengths and great progress in the following areas: Communication (weekly Monday Morning Updates, ParentSquare, Workplace, Monthly Town Halls), Engagement (Learning Coach Academy, Virtual Scholar Workshops, field trips and scholar clubs), and monthly connection meetings between our supervising teachers and families."	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass identified the following as focus areas for improvement in building relationships between school staff and families: Community Involvement (i.e. community service projects) and increasing field trips, especially for Compass Charter Schools of Yolo."	"Compass Charter Schools has developed the Compass Framework for the Future as well as the Compass Blueprint for Success. This is based on work and feedback from our Parent Advisory Council, Scholar Leadership Council, Leadership Team, Staff Advisory Committee, and Board of Directors, with support from our partner, the Learner-Centered Collaborative. The framework is designed to align the world we live in, develop scholars who will become engaged and productive citizens, and to enable our community to codify the Gold Standard in Virtual Education. Compass will also provide a variety of extracurricular and enrichment activities to include community service opportunities, field trips, virtual scholar workshops and scholar-led clubs which will include the National Honor Society (NHS). The framework and blueprint encompasses our underrepresented families and special populations as well."	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools demonstrated strengths and great progress in the following areas for scholar outcomes:  Multi-Tiered System of Supports (MTSS), English Learner Support, Tutoring, Social Emotional Learning and Well Being, and our synchronous and asynchronous instruction."	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the planning survey results, Compass Charter Schools identified the following areas for improvement in building partnerships for scholar outcomes: Summer Session availability, and curriculum options, more Community Provider options for the Options Learning Program."	"Compass Charter Schools is now offering a summer session that utilizes online courses and/or academic subscriptions to increase scholar engagement and outcomes. Compass will also ensure all scholars have access to a-g approved courses, either through a preferred curriculum provider or through internally developed courses."	"Compass Charter Schools takes great pride in our ongoing process for seeking input for decision-making. Compass collaborates with all of our educational partners consistently throughout the year via monthly Leadership Team meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory Council meetings; and Parent Town Halls and survey administrations throughout the year. During these opportunities, all educational partners review and discuss the progress we are making, make recommendations for improvements, and are equally involved in the decision-making progress."	"Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools identified the following areas for improvement in seeking input for decision-making: The expressed need for more clarity behind some of the proposed changes (curriculum, organizational structure, policies and procedures) and extended timelines for responding to surveys and submitting suggestions and recommendations."	"Based on input and local data, we will continue to work on providing opportunities for engagement that are accessible to our underrepresented families. The addition of a full time McKinney-Vento Liaison provides a conduit for ensuring that some of the most underrepresented families have a voice. We are also looking at our engagement activities for our scholars and looking to find additional in-person opportunities in accessible areas. We continue to refine our live learning sessions to provide meaningful educational content. Additionally, we partnered with Wellness for Educators to offer wellness resources for our scholars, families, and staff. These live workshops are recorded and made available asynchronously for those who are unable to attend them live. We continue to refine our supplemental subscription offerings, such as Freckle, for example, for academic support, in addition to expanding our Multi-Tiered System of Supports tutoring hours."	4	4	4	4	4	4	4	3	4	4	4	4	Met	5/21/2022	2022
36679590124032	Competitive Edge Charter Academy (CECA)	3	"Based on this community feedback, creating welcoming environments for all families in the community and developing multiple opportunities for the LEA and school sites to engage in two-way communication between families and educators using language that is understandable and accessible to families are both considered areas of strength."	"Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children was an area identified for improvement."	"To improve in this area, the CECA administration plans to hold consistent parent-engagement opportunities throughout the 22-23 school year including ELAC meetings, Muffins and Math, and Literature and Lattes.  Administration will be present during opportunities to respond directly to families."	"Based on this community feedback, providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families is considered an area of strength."	Supporting families to understand and exercise their legal rights and advocate for their own students and all students was an area identified for improvement.	"To improve the engagement of underrepresented families in this area, CECA utilizes district supports such as a bilingual parent engagement specialist, and bilingual homeless and foster youth liaison clerk."	"Based on this community feedback, providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels is considered an area of strength."	"Providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community was an area identified for improvement."	CECA is improving the involvement of underrepresented families in this area by utilizing a public information and social media and Parent Square as  a means to relaying opportunities for parent involvement and  feedback	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
19734370000000	Compton Unified	3	"In our conversations with different parent groups, our District’s current strengths in this area seems to be the expectation for all school sites to establish multiple committees and parent groups that help build stronger relationships between school staff and families. Some of these include the English Learner Advisory Committee (ELAC), the Black Parent Advisory Committee (BPAC), School Site Council (SSC), or Parent Teacher Association (PTA). It is through these committees and associations that CUSD has shown a strong determination to involve parents in important discussions regarding the needs of our families and students. In addition, the district has successfully implemented a variety of strategies that help connect our staff and families, including social media, parent newsletters, annual open houses, curriculum nights, home visits (where applicable), phone calls, or annual school calendars."	"As a district, we have identified that ongoing communication and outreach is key to building relationships between school staff and families. We see the need for all schools to address parents’ concerns as soon as they arise, and promote parent volunteers and parent involvement in schools. In addition, it is our focus to make the front office in every campus feel inviting by acknowledging every person who enters, bringing kindness into every conversation and gesture, respecting every single person who comes through the door, and giving font office staff professional development in customer service skills. Finally, we believe that school staff can also make a positive first impression by expressing their enthusiasm for meeting and working with children and parents."	"We have identified multiple ideas to improve the engagement of underrepresented families and their relationship with school staff across Compton Unified. We believe that every school should start the academic year with a parent meeting that would help families better understand the expectations for students, the appropriate channels of communication between families and school staff, and the different committees in which parents could participate and provide input. Having translation services, expediting the parent volunteer process, or providing ongoing training for our Community Relations Specialists (CRSs), are also ideas that have been identified to improve parent engagement and build stronger relationships with our families."	"Over the years, Compton Unified has made steady progress in the area of parent engagement with the ultimate goal to improve student outcomes. In collaboration with the schools, our district has promoted parent education workshops, classes, and/or conferences to better equip parents with the information, knowledge and skills necessary to support their students in the educational process. These opportunities for parents have covered topics such as the Common Core Standards (CCSS) and related assessments, online programs, implementation of IEPs/504, social-emotional issues, trauma, parenting, equity and social justice, and health-related topics. Even in the context of the COVID-19 pandemic, our schools found ways to effectively engage many of our parents. Particularly at the elementary school level, many parents became true partners in the learning process, and they were essential to successfully implement distance learning. It is our goal to continue capitalizing on our current strengths."	"As we start planning for the upcoming school year, we would like to build momentum and continue our close collaboration with our families. We would like to increase parent participation through targeted engagement and communication with parent (advisory) groups, including the school sites English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Parent Advisory Committee (DAC/PAC), Community Advisory Committee (CAC), school sites Black Parent Advisory Committees (BPAC), or our District Black Parent Advisory Committee (DBPAC). These committees serve a as forum to provide input and collaborate to identify equitable and culturally responsive academic and social practices that ensure educational equity and address disparities in achievement for African American students, English Learners, students with disabilities, foster youth, and students experiencing homelessness."	"CUSD will continue to provide ongoing training to all staff regarding the value of parent/family contributions and to establish equitable partnerships with our parents and members of our school communities. We will also provide training for parents at the most convenient times to develop skills that they can use at home to support their children’s academic efforts. For example, parents have expressed interest for literacy nights, math nights, and science nights so that they can learn strategies alongside their students. In addition, and as a result of distance learning, parents see the need  to become more familiar with the different online programs and applications now available to their students.  At the secondary level, parents have expressed the importance to become familiar with topics such as grade book checking, graduation requirements, A-G, college application and financial aid, or access to CTE pathways and rigorous courses (AP, college courses).  Overall, feedback from parents/families have determined that meetings/trainings/workshops need to be more captivating and hands-on. For this upcoming year, a needs assessment will be created to identify areas of improvement for our underrepresented parent/family engagement practices and to generate ideas on the subject. Finally, additional efforts are necessary to find ways to reach and engage more families."	"One of the main strengths from CUSD in seeking input for decision-making has been the establishment of a variety of advisory and decision-making committees both at the site and district levels. Among these committees we have the School Site Council (SSC), District Advisory Committee (DAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and the District Black Parent Advisory Committee (DBPAC). In addition, there are multiple opportunities for parents to share input, including ongoing Special Education parent meetings, LCAP community meetings, Safety Committee meetings, etc..."	"Our main focus area for improvement would be to increase parent participation in the different advisory and decision-making groups and committees that have been established at both the school site and district levels of the organization. We need to continue our outreach efforts and emphasize the need to increase the participation of parents in these groups. Parents know their child best, and their input is instrumental in making sure that students receive the necessary supports through the various enrichment programs, resources, and interventions."	"Based on input and local data, we believe that we can improve the engagement of underrepresented families by actively promoting the important role that parents play in the different school and/or district (advisory) groups. It is necessary to clearly articulate the role that these groups play in providing advice to school administrators related to the academic achievement plan, programs, activities, resources and services that help provide each child with the best education possible. In addition, we believe that CUSD can improve the engagement of underrepresented families by creating more opportunities for all parents to meet with the administration (monthly) to share ideas and recommendations. Finally, utilizing parent surveys throughout the school year is an effective way to collect and understand parent opinions, perspectives, attitudes, and perceptions towards the school, their students, and education in general, in order to improve the learning environment."	4	4	4	5	4	5	5	4	4	4	4	4	Met	6/28/2022	2022
56737590000000	Conejo Valley Unified	3	"During the 2020-21 school year, the CVUSD Board of Education approved the District Parent and Family Engagement Plan that provides a district-wide overview of outreach support and efforts across all Title I school sites. In the 22-23 school year, CVUSD will be introducing its first Dual Language Immersion program at one of the elementary schools to further promote access, outreach and meaningful engagement of our underrepresented families. In addition, CVUSD parents representing all schools serve on advisory councils, with parent representatives from each school in the district that guide CVUSD’s work.  This includes the District Advisory Council (DAC), English Learner DAC (DELAC), GATE-DAC, Special Education DAC (SEDAC), and a Student  DAC. The District has added two new parent advisory councils: African-American District Advisory Council (AADAC) and the Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC).  AADAC and LGBTQ+AC provides a parent and community voice for these important groups in order to support our students in experiencing maximum levels of success at school."	"CVUSD is committed to provide PD to staff on the value and implications of Diversity, Equity, and Inclusion (DEI). During the 2020-2021 school year, all school principals and counselors engaged in training sessions focused on exploring the experiences of diverse students and families. This training also involved reading and reflecting upon peer-reviewed journal articles to better serve all students, including those who have been historically marginalized. To being the 2022-2023 school year, all certificated and classified managers participated in a 3-hour required anti-bias training, with site/administration participating in an additional 3-hour training on how to respond to bias incidences. CVUSD provides support to teachers and school staff in building partnerships to maximize student learning. CVUSD used our School Plan for Student Achievement (SPSA) process to garner input from stakeholder groups to better align with school groups and their needs. Teachers communicate with students and families using a variety of methods, including parent teacher conferences, Zoom/virtual meetings, emails, school and class newsletters, the Q student information system, Smores, Remind text messaging, social media platforms, and direct voice phone calls."	"Areas of improvement include: undergoing sustained professional learning for administrators, teachers, and classified staff in understanding and leading with a lens centered on equity and valuing the diverse experiences of all families. This area of improvement requires long-term professional learning and an examination of our existing school policies, practices, and culture.  The addition of the Assistant Director of Diversity, Equity, and Inclusion (DEI) position in the 22-23 school year will increase the level of support and professional learning for staff through a DEI lens."	"Each year, the CVUSD distributes a survey to parents and guardians of our district students to aid in decision-making. The key findings from the survey are presented at multiple district and school site stakeholder meetings. The survey was developed through a collaborative process of stakeholders, including both district and site input. The CVUSD LCAP survey requests input on several key areas, including academics, school fit, parent engagement, student engagement and support. After analyzing the results of the survey, CVUSD found that 84% of parent/guardian respondents believe that their child’s school values the diversity of student backgrounds,  83% responded that other students in the school respect each other’s differences, 91% responded that school staff effectively create a school environment that helps children learn, and 90% responded that their school is a good fit for their child given their cultural background. The parent/guardian respondents overall feel that they receive key information from the school and district, with 86% responding that they are informed about their child’s academic progress.  Parent engagement is encouraged at each school in CVUSD in a variety of ways. We conduct the annual parent survey in the spring and facilitate multiple district and school-level committees, including (but not limited to) PTA, School Site Council and multiple advisory councils, such as DAC, DELAC, GATEDAC, SEDAC, AADAC, and LGBTQ+ DAC. CVUSD also offers a district-wide outreach program, with Outreach Centers at several schools to support our students. The Outreach Centers focus on our unduplicated students and offer enrichment opportunities for at-promise students, including preschool readiness, tutoring, science academies, and a student mentoring program. Parent education courses are also offered, including classes in English, Spanish literacy, and monthly guest speakers for Parents Making a Difference. The annual survey included questions about parent participation and sharing of opinions."	"Areas of improvement include: undergoing sustained professional learning for administrators, teachers, and classified staff in understanding and leading with a lens centered on equity and valuing the diverse experiences of all families. This area of improvement requires long-term professional learning and an examination of our existing school policies, practices, and culture.  The addition of the Assistant Director of Diversity, Equity, and Inclusion (DEI) position in the 22-23 school year will increase the level of support and professional learning for staff through a DEI lens."	"The addition of the Assistant Director of Diversity, Equity, and Inclusion (DEI) position beginning with the 2022-23 school year is designed to add a focused DEI lens on CVUSD's relationship-building with families to maximize student outcomes. The Assistant Director has already begun meeting with stakeholders, visiting school campuses, and attending advisory council meetings to answer questions and provide support."	"Parent Engagement for shared decision making continues to be a priority for the District. A concerted effort to engage parents in meaningful ways through our parent advisory committees: District Advisory Council (DAC), District English Language Advisory Council (DELAC), GATE-District Advisory Council (GATE-DAC), Special Education District Advisory Council (SEDAC), and African American District Advisory Council (AADAC) and LGBTQ+ Advisory Council. Prompted by stakeholder engagement, the focus of funding continues to be on: staffing, a professional learning plan focused on Universal Design for Learning (UDL), addressing the social-emotional needs of our students, increased support services, textbooks, professional learning for both certificated and classified staff, elementary counseling, mental health personnel, Diversity Equity and Inclusion (DEI), Special Education (SWD) support with an emphasis on best practices as related to inclusion in an effort to positively impact the District's least restrictive environment rate, and a continued focus on funding for the support and engagement of at-promise students which include the targeted student groups of foster, homeless, English Learner and students with disabilities."	"Areas of improvement include: undergoing sustained professional learning for administrators, teachers, and classified staff in understanding and leading with a lens centered on equity and valuing the diverse experiences of all families. This area of improvement requires long-term professional learning and an examination of our existing school policies, practices, and culture.  The addition of the Assistant Director of Diversity, Equity, and Inclusion (DEI) position in the 22-23 school year will increase the level of support and professional learning for staff through a DEI lens."	"The addition of the Assistant Director of Diversity, Equity, and Inclusion (DEI) position beginning with the 2022-23 school year is designed to add a focused DEI lens on CVUSD's relationship-building with families to maximize student outcomes. The Assistant Director has already begun meeting with stakeholders, visiting school campuses, and attending advisory council meetings to answer questions and provide support."	3	4	3	4	3	5	4	3	4	5	4	3	Met	6/21/2022	2022
41690050127282	Connect Community Charter	3	"Our strengths in building relationships between school staff and families stem from open two-way communication. One characteristic of our LEA that supports communication is our staffing. We have multiple bilingual employees at all levels of our school: administrators, teachers, support staff. This is essential at a school site with a large number of families who have limited English. Our employees help with translation/interpretation of all written material, IEPs, community gatherings, curriculum, parent conferences, etc. For families, being able to comfortably interact with our LEA helps strengthen our relationships. Another key element in our communication plan is the use of digital tools such as Google Voice and Parent Square. Because these tools allow for text messaging, we can deliver important information to parents in their preferred mode and they can easily communicate with us. Additionally, these tools include translation support, thus making the information accessible. Finally, we host many events for parents to connect with school  such as monthly community meetings, project presentation nights, and a winter craft fair. We are constantly striving to build relationships between school staff and families."	"The input we have received about how to improve relationships points to the fact that families want more opportunities to gather and connect with each other at school-sponsored events. Now that our campuses are open, we are adding more dates to our calendar to invite families in and have more face-to-face relationship building time."	"The majority of our population consists of underrepresented families, so all of our efforts that are geared to improving engagement overall are actually designed to improve engagement of underrepresented families. We continue to survey our families to ask what are the best times we can hold meetings and the best ways we can contact them. We also ask them specifically for ideas about how to improve engagement. Last, we realized through conversations that our families don't fully understand the mission of our school, so we believe that holding more education sessions about our mission will help improve engagement."	"Our teachers hold parent conferences each trimester. Interpretation is available for those meetings, so families can fully understand their students' progress and how to support student outcomes. Using the messaging tools mentioned above, teachers also communicate frequently with families to build support for positive student outcomes. Finally, we have a strong Special Education team, a school psychologist, and a school counselor who build partnerships with families to improve student outcomes."	One area where we can improve our partnerships is in establishing sustainable processes to help families understand and exercise their legal rights. One way we can do this is by creating bilingual handouts that are clear and concise and sent home each year with our back-to-school materials.	"As previously mentioned, nearly all o four families are underrepresented so all of our efforts and processes to improve engagement are targeted towards underrepresented families."	Our LEA holds monthly community meetings where we ask attendees to provide input about our decision-making. We also conduct some digital polls to gather input. Being able to gather that information in families' home language strengthens our work in this area.	Our focus area is to increase the number of families who are providing input. We are going to do that this year by holding in person meetings again.	"As stated above, the majority of our families are underrepresented. By having interpretation and translation services, offering child care, and following up text messages with phone calls, we believe we can improve engagement."	5	5	5	5	5	5	5	4	4	4	5	4	Not Met	10/6/2022	2022
50755725030317	Connecting Waters Charter	3	"Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience.  To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the parents are surveyed on the following questions.  The response chosen is the outcome with the highest marks."	"Connecting Waters will continue to involve and students in key educational decisions and will continue to promote strengthening relationships through improving attendance in school engagement activities such as Parent Advisory Committees (PAC), parent trainings, and various parent feedback forums."	"Connecting Waters will continue to make efforts for all students and families to be included in the self evaluation process. Due to the personalized learning structure, families are often more willing to engage in and participate with their teachers in the feedback process."	"Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement."	Connecting Waters will be implementing additional ongoing training for teachers to increase effective strategies for discussing student progress and improving student outcomes using a personalized Education Plan for each student.	"Due to the personalized learning structure, the teacher, student and parent partnership is individualized to every student, including underrepresented families."	"Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year."	"Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs.   The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making."	"Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student, including underrepresented families, and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/14/2022	2022
01100170136101	Connecting Waters Charter - East Bay	3	"Connecting Waters, East Bay is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience.  To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the parents are surveyed on the following questions."	"Connecting Waters, East Bay will continue to involve and students in key educational decisions and will continue to promote strengthening relationships through improving attendance in school engagement activities such as Parent Advisory Committees (PAC), parent trainings, and various parent feedback forums."	"Connecting Waters, East Bay will continue to make efforts for all students and families to be included in the self evaluation process. Due to the personalized learning structure, families are often more willing to engage in and participate with their teachers in the feedback process."	"Connecting Waters, East Bay is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement."	"Connecting Waters, East Bay will be implementing additional ongoing training for teachers to increase effective strategies for discussing student progress and improved student outcomes using a Personalized Education Plan for each student."	"Due to the personalized learning structure, the teacher, student and parent partnership is individualized to every student, including underrepresented families."	"Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year."	"Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs.   The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making."	"Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student, including underrepresented families, and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/14/2022	2022
50711670138057	Connecting Waters Charter School - Central Valley	3	"Connecting Waters, Central Valley is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience.  To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the parents are surveyed on the following questions."	"Connecting Waters, Central Valley will continue to involve and students in key educational decisions and will continue to promote strengthening relationships through improving attendance in school engagement activities such as Parent Advisory Committees (PAC), parent trainings, and various parent feedback forums."	"Connecting Waters, Central Valley will continue to make efforts for all students and families to be included in the self evaluation process. Due to the personalized learning structure, families are often more willing to engage in and participate with their teachers in the feedback process."	"Connecting Waters, Central Valley is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement."	"Connecting Waters, Central Valley will be implementing additional ongoing training for teachers to increase effective strategies for discussing student progress and improved student outcomes using a Personalized Education Plan for each student."	"Due to the personalized learning structure, the teacher, student and parent partnership is individualized to every student, including underrepresented families."	"Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year."	"Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs.   The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making."	"Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student, including underrepresented families, and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/14/2022	2022
55724135530191	Connections Visual and Performing Arts Academy	3	"The Summerville Union High School District provides many opportunities for communication and interactions between school staff and families. GLCs meet with the parents of all incoming students in the Spring of their 8th grade year or prior to the start of their first day of school to lay the foundation of a positive relationship between school staff and families. GLCs work with the same groups of students from entry to graduation. Our Back to School Night event includes a free barbecue for parents and staff to connect and communicate. Teachers communicate regularly via phone or email to address concerns about student progress. The Superintendent sends out a Weekly Campus Update via email to ensure parents are receiving regular communication from the district regarding important school information. The office has an open-door policy. GLCs, the Deputy Principal, and the Principal always make themselves available should a parent need to speak with an administrator immediately. Parents are invited to attend school board meetings, Site Council meetings, and Connections Advisory Board Meetings. Surveys requesting community input are appreciated by parents and provide valuable feedback to the district."	Summerville Union High School District will continue to broaden the input that we receive from a wider variety of families. The school continues to reach out and seek information and provide guidance to support student achievement. Teachers and GLCs are expected to communicate with families after speaking with students to be sure that all are on the same page and necessary supports are in place. This helps in building and maintaining relationships.	"Despite the COVID pandemic, the district has worked very hard to provide instruction to our students in-person from as early on as was safe to do. Our staff felt overwhelmingly that having students in school for in-person learning was a priority. We also heard from our crisis counselors that the mental health need of the students was at an all time high. They joined zoom sessions with teachers and tutorial sessions so that they could provide support for what they needed. We have experienced good relations with both our teachers association, our classified association, Tuolumne County Public Health officials and our County Superintendent and we were able to create an MOU that allowed for the safe reopening of our schools. Our community was very supportive of our progress. There were some students that opted to stay on remote learning or independent study even after all students came back in person. That was a true relationship-building opportunity that we experienced. We need to focus now on the students that may need to remain on independent study either by their own choice or that of their parent. This is a hurdle for our staffing as we are limited in the numbers that we can serve. We will provide a second IS teacher if needed as we did in the 2020-2021 year."	"Summerville High has worked diligently to encourage communication between students and teachers, teachers and parents and to include administration when that support is needed. We will continue to work on this as our feedback from surveys and Healthy Kids Survey shows that is an area where we can always improve. Partnerships with our stakeholders is an important factor in making certain that everyone knows what the expectations are and how we each will be held accountable to those expectations."	"Summerville Union High School District is committed to providing opportunity for our community to provide feedback. Through this feedback we see that mental health support for student is very important. We are also looking to expand our A-G courses, and our CTE pathways especially in the medical sciences and possibly in the computer sciences. Our community has shared these as future areas to look at. We will continue our work with Columbia College through the dual enrollment process to see what can be available for our students either on campus or at the college."	"Summerville Union High School District will continue to reach out to our underrepresented populations through Student Study Team meetings, teacher conferences, administrative conferences and through 504 and IEP meetings.  Creating opportunities for parent nights as well is something that the district has done over the last two years and that work will continue."	"Summerville Union High School District's strength is reaching out through a variety of methods to get feedback. The district sends surveys online, weekly update messages from the Superintendent and the advisory councils of School Site Council and Connections Advisory support more input as well. These groups in addition to school students, staff and administration working together will support moving our student supports forward."	"Information for this priority is based on a series of parent surveys given throughout the school year. These surveys were given to help the school prepare for the reopening of school remotely from August through September and then in-person from October through the end of the school year in June. An email and phone message was sent out each Friday during the school year to let people know about surveys, campus updates and asking for people to get involved in making sure their voices are heard. Additionally, we have used zoom to provide more opportunity to parents and our community to participate in our School Site Council and Board meetings. This will continue for the foreseeable future to allow for more options for people to participate."	"Summerville Union High School District will continue to solicit input from underrepresented families through surveys, phone calls, student/teacher/administrative meetings to provide opportunities for input. This has been a difficult task with COVID and getting feedback in general."	4	4	3	4	3	3	3	3	3	3	3	3	Met	6/22/2022	2022
07100740000000	Contra Costa County Office of Education	3	"Mt. McKinley has involved our educational partners in developing, implementing, and monitoring our Single Plan for Student Achievement (SPSA) through their participation in our School Site Council (SSC) meetings.  We had participation from two current students, their parents, and an outside community member while developing our SPSA.   Our SPSA is monitored and reviewed regularly by the SSC with a focus on reviewing student achievement data and assigned funding resources to areas of need. Additionally, all LCAP documents have been brought to the SSC for review before Board approval as well as for feedback during the creation of the plan.  LCAP engagement meetings were held virtually during the 2021-2022 school year and resumed in person April 2022."	"Due to the COVID-19 pandemic, there have been limitations placed on in-person visiting which has hindered our parent outreach.  It is our intention to implement the following once limitations are lifted:  Open House events at both campuses, in-person SSC and English Learner Advisory Committee (ELAC) meetings and Coffee with the Staff events.   We will continue to build out our school website to serve as communication between school and families and hope to explore an online grade book through AERIES.  The COE has also begun to update and revamp both our students and parents handbook to be delivered upon enrollment."	Due to our school being located in an incarcerated facility our daily access to families is limited.  We have a goal in our 2021-2022 LCAP dedicated to increasing parental involvement.	Currently the majority of our family outreach is dedicated to work around the development of IEPs and transition plans.  We are continuing to explore additional ways to engage both staff and families in two-way communication around other topics related to student performance and well-being.	"Using the data gathered through assessments like our SEL survey, the Healthy Kids survey, and the development of Individual Learning Plans we will seek to develop partnerships with probation, local Community College districts, county education partners, and parents to increase scores on student surveys showing a sense off safety and well-being."	"Combining what we are doing through the development of ILPs, IEPs and transition plans, and using the data available to us we hope to increase the amount of case management available to our students and establish clear communication pathways about students leaving the facility. We also will add an additional check in 6 months after students are discharged to make sure that students stay enrolled."	"Mt. McKinley has involved educational partners in developing, implementing, and monitoring our Single Plan for Student Achievement (SPSA) through their participation in our School Site Council (SSC) meetings.  WE had participation from two current students, their parents, and an outside community member while developing our SPSA.  Our SPSA is monitored and reviewed regularly by the SSC with a focus on reviewing student achievement data and assigning funding resources to areas of needs.  Additionally, all LCAP documents have been brought to the SSC for review before Board approval as well as for feedback during the creation of the plan."	"Through our School Site Council, LCAP educational partner engagement meetings, and WASC home and focus groups we provide trainings surrounding giving input and offer opportunities for families to give input that is used in our strategic planning."	"Continue to utilize feedback from multiple sources like student SEL survey, Healthy Kids survey, and the California State dashboard to improve, and drive the development and implementation of programs to serve Mt. McKinley's underrepresented families."	2	2	2	2	2	2	1	4	4	3	4	4	Met	6/15/2022	2022
07100740134114	Contra Costa School of Performing Arts	3	"Relationships are at the core of what we do.  With a small school, we are positioned to interact with families in a more personal manner than a bigger school might be able to do.  We send out weekly emails to middle school families with information about what their children are learning, we have a weekly newsletter we send to our school community that details events and invites parents to campus, and we have a parent group called ""Ensemble"" that supports the school while also raising parent concerns as needed. We value each and every person that is connected to the school and so we look to continually improve in building our relationships with families.  Staff members do not hesitate to contact families to send positive notes home or to request support for students.  We have various productions and events throughout the school year for families to participate in."	"Unfortunately COVID continued to impact our ability to interact with our families the way we have pre-pandemic, however we continued to host events virtually when possible.  We intend to continue our engagement with families via email and other communication methods while improving our in person interactions with our families by offering child care and/or dinner options when possible."	"We are fortunate to have a Director of Community Outreach who is able to engage with families in the way that they need it.  As we work with our families of underrepresented students, we will tailor our communications and invitations to their needs."	"We were have been able to establish partnerships that support our student outcomes with the following organizations: CCCOE (our authorizer), TNTP, Silicon Schools, Counseling Center, Summit Learning, and other organizations."	"We want to continue to partner with organizations that help us support our teachers and students in Tier 1 supports including Silicon Schools, TNTP, Jennifer Serravallo, Nancy Akhavan, and Summit schools. These partnerships will focus on mentoring, Math coaching, Reading strategies, General Education Supports, PBIS, and UDL."	"Contra Costa School of Performing Arts intentionally analyzes how our staff demographics represent our student demographics and how these demographics compare to a variety of different opportunities (participation in advanced courses, clubs, productions, etc).  As a result of this ongoing analysis, we continually adjust our efforts to reach out to underrepresented families to engage them in our school."	"Because our school is relationship-focused, much of the data we collected this year was anecdotal and observational."	"In order to improve in this area, we will be creating a survey for parents and partners to complete a few times over the 2023-24 school year to gather specific input for decision-making, as well as present and ask for feedback with our Ensemble parent group."	We will monitor who participates in and/or responds to surveys to ensure that the voice of our underrepresented families is included in the feedback we receive.	5	5	4	5	4	3	4	4	3	3	4	4	Met	6/13/2022	2022
16638910000000	Corcoran Joint Unified	3	"Staff is available and visible to families before and after school.  The district has worked on providing school site offices with training to promote welcoming environments for families and community members.  In addition, each site has translators and printed materials in dual languages in order to effectively communicate with parents and to engage in conversations about student progress/concerns/assistance.  We communicate with our families in a variety of ways:  phone calls home, newsletters, ParentSquare, Twitter, Facebook, Seesaw, Gradebook, ClassDojo, and personal notes.  In surveys conducted in the Spring of 2022, 96% of parents felt the schools are inviting and a place they belong, while 93% of parents feel they are provided the opportunity to give input on decisions.  93% of parents also felt that the school’s policies and programs reflect and value diversity of families in the community."	"An area for improvement in Building Relationships Between School Staff and Families this coming year for Corcoran Joint Unified School District will be creating and offering families options for engagements.  This means adding additional activities, volunteering opportunities and education/training opportunities for parents.  These opportunities were limited and/or non-existent over the past two years due to COVID, therefore, it is time to build them back up and to improve the opportunities afforded to parents/families on school sites."	"The district will also work on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.  This will help support relationship building between underrepresented families, the school staff, and students."	"Every school promotes events such as Back to School Night, Open House, Literacy Nights, Math Nights and multiple school events including music performances and assemblies. Healthy, Happy Families, Suicide Prevention, Wellness Workshops, and other events also promote parent participation at the district-level. There is a collective effort by the district and the sites not only to promote the events, but to establish partnerships with parents to improve student outcomes. Each school is implementing or enhancing partnerships with families in the areas of attendance, academics and behavior. They do this through Student Attendance Review Teams (SART) that work with families to help improve student attendance, Study Support Teams (SST) provide additional academic support, 504 Meetings or Behavior Support meetings where schools and parents identify appropriate behavioral supports for students and develop intervention plans."	"An identified focus area for improvement is to provide families with information and resources to support student learning.  The LEA would also like to provide training and information sessions to the sites for teachers, administrators, and families to discuss student progress and ways to work together to support improved student outcomes using the District Parent Liaison."	"The district and schools will reach out to underrepresented families during parent conferences, parent advisory meetings (i.e. ELAC or SSC), or by using their community contacts call and support them.  This will also assist in giving these families a voice.  The district will encourage their participation in DELAC or the district’s Educational Partner Advisory Council and provide training in technology, AERIES, Gradebook, navigating the internet, literacy strategies, mathematics strategies to support their children, and other parent education/training opportunities that may be requested during the year through surveys or advisory meetings."	"The district seeks to gain input and feedback from parents throughout the school year. Multiple opportunities for this to take place occurs in group settings such as the School Site Council (SSC), English Learner Advisory Council (ELAC), District English Advisory Council (DELAC), and Educational Partner Advisory Council  (EPAC). Additional opportunities occur on an individual basis such as parent-teacher conferences, SART, IEPs, SSTs, and behavior support meetings. Building partnerships with parents and families is crucial in helping our district reach its goals of supporting students academically, improving student attendance, supporting students behaviorally and increasing participation in music, sports and other extracurricular activities."	An area of improvement is to continue to seek effective ways to engage families in advisory groups so that parents are able to provide input and are comfortable in a role where they are providing feedback that leads to important decision-making.	"The district and schools will continue to reach out to underrepresented families to have them participate in parent advisory councils, school surveys, school and district activities, volunteering, or partnering with the school to provide valuable feedback regarding school/district services. District team members will also work with school administrators and parents to refine key questions used in district surveys and during parent meetings to strengthen the input gathering process, particularly from underrepresented groups in the school community."	4	4	4	4	4	5	4	4	4	4	4	4	Met	6/28/2022	2022
04100410114991	CORE Butte Charter	3	"CORE Butte’s entire program is based upon the relationship with the key stakeholders in a child’s educational program. The parent/guardian, student, and teacher make up the team to help direct the student’s educational journey and program. Through regular face to face meetings with the team, the school is able to communicate directly with each family at minimum two times monthly and often times more. Included in this team are important support services including, but not limited to, special education services, title one intervention services, student support services and social work and/or mental health services. The school also communicates regularly via electronic communication. All electronic communication is sent via Parent Square, a program that will translate and send all communications in the native language of the family so that all families have access to important information sent by the school. The school will continue to work to provide alternative access to training, meetings, and events through the use of online platforms such as zoom or sending pre-recorded presentations. The school can continue to work on engaging underrepresented populations by continuing to offer alternative means to accessing training, meetings, and communication with staff. The school also held a few zoom trainings and town hall meetings that were recorded to increase stakeholder engagement. All Board of Directors meetings and Charter Advisory Council meetings are posted far in advance and include day and time so that any stakeholders can access them who choose to contribute in this way."	"The school does an excellent job of meeting the personal needs of each family through regular 1-1 meetings. The personalized learning teachers and their personal roster families have high quality relationships focused around student learning. Annual survey results show that the greater school community feels heard and valued and feel they have a voice in the governance of the school. The school offers many opportunities of varying types for the community to be involved, from 1-1 meetings, small groups discussions, Charter Advisory Council, Board of Director Meetings, family/parent trainings, town hall meetings, virtual meetings, surveys, and more."	"As previously mentioned, the school’s entire model is built upon the relationship with the parent/guardian, student, teacher team. The three member team works together to make informed decisions for the child’s educational program. The focus is on the personalized program and regular meetings with the team. Each member of the team (including special support services such as special education, intervention, SEL supports and social work) is encouraged to advocate for the rights of the student and decisions are made based upon this information. This is the greatest and most authentic level of stakeholder engagement and is accessible to all families in our school community. Again, the major barrier may be transportation for those families unable to enter the resource center regularly. Working on ways for families to remotely access training and meetings has been beneficial for these families and is a continued area of growth for the school. Another barrier may be that the curriculum catalog is in constant change in order to stay up with the most recent, research based curriculum to match various learning styles. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child."	"As previously mentioned, the school’s entire model is built upon the relationship with the parent/guardian, student, teacher team. The three member team works together to make informed decisions for the child’s educational program. The focus is on the personalized program and regular meetings with the team. Each member of the team (including special support services such as special education, intervention, SEL supports and social work) is encouraged to advocate for the rights and needs of each student and decisions are made based upon this information. This is the greatest and most authentic level of stakeholder engagement and is accessible to all families in our school community. These high quality partnerships focus on student achievement and personal academic and social emotional needs."	"The major barrier may be transportation for those families unable to enter the resource center regularly. Working on ways for families to remotely access training and meetings has been beneficial for these families and is a continued area of growth for the school. Another barrier may be that the curriculum catalog is in constant change in order to stay up with the most recent, research based curriculum to match various learning styles. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child."	"The school will continue to reach out to underrepresented families in order to ensure high quality partnerships are in place to support student outcomes. Through the 1-1 learning model, and the high quality supportive relationships with personalized learning teachers, the school is able to ensure that each student has a personalized learning plan tailored to their academic needs as learners."	"CORE Butte’s CAC (Charter Advisory Council) is composed of mostly teachers and parents. The parent vacancies are always full and the parent members are extremely active on the council. This council drives the LCAP, title one program, ELD and other school-wide decisions. This council also makes recommendations to the board of directors. The Board of Directors is composed primarily of parents as well. Thus, parents are driving the decisions the school is making. Administrators and staff are highly involved in decision making through specially designed communication groups that lead to CAC and the BOD. Administrators are trained to view all aspects of decisions, along with staff and parents that participate in the CAC anc BOD."	"One barrier to full implementation is that the school needs to continue working to increase the involvement of underrepresented groups in the school community. Though all members of the community have the ability to run for Charter Advisory Council or the Board of Directors, the school has not intentionally marketed to any one group. Another barrier is that all surveys and ballots are sent electronically, thus potentially not reaching the underrepresented populations as well, potentially skewing the data. The school is working to redraft the election process in order to reach more families in the school community. This year, the school also implemented virtual Town Hall meetings at which all attendees had the opportunity to to ask live questions and seek clarification. Polls were presented live during the presentation in order to get the most real data. These Town Halls were then recorded and sent out to the entire school community."	"The school continues to change and amend in order to improve engagement of underrepresented families. The school now offers virtual meetings, in-person meetings, surveys, and will be moving to a more accessible board election process moving forward. Many meetings are recorded and sent out later and electronic communication can be sent in a family’s native language."	5	5	5	5	5	5	5	5	5	5	4	4	Met	6/10/2022	2022
58727286115935	CORE Charter	3	"Building relationships is among the strengths at CORE Charter. Parent, student, teacher partnerships provide the foundation for the student's custom designed educational program. The individual relationships develop and grow during the year as many meetings occur, and situations and needs are brought to the conversation. Progress toward sustaining this strength is a matter of ongoing discussions at regularly scheduled meetings as well as spontaneous, collaborative sharing of successful experiences. Communication comprises a considerable portion of everyday for teachers as they reach out, share information or observations, offer suggestions, track student progress, provide tutoring and more with families. Specific information can be sent to particular student groups and parents through a schoolwide email or phone system. A designated employee updates and maintains the school's social media platforms, newsletters, and website so that all information aligns, and to which community members may respond."	"A focus area to improve relationships between school staff and families includes more frequent contact with families. This year, per AB167 legislation, our staff created a plan by which students may engage more often with teachers and prepared activities. Teachers have made determined efforts to contact families on a weekly basis thereby fostering healthy, communicative relationships. Despite these efforts, we have noticed that busy schedules prevent many families from capitalizing on these opportunities. CORE intends to revise this plan so that families understand the value, seek to participate, share their input and gain the reward of strong relationships."	"Staff members, fluent in languages other than English, offer to communicate on the school's behalf when necessary. In this way no family is without opportunity to engage. Underrepresented families receive the same personal contact and opportunity to contribute as all families. All staff members, in addition to personalized teachers, offer willing assistance to any family member at any time often seeking them out to ensure support."	"Professional learning opportunities to support teachers and administrators are offered throughout and even before the school year begins for planning purposes. Often a teacher will discover an opportunity for learning and request to participate. The school might extend the opportunity to others who will benefit as well. It is at these times, when collaborating with professionals from the field, that teachers learn new and proven partnering approaches. All students and their families are provided with information and resources they need to support student learning at home. However, because of the depth of the ""resource well"" at CORE, some resources might be forgotten or otherwise left untried. It is incumbent on the teacher to revisit these supports or review information regularly. CORE will continue to stress and review such important information as explaining college and career pathways to the career technical education fields and/or college/university. A first-time outline should be consider exposure, but pathway explanations should require further personalized conversations with individual student goals in mind. In this way we can assure understanding for underrepresented families as well. CORE has begun and will increase efforts to prioritize goal setting and planning for students."	"A focus area to improve partnerships for student outcomes includes the adoption and implementation of a verified assessment program. CORE selected the Star Renaissance Assessment program to measure student growth over time, help parents and student identify learning needs, and design personal plans to reach outcome goals. CORE has discovered that this process will take time, strategic planning and outreach to communicate the value of this tool. To gain family ""buy-in"" is our primary objective, which of course, depends on healthy relationships in the first place. We expect to earn the trust and cooperation of parents and students as they become knowledgeable and empowered with relevant data."	"Through personal contact, underrepresented families are especially encouraged to take advantage of all opportunities toward improved student outcomes. Teachers offer to assess students on an individual basis, provide oversight for at-home testing when time or transportation are prohibitive, host group intervention or assessment sessions, as well as arrange for any opportunity even when personal circumstances might render it unlikely. Regular one-one-one teacher/student conversations are the key to engaging underrepresented families."	"CORE undertook a Self-Study for the purpose of WASC accreditation this year. Consequently our current strengths and progress in seeking input for decision-making are at a peek. With great effort and intentionality we have solicited input from our community partners through a variety of ways at a variety of times. The input has informed operations from governance to teaching and learning, curriculum, assessment and culture. As a result a strong action plan was designed and sanctioned by the WASC visiting committee. We will move through the next accrediting cycle in this same way to reach our goals."	"CORE continues to rely on committee function as part of CORE's regular informing process. Students and parents are invited to participate through clubs, question/answer, survey, and conversation formats. As always our Parent Club, Student Clubs, individual parent meetings, individual student meetings, and counsel advisory group are encouraged to join and share input. For example, requests for and discussion about social events to bring our community together again seemed to recur throughout the year. We listened and did our best to accommodate this vital part of community life. Though welcomed and encouraged, some families decline to participate in the decision-making process often because they take seriously their role as parent educator and household manager, leaving them little time to join other efforts. We applaud their priorities. Our goal is to reach but not press every family, including underrepresented families."	"Through personal contact, underrepresented families are especially encouraged to share their needs and what they think will best meet them. CORE teachers inherently develop listening skills to ensure all parent concerns are heard. Sometimes they will bring these to the leadership level. Other times, they can simply make adjustments to the student's program to best suit the family. Collaborative staff conversations allow us to know when a concern or need is bigger than an individual family at which point this informs the overall decision-making process. For example, families brought to our attention that our community partner budget did not align with rising business service fees. We expanded the budget accordingly this year."	5	5	5	5	5	5	5	5	5	5	5	5	Met	5/12/2022	2022
52714980000000	Corning Union Elementary	3	"Stakeholder input was garnered from a number of methods to include ELAC/DELAC Meetings, Site Councils, Staff and student Surveys, Administrative Council Meetings, Labor Group Meetings, Snacks with the Superintendent for families, and Parent Square messages. Meetings were held with each school's site council, Parent Square was used to request input, as was principals outreach to parents, staff and students through surveys. Regular meetings with labor groups (Certificated and classified) also occurred throughout the year. Additionally LCAP goals were discussed at CETA monthly meetings."	"Summarizing feedback, the LEA focus areas for improvement include implementing strategies to encourage attendance at DELAC meetings and snacks with Superintendent. Another focus is planning to hire a Public Relations firm to increase social media presence and communications to engage and build relationships with parents and community.  To meet the needs for extended learning and help with learning recovery, the LEA will partner with SERRF to extend the school day and provide a robust summer program."	"The LEA will improve engagement of underrepresented families in relation to building relationships between school staff and families by creating opportunities for parent involvement.  One example is sending personal invitations to families in their home language to attend DELAC meetings.  These meetings will include child care, meals, and drawings to provide incentives for families to engage.   Another example of improving parent engagement of underrepresented families is having counselors reach out to every homeless or foster youth family to discover their needs and provide material support."	"The LEA’s current strengths and progress in building partnerships for student outcomes include partnering with New Teacher Center (NTC) to provide professional development to teachers.  Strengths also include partnering with the University of California, Los Angeles (UCLA), and Empower for Math professional development.  To address the student’s mental health needs, the LEA will partner with River Cities Counseling.  This partnership addresses student mental health needs at Tier II (small group focused), and Tier III (individualized focus on student) levels."	"The focus areas for improvement in building partnerships for student outcomes are student mental health and academic achievement.  To support student mental health we will partner with Tehama County Department of Education (TCDE) mental health and wellness team, to provide teacher support.  Academic achievement will be addressed through our partnership with NTC."	"Based on educational partner surveys Corning Union Elementary will improve engagement of underrepresented families by providing tutoring after school, providing additional chromebooks to students in K-2 and meeting families material needs. We will also improve engagement by providing counseling services, and Marriage Family Therapists."	CUESD’s strengths and progress in seeking input for decision-making included multiple surveys. Snacks with the Superintendent also will elicit input from staff and parents. The districts making progress in seeking input by increasing attendance at District English Language Advisory Committee (DELAC) meetings. We will increase attendance and engagement by personally inviting families and providing incentives for attendance.	"The focus area for the district is to improve community input by frequent communication through Parent Square, calls from family liaisons and providing incentives for attendance at various events."	"The district will seek input from underrepresented families by sending purposeful invitations to events, calling families to encourage participation and providing child care and food at events. The district will also provide information to families in their home language. CUESD will improve engagement of underrepresented families through the hiring and work of our English Language Development (ELD) coordinator. Through the district’s marketing and timeline for underrepresented parent recruitment, participation increased greatly. Examples of recruitment include personal invitations and phone calls in Spanish and English and incentives for attendance."	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	10/12/2022	2022
52715060000000	Corning Union High	3	"CUHSD has a long track record of high levels of parent involvement and interaction with the community. During the Covid pandemic, this became more challenging, but the District implemented new tools and strategies to stay connected. These strategies and tools have continued to be useful as the pandemic has waned. Generally speaking, the District still needs to improve in its outreach to our Hispanic families to generate more two way communication."	The district continues to need to improve outreach to Hispanic families.	"Hiring of more bilingual staff, and building more communication infrastructure and outreach."	The District continues to have ongoing partnerships with various local entities and works well with stakeholders.	Mental health services will continue to be needed by students and this will require ongoing partnerships with outside agencies.	The District and community are focused on securing more bilingual mental health staff.	The District has improved a great deal in the use of technology to solicit feedback from families.	"The District currently meets all of its legal obligations for seeking input from parents, and has many informal ways in which parents provide feedback to staff on programs and services. With that said, the District is focused on improving its outreach and solicitation of input from its Spanish speaking families."	The District will invest heavily in technology and staff training around new communication tools.	4	4	3	4	3	4	4	4	4	3	3	4	Not Met	9/15/2022	2022
37680310000000	Coronado Unified	3	"CUSD staff has deep appreciation for the high levels of educational partner involvement.  Staff at every school site and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all educational partners.  High levels of attendance at teacher conferences, principal coffees, and other school and district events, as well as high numbers of parents/guardians returning from COVID to volunteer at school sites ead day, provide evidence of the effectiveness in this area.  Regular communication from school and district leaders reinforce the importance of educational partner involvement. CUSD leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement.  This messaging begins intentionally during orientation for new staff regarding parent/guardian communication.  Additionally, site and district leadership partners with our parent/guardian groups to education staff regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff in order to improve educational services for all students."	"CUSD is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to published school communications and have internet and/or a device at home.  One focus area is streamlining and communicating expectations for staff regarding timely communication and the format of communication with families about educational progress of students, especially when there is a concern about student progress.  CUSD will have a new LMS next school year and this will help CUSD have a universal template and foundational expectations for course learning pages, making it easier for families to access and digest the information."	"CUSD is committed to improving strategies and structures that will result in increased engagement of underrepresented families.  CUSD has held numerous community forums to garner input from families related to school improvement, as well as extended intentional invitations to  underrepresented families to be members of various site and district committees related to MTSS. CUSD will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families."	"CUSD provides assistance to our families in understanding academic expectations through several strategies.  These include regular principal coffees at all school sites, including our targeted assistance school and district community forums.  These meetings address various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences.  The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children.  Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provide valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community.  Information and questionnaires are posted on the district and school websites.  Annual surveys for educational partners are given throughout the year via ThoughtExchange software.  Requests for feedback and participation is sought through email communications."	"Recent educational partner input shows a desire to have more in depth knowledge of the local assessments, curriculum and instructional strategies utilized to improve and accelerate student learning.  CUSD has held numerous community forums surrounding these topics and the local improvement cycles used to ensure all students are at or above grade level, especially coming out of the pandemic.  CUSD is developing a comprehensive, balanced assessment plan and will focus on providing the community with graphics of this plan/cycle that is easy to understand for a non-educator."	"Participation from all parents is solicited, including the engagement of underrepresented families.  CUSD has continued to translate communications and documents to make information more accessible to our multilingual families, event hought CUSD does not meet the 15% threshold to make this a requirement.  CUSD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options."	"Referring to CUSD Board Policy and Administrative Regulation 6020, CUSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment.  Additionally, CUSd ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education.  CUSD works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled PAC, DELAC, LCAP, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. CUSD communicates with families on an annual basis regarding the CUSD Parent Involvement Policy at the beginning of each school year.  The policy is included in the CUSD Registration Handbook."	"As a result of the pandemic, CUSD increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input.  An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps CUSD can take to improve the design and implementation of engagement activities."	"CUSD ensures ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc.  CUSD closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. CUSD has seen an increase in student absences as a result of the pandemic and will focus on improving efforts to communicate with and engage students and families."	4	4	3	3	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
33670330000000	Corona-Norco Unified	3	"Corona-Norco Unified values the relationships and partnerships it holds with the school staff and families. CNUSD has put into place systems to ensure timely and ongoing educational partner feedback that can be used for both validation and improvement.  Feedback is gathered through empathy interviews at various parent advisory groups, as well as the community engagement survey.  These groups include a sampling of partners that represent the diverse make up of our district.  As schools returned to in-person learning, family events such as back-to-school night, Open House and on-site Parent education nights have been offered to build and strengthen relationships with our educational partners and increase involvement.    The Corona-Norco Unified School District continues to increase transparency and build trust with our community through clear and consistent messaging from the District to staff and parents. During the pandemic we established weekly staff and community newsletters to help promote district initiatives, programs, and critical safety updates. Our Communications Office also continuously promotes school programs and information across our social media channels and saw over 3.6 million impressions and over 225,000 engagements during the 21-22 school year.  Additionally, to increase community involvement and transparency, we are committed to livestreaming our Board of Education Meetings onto YouTube and have had over 13,500 hours of watched time during the past school year.   Data gathered through a variety of systems from our Educational Partners have indicated various strengths such as: 1.Consistent and open dialogue between Advisory Groups and CNUSD to provide critical feedback about successes and areas of improvement. 2. District level communication from our Communications Office to both staff and community through the bi-monthly newsletter.  3. The CNUSD Parent Center, located in the heart of the district boundaries, provides another vehicle for families to connect with CNUSD to support student achievement both academically and social-emotionally. 4. All support and outreach were made in English and Spanish along with other needed languages."	"Corona-Norco Unified values the relationships and partnerships it holds with the school staff and families. CNUSD has put into place systems to ensure timely and ongoing educational partner feedback that can be used for both validation and improvement.  Feedback is gathered through empathy interviews at various parent advisory groups, as well as the community engagement survey.  These groups include a sampling of partners that represent the diverse make up of our district.  As schools returned to in-person learning, family events such as back-to-school night, Open House and on-site Parent education nights have been offered to build and strengthen relationships with our educational partners and increase involvement.    Data gathered through a variety of systems from our Educational Partners have indicated various areas of improvement, such as: 1. How parents can support their student's academic achievement relating the California Common Core State Standards 2. How parents can help support with their student's mental health needs 3. Understanding and supports around Internet safety for their student"	"As result of the data gathered from our Educational Partners and the self- reflection process around engaging our underrepresented families, CNUSD will:  1.Continue to engage with our Educational Partners, providing a multiple opportunities for engagement and feedback.  A double feedback loop process will be used to foster continuous improvement. 2. Build capacity with site leadership to deepen their relationship between their staff and families by providing a variety of opportunities to connect and engage educational partners in a variety of ways."	"Corona-Norco Unified values the relationships and partnerships it holds with the school staff and families. CNUSD has put into place systems to ensure timely and ongoing educational partner feedback that can be used for both validation and improvement.  Feedback is gathered through empathy interviews at various parent advisory groups, as well as the community engagement survey.  These groups include a sampling of partners that represent the diverse make up of our district.  As schools returned to in-person learning, family events such as back-to-school night, Open House and on-site Parent education nights have been offered to build and strengthen relationships with our educational partners to increase student outcomes.  Data gathered through a variety of systems from our Educational Partners have indicated various strengths to support increasing student outcomes such as: 1. Academic Interventions 2. Opportunity for Credit recovery 3. Paraeducator support for Transitional Kindergarten & Kindergarten classrooms 4. Parent Center - including tutors, academic events  5. Supports for Advanced Placement and International Baccalaureate students 6. Opportunities for students to take Dual enrollment classes"	"Corona-Norco Unified values the relationships and partnerships it holds with the school staff and families. CNUSD has put into place systems to ensure timely and ongoing educational partner feedback that can be used for both validation and improvement.  Feedback is gathered through empathy interviews at various parent advisory groups, as well as the community engagement survey.  These groups include a sampling of partners that represent the diverse make up of our district.  As schools returned to in-person learning, family events such as back-to-school night, Open House and on-site Parent education nights have been offered to build and strengthen relationships with our educational partners to increase student outcomes.  Data gathered through a variety of systems from our Educational Partners have indicated various areas of improvement, such as: 1. Recommended to increase opportunities for access to pre-school for all students 2. Specialized professional development for teachers on reading instruction to support for our students in grades K - 6"	"As result of the data gathered from our Educational Partners and the self- reflection process around engaging our underrepresented families, CNUSD will:  1. Leverage the Parent Center to host parent trainings connected to improved Student Outcomes 2. Utilize our Parent Advisory groups to help increase participation in trainings offered at both the Parent Center and School Sites 3. Ensure that communication going out to the families is done in multiple modalities from social media, to district and site newsletters, to direct messages to the families.  All outreach will be made in English and Spanish along with other needed languages."	"Corona-Norco Unified values the relationships and partnerships it holds with the school staff and families. CNUSD has put into place systems to ensure timely and ongoing educational partner feedback that can be used for both validation and improvement.  Feedback is gathered through empathy interviews at various parent advisory groups, as well as the community engagement survey.  These groups include a sampling of partners that represent the diverse make up of our district.  As schools returned to in-person learning, family events such as back-to-school night, Open House and on-site Parent education nights have been offered to build and strengthen relationships with our educational partners to seek input for decision-making.  Data gathered through a variety of systems from our Educational Partners have indicated various strengths to support increasing student outcomes such as: 1. A forty-eight (48) member LCAP Advisory Committee met multiple times to identify needs and monitor programs. This group included representatives from community members and parents (representing foster youth, English learners, low-income students, students with disabilities, and gifted students) Corona Norco Teachers Association (CNTA) leadership and teacher representatives; California School Employees Association (CSEA) leadership and classified representatives; and site and district office administrators representing all district divisions. Each group numbered 12 members. 2. Parent Advisory Groups meet throughout the year to hear updates and garner feedback about progress toward district goals. These Parent Advisory Groups include the Superintendent's Parent Advisory Council (SPAC), the District English Learner Advisory Committee (DELAC), and the Special Education Local Plan Area (SELPA) administrator."	"Corona-Norco Unified values the relationships and partnerships it holds with the school staff and families. CNUSD has put into place systems to ensure timely and ongoing educational partner feedback that can be used for both validation and improvement.  Feedback is gathered through empathy interviews at various parent advisory groups, as well as the community engagement survey.  These groups include a sampling of partners that represent the diverse make up of our district.  As schools returned to in-person learning, family events such as back-to-school night, Open House and on-site Parent education nights have been offered to build and strengthen relationships with our educational partners to seek input for decision-making.  Data gathered through a variety of systems from our Educational Partners have indicated various areas of improvement, such as: 1. Gathering feedback from the Community Survey needed to open longer and earlier. 2. Explore additional options to garner feedback such as school site focus groups."	"As result of the data gathered from our Educational Partners and the self- reflection process around engaging our underrepresented families, CNUSD will:  1. Leverage the Parent Center to host parent trainings connected to seeking input for decision-making purposes. 2. Utilize the Parent Advisory groups to help increase participation in school site committees such as School Site Council. 3. Ensure that communication going out to the families is done in multiple modalities from social media, to district and site newsletters, to direct messages to the families.  All outreach will be made in English and Spanish along with other needed languages."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/28/2022	2022
49738820000000	Cotati-Rohnert Park Unified	3	"The primary goal of CRPUSD is to improve outcomes for students. In order to achieve this goal, it is essential that the district helps schools partner with families to ensure both academic and social/emotional growth for the students. Our Title I sites understand the necessity to provide resources to support student learning and development in the home but more work could be done in terms of providing this information to all of our sites. The schools send home newsletters and informational resources to help parents grapple with the myriad of issues facing students today. The schools also detail a number of online resources for parents to use to help increase student achievement. Greater work can always be accomplished surrounding professional learning for staff to help support a school’s capacity to work with families. The school sites hold numerous evening events that help provide parents with a wide variety of information. These events include math, science, STEAM, and literacy nights, digital citizenship and anti-bullying information, financial aid planning, college and career information, behavioral and social issues information, and basic computer classes. These events provide a wealth of information but are not as well attended as our family fun nights. These events returned to an in person setting in 2021-2022. The sites have done a great deal of work in helping families understand their students’ academic and social/emotional progress. At the elementary level, teacher conferences are held with all of the families, and at our 2 middle schools, the students lead their own conferences and present to their parents. At the high school level, the counselors do a tremendous job meeting with the students and families to help develop four and six year plans for the children to inform both secondary and postsecondary expectations. The teachers use the online student information system to allow parents and students to see academic progress and growth. The district supports the sites with helping families to understand their legal rights and advocate for their children. The district office has a wonderful special education department that helps parents navigate the special education system and the IEP process. The district has also formed a Special Education Committee to help families participate in the learning process. Continued work needs to occur to increase this understanding and improve advocacy, especially in the area of 504 plans. This is an area of growth for the district. In 2021-2022, the District worked with a committee of site and district leaders to develop the Parent Engagement Task Force; over 30 parents participated in the 4 meetings over the course of the school year. We provided parent workshops in a variety of topics."	"The district will continue to provide professional development for staff and support their efforts to communicate regularly with CRPUSD families.  Families indicated they want training to access their student's grades, attendance, and other vital student information to support their children.  CRPUSD will hold parent workshops to support families using our SIS, Google Classroom, and other platforms.  Regular site communication is important for families to stay informed about important events at their children's schools.  Site administrators and teachers will regularly communicate with families to create stronger partnerships with our educational partners.  Work has begun on a parent advisory committee, which will continue in the 2022-2023 school year."	The district must continue to improve its outreach to families of English Language Learners and special education parents. The district is committed to calling families and personally inviting them to important meetings and events. The district office staff is participating in professional learning to help improve and increase this outreach through our county office of education and the English Language Learner Collaborative. The District English Language Advisor Council will continue to meet regularly.	"CRPUSD strives to build strong and positive relationships with our families. These relationships are evident at all of the sites and within the student body. The staff works adamantly to build caring relationships with their students and their families. Sites offer family fun, extracurricular events and educational evenings to help strengthen these relationships and develop a sense of community for their respective families. Both the sites and the district attempt to reach families by offering translation services at meetings and sending home translated communication documents and notifications. In addition to the required district committees, CRPUSD established a Special Education Committee in the 2018-19 school year to ensure parents of students with special needs have a forum to provide input and gather information.  In the spring of 2022 when conducted a district-wide parent survey, which was well representative of every grade level and all eleven schools.  A summary of the information gathered is as follows: For Goal 1, approximately 85% of parents felt that our schools promote academic success for all students and all schools promote learning at high levels.  The same percentage of parents also felt that our teachers go out of their way to support students and that the schools have adults that really care about students.  83% of parents stated that our schools are clean and well maintained.  Lastly for goal 1, 85% of parents stated that the school district provides the technology necessary for their child to be successful at school.  Moving forward to goal 2 of the LCAP, 81% of parents felt that their child’s school provides a quality education that focuses on the academic success of their child.  Similar scores also are shown in the areas of academic supports, and offering engaging school activities.  In goal 3, 81% of parents stated that their child feels safe at school, with 10% saying they had no opinion.  83% of parents felt that their child’s school treats all students with respect and felt that their child’s school was safe.  In the area of goal 4, 70% of parents said the district helped parents understand how to navigate the student information system to support their child and 81% felt that their child’s school communities clearly about school events and activities.  In goal 5, most participants in the survey chose “no opinion” since they do not have EL students.  Given this, 96% of other respondents felt that the district is creating opportunities for EL students to participate in programs and that the district is supporting EL students. The parent' surveys are sent to all parents in English and Spanish.  We had a total of about 425 parents participate in the LCAP survey.  When interviewing parents however during our LCAP Committee meetings, parents expressed interest in greater district effort in offering parent training sessions in the use of the student information system and Google classroom, so they can support their children"	The district is aware that it needs to do a better job of contacting and engaging the families of English Language Learners and students with special needs to ensure they have a voice at the table. Increased effort needs to be given to help these families feel comfortable to partner with the district to help their students experience exceptional educational careers. Greater attention needs to be paid to help staff understand and support families from diverse backgrounds and cultures. This is an area of growth for CRPUSD.	"CRPUSD will strive to openly communicate with our educational partners at every level.  Site staff will communicate important classroom and school events to keep families in the loop.  All communication will be made available in English and Spanish.  At the district level, the Superintendent's office will create a weekly newsletter that will be sent to staff and parents about district-wide events.  In addition, professional development will be offered to parents so they can access their student's grades, attendance, and classroom grades.  Several of our district-wide committees will be held in person and also online, using some of the technology the district acquired to support distance learning during the pandemic.  This will allow families to attend in person or in the comfort of their own homes.  CRPUSD has hired several community liaisons to help with one-on-one outreach to families in their primary language.  These employees will be helpful in supporting our unduplicated families"	"The Cotati-Rohnert Park Unified School District sought parent involvement and input throughout the 2021-2022 school year. Parents were invited to a variety of online venues to provide feedback and share insights regarding their children's academic and social/emotional experiences. Parents were also asked to provide feedback for needs assessments to help focus the LCAP. Parents were invited to join a host of meetings including the Local Control Accountability Plan Committee (LCAP), the District English Language Advisory Committee (DELAC), the English Language Advisory Committee (ELAC), Board of Education Meetings, Site Councils, Wellness Committee, Special Education Committee, and school connected organizations (PTA, Boosters). The district used the student information system, district website, social media sites, and site newsletters to inform parents of meeting dates and opportunities for input. Online participation was gathered to measure parent participation and attendance at the meetings. During the meetings, parents indicated that they were satisfied with their student experiences in CRPUSD but had many suggestions for improvement. Parents had concerns with distance learning.  The key findings from the meetings and surveys included: requests for more offerings for gifted students, greater academic and behavioral support for students with special needs, additional counseling supports to assist in student mental health, additional site supervision, increased after school academic supports, greater outreach to parents, continued multi-use of methods of communication, more support around anti-bullying curriculum, greater consequences for student misbehavior, and continued sharing of student data and information among teachers and parents. Our parent survey was conducted in the spring of 2022 and had over 425 parents participating.  That data showed that only 70% of parents felt that the district did a good job in teaching parents how to use the student information system and google classroom.  This concern was also raised during online LCAP sessions, where parents expressed an interest in the district providing training in these two areas so parents can better support their children.  Parents also expressed an interest in the district doing more to engage parents and students about A-G requirements in high school, starting in the 8th grade."	"The district needs to improve its ability to help parents understand their ability to help partner and make decisions for their students. While the required meetings are offered at the district level, there has been minimal parental attendance. Parents do attend site specific meetings but perhaps the connection to providing input to guide the sites and the district has not been explicitly stated. The district will work to better communicate the sense of urgency and need for parent participation in meetings that help shape the educational delivery and allocation of resources for their children. Greater effort needs to be paid to advertise important events and publicize the need for all parents to be included in the decision making process."	"As mentioned in the previous section, CRPUSD will place increased emphasis on communications with our underrepresented families using site, and district communication tools.  Teachers will communicate through email and Google Classroom.  The school administration will communicate with weekly parent messages in both English and Spanish.  The district will continue to send out weekly updates in both English and Spanish, in addition to utilizing our website and Facebook.  To support parents, CRPUSD will increase our parent training opportunities and offer support at events, like Back To School Night, Open House, and other site and district events.  CRPUSD also has a new Director of Family Engagement for the 22-23 school year, which will focus on communicating with and getting feedback from underrepresented families."	4	3	3	4	4	4	4	4	4	3	3	3	Met	6/7/2022	2022
09618380139006	Cottonwood	3	"Cottonwood provides assistance to our families in understanding academic expectations through several strategies. These include regular teacher check-ins-Learning Period meetings. Our LP Meetings address various topics to help parents in understanding state standards, our instructional offerings, and the ways they can best support their children's achievement in school."	"The LCAP process also provides many opportunities to assist parents with understanding expectations for their children. Additionally, collaboration through the LCAP process and through parent community café meetings provide valuable information regarding how best to support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community at large. Information and questionnaires are posted on our school websites."	"Annual surveys for stakeholders, including parents, are given throughout the school year. Requests for feedback and participation is sought through email communications. Participation from all parents is solicited, including parents of English learners, students receiving Special Education services, foster children, and families whose children receive free or reduced-price lunch."	"The Cottonwood School continues to work to develop partnerships with families to build partnerships for student outcomes. Our LCAP Parent Survey indicates that:   89% of parents strongly agree or agree with the statement, “The Cottonwood School provides the materials my child(ren) needs to learn, such as textbooks and learning materials that meet the needs of all students, including English language learners, students with disabilities, and those who are gifted.”   93% of parents strongly agree or agree with the statement, “The school works with me to help my child(ren) do their best with school.”   90% of parents strongly agree or agree with the statement, “My child(ren)'s teacher contacts (calls, emails, speaks to) me when my child(ren) are having trouble learning.”"	The Cottonwood School's Parent Advisory Committee and District English Learner Advisory Committee enthusiastically support the opportunities currently being offered to all our students. We had an increase of 15% attendance at our ELAC and DELAC meetings. The Cottonwood School will work to expand these programs in 2023-2024.	"The Cottonwood School plans to expand the offering of opportunities and resources to underrepresented families, including families of underachieving student subgroups. These include families of English learners, Long-Term English Learners, homeless and foster youth. For 2022-23 The Cottonwood School has increased our focus on our LTELs. We aim to reduce our LTELs by 15% in 22-23."	"For 2022-2023 The Cottonwood School has designated professional development calendared for the entire school year. The topics range from best practices in teaching and updated processes for the entire school. Additionally, we have monthly departmental meetings that reinforce and clarify and solidify processes and practices."	"The Cottonwood School has improved connections with families by providing additional opportunities for input through our PAC meetings. Our PAC has calendared their meeting schedule for the 2022-23 school year. Additionally, we have added new members to our PAC Board."	The Cottonwood School continues to have a strong community with members that are actively engaged in our stakeholder meetings and board meetings. The Cottonwood School is continually improving with our EL support for our families and finding creative ways to get additional members of the community involved and give opportunities for input.	5	5	5	5	4	5	4	4	4	4	4	4	Met	6/21/2022	2022
45699550121640	Cottonwood Creek Charter	3	"Cottonwood Creek's strengths are building a positive and collaborative culture that supports students, teachers and family success. We have many opportunities throughout the year to build relationships with families. We have many platforms for our families and staff to regularly communicate, share, inform and meet. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel."	"Based on the analysis of educational partner input and local data, we have a focus area of improving parent participation in school events, parental input for new electives, and increasing parent participation in our annual surveys."	"Building relationships with our underrepresented families has been a focus for our school staff. We will continue our monthly check-ins between teachers and their families and we will continue to offer targeted interventions, tutoring, and a variety of after school elective programs."	"We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students. Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with our After School Elective Program to support our students both in school and within their electives. Our school model of independent study with site based classes allows for monthly check-ins between staff and all families.  This model has kept our attendance rate over 98% for many years.  Our educational model creates a positive climate for our students and their families. They truly feel supported within our small community."	"Monthly check-ins and progress reports allow our parents to be informed of their student's progress.  Annual surveys are distributed in the spring to inform our school plans. We also communicate in a multitude of ways that include newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, and auto dialers."	"Our school model of small class sizes, monthly check-ins, and frequent school to home communication has especially benefitted underrepresented families.  Amazingly, the students from underrepresented families are outperforming students that are not from underrepresented families on state testing."	"We are a tight-knit community that supports families. Our school motto is ""Working Together With Families.""  We strive to ensure that all students meet or exceed grade level standards as well as develop social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through informal parent conferences, monthly check-ins, and parent surveys."	"Using educational partner survey data and input from our decision making bodies, we will continue to provide outreach phone messages, one-on-one meetings, school apps, texting, emails and monthly newsletter to engage all families."	"We go out of our way to reach out to our underrepresented families by providing free and low cost after school elective classes, lunch, (and breakfast beginning next year), academic supports, and interventions."	5	4	3	4	5	4	4	3	4	3	3	4	Met	6/13/2022	2022
45699550000000	Cottonwood Union Elementary	3	"We have many opportunities throughout the year to build relationships with families. Due to COVID, we have not had the opportunities for in-person family events. We have many platforms for our families and staff to regularly communicate, share, inform and meet.  This said, our presence on social media and our newly launched website has been successful.  In addition, we have implemented SEL that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel, even during COVID.  Moving forward, we plan to reengage our families and host in-person gatherings that support instruction and expand on extra curricular activities."	"Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events."	"Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care (with a sliding scale), breakfast and lunch, academic supports, interventions, Attendance Coordinator that connects families to local resources, and reading/math labs."	"We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. With the exception of the past two years with COVID, parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples.  Additionally, our Parent Club continues provide support for our students and the schools. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes."	"We meet regularly with our School Site Council to review student outcome data and set goals/actions based on identified needs. Parent conferences are held annually and progress reports are sent to parents to inform them of their student's progress. We have additional parent conferences when needed. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication, student attendance and additional support for students. We added a new website and school app to make it easier to communicate and connect families."	"Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We have also added a part-time assistant superintendent to assist with plan development and state/federal guidance, COVID substitutes to fill in where needed, two counselors, Special Education staff, a school phycologist, two speech teachers, two intervention teachers, two home school teachers, and support staff positions throughout the district."	"We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs."	"Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school app, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes."	"We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, family engagement nights, etc."	4	4	4	4	5	5	5	5	5	5	5	5	Met	6/22/2022	2022
19644360000000	Covina-Valley Unified	3	"Educational partners provided many concrete examples of Covina-Valley schools and the District building trusting relationships.    C-VUSD offers numerous opportunities for parents and guardians to be involved at school. Strong relationships with families are evidenced by active participation on advisory committees, PTAs, booster clubs, attendance at special events/family nights, extra and co-curricular activities, and parent-teacher conferences. Additionally, parents and guardians are encouraged to volunteer and are welcome to become involved in the formal education of their students.     C-VUSD continuously looks to engage in communication with families. Educational partners provided positive feedback on informal meetings like ""Coffee with the Principal."" They also commented on how the principal's presence at drop-off zones provides a welcoming feeling. Additionally, the video updates from the Superintendent and virtual Town Hall meetings engage the District community by providing continuous communication with families.    C-VUSD works collaboratively with all advisory groups to gain varying perspectives and input. Feedback comes from multiple means, including in-person and virtual meetings or Town Halls, surveys, emails, and phone calls.    C-VUSD is committed to communicating with and engaging parents and guardians as partners in their student's education. Most communication with parents and guardians is in their primary language through ParentSquare. The District works to ensure that all forms and communications are available in English and transcribed into Spanish.    In building relationships, C-VUSD uses technology to ensure that families have ready access to school information. This access includes the District's webpage, a mobile app, mass communication tools, and social media."	"Based on input from C-VUSD educational partners, an identified focus area for improvement in building relationships is targeted outreach to underrepresented student and family populations. This targeted outreach includes the need for school-community liaisons to provide an additional avenue of communication and support between the school and home, especially at the elementary school level. The primary need is to provide agency for the underrepresented, provide additional parent education opportunities, and help parents support their students in and out of school."	"School, Family, and Community Outreach Liaisons will be added to all Elementary Schools to support and improve the engagement of underrepresented families. These new staff members will communicate with families, community agencies, and the school to promote positive attendance, behavior, academics, and family engagement. They will assist in scheduling and providing parent education, family events, and parent informational meetings.  Additionally, the District will continue to seek resources to share with principals, teachers, and staff on the importance of building trusting and respectful relationships with families."	"The mission of Covina-Valley Unified School District is “Educational Excellence for Every Student, Every Day.” Part of the District’s mission focuses on building partnerships with students and families. District staff works hand in hand with parents, teachers, and students on an ongoing basis to ensure that all voices are heard, and all are engaged. Students and parents have several opportunities to provide input on school programs by participating in advisory committees (School Site Councils, English Learner Advisory Committees, District Advisory Committees, District English Learner Advisory Committees, the LCAP Advisory Committee, and oversight committees). Additionally, parents and students have opportunities to meet with teachers and support staff to discuss student progress, individual student performance, attendance, and post-secondary plans.  Parents are encouraged to support their children at home by clarifying their expectations about school and creating a positive learning environment. In addition, outreach is provided to families through increased formal parent education through the Parent Institute for Quality Education (PIQE) and site-based parent academies.  C-VUSD also supports families in understanding and exercising their legal rights and provides them opportunities to advocate for their children. This support includes web-based and traditional printed access to their rights and responsibilities, trained staff to assist parents in how to advocate, and translation services."	An analysis of educational partner input indicates that continuing to build upon partnerships with families can be expanded with additional parent education opportunities. C-VUSD educational partners requested parent education topics to include: -Supporting student growth and achievement -4-year planning and A-G -Existing programs that Covina-Valley Unified provides -Post-secondary preparation -Social-emotional support	"Covina-Valley will focus on broadening parent education opportunities to engage families in their student's academic life and outcomes. C-VUSD will improve the engagement of underrepresented families by providing additional educational resources and striving to equip all families with the tools necessary to engage with school and support their student's academic achievement.  Based on input, parent education topics will involve increasing awareness of resources and opportunities to increase student achievement, social-emotional support, elevating college readiness, and post-secondary planning."	"Every C-VUSD school engages parents and guardians in decision-making through participation in advisory committees, parent-teacher organizations, and other school and District programs. 100% of C-VUSD schools have a School Site Council (SSC) and English Learner Advisory Committee (ELAC) and meet all compliance requirements for these advisory groups. Additionally, 100% of schools have representation on the District English Learner Advisory Committee (DELAC). C-VUSD  uses multiple strategies to reach and seek input from underrepresented groups in the school community and actively encourages and promotes participation in programs and advisory committees.   100% of Covina-Valley schools have access to interpretation and translation services allowing parents to participate fully in educational programs and while meeting with individual school staff members. In addition, when seeking feedback from parent and community groups, the feedback tools are available in languages other than English to ensure that all parents are heard and can provide valuable feedback.  In addition to the SSCs, ELACs, and DELACs, C-VUSD also holds regular Local Control Accountability Plan (LCAP) Advisory Meetings to seek input on the overall mission, vision, and progress toward meeting District goals. The LCAP Advisory Meeting attendees include parents, teachers, administrators, and students. The meetings are open to the public, posted, and parents are notified using mass communication tools.   Lastly, C-VUSD utilizes educational partner surveys multiple times throughout the year in seeking input for decision-making."	"Covina-Valley has strategically incorporated educational partners into their decision-making processes. However, based on input and local data, C-VUSD can continue to improve by leveraging the English Learner Advisory Committees at all school sites and the District English Learner Advisory Committee to facilitate greater communication with and input from the families of English learners."	"The District will seek out resources to share at principal and community outreach liaison meetings to improve the engagement of underrepresented families, specifically the families of English learners.  The District will identify barriers to engagement and implement responsive family engagement strategies and practices considering the full range of culturally diverse populations in the community."	4	4	4	4	4	4	4	4	5	5	5	4	Met	6/13/2022	2022
01100176001788	Cox Academy	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	"Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Reengaging our families through in-person school events and celebrations, as many of these events were moved online during the past two years; (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership."	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	"Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide."	"Our focus area for improvement in Building Partnerships for Student Outcomes is to build famiies' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home."	"We will facilitate a series of workshops in the area of family literacy engagement, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities."	"When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization."	"Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. This year we aim to rebuild to pre-pandemic levels of parent leadership in our school."	"We are focusing on increasing the engagement of our Black families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events."	4	4	3	4	4	4	4	3	4	4	5	4	Not Met	10/20/2022	2022
38684786112601	Creative Arts Charter	3	"Creative Arts Charter School provides multiple opportunities to build partnerships with families and guardians to ensure positive student outcomes. Some traditional methods of communicating about the classroom include Back to School Night and Family/School conferences. Because of the pandemic, our families and guardians participated in Back to School Night through Zoom and Zoom was provided as an option for Family/School conferences. Our teaching staff posted biweekly curriculum updates so that families knew and understood specifically what their students were learning about in different subject areas. Families receive progress reports if their child is not meeting standards in a particular subject area, and report cards are sent home to all families twice per academic year. During the First semester, we began to hold in-person Community Meetings.  In the Second semester we consistently held in-person Community Meetings.  We also held an in-person Spring Exhibition of Learning, 5th grade step-up and 8th grade graduation in-person to start reconnecting with families/guardians in-person."	"Creative Arts purchased a text platform as an additional form of communication to families and it was difficult to implement the program. The school will continue to explore options for a similar platform since regular communication is the foundational component for building strong relationships with families. Due to the pandemic, we have been unable to host our family workshops and we look forward to resuming these next year."	"The Creative Arts leadership team developed an essential question for 20-21 that we will carry on through the coming years until we close the achievement gap for our Black & African American students and our students who qualify for IEPs. Our EQ is, “What will it take for us – individually and collectively - to remain urgently, relentlessly committed to interrupt adult-centered and Eurocentric (or white supremacy cultural) practices in our school and hold ourselves and each other accountable for anti-racist, art-centered classrooms rooted in love that insist on the success and sense of belonging of our black students and our students with IEPS?” The EQ is used alongside our Mission and our Portrait of a Graduate to guide our work. This includes curriculum development, schedules, professional development, family education, social-emotional learning, arts integration, hiring, and both short and long term planning. During the 2021-22 school year, Creative Arts offered regular translation services at all virtual community events. All our written communication on our internal school learning management platform is written in both English and Spanish.  In 2021-22, the new Director of the African American Achievement Initiative began having monthly meetings with African American and BIPOC families and guardians. The school partnered with Dr. Kathy Gonzalez who supported our work around communication and conflict resolution across differences.  Our partner Verta Maloney supported teachers and staff with practicing Anti-Racism in the classroom and we believe those practices support building positive relationships with families."	"Creative Arts Charter School provides multiple opportunities to build partnerships with families and guardians to ensure positive student outcomes. Some traditional methods of communicating about the classroom include Back to School Night and Family/School conferences.  In addition, families receive progress reports if their child is not meeting standards in a particular subject area, and report cards are sent home to all families twice per academic year."	"Creative Arts plans more targeted work in communicating with families of students with IEP’s, 504’s, and going through the Student Success Team (SST) process.  The school is actively seeking a Director of Inclusion and Student Services to support this work.  We look forward to providing a family education night about tiered levels of support for students both academically and social-emotionally.  We want families to be aware of the support that is available for students at school."	"The Creative Arts leadership team developed an essential question for 20-21 that we will carry on through the coming years until we close the achievement gap for our Black & African American students and our students who qualify for IEPs. Our EQ is, “What will it take for us – individually and collectively - to remain urgently, relentlessly committed to interrupt adult-centered and Eurocentric (or white supremacy cultural) practices in our school and hold ourselves and each other accountable for anti-racist, art-centered classrooms rooted in love that insist on the success and sense of belonging of our black students and our students with IEPS?”  The EQ is used alongside our Mission and Portrait of a Graduate to guide our work. This includes: curriculum development, schedules, professional development, family education, social-emotional learning, arts integration, hiring, and both short and long term planning."	"According to our family survey, 71% of Creative Arts families agree or strongly agree that Creative Arts consistently asks for and includes their feedback in decision making. Below are some of the opportunities for input:  ? Family Association (our version of a PTA) leadership roles  ? Board membership  ? Participation in a family survey per year  ? Participation at Board Meetings each month  ? LCAP public hearing participation"	"The school would like to do more to promote the engagement of families of students with IEP’s, 504’s, and going through the Student Success Team (SST) process.  We are actively recruiting a Director of Inclusion and Student Services to support this work. We would like to resume Director’s Coffees and Executive Director Office Hours to provide families with additional opportunities to provide feedback."	"During the 2021-22 school year, much of our efforts as it relates to recruitment of Board Members and FA leadership has been to diversify both organizational bodies and continue our work of ensuring we center the voices of our under represented families.  Director of AAAI outreach and soliciting feedback  from families and students."	5	4	4	4	5	4	4	3	4	4	4	4	Met	6/21/2022	2022
49738820123786	Credo High	3	Incoming families to Credo have multiple opportunities to meet and engage with staff as they are enrolling in the school. Credo has a full-time Enrollment Director who coordinates shadow days for students with a concurrent introduction to the school's program for parents. There is a fall Open House where prospective parents and students participate in mini-lessons with teachers. Cohort guides are introduced to families early in the year and Back to School Night creates an opportunity for parents to meet individual teachers.   There are fall and spring concerts and theater performances where parents and community members are encouraged to enjoy the cultural events created by the students and their teachers.  Parent Square has been implemented to provide regular updates to families. Parent Square can translate posts and documents in native languages for families. Parents have access to all emails and are encouraged to reach out with questions and concerns.   Board meetings are broadcast over zoom so that parents are able to attend and provide public comments virtually or in person. Credo also has a practice of hosting virtual town halls for important topics and decisions affecting the community.   There is a Parent Circle and Athletic Boosters Club that encourage parents to participate in the life of the school.	"Attention to providing parents with opportunities to learn about and experience school life is a particular emphasis in the post-pandemic era. In a Spring 2022 parent survey, parents expressed a desire to meet teachers. In the fall of 2022 Credo hosted its first Back to School Night. A weekly Newsletter provides updates and Parent Square has been implemented to enable regular updates with accessible language translations as needed.   Aeries Student Information System provides a parent portal for families to track the academic standing of their students. Grade reporting takes place twice per year. Beginning in the fall of 2022, progress reports will be issued at the mid-semester point in the fall and spring to provide explicit communication to families about students' academic progress.   Credo needs to do more in the area of learning about family cultures and goals for their children. Specifically, our percentage of Latinx students does not reflect the population at large. In order to create more diversity and accurately reflect our community, Credo needs to take action to learn more about the needs and aspirations of this part of our community. Credo needs to also seek to understand where obstacles exist to providing the kind of support students and their families need to be successful at this school.   Credo has a clear three-fold mission: Public Waldorf, College-Prep, and One Planet Living (Sustainability). As a school of choice, it is important to communicate clearly and often about our mission so that families are aligned with the school's program emphasis and requirements."	"Credo will build on the connections established through the enrollment process with our Enrollment Director by actively encouraging new families, particularly those of underrepresented families, to participate in the Parent Circle. Within the Parent Circle, establishing focus groups of underrepresented families to engage with representatives of the faculty and administration to learn more about the needs of the families and strategize ways to provide improved support. For example, one identified need is a strategy for supporting native Spanish-speaking students in light of the school's requirement to engage in three-years of World Language instruction. Our current World Language program does not meet the needs of these students."	"Credo has continued to strengthen communications between home and school. The implementation of Parent Square provides timely and targeted updates to families. The school has strengthened multi-tiered systems of support for students struggling academically or behaviorally. These include strengthening communications between staff and families via the Aeries portal, email, and direct outreach as needed. Teachers are expected to publish course syllabi with clear expectations for student learning. According to the April 2022 parent survey, 86% of responding families believe that the school keeps families well-informed of school activities. Eighty-four percent of responding families say that the school promptly responds to calls or emails."	"As part of the 2022/23 LCAP, Credo has committed to hosting a Back to School Night in the fall of 2022. Parents and teachers alike have requested an opportunity to come together in this format. In addition to Back to School Night, there will be grade-level parent education evenings for parents in the 2022-23 school year. There will also be forums for targeted input on Credo's WASC self-study process."	A benefit of implementing Parent Square is the translation feature available so that non-English speaking families can access communications from the school. Hosting and targeting parent circle evenings for the school's Latinx families is an important next step in building partnerships. Translating the annual parent survey into Spanish is another step toward actively seeking input from underrepresented families.	"Credo solicits input from families, faculty, and staff annually via surveys. According to the most recent survey in April of 2022, 54% of responding families believe either agree or strongly agree that Credo actively seeks parent feedback in decision-making. That feedback is then incorporated into ongoing cycles of improvement. During the last three to five years of crisis management, Credo has hosted Virtual Town Halls to provide important information and rationales for key decisions and to provide opportunities for families to provide input. In 2020 Credo hosted a virtual Strategic Visioning meeting to engage partners in planning for the coming years. This was intended to be the first in a series of collaborative planning events.  In the fall of 2022, Credo will initiate a self-study process for its six-year WASC accreditation cycle. Providing forums for families to understand the Self-Study process and provide input is a requirement of the process."	"Based on the survey results from parents in April 2022, 30% of families either disagree or strongly disagree that Credo seeks input in decision-making.  Another 14% Don't Know whether Credo seeks input in decision-making. Strategically identifying key decisions, calendaring, and broadly communicating the forums in which parent input can be provided is an important next step."	"In the fall of 2022, Credo will initiate a self-study process for its six-year WASC accreditation cycle. Providing forums for families to understand the Self-Study process and provide input is a requirement of the process. As part of this process, focus groups based on underrepresented groups will need to be created. This process can dovetail with LCAP development for the next cycle."	4	4	1	3	3	3	3	2	2	2	2	2	Met	6/13/2022	2022
31668520120105	Creekside Charter	3	"Many families choose Creekside because this is one of our pillars in supporting our mission.  We believe in the power of community and give parents great access and input in the direction of our school.  Our parents have daily access to our teachers through multiple communication platforms (electronic, in person, and through our SIS portal).  In addition, as a small charter we have a very active PTO board and Governance Board.  Both of these boards actively seek parent input.    Furthermore, we dedicate a week in October for families to be able to have one on one conference.  We also have multiple community events throughout the year to engage parents and build relationships.    Our LCAP process is extremely transparent and we work very hard to make sure parents have a voice during this process on top of the mandated Board meetings.   Lastly, we survey our families every spring to make sure they feel connected to our community.   On a 5 point Likert scale, we scored a 4.5 for the 21'-22' questions regarding parent input."	"As stated in question 1, our family input is at an exceptionally high level.  We do have goals for increasing some areas of family input for the 22'-23' school year.  These areas include: engaging parents on campus and encouraging more volunteering, creating more information regarding our social emotional learning platform, and engaging families at a higher level with our essential learning resources."	"We do not feel this is an area of need for us.  Our families, in all demographics, report strong connection to our school community, and voice in our decision making."	"We have recently purchased Schoology to further create connection between school and home regarding academic progress.  As stated above, we also believe in access to our teachers by our parents using a combination of strong technology and access on campus.  We are a small school and parents choose us for this access.  Our parents continually report anecdotally, and on our year end surveys that our teachers are responsive to their needs.  Lastly, our intervention team does an excellent job in reaching out to parents when their student is struggling.  Creekside is very proud of our partnerships with families and this is reflected in our high academic scores."	NA- see above	"Our focus is on all students succeeding and thus our under-represented families are supported by our standard programs.  We have strong internal testing (iready and summative teacher created tests) to identify struggling learners, and an intervention team to support these students.  Our tier 1 and tier 2 supports are effective in supporting these learners and we do not see a discrepancy in our unduplicated student test scores."	"As stated above, our LCAP process is very transparent, communicated well with multiple points of parent input collected from LCAP specific surveys.  Also, as stated above, our school prides itself on parent involvement and making sure parents feel well connected and have a voice in their child's education.  On a formal level, we provide this through our Governance Board and our PTO Board.  On an informal level, our teachers and administration support a ""drop in"" culture to promote access and idea sharing. It is a huge reason for our continued success as an award winning California school."	NA- we are at a 5 in this category.  We will continue to do what we already do.	NA- we are at a 5 in this category.  We will continue to do what we already do.	5	5	4	5	4	3	5	5	5	4	4	5	Not Met	10/3/2022	2022
54721400136507	Crescent Valley Public Charter II	3	"The connection with our educational partners is a priority at Crescent Valley Public Charter II.  Through regular Parent Meetings, including our Parent Advisory Committee and English Learner  Advisory Committee, Parent Teacher Conferences, student and family celebrations, school events  such as Back to School Night and Trunk or Treat, and weekly communication through our Data +  Design system our families express a sense of feeling highly connected to the school and their  student’s progress as evidence. One of our parents recently commented, “For me I know when  there are any issues with my son. His teacher communicates with me if he is missing any credits. I  know that you will call me if there is anything I need to address with my son.” Another parent  commented, “The school is doing everything necessary in order for the students to have a good  learning experience.”"	"Based on input and data analysis, Crescent Valley Public Charter II would like to improve the  number of participants who attend the ELAC meetings. One way this can occur is by providing  educational partners with focused topics such as college planning, English classes for families, gang  prevention, drug/alcohol abuse, etc."	"We are confident that both the different means used for parent engagement and systems of  communication will help this continued effort in keeping our educational partners connected and  continued growth in relationships. Through ongoing professional development, Crescent View  Public Charter II will be able to discuss and implement strategies to be able to meet the different  needs of our school community."	"From the input received from our educational partners an area of strength is our frequent  communication with parents regarding their child’s progress. One parent stated, “I believe all the  opportunities you provide strengthen the student’s ability to succeed along with the support of  the parents.” Another parent stated, “I know after learning periods, the supervising teacher  communicates with me on how my son’s doing. When I request to meet with the teacher on my  son’s progress, the teacher always gets back to me.” Between the different communications and  opportunities to meet with teachers and the different means to continue these relationships, our  staff is accessible and communicates well with our parents for their child’s educational success."	"Based on input and data analysis, Crescent Valley Public Charter II would like to improve the  number of students who participate in small group instruction classes, counseling events, and  workforce partner workshops and receive mental health/social-emotional services. Increasing the  number of students participating in the above events will improve the student-school relationships  and increase student achievement."	Educational partners in our underrepresented families have expressed a strong confidence in  service and support to our students. Parents feel we have procedures in place to inform them of  school events and activities. We will continue in our commitment to inform our parents and  provide partnership and accessibility in services as our students continue on their educational  journey.	"Our strength at Crescent Valley Public Charter II is providing information and soliciting feedback  from our educational partners in multiple opportunities and spaces that work with our parents'  needs for flexible hour options for connection to the school.  Although parents attend meetings and events, an area of improvement for Crescent Valley Public  Charter II is to find a way to actively engage families in the planning and implementation of  programs. While we go to great lengths to promote and invite educational partners to our public  meetings and events, our progress in building the capacity of staff to effectively engage families in  the decision-making process is still developing. Through professional developments, we will learn  better ways to connect with families and draw out feedback and input in order to make more  communal decisions."	Our advisory committees are currently meeting and involving parents seeking input and feedback  on different actions and services as related to our LCAP goals.	"Crescent Valley Public Charter II will continue to strategize different ways we can continue to  involve and better engage our families through the feedback received at our advisory meetings,  parent surveys and staff and student conversations. One of our parents stated, “Maybe having the  meetings later so parents can attend and letting parents know what topics will be discussed.” As  many of our parents work, CVPCII needs to take a look at the possibility of scheduling these  meetings at different times in order to increase attendance. We will improve services by hiring  certified, bilingual staff as well as increase efforts of our recruitment of community members to  join our team and where our community needs exceed staff availability, we will partner with  outside organizations to provide excellent service to our students and families.  One key finding from the local survey was from parent/guardian responses. When asked in the  last school survey if they felt that their school encourages parents/guardians’ participation and  input in activities, events, parent workshops and meetings, 48% responded that they agreed and  strongly agreed. The school also continues to implement parent engagement activities like  PAC/ELAC, student recognition days, Parent University workshops, open houses, back-to-school  nights, and parent-teacher-student conferences."	5	5	4	5	5	5	5	4	5	5	5	5	Met	6/1/2022	2022
10625470136523	Crescent View South II	3	"The connection with our educational partners is a priority at Crescent View South II. Through  regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory  Committee, Parent Teacher Conferences, student and family celebrations and weekly  communication through our Data + Design system. Our families express a sense of feeling highly  connected to the school and their student’s progress as evidenced by our data results,  engagement at events and feedback received. One of our parents recently commented, “I feel it is much safer than district schools.” Another parent commented, “thank you for all the support you  are giving my son.”"	"Based on input and data analysis, Crescent View South II would like to improve the number of  participants who attend the PAC/ELAC meetings. One way this can occur is by providing  educational partners with focused topics such as college planning, English classes for families, gang  prevention, drug/alcohol abuse, etc."	"We are confident that both the parent engagements and systems of communication will help this  continued effort in keeping our educational partners connected and continued growth in  relationships. Crescent View South II will improve engagement of underrepresented families by providing translation services for educational partner communications, offering multiple opportunities for participation both virtually and in-person, and providing classes/workshops based on educational  partner needs/requests."	"From the input received from our educational partners an area of strength is our flexibility in  providing opportunities for our families to receive support. Between evening options for live  instructional support, weekly progress summaries and a variety of services for students, our  parents have tools accessible for educational success."	"Based on input and data analysis, Crescent View South II would like to improve the number of  students who participate in small group instruction classes, counseling events, and workforce  partner workshops and receive mental health/social-emotional services. Increasing the number of  students participating in the above events will improve the student-school relationships and  increase student achievement."	Educational partners in our underrepresented families have expressed a strong confidence in  service and support to our students. We will continue in our commitment to provide partnership  and accessibility in services as our students continue on their educational journey.	"Our strength at Crescent View South II is providing information and soliciting feedback from our  educational partners in multiple opportunities and spaces that work with our parents' needs for  flexible hour options for connection to the school.  Although parents attend meetings and events, an area of improvement for Crescent View South II is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite educational partners to our public meetings and  events, our progress in building the capacity of staff to effectively engage families in the decision making process is still developing. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions."	Our advisory committees are currently in development for official positions. Our focus is to  continue communication for roles available to our parents at our Parent Advisory Committee and  English Learner Advisory Committee.	"Our underrepresented families of Crescent View South II are in need of translation in Spanish. We  will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment  to members of the community to join our team and where our community needs exceed staff  availability, we will partner with outside organizations to provide excellent service to our students  and families.  One key finding from the local survey was from parent/guardian responses. When asked in the last  school survey if they felt that their school encourages parents/guardians’ participation and input in  activities, events, parent workshops and meetings, 82% responded that they agreed and strongly  agreed. The school also continues to implement parent engagement activities like PAC/ELAC,  student recognition days, open houses, back-to-school nights, and parent-teacher-student  conferences."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/2/2022	2022
10101080109991	Crescent View West Public Charter	3	"The connection with our educational partners is a priority at Crescent View West Public Charter.  Through regular Parent Meetings, including our Parent Advisory Committee and English Learner  Advisory Committee, Parent Teacher Conferences, student and family celebrations and weekly  communication through our Data + Design system our families express a sense of feeling highly  connected to the school and their student’s progress as evidence by our data results, engagement  at events and feedback received. One of our parents recently commented, “I think using  ParentSquare is awesome. It generates a great communication line.”"	"Based on input and data analysis, Crescent View West would like to improve the number of  participants who attend the PAC/ELAC meetings. One way this can occur is by providing  educational partners with focused topics such as college planning, English classes for families, gang  prevention, drug/alcohol abuse, etc."	"We are confident that both the parent engagements and systems of communication will help this  continued effort in keeping our educational partners connected and continued growth in  relationships.  Crescent View West will improve engagement of underrepresented families by providing  translation services for educational partner communications, offering multiple opportunities for  participation both virtually and in-person, and providing classes/workshops based on educational  partner needs/requests."	"From the input received from our educational partners, an area of strength is our flexibility in  providing opportunities for our families to receive support. Between evening options for live  instructional support, weekly progress summaries and a variety of services for students, our  parents have tools accessible for educational success."	"ased on input and data analysis, Crescent View West Public Charter would like to improve the  number of students who participate in small group instruction classes, counseling events, and  workforce partner workshops and receive mental health/social-emotional services. Increasing the  number of students participating in the above events will improve the student-school relationships  and increase student achievement."	Educational partners in our underrepresented families have expressed a strong confidence in  service and support to our students. We will continue in our commitment to provide partnership  and accessibility in services as our students continue on their educational journey	"Our strength at Crescent View West is providing information and soliciting feedback from our  educational partners in multiple opportunities and spaces that work with our parents' needs for  flexible hour options for connection to the school.  Although parents attend meetings and events, an area of improvement for CVW is to find a way to  actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite educational partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision making process is still developing. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions."	Our advisory committees are currently in development for official positions. Our focus is to  continue communication for roles available to our parents at our Parent Advisory Committee and  English Learner Advisory Committee.	"Our underrepresented families of Crescent View West are in need of translation in Spanish. We  will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment  to members of the community to join our team and where our community needs exceed staff  availability, we will partner with outside organizations to provide excellent service to our students  and families.  One key finding from the local survey was from parent/guardian responses. When asked in the last  school survey if they felt that their school encourages parents/guardians’ participation and input in  activities, events, parent workshops and meetings, 80% responded that they agreed and strongly  agreed. The school also continues to implement parent engagement activities like PAC/ELAC,  student recognition days, open houses, back-to-school nights, and parent-teacher-student  conferences."	5	5	5	5	4	4	4	4	4	4	4	4	Met	6/2/2022	2022
19647330135616	Crete Academy	3	"Families have been regularly engaged during our Monthly Parent Meetings and School Site Council meetings on topics ranging from what is the LCAP and collecting input on potential changes for the coming year. A school-wide parent meeting was held on April 4th to reexamine the current year LCAP, and extended an invitation to attend upcoming School Site Council meetings as the detailed work would be completed during those parent/staff forums. The SSC was provided an overview of the LCAP at the April 6, 2022 meeting. On May 4, members of the SSC and attendees were presented with a data/progress update on current LCAP actions and metrics to guide the work of revisions."	"Increase connectedness by providing quality opportunities for site-wide and community engagement, and opportunities for personal growth and well-being. This goal was created because it is critical that school communications and opportunities for family engagement remain strong. This supports students’ overall success.  Regular newsletters will be provided to parents of upcoming events, resources, and workshops both via email and hardcopy form (in English, Spanish and other languages as needed). Training will be provided to teachers, staff, and parents on the use of digital communication tools. Parent outreach and communications will stress the importance of regular attendance and arriving on time each day."	"The needs of low-income students were considered first in the creation of purchasing supplemental curriculum targeted to assist foster youth, English learners, and low-income students, as these students and their families are significantly more likely to need quality academic instruction and support.. The action is successful in meeting the needs of low-income students first by ensuring they have a quality, supplemental curriculum in addition to a strong core curriculum for instruction. On-going Instructional Coaching (English Learners, Low-income, Foster Youth)- The implementation of ongoing instructional coaching is targeted to assist foster youth, English Learners and Low-income students by providing quality educational and SEL support in Crete classrooms and through access to our wellness center. The needs of low-income students were considered first in the creation of this action, as these students and their families are significantly more likely to need quality academic instruction and support. The action is successful in meeting the needs of low-income students first by ensuring they have quality, credentialed staff that are constantly working on their craft and learning best practices. Small Group Interventions (English Learners, Low-income, Foster Youth)- The implementation of small group interventions is targeted to assist foster youth, English Learners and Low-income students by providing quality educational and SEL support in Crete classrooms and through access to our wellness center. The needs of low-income students were considered first in the creation of this action, as these students and their families are significantly more likely to need quality academic instruction and support.. The action is successful in meeting the needs of low-income students first by ensuring they have a quality time with a teacher or teaching fellow in smaller groups so that they are able to get the targeted attention they need to close achievement gaps that are more prevalent amongst this student population."	"Families have been regularly engaged during our Monthly Parent Meetings and School Site Council meetings on topics ranging from what is the LCAP and collecting input on potential changes for the coming year. A school-wide parent meeting was held on April 4th to reexamine the current year LCAP, and extended an invitation to attend upcoming School Site Council meetings as the detailed work would be completed during those parent/staff forums. The SSC was provided an overview of the LCAP at the April 6, 2022 meeting. On May 4, members of the SSC and attendees were presented with a data/progress update on current LCAP actions and metrics to guide the work of revisions."	"Services for foster youth, English Learners, and low-income students are being increased or improved via several LCAP actions which are targeted to address their needs. Increased services include additional programs and services such as Instructional Coaching, supplemental curriculum, small group interventions , English Language Development curriculum and additional Teaching fellows and afterschool staffing. Services for these students are improved by training staff members how to meet their needs via specific professional development, and then facilitating our community partnerships tailored by Crete administrators to reach the students and their families. Specialized outreach for these students and their families includes addressing many issues which may arise such as access to housing, medical, dental, vision, hearing, educational materials and programs, engagement in school, social and emotional well-being, adequate nutrition, and breaking down barriers to academic progress."	"Overall, parents and guardians were very satisfied based on the survey. Though if they had to choose something, they wanted more one-on -one tutoring and instructional support, additional after school programs, and increased access to transportation. We addressed this by adding teachers aides, adding an after school program for students to enroll, and started to invest in a transportation program for the following year. Also expanded our enrichment program to include robotics, coding, and chess. Students and parents provided feedback that they want to use additional funding to address the lost instructional time during the COVID-19 Pandemic."	"We have regular meetings of the SSC. We have regularly scheduled Parent Engagement Nights. A family orientation, Back to School Night, Parent-Teacher Conferences, and Parent Education Workshops will be held to help engage families in school life and their child's learning. supplies, prof services, creative events."	We will review survey data regularly and with stakeholders to ensure voices are heard and invite families to participate in the planning of our events.	"We knew that coming out of the pandemic with all the changes to safeguard against Covid that communication had to be highly effective. We were able to have extremely effective communication by creating and issuing Regular newsletters to parents of upcoming events, resources, and workshops both via email and hardcopy form (in English, Spanish and other languages as needed).  We will continue with these efforts.  We will continue to train teachers, staff, and parents on the use of digital communication tools (Class Dojo, Seesaw, Slack, Email)."	5	5	4	5	5	4	5	5	4	4	4	4	Met	6/22/2022	2022
16638750101717	Crossroads Charter Academy	3	"Area of Strength: Crossroads uses Parent Square which allows communication between the school site, parents, students, and staff. This app gives us the ability to post to a message board, send an email or text message. Teachers also utilize in-house email, phone calls, and other communication apps to best meet the needs of students and parents."	"Area of Improvement: Crossroads Charter Academy gathers input via School Site Council (SSC) and an English Learner representative (we do not have enough English Learners enrolled to compose an English learner Advisory Committee) to better capture the interest of all families, especially underrepresented students. We will continue to advertise and encourage all parents to attend and be a part of these groups, especially our underrepresented groups of parents."	"Area of Focus: Due to challenges presented from the Pandemic and social distancing precautions, we would like to continue to focus on re-engaging families for increased participation in school functions and activities."	"This is an area of strength for Crossroads Charter Academy in that our staff get to know the students who return year  after year. Our teachers can remain the student’s teacher of record depending on the credential type; ie. A single- subject teacher could remain with a student from the 7th-grade year until they graduate, or a Multiple subject  credentialed teacher could be the teacher of record starting the student’s kindergarten year through 8th grade. Each student/parent is greeted every day by our front office staff. Our instructional technology employee works with students and families who may be having any difficulties in logging on to their computers or having connectivity issues."	An area of progress continues to be outreach to families and students to engage more in our SSC meetings. This has been exceptionally challenging due to social distancing precautions.	A focus area would be providing foster and homeless youth rights and offering them opportunities to learn how to advocate for their own education.	"Crossroads Charter Academy does a great job of making our families feel welcome and included in their child’s education. As our teachers work with the same students year after year, these are great opportunities for our staff to become an extended part of the family."	"One area of need is making sure that all families are included in all educational partner decisions and our School Site Council is the perfect group to do this through. We continue to provide encouragement, opportunities and support our families need to participate in these meetings."	"A focus area is to seek input on policies and programs and implement strategies to reach and seek input from any underrepresented groups in the school community. These groups include unduplicated pupils, as well as homeless students, students with disabilities, students at risk of abuse, neglect, or exploitation, disengaged students, and at- promise students. These groups have been made a priority throughout our LCAP and additional funding sources."	4	4	4	5	4	4	4	3	4	4	4	4	Not Met	9/8/2022	2022
19647330121848	Crown Preparatory Academy	3	"At Crown Prep Academy we believe that parent engagement is critical for student success. To meet the needs of our parent community we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes but is not limited to parent conferences, IEP meetings, SSC meetings, open house, and Coffee with the Principal. We have a Parent Center and a Parent Liaison that support creating a welcoming environment. In addition, to support our staff with parent engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral challenges."	"Crown Prep Academy continues to ask family members for input on which workshops and additional offerings would be beneficial. An area for growth is to continue to build partnerships with families to increase parent engagement in school wide committees and workshops on how to support student success at home. Our Multilingual Family Committee focuses on engaging with families of our multilingual learners in order to help them support the success of their student, prepare for ELPAC and understand the assessments that are given."	"As an organization, STEM Preparatory Schools has a mission to disrupt the status quo by getting students of color into STEM fields. One of the ways we do this is through family STEM events, connecting our students and families with our staff by providing an opportunity for them to engage in enrichment activities together. Additionally, family communication is sent out every month and families are invited to provide feedback for workshops and other school-related offerings. School Site Council allows for families to actively participate in the decision making process of CPA."	"A large focus of Coffee with the Principal, which occurs monthly, is training parents/guardians on how to support their students. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance as well as our philosophy on continuous learning. Each year the school holds parent conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes."	"Crown Prep Academy aims to concentrate in  the following areas: CAASPP Prep, ELPAC Prep, and Restorative Practices. CAASPP Prep - targeted tutoring, building motivation, and celebrating progress. ELPAC Prep - targeted tutoring, building motivation, celebrating progress Additional support and enrichment through our Expanded Learning Program - Think Together"	"Crown Prep Academy  Expanded Learning Opportunities Program focuses on creating enriching, engaging opportunities for STEM Prep students outside of the regular school day and increasing student achievement. Through our partnership with Think Together our goal is to implement high-quality, student-centered before school, after school, summer and intersession programs that comply with all state and/or federal grant funding requirements. In addition, our Student Led Conferences - students are creating working portfolios of work that they are proud of or felt was challenging and creating goals around how to improve. During our conferences, students will take the lead in presenting their portfolio to their families and thus having more ownership over their progress."	"CPA provides summer and quarterly professional development for teachers and principals that improve our capacity to partner with families. Families are provided opportunities to provide input on policies and programs through participation in the Parent Advisory Committee, School Site Council and English Learner Advisory Council."	"Crown Prep understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents are asked to complete an annual parent survey. The data collected will help us understand our parents' perspectives and respond to their needs and expectations."	"Crown Prep  has developed a range of supports for students with additional needs, as recommended by various surveys, task groups, and parent advisory groups to support students with exceptional needs, who are in foster care, are linguistically diverse, and those experiencing homelessness. Our Restorative Justice Coordinator helps monitor the needs of students and families to overcome barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/5/2022	2022
36676940000000	Cucamonga Elementary	3	CSD continues to work with parents to support student and family needs.	CSD is streamlining the ways in which we communicate with our staff and families.  Standardizing the communication platform for ease and sustainability while ensuring families with a home language other than English have access. Our area of focus is to continue developing 2-way communication between community and school/district. A concerted effort continues to be to enroll parents in the Aeries Parent Communication (Parent Square) and ensure accurate parent/family information is updated and current.	CSD continues to refine the process of gathering input and involving all educational partners in decision making. We continue to improve seeking input from all underrepresented groups. Our district parent liaisons ensure all groups are represented in our gathering of input for decision making. Outreach will be conducted through online surveys and in print surveys at events at the school sites.	We continue to provide in school solution advisors at each of the school sites to help students create plans for improvement as necessary. Our district also provides parent liaisons that support our sites with connecting families in need of resources that impact our students educational and emotional success.	We continue to refine our MTSS process at the district level to improve comprehensive help for all students. We are developing a plan that will streamline the process for better use and effectiveness in our district.	CSD continues to make efforts to connect our Parent Liaisons with our families in need to connect them with various resources that can impact student outcomes.  Our district in conjunction with our Parent Liaisons work closely with community partners to facilitate partnerships and resources to our underrepresented families.	CSD uses various methods of gathering input from our educational partners via online and paper surveys and in-person meetings. Our methods of communication are improving as we continue to use Parent Square and enhance our Parent Portal.	CSD continues to evaluate and improve our Parent Square platform used to communicate with our educational partners.  We continue to update our student information system with current parent/family information to ensure communications are delivered appropriately. We also continue to provide translations and interpretations at all of our school sites and at the district office.	CSD continues to refine the process of gathering input and involving all educational partners in seeking input for decision making from all underrepresented groups. Our district parent liaisons ensure all groups are represented in our gathering of input for decision making. Outreach will be conducted through online surveys and in print surveys at events at the school sites.We provide translations and interpretations at all of our school sites and at the district office.	4	4	4	4	3	4	3	3	4	4	4	3	Met	6/16/2022	2022
12627370000000	Cuddeback Union Elementary	3	"The small school size and family-like culture at Cuddeback inherently allows for more family/staff interactions. The school promotes frequent teacher to parentals formal and informal communication by way of parent conferences, campus events and activities, and regular parent checkins regarding student progress. With only a single teacher at each grade level, staff is able to build multi-year, long-term relationships with families as each sibling promotes thru the grade levels."	The school needs to support new teachers that do not have established relationships with families yet by training and modeling on such interactions. The school needs to make sure to provide opportunities for positive staff/family interactions frequently and early in the relationship to avoid starting on a potentially negative information contact	The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will make efforts to be more responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families.	"The school provides many opportunities for families to meet and interact with teachers and staff to support student outcomes. We utilize formal parent conferences in Fall and Spring and mid-term progress reports regarding academics. We provide a .6 FTE counselor to support SEL needs for students, as well as an active primary intervention program for SEL needs designed especially for TK-4th grades. Our on-site FRC provides family and individual support resources for social/emotional, financial, counseling, food assistance, medical, and many other agency-based programs for students in need."	The school plans to improve and broaden the opportunities for students to explore a wider variety of courses by offering more elective classes in hopes of creating more interest and insights for students as to future career options and interest opportunities.	The school will continue to grant first opportunity status for these support programs to the underrepresented students and families. The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will make efforts to be more responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families.	The district provides many opportunities for seeking input for decision-making for our educational partners. We hold a standing agenda item open for community input related to decision-making for the public. The administration invites all families to attend and participate in open forums geared toward decision-making for the district. The LEA has a parent advisory group that is able to provide input on these matters.	"As we emerge from COVID, the district plans to increase its efforts in seeking input in decision-making from partners. The district plans to better publicize and increase the number of parent advisory groups meetings and open forum town hall meetings in which we seek decision-making input."	The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will make efforts to be more responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families.	5	5	5	5	5	5	5	5	5	4	4	4	Met	6/22/2022	2022
19644440000000	Culver City Unified	3	"Since 2014, CCUSD has administered an annual LCAP survey to all stakeholders regarding our district goals. This past year, CCUSD added questions geared specifically to gauge perceptions and experiences across CCUSD. In order to expand opportunities for family and community input each school site had focus group meetings to refine and improve LCAP goals and action items. Here. Our efforts for the coming year will focus on outreach opportunities to encourage and improve meaningful engagement of underrepresented families who do not feel as welcome to participate in their child's education. CCUSD focus areas for improvement include: --Parent Engagement to Promote Equity and Access: From college financial aid workshops to elementary family math nights, CCUSD will sponsor multiple learning opportunities for parents to be connected to their children's success. To foster understanding of CCUSD's focus on supporting the academic, social-emotional, and behavioral needs of all of our students, parents will be provided with a series of learning opportunities that foster understanding of inclusive practices, cultural proficiency, and equity across schools. --Translation Services: CCUSD will continue and expand the support for active participation and input of families who speak languages other than English through interpreters, translations, and audio headsets at parent events."	"According to the California Healthy Kids Parent Survey, 76% of families reported that they feel welcomed on campus. As we are able to expand community opportunities for campus participation CCUSD will continue to welcome and invite families on campus for events and volunteering. Additionally, CCUSD is holding monthly town halls on topics from our families, in order to support clear and transparent communication."	"Results from the Spring 2020 LCAP Survey indicate that 82% of parent respondents were Very Satisfied or Satisfied with efforts to encourage meaningful parental input and participation in decision-making. Our efforts for the coming year will focus on outreach opportunities to encourage and improve meaningful engagement of underrepresented families who do not feel as welcome to participate in their child's education. CCUSD focus areas for improvement include: --Parent Engagement to Promote Equity and Access: From college financial aid workshops to elementary family math nights, CCUSD will sponsor multiple learning opportunities for parents to be connected to their children's success. To foster understanding of CCUSD's focus on supporting the academic, social-emotional, and behavioral needs of all of our students, parents will be provided with a series of learning opportunities that foster understanding of inclusive practices, cultural proficiency, and equity across schools. --Translation Services: CCUSD will continue and expand the support for active participation and input of families who speak languages other than English through interpreters, translations, and audio headsets at parent events."	"There are many strengths in CCUSD's family engagement through meaningful opportunities to gather information and resources to support learning include regularly scheduled informal ""Coffee & Chat"" or ""Listen and Learn"" meetings with Staff (Principal, Counselors, etc.), Back-to-School Night, Grade-Level Parent Meetings, Parent Conferences, referrals to outside community organizations, volunteer orientation and training, PTSA / School Booster Clubs, special interest topic workshops for families of students with special needs, English Learners, immigrant status, food and housing insecurity, Family Literacy/Math evenings, as well as AVID and College Nights. The District will focus improvement efforts in this area on increasing the capacity of staff to partner with families."	"As we analyzed feedback from surveys, staff and community members requested a longer school site council training, SSC, as a team. CCUSD offered this training and CCUSD will also offer an ELAC training for schools to support advisory and decision-making groups."	"CCUSD is committed to engaging with all families. The ELAC training, administrator meetings, and other affinity groups will be consulted on ways to grow engagement. Additionally, surveys will be translated and input will be requested for ways to connect with all families in order to improve student learning outcomes and achievement."	"Results from the Spring 2020 LCAP Survey indicate that 82% of parent respondents were Very Satisfied or Satisfied with efforts to encourage meaningful parental input and participation in decision-making. Our efforts for the coming year will focus on outreach opportunities to encourage and improve meaningful engagement of underrepresented families who do not feel as welcome to participate in their child's education. CCUSD focus areas for improvement include: --Parent Engagement to Promote Equity and Access: From college financial aid workshops to elementary family math nights, CCUSD will sponsor multiple learning opportunities for parents to be connected to their children's success. To foster understanding of CCUSD's focus on supporting the academic, social-emotional, and behavioral needs of all of our students, parents will be provided with a series of learning opportunities that foster understanding of inclusive practices, cultural proficiency, and equity across schools. --Translation Services: CCUSD will continue and expand the support for active participation and input of families who speak languages other than English through interpreters, translations, and audio headsets at parent events."	"According to the CHKS survey, 59% of families who responded to the survey noted that they feel included in the school's decisions. However, 11% of families were unsure. This data will be used to communicate parent and family surveys for input, town halls, and opportunities available to families as noted for involvement in the parent compact will be articulated through weekly calls and newsletters."	"CCUSD is committed to engaging with all families. The ELAC training, administrator meetings, and other affinity groups will be consulted on ways to grow engagement. Additionally, surveys will be translated and input will be requested for ways to connect with all families."	4	4	4	3	4	4	4	4	4	4	4	4	Not Met	10/11/2022	2022
43694190000000	Cupertino Union	3	"In CUSD, our schools provide safe, positive, welcoming learning environments for students and families. This is an area that is consistently rated highly on our surveys. We are a diverse, global community and we can continue to build upon this strength by supporting staff to learn more about the families and cultures within CUSD. Our communications have improved with the expansion of Parent Square, a new website, and the addition of our new Communications Director."	"We will continue to strengthen how we approach communication by providing clear, brief messages as well as developing parent-to-parent networks across our school sites. This will include expanding the role of our parent liaisons and connecting these liaisons with our community engagement team."	"We will continue to expand our use of the Parent Square tool to ensure that every family can receive and send messages in their home language. In 2022-2023, we will implement the Expanded Learning Opportunities Program at sites with higher needs in order to better serve our underrepresented families."	"At all CUSD schools, parents/guardians and staff partner in order to discuss student progress. As part of our Strategic Plan, we are committed to developing these partnerships in support of student learning and well-being. District Priorities include a focus on personalizing learning and supporting the whole child. Site communications, professional development, and parent education events are focused on these areas."	"Areas for improvement include providing professional development and parent education to support positive behavior, as well as continuing to provide resources for families to support social-emotional learning and academic progress at home. These areas tie closely with our current priorities and will strengthen our work in the areas of personalizing learning and the development of the whole child."	"Parents of English Learners need additional opportunities to learn how to support their child’s progress towards proficiency. This focus will be incorporated into our ELAC and DELAC meetings in 2022-2023. Additionally, sites are expanding parent education opportunities for Hispanic/Latino students through the Latino Family Literacy Project."	"Parents are essential partners in advisory groups at all schools and at the District level, providing input into site and District goals and contributing to the development of site initiatives/programs. Overall, engagement is a strength in CUSD. We capture parent feedback via a District LCAP survey each year, and this allows us to track progress towards our engagement goals."	"Areas for improvement include expanding the reach of these conversations to include broader input from underrepresented groups, as well as supporting all parents with visible opportunities to provide input in school site and district decision-making. Stakeholder engagement is a District Priority for 2022-2023. Both school and District leaders are employing new strategies for engagement. Site SPSA plans will include a focus on engagement."	"For 2022-2023, we plan to revise and expand the role of parent liaisons to support this goal. LCAP funds support this expanded role, and District leadership will support training and collaboration among our parent leaders to support underrepresented families. Additionally, we will work with our Community Engagement team and site leaders to extend personal invitations to parents who may want to participate in District committees and our site ELAC meetings."	4	5	3	4	3	3	4	3	3	3	3	2	Met	6/16/2022	2022
55723550000000	Curtis Creek Elementary	3	"Communication and connectedness continue to be a priority of ours post COVID protocols.  The district has recently purchased a new website platform and updated the website.  As we continue to make this user friendly it will be a one stop shop for families to access current  information.  In addition the district has started to use a new email, text, phone system.  It has presented with challenges and we are looking for ways and to enhance its effectiveness."	Our community has expressed the desire to be more involved in school.  We are looking to work to enhance participation in a parent club as well as participation in various committees.  Parents still desire to receive more timely communication and information regarding their students and activities at school.  Staff would like to receive training on our various ways to communicate such as Aeries and Parent Square.	"Weekly, consistent communication will be enhanced by the school and the classrooms with a specific acknowledgement to our EL families.  We will also continue to print our handbook and parent information in Spanish. The addition of a counselor to open lines of communication with our families is also written to continue in our LCAP."	The pandemic has really taken a toll on progress in this area.  Parent teacher conference were available this school year and so was Open house.  Next year we look forward to more Professional development opportunities and opportunities to interact.	"CCSD will resume family activities, such as a STEAM Night which engages the families and school in a positive collaborative event. This type of activity has been very well received and attended in the past.  Improving opportunities for engagement by providing more opportunities for parents to be involved during the school day. We also need to find other times that meet the needs of the parents when staff is available. Outreach to parents who are interested and willing to support our school is vital to increase inclusion of parents at our school. We need to continue to educate our families on the importance of consistent attendance and ways we can increase academic achievement with home support."	CCSD will directly reach out to our underrepresented groups to provide information and open the lines of communication.	A school site council was established this school year.  Parents participated and gave input into the various plans that were created this school year through participation in this committee.  Volunteers were able to return to classes in the last trimester.	"A solid effort needs to be made to encourage and offer opportunities for families to be involved in Curtis Creek . Regularly established stakeholder group meetings need to occur. Frequent surveys to gain insight for decision making will also be a priority.  Management and Site Council teams are utilized for information, input and feedback on particular topics.  We will continue to send monthly email newsletters and make personal contacts, along with positive communications. Timely responses to address needs and concerns will occur as the entire staff builds more positive collaborative relationships with our school community. Developing the extra activities that used to be such a part of CCSD and a priority in our community."	Out reach to our underserved populations needs to improve.  We will work to include them by personal invitation and outreach.	2	2	2	2	2	2	2	2	3	3	2	2	Met	6/21/2022	2022
54718600000000	Cutler-Orosi Joint Unified	3	"Building relationships between school staff and families is foundational in the success of all students. Cutler-Orosi JUSD is committed to educating teachers, support staff, and administrators, about the importance of collaborating with parents and establishing a cohesive partnership. Developing multiple opportunities for the district and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families is of the utmost importance.  The District has established protocols to connect with families through a variety of means, including: the Remind App, Parent Square,  Google Classroom, Google Voices accounts, Social Media, email, Class Dojo, parent advisory committee meetings, and community forums, both virtual and in person.  The aforementioned platforms remove language barriers by translating messages to the primary language of the student indicated in the Student Information System.   The District is committed to restoring a welcoming environment for all families in the community.  In person parent involvement opportunities resumed in February of 2022 when COVID restrictions were lifted."	Cutler-Orosi JUSD is committed to improve the building of relationships between school staff and families. The district's focus is to support staff in learning more about each family's strengths and goals for their children. A Parent-Student Advocate has collaborated with district administration to plan workshops where families can share their strengths and goals for their children with school staff through fun and engaging activities that are ongoing.	"The district understands the importance of engaging underrepresented families. The district is committed to improving the engagement of underrepresented families in order to continue building relationships between school staff and families by eliminating barriers they may face. Providing childcare, transportation, and multiple academy/workshop offering better accommodate underrepresented families."	"Building partnerships to support improvement in student outcomes is a priority for Cutler-Orosi Joint Unified School District. The District has established routines and procedures for supporting families to understand and exercise their legal rights and advocate for their own students and all staff.  All parents are invited to attend LCAP forums, School Site Councils (SSC), English Language Advisory Committee (ELAC), District and Site Level Parent Advisory Committees.  At SSC and ELAC meetings, parents are informed about Uniform Complaint Procedures (UCP) and stakeholders rights to file a complaint.  The District has a Parent-Student Handbook which contains many district policies and procedures including Uniform Complaint Procedures.  The parent/guardian of every student is provided a copy. The handbook is provided in English and Spanish to ensure parents understand.  In addition, COJUSD’s Family Education Center employs outreach aides who work with families who have been referred for assistance in parenting, social- emotional counseling, or drug-alcohol counseling.  The Family Education Center is a community resource center for stakeholders to drop-in and seek assistance with school or other personal matters.  Outreach aides support families in understanding and exercising their legal rights and advocating for their students. Outreach aides serve as liaisons between schools and families to help ensure the families' concerns/needs are addressed. In addition, Parent-Student Advocates and Educational Social Workers at all levels provide additional support services to students who are academically below grade level or at-risk of not graduating.  Parent-Student Advocates and Educational Social Workers  serve as liaisons between teachers, parents, and students.  Parent-Student Advocates and Educational Social Workers support families in advocating for their students. The District Parent-Student Advocate has created multi-tiered parent Academies for the elementary level that focus on: “School Systems”, “Literacy is King!” and “Strong Family-School Partnerships.” For the secondary level, the multi-tiered Academies focus on: “School Systems”, “On the Road to College”, and “Strong Family-School Partnerships.” The sessions in each academy build upon specific skill sets at every tiered level, for example under School Systems, Digital Literacy sessions are designed to build parent capacity in the use of educational technology and education learning platforms."	"Cutler-Orosi JUSD is committed to improve the building of partnerships for student outcomes by researching professional learning opportunities to support teachers and principals in improving a school’s capacity to partner with families. School sites currently provide parent advisory meetings, parent conference/report card nights, Back to School Night, Open House, and variety of parent educational academies; however not all families are engaged or connected to school and/or district. A Parent-Student Advocates collaborates with administrators to analyze data on the percentage of parents that engage in more than one workshop or academy and identifies those families that do not partner with the school or district. Through the data analysis families that do not partner with the school or district are individually encouraged to participate in the variety of engagement opportunities offered to them to support them in the educational process of their students."	"Engaging underrepresented families and building their capacity in supporting their students in their education process is one of the district's priorities. The district is focusing on improving the engagement of underrepresented families to continue building partnerships for the improvement of student outcomes by accommodating the workshop and academy time offerings to better meet the needs of underrepresented families.  In addition, a Parent-Student Advocate is collaborating with the local housing complexes for use of their facility to provide multi-tiered Academies focusing on; “School Systems”, “On the Road to College” and “Strong Family-School Partnerships.” Providing these academies at the local housing complexes allows underrepresented families a better opportunity to engage."	"Cutler-Orosi JUSD is centered around building the capacity of and supporting family members to effectively engage in parent/guardian advisory groups and decision-making as it is an established Local Control and Accountability Plan goal.  All schools invite and encourage parents to engage in LCAP Forums and school advisory groups in order to build a collaborative relationship and engage parents in decision-making. Schools have established parent advisory committees; School Site Councils (SSC) and English Language Advisory Committees (ELAC). Committees meet monthly to analyze program data and student achievement.  Committee members provide input on: Single Plan for Student Achievement (SPSA), categorical budgets, parent engagement opportunities, instructional programs, and reclassification criteria. Two parent advisory committees (District Advisory Committee (DAC) and the District English Language Advisory Committee (DELAC)), exist at the district level.  These committees are composed of parent representatives from each school site,The District meets regularly with the DAC and DELAC to seek input on decisions to be made regarding instruction, parent engagement opportunities, the Parent Involvement Board Policy, the Parent and Student Compact, Local Control Accountability Plan, LCAP Addendum, and categorical budgets. Stakeholder input sessions are conducted in person and virtually throughout the school year for parents of all students and for parents of significant subgroups to improve services and student achievement."	"Cutler-Orosi JUSD believes in systematic inclusion of families in activities and programs that promote the student’s learning and development. Building the capacity of principals and staff to effectively engage all families with opportunities to provide input on policies and programs is an area of focus. The District will support principals in establishing other methods of engaging families, especially families of underrepresented groups, such as parents of migratory children and/or parents/guardians of foster students in advisory committees. A Parent-Student Advocates collaborates with school administrators to serve as a liaison between the school and parents to improve the seeking of input for decision-making. The Parent-Student Advocate will work to bridge parents not providing input for decision-making by providing them with a better understanding of the important role they play in being a voice for their students."	The district is committed to engaging underrepresented families and seeking their input for decision-making. A Parent-Student Advocate collaborates with district and site administrators to identify the number of underrepresented families engagemeing in parent advisory committees and/or LCAP Forums and collectively plan variety of methods to better engage the underrepresented families in the district. The Parent- Student Advocate also collaborates with the underrepresented families to better understand the barriers that impede their engagement in decision-making opportunities and works to resolve those barriers when possible.	3	4	3	4	3	4	4	4	4	4	4	4	Met	6/9/2022	2022
12627450000000	Cutten Elementary	3	"Cutten and Ridgewood Schools enjoy and nurture an open, respectful, and highly beneficial relationship with parents. A hallmark of our educational success is the extremely high parent and community participation in all aspects of the school program,   We extend an open invitation to parents to visit both school sites. Parents of incoming kindergarten students attend four orientation events prior to the first year of school. By the first day of school, we know our new students and they know us. The transition from Ridgewood School second grade to Cutten School third grade is eased through many opportunities to visit the Cutten site, a student and parent orientation evening, and an open invitation to parents to visit Cutten School as often as they desire. Parents feel at ease and supported. Every class has nearly 100% attendance at parent and teacher conferences, and the annual Back to School Night and Open House Night attendance rate is about 80%. So that parents, students, and teachers feel comfortable working together, a trusting relationship is necessary. Teachers and administrators establish an environment where parents feel welcome and valued, resulting in increased direct instruction for children. As their children move through the grade levels, parent volunteers are an extremely important part of academics. Teachers rely upon them to provide small group instruction. Families are invited to attend our school assemblies and on-site events and celebrations. Parents and students are greeted in the morning by the principal as they enter the school campuses, and all staff at both sites foster a warm camaraderie, leaving their classroom and office doors open before, during, and after school.  We will continue to promote parental participation in a variety of ways and will encourage parent classroom volunteers, participation at school events, and attendance at parent teacher conferences. We will continue to promote increased parent participation and will implement some suggestions offered by parents in the parent and staff surveys, including encouraging parents to contribute to cultural and career events. Though Cutten District has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and meetings."	"The Cutten District recognizes the need to partner with families to maximize student outcomes and is committed to retaining the services of two school social workers. Constant interaction with teachers and families helps achieve the social work program goal – to lessen or to remove barriers to learning. The social workers foster beneficial connections between district staff, parents and community services. Present at class study meetings and student placement meetings for the upcoming year, the social workers apply their training, experience, and knowledge of every student and their families to ensure balanced classrooms, and equitable support services allocation. They provide support and training for staff to improve capacity to partner with families. Their services are invaluable for connecting all parents to the school, treating all with fairness, recognizing and appreciating their unique needs.  The responsibility for children’s educational development is a collaborative partnership between the school and home. Parents are provided with documentation of their rights at the beginning of each school year and are encouraged to advocate for their children. Teachers begin each school year establishing connections quickly. The District subscribes to Remind to allow for two-way communication between home and school via text message and email. Additional scheduled communication with parents occurs at Back to School Night, parent-teacher conferences, and Open House. We also conduct Student Study Team meetings and IEP meetings as necessary. Both schools communicate with families via a weekly newsletter. Regular communication is a priority and is imperative to best support student learning."	"Parent participation and involvement of the unduplicated student group lags behind that of all students. We have identified this as a systemic issue that must be addressed. It was difficult identifying data to show progress for the 2021-2022 year as many of our yearly parent meeting opportunities were not implemented due to Covid-19 guidelines. The Remind app was implemented this year, and immediate and accessible information was sent to parents throughout the year by administration and teaching staff. We will also contue to rely on the two full-time social workers to reach out to underrepresented families to encourage engagement and participation in family and school centered activities we offer at our sites."	"The Cutten District seeks input from educational partners in many ways. Five of the ten-member School Site Council are parents that actively participate in developing the Single Plan for Student Achievement and the Comprehensive Safe School Plan. The Site Council also fulfills the role of Parent Advisory Council, responsible for reviewing the LCAP and providing feedback to the district. The District seeks input from students through the recently created Student Council. Additional opportunities for input are available via parent surveys, community meetings, LCAP advisory and information meetings, Back to School events, TK/Kindergarten Orientations, and a third grade Orientation event. LCAP parent input meetings occur throughout the year, and each Board meeting provides the opportunity for parents to give feedback on student outcomes. Our school social workers reach out to underrepresented families to personally invite them to parent and family events and meetings."	"Support for students' social-emotional well-being is a critical need in order to remove barriers to learning. The unavoidable factors caused by the pandemic have compounded these needs. A 1.0 FTE full time social worker was implemented to provide behavioral supports.  While our attendance rate went down (2020-2021: 96.37%; 2021-2022, 95.54%), and our chronic absentee rate went up (2020-2021, 7.33%; 2021-2022, 7.87%)  we do feel this data was skewed by the impacts of Covid-19 on attendance overall. Most of the extended absences were due to Covid-19 and families and students not being able to complete the short term/long term Independent Study requirements. Also, even though our suspension rate went up (2019-20, .8% to 2021-2022, 1.3%) possibly due to the previous years pandemic challenges on student isolation and behavior needs, increased  efforts were made by social workers to reach out to parents and students  to provide in school and community support utilizing emails, phone calls, meetings, and  home visits.  A new SEL curriculum is needed at the Cutten sight to support students, and a program was researched this year. We will be piloting the Mind Up curriculum implemented by the school social worker at Cutten in the 2022-2023 school year."	"As stated previously, parent participation and involvement of the unduplicated student group lags behind that of all students. We have identified this as a systemic issue that must be addressed. It was difficult identifying data to show progress for the 2021-2022 year as many of our yearly parent meeting opportunities were not implemented due to Covid-19 guidelines. The Remind app was implemented this year, and immediate and accessible information was sent to parents throughout the year by administration and teaching staff. We will also continue to rely on the two full-time social workers to reach out to underrepresented families to encourage engagement and participation in family and school centered activities we offer at our sites."	"As stated previously, the Cutten District seeks input from educational partners in many ways. Five of the ten-member School Site Council are parents that actively participate in developing the Single Plan for Student Achievement and the Comprehensive Safe School Plan. The Site Council also fulfills the role of Parent Advisory Council, responsible for reviewing the LCAP and providing feedback to the district. The District seeks input from students through the recently created Student Council. Additional opportunities for input are available via parent surveys, community meetings, LCAP advisory and information meetings, Back to School events, TK/Kindergarten Orientations, and a third grade Orientation event. LCAP parent input meetings occur throughout the year, and each Board meeting provides the opportunity for parents to give feedback on student outcomes."	"Based on our analysis of educational partner input and local data, parent education support and home-school connections  are vital- the restrictions imposed by the pandemic have made all educational partners aware, as can be seen by survey results, that actions related to home support are essential. The District will focus on providing more opportunities for parent and school partnerships to improve attendance and parent involvement through a systems approach using administrative, teacher, and school social worker support. Contunuing to provide a variety of opportunities and  implement new options  to gain input from our educational partners is going to be a key strategy we will utilize in the next year."	"The district intends to provide services to support parents/guardians of unduplicated student groups by building  connectedness through career exploration and cultural events, and to encourage attendance at school events. Our school social workers will continue to reach out to underrepresented families to personally invite them to parent and family events and meetings."	5	4	5	5	5	4	5	4	5	5	5	5	Not Met	10/10/2022	2022
42750100000000	Cuyama Joint Unified	3	"Bilingual staff members are available most of the time to help open the lines of communication.  All parents, both English and Spanish speaking, should be encouraged to attend board meetings. The district usually provide simultaneous translation for the Spanish speaking parents so they feel included and valued. This action will likely improve the engagement of parents and families with the district."	The district will improve the efficacy of it's outreach to parents students and teachers.  The district also continue to provide simultaneous translation for the Spanish speaking parents.	The district will improve the efficacy of it's outreach to underrepresented families.  The district also continue to provide simultaneous translation for the Spanish speaking parents.	Parent teacher conferences are available in the Fall.  Parents and teachers who feel the need of a conference at the end of the 2nd trimester can make that arrangement.  Parents in the district feel able to ask for conferences with teachers if needed.  Some parents feel that a conference at the end of the 3rd trimester would be helpful in understanding the needs and progress of their student.	The district will focus on providing more parent workshops and continuing to provide effective parent conferences.	"Providing translators at board meetings and having 2 conferences per year would improve the engagement of underrepresented families dramatically, while some parents feel that more parents need to be motivated to engage in their children's education."	COVID protocols have had a negative impact on parents’ input into the educational process and decision making.  Teachers need to make an extra effort to communicate with parents and students.  An administrative push in this area would be beneficial to the school community.  The pandemic caused parent/school engagement to dwindle.  Allowing parents to come to events and activities is crucial to improving parent engagement.  Two conferences per year is key in building parent/teacher relations and improving communications.	Continue to encourage parent participation in the District English Learner Advisory Committee (DELAC) and SSC.	The district will ensure that underrepresented families are invited to participate in all district events and that they are represented on SSC and other school committees.	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/16/2022	2022
30664800000000	Cypress Elementary	3	"Each school site actively promotes and welcomes parents to participate in activities and events throughout the school year. Additionally, all schools have processes in place to foster open communication between families and teachers, using a variety of methods and platforms to discuss student progress and ways to work together to support improved student outcomes."	An area for improvement that the district continues to focus its efforts toward is effectively sharing targeted information and resources to families as well as supporting all families and helping them understand and exercise their legal right to advocate for their students.	"As needed, interpretation services are made available for the meetings, as well as the translation of documentation. The district and schools will continue to make translation and interpretation available to stakeholders and will continue to encourage input and participation in decision making."	"Districtwide, our staff strives to build strong relationships with our families. Teachers continue to create welcoming environments for not only their students but continue to build open communication with their students’ families through a variety of methods and platforms. Families are welcome and encouraged to connect with their child’s teacher or principal at any time."	"The district continues to focus on improving its efforts of helping staff learn about family’s strengths and cultures, and has identified this as an area of improvement."	"The district plans to strengthen partnerships by providing translation access to families. To assist Korean speaking families, the district has a Korean translator who will assist with providing interpretation for the family and document translations. For families who request assistance in languages other than English or Korean, the district contracts with multiple resources that will provide on-demand interpretation services and document translation."	"The Cypress School District consistently obtains input and engagement for decision making in various ways from stakeholders such as staff, students, families, and community members. At the district level, we actively pursue seeking members and input on our District Advisory Council and our District English Language Advisory Committee. We promote our annual Local Control and Accountability Plan (LCAP) surveys and encourage sites to host focus groups for input. At the school sites, parents are welcome to participate as members of their School Site Councils, English Language Advisory Committees, and Parent Teacher Associations as parent representatives."	An area of improvement that the district continues to work on is encouraging stakeholders to be involved in decision making opportunities when their primary language is not English.	"As needed, interpretation services are made available for the meetings, as well as the translation of documentation. The district and schools will continue to make translation and interpretation available to stakeholders and will continue to encourage input and participation in decision making."	4	4	4	4	4	4	4	3	4	4	4	4	Met	6/9/2022	2022
57726780119578	Da Vinci Charter Academy	3	"Building partnerships for student outcomes is key for success at DVCA. An important tool for building partnerships with parents/guardians for student outcomes is the use of Canvas, the school's online learning management system. DVCA teachers are trained in the use of Canvas and it is policy for teachers to provide access to agendas for each course at the start of each week and to provide updates in the student gradebook. Students receive Canvas training at orientation each year. DVCA hosts two Parent/Guardian Canvas Nights to provide tutorials and guided support on the use of Canvas. Each parent/guardian receives a Parent-Observer account. Thus, both students and parents/guardians have ongoing, consistent access to tools to monitor performance and provide additional support at home. Staff emails are available to families through the website and listed within each course. Additionally, DVCA teachers are instructed on professional email communications and expected to make timely communication to parents/guardians when academic or social-emotional challenges arise. Finally, students not meeting standards receive quarterly progress reports and counseling staff reach out to parents/guardians to schedule meetings with a support team."	"There are two areas of ongoing progress. DVCA has developed a restorative approach to community building, conflict resolution, and discipline which can be accessed through the DVCA Restorative Practices Coordinator. Through orientation activities and parent engagement nights, DVCA educates students and parents about this system which can be accessed in or out of school to assist when challenges arise. Additionally, DVCA Administration and support staff utilize two recently acquired communication tools to support positive student outcomes. Using an updated website and School Messenger communications system, DVCA is able to provide timely information on school events, activities, policies, and opportunities for students and families. As a dependent charter, DVCA holds a Memorandum of Understanding with DJUSD, which describes the many instances in which DVCA contracts for services through DJUSD, including Special Education and Student Support Services. DJUSD provides training in legal and policy requirements in these areas and provides oversight for employees. DVCA staff provides parents/guardians with notices of their rights and follows the processes for S.S.T., 504 and I.E.P meetings. All processes for complaints or conflict resolution are available on the DVCA and DJUSD websites and these processes and protocols are followed by DVCA."	DVCA observes that Special Education and socioeconomically disadvantaged students demonstrate disparities in student outcomes and will focus on relationships with these students and families going forward. One of the hopes in this area is to increase the efficiency in delivering services to these families through the Multi-Tiered System of Support that is in development.	"Building Relationships is a core principle of Da Vinci Charter Academy and directly aligned to the school's mission of being an innovative, inclusive and collaborative learning community. DVCA has developed a number of programs that support the creation of strong relationships and open communication between school staff and the parent community. In addition to Back to School Nights and Open Houses, DVCA hosts several parent engagement nights at each site to invite parents directly into the school environment. These ""flagship project nights"" occur at all grade levels and allow parents to see the work of their students as they present products and projects that they have completed in their courses. DVCA staff are easily accessible with every teacher's email for every course available in the school's learning management system and on the school's website. It is expected for DVCA teachers to respond to parent inquiries within 24 hours and meet after school hours with families that express this need. DVCA administration and staff maintain ongoing, open communication through the school website and through periodic School Messenger communications, all for the purpose of ensuring families are aware of school activities and have opportunity to participate. DVCA has a Parent Booster Organization which promotes a welcoming environment for families. Families can learn about the Booster Organization during annual registration and orientation activities. The Boosters maintain a website and provide periodic communication to families about school and Booster events, including their monthly, open meetings and social engagement opportunities."	"One of the most significant areas of progress comes from the work of the DVCA Counseling Department. For the past three years, DVCA counselors have held Grade 10 Parent meetings during the Fall. In these meetings, the counselors, students and parent/guardian(s) meet to discuss program planning for high school and post-secondary plans. These individualized face-to-face meetings offer a valuable opportunity for the counseling team to develop relationships and a supportive approach to supporting student and family goals. The Counseling Department has also developed a Post-Secondary Information Night for Juniors and a Senior Information Night. These avenues of engagement have been impactful in creating partnerships with families to work collaboratively towards achieving student goals and in fostering connections between families and school officials and, most importantly, in promoting access for families that might not otherwise have access to crucial post-secondary information."	"Building strong relationships with families is a task that is never complete; it is something that requires intent and persistence. DVCA observes a lower level of engagement with its unduplicated families and intends to focus on increasing in-person communication and face-to-face time with these students and families in the coming year. Additionally, with the realignment of grade 9 to the Da Vinci High School Campus, it is imperative the counseling and administration begin the process of connecting with students and families at an earlier stage of their high school career."	"DVCA benefits from the opportunity to participate in stakeholder input activities at both the district and site-level due to its status as a dependent charter. At the district level, parents participate in the Superintendent's Advisory Committees which includes representation for EL, SPED, Site Council/Advisory and a PTO/Booster representative. At the site level, the DVCA Administration holds monthly Advisory Board meetings which are open to the public and include four, elected, parent board members who provide representation for the stakeholder community. Notably, the Advisory Board members exercise oversight for important decision-making activities such as the DVCA LCAP, school safety plan, charter renewal and WASC process. DVCA also includes stakeholders, including DVCA parent/guardians, in the DJUSD School Governance Nights and the Parent Engagement Nights.These practices are firmly in place and represent ongoing strengths for involving parent/guardians in the decision-making process."	"An area of ongoing improvement is involving parent/guardians in decision making through the use of surveys to solicit parent input on the progress and needs of the program. This is done using the Youth Truth Family Engagement Survey which asks for parent/guardian feedback on a range of areas including school climate, academics and student safety. The feedback from this survey is analyzed annually by DVCA staff and the DVCA Advisory Board to determine areas for improvement. DVCA, along with DJUSD, has also strengthened its ability to involve underrepresented families in the decision making process through a sustained effort to provide communication and outreach in multiple languages, especially Spanish. Surveys and communications from DVCA are now done on multiple languages using a digital translation service and two DVCA employees have been formally trained on the process for translating in the educational setting."	"While DVCA is proud of the strong record of parent/guardian participation in the decision-making process, it recognizes a need to diversify the population of parent/guardians who choose to participate. A focus area moving forward is to ensure that there is a wider range of participants and DVCA hopes to accomplish this by seeking a diverse group of Advisory Board members. DVCA would also like to achieve a larger and wider range of parent/guardians participating in the Family Engagement Survey and is undertaking additional steps to advertise and encourage this outcome."	5	4	5	5	4	5	4	5	5	3	4	4	Met	6/24/2022	2022
19768690131128	Da Vinci Communications	3	"Da Vinci Communications holds Student-Led Conferences every semester, in which parents come to the school to hear their student reflect on their learning, progress and growth. Parents then can discuss these reflections with teachers, engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students."	Da Vinci Communications will re-examine the format of student-led conferences in order to ensure that parents have a place as partners in their student’s education.	Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the times and dates of student-led conferences. Underrepresented families will be made aware of options for the conferences (either in-person or virtual conferences) as well as the availability of translators for the conferences.	"Da Vinci Communications has incorporated regular opportunities for parents to interact with teachers, including Back-to-School night, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. Families are also invited to interact with school counselors and learn about college preparation at grade-level-specific College Information Meetings."	Da Vinci Communications will look to schedule these events on days and times that are convenient to many families to increase participation and relationship-building between families and school counselors.	"There are college information meetings designed specifically for underrepresented families, including evenings focused specifically on completing financial aid applications for Spanish-speaking families and also first-generation college students. Underrepresented families will receive targeted email and/or phone communication regarding these opportunities designed specifically for them."	"Da Vinci Communications has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, consistent communication with families through the school blog, and invitations to School Site Council meetings, where student data is reviewed and parent input is valued."	"Da Vinci Communications will look for ways to increase parent voice in the decisions made by the school outside of the School Site Council, and will also expand its outreach to underrepresented families."	"Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the school-based opportunities to give input for decision making, including the School Site Council and the English Learner Advisory Committee."	5	5	5	5	5	4	5	4	5	5	5	4	Met	6/22/2022	2022
19768690128728	Da Vinci Connect	3	"Da Vinci Connect holds Student-Led Conferences (SLCs) and Exhibition every semester and at each event, parents come to school to hear their student reflect on their learning, progress and growth. During SLCs, parents discuss these reflections with their child and their child’s teacher(s), engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. During Exhibition, students “show what they know” about their projects and engage in meaningful dialogue with parents and other visitors about their learning."	"Da Vinci Connect will re-examine the format and content of Parent Educator Conference days, curriculum workshops and the assessment feedback teachers share with parents regarding their children’s progress. This will ensure meaningful dialogue between parents and teachers as well as an understanding of next steps for student growth in a variety of skills (academic and non-academic)."	"Particular attention will be paid to understanding how all families, especially those of historically under-represented students, are supported in being involved in their child’s education, including curriculum use and presence and effective inclusion in the events described above."	"Da Vinci Connect has incorporated regular opportunities for parents to interact with teachers, including multiple Parent Educator Conferences, curriculum workshops, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. Families are also invited to interact with our Parent Educator Support Specialist and use the Parent Center to collaborate with staff and other parents."	"Da Vinci Connect seeks to engage an increasing number of parents in the Parent Educator Conferences and curriculum support workshops and will look to schedule these well in advance, offer “kid-care” for school-aged students for families who need that in order to attend, and ensure there are an array of topics that engage parents with children of all grade levels, K-8. This will increase participation and relationship-building between families and school staff."	The school will actively seek to engage the voices of historically under-represented families as the school is seeking to increase diversity and access to this home-school hybrid model.	"Da Vinci Connect has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, consistent communication with families through the school newsletter, an app-based communication platform, and invitations to Family Action Network and LCAP meetings, where student data is reviewed and parent input is valued."	"Da Vinci Connect will look for ways to increase parent voice in the decisions made by the school outside of Family Action Network and LCAP meetings. Da Vinci Connect's principal will host workshops about the short and long-term vision of the school, progress towards LCAP goals, ways for parents to get and stay involved."	"Based on research and input from school surveys, DV Connect has determined the need for the development of successful systems to increase low income and immigrant parent involvement at school/district events and as a part of stakeholder committee work via staff outreach in Spanish or other languages spoken by parents of English Learners and outreach via a parent engagement liaison. Our ongoing observations indicate that both outreach efforts are effective in connecting in increasing engagement of parents of low-income, English learners, and foster youth."	5	5	5	4	5	5	5	5	4	5	4	4	Met	6/22/2022	2022
19768690119636	Da Vinci Design	3	"Student Led Conferences are hosted twice per year. SLCs ensure each student gets a one-on-one conversation with teachers and parents as facilitated by the student. Each grade level teaching regularly updates a grade level website(via Google Sites) which parent/families are given access to at the beginning of the year. Also, parents can be invited to see classroom resources and assignments for all core classes as presented to Google Classroom and Grade-level Google Suite. The principal at Da Vinci Design shares a weekly update with families on the DVD blog, and counselors post several times throughout the week to provide families with up-to-date information. We include parents on our Pathways Advisory board so that parents can have more input into the goals and direction of our CTE pathways, as well as share feedback with industry professionals who participate on this board as well."	Da Vinci Design will re-examine the format of student-led conferences in order to ensure that parents have a place as partners in their student’s education.	Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the times and dates of student-led conferences. Underrepresented families will be made aware of options for the conferences (either in-person or virtual conferences) as well as the availability of translators for the conferences.	Many of Da Vinci Design’s signature practices promote relationship building between teachers and students’ families. Events like Exhibition Night and Student Led Conferences (SLCs) are hosted on campus once per semester where families are actively invited to campus. Exhibition invites families to see and engage with student work and interact with campus. The DVD Diversity Council worked with staff advisors to teach the students about culture and anti-racism.	"Da Vinci Design’s area of growth is in reaching out to families who may not have easy access to email/internet, and also making messaging easily accessible to Spanish speaking families."	"We are providing more and more materials in both English and Spanish (including our annual parent surveys), and are hoping to host a Parent Workshop series based on topics of interest to parents in the Fall."	"Da Vinci Design has a School Site Council that meets regularly to discuss LCAP goals, funding initiatives, as well as other academic and culture-based initiatives on campus. Our parents are actively involved in our hiring process, as well; a parent panel is a crucial part of the half-day symposium process that is the final step of our hiring process for teachers, counselors and administrators. Parents fill out a semesterly feedback survey and this data is reviewed both by the School Site Council and by the DVD staff during professional development. Principals are present at Exhibition Nights, Back to School Nights, and easily accessible through multiple avenues (email, phone call, etc.)."	"Da Vinci Design will look for ways to increase parent voice in the decisions made by the school outside of the School Site Council, and will also expand its outreach to underrepresented families."	Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the times and dates of student-led conferences. Underrepresented families will be made aware of options for the conferences (either in-person or virtual conferences) as well as the availability of translators for the conferences.	5	5	5	5	5	5	5	5	5	5	4	4	Met	6/22/2022	2022
19101990138669	Da Vinci RISE High	3	"Da Vinci RISE staff receives training and support in engaging with families and stakeholders in a variety of ways, including but not limited to the following: • Student-Led Conferences • Intake and orientation meetings  • School Site Council and English Learner Advisory Committee  • STAC (Student-Teacher-Adult-Counselor/Case Manager) meetings, which can be requested by staff, students, or family members • Re-entry meetings following a breach of community of norms or other disciplinary/behavioral concerns (restorative justice)"	"Da Vinci RISE will be working towards implementation of family & stakeholder workshops, which will address topics identified by families to ensure the material is beneficial and meets their needs."	"Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the times and dates of student-led conferences, as well as all other parent meetings. Underrepresented families will be made aware of options for conferences and meetings (either in-person or virtual) as well as the availability of translators for the conferences."	"Building relationships and partnering with parents/guardians, families, and other stakeholders is a strength of the Da Vinci RISE team. These relationships are built via STAC meetings (Student-Teacher-Adult-Counselor/Case Manager), Student-Led Conferences, Family-Stakeholder Collaborative Meetings, and School Site Council."	We plan to further increase our partnerships with families and stakeholders in the 2022-2023 school year in the following two ways: • The implementation of workshops around a variety of topics that help families build skills to support their students. • Tracking the number of touch-points our staff has with families and stakeholders to ensure every single student’s larger support team is being consistently communicated with and that no one slips through the cracks.	"We ensure consistent communication with families (in both English and Spanish) in a variety of ways, including text notifications, robocalls, updates on our school blog, and individual phone calls and updates from Advisors. We also provide translators for all meetings and ensure that any school-wide communication is provided in both English and Spanish."	Da Vinci RISE leveraged our English Language Learner Advisory committee as well as our School Site Council to enhance the voices of our school community. These forums ensured that stakeholders had multiple opportunities to participate in the decision-making processes around LCAP and budget development.	"Da Vinci RISE will be working towards implementation of family & stakeholder workshops, which will address topics identified by families to ensure the material is beneficial and meets their needs."	"To further strengthen the extent to which we implement strategies to reach and seek input from underrepresented groups, we also launched our EL Advisory Committee this year."	5	5	5	5	5	3	5	4	5	5	4	3	Met	6/27/2022	2022
19768690119016	Da Vinci Science	3	"Da Vinci Science has incorporated regular opportunities for parents to interact with teachers in summer and winter professional development days, seeking feedback and input on school programs and practices and building empathy between parents and teachers. These workshops focus on both academic and socio-emotional student outcomes. Da Vinci Science also hold Student-Led Conferences every semester, in which parents come to the school, to hear their student reflect on their learning, progress and growth. Parents then can discuss these reflections with teachers, engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students."	Da Vinci Science will re-examine the format of student-led conferences and parent development days in order to ensure that parents have a place as partners in their student’s education.	"By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the times and dates of student-led conferences and parent development days. Underrepresented families will be made aware of options for the conferences (either in-person or virtual conferences) as well as the availability of translators for the conferences."	"Da Vinci Science has incorporated regular opportunities for parents to interact with teachers, including Back-to-School night, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. In addition, Da Vinci Science includes parents in summer and winter professional development days, seeking feedback and input on school programs and practices and building empathy between parents and teachers."	Da Vinci Science will improve the number of parents participating in parent committees such as the School Site Council and the Da Vinci Science Families group.	"By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of our parent engagement activities."	"Da Vinci Science has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, workshops in professional development, regular parent meetings on campus, and consistent communication with families through the school website, blog, and social media platforms."	Da Vinci Science will improve the number of parents participating in parent committees such as the School Site Council and weekly office hours with the DVS administrators.	"By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the school-based opportunities to give input for decision making, including the School Site Council."	5	5	5	5	5	4	5	3	5	5	5	5	Met	6/22/2022	2022
37683386039457	Darnall Charter	3	"Darnall Charter School is known as a small community school in Redwood Village and family-focused school. Relationships between all stakeholders, including staff, students, parents, and the community are at the center of the Darnall’s mission and vision.   The greatest strength in parent relationships within our school lies in the bonds created between teachers and the families they serve. Darnall is a community focused school that values the longevity and history of families who have had more than one generation attend school here, sometimes with the same teacher.   Capacity in the area of building trusting and respectful relationships with families is one of the greatest strengths of all staff members. Covid created new restrictions on how visitors and family members could participate in on-campus activities and created difficulties in how the school provided welcoming environments as these are usually done in person and had to shift to communication solely through zoom and phone calls.   Increased communication during the 2021-2022 school year became the critical lifeline between school and home to share and collaborate on student progress and academic achievement. A new area for improvement was made aware through stakeholder feedback and during parent meetings where the need to identify family cultures was discussed multiple times."	"In 2022-2023, Darnall Charter School (DCS) will implement a new parent/family communication tool to communicate with parents: Aeries Parent Portal and Parent Square. In addition, the school website is being re-design for better navigation for all stakeholders. Darnall Charter School t will work to provide families and staff information and training in the use of these applications.   Darnall’s Parent Advisory Committee and Darnall English Learner Advisory Committee enthusiastically support the parent support and training programs that are currently being offered. DCS will work to expand these programs in 2022-2023."	"Expansion of the school's parent education and training programs will include classes that specifically address the needs of underrepresented families including English Learners, Long-Term English Learners (LTELS), and the families of other subgroups of students.   Distance learning and Covid has made traditional partnerships between home and school more challenging, but still incredibly important. New site administration has done a wonderful job of increasing and improving communication, mainly by ensuring each contact is followed up, making a tremendous effort to call families personally instead of relying on email, and by promoting and encouraging that same personal contact with all teachers and staff.   Another current strength in family partnerships has been the use of i-Ready in all grades K-8 and the ability of the program to share clear, relevant, and meaningful data to students and families about individual student academic achievement throughout the year and not just at calendared parent conference times. The special education department and the 504 department inform families of their legal rights at each meeting."	"Despite the capacity or ability of staff and administration to engage with and encourage participation in advisory committees, sometimes it is difficult to for families to participate. This is true in a typical school year and Covid. In a traditional school year, part of this can be due to our smaller population. Committees like DELAC led the effort of collaboration with parents to engage in decision-making activities. This type of committee will start to do work on making suggestions for improving family activities at school that are engaging, relevant, and informative with a focus on recovery after pandemic restrictions are lifted. One area identified for improvement is the participation rate for families of students who qualify as English language learners, foster youth, homeless youth, and/or socioeconomically disadvantaged. The school will improve the engagement of underrepresented families by reaching out and communicating individually with a greater level of frequency. This can include collecting individualized information from families or sending separate surveys that focus on the greatest needs of these families and students, including addressing hurdles that may keep families from engaging with the school."	"The school's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities including, SEL and PIQUE (Parent Institute for Quality of Education). There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students. The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower achieving subgroups.   The schools in focus in focus in Building Partnerships for Student Outcomes will be to expand upon the training and education offerings for parents. The expansion of parent education/training opportunities will necessitate additional outreach, staff, facilities, and materials. The school's planning will include provisions for these resources. Parents were happy to be able to have parent conferences on campus and in zoom."	"The school's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities including, SEL and PIQUE (Parent Institute for Quality of Education). There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students. The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower achieving subgroups.   The schools in focus in focus in Building Partnerships for Student Outcomes will be to expand upon the training and education offerings for parents.  Darnall  plans to expand the offering of parent education and training opportunities to underrepresented families that include families of underachieving student subgroups. These include families of English learners, Long-Term English Learners, African American, homeless and foster youth."	"DCS maintains a Parent Advisory Committee (PAC) that meets three times  throughout the year, providing input into the school' programs and services for students. Although the primary purpose of the Parent Advisory Committee is to provide input into the development of the district's Local Control Accountability Plan (LCAP), the recommendations made by the PAC go beyond the LCAP, supporting the needs of students needs across the district, regardless of specific plans or funding sources (although these funds were specifically discussed at these meetings).  The PAC is a well-informed group of parents who have received substantial training and support and have participated in analysis of the schools student achievement data, school climate data, and data showing students' social and emotional needs.  Members of the PAC understand the opportunity gaps that existed before, and were exacerbated by the COVID-19 pandemic. Members of the PAC are well-informed on the school’s programs and services for students, also going beyond programs and services in the LCAP. The school understands that members of the PAC and DELAC need targeted training to give more input.   The Darnall’s English Learner Advisory Committee (DELAC) is comprised of parents of students who are English learners. The DELAC meets three times throughout the school year. Although the primary purpose of the DELAC is to provide input into the development of the school's federal Title I and Title III programs and services for English learners, the recommendations made by the DELAC go beyond these funding sources and plans, supporting the unique needs of students who are English learners across the district, regardless of specific plans or funding sources (although these funds were specifically discussed at these meetings).   Members of the DELAC understand the opportunity gaps that existed before, and were exacerbated by the COVID-19 pandemic. Members of the DELAC are well-informed on the district's programs and services for all students, with an emphasis on students who are English learners."	"DCS will continue to support committee members' understanding of the school’s achievement, school climate and other metrics along with their knowledge of the DCS' programs and services for students with the goal of leading them toward providing thoughtful, informed input and recommendations."	"Darnall Charter School will continue to include, on its committees, parent representatives of the school's student subgroups."	4	5	4	4	3	3	3	3	3	3	3	3	Met	6/21/2022	2022
57726780000000	Davis Joint Unified	3	"DJUSD strengths include our site English Learner Advisory Committees, Youth Truth Family Survey, and the role of a Homeless/Foster Liaison. Community and staff benefit from the relationships established by the Climate Office, liaisons, English Learner Specialists, and paraeducators who have strong relationships with families. Progress made includes the establishment of a Spanish Speaking Partnership Network that includes staff and leadership. This Network has been instrumental in contacting families, understanding needs, helping to network for wrap around services, and informing district systems. Additionally, our Ethnic Studies Advisory and consultant have solidified relationships with community partners interested in improving the experience of our BIPOC (Black Indigenous Persons of Color) students in Davis schools. DJUSD has been successful in establishing a Parent Advisory Committee of the Native American Education and Title VI Program. Our relationship with our bargaining partners promote shared values and priorities and we continue to benefit from our relationships with higher education surrounding our community."	"An area of focus in improving our relationships is in reaching a broader group of invested community members to inform our vision.  This focus will be co-constructed, realized and actionable through our Strategic Plan, beginning this fall of 2022.  Additionally, DJUSD will focus intently upon the findings and recommendations that come from the DJUSD Special Education Review, improving relationships within our Special Education student, parent, and staff populations."	"An area of need in partnership is in building relationships and capacity for families that are English Learners and speak a language other than Spanish. Additionally, we have begun initial outreach to families living in poverty through their community leaders."	"Building Relationships and Social Emotional Learning (SEL) is a high priority for Davis Joint Unified School District and is directly aligned to Goal 3: Classrooms and school communities will be safe and inclusive environments. DJUSD has developed events and systems in order to create strong relationships and open communication between school staff and the parent community. In addition to Back to School Nights and Open Houses, DJUSD hosts a Parent Engagement Night to invite parent perspective into the key decisions and future work of district leadership. Additionally, each school site holds events specific to their programs and coordinate parent events to support transitions from elementary school to junior high as well as junior high to high school. Staff have increased communication through messaging to include: Superintendent's bi-weekly Constant Contact email, social media, our DJUSD website, and personalized contacts from Principals. Additionally, our Spanish Speaking Partnership Network has increased proactive outreach. An area of success is in the hiring and utilization of a liaison for homeless and foster students. In partnership with our site counselors this has increased our ability to form relationships and meet student needs."	We observe a lower level of engagement with our unduplicated families and intend to focus on increasing in-person communication and face-to-face time with these students and families by home visits and case management. Our 2021-24 LCAP plan included hiring a liaison and coordinator for interpretation services in order to increase and improve engagement of underrepresented families.  DJUSD has hired for this position and outreach has shown improvement of unduplicated student participation in programming.	"DJUSD will continue to partner with our families using site advisories, district advisories, and community liaisons.  As part of our strategic planning this fall we will be going to communities systematically  and deliberately organize ourselves in the places where our families are available.  Additionally we will be partnering with our students on sites and translating our LCAP to increase accessibility."	"As noted above, our partnership with families as a result of the Spanish Speaking Partnership Network and our EL Specialists is a point of success and progress. This is also true of our parents as a result of the Parent Advisory Committee of the Native American Education and Title VI Program. A focus area for improvement will be in working with a larger network of families as we note a reliance on the same leadership voices within the English Learner Parent Advisory and Native American group. We would also benefit from higher participation in our surveys and believe proactive outreach will increase that engagement."	"DJUSD will focus on working collaboratively with our parents, students, staff, and community in a facilitated Strategic Planning process beginning this fall.  Our Strategic Planning process will impact DJUSD vision, priorities, and processes toward improvement and decision making."	"DJUSD will explicitly share data and seek input from our underrepresented families through consultation with Parent Advisories for English Learners and Native American students.  Additionally, our liaisons will seek input from families in our migrant community and with our foster and homeless youth caregivers."	5	4	4	5	4	5	4	4	4	3	4	3	Met	6/24/2022	2022
14632710000000	Death Valley Unified	3	"The recent hiring of two community liaisons has been a tremendous success, providing twice weekly in-person communication between school and parents."	"Since the faculty largely moved into the district from out of the area, the focus area in building relationships between school staff and families continues to be solidifying staff understanding of local populations and needs."	"Due to our small size (current student population is 27 in the K-12 district), we are able to connect individually with all families in the district."	The current strength lies in the LEA’s community liaisons and the open availability of school administrators to meet with parents.	"An outcome of the distance learning due to the pandemic, has helped teachers develop and maintain direct contact with parents and families."	"Due to our small size (current student population is 27 in the K-12 district), we are able to connect individually with all families in the district."	The community liaisons and administrators provide opportunities for parents and educational partners to have input on school decisions.	The district will continue to seek input for decision making through 1:1 contact with educational partners.	"Due to our small size (current student population is 27 in the K-12 district), we are able to connect individually with all families in the district."	4	4	2	4	2	3	3	3	3	3	3	3	Met	6/14/2022	2022
37680490000000	Dehesa Elementary	3	"Dehesa maintains current community partnerships (ie Sycuan Learning Center) and seek out new opportunities as well, especially those that would motivate and engage unduplicated students. Cultural awareness and connectedness will help embrace and target unduplicated students to the school and community. Through School Site Council meetings and family surveys Dehesa strengthens their relationships between school staff and families."	"Dehesa continues to increase parent participation in programs for unduplicated students and students with exceptional needs as measured by the number of parent participants in the events, activities and surveys."	Dehesa will work with our community partners (Sycuan Education Department) to support individual student needs as well as seek input from underrepresented families as to identify the needs.	Dehesa continues to work with the Sycuan Education Department in building relationships and identifying student needs to better support students that attend the school and later attend the learning center. Students with IEPs and underrepresented are our focus.	"Continue to communicate, review data and collaborate with teachers for better resources to support students."	Provide collaborative activities with the Sycuan Education Department and other local community partners to engage more underrepresented families while building and encouraging more participation from our community partners.	"Dehesa maintains current community partnerships (ie Sycuan Learning Center) and seek out new opportunities as well, especially those that would motivate and engage unduplicated students. Cultural awareness and connectedness will help embrace and target unduplicated students to the school and community. Through School Site Council meetings and family surveys Dehesa strengthens their relationships between school staff and families and values their input."	Dehesa focus in mainly in increasing student and parent participation.	See number 2.	3	5	4	4	4	2	4	3	3	4	4	4	Met	6/29/2022	2022
37680560000000	Del Mar Union Elementary	3	"DMUSD staff has a deep appreciation for the importance of parent involvement. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area. All staff members new to the district, including administrators, teachers, and support staff, attend professional learning focused on the high value our district places on including all parents as equal partners in the education of their children. Elements of this professional learning focus on the role effective modes of communication play in building and maintaining positive productive relationships between families and the school.   The Del Mar Union School District is proud of the collaborative relationship established with our dynamic and involved parent community. Our staff, including district administrators, principals, teachers, and classified staff, are skilled at building and sustaining respectful relationships with families.  Each school provides a welcoming and nurturing environment for students and their parents.  We engage in ongoing two-way dialogue with our community at the site and district level via parent education evenings, strategic plan development, surveys, principal coffees, and site and district committee meetings.  Our superintendent provides ongoing information through Take 2, which are monthly videos highlighting student learning throughout our district.  In addition, quarterly Superintendent's Messages and the DMUSD Annual Report provide a comprehensive overview of the instructional program, student performance, capital projects, and other important activities.  We assist our parents in understanding academic expectations through several strategies. Principal coffees at school sites and district-level parent education evenings provide opportunities to provide parents strategies for supporting children's academic achievement and emotional well-being. Information is also provided via Back-to-School Sessions, Open House, and at one-on-one conferences with parents held twice a year. Parents are provided a report card companion containing parent-friendly language that describes the academic goals for each trimester for English language arts and mathematics."	"In addition to maintaining the effective elements in place to sustain the positive relationships which already exist between school staff and families, the focus area for the 2022-23 school year will be to monitor the effectiveness of existing communication structures and refine them as necessary."	"The district is continuing work focused on diversity, equity, and inclusion, which includes the development of a multi-year equity plan facilitated by a district-level advisory committee. Site-level diversity, equity, and inclusion teams will be responsible for providing professional learning to the staff at the site level and then will expand to include community members. A primary objective of this work is to ensure equity and inclusion of all students and their families, including those that are underrepresented."	"Our staff has a deep appreciation for the importance of parent involvement. High attendance levels at parent conferences, principal coffees, and other school and district-based events, such as parent nights focused on the district’s mathematics program, provide evidence of the effectiveness in this area. All staff members new to the district, including administrators, teachers, and support staff, attend professional learning focused on the high value our district places on all parents as equal partners in their children's education. Elements of this professional learning focus on effective communication modes, which help build and maintain positive relationships between all parents and the school.  Staff at each of our school sites provide welcoming environments for all families in our community. Teachers and site administrators communicate regularly with families. Principals at each school send out weekly communication and have regular principal coffees and/or parent education sessions. They also provide welcome events for incoming kindergarten students.  Back-to-School sessions allow teachers to give an overview of the goals for that grade level and also share ways in which parents can partner with teachers during the year.  Parent conferences are held twice each year.  These meetings allow teachers to provide specific information on each child’s academic progress and social-emotional status at school.  Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child.   Student Study Team meetings support children who are not meeting expected goals.  These meetings include parents, and recommendations are provided to both the classroom teacher and the parent for strategies specific to the demonstrated need.  IEP meetings are held for students who have assessed learning disabilities.  Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have.  Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared."	We will continue to implement the effective strategies in place which support partnerships for student outcomes.	"Feedback specific to underrepresented families is sought out via parent surveys.  To ensure their active engagement, care is taken to ensure there is representation on district advisory committees such as the District Equity Advisory Committee, site-based equity teams, District English Learner Committee, and site-based English Learner Advisory committees.  We are looking forward to reinstituting parent English language development classes which have been very popular in the past for our newest families.  We will also be updating our English Learner Family Support Handbook which provides helpful information about our district and key contacts for families to support student transition and active parent engagement in our schools."	"Stakeholders including students, parents, and district staff engage in meaningful dialogue and provide input to the district's strategic planning through formal groups such as the School Board, Parent-Teacher Association (PTA), President's Advisory Council, English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Del Mar California Teachers Association (DMCTA), Classified Advisory Committee, District Wellness Advisory Committee, District Design Team, District Leadership Group, District Cabinet, District Equity Advisory Committee, and Facility Master Planning Committee. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation in scheduled meetings and surveys at the site and district level as well as focus group sessions. The strategic planning and annual goal-setting process provide many opportunities at the site and district level to assist parents with understanding expectations for their children. Continued refinement of focus group sessions will contribute authentic stakeholder input, including students and families from underrepresented groups, for both school sites and the district, and including methods for participation among families who speak a language other than English."	"During the 2022-23 school year the district will be engaging our educational partners as a new long-range strategic plan is developed.  During this process, we will ensure input from all groups, including those that are underrepresented to inform the development of this plan."	"We will continue existing practices that have been effective in ensuring the input from under-represented families is included and informs decision-making. We will ensure their participation in the strategic planning process.  In addition, site administrators will have an opportunity to share successful strategies they have implemented to increase engagement levels."	5	5	4	5	5	5	5	5	5	5	4	5	Met	6/22/2022	2022
08100820000000	Del Norte County Office of Education	3	"Castle Rock Charter is an independent study, non-classroom based school.  Support teachers meet with students and family on a weekly basis.  This gives the teacher a chance to really connect with the family as a whole.  In addition, we have a quarterly Family Engagement Seminar (FES).  Topics for FES include input from parents and students as well as school personnel.  Lastly, for the 2022-23 school year, we’ve implemented “SharkWeek”, which is a week-long orientation to our school divided up by grade levels on different days of the week.  All indications and feedback from parents was positive for this program."	"Improvements on initial SharkWeek were discussed with teachers.  Although things went really well, discussions of streamlining the event and making it a few days shorter was agreed upon by teachers. As well as different ways we can incentivize the program and be more efficient feeding a large group of families and students."	A Counseling Tech. was hired for the 2022-23 school year.  Family outreach will be one of her duties on a weekly basis.	"Our teachers meet weekly with students and families to go over the previous week’s work and to answer any questions that may arise when assigning the next week's work assignments. In addition, we have quarterly family engagement seminars that encourage parents to be involved in the educational process of their child or children."	Uniformity of meeting is something we are constantly working towards at Castle Rock Charter School.  So that every students gets the same educational experience no matter which teacher they are assigned to for support.	We currently have a Native studies course that serves an underrepresented population of local tribes. A counseling tech was hired for the 2022-23 school year.  Outreach to our most needy families and populations will be a key role this person plays.   Tiered Re-engagement is another method to engage underrepresented families at our school.	"Our school annually conducts an LCAP survey. The survey results were used to guide our program  choices and what the focus of our LCAP will be prioritizing. Additionally, we conducted WASC surveys  that focused on state priorities. A climate survey is given at least bi-annually."	By developing a more comprehensive and goals aligned survey for our educational community.	We plan on serving a light meal during our Family Engagement Seminars to support our families and increase attendance for feedback.	5	5	5	5	5	5	5	4	4	4	4	4	Met	6/9/2022	2022
08618200000000	Del Norte County Unified	3	"During the 2+ years of the global pandemic, District staff worked very hard to make sure that students and families stayed engaged in the educational process. This meant making every effort to connect with families to ensure that students were getting their assignments, had the ability to access their instructional materials and technology at home, and had access to nutritional services. During these years, the LCAP was leveraged to hire additional counselors, school psychologists, and Family Engagement Liaison positions, to maintain contact with families; so that they stayed connected with our school communities. As our schools have returned to where students are all back in person, many of these support mechanisms have remained in place, and the relationships between school staff and families have been maintained at higher levels than they were prior to the pandemic."	"Some of our key focus areas are improving the relationship between the District and parents and family members of special education students.  Nearly 20% of the District’s students receive special education services, and there are some parents who are not confident in those services. This is one of the reasons the District is working with a consultant and a group of staff members on “re-imagining” our special education program, as well as soliciting more parent feedback and involvement in our Special Education Advisory Council. The District is also working (through Parent Advisory Councils) and other community organizations on building better relationships between local Native American Tribes and the District."	"District staff is making significant efforts to improve the representation of socioeconomically disadvantaged parents on school site councils, by hosting workshops and activities that increase awareness of how to use federal funds to support programs that serve low-income students. The District has used the self-reflection process (via surveys and parent/community committee meetings to determine that Family Engagement Liaisons were needed at all school sites, and that additional counselor and psychologist services were needed. The self-reflection process also identified the need to provide additional support for our increasing population of foster youth and homeless student services."	"All school sites hold orientation and parent engagement evening events where they address how to help children succeed in school. Every school site has an active School Site Council that reviews student academic performance and approves plans (School Plan for Student Achievement- SPSA) for improving student academic progress.  Each school site has an active PTO (Parent Teacher Organization), where staff works collaboratively with parents to engage in activities that address school climate, student enrichment, and academic outcomes. The District also posts academic performance information for every school on our website, on the Educational Services page. Moreover, there are nine educational partner groups; made up of site staff, District Office personnel, parents, and community members. Each of these organizations represents partnerships working together to improve outcomes for students."	"The District recognizes the need to get more sites involved in DELAC and facilitate DELAC as an active and viable parent organization, with an elected Chair and representatives from every school site.  This would provide a natural venue to address issues and concerns with student academic performance, particularly because there is a significant achievement gap between English Learners and non-English Learners.  As mentioned previously, the District will improve its efforts to work collaboratively with families of  Foster Youth and Homeless students. We now have a full-time Foster Youth and Homeless (FY&H) Director and a full-time Foster Youth program coordinator. They are working actively to ensure that FY&H students get the services and support they need at each school site."	"The District has used the LCAP as the process for hiring Family Engagement Liaison positions for nearly every school, for the purpose of making sure that we are improving the engagement of underrepresented families. Additionally, the District has emphasized the importance of ensuring that these groups are represented in each of our nine educational partner groups."	"In terms of school site decision-making, each school’s School Site Council (SSC) actively works with the principal and support staff to engage and participate in decision-making processes that involve federal funds. Many District schools have active ELAC organizations that support and monitor the decision-making processes for English Learners and participate in the District English Learner Advisory Council (DELAC). Parents and community members also participate in the District Advisory Council, which meets 3-4 times per year.  Moreover, surveys are sent to the parents and family members of all students (every year) in order to get feedback on programs, resources, and services supported by the District’s Local Control and Accountability Plan (LCAP).  Additionally, District staff actively engage the parents of Native American students, in site and District decision-making through the Native American Advisory Committee and Title VI parent Committee. And parents of foster youth, homeless students, and special education students are encouraged to participate in site and District decision-making processes through their respective advisory council groups."	"The District plans on making a much greater effort to improve surveys sent to parents and family members of students, such that there is a significant increase in participation when it comes to the programs, services, and resources that are funded through the LCAP. The District is also focusing on greater parent representation through the Special Education Advisory Council and the District (general) Advisory Council."	"The District will improve the engagement of underrepresented families identified during the self-reflection process by making sure that more parents and family members of underrepresented groups are asked to participate in educational partner organizations, by actively recruiting them to do so. We will do this via in-person invitations and phone calls, in addition to email and mailing solicitations. Additionally, the District will be holding Board of Education meetings at school sites in traditionally underrepresented areas, so that parents and community members (who may not be able to access all Board meetings in person), have the ability to come and have their voices heard. Additionally, the District will ensure that all notifications are sent out in parent/family member home languages."	3	3	4	4	4	3	3	2	4	4	3	4	Met	6/30/2022	2022
15634046009369	Del Vista Math and Science Academy	3	"Del Vista Math & Science Academy’s data shows that relationships between school staff and families are positive. This is evident through parent/teacher conference sign-in sheets, classdojo parent & teacher participation, family events and parent surveys. Parents/guardians and students feel welcome and safe at school. According to the PBIS Elementary School Survey students feel that their teachers want them to do well and that they are treated with respect at school. The school in collaboration with the district has provided social emotional learning and Adverse Childhood Experiences trainings to help our staff better understand our students and families."	"Del Vista Math & Science Academy will continue to make every effort to build the parent-school bridge.  Our goal is to assist parents in becoming an active participant in their child's education.  We will continue offering parents educational opportunities with the goal of providing support and guidance on their journey in becoming actively involved in their child's academics. Also, the school Parent Involvement policy is reviewed yearly with our School Site Council and once approved is sent out yearly."	"Del Vista Math & Science Academy continually strives to bridge the gap between families and school to encourage parents to be a partner in their child's education. We highly encourage them to take an active role and to participate in as many school activities as possible. A few opportunities for parent involvement are the School Site Council/English Learner Advisory Committee, Parent University, back to school night, parent-teacher conferences, student recognition assemblies, Parent Education Nights and Lunch with Your Child. DVMSA also works diligently at keeping our parents informed through the use of Blackboard Connect, the school Facebook page, the school marquee, the school website, classdojo, google classrooms, notices sent home with students and letters mailed out. This year we are sending home Quarterly Student Growth Reports along with Progress Reports and Report Cards. In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff. Based on the previous LCAP survey, 93% of parents and guardians believe that teachers are trained to meet the academic, social, and emotional needs of their children, and 94% of parents and guardians believe that the district supports activities that promote positive student behavior and attendance."	"Del Vista Math and Science Academy values the role that families play in a child's education and is making a concerted effort to create opportunities to increase engagement. DVMSA promotes both academic and culture-building activities to further strengthen the connection between home and school. Some of the activities DVMSA is currently employing to promote parent engagement and to strengthen the overall school culture include lunch with your child (parents/grandparents), family movie nights, monthly awards assemblies, chaperoning field trips, back-to-school night, and STEAM night. These events help to promote positive interactions between the school and parents. A current strength is the Principal and Vice-Principals are very visible during student drop-off in the morning and in the afternoon during student pick-up. This provides great opportunities to build relationships with families."	"Del Vista Math and Science Academy will continue to focus on promoting both academic and culture-building activities to further strengthen the connection between home and school.  Students whose parents stay actively involved in their education do better in school and demonstrate a higher attendance rate, better social skills, and an increased graduation rate."	"To improve the engagement of underrepresented families, Del Vista Math and Science Academy will continue to intentionally invite our underrepresented families in multiple ways. Our underrepresented families may not be able to attend all meetings; however, we will tailor the engagement meetings using a variety of strategies regarding time, location, purpose, etc. with the goal of engaging them in one or more ways."	"Del Vista Math and Science Academy recognizes that parents and guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment.  Additionally, DVMSA ensures that parents/guardians and family members participating in Title I programs are provided with multiple opportunities to be involved in their child's education. DVMSA works with staff, parents and guardians to develop meaningful opportunities at all grade levels in order for families to be involved in school activities. This is achieved through regularly scheduled SSC, ELAC, DELAC, LCAP meetings, surveys, and other committees where parent/guardian involvement policies are shared and jointly developed. Our educational partners are always welcomed to provide input after any form of parent meetings."	"The school’s focus in seeking input for decision-making is to continue to provide multiple ways for parents to share their ideas. Del Vista Math and Science Academy has increased the number of opportunities for educational partners to provide input. Examples of methods DVMSA has requested input are the following: SSC and ELAC meetings, written surveys sent home, links to surveys in Google classroom and  links to surveys in Classdojo.  The school will continue to strive to make improvements for our educational partners to share their input for decision-making."	"Del Vista Math and Science Academy values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement and to elicit parent feedback. DVMSA will improve engagement of underrepresented families by providing meetings at different times of the day, continue to provide translation services during meetings, offer the meeting in multiple ways (in-person and zoom), and continue making family connections before and after school. Administrators at those times can personally invite parents to the school events. Building connections with our underrepresented families during these events is important. Building connections can begin by just addressing the parent/guardian by name and by addressing them during the school functions. During these school events, it is important to provide time ask for input and reminding them that their ideas are important."	5	4	5	5	5	5	5	5	5	5	5	5	Met	6/13/2022	2022
15634120000000	Delano Joint Union High	3	"The Delano Joint Union High School District’s current strengths are the active participation of families in the evaluation, approval, and monitoring of the district and school site plan for student achievement."	"The Delano Joint Union High School District’s focus areas are to continue to involve families in Parent University trainings and site and district stakeholder meetings.  The district will focus on increasing relationships with our families by continuing to inform and communicate with families about school events. Parents and families will be contacted via phone, Parent Square, social media, the school marquee, mailings, and posting events on our websites."	The Delano Joint Union High School District will improve engagement of underrepresented families through continuing to conduct yearly family surveys to seek input on improving student and family sense of school connectedness.	"The Delano Joint Union High School District provides several opportunities for staff and family partnerships.  The school sites provide parent trainings and meetings with the counselors to support student learning and development in the home. The parent and family engagement policy is reviewed and developed by parents and school site staff yearly to support improved student outcomes.  The teacher and counselor duty day was extended so that teachers and counselors may work with students and meet with parents after school.  The classified work calendar was also modified to improve services for students and families.  November survey results indicated 93.5% of parents agree the school provides sufficient parent notices, invitations, and letters regarding parent involvement activities."	The district's focus will be to continue its efforts in engaging families in all school activities. This will be accomplished through the delivery of regular notices through the mail as well as delivered electronically.	The Delano Joint Union High School District will improve engagement of underrepresented families through having school staff make personal contact inviting families to the various school activities taking place throughout the year.	"As previously noted, the Delano Joint Union High School District’s current strength is the active participation of families in the evaluation, approval, and monitoring of the district and school site plan for student achievement. Title I parent committees, ELAC, DELAC, the District Parent Advisory, the Special Education Parent Advisory Committee (SEPAC), and School Site Council review, approve, and monitor the goals and actions of the district and school plan for improved student achievement.  Parent surveys administered in November 2021 indicated that 97.4% of parents agree the schools involve parents in making decisions for the school/district."	The Delano Joint Union High School District's focus area is to increase ways parents can provide input.  The district will launch Parent Square as one additional tool for parents to provide input.	The Delano Joint High School District will improve engagement of underrepresented families in the decision making process in order to improve student achievement through hosting family stakeholder meetings at each school site.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
15634040000000	Delano Union Elementary	3	"DUSD makes every effort to connect with parents, students, and families, and this commitment is reflected amongst all district and site personnel. We have key personnel in place who work tirelessly to ensure that parents and families are connected to the resources they need to be successful. At the district-level the Director of Student Support Services works directly with each school site’s mental health team to ensure that student needs are being addressed and that services are coordinated. We are fortunate to have a dedicated team of school academic counselors, social workers, school psychologists, mental health therapist, and school nurses who provide education, counseling, and support services to families. They hold parent information nights and support families through challenges that they may be facing. We celebrate the success of our students, and during the pandemic, held drive-thrus, virtual celebrations, home visits, and and established parent hotlines to ensure that there was a caring member of Team DUSD to address their concerns."	"Delano Union School District values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement. In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff. In our most recent parent survey, respondents indicated the following: 95.5% of parents believe that the district provides a safe, healthy, and secure learning environment. 92.9% of parents believe that the district works with parents and guardians to help students do their best in school. 92.9% of parents believe the district meets the academic, social, and emotional needs of their child."	"The district recognizes that social determinants of health are closely linked to educational outcomes. Although wages and income are not directly linked to health, educational attainment allows for access to the essential needs such as health care, a safe place to live, food, clothing and clean water. Several of our families fall far below the poverty line and lack basic needs. These basic needs are essential in order for parents/families to be stable and to send their children to school ready to learn. The district is continually identifying students/families in need and efforts are made to provide services to families and students that are underrepresented. Delano Community Connections Center (DCCC) is a family resource center that is sponsored by DUSD. The resource center regularly does outreach to children and families to provide essential resources for family stability. Our partnership with the Kern County Food bank allows for food distributions on the 4th Tuesday of every month. We also maintain a well-stocked food pantry for our students and their families. Holiday Food Baskets with a turkey or canned ham are provided to at least 100 families every winter. In addition, our efforts include vaccination clinics and COVID-19 testing for employees and students. During the COVID-19 pandemic, district and school staff conducted wellness checks, home visits, health screenings, mental health referrals, vaccination clinics, and additional food distributions.  Through our partnerships with various agencies such as the Salvation Army, United Way, HEAP (home energy assistance program) and FEMA (Federal Emergency Management Agency) we help families pay their utility bills ranging anywhere from $100-$500. These resources are offered to our under represented families or for any family in need. Partnerships with other agencies such as the Delano Community Alliance help us keep families in their homes and apartments. Families that receive an eviction notice are referred to our district Health Services Director and are case managed by a family advocate at DCCC to help guide them to self-sufficiency and prevent any potential evictions. Families who are homeless or at risk of becoming homeless are placed in a hotel for 5-10 days and referred to outside agencies for assistance with permanent housing.The district’s family advocates sign families up for Covered California (medi-cal) so that students can have health coverage allowing for routine physicals, dental appointments, vaccinations as well as access to mental health services. School nurses regularly improve student attendance and academic achievement by assessing student health and make referrals to appropriate medical providers/agencies as needed. Nurses keep students healthy so that they can learn and stay in class."	"Delano Union School District values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement. In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff. In our most recent parent survey, respondents indicated the following: 95.5% of parents believe that the district provides a safe, healthy, and secure learning environment, and 92.9% believe that the district works with parents and guardians to help students do their best in school.  In an effort to build partnerships, sites hold parent events such as Back to School Nights, parent teacher conferences, parent education opportunities, and parent committee meetings in addition to a variety of family fun activities."	"Throughout the school year, the Delano Union School District holds parent meetings for the student population as a whole as well as underrepresented populations of students. As a district, this feedback is critical as it helps inform our goal setting and planning for the upcoming school year.  Feedback collected at those meetings as well as parent surveys, indicated several areas of focus including: the need for intervention opportunities for students who are having difficulty with academics after the pandemic and the need to continue mental health services for our students.  Another area of focus based on input from educational partner groups, is the importance of expanding the district's technology for students both in and out of the classrooms. They would like the students to keep devices at home to help with homework, while still providing devices for them at school."	"The Delano Union School District values the input of all educational partners.  In order to encourage family participation and feedback in the formation of district goals and plans, meetings are held at individual school sites to maximize attendance, special efforts are made by district and site staff to reach out to parents and guardians of English Learners, Foster Youth,  McKinney-Vento, and Special Education students.  Special sessions or translation services are provided for Spanish speaking parents. The Director of Student Support Services as well as the Director of Health Services  provide additional support to students and families who may need to be connected to educational and mental health resources."	"DUSD supports some of our most underrepresented families in the district. Our McKinney-Vento Families need more support and care than most as they are in transition constantly while attempting to provide stability to their families. It is our mission to ensure that our families are made to feel like they are our family. We start out by hosting a welcome breakfast or luncheon to inform them of site, local, and county resources that are available while they are in their transition. Due to the COVID-19 pandemic, these events have been adjusted to include virtual meetings and drive-thru pickups; however, our message remains the same: “we understand and you are not alone in the journey”. During that time we also provide a meal and lots of engagement activities for the children. The families are introduced to School Social Workers, and other support personnel that would provide assistance to them at school or to the family. We also give a personal invitation to coming events that would provide additional support to the families throughout the rest of the school year. We host a Thanksgiving dinner, a Christmas event called the “Giving Tree”, and several Springtime events are called, Coffee and Community. This is where we speak with families about subjects such as Trauma and Self-Care in order to support the adult so that they can gain tools to support their family.  Our Foster Families (Resource Families) are also supported in a similar way. Since they have new children, their families are also in transition and need extra help in making sure they have what they need to create as much stability in the lives of their foster youth as they can. We typically host a welcome breakfast or lunch for all members of the immediate family with food, fun, resources, and care as well as a Harvest Event for the children and their families, a Christmas Giving Tree event, Springtime events and we take our middle school foster youth to a County conference to be empowered and inspired. Due to the COVID-19 pandemic, these events have transitioned to a virtual format.  We will continue to make every effort to build partnerships with parents and plan to extend our efforts by holding a parent university this school year."	DUSD is always seeking ways to improve our efforts to seek input for decision-making. Parents and guardians have a variety of opportunities to participate as volunteers at field trips and school events and input is requested when developing the Local Control Accountability Plan. We currently have social workers at every site as well as academic counselors at each of our four middle schools who work directly with students and parents to ensure that barriers preventing learning and growth are addressed and that progress is adequately monitored. We also collaborate with district nurses as well as the Delano Community Connections Center to ensure that needs such as food and shelter are addressed and that students and families are in safe living conditions. We would like to continue to expand and enhance the use of our SEL survey each week to ensure that student emotional needs are met as well as provide additional training in ACES and trauma-informed care.	"We are excited that COVID conditions are allowing for more in-person interaction with parents and are beginning to host events like math nights, literacy nights, STEM days, and will beginning parent university in collaboration with Fresno State University in October."	3	4	4	4	2	3	4	3	4	3	3	2	Met	6/13/2022	2022
24753660000000	Delhi Unified	3	"The reflection process has brought to light our strengths in regards to continually gathering input from educational partners through the use of surveys, daily interactions and established forums such as school site council. Our families feel comfortable communicating with their site leaders and teachers as well as reaching out directly to the district office."	"Collaboration with educational partners has activated thinking around the need to better empower LEA members to better understand family’s strengths, cultures, languages, and goals for their children. This has sparked an interest in exploring how to better leverage parent conferences. Additionally, we are also seeking to empower families to become active advocates by providing targeted learning experiences through workshops and counseling services."	"Our latest findings activated action planning that aims to better understand and engage our educational partners. The additional of a parent coordinator will provide targeted support to families in the way of workshops and learning experiences that will empower families to be actively involved in their children's learning. The addition of a family support counselor will address the social-emotional needs of our families by providing mental health awareness and direct family counseling. These supports will be aligned to other comprehensive approaches that aim to impact student discipline, attendance and academic progress."	"DUSD continues to collaborate with families and community partners in ways that have a positive impact. This foundation will be leveraged to further strengthen partnerships by providing direct supports and targeted learning experiences.  Our schools continue to serve as hubs of parent participation and engagement. Principals and central office staff continue to receive guidance and support in better understanding how to best engage and support our families. DUSD will continue to encourage staff participation during school and district sponsored parent centered events as well as encouraging and supporting more staff participation during student centered events such as athletics, music and art performances, and other after school or weekend activities.  DUSD will continue to learn how to best engage our families by leveraging social media (Facebook and Instagram) as well as interactions at school in order to connect with parents in a more expanded manner. Additionally, we continue to use site-based LCAP meetings to provide more information on the LCAP expenditures to more parents and community members so they can provide feedback on current practices as well as address their needs or wants towards future revisions. Increased use of the ParentSquare online platform to push out texts, emails and supportive video links and surveys is also being addressed."	"After close analysis of the educational partner input and local data, DUSD will focus on two specific areas to further strengthen partnerships to improve educational outcomes: 1. Engagement: DUSD will support further engagement with educational partners by calibrating the facilitation of advisory and decision making councils such as ELAC and SSC and transforming the parent conference structure to allow for deeper analysis and action planning alongside students and parents. In addition to this, the family support counselor will provide group and individual counseling to families that need support so that they can become deeply engaged in their child's education while getting needed supports.  2. Advocacy: DUSD will develop educational partners to become active advocates for their children by leveraging the parent coordinator position to provide workshops and experiential learning that will educate parents on how to better impact their child's education during their elementary, secondary and post-secondary pathway."	"Underrepresented families will be intentionally sought out and connected to the family support counselor who will provide group and individual counseling so that they can become deeply engaged in their child's education while getting needed supports, as well as being connected to the parent coordinator to provide workshops and experiential learning that will educate them on how to better impact their child's education during their elementary, secondary and post secondary pathway."	"Delhi USD continues to prioritize the gathering of input to drive decision making by providing multiple opportunities for feedback on a daily basis (as parents have access to their site leadership to provide input and opinions regarding daily operations and instruction), facilitating formal venues for input (ELAC/SSC) and regularly seeking insights through surveys and board meetings."	"Delhi USD is the civic center for educational partners who look to the district for many of their educational and non- educational needs due to the nature of being an unincorporated community with high rates of English Learners, Foster Youth, and Low-Income students. Therefore we understand that a positive culture and increased student academic achievement will come to fruition when all partners are aligned in how to best support the continuous improvement cycle.  Delhi Unified School District will continue to strive to ensure active parent involvement and student engagement through: a. research-based parent involvement practices b. family input in school decision making c. educational programs, designed for families, to empower them in supporting student achievement and success.  Instead of outsourcing to meet our goals, as previously done, DUSD will focus on a capacity-building approach by leveraging internal staff and strategies to empower the LEA to directly drive the work that will have educational partners become more active and more aligned to the work that matters most. This includes the internal positions of family support counselor and parent coordinator."	"The focused capacity-building approach to improve engagement will strategically target underrepresented families identified to ensure their voice is a key component of the narrative that will drive analysis and decision-making. Specifically, the parent coordinator and family support counselor will focus on supporting underrepresented families in ways that will involve and prepare them to be active participants."	2	3	2	4	4	3	3	3	3	3	3	3	Met	6/7/2022	2022
47702270000000	Delphic Elementary	3	Current strengths include parent participation in school events and parent feedback regarding relationships between school staff and families.	Delphic would like to continue to provide more opportunities for two way communication with families.	"Delphic will work to improve the engagement of underrepresented families by offering many types of communications and activities for parent input, participation and feedback."	The current strengths and progress in Building Partnerships for Student Outcomes include: -families and the community generally report positive partnerships with Delphic Elementary and ease in communication  The current progress in Building Partnerships for Student Outcomes include: -continuing to build and grow community relationships and partnerships	The LEA's focus area for improvement in building partnerships for student outcomes is continuing to build community partners to allow for student community learning experiences.	The LEA will improve the engagement of underrepresented families by communicating with multi-methods and seeking family input from all.	The LEA's current strengths in Seeking Input for Decision Making is fall and spring survey's that help the district plan for school priorities.	The LEA's focus area for improvement in Seeking Input for Decision Making is to ensure that the district inquires with all educational partners to ensure feedback is obtained.	The LEA will improve the engagement of underrepresented families by ensuring that the district inquires with all educational partners to ensure feedback is obtained.	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/15/2022	2022
44698234430187	Delta Charter	3	"Delta conducts informational enrollment interviews in order to learn more about each individual student and their specific needs, strengths, and areas for growth. Crucial information from these interviews is passed on to staff in order to better support students. Spanish translation services are available for these meetings. Delta holds quarterly meetings called evals where students, parents/guardians, and the advisor meet to discuss the student's progress. Each student has an opportunity to reflect on their progress and is provided with a written evaluation from each teacher highlighting the student's strengths and areas for growth. Spanish translation services are available for these meetings. Delta has a weekly Care Team meeting comprised of the principal, attendance clerk, social-emotional counselor, and lead teacher of college and career. This meeting discusses students that have been identified by staff as needing extra support for academics, attendance, behavior, or other concerns and determines what approach would most benefit the student. We provide translation when outreach in Spanish is necessary. Parent engagement is an ongoing area for growth. Delta's principal holds monthly parent meetings and sends out monthly newsletters that share important dates and information with the community. The lead teacher of college and career conducts grad planning meetings with students, as well as plans and hosts college/career events. Delta continues to improve communication about college and career events."	"Delta will continue to build relationships between staff and families through the refinement of our already successful processes: intake meetings, evals, Care Team, parent meetings, monthly newsletters, and Site Council meetings."	"Delta will continue to refine its processes for outreach to underrepresented families through our Care Team meetings, targeted social-emotional support and parent outreach, Spanish translation for all school meetings and important school communication. The lead teacher of college and career will continue to provide targeted support for underserved students, including: grad planning meetings and targeted college/career support (scholarships, application and registration, mentoring). In the coming year, Delta intends to initiate a tracking system for all alumni, with a focus on our underrepresented students."	"Delta has three different programs: Direct Instruction, Guided Studies, and Independent Studies. Through these three programs, families are able to find the right path for their desired outcome, whether that be more 1:1 support or more accelerated learning. Delta holds quarterly meetings called evals where students, parents/guardians, and the advisor meet to discuss the student's progress. Each student has an opportunity to reflect on their progress and is provided with a written evaluation from each teacher highlighting the student's strengths and areas for growth. Spanish translation is provided. Delta regularly provides assessments for families seeking IEPs and maintains compliance with existing IEPs. 504 plans are updated regularly and our Lead Teacher assists students with transitioning their 504 plans to the community college. The principal sees a need for a more systematized approach for identifying students who need 504 plans and then tracking, reviewing, and amending the 504s throughout the student's enrollment."	"Based on input from the WASC visiting team, Delta is refining its student-centered assessments which focus on our student learner outcomes (Grad Skills) in order to assist students in reflecting upon their areas of growth and strength and their overall growth over time."	"Delta's student learner outcomes (Grad Skills) and presentations of learning were designed to meet the needs of and to engage our underrepresented students in owning and reflecting upon their learning and growth over time. The intended outcome is for all students but especially underserved students, to feel empowered by their growth over time."	"Delta's educational partners are happy with our methods for seeking input which include: board meetings, open houses, eval meetings, parent meetings, site council meetings, and student/parent/staff surveys."	"Throughout the year Delta garners feedback from all stakeholders regarding the school's programs, curriculum, and operations. Students and families fill out LCAP surveys and the staff reviews the data and adjusts to meet the needs of families. In the past, our registrar has called Spanish-only parents and given them the survey verbally. Moving forward, Delta plans to translate the survey and results into Spanish. Delta holds 2 - 3 Open House events, quarterly board meetings, monthly parent meetings, and monthly college and career events. All families are invited and their participation and feedback is encouraged, but we consistently have low attendance at these events and attracting families to these events is an area of growth for us. Delta has recently begun receiving Title I funds and will create a School Site Council to assist in making decisions regarding the funds. Delta plans to enlist parents of underrepresented groups in order to bring more attention to their needs."	"Delta will continue refining our via emails, newsletters, and other communication outreach to underserved families in order to elicit their feedback regarding our operations and offerings."	5	5	5	5	4	4	5	5	4	3	3	3	Met	6/14/2022	2022
39686276119309	Delta Charter	3	"The school continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. Both the Annual District Climate Survey and COVID Survey were administered. The number of respondents increased from the prior year."	"Delta Charter school continues to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	"The LEA and all Educational Partners recommend the following :   • Provide ongoing opportunities for the academic learning recovery  • Continue to maintain a high level of communication and opportunities for two-way communications among all Educational Partners  • Expand the school plan to increase support and monitoring of the social and emotional well being supports and services  • Expand Professional Development and training to all staff in support of early detection of social and emotional needs and instructional strategies in ELA/ELD, and math  • Add new a plan to develop an Adult ELD class to support parents to learn the English language."	"Through concerted efforts to provide direct interventions to students and to support instruction through dedicated instructional personnel, research-based professional development, and daily focused Phonemic Awareness skill building at the K-3 grades, we have been able to make continuous improvements in student achievement. Additionally, through a review of English Learner data, the work of our English Learner Specialist has shown significant increases of academic growth through the designated ELD instruction to all levels of English Learners. These strategies and systems of support shall continue and will build upon academic gains."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	"We demonstrated an increase in participation for both District Annual Climate Survey and and our ELAC/DELAC meetings. We have strengthened our participation among our Educational Partner groups including Administration, Certificated and Classified Personnel and our School Board in program and fiscal decision making ."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	4	4	3	4	4	4	3	3	3	3	3	3	Not Met	10/18/2022	2022
39686270136135	Delta Charter Online	3	"We demonstrated an increase in participation for both District Annual Climate Survey and and our daily ADA. We have strengthened our participation among our Educational Partner groups including Administration, Certificated and Classified Personnel and our School Board in program and fiscal decision making as well as updates to operations."	"Professional development was identified as a continued area of need that includes 1) how to effectively teach and support all learners in the area of math, ELA and social development and 2) how to utilize data to help inform instruction and remediation to meet the needs of all students and 3)  classroom instruction in the area of small group, whole class and classroom engagement. strategies."	"During the 2021-2022 school year, the District involved our Educational Partners in strengthening the home to school connections by periodically sending letters and recorded phone message communications. Additionally, Delta Charter Online Principal and Teachers held meetings via ZOOM and in-person to discuss a myriad of topics including school operations, academic progress and programs, and sharing local resources for families."	"Through concerted efforts to provide direct interventions to students and to support instruction through dedicated instructional personnel and research-based professional development,  we have been able to make continuous improvements in student achievement. Additionally, through a review of English Learner data, the work of our English Learner Specialists have shown significant increases of academic growth through the designated ELD instruction to all levels of English Learners. These strategies and systems of support shall continue and will build upon academic gains."	"A need identified was for further development of systems of support for students with social and behavioral needs.  Delta Charter Online is looking to provide a system for early detection, monitoring and analysis of how the resources and identified staff is supporting students. Data gathered from both the School Psychologist and Mental Health Specialist, Licensed Therapist revealed there was an increase of referrals for services from students or a members of the family. As a result, the school is working closely with the Deputy Superintendent of Education Services to support and monitor instruction, provide needed social and behavioral learning resources /supports and provide professional development that provides effective teaching and learning strategies for teachers. Additionally, the Annual District Stakeholder Survey participation rate is an area of focus to work toward a 40% participation rate in the 2022-2023 school year."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, monthly ILP and Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	"We demonstrated an increase in participation for both District Annual Climate Survey and and our daily ADA. We have strengthened our participation among our Educational Partner groups including Administration, Certificated and Classified Personnel and our School Board in program and fiscal decision making."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, ILP and Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, ILP and Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	4	5	4	3	3	4	5	5	5	5	5	4	Not Met	10/18/2022	2022
34674130114660	Delta Elementary Charter	3	"Focusing on its mission, River Charter Schools encourages families and community members to participate in supporting students in a variety of ways which may include volunteering in the classroom, participation on committees, attending board meetings, providing input on surveys, attending field trips, school events, sporting events, and various meetings.  River Charter Schools is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement.   The COVID-19 pandemic made some engagement opportunities much more challenging in the 2021-22 school year because we were unable to allow many of our in-person interactions. However, we quickly transitioned all meetings and workshops to virtual events which did show to be successful, in some cases, we had a higher participation rate. Because of the restrictions that have been put in place because of the COVID-19 pandemic, we realize that engagement has been very different and difficult for many this year. We have worked diligently to provide opportunities for our families and other stakeholders to continue to participate and engage with us. We are excited for the 22-23 school year and look forward to the day we return to “normal” and can invite our families and volunteers back to campus. Until then, and once we do return, we will continue to identify ways to meaningfully collaborate with and engage our families, ensuring the voices of all families are heard."	"River Charter Schools has a strong history of seeking input from stakeholders when making decisions. This year in particular, we have relied heavily on them to guide our work as we have planned and implemented various educational models and prioritized and outlined goals and actions for our students in the coming years. We ensure that we seek input from our underrepresented families and use that to help inform decisions. We plan to continue the important work of engaging with our families and seeking their input to improve or expand upon the opportunities we offer."	"River Charter Schools has a strong history of seeking input from stakeholders when making decisions. In working with our underrepresented families, we have continued to work with various committees to ensure all voices are heard. We also regularly connect with families using our parent communication systems and track response rates. We ensure that we seek input from our underrepresented families and use that to help inform decisions. We plan to continue the important work of engaging with our families and seeking their input to improve or expand upon the opportunities we offer."	"River Charter Schools embeds several days into their calendar dedicated to professional learning opportunities for their teachers and staff. These are aligned to LCAP goals and designed to enhance the depth of understanding of California academic standards. Teachers also work closely through the collaborative process to identify student needs, set goals, and monitor progress. We also provide time for teachers to conduct peer observations to learn from and develop high-quality instructional practices. Our weekly calendar includes early release Wednesdays which allows teachers time to co-plan with their grade level team, their instructional coaches, and administration."	"An area of focus for River Charter Schools in the 22-23 school year is recovery from the pandemic closures. Students are behind academically, but also social-emotionally. River Charter Schools is committed to providing solutions to these student needs. Our task for the beginning of the year is to identify those needs and develop strategies to improve student outcomes. The administration, our teachers and para-professionals will work together to analyze the data and develop and implement strategies. One specific tactic that will be use is a data conference. In this conference, teachers will be given release time to work with other teachers and leaders to analyze student data to know the students by name and need."	"An area of focus for River Charter Schools in the 22-23 school year is recovery from the pandemic closures. Students are behind academically, but also social-emotionally. River Charter Schools is committed to providing solutions to these student needs. Our task for the beginning of the year is to identify those needs and develop strategies to improve student outcomes. The administration, our teachers and para-professionals will work together to analyze the data and develop and implement strategies. One specific tactic that will be use is a data conference. In this conference, teachers will be given release time to work with other teachers and leaders to analyze student data to know the students by name and need. River Charter Schools believes that a part of knowing each student by name and need is understanding their specific situation, including any traumas or biases these students may have experienced. We endeavor to ensure that a multi-disciplinary team is present to help understand the data and the needs of each student."	"Focusing on its mission, River Charter Schools encourages families and community members to participate in supporting students in a variety of ways which may include volunteering in the classroom, participating on committees, attending board meetings, providing input on surveys, attending field trips, school events, sporting events, and various meetings.  River Charter Schools is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement.   The COVID-19 pandemic made some engagement opportunities much more challenging in the 2021-22 school year because we were unable to allow many of our in-person interactions. However, we quickly transitioned all meetings and workshops to virtual events which did show to be successful, in some cases, we had a higher participation rate. Because of the restrictions that have been put in place because of the COVID-19 pandemic, we realize that engagement has been very different and difficult for many this year. We have worked diligently to provide opportunities for our families and other stakeholders to continue to participate and engage with us. We are excited for the 22-23 school year and look forward to the day we return to “normal” and can invite our families and volunteers back to campus. Until then, and once we do return, we will continue to identify ways to meaningfully collaborate with and engage our families, ensuring the voices of all families are heard."	"River Charter Schools has a strong history of seeking input from stakeholders when making decisions. This year in particular, we have relied heavily on them to guide our work as we have planned and implemented various educational models and prioritized and outlined goals and actions for our students in the coming years. We ensure that we seek input from our underrepresented families and use that to help inform decisions. We plan to continue the important work of engaging with our families and seeking their input to improve or expand upon the opportunities we offer."	"River Charter Schools has a strong history of seeking input from stakeholders when making decisions. In working with our underrepresented families, we have continued to work with various committees to ensure all voices are heard. We also regularly connect with families using our parent communication systems and track response rates. We ensure that we seek input from our underrepresented families and use that to help inform decisions. We plan to continue the important work of engaging with our families and seeking their input to improve or expand upon the opportunities we offer."	4	5	5	5	4	4	4	5	4	4	4	4	Met	6/20/2022	2022
39686270129890	Delta Home Charter	3	"We demonstrated an increase in participation for both District Annual Climate Survey and and our daily ADA. We have strengthened our participation among our Educational Partner groups including Administration, Certificated and Classified Personnel and our School Board in program and fiscal decision making as well as updates to operations."	"Professional development was identified as a continued area of need that includes 1) how to effectively teach and support all learners in the area of math, ELA and social development and 2) how to utilize data to help inform instruction and remediation to meet the needs of all students and 3)  classroom instruction in the area of small group, whole class and classroom engagement. strategies"	"During the 2021-2022 school year, the District involved our Educational Partners in strengthening the home to school connections by periodically sending letters and recorded phone message communications. Additionally, Delta Home held meetings via ZOOM and in-person to discuss a myriad of topics including school operations, academic progress and programs, and sharing local resources for families."	"Through concerted efforts to provide direct interventions to students and to support instruction through dedicated instructional personnel, research-based professional development, and daily focused Phonemic Awareness skill building specifically at the K-3 grades, we have been able to make continuous improvements in student achievement. Additionally, through a review of English Learner data, the work of our English Learner Specialists have shown significant increases of academic growth through the designated ELD instruction to all levels of English Learners. These strategies and systems of support shall continue and will build upon academic gains."	"A need identified was for further development of systems of support for students with social and behavioral needs.  Delta Home is looking to provide a system for early detection, monitoring and analysis of how the resources and identified staff is supporting students. Data gathered from both the School Psychologist and Mental Health Specialist, Licensed Therapist revealed there was an increase of referrals for services from students or a members of the family. As a result, the school is working closely with the Deputy Superintendent of Education Services to support and monitor instruction, provide needed social and behavioral learning resources /supports and provide professional development that provides effective teaching and learning strategies for teachers. Additionally, the Annual District Stakeholder Surveys had a 14%  participation rate in the survey. The school will be working toward a 40% participation rate in the 2022-2023 school year."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, monthly ILP and Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	"We demonstrated an increase in participation for both District Annual Climate Survey and and our daily ADA. We have strengthened our participation among our Educational Partner groups including Administration, Certificated and Classified Personnel and our School Board in program and fiscal decision making."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, ILP and Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, ILP and Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	5	5	5	5	3	4	4	5	4	4	3	3	Not Met	10/18/2022	2022
39686270136028	Delta Keys Charter	3	"We demonstrated an increase in participation for both District Annual Climate Survey and and our daily ADA. We have strengthened our participation among our Educational Partner groups including Administration, Certificated and Classified Personnel and our School Board in program and fiscal decision making as well as updates to operations."	"Professional development was identified as a continued area of need that includes 1) how to effectively teach and support all learners in the area of math, ELA and social development and 2) how to utilize data to help inform instruction and remediation to meet the needs of all students and 3)  classroom instruction in the area of small group, whole class and classroom engagement. strategies."	"During the 2021-2022 school year, the District involved our Educational Partners in strengthening the home to school connections by periodically sending letters and recorded phone message communications. Additionally, Delta Keys Principal and Teachers held meetings via ZOOM and in-person to discuss a myriad of topics including school operations, academic progress and programs, and sharing local resources for families."	"Through concerted efforts to provide direct interventions to students and to support instruction through dedicated instructional personnel and research-based professional development,  we have been able to make continuous improvements in student achievement. Additionally, through a review of English Learner data, the work of our English Learner Specialists have shown significant increases of academic growth through the designated ELD instruction to all levels of English Learners. These strategies and systems of support shall continue and will build upon academic gains."	"A need identified was for further development of systems of support for students with social and behavioral needs.  Delta Charter Online is looking to provide a system for early detection, monitoring and analysis of how the resources and identified staff is supporting students. Data gathered from both the School Psychologist and Mental Health Specialist, Licensed Therapist revealed there was an increase of referrals for services from students or a members of the family. As a result, the school is working closely with the Deputy Superintendent of Education Services to support and monitor instruction, provide needed social and behavioral learning resources /supports and provide professional development that provides effective teaching and learning strategies for teachers. Additionally, the Annual District Stakeholder Survey participation rate is an area of focus to work toward a 40% participation rate in the 2022-2023 school year."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, monthly ILP and Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	"We demonstrated an increase in participation for both District Annual Climate Survey and and our daily ADA. We have strengthened our participation among our Educational Partner groups including Administration, Certificated and Classified Personnel and our School Board in program and fiscal decision making."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, ILP and Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, ILP and Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	4	5	4	3	3	4	5	5	5	5	5	4	Not Met	10/18/2022	2022
19642461996537	Desert Sands Charter	3	"The connection with our educational partners is a priority at Desert Sands. Through regular Parent  Meetings, including our Parent Advisory Committee and English Learner Advisory Committee,  Parent Teacher Conferences, student and family celebrations, school events such as Back to School  Night and Trunk or Treat, and weekly communication through our Data + Design system our  families express a sense of feeling highly connected to the school and their student’s progress as  evidence. One of our parents recently commented, “For me I know I feel that Desert Sands’ constant communication helps keep parents informed about events and resources available to our  families which is very inclusive.” Another parent commented, “Bringing the CARE Team to the  ELAC meeting was a great way to establish contact with the staff that is in charge with the  students career goals and emotional state.” Another parent commented, “Es un espacio muy  cogedor para todos, tanto para padres y alumnos.” This translates to say “It is a very welcoming  environment for everyone, just as much for parents and students.”"	"Desert Sands is focused to improve building relationships through SEL targeted professional  development. Additionally, we are leveraging our Community Liaison and Care Team to explore  barriers and challenges to our school community. One parent noticed that there was a better  turnout at parent meetings as attendance grew a little. She felt that the system of reaching out  with emails, paper invites and text could be working. This shows us that our educational partners  would like for us to continue our efforts in using different means of communication to inform  parents of different opportunities to be present. It will be important for us to continue all efforts  as we work to increase parental engagement."	"Desert Sands has implemented extended learning hours to include nights and weekends. This has  allowed more access to programming. We will continue to survey our foster, homeless, SPED, EL,  parenting, and African-American students to determine specific needs and preferences. We are  confident that both the different means used for parent engagement and systems of  communication will help this continued effort in keeping our educational partners connected and  continued growth in relationships. Through ongoing professional development, Desert Sands will  be able to discuss and implement strategies to be able to meet the different needs of our school  community."	"From the input received from our educational partners an area of strength is our frequent  communication with parents regarding their child’s progress. One parent stated, “Hay mucha  communicacion entre padres y maestros sobre el crecimiento del alumno.” This translates to,  “There’s a lot of communication between parents and teachers regarding their child’s progress.”  Between the different communications and opportunities to meet with teachers and the different  means to continue these relationships, our parents have tools accessible for their child’s  educational success."	"Desert Sands has identified opportunities to empower our families through effective, relevant  community partnerships. Specifically, our parents have asked for support surrounding  immigration, housing, taxes, and financial aid. One parent stated, “Moe communication should be  provided” in response to our progress in supporting our parents/families to understand legal rights  available to students and families. While educational rights are clearly and effectively  communicated to our educational partners, Desert Sands will work on strategies to help some of  our parents better understand. Another parent suggested a “School Night” to provide additional  opportunities for parent teacher conferences."	"Desert Sands recognizes that our local data is missing the voice of several subgroups: foster,  homeless, and parenting students. Educational partners in our underrepresented families have  expressed a strong confidence in service and support to our students. We will continue in our  commitment to inform our parents and provide partnership and accessibility in services as our  students continue on their educational journey."	"Our strength at Desert Sands is using different systems and opportunities to provide information  and solicit feedback from our educational partners. One parent commented, “Opportunities are  provided regularly for parents to join family/parent engagement activities.” Another parent  stated, “Yo en lo personal tengo buena experiencia en todo el personal y empleados porque se  involucran mucho con la familia y alumnos.” This translates to, “I personally have good  experiences with all staff because they are very involved with students and families.”"	"Desert Sands has determined that it is vital to offer multiple points of entry–day, time, space–to  engage our families. We are seeking to expand our hours to include multiple evening and weekend  events."	"Desert Sands will continue to strategize different ways we can continue to involve and better  engage our families through the feedback received at our advisory meetings, parent surveys and  staff and student conversations. We will improve services by hiring certified, bilingual staff as well  as increase efforts of our recruitment of community members to join our team and where our  community needs exceed staff availability, we will partner with outside organizations to provide  excellent service to our students and families.  One key finding from the local survey was from parent/guardian responses. When asked in the  last school survey if they felt that their school encourages parents/guardians’ participation and  input in activities, events, parent workshops and meetings, 83% responded that they agreed and  strongly agreed. The school also continues to implement parent engagement activities like  PAC/ELAC, student recognition days, Parent University workshops, open houses, back-to-school  nights, and parent-teacher-student conferences."	5	5	4	5	5	5	5	4	5	5	5	5	Met	6/1/2022	2022
33670580000000	Desert Sands Unified	3	"Our educational partners commend Desert Sands for good communication through Peachjar, School Messenger, and newsletters. Opportunities for families and teachers to interact are appreciated, including back-to-school nights, parent conferences, parent nights, ParentVue, Class Dojo, emails, phone calls, and newsletters."	"Our educational partners expressed disappointment that they were not more involved at the schools during the pandemic, but most understand that the safety of students and staff is a high priority. Families would like more opportunities for parents and educators to interact outside of advisory groups. It was expressed that staff may benefit from professional development opportunities to  understand better cultures, different family dynamics, and strategies to build consistent communication and trust with families."	"As restrictions from the pandemic ease, opportunities for families to be involved in school will increase including our volunteer program, assemblies, advisory group, and in-person parent-teacher conferences."	"Our educational partners are happy about the implementation of our Multi-tiered System of support and believe this is a step in the right direction of improving partnerships with families, especially for students with academic or behavioral challenges. Families appreciate the Parent and Student Rights and Responsibilities handbook shared each year. Additionally, they appreciate it when schools provide information on their websites and student handbooks."	"It was shared that elementary schools do an exceptional job at communicating information; however there are opportunities for improvement at our secondary schools to be more consistent and positive. There is a thought that families of English learners are often underrepresented and may not participate due to the feeling that their voices may not be heard.  Our educational partners expressed that our school staff would benefit from professional learning to improve a school’s capacity to partner with families. The pandemic created challenges with improving partnerships with families due to limited access to school facilities. As restrictions ease, it is important for families to feel welcome in our schools to support  student success."	Desert Sands is committed to ensuring families of our underrepresented students are involved in their child’s education. A new job is being created for an English learner Coordinator who will work closely with our English learner families and provide professional development for our staff.	"Overall, our educational partners believe our advisory groups are a strength, providing opportunities for families to be part of the decision-making process. The State & Federal projects team do a wonderful job supporting families, bringing in guest speakers, providing data, and gathering input from our advisory district level groups. The Parent Institute for Quality Education (PIQE) is a strength for our district and should continue to expand."	"It was shared that advisory group participation was lower this year at certain schools, believed to be due to challenges of virtual meetings or a focus on other priorities at the school. For many families, the timing of the meetings often means they can not be involved. Just because a family does not engage does not mean they don’t care; we just need to be more creative in our efforts to engage. It was suggested that our school leaders could benefit from collaborative time to share best practices to build relationships, and reach out to families to bring our underrepresented families into the school community."	"Although a strength, more work is needed to engage more parents, especially in our unduplicated population. Although PIQE is a strength, it is limited to a few schools."	3	4	3	4	2	4	3	3	3	3	3	3	Met	6/21/2022	2022
36103636111918	Desert Trails Preparatory Academy	3	"DTPA historically has fostered and maintained positive relationships between school staff and families.  DTPA has continuously  provided open and transparent communication between teachers, counselors, and parents.  The COVID-19 pandemic caused DTPA to further strengthen the relationships between parent and school. DTPA began partnering with parents on a weekly basis to share information on scholar progress and scholar needs. Teachers provided parents access to Dojo and Remind communication which provided easier access to teachers, assignments, and tasks.  In this process, we have seen stronger relationships develop between school staff and parents, than we have seen in prior years.  Parents confidently feel that staff is accessible for the needs of their children."	"DTPA has identified that we would like to continue to make progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. Therefore, DTPA is making an intentional effort to expose our school staff to the needs of our scholars in relation to their home environments, family backgrounds, and the demographics of the local school community.  We have identified that returning to in-person learning following the pandemic, has drawn to light many social-emotional factors that impact student learning.  Therefore, improving in this area for our staff is key in supporting closing the academic learning gap for our scholars."	"In addressing the environmental factors of our underrepresented families, DTPA is making progress in expanding our Student Support Services department.  This department addresses social-emotional issues, behavioral intervention strategies and scholar counseling.  This department also provides support to parents in order to provide them with support in helping their children.  Building relationships with families centered on the needs of the scholars helps to foster families to engage comfortably and in confidence with the school. Parents begin to realize that we at DTPA have a genuine concern for their child."	"Currently, DTPA has a strength in providing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  Open and transparent communication with our families is key to the overall academic success of our scholars.  Our staff provides friendly and courteous communication and feedback to parents, along with strategies that parents can utilize to support their child’s learning.  DTPA requires three formal parent-teacher conferences per academic school year, long with online access to teachers.  This provides parents an opportunity for ongoing and regular communication with teachers and the ability to stay abreast of their child’s academic progress, thus preventing their child from slipping through the cracks."	"One primary focus for DTPA is to continue making progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students.  Many families in the community we serve are underrepresented and lack access to many services within the community due to lower socio-economic conditions. Therefore, we have taken the beginning steps to provide our families to access."	"In order to support and engage our underrepresented families, DTPA will connect with our families most in need as identified through Student Support Services.  We have contracted with outside counselors and vendors such as Care Solace and Desert Mountain – SELPA to provide wraparound services to our most underrepresented community. Further, we will continue to employ staff that can support our scholars’ emotional needs based on environmental factors. Our staff will build relationships with parents addressing EL, Special Education, and SEL services thus building trust and confidence in our partnership."	A strength of DTPA is in providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community.  DTPA makes themselves accessible to community input on a regular basis.  Parent surveys and ongoing parent-teacher conferences serve as the initial point of engagement within our school community.  Parent feedback is crucial in our decision-making process.	"DTPA has identified the need to continue to make progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making.  The administration and staff of DTPA has recognized that many families do not engage in decision-making when made available to them. Therefore, we would like to increase parent involvement in the decision-making process as much as possible."	"In order to engage   underrepresented families in the decision-making process at DTPA, DTPA will provide various community opportunities  that  engage the attention of those identified as underrepresented.  The school will also strive to understand how to effectively communicate with the community by understanding culture, language and  socio-economic conditions. The school will make a concerted effort to partner with local agencies and vendors who can provide training to our team to help build their capacity of understanding and empathy for the community we serve."	5	4	3	5	4	4	5	4	4	3	4	4	Met	6/27/2022	2022
41690470129759	Design Tech High	3	"This past year, the school hired a community connections coordinator to help reconnect families to the school after almost two years of distance learning.  The position focused on bringing in parents as guest speakers and supporting other events.  We also increased the communication sent out to families with a strong focus on the classroom experience."	"We need to build up a common framework for understanding the expectations of the restorative discipline process at Design Tech, and also help the families understand how they can support their children in taking advantage of the opportunities offered at the school."	"We are establishing a school advisory council made up of two parents, two students, and two staff members.  This group will meet monthly with the school director to discuss progress on the school priorities and share other strengths and concerns with the school director.  These meetings will help create a direct line of communication between key educational partners and the school leadership team.  In building this advisory committee the school will do outreach to families who may be underrepresented in school partnerships."	Incoming families have a clear understanding of Competency-Based Learning and how the intersession program supports important student outcomes.	"We need to build a common understanding of a meaningful and challenging academic experience and the partnership between school and educational partners needed to support the experience, as well as communicating all of the opportunities available to students at Design Tech.  We can also work to improve knowledge of the concurrent enrollment process."	"The advisory council identified in the previous section will focus on the school’s priorities, two of which tie directly to student outcomes.  These are making content classes challenging and meaningful, and supporting student in taking advantage of the opportunities at Design Tech."	"We take feedback from our educational partners very seriously, and we survey students once each semester.  In addition, we seek feedback from our partners during monthly town hall meetings, so there is considerable access."	We need to build a better system for gathering data from all of our educational partners and how we can disseminate the information to all of the partners.	The newly formed school advisory council will focus on underrepresented families.	3	3	2	3	3	4	3	4	2	2	3	3	Met	6/8/2022	2022
15634200000000	Di Giorgio Elementary	3	"The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights."	"The Di Giorgio Elementary School District makes every effort to build lasting relationships with parents. Communication is made via phone calls, letters/flyers mailed home as well as sent with students in parents' preferred language. To reach more parents and families in a short amount of time, Di Giorgio has started using the platform ParentSquare. ParentSquare will allow parents, teachers, and administration to communicate with all parents via all calls, text messages, and app notifications. All communications in ParentSquare are sent in parents' preferred language."	"The Di Giorgio School District makes every effort to seek input from all families, with a focus on engaging underrepresented families. All parents are encouraged to attend Parent Advisory, ELAC/DELAC, and event planning committees. Surveys and communications are mailed, sent electronically, and phone calls are made to follow up with families. All communication and input gathered is in parents' preferred language."	"The Di Giorgio School District prides itself in building partnerships for student outcomes. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights."	"The Di Giorgio Elementary School District makes every effort to gather input from educational partners. Communication is made via phone calls, letters/flyers mailed home as well as sent with students in parents' preferred language. To reach more parents and families in a short amount of time, Di Giorgio has started using the platform ParentSquare. ParentSquare will allow parents, teachers, and administration to communicate with all parents via all calls, text messages, and app notifications. All communications in ParentSquare are sent in parents' preferred language.  All surveys and notices are sent via ParentSquare and flyers/photocopies."	"The Di Giorgio School District makes every effort to seek input from all families, with a focus on engaging underrepresented families. All parents are encouraged to attend Parent Advisory, ELAC/DELAC, and event planning committees. Surveys and communications are mailed, sent electronically, and phone calls are made to follow up with families. All communication and input gathered is in parents' preferred language."	"The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights."	"The Di Giorgio Elementary School District makes every effort to gather input from educational partners. Communication is made via phone calls, letters/flyers mailed home as well as sent with students in parents' preferred language. To reach more parents and families in a short amount of time, Di Giorgio has started using the platform ParentSquare. ParentSquare will allow parents, teachers, and administration to communicate with all parents via all calls, text messages, and app notifications. All communications in ParentSquare are sent in parents' preferred language.  All surveys and notices are sent via ParentSquare and flyers/photocopies."	"The Di Giorgio School District makes every effort to seek input from all families, with a focus on engaging underrepresented families. All parents are encouraged to attend Parent Advisory, ELAC/DELAC, and event planning committees. Surveys and communications are mailed, sent electronically, and phone calls are made to follow up with families. All communication and input gathered is in parents' preferred language."	4	4	4	4	4	4	3	3	4	4	3	3	Met	6/8/2022	2022
44697994430245	Diamond Technology Institute	3	"The data from our annual Youth Truth Report and local data regarding the area of Relationships is in the 59th percentile for students, 84th percentile for families, and 89th percentile for staff. These indicators are above well above the average for survey participants. This includes the following focus: 1. The degree to which students feel they receive support and personal attention from their teachers 2.  The degree to which families experience positive relationships in their school based on respect, care and approachability. 3.  The degree to which staff experience positive relationships in their school based on respect, care and approachability."	The following areas have been identified as areas for growth in building relationships: 1. Clear effort to understand what student life is like outside of school. 2. The ability to approach leadership with concerns. 3. The ability for staff to approach other staff about concerns.	"Based on our annual Youth Truth and local data, the following improvements have been identified: 1. Teachers regularly communicate expectations of student progress. 2. Providing continuous feedback on student progress. 3. Receiving information on what students should learn and be able to do."	"The data from our annual Youth Truth Report regarding the area of Engagement Expectations is in the 74th percentile for students, the 93rd percentile for families, and the 100th percentile for staff. These results are far above the normative data from the survey. These include the following indicators: 1. Academic Rigor 2. Resources 3. Culture"	The following areas have been identified as areas for growth in building partnerships for student outcomes: 1. Understanding the steps to take in order to apply to college. 2. Identifying adults and resources for student success. 3. Value added policies and procedures.	"Based on our annual Youth Truth and local data, the following improvements have been identified: 1. Curriculum and instruction that supports scaffolding and build on concepts. 2. Connecting students to college and career readiness. 3. Strengthing student and teacher collaboration."	"The data from our annual Youth Truth Report regarding the area of Engagement is in the 59th percentile for students, 70th percentile for families, and 67th percentile for staff. These indicators are well above the average for survey participants. This includes the following focus: 1. The degree to which students perceive themselves as engaged with their school and their education. 2. The degree to which families are engaged in their school and empowered to influence decision making. 3. The degree to which staff feel engaged in their work and empowered to influence their schools."	The following areas have been identified as areas for growth in seeking input for decision making: 1. Informing about important decisions regarding school 2. Feeling empowered to play a meaningful role in decision-making. 3. Stakeholders included in planning school activities.	"Based on our annual Youth Truth and local data, the following improvements have been identified: 1. Clear and frequent communication 2. Increase opportunities for involvement of all stakeholders"	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/20/2022	2022
37680490136614	Diego Hills Central Public Charter	3	"Diego Hills Central (DHC) engages its educational partners during the quarterly PAC and ELAC,  where feedback is garnished, and local data is shared, and input is requested. In addition, the  communication between the staff and educational partners is continuous by the use of multiple  communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone  calls home, text messages, emails, and updates posted in the school lobby."	"Based on input and data analysis, DHC would like to improve the number of participants who  attend the ELAC meetings. One way this can occur is by providing educational partners with  focused topics such as college planning, English classes for families, gang prevention, drug/alcohol  abuse, etc."	"To engage underrepresented families, DHC plans to make additional contacts home in the form of  L4L Connect Posts, phone calls, emails, text messages, and visits to the home. DHC has seen when  families are reached out to in multiple formats, their attendance at school events increases, and  the school-home relationship improves."	"Through the analysis of input from DHC's educational partners, the strengths include students  being supported in rigorous coursework, encouraged to graduate, and feeling connected to the  staff. Student relationships are built on face-to-face interactions, virtual classroom experiences,  and during small group instruction classes."	"Based on input and data analysis, DHC would like to improve the number of students who  participate in small group instruction classes, counseling events, and workforce partner workshops  and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase  student achievement."	"To engage underrepresented families and students, DHC's plans to make additional contacts home  in the form of L4L Connect Posts, phone calls, emails, text messages, and visits to the home. DHC  has seen when students are continuously engaged with communication from school-home, they are more engaged in their coursework, their attendance improves, and student-school  relationships are strengthened."	"DHC engages its educational partners during the quarterly PAC and ELAC, annual surveys, and  parent-teacher conferences where feedback is garnished, and local data is shared, and input is  requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, and updates posted in the school lobby."	"Based on input and data analysis, DHC would like to improve the number of students and families  who complete the annual survey to help inform the decision-making process. The rate of  completion, if improved, would help determine social-emotional support, new courses, and  academic support."	"To engage underrepresented families, DHC plans to make additional contacts home in the form of  L4L Connect Posts, phone calls, emails, text messages, and visits to the home. DHC has seen when  families are reached out to in multiple formats, their attendance at school events increases, and  the school-home relationship improves. Based on a family's preferred form of communication,  DHC will seek input for the decision-making process.  One key finding from the local survey was from parent/guardian responses. When asked in the last  school survey if they felt that their school encourages parents/guardians’ participation and input in  activities, events, parent workshops and meetings, 93% responded that they agreed and strongly  agreed. The school also continues to implement parent engagement activities like PAC/ELAC,  student recognition days, Parent University workshops, open houses, back-to-school nights, and  parent-teacher-student conferences."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/9/2022	2022
37681630137109	Diego Valley East Public Charter	3	"Diego Valley East (DVE) engages its educational partners during the quarterly PAC and ELAC, where  feedback is garnished, and local data is shared, and input is requested. In addition, the  communication between the staff and educational partners is continuous by the use of multiple  communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone  calls home, text messages, emails, and updates posted in the school lobby."	"Based on input and data analysis, DVE would like to improve the number of participants who  attend the ELAC meetings. One way this can occur is by providing educational partners with  focused topics such as college planning, English classes for families, gang prevention, drug/alcohol  abuse, etc."	"To engage underrepresented families, DVE plans to make additional contacts home in the form of  L4L Connect Posts, phone calls, emails, text messages, and visits to the home. DVE has seen when  families are reached out to in multiple formats, their attendance at school events increases, and  the school-home relationship improves."	"Through the analysis of input from DVE's educational partners, the strengths include students  being supported in rigorous coursework, encouraged to graduate, and feeling connected to the  staff. Student relationships are built on face-to-face interactions, virtual classroom experiences,  and during small group instruction classes."	"Based on input and data analysis, DVE would like to improve the number of students who  participate in small group instruction classes, counseling events, and workforce partner workshops  and receive mental health/social-emotional services. Increasing the number of students  participating in the above events will improve the student-school relationships and increase  student achievement."	"To engage underrepresented families and students, DVE plans to make additional contacts home  in the form of L4L Connect Posts, phone calls, emails, text messages, and visits to the home. DVE  has seen when students are continuously engaged with communication from school-home, they are more engaged in their coursework, their attendance improves, and student-school relationships are strengthened."	"DVE engages its educational partners during the quarterly PAC and ELAC, annual surveys, and  parent-teacher conferences where feedback is garnished, and local data is shared, and input is  requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, and updates posted in the school lobby."	"Based on input and data analysis, DVE would like to improve the number of students and families  who complete the annual survey to help inform the decision-making process. The rate of completion, if improved, would help determine social-emotional support, new courses, and academic support."	"To engage underrepresented families, DVE plans to make additional contacts home in the form of  L4L Connect Posts, phone calls, emails, text messages, and visits to the home. DVE has seen when  families are reached out to in multiple formats, their attendance at school events increases, and  the school-home relationship improves. Based on a family's preferred form of communication,  DVE will seek input for the decision-making process.  One key finding from the local survey was from parent/guardian responses. When asked in the last  school survey if they felt that their school encourages parents/guardians’ participation and input in  activities, events, parent workshops and meetings, 100% responded that they agreed and strongly  agreed. The school also continues to implement parent engagement activities like PAC/ELAC,  student recognition days, Parent University workshops, open houses, back-to-school nights, and  parent-teacher-student conferences."	4	4	4	5	4	5	4	5	4	4	4	4	Met	6/9/2022	2022
37103710137752	Dimensions Collaborative	3	Dimensions has a robust professional learning plan to support staff in buidling relationships with families.  All staff are trained in Positive Discipline and parenting workshops are offered every year.  Each student is assigned an Educational Facilitaor (EF) with a California Teaching Credential to support their learning.  The EF works with the student and family to develop a personalized learning plan that leads to self-directed learning. A Hybrid Program option includes up to four days of classes for students who need more support.	Work is being done to develop skills in staff members in having crucial conversations and developing conversational capacity in dealing with important matters. Development of strong communication is ongoing.	Dimensions has an English Learning Manager working to expand opportunities for English Learners to become self-directed learners.  An ELAC is being developed to allow for parent voice into program development.	"Dimensions builds strong partnerships with students and families through multiple measures, including tracking parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings. The annual survey results are reported to the community and local governing board."	Contitnued development of strong communication practices will lead to improvement in building partnerships for student outcomes.	Engagement will be improved with underrepresented families through translation services and the development of an ELAC.	Dimensions currently has a parent advisory council for parents. Dimensions measures parent engagement by seeking input from parents through an annual survey. The annual survey results are reported to all staff and the local governing board. Data is used for decision making purposes.	Dimensions is working to train staff in identifying and seeking feedback from all unduplicated students groups in order to develop a stronger program where all educational partners have voice in the decision making process.	ELAC is being created to allow more input from our English Learners in program development.	3	3	3	3	4	4	4	4	4	3	3	3	Not Met	9/28/2022	2022
54755310000000	Dinuba Unified	3	"Over the past few years, Dinuba Unified has worked to build capacity in the area of trauma informed practices to provide understanding of the needs of many of our students and families. In addition, clerical staff has been through a series of customer service trainings in an effort to maintain a welcoming environment at school sites. We would consider this one of our strengths.  Through various parent workshops and outreach, staff is able to work with families and engage in 2-way communication. Community Liaisons assist in reaching out to parents regarding student attendance and school activities. Parents are invited to attend parent-teacher conferences, back-to-school nights, student performance, academic awards events and many other school sponsored activities that allow parents to hear from school staff and engage in conversations related to their child's progress. The district provides access to current student progress through the student information system parent portal. Parents may access student attendance and grades through the portal allowing them to monitor their child's progress on a regular basis. Teachers also use various forms of communication to keep parents informed of activities and student progress such as Blackboard Connect and the Remind app."	"Through the challenges of the pandemic and fully reopening after school closures, Dinuba Unified  recently worked to develop more effective ways to reach parents to communicate student progress and attendance. This is an area the district would like to continue to work on as we further develop this communication with parents. Educational Partner feedback indicates this is an area that could continue to be developed."	"Parent workshops are held on various topics throughout the year with each site focusing on their specific parent needs. Department leads and coordinators provide workshops for Migrant families, parent of English Learners, GATE students,  and Academy students. This is an area that will continue to be developed and implemented."	"Parent engagement has been a key priority for Dinuba Unified over the past several years. Staff is encouraged to build healthy relationships with students and families and encourage families to be a part of their school environment. The district ensures that ALL parents have access to information by providing translation and interpretation services at all meetings and through all district communications. The district has identified the need to provide professional development and opportunities for staff to learn more about students' cultures and to be sensitive to students from diverse cultures as they assimilate into our district. Recognizing the contributions of the diverse cultures, traditions and families within our community is critical in helping our families engage in the education of their children."	"Dinuba Unified School Distrcit believes that this, along with access the Learning and Guidance Center, provides information and resources to facilitate and support student learning and mental health. Through various parent workshops and outreach, staff is able to work with families and engage in 2-way communication.  Parent /Teacher conferences provide opportunities to discuss student progress. Other opportunities for these discussions would be students referred to Student Study Team (SST)  or through Individucalize Education Plan (IEP) meetings."	"Staff works to empower and inform parents of their rights to advocate for their child. However, providing professional learning and support to staff in this area would be an area to improve."	"All school sites have established School Site Councils (SSC) and English Learners Advisory Committees (ELAC) where they seek parent input in site level decision making related to instruction, parent engagement activities, English Learner programs and on site level budgets and expenditures. At the District level, parents are involved in the District English Learner Advisory Committee (DELAC), the District Advisory Committee (DAC) and have the opportunity to attend forums hosted by the Superintendent throughout the year. Each year Dinuba Unified School District holds a training for School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC). These trainings target site administrators and parents involved in these committees at the school and district level. We believe this is one of our strengths in this area."	An area the district would like to make stronger would be to continue to seek out and provide opportunities for underrepresented groups in the school community to have input in programs and policies.	Staff works to empower and inform parents of their rights to advocate for their child.	4	5	4	4	5	4	4	3	5	5	3	4	Met	6/23/2022	2022
39754996118665	Discovery Charter	3	"Discovery Charter has a sustainable parent outreach plan that is highlighted by the School Improvement Committee (SIC). This committee is made up of Parents, Teachers, Administrators, Board Members and students and meets once per month to discuss all issues related to school action plan. Community involvement is a key to the process. Discovery Charter also has created ""Parent Café"" which is an outreach to our English Language Learner families to ensure they have a voice in the learning environment. The Parent Café meets once per month and includes members of Discovery Charter's EL staff to facilitate the contribution."	"Discovery Charter is continuing its outreach to increase the number of parents and families involved with both the SIC meetings and the Parent Café by advertising in the weekly electronic newsletter ""Charter Chatter"" and by sending home informational flyers."	The EL Coordinator makes phone calls to each EL family to inform them about how they can become involved with the school as well as enlighten them about different opportunities available for their students. Our special education department has a specific section dedicated to their program in the charter chatter electronic newsletter and also make reach out via phone calls to the families of Special Education students.	"Discovery Charter strength is its strong relationships with stakeholders. Parents are routinely involved and meet often with teachers, Special Education staff, EL Coordinators and Administrators."	Discovery Charter is focused on improving outreach efforts and communication with the goal of maximizing parent involvement. iReady results are sent home three times per year to measure progress. Parent/Teacher conferences are also held three times per year to discuss performance with parents.	Discovery Charter will continue to work with our EL department to continue building partnerships with our underrepresented families.	The Discovery Charter School Improvement Committee has been an invaluable resource and program that has significantly increased the amount of stakeholder engagement at the school.	Discovery Charter will continue to work with all stakeholders to gather their input for the decision making process.	"Discovery Charter will continue its outreach programs via our electronic newsletter ""Charter Chatter"" and continue to emphasize the outreach conducted by our Special Education and EL departments."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/10/2022	2022
43104390111880	Discovery Charter	3	"Discovery Charter School is a parent partnership school.  Discovery families volunteer in the school on a regular basis. Discovery ensures that parents can volunteer in ways which reflect their own skills, interest, talents, and time; as well as, taking into consideration classroom/program needs and the constraints of family, work, and other commitments outside of school. The 2022 annual parent survey indicates 80% of parents feel connected to the school community."	"Due to COVID prevention policies, the number of families that could participate on campus was reduced.  Discovery plans to eliminate some of these policies and anticipates parents being able to return to campus."	Discovery will provide materials translated into multiple languages and conduct meetings in Spanish and English to build stronger relationships with families whose first language is not English.	"Discovery Charter School is a parent partnership school. Parents continue to be an integral part of our program. Parents and staff participate together in our positive discipline training to support positive student behavior.  With the onset of COVID-19, their ability to assist the teachers has changed how we deliver our program.  72% of families attended parent-teacher conferences, school workshops, or other school-wide family events in 2021-22. 75% of families met their volunteer commitments."	"Parent participation levels have dropped due to our safety protocols. As we come back at full capacity, we anticipate parents returning to full participation in our program."	Discovery will provide materials translated into multiple languages and conduct meetings in Spanish and English to build strong partnerships for student outcomes with families whose first language is not English.	"78% of parents provided parental input in decision-making. Discovery seeks parent input in the decision-making process in many ways such as community meetings, parent surveys, Program Site Council and Discovery's Board of Director meetings. ""Donuts with Debby"" are quarterly community meetings with the principal where important topics such as the LCAP and financials are presented and explained. Parent surveys are distributed during the school year and give parents an opportunity to give feedback, provide opinions and other input regarding our program. Program Site Council meetings are chaired and run by parent volunteers in conjunction with the principal. This forum offers opportunities for interested parents to share ideas and provide input into the decision-making process at Discovery. Discovery's Board of Directors meets monthly and is another avenue for parent/community involvement."	"Discovery’s focus area for improvement is seeking more frequent input and information more frequently from the entire school community. Many of our parents are very involved in the school community and we love their input.  The school would benefit from more frequent comprehensive surveys that include input from the administration, the governing board, teachers, staff, and families."	Discovery will provide materials translated into multiple languages and conduct meetings in Spanish and English.  Discovery will also encourage families to provide input in their primary language.	5	5	4	5	5	5	5	5	4	5	4	5	Met	6/22/2022	2022
37680236111322	Discovery Charter	3	Discovery increased parent attendance and engagement at school meetings such as Coffee with the Principal and our ELAC meetings by more than 50% over the previous year.  Parents comments have also communicated to admin that our increased efforts at having two way communication with parents and being present and available to meet with parents and members of the community  in a variety of ways are greatly appreciated and recognized.	"We have made efforts at reaching out to our families to see when are better times in the day to have parent meetings, community forums.  We have diversified our meetings to allow for some to be in person while others are virtual."	"Discovery is making efforts to provide more outreach to our families, more opportunities for staff to listen to the needs of our underrepresented families, offering more services, resources, and support from the school and the community."	"We have very strong communication with our educational partners: Coffee with the Principal meetings, ELAC, Safety Committee, School Board, parent conferences, IEPs, and PTC meetings.   We welcome and offer many volunteer opportunities, such as working in the library, classroom, coaching academic teams under the supervision of a certificated employee.   We have a very strong partnership with our local YMCA that provides before and after school programs that are academic and that provide enrichment programs to engage the students.  We also take our 2nd graders to the YMCA each year to learn to swim."	"Discovery is currently working closely with the YMCA in a partnership that will start providing a continuing of the school year an additional 30 days during our quarter breaks and the summer for our students most in need, such as our foster/homeless youth and our low-income students.  We continue to work on providing consistent communication between all teachers and parents, trying to get more EL parents engaged and informed."	"Discovery is continuing the process of providing multiple opportunities to attend meetings.  To communicate and inform parents about these important meetings we are providing multiple modes of communication: through email, phone, in person, and virtually. Admin is reaching out more to our underrepresented parents and families offering various supports and services.  We have partnered with our local family resource center. We are asking families what they need assistance with so that admin can provide the training, resources, or information, or refer the family to get the help and assistance needed."	"As mentioned before we provide multiple pathways for input from our educational partners when seeking input for decision-making.  We have multiple types of parent and community meetings where there is the opportunity for the parent or other participant to provide feedback, give input, advice, or a suggestion on upcoming needs or programs in the school.  Parents often ask questions for clarification and this informs admin of parent concerns and interests.  Notes from these meetings are posted on our website for others who were not able to attend to see what information was presented and what questions were asked.   We also survey our students and parents throughout the year, most notably with the Thought Exchange survey and the Hannover Survey.  We also survey our students with our own internal SEL survey at the beginning and end of each year.  This helps to inform our PBIS committee of student needs and current status."	"Discovery's focus area for improvement in seeking input for decision-making is to increase the diversity of input and representation from all the different subgroups of our educational partners, including different ethnicities, languages, and social - economic backgrounds."	"Discovery is seeking and offering multiple modes of communication and opportunities to participate in school events to improve the engagement our underrepresented families identified.  We have surveyed our underrepresented families asking them their preference for meeting dates and times and topics of interest for these meetings.  The barrier is the ability to attend meetings and events.  We are making efforts to diversify our meeting types, some in person and some online.  We have also increased the ways we promote these meetings to our underrepresented families by giving personal invites to each family sending it home with the student, as well as school messenger directly sent to the underrepresented families.  Our online school class dojo app sends messages directly to each parent's phone so that they are contacted that way as well."	5	5	3	5	4	4	5	3	5	5	5	5	Met	6/28/2022	2022
43104390127969	Discovery Charter II	3	"Discovery Charter School is a parent partnership school.  Discovery families volunteer in the school on a regular basis. Discovery ensures that parents can volunteer in ways which reflect their own skills, interest, talents, and time; as well as, taking into consideration classroom/program needs and the constraints of family, work, and other commitments outside of school. The 2022 annual parent survey indicates 80% of parents feel connected to the school community."	"Due to COVID prevention policies, the number of families that could participate on campus was reduced.  Discovery plans to eliminate some of these policies and anticipates parents being able to return to campus."	Discovery will provide materials translated into multiple languages and conduct meetings in Spanish and English to build stronger relationships with families whose first language is not English.	"Discovery Charter School is a parent partnership school. Parents continue to be an integral part of our program. Parents and staff participate together in our positive discipline training to support positive student behavior.  With the onset of COVID-19, their ability to assist the teachers has changed how we deliver our program. 72% of families attended parent-teacher conferences, school workshops, or other school-wide family events in 2021-22. 75% of families met their volunteer commitments."	"Parent participation levels have dropped due to our safety protocols. As we come back at full capacity, we anticipate parents returning to full participation in our program."	Discovery will provide materials translated into multiple languages and conduct meetings in Spanish and English to build strong partnerships for student outcomes with families whose first language is not English.	"78%of families provided parental input in decision-making in 2021-22. Discovery seeks parent input in the decision-making process in many ways such as community meetings, parent surveys, Program Site Council and Discovery's Board of Director meetings. ""Donuts with Debby"" are quarterly community meetings with the principal where important topics such as the LCAP and financials are presented and explained. Parent surveys are distributed during the school year and give parents an opportunity to give feedback, provide opinions and other input regarding our program. Program Site Council meetings are chaired and run by parent volunteers in conjunction with the principal. This forum offers opportunities for interested parents to share ideas and provide input into the decision-making process at Discovery. Discovery's Board of Directors meets monthly and is another avenue for parent/community involvement."	"Discovery’s focus area for improvement is seeking more frequent input and information more frequently from the entire school community. Many of our parents are very involved in the school community and we love their input.  The school would benefit from more frequent comprehensive surveys that include input from the administration, the governing board, teachers, staff, and families."	Discovery will provide materials translated into multiple languages and conduct meetings in Spanish and English.  Discovery will also encourage families to provide input in their primary language.	5	5	4	5	5	5	5	5	4	5	4	5	Met	6/22/2022	2022
19647330115253	Discovery Charter Preparatory #2	3	"STRENGTHS & PROGRESS:  Being a small charter school, the LEA has had the opportunity to service its neighboring communities and build respectful and lasting relationships with its families. The LEA takes pride in the environment it has created becoming an extension of the families it services. The LEA implements strategies and procedures, such as conducting parent monthly meetings, Parent Advisory Committee (PAC) meetings, ELAC meetings, School Site Council (SSC), and 504 Plans, Individualized Education Plan( IEP) meetings to develop a medium for parent engagement where 2-way communication between families and educators exists in a nurturing and welcoming environment.   We also have two student support programs provided by Federal Grants: Gear-Up and Think Together. Gear-Up’s mission is to track students from 8th grade through the first year of college. They help students and families with tracking student progress, setting goals and achieving objectives towards college and career readiness. Think Together provides tutoring services before and after school, and provides college and career readiness field trips during non-school days.   The pandemic made the LEA more aware of the need for mindfulness training for teachers, staff and students. Edgenuity and MindUP are two programs that are implemented in order to provide support with building self-esteem, having tools for anxiety, and teaching brain functionality. Counseling is also provided on and off the school site."	"FOCUS AREA FOR IMPROVEMENT:   The LEA’s campus has a positive culture overall, but there are a couple of areas which could use some fine-tuning. First, the school staff would like to increase parent engagement at school. Though many parents are active in attending parent meetings, it would be beneficial to all students if parents/guardians become more engaged with the school and the school’s mission of helping to prepare their children for college."	"In order to improve the engagement of underrepresented families, the LEA ensures all meetings are held in both English and Spanish. This is done to encourage regular attendance and involvement of non-English speaking parents.  Additionally, all communication to parents is provided in Spanish and English to further support parent involvement. This includes letters, memos, mass automated telephone messages, teacher phone calls and text messages.   As a result of COVID-19 we began conducting our parent meetings online via Zoom. Since this format garnered so much viewership, we have retained this format in order to facilitate attendance and promote parent engagement and two way communication.  As the percentage of English speaking and Spanish speaking parents has become more balanced, the Parent Liaisons have also started conducting monthly parent meetings for English speaking parents and Spanish speaking parents during two different time slots."	"STRENGTHS & PROGRESS:  Partnering with families to support our student success is a crucial part of our academic program. The LEA actively seeks out opportunities for professional development that would aid our leadership team and our teacher base in developing and growing their partnership with our families. The LEA provides the teachers trainings that give a more holistic view of not only the student, but the family and overarching community from which the students come from.  It is the goal of the LEA to provide families with as much information and resources to support student learning and development in the home. This includes providing Powerschool portal training to parents for real-time tracking of student grades, chromebook availability for completion of homework, after school tutoring, providing resources for mental health, as well as food/housing insecurity when needed. The LEA has an on staff parent liaison who helps with all communications between parents, students, and staff.   It is LEA’s goal to support our families in understanding their legal rights and to help them advocate for themselves and their students. As part of this goal, the LEA ensures annual dissemination of the written notice of our complaint procedures to students, employees, parents or guardians of its students, school and district advisory committee member, appropriate private school officials or representatives, and other interested parties that includes information regarding unlawful pupil fees and LCAP requirements.   With regards to our special education population, we provide all families with the literature governing their students’ IEP. This includes their rights as parents/guardians, what services are required by law, as well as any recourse they may take as part of an official complaint about the services provided to their student.    Additionally, to support our undocumented student population, the school partners with local agencies geared towards informing and educating parents about their legal rights and also provide resources for help with legal issues that may affect student success."	"FOCUS AREA FOR IMPROVEMENT:  The LEA can improve on formal communication between teachers and families regarding academics. The LEA hosts Back to School Night (Fall) and Open House (Spring), teachers communicate to parents through TalkingPoints, and are available to meet with parents as needed; however, there are no standard policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The LEA is in the process of planning more parent/teacher conferences for the upcoming school year."	"In order to improve the engagement of underrepresented families, the LEA ensures all meetings are held in both English and Spanish. This is done to encourage regular attendance and involvement of non-English speaking parents.  Additionally, all communication to parents is provided in Spanish and English to further support parent involvement. This includes letters, memos, mass automated telephone messages, teacher phone calls and text messages.   As a result of COVID-19, we also began conducting our parent meetings online via Zoom. Since this format garnered so much viewership, we have retained this format in order to facilitate attendance and promote parent engagement and two way communication."	"STRENGTHS & PROGRESS:   The LEA has parent decision-making input take place in the following ways:  1. Hosts multiple ELAC meetings annually to address the schools Title III/ELL/LTEL Educational Program, address the ELD program, and develop methods to support student learning.  2. Established and hosted multiple School Site Council (SSC) Meetings annually to address the schools Title I program and the academic support programs to increase ELA & Math student academic achievement.  3. Hosted monthly Parent Advisory Council (PAC) meetings. PAC meetings include representation from parents, Parent Liaison, and administration.  The LEA consults all stakeholders to develop the annual schoolwide action plan in alignment with the LCAP. Annual student/parent surveys are conducted online and at parent meetings during the school year. The purpose of these surveys is to measure school climate, experience, and address identified needs. Teachers and administration meet regularly to review data and determine the needs of all students. The Parent Advisory Council (PAC) and the Board of Directors with administration also review the information annually in order to determine needs.  All stakeholders within the school community are provided with opportunities to be involved in future planning, including addressing long-range capital needs. Parents, students, and staff can provide input by serving on any one of the various committees, by attending monthly Board of Directors or Parent meetings, or by completing the surveys previously mentioned. These are just a few of the many ways in which each individual’s voice can be heard and assist with the planning process.  Due to the implementation of decision-making opportunities between all stakeholders, the LEA received a 6 year accreditation through WASC. Additionally, parent contribution in decision making around college and career presentations and supports have garnered us a high college acceptance rate to 2 and 4 year colleges and universities."	"FOCUS AREA FOR IMPROVEMENT:  In an effort to recruit the involvement of more stakeholders for the development of our LCAP this year, we are planning to conduct monthly meetings with Student Council, school site council, ELAC, PAC and our Board of Directors. In the past we have had an adequate number of participants, but the LEA acknowledges that additional participants would be beneficial in diversifying the information incorporated in the various plans and budgets submitted yearly."	"In order to improve the engagement of underrepresented families, the LEA ensures all meetings are held in both English and Spanish. This is done to encourage regular attendance and involvement of non-English speaking parents.  Additionally, all communication to parents is provided in Spanish and English to further support parent involvement. This includes letters, memos, mass automated telephone messages, teacher phone calls and text messages.   As a result of COVID-19 we began conducting our parent meeting online via Zoom. Since this format garnered so much viewership, we have retained this format in order to facilitate attendance and promote parent engagement and two way communication."	5	5	5	4	5	5	5	5	5	4	5	5	Not Met	9/29/2022	2022
48705320122267	Dixon Montessori Charter	3	"Parent Teacher Organization (PTO) • We believe strongly that parents and guardians play an integral role in maintaining the culture and climate of our school community which fosters the success of all students. Dixon Montessori Charter School has an active and dynamic PTO. The PTO exists for the betterment of Dixon Montessori Charter School students and meets monthly. All parents and staff of DMCS are welcome and encouraged to participate in the PTO. The PTO believes that by working together, parents and school staff can greatly enhance the school program and learning opportunities for all students. This will be accomplished when parents, teachers and school administration are actively involved with planning and providing for student projects, programs and activities that contribute to a well rounded education and the welfare of all students.  • Historically the PTO has sponsored guest presenters, purchased equipment for the classrooms, held a Fall Festival, organized an annual dinner/auction and provided resources for special art, music and science opportunities.  • The PTO fundraises to help with teacher requests and other financial needs that arise within the school. Each year the PTO organizes a few fundraisers including a Scholastic book fair, Christmas wreath sale and an annual dinner and auction held in the springtime. This event includes auctions, both live and silent, dancing and a catered dinner. • The PTO meets in-person from 6:60-7:30pm on the second Wednesday each month at DMCS.  • The PTO can be reached via email at pto@dixonmontessori.org Charter School Advisory Committee (CSAC)  The Charter School Advisory Committee (CSAC) was created to formalize and encourage stakeholders to provide input, support, and review of processes and procedures to improve the learning environment and student achievement. The CSAC Organization is facilitated by the school executive director with each management team member chairing or facilitating a subcommittee. Eligible membership includes teachers, parents, guardians and interested community members. This year we will be holding three CASC meetings from 5:30-6:30 PM on the following dates: -September 27th -December 6th -April 18th  Parent/Guardian Surveys -DMCS sends out at least three parent/guardian surveys each year (one per trimester). Parents provide information about the basic conditions of learning, state standards, parental involvement, pupil achievement, pupil engagement, school climate, course access, and other pupil outcomes. -Other surveys are sent out during the year when needed.  Parent Volunteers -Parents and guardians are encouraged to volunteer for twenty hours each school year. DMCS believes that strong parent participation is beneficial to our whole community. Volunteers help in classrooms, with cross walk duties, during field trips, at our community events, at campus clean up days, and more.  Governing Board - Our Governing Board meets monthly."	"The Local Control Accountability Plan highlights the need for relationships between school staff and families with its 5th goal: ""Develop active partnerships with parents, businesses, and the community in order to enrich the academic and social growth of students"". DMCS has historically strong relationships between school staff and families.  Our main focus area for improving relationships this year is to bring back all of the events that were restricted by COVID safety protocols.  These events have already begun, and participation numbers in each of the returning events has been impressively high.  Our Governing Board is also growing this year.  We lost two of the seven available seats during COVID quarantine and are expecting to fill both seats by the end of the school year.   ELAC Our committee continues to grow in numbers and influence.  Events like Dia De Los Muertos serve to increase school connectedness, to attract new members, and to increase awareness of our program.  The focus of ELAC is to continue on its upward trajectory.    Charter School Advisory Committee (CSAC) The CSAC is made up of a diverse group of teachers, parents, guardians, administrators, board members, and involved community members.  We will continue to meet three times per year and build on our current systems.  Coffee with the Director and Coffee with PTO/ELAC This bimonthly event helps to increase communication between the school and our families.  We will continue to build on our current system.  Parent/Guardian Surveys We will continue to send out parent guardian surveys, and to use the information provided to inform our decision makers."	"Our greatest improvement in engagement of underrepresented families has been driven by our ELAC Committee.  This group of parents, teachers, PTO members, and administrators has increased parent participation in all areas including: Parent teacher meetings, parent admin meetings, after school clubs, after school events, and more.  DMCS also works with Team Dixon to promote relationships with students and community members with disabilities."	"According to our most recent survey 91.5% of respondents agreed or strongly agreed that DMCS seeks parental input and involvement.  Since our last survey we have seen a dramatic increase in parental involvement at our site.  Our Parent Teacher Organization (PTO) was carried by a few committed parents during the pandemic.  It was very difficult to stay invested in the PTO when all of the traditional volunteer opportunities were restricted.  Now that we are back our PTO has filled all but one seat.  The events we have had so far are the biggest we have ever seen, and classroom volunteers are just beginning."	"According to our most recent survey our major areas for growth all involved COVID restrictions.  At the beginning of this year the COVID restrictions expired and we opened volunteering opportunities back up to our parents and supporters.    1. Reduce or eliminate COVID restrictions to volunteering 2. Bring back all school events 3. Rebuild our community culture 4. Rebuild relationships between families, teachers, and administration."	"According to our latest survey our English Learner Advisory Committee (ELAC) remains our strongest tool in increasing engagement of underrepresented families.  Our ELAC group meets monthly and has had a steadily growing membership since its inception four years ago.  Our support for students who speak a language other than English is strong at DMCS.  Our reputation for providing strong support is growing, and so is our EL population.  We have increased steadily over the past four years.    We have also increased our Special Education staffing to include a Student Services Administrator.  This administrator has been instrumental in increasing communication between staff and parents in need.  She has revamped our SST process making it easier for parents to communicate with staff, and ultimately, making it easier for students in need to be supported."	"Throughout the pandemic and into this year DMCS has reached out to parents and our community to seek input for decision making.    Our Charter School Advisory Committee meets three times per year.  Meeting dates and the outline of our agendas are set at the beginning of each school year.  We have a system set that ensures we will have a diverse representative group who is informed and can help the school make positive change when needed.   Our first meeting is always centered on safety, our second is focused on academics, and our third is used to review the current year and to plan for the next year.  This process is at full implementation and sustanability.  Our monthly PTO and ELAC meetings have grown in size this year.  Representation is going up, and information coming from the meetings is discussed at Board and admin meetings.    Coffee with the Director and Coffee with the PTO/ELAC has also grown in attendance this year.  During these less formal meetings parents, care givers, and community members are given updates on our program, and are asked to share questions and ideas with the Director and the parent leadership teams. This program is at full implementation and sustainability.  Our parent and guardian surveys are being brought back to campus this school year.  During quarantine all of our surveys and meetings were virtual.  We increased our outreach efforts during that time, but actually saw declining participation.  This year we will go back to offering surveys during Parent Teacher Conferences.  In the past our system of surveying on site produced higher engagement levels with more useful data.  Our system was fully implemented and sustainable before the pandemic, we are simply returning to that system this year."	1.  Return Parent/Guardian surveys to the in person model. 2.  Continue to offer hybrid meetings at the Board level.  We have seen an increase in parent/guardian participation when we broadcast our board meetings over Zoom vs. having the meetings in person only. 3. Return CSAC to the in person model. 4. Continue to reach out with in person events like Coffee with the Director.	"The ELAC group voiced praise about our progress on past goals, and suggestions about future goals. They were appreciative of the effort the school made to add Spanish translations to all schoolwide communication, and of the efforts to support student learning for our EL's. They would like to see all school documents translated to Spanish, and for the school to identify and support Spanish speaking parents who's children are not classified as English Learners."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/13/2022	2022
48705320000000	Dixon Unified	3	"-Parent Liaisons are utilized to conduct outreach for all students with a focus on the following student groups: ELLs, Low SES, McKinney Vento, Foster Youth, Students with Disabilities and Students with 504 plans.  -Outreach directly to families include, but are not limited to, phone calls, emails, messages through Remind/ClassDojo/SchoolMessenger during and outside the daily school schedule.  -Consistent communication provided from Superintendent via Weekly Update."	There is a need to increase family engagement across the District.  DUSD will continue to focus on finding authentic ways by which families from all backgrounds feel welcome at our schools and school events.	"DUSD has created a Coordinator of Outreach, Engagement, and Innovation to spearhead our work buliding more robust relationships between school staff and families."	"-Twice annually the District does an alternative schedule so all elementary families have access to parent-teacher conferences.  -Schools conduct evening programming to share aspects of their instructional programs  -ELAC and DELAC meeting agendas reflect an ongoing focus on the academic progress of English Learners in the District.  -Board Policy requires teachers to contact parents who are in danger of failure at the secondary level.  -The District has implemented an At-Promise Counseling program to provide additional counseling to students in grades 6-10 who require additional support.  This program includes outreach and collaboration with families.  -High school students and their families have access to college-going events, such as Cash for College.  -The District has begun implementation of a new parent outreach platform called ""Parentsquare"" to more effectively and efficiently conduct outreach activities to families."	#NAME?	"DUSD will utilize its Parent Liaison program to conduct targeted outreach to underrepresented families.  Additionally, the District will continue to utilize ELACs and DELACs as a venue to solicit input from English Leaner families."	#NAME?	"-There is an ongoing need to train site leadership to more effectively conduct outreach to seek authentic input for decision making.  This is especially true for underrepresented families, who typically participate with less frequency than those from other groups.  -There is currently no mechanism by which we consistently measure families' perspectives on our efforts to increase their participation.  We must work with families to plan, design, implement, and evaluate those activities which are designed for them."	#NAME?	2	3	3	3	3	2	2	2	2	1	3	1	Met	6/2/2022	2022
24753170000000	Dos Palos Oro Loma Joint Unified	3	"The District has prioritized improving school connectedness. The District has increased the opportunities for families to partake in school functions. These opportunities, which are supported by a translator and community liaison, include parent meetings, assemblies, conferences, orientations, and workshops. The opportunities have yielded valuable feedback from families."	"Feedback provided from parents indicated that only 75% ""feel comfortable participating in school activities for parents."" The District aims to improve parent connectedness to the school sites and school-related functions."	"The District will improve the relationship between school staff and families by increasing communication. The increased communication will come in the form of in-person meetings, phone calls, email correspondence, conferences, orientations, and parent workshops."	"The District has aligned practices aimed at improving communication to improve student outcomes. The District invests has designed professional development and invested in communication platforms that enable it to better inform parents with expected student outcomes with regards to attendance, academics, and behavior."	"The District has identified needed improvement with regards to how student related information, mainly performance based information, in a comprehensible format. The format would be used during school and parent interactions to better inform the expected student outcomes."	"The District has created opportunities to redesign its data sharing platform/dashboard to better serve the needs of parents. The redesign will improve the information provided to parents with regards to attendance, achievement, and behavioral outcomes. The District has also invested in providing parents materials to utilize for learning while at home."	"The District utilizes different modes to reach school and community partners. The District has implemented collaborations, meetings, electronic messaging, workshops, and orientations to give partners the opportunity to review information and provide feedback."	"The District must improve the amount of school and community partners providing input and feedback. The results of staff, student, and parent surveys indicated a lower-than-expected number of responses."	The District will increase the amount of opportunities to receive school and community partner feedback. The District will target outreach efforts for families of unduplicated students.	3	3	3	3	3	3	3	3	3	2	3	3	Met	6/30/2022	2022
53716960000000	Douglas City Elementary	3	"Douglas City School works diligently to connect with our families to create a welcoming environment on campus.  At our school site we continue to have an increase of students from different cultures enroll with us.  It's been a great opportunity for our entire school to learn about cultural differences and cultural awareness.  Our school offers many different opportunities to be involved, whether it's through classroom volunteering, evening student/family events, sports and more.  Our school holds parent conferences twice a year where it provides an opportunity for teachers and parents to meet and discuss student success and areas needed for improvement."	"A focus area for improvement that we continue to pursue is connection with all families, including underrepresented families to become a strong part of their child's education in the home.  We have encountered the challenge of bridging the gap between academics in school and at home. We continue to share ideas of how families can be involved in their child's education in the home through academic education."	Douglas City School works to connect with underrepresented families to help them feel comfortable on campus as well as to encourage a partnership with the school staff.  Teachers make personal attempts to communicate with these families to help benefit the whole child.	We have a high percentage of families that continue to express they are very happy with our school and how programs are offered for those students that are struggling or opportunities to challenge students that excel academically.  We are proud of our support for struggling students as we have Student Study Teams that involve school staff and student families to create a cohesive team that works for the best interest for each student for positive behavioral and educational outcomes.  Each family is given a student handbook at the beginning of the school year as well as a parent rights handbook to make sure they are given information on their legal rights to advocate.	A focus area for improvement for all families including underrepresented is to engage by doing additional outreach and making more personalized contact to help provide information and resources to support student learning and improve student outcomes for struggling students.	We continue to work in this area to present information in a positive way and to bring in support from our county office to connect with parents on the positives of early intervention.	"Seeking input for decision-making is always something we do throughout the school year.  We have School Site Council, Parent Advisory Committee, Booster Club, School Board, and parent surveys in order to give families opportunities to engage in decision-making.  It is difficult to get families to participate in these due to work schedules or other prior commitments.  We have found that parent surveys come back with the highest percentage when we send all calls and a text/email link to access the surveys digitally rather than waiting for students to bring paper copies home."	We continue to challenge ourselves to make personal connections with all families to encourage and promote participation.	"The staff will continue to encourage involvement from all groups, especially underrepresented ones, by personally reaching out to them and promoting their participation."	4	4	4	4	4	4	4	4	4	4	3	4	Not Met	9/12/2022	2022
19644510000000	Downey Unified	3	"The Downey Unified School District has several current strengths in building relationships between school staff and families. All site administrators and school staff create welcoming and positive school environments for parents and families to feel comfortable in the school setting. Additionally, there are various opportunities for parents and families to interact with school staff during our Back-to-School Nights, Open House, PTA-sponsored events, and student recognition events. These events provide a positive environment for families to build relationships with school staff. Additionally, we provide multiple parent workshops, meetings, and academies that build parent knowledge and understanding of the school system.   In addition to the parent engagement opportunities, Downey Unified seeks input from our parents/guardians through the Annual Partner Engagement Survey.  The key findings from the survey provide the district feedback around the five (5) LCAP Goal Areas and embedded State priorities: 1) Student Achievement; 2) Whole Child; 3) Best Staff; 4) Parent Engagement; 5) Infrastructure.  A total of 7,031 parents/guardians representing grades TK – 12 participated in the Annual Engagement Survey for the 2021–2022 school year. Based on those results, we had a high level of satisfaction regarding communication and access.    Statement                        % that Strongly Agree/Agree  My child’s school makes it easy to attend meetings and/or workshops.          91%                                           My child’s school encourages parents to participate in their education.   91%  My child’s teachers are accessible to me if I have questions/concerns.          91% The administrators at my child’s school are accessible to me if I have            93% questions or concerns. My overall experience with my child’s school has been positive.                     92% My overall experience with DUSD has been positive.                                      92%"	"The Downey Unified School District has established positive relationships with parents and families. Our LCAP Goal #4 targets parent and family engagement to provide timely and transparent communication where parents are well informed of the district and school events. An analysis of the free-response questions in our Annual Partner Engagement Survey indicates a need to strengthen our efforts in the following:  • Provide Spanish language interpretation during school site meetings and workshops. Though the district does provide interpretation at all Board Meetings,  PAC, DELAC, and District sponsored meetings, and parent academies, there is a need to provide consistent interpretation during school meetings and events.   • Timely notice for events: The District and all school sites make efforts to provide efficient and timely communication to parents about upcoming events, meetings, and workshops. Schools need to provide advance communication and invites to families, more than 48 hours before an event."	"Downey Unified continues to strive to ensure that families feel their child’s school and district are places where they feel welcome. We aspire for our families to feel safe to seek information and voice any questions or concerns about their child’s education.  In the area of Parent Communication, our goal is to increase the satisfaction of our parent community to feel they are well informed in a timely manner about what is happening in their school and district.  Each school site creates an action plan based on their school site LCAP survey data that targets parent engagement.  In addition, DUSD will continue to seek input from our Special Education, Foster Youth, Homeless Youth, and English learner families as part of our Parent Advisory Committee (PAC)."	"Downey Unified seeks annual educational partner input through our LCAP Parent Survey. A total of 7,031 parents completed the survey in the Spring of 2022. Parents feel included in our schools and believe we provide opportunities for them to be engaged in their student’s learning. Ninety-one percent of all survey parents favorably agreed that their child’s school encourages parents to participate in their education. Downey Unified understands the importance of building partnerships with our families and parents to increase student outcomes. There are multiple opportunities throughout the school year where parent workshops and events are programmed to increase parent efficacy. Providing parent workshops not only provides learning, but opportunities for staff and parents to learn and work together to increase student learning."	"The Downey Unified School District has established positive relationships with parents and families. Our LCAP Goal #4 targets parent and family engagement with the goal to provide timely and transparent communication where parents are well informed of the district and school events. An analysis of the free-response questions indicates that there is a continued need to provide interpretation at school events. When the language barrier is removed, then parents feel they can participate in the school events. Their participation leads to improved relationships and opportunities to build partnerships for student success."	"Downey Unified continues to strive to ensure that families feel their child’s school and district are places where they feel welcome. All schools receive the feedback from their annual LCAP survey, analyze it, and then create an action plan to address those needs. An area to focus on is removing the barriers our Spanish-speaking families perceive about attending school site events. Possible strategies may include the availability of interpreters at all major school events and meetings, advance notice for events, providing childcare, use of reinforcers to encourage participation, providing multiple modes of communication, and providing frequent communication and reminders."	"Downey Unified seeks annual educational partner input through our LCAP Parent Survey. A total of 7,031 parents completed the survey during the Spring 2022. Parents feel included in our schools and believe we provide opportunities for them to be engaged in their student’s learning and participate in their student’s school events. Ninety one percent favorably agree that their child’s school makes it easy for parents to attend meetings and/or workshops. This leads to increased opportunities for decision-making. A present parent is better informed and provides important feedback to schools when decisions are made. Eighty four percent of all surveyed parents favorably agree that their child’s school involves them when making decisions about programs."	"Downey Unified chose to utilize a survey to capture a significant representation of our parent partners to monitor and review the programs and services of the LCAP.  The Engagement Survey is directly related to the district vision which states that all students will graduate with a 21st Century education that ensures they are college and career ready, globally competitive, and citizens of strong character. All surveyed parents viewed our programs favorably and believe their children are receiving a quality education. Continued areas of growth are increasing opportunities for our Spanish speaking families to participate in district and school meetings and events."	"Building capacity among our educational partners is a focus area for Downey Unified.  The Annual Partner Engagement Survey is a critical process that engages all to provide our district with input.  This information is analyzed at all levels and action plans are created both at the sites and district level.  School sites evaluate the input they receive from their school communities.    The district values the advisory committee process and ensures that all school sites and district-level staff are provided the support needed to implement successful groups.  The Parent Advisory Committee (PAC) is comprised of an English learner, Foster Youth, and low-income families that represent our district families and convenes five times throughout the year.  The PAC reviews academic and survey data, visit school sites and programs and participates in discussions about high-priority programs that impact our most at-risk students.  In addition, the District English Learner Advisory Committee (DELAC) collaborates around the English learner programs and provides input to the PAC on a regular basis. Downey Unified will continue to provide opportunities for parents to engage in their schools and be part of the decision-making process. Based on parent input,  opportunities for parent education are designed to meet their needs.  Workshops around the social and emotional well-being of their children are a priority and funding is allocated to ensure there are multiple opportunities for parent to access to these workshops.  Resources around support for our Foster and Homeless Youth are a priority based on parent and staff input."	5	5	5	5	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
43104390123257	Downtown College Prep - Alum Rock	3	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	3	3	3	3	2	2	2	2	2	2	2	2	Not Met	10/25/2022	2022
43696664330585	Downtown College Preparatory	3	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	4	4	4	3	2	2	2	2	2	2	2	2	Not Met	10/25/2022	2022
43696660129718	Downtown College Preparatory Middle	3	"The current strengths and progress in this area for the LEA include: Back To School Night where families are invited to the school to experience the students’ daily schedules, meet and chat with teachers, and better understand the many programs and initiatives at the school site. Advisory program - teachers have one cohort of students daily where the focus is on relationship building, progress monitoring, building a college going culture, and family engagement Student / Family conferences held twice annually Monthly cafecitos where families are invited to spend time chatting with the principal regarding upcoming events, school culture, student academic progress, and the overall school program. Additionally, families have opportunities to ask questions and give input on current and upcoming initiatives and strategies. Monthly School Site Council and English Language Advisory Committee meetings where families are informed and give input on annual plans, the LCAP, English Language Learner initiatives and budgets, as well as other school wide initiatives and family engagement opportunities Annual / semi annual family surveys for input on LCAP and other school wide initiatives Annual Youth Truth surveys for students and families to give input and feedback on the learning model, engagement, academic challenge, school culture, belonging and peer collaboration, relationships, college and career readiness, obstacles to learning, school safety, diversity/equity/inclusion, and areas for improvement"	"Focus areas for improvement include: Increase the number of and content for family workshops to better meet the needs identified by our educational partners Increase opportunities and events for families to come together in support of the school’s mission Continue our work in building a restorative community with students, staff, and families Continue to build an engaging environment where educational partners can provide input and feedback on school programs, environment, and supports Continue to work closely with the Santa Clara County Children and Family Department to refer families to the Differential Response program which provides mental-health services and connects families with resources"	"Focus areas for improvement include: Increase the number of and content for family workshops to better meet the needs identified by our educational partners Increase opportunities and events for families to come together in support of the school’s mission Continue our work in building a restorative community with students, staff, and families Continue to build an engaging environment where educational partners can provide input and feedback on school programs, environment, and supports Continue to work closely with the Santa Clara County Children and Family Department to refer families to the Differential Response program which provides mental-health services and connects families with resources"	"The current strengths and progress in this area for the LEA include: Engaging all staff in diversity, equity, and inclusion initiatives and activities  Using surveys to gather input and feedback from families for the LCAP Engaging families with Power School and Google classroom to keep them informed on student assignments and progress Providing Chromebooks to students for use at school and in the home Student / family conferences held twice annually"	Focus areas for improvement include: Continue exploring / researching strategies that provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families. Continue exploring / researching strategies that provide families with information and resources to support student learning and development in the home. Continue exploring / researching strategies for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Continue exploring / researching strategies to support families to understand and exercise their legal rights and advocate for their own students and all students. Continue to work on increasing the number of families and staff who are engaging with the Family Engagement Policy and Parent-School compact to increase parent awareness of the role and responsibilities of families and staff to effectively work together to support the college success journey	Focus areas for improvement include: Continue exploring / researching strategies that provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families. Continue exploring / researching strategies that provide families with information and resources to support student learning and development in the home. Continue exploring / researching strategies for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Continue exploring / researching strategies to support families to understand and exercise their legal rights and advocate for their own students and all students. Continue to work on increasing the number of families and staff who are engaging with the Family Engagement Policy and Parent-School compact to increase parent awareness of the role and responsibilities of families and staff to effectively work together to support the college success journey	"The current strengths and progress in this area for the LEA include: Expanding its efforts to engage families in School Site Council, principal-led coffee chats and English Learner Advisory Committee (ELAC) by increasing communication strategies such as weekly newsletters Providing access to leadership positions for families in the School Site Council and ELAC  Engaging families in writing and providing feedback for the Learning Continuity Plan, LCAP Creating a DELAC parent group to seek additional parent input and offer training in our EL practices"	Focus areas for improvement include: Continuing to build systems of support to help improve School Site Council and ELAC meetings in order to meaningfully engage parents in decision making Continuing to focus on family communication and increase the percentage of families who receive text messages for alerts on school communication	Focus areas for improvement include: Continuing to build systems of support to help improve School Site Council and ELAC meetings in order to meaningfully engage parents in decision making Continuing to focus on family communication and increase the percentage of families who receive text messages for alerts on school communication	2	3	3	3	2	2	2	2	2	2	2	2	Not Met	10/25/2022	2022
19647336119903	Downtown Value	3	"Over 70% of our staff/families who responded to the School Climate Survey  feel the school builds relationships between the school staff and families.  A safe nurturing community (Value 4)  is built by having consistent two-way communication opportunities such as parent conferences, coffee with the principal, and opportunities to provide feedback through surveys.  The school also hired a Parent Coordinator who supports parents through academic and discipline workshops and resources, and empowers parents to become involved in the school.  Families are also consistently informed of events, resources, and practices that foster learning via Parent Square, PowerSchool, ClassDojo, and Social media."	"Based on the analysis of educational partner input, the staff would like more opportunities to learn about each family’s strengths, culture, language, and goals for their children.  Parents have expressed desiring more training on how to support their children academically and socially emotionally."	"Downtown Value School will improve engagement of underrepresented families by creating 2-3 events a year to specifically target these families.  For example, there is low participation by father figures, so there will be events specifically targeting parent male figures.  Also there is a great need in technology support.  Parents would like more opportunities for technology workshops."	"Downtown Value School current strengths and progress in building partnerships for student outcomes are in providing families with resources to support student learning and development in the home.  The school has also implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  These meetings are about 2-3 times per year or more if the student is struggling.  Parents are provided with devices, online access to curriculum, and resources before, after, and on the weekend for tutoring."	"Downtown Value School focus areas for improvement in building partnerships for students outcomes are in providing professional development to teachers to improve capacity to partner with families.  Oftentimes, teachers provide resources to families but do not review with parents how to use these resources."	Downtown Value School will improve engagement of underrepresented families identified by providing office hours to support parents specifically who may be struggling on how to support their children.	"Downtown Value School current strengths and progress in seeking input for Decision Making through surveys, School Site Council, ELAC, PTA, Coffee with the Principal and staff meetings.  In addition to educational partners being invited to PTA, School Council, ELAC, and WASC,  surveys have been extended to ask parents their opinion on  re-opening,  safety protocols, the Local Control Accountability Plan, and student nutrition."	"Downtown Value School focus areas for improvement in Seeking Input for Decision Making is training educational partners on the various programs they must provide input in.  There are sometimes when some of our educational partners have a  limited understanding of funding sources, programs, and requirements, so increasing training opportunity would be helpful."	"Downtown Value School will improve engagement of underrepresented families identified by providing office hours to support parents specifically who are not participating in surveys, attending School Site Council, ELAC, Coffee with the Principal, or staff meetings."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/24/2022	2022
31668030000000	Dry Creek Joint Elementary	3	"District-wide there were family engagement opportunities offered in person and via Zoom, though not as many as offered during a non-COVID year.  Some of the events and programs held this year included but were not limited to:  Back-to-School Night, Open House, Kindergarten Orientation, Middle School Orientation, and Reclassification Ceremonies.  Parent participation in our many school and District committees and teams, including School Site Council (SSC), English Language Advisory Committee (ELAC), Student Success Teams (SST), Individualized Education Plan (IEP) teams, Positive Behavior Intervention and Supports (PBIS) team, Parent/Teacher conferences, informal Principal/Parent meetings, and At-Risk conferences were held in person and/or Zoom and encouraged cultivation of relationships between staff and parents.  These opportunities create a more welcoming and inclusive school environment, support staff in learning about each family, and help the families and staff engage in productive two-way communications."	"Each site will focus on supporting staff to learn more about the families that they serve, including strengths, cultures, languages and goals for their children."	"Each school site will work with their leadership team and intervention teams to identify families, needs and course of action to best engage, connect and build relationships with them.   District level teams will also support sites with identifying resources and supports to best meet the needs of engaging and building relationships with their underrepresented families."	"All school sites have functioning English Language Advisory Committees (ELAC).  The ELAC at each site meets three (3) times per year.  The ELAC serves as a guiding body to the EL program and reviews the Single Plan for Student Achievement (SPSA), LCAP, school goals, program information, testing documents and scores, parent involvement opportunities and policy. Likewise, the School Site Council at each site provides input and feedback regarding school and District plans, LCAP implementation, parent involvement and programs.  Each year, sites gather ideas and feedback from the committee regarding parent involvement and support for their students.  The District English Language Advisory Committee (DELAC) also met three (3) times this school year.  The committee offered guidance and input on various program components, parent engagement and involvement and LCAP goals and services. It is the intent of the District to have all school sites represented. Two (2) Love and Logic sessions were held during the 2021-2022 school year.  A total of thirty-two (32) parents participated.  Our Family Literacy program was held at Olive Grove this school year."	"Providing parent education regarding educational processes, engagement opportunities and how to participate in their child(ren)’s education is a focus area of our District.  District led Parent Academies in the 2021-2022 school year were suspended due to COVID, however, there are plans to reinstate these practices beginning August 2022. In order to ensure parents have access to participate in our schools and events, the District continues to provide translation services for both in-person and written communication as needed."	"Each school site will conduct parent education opportunities on topics related to engagement and participation in the educational process.  For example, “How to practice reading with your child” or “What is the progression of math skills and how to help at home”.  Each school site will work with their leadership team and intervention teams to identify families, needs and course of action to best build partnerships that support positive student outcomes.  District wide we will focus on providing both in person and webinar type educational opportunities in order to meet the needs of family schedules.  These opportunities will be communicated multiple ways and posted on our Parent Academy webpage.  Translations and interpreters will be provided as needed to ensure engagement and participation."	"Each year the District sends an LCAP aligned survey to all parents and staff to gather feedback.  The data from the survey is gathered as a District and by school site.  There are specific questions that provide the District with information needed to guide parent participation and engagement planning.  Yearly, the 10 School Site Councils, ELACS and District ELAC provide input and feedback on many District plans, including the Single Plan for Student Achievement, Local Control Accountability Plan, School Safety Plans, Parent Involvement and Engagement Rubrics, and other local and State program plans as needed.  This input and feedback help to guide decisions regarding instructional programs and supports for students and families, District-wide.   It is the intention of the District to increase parent involvement and engagement yearly through site and District family education events, committees and volunteer programs.  We encourage parents to participate in a variety of committees at both the site and District level. These committees include School Site Council, site and District English Language Advisory Committee, School Health and Wellness Committee, and Community Advisory Committee (CAC). Goal 3 in the LCAP specifically addresses parent engagement and involvement.  88% of parents feel that the school keeps them well informed about events and activities 75% of parents feel that District schools encourage parent involvement 93% of parents feel they are able to communicate with teachers/staff when needed  93% of parents prefer their child's school to provide information through email 94% of parents feel that District schools effectively communicate with parents regarding their child's progress 72% of parents understand what types of academic support are available to students 68% of parents feel that the school and/or District value(s) my participation or input in engagement opportunities 77% of parents believe their child’s school sets high expectations for student achievement 74% of parents believe their child receives the resources and support they need  91% of parents feel their participation in parent-teacher conferences was valued 68% of parents understand what types of social-emotional supports are available to students."	"We will focus on increasing our parent participation at our school site ELAC meetings as we feel this is an important time to connect with, form partnerships and provide supports for our English Learner families."	"Each school site will work with their leadership team and intervention teams to identify families, needs and course of action to best engage their families in their school and District events, communications, educational opportunities and supports.  District level teams will also support sites with identifying resources and supports to best meet the needs of engaging their underrepresented families."	4	4	3	4	3	4	4	4	4	4	4	4	Not Met	9/15/2022	2022
19644690000000	Duarte Unified	3	"Duarte Unified has a variety of structures in place to build positive relationships with all families in the community. Our schools focus on creating a welcoming environment where families are seen as partners in the students’ education. Language that is understandable to all families is utilized for communication via Parent Portal (linked to our Student Information System), Back to School Night, Student Success Team (SST) meetings, Individual Education Plan (IEP) meetings, Section 504 meetings, and regular messages via all-call, texts, and email from administration, including regular reports from the Superintendent. In addition to receiving information and messages, advisory committees and parent surveys support the two-way dialogue with families about current initiatives and about school improvement efforts.  Each school has a Foster Student Liaison and a Homeless Liaison to provide support to ensure students are successful at school."	"An area of improvement at all sites will be to support staff in best practices for reaching the underrepresented families, including an awareness of implicit bias and culture barriers to building relationships."	Duarte will improve the engagement of underrepresented families by building the capacity of school leaders and staff so that the schools are open and welcoming places for all families. Parent/family engagement will be included in School Plans for Student Achievement.	"Families are essential partners in meeting the mission of the Duarte Unified School District: to provide the knowledge, skills and inspiration for each student to be successful in college, career, and life. A variety of structures are in place to provide families with information and resources. These structures include school monthly newsletters and website information on how families can support student learning at home. This information is also disseminated through School Site Council (SSC), PTA meetings, English Learner Advisory Committee (ELAC) and Home/School Folders. During SST meetings and Parent Conferences, school staff provide parents with support and resources. Duarte has established partnerships with local agencies that support families that may need mental health support. District protocols around parent conferences are in place to ensure that parents are informed on how they can support their children with learning. Families are informed of their legal rights in IEP/504 meetings and through advisory committees such as ELAC, SSC and Title I meetings"	"While Duarte has many structures in place to support families, an area of improvement is to provide additional professional learning for staff and administrators to expand the breadth of families who actively engage with school. S"	Staff will benefit in acquiring new and effective ways to engage families of children who are not finding success at school and who are typically underrepresented. Parent/family engagement will be a priority in the School Plan for Student Achievement.	"Duarte Unified School District functions under the direction of the elected governing board. The Board represents our community, making critical decisions that are informed by input from stakeholders. Staff ensures that structures are in place to reach and seek input from parents, including School Site Council (SSC), English Language Advisory Committee (ELAC), PTA, and Booster Clubs. These groups are trained and empowered to make critical decisions related to instructional programs, safety plans and budget. Each group has by-laws that ensure fair representation. Parent participation in the development and approval of the Local Control Accountability Plan (LCAP) is critical to ensuring that all students, including English learners, low income and Foster youth, have the support they need to be successful in school. Parents participate in this process through in-person meetings and a digital platform."	"An area of focus, with regards to seeking input for decision making, is the implementation of strategies that will increase the involvement of underrepresented groups in these processes."	"Duarte Unified will explore new pathways for authentically engaging underrepresented families in decision-making processes. Although there has been an  increase in digital communication and virtual meetings, the District will also re-prioritize face-to-face interactions and meetings to expand  engagement in decision-making processes to more families."	3	4	3	4	4	3	4	3	4	4	4	2	Met	6/23/2022	2022
01750930000000	Dublin Unified	3	"Every school in Dublin Unified has both a Parent/Faculty Club (PFC) and a School-Site Council (SSC). The purpose of the SSC is to develop, approve, evaluate, and modify site activities that support student achievement. Parents are able to monitor student progress through the district Parent Portal. The Parent Portal lets parents/guardians check attendance, GPA, missing/completed assignments, and offers a communication tool to teachers. Parents are kept aware of student progress through regular progress reports, parent/teacher conferences, and report cards. Dublin Unified recognizes the need to recruit and retain translators in order to communicate with families in their home language."	"After coming out of the 20-21 School Year, the intentional focus for coming back to in-person instruction was to be on the Social and Emotional Wellness of students and staff. The first 6 weeks of school were to focus on developing relationships with families, students, and staff. The district's first Back to School professional development day was devoted to allowing staff and teacher teams time to plan their first 6 weeks of instruction whereas the focus was on relationship building and social-emotional development in addition to the introduction of academic content."	"Dublin Unified communicates with the Dublin community through a variety of ways including the district and school web pages, social media, press releases, ParentSquare, and more. Parent volunteers are welcome on our websites. Our schools celebrate the diverse cultures that we serve. Every school has a Parent-Faculty Club (PFC) and a School Site Council (SSC). The mission of the PFC is to build relationships between faculty, students, and parents through fundraising and providing educational enrichment. School-based fundraisers, assemblies, and activities are open to parent involvement and participation. Dublin Unified recognizes the need for additional translation services in order to provide information to families in their home language. The focus area of improvement will be providing translation services to our multilingual families. We plan to expand the use of LanguageLine and train staff on how to best utilize this service. The pool of in-person translators needs to expand."	"DUSD intentionally creates relationships with county and community entities to provide culturally responsive services to support social emotional needs of the students, families of the diverse community. DUSD believes a relationship-based approach to teaching and learning and is committed to fostering safe and supportive environments. These partnerships are powerful as they go beyond single programs; they coordinate the relationships and resources of a community towards a shared belief: healthy students learn better. Combining the expertise and resources of health and education sectors has proven to be a successful strategy in addressing disparities and creating equitable opportunities for young people to succeed.The networks of support that have been developed are: Alameda County Center for Healthy Schools and Communities: Provides county and district services and supports including capacity building, technical assistance, care coordination, resource and referrals in English and Spanish; Community and Youth Outreach: provides mentoring, case management, and support to young adults and families; La Familia Community and Mental Health Services-Cultura Y Beinestar:Provides culturally-relevant mental health services to help to build resiliency and skills contributing toward prevention of mental and behavioral health disorders. Alameda County Caminos Program For Unaccompanied Immigrant Youth: Help Unaccompanied Immigrant Youth and Children of Migrant Families build resilience to overcome barriers to live healthy, prosperous lives through counseling and navigation. They provide technical assistance and capacity building for districts to create safe and supportive environments; National Institute of Criminal Justice Reform works to reduce incarceration and violence, improve the outcomes of system-involved youth and adults, and increase the capacity and expertise of organizations serving these individuals.NICJR provides technical assistance, consulting, research, organizational development, and advocacy in fields of juvenile  criminal justice, youth development, and violence prevention; Center for Optimal Brain Integration: Provides coaching and consultation on trauma informed practices and social emotional strategies; Constant Love and Learning: Kimochis Professional Development for K-2 curriculum and classroom management tools focused on understanding feelings; HUME Behavioral Health and AXIS Community Health: School based individual and group counseling; Alameda County Crisis Support Services; Community Education Workshops for youth and parents on Mental Health, Suicide Prevention; Community Caring Closet: Food, clothing, and school supplies available to DUSD students and families; R Joy: Training, Consultation, and Capacity Building on Restorative Justice- a philosophy focused on mending broken relationships to support and respond to SEL needs of students, staff, and community as well as increase attendance and decrease absences and suspensions."	"DUSD acknowledges that it is necessary to have multi- year plan to reduce economic and racial disparities and create opportunities for youth to cultivate their strengths, resiliency, and promise. This requires a multi-faceted approach which involves staff self awareness and the following: Building capacity among school staff in supporting all students, especially those ""at promise"" youth with diverse needs that may also include behavior and mental health challenges, understanding  how to incorporate social-emotional competency instruction with academic instruction, create an integrated system to create a school culture and climate that promotes wellness (i.e., social, emotional, behavioral, academic, mental health promotion) of the whole child, and continuous relationship building and interface with community resources. This also involves confronting institutional biases of student marginalization of deficit-based schooling and low expectations associated with race, class, culture, and language."	"As a district in significant disproportionality, DUSD has undergone work to identify root causes of the disproportionate identification of African American and Hispanic students into Special Education. This work has included focus groups inclusive of staff, parents, and students to provide input to be put into our action plan moving forward.  Considerations that came from these focus groups were to create parent groups for African American and Hispanic families as well as ambassador families identified to connect with newcomer families of the same home language in order to support and strengthen our traditionally underrepresented families. Another finding was the need to strengthen our intervention programs. For the 22-23 school year, additional staffing of intervention specialists is being provided to all sites to support the development of their intervention programs."	"Dublin Unified offers a variety of professional development opportunities for parents such as Family Nights. Representatives from each school's Parent/Faculty Club attend a monthly parent leadership meeting with the superintendent. The district's Local Control Accountability Plan (LCAP) requires a parent LCAP advisory group that meets throughout the year to monitor the district's progress on LCAP goals and to provide input on the overall plan.  Our DELAC/ELAC provides input on LCAP and programs pertaining to Multilingual Learners. DUSD has implemented the Panorama Survey for staff, students, and parents to give input."	"Based on the Panorama survey results, 57% of parents state that the activities offered at school match their child's interests. Post-pandemic, DUSD schools are committed to expanding the activities offered for before, during, and after school programs. These programs include but are not limited to academic interventions and enrichments, STEAM-based project courses, art, dance, and athletic programs. Since 47% of parents did not give favorable feedback regarding activities being of interest to their students, Parent and Student surveys will be implemented to seek interest in culturally relevant activities staff, students, and the community would like to see offered at particular campuses throughout the district."	"Based on the input of the African American and Hispanic families who were part of the Focus Groups for significant disproportionality, we need to improve our efforts to reach out to underrepresented families. Additionally, these groups articulated the district's need to provide training to staff on the importance and need to include families in the student course selection process. There need to be protocols in place to allow for more representation of our traditionally underrepresented populations in Advanced Placement Courses."	3	2	4	3	2	3	4	3	3	2	2	2	Met	6/28/2022	2022
54718940000000	Ducor Union Elementary	3	"Strengths in the area of building partnerships for student outcomes include strong efforts to assure that every parent and student understand and exercise their legal rights and to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education."	Focus areas for improvement include professional learning and support for teachers and administration to improve our capacity to partner with families and providing families with information and resources to support student learning and development in the home. The district hosts various family events throughout the year to cultivate family engagement and foster a safe and inclusive environment.	"The district plans for continued staff training in these areas and engaging all families through family events, communication to home, and parent workshops."	"Ducor has worked to build strong relationships between and among educational partners. The LCAP development process has been a valuable asset in bringing people together to support improved student outcomes. Strengths include administrative support for certificated staff to collaborate with families and involve parents in their child’s schooling; parents report that Ducor School provides a safe and welcoming environment for family engagement; and improved opportunities for two-way meaningful communication between our school and parents of all student groups. Technology has greatly improved this communication and promises to bring more improvements in the future. Progress continues to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children."	"A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children."	"Ducor school will work to improve engagement with families in relation to Building Partnerships for Student Outcomes through teacher training on MTSS, counseling, and youth development support. Family events will also lead to building stronger relationships with families."	A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process. We’ve employed many strategies to meaningfully involve parents in this process with the result that their specific concerns and recommendations have played a significant role in the district LCAP. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress is being made in all areas of decision-making.	"There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to increase parent understanding of specific strategies to collaborate with their child’s teacher in the educational program."	District leaders will work to improve outcomes of decision making by reaching out to families and making opportunities for input available.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/28/2022	2022
49706720122440	Dunham Charter	3	"Over 99% of parents in Dunham Charter School reported that their child's teacher is friendly and welcoming (2021 Parent Survey). Over 97% reported that they were satisfied with the amount and quality of the communication from the school (Dunham is a one-site district). Dunham Charter School communicates with parents through multiple modes including flyers, Friday folders, phone calls, emails, texts, classroom/school communication apps, and multiple social media sources.  Every Friday morning staff, students, and parents walk the track together at the start of school. This often serves as an opportunity for parents and teachers to converse specifically about school as well as other non-school topics. Coffee with the principal is held multiple times during the school year which allows parents to ask questions and learn about available resources. Parent-teacher conferences are held annually with translation services. In many cases, these conferences are held more than once a year.  Parent input is formally solicited and gathered through an LCAP survey, Parent–Teacher Organization meetings, parent surveys, and student surveys. Looking ahead, we will focus on scheduling meetings at convenient times, and providing childcare, food, and translation services as well as looking for ways to ensure that communications modes with parents are in fact two-way."	"Teachers are part of the community activities every day.  At the end of the day, they are on dismissal duty to ensure the safety of students and to be available to families. Parent/ teacher conferences, Back to School Night, and Open House are opportunities for staff to connect with parents and build relationships with families.  PTO has once-a-month family engagement activities to connect staff and families."	"Dunham Charter School's strengths lie in the multiple opportunities we have put into place to discuss student progress with families and provide them with information and resources to support their student's learning and development in the home. We do this through back-to-school nights, monthly family evening activities, weekly communication from teachers, and a variety of in-school activities that parents participate in throughout the school year. A focus area for improvement is to provide professional learning and support to staff to improve their capacity to partner with families. We also added a new communication tool, Parent square which our staff is being trained on."	"Dunham Charter School communicates with parents through multiple modes including flyers, Friday folders, phone calls, emails, texts, and classroom/school communication apps, and multiple social media sources."	"Dunham Charter School's strengths lie in the multiple opportunities we have put into place to discuss student progress with families and provide them with information and resources to support their student's learning and development in the home. We do this through back-to-school nights, monthly family evening activities, weekly communication from teachers, and a variety of in-school activities that parents participate in throughout the school year. A focus area for improvement is to provide professional learning and support to staff to improve their capacity to partner with families. We also added a new communication tool, Parent square which our staff is being trained on."	"Dunham Charter School actively seeks parent input into decision-making in multiple ways. Advisory groups include: School Site Councils, an LCAP survey and monthly Parent – Teacher Organization meetings. Translation services are provided as necessary. The Charter then uses all of the input collected to make changes in our programs. For example, we added “Buddy Families” for new families to Durham Charter School. These “buddies” provide support and friendship that help new families transition successfully into our school district and provide a familiar face in the school community. One area for improvement is to support and develop the capacity of staff to build stronger engagement for all advisory groups."	Decision-making at Dunham is done through many avenues.  A family survey is sent out yearly to get feedback from families.  Parent-teacher conferences are used for communication about individual students and the School Site Council and Budget advisory are also committees that solicit information for making informed decisions.	"Throughout the parent survey, we will work to improve the percentage of responses to 100% with phone calls home and incentives for completing the survey."	Dunham will reach out to underrepresented families by working on personal phone messages to those families to encourage participation in surveys and committees like Budget Advisory Committee.	5	5	4	5	5	5	5	4	4	4	4	4	Not Met	9/13/2022	2022
49706720000000	Dunham Elementary	3	"Over 99% of parents in Dunham Elementary School reported that their child's teacher is friendly and welcoming (2021 Parent Survey). Over 97% reported that they were satisfied with the amount and quality of the communication from the school (Dunham is a one-site district). Dunham Elementary School communicates with parents through multiple modes including flyers, Friday folders, phone calls, emails, texts, classroom/school communication apps, and multiple social media sources.  Every Friday morning staff, students, and parents walk the track together at the start of school. This often serves as an opportunity for parents and teachers to converse specifically about school as well as other non-school topics. Coffee with the principal is held multiple times during the school year which allows parents to ask questions and learn about available resources. Parent-teacher conferences are held annually with translation services. In many cases, these conferences are held more than once a year.  Parent input is formally solicited and gathered through an LCAP survey, Parent–Teacher Organization meetings, parent surveys, and student surveys. Looking ahead, we will focus on scheduling meetings at convenient times, and providing childcare, food, and translation services as well as looking for ways to ensure that communications modes with parents are in fact two-way."	"Teachers are part of the community activities every day.  At the end of the day, they are on dismissal duty to ensure the safety of students and to be available to families. Parent/ teacher conferences, Back to School Night, and Open House are opportunities for staff to connect with parents and build relationships with families.  PTO has once-a-month family engagement activities to connect staff and families."	"Dunham Elementary School's strengths lie in the multiple opportunities we have put into place to discuss student progress with families and provide them with information and resources to support their student's learning and development in the home. We do this through back-to-school nights, monthly family evening activities, weekly communication from teachers, and a variety of in-school activities that parents participate in throughout the school year. A focus area for improvement is to provide professional learning and support to staff to improve their capacity to partner with families. We also added a new communication tool, Parent square which our staff is being trained on."	"Dunham Elementary School communicates with parents through multiple modes including flyers, Friday folders, phone calls, emails, texts, and classroom/school communication apps, and multiple social media sources."	"Dunham Elementary School's strengths lie in the multiple opportunities we have put into place to discuss student progress with families and provide them with information and resources to support their student's learning and development in the home. We do this through back-to-school nights, monthly family evening activities, weekly communication from teachers, and a variety of in-school activities that parents participate in throughout the school year. A focus area for improvement is to provide professional learning and support to staff to improve their capacity to partner with families. We also added a new communication tool, Parent square which our staff is being trained on."	"Dunham Elementary School actively seeks parent input into decision-making in multiple ways. Advisory groups include School Site Councils, an LCAP survey, and monthly Parent–Teacher Organization meetings. Translation services are provided as necessary. The Elementary then uses all of the input collected to make changes in our programs. For example, we added, “Buddy Families” for new families to Durham Elementary School. These “buddies” provide support and friendship that help new families transition successfully into our school district and provide a familiar face in the school community. One area for improvement is to support and develop the capacity of staff to build stronger engagement for all advisory groups."	Decision-making at Dunham is done through many avenues.  A family survey is sent out yearly to get feedback from families.  Parent-teacher conferences are used for communication about individual students and the School Site Council and Budget advisory are also committees that solicit information for making informed decisions.	"Throughout the parent survey, we will work to improve the percentage of responses to 100% with phone calls home and incentives for completing the survey."	Dunham will reach out to underrepresented families by working on personal phone messages to those families to encourage participation in surveys and committees like Budget Advisory Committee.	5	5	4	5	5	5	5	5	4	4	4	4	Not Met	9/13/2022	2022
47702430000000	Dunsmuir Elementary	3	"We have focused on making DES a welcoming place where both students and parents want to be. WE pride ourselves on the connections we have made with families. Teachers stay connected with them through the Class Dojo app, newsletters, phone calls, and conferences. We have added an app, Apptegy, to connect to more families. According to a survey given in January 2022, we are doing a good job in that area. 100% of the parents replied they strongly agreed or agreed that they felt welcome at DES. 95% felt their children were happy at DES. 100% said they strongly agreed that the staff at DES care about their children. We have included a Family Literacy Night to our other family nights."	"We plan on increasing our communication with parents through a new school webpage connected to our Apptegy App. We will increase our communication regarding student progress through students reflecting on their local assessments, setting goals, and sharing with parents at conferences. Student Study Teams are set up for students who are experiencing challenges to success in school. We will continue our family curriculum nights, plays, conferences, and other family/staff activities to build relationships."	We will use the above strategies with all our families including underrepresented families.	"We have focused on making DES a welcoming place where both students and parents want to be. WE pride ourselves on the connections we have made with families. Teachers stay connected with them through the Class Dojo app, newsletters, phone calls, and conferences. We have added an app, Apptegy, to connect to more families. According to a survey given in January 2022, we are doing a good job in that area. 100% of the parents replied they strongly agreed or agreed that they felt welcome at DES. 95% felt their children were happy at DES. 100% said they strongly agreed that the staff at DES care about their children. We have included a Family Literacy Night to our other family nights. This has been very successful. We have a Back-To-School night at the beginning of the year where teachers explain expectations and strategies that parents can use to support their students at home. Parent conferences are held two times a year and parents are encouraged to set up meetings between conferences when necessary. Student Study Teams are set up for students who are experiencing challenges to success in school. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have."	"We plan on increasing our communication with parents through a new school webpage connected to our Apptegy App. We will increase our communication regarding student progress through students reflecting on their local assessments, setting goals, and sharing with parents at conferences. Student Study Teams are set up for students who are experiencing challenges to success in school."	We will use the above strategies with all our families including underrepresented families.	"Stakeholders including students, parents, and district staff engage in meaningful dialogue and provide input to the district strategic planning through our Site Council, Student Council, and surveys taken 2 times a year."	We will continue to include all stakeholders in Decision-Making through meetings and surveys.	Decision-Making. All our families are included in the Decision-Making process.	5	5	4	5	4	3	4	4	5	4	5	4	Met	6/28/2022	2022
04614320000000	Durham Unified	3	"The Durham Unified School district provides information and support to families' advocacy for their students, as well as their legal rights via the engagement opportunities. In all of those venues, parents are encouraged to question and discuss our programs and services, and advocate for their children. Information that is relevant to parents is routinely shared proactively at those meetings. Our Bilingual Para-educator and our Bilingual Family Liaison provide pro-active outreach to our Hispanic and Spanish speaking parents/families. All of our critical documents, as well as phone/email communication are provided in Spanish, as well. We need to continue to monitor and build the communication with these families, and strengthen our pro-active outreach to parents and families who are new to the district, whether starting at the beginning, or during the academic year. These metrics help to inform the actions in our Local Control Accountability Plan which supports: a parent LCAP advisory group; a bilingual community liaison and bilingual instructional aide to provide service at all sites; timely translation of key documents; and supports parent learning about our schools and their children's educational opportunities."	"Despite all of the communication efforts, parents and the community still lack full understanding of what is available in all district programs. Our focus area for this year is more opportunities for students, families and community to better understand all the district has to offer in each program and how the programs are funded."	The district will continue to utilize multiple opportunities to communicate with underrepresented families. The district will utilize its parent liaison in efforts to ensure communication happens regularly in the families' native language. The district is also increased access to the parent portal in our student information system encouraging more students to access the system regularly.	"DUSD employs many strategies to educate staff and parents on best strategies to partner for the success of our students. These strategies include parent-teacher interviews, parent conferences, Aeries Parent Square, etc. There is a need for more professional learning on how to best utilize the tools in place."	"With the release of COVID vaccinations, we are seeing a large increase in parent volunteers on campus. An area of focus for the LEA will be best utilizing the volunteers to support all students. The strengthened use of volunteers on campus will lead to a stronger partnership and increased student outcomes."	"DUSD needs to focus on incorporating underrepresented families into the schools. It is true that the majority of our volunteers are not from these families. We will work with groups like DELAC, while utilize the parent liaison others to bring more of these families into the schools."	"One positive outcome of the COVID Pandemic is that it forced the district to find new strategies so seeking input. The district created  school re-opening committee that led to a stronger LCAP Parent committee. Additionally, all of our input committees have found more ways to meet, including ways for people to join meetings remotely."	"We still need to ensure more voices are heard when seeking input. Often, the same voices are included in multiple committees. We will seek out strategies to get a wider variety of voices in these processes."	DUSD has very strong representation at DELAC meetings. The district needs to work on strategies to promote these families in being involved in more decision making opportunities outside of DELAC meetings.	5	4	5	5	4	4	4	4	4	4	3	3	Met	6/22/2022	2022
37683380127647	e3 Civic High	3	"e3 Civic High is completely committed to building positive, interdependent, and lasting relationships with all stakeholders. It is through these relationships that our scholars achieve their greatest success. Each stakeholder contributes a special type of resource, encouragement and level of support, be it mental, emotional, social, academic, financial or physical. Relationships are fostered by means of constant and dynamic two-way communication from e3 Civic High: weekly electronic and phone messages; invitations to participate in school and community committees like ELAC, SSC, Think Tanks, Parent University and other special forums and events; systematic and scheduled outreach events like Data Days and Annual Home Visits.  Furthermore, e3 parents, teachers, school staff and community partners were involved in the development of 2022-23 Local Control and Accountability Plan (LCAP) through a series of stakeholder meetings. Each meeting was grounded in a clear agenda and vision, presentation slides, breakout sessions for small group discussion, and actions developed using shared files of Google Docs and Sheets. The use of special federal and state funds were determined through these partner stakeholder meetings to help with implementation of the LCAP."	e3 Civic High's focus areas for improvement is to increase two-way parent participation and staff engagement in English Language Advisory Committee (ELAC).	"During the self-reflection process annually, e3 Civic High asks specific questions of underrepresented families on surveys and during committee/town-hall meetings about how to improve staff-family relationships. Fresh input and ideas spurs new actions in this area each year."	"e3 Civic High continues to demonstrate an investment of time, energy and resources in strong partnerships with the goal of promoting positive student outcomes. During the height of the disruption of the COVID-19 pandemic and in the aftermath, we worked even closer with parents, scholars, staff (i.e. Learning Facilitators, Learning Associates, Counselors, Deans, the Principal, Office Staff, and so on), and local community members, including Governing Board members. This resulted in an improved schoolwide action plan/Learning Continuity Plan, understanding of current needs and possible solutions, more informed decision-making, greater trust among parties, and stronger, enduring partnerships."	e3 Civic High's focus area for improvement is to increase parent engagement for families of SPED students in SPED workshops centered on improving academic achievement. Specific strategies and methods will be discussed to support learning at home.	"During the self-reflection process annually, e3 Civic High asks specific questions of underrepresented families on surveys and during committee/town-hall meetings about how to improve student outcomes. Fresh input and ideas spurs new actions in this area each year."	"e3 Civic High regularly consults with our educational partners, which consists of families (including those that speak languages other than English and advocate for underserved students), students, school administrators (including special education), teachers, other educators, school staff for their input and feedback into the direction of the e3’s Mission and Vision and the use of federal funds. Throughout the planning and decision-making process we have engaged with our educational partners and this continues to be an on-going practice as a part of LCAP planning."	"e3 Civic High will focus on having parents provide input in narrative form in their native language or via video recordings, where they can express themselves comfortably and at their own pace and time."	e3 Civic High will continue to provide surveys to families in English and Spanish and provide multiple input sessions. We will ask parents for specific input on how they would like to be engaged better in the process of decision-making.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/14/2022	2022
07617546118087	Eagle Peak Montessori	3	This is an area for strength with the school community. We have also started utilizing a newsletter format to further engage families that translates all information in a large variety of languages. The newsletter also has tracking available to help us see who is and who is not able to open the document. We will continue to track and make sure that we are not missing any of our families in the receipt of this information through tracking online and reaching out when we see a family has not accessed the newsletter.	"Throughout the school's history we have nurtured the family school relationship. From the initial admissions process we are reaching out to families and eliciting their information about their goals for their children. Each fall and spring we hold partnership (conferences) between the parents and teachers. The students in older grades lead these conferences. We get over 97% participation in these meetings and we follow up with families who are not available but offering times outside of the school day to meet. We do not have a problem with any underrepresented families not participating in these meetings. However, if that were to occur, we would reach out to find more convenient times for meetings, if there are needs for translators, etc.. in order to ensure that all families had equal access."	"We have three groups where parents are represented and are able to provide input on the school. First is our Parent Teacher Leadership Group which was established in 2004 in order to increase cooperation between parents and staff. Then our school, as a charter has a board which is comprised of parents, community, and staff. The board is the governing body for the school. All of the groups work together to ensure that all families are represented. The meetings of all groups are open to the public."	Eagle Peak Montessori communicates with parents through Parent Teacher Partnership meeting twice a year and a standards based report card twice a year. The parent partnership meetings are time for the parents and teachers set goals and monitor those goals for the students. In our upper grades the students are a part of these meetings.	Parents report feeling that they are comfortable with the teachers communication and support of their child.	"We have started holding all of our partnership meetings on line. This provide parents who work, with an opportunity to attend meetings during their lunch time, or other break so that they do not need to miss work in order to communicate with their child's teacher."	Eagle Peak Montessori has several leadership groups which are comprised mostly by parents. Our governing board is also comprised of 50% current parents at the school.	We use a parent survey to measure satisfaction with programs and engagement.	We have implemented a translation tool to help engage more parents. We also attempt to hold meetings in a format that makes them accessible.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/30/2022	2022
54719020000000	Earlimart Elementary	3	"Each school notifies parents/community members via social media, Class Dojo, Blackboard and sends home flyers to promote parent engagement. Each student currently possesses a Chromebook and the school/district utilizes the technology to send home surveys using a QR Code to access immediately.  In addition, translation services are offered at all meetings, parent meetings and parent conferences."	"Areas to improve includes hosting the following events at at a time where parents can attend, not just during the school day:  - Awards Assemblies - Promotion Ceremony - Visual and Performing Arts assemblies"	"In order to improve engagement, we plan to promote the activities on social media, include a welcoming atmosphere with food, games, information booths and music and raffle prizes for attendance."	"Site administrators are meeting consistently to discuss student outcomes with the Superintendent, Director of Educational Services and with teachers.  Each conversation is led by reviewing our Mission/Vision which places students first, in all decisions and outcomes."	Further alignment is needed to ensure Full Implementation.  We have recently adopted a new English Language Arts curriculum and supplemental curriculum (iReady and Accelerated Reader).  All three sites will now send data home to parents to inform them of student progress.	Parent surveys will be offered at all meetings to solicit input to ensure underrepresented family needs are met.  Surveys will be available via technology and hardcopy.	"Educational partners are solicited via surveys at Back to School Night, Open House and Parent Conference week."	"A focus area will be for the school district to offer feedback at the beginning of the year and end, via a parent survey.  We hope to implement a baseline survey to gather data and improve upon it throughout the school year."	Parent Liaisons will ensure all families have access to the baseline and end of year survey by making home visits and tracking submissions of the survey.	4	4	4	4	3	3	3	3	4	4	4	4	Met	6/21/2022	2022
51713730000000	East Nicolaus Joint Union High	3	"ENHS  has  really  focused  on  creating  a  positive  climate  and  culture.  All  of  our  school educational partners  have  committed  to  making  sure  that  our  climate  and culture  change  for  the  better.  We  are  deeply  proud  of  our  efforts  that  our climate  and  culture  has  remained  relatively  positive  even  in  the  face  of  the  complexity  and  chaos  of  the  Covid-19  Pandemic.     East Nicolaus High School being a small rural school with roughly 300 students allows us for frequent interaction with and input from all educational partners. The administrative team (Superintendent, Principal, and Director of Student Guidance) are deliberately accessible on campus during the school day and at all events and input is solicited for our school at these events. Our school site council which meets to inform our school work and to discuss our site goals. Students have been surveyed and asked to give input on the school community/environment. Staff is able to come and have meaningful conversations with the administrators on topics of their interest that can better support the school for ongoing improvement.   ENHS has a leadership class (student government) that is made up of all the grade levels and during this class the students plan and come up with ways to promote student involvement. During this class the students are able to meet with the leadership teacher and school administration whenever needed to discuss school rules, events, or ideas that they have to further the school.   With being a small school our local school community and ENHS Alumni are involved in our school at events and are able to access our school administration during this time or can come onto campus to talk with school officials. Our community is involved in our school the following ways: in our AG department through our AG Advisory Meetings, through athletic events, school community events (Back to School Night, New Student Orientation, Homecoming/Court Warming, Labor Day Parade, assemblies, Cap and Gown Event, Graduation, FFA Easter Event, FFA Primary School Basketball, Tournament, ENHS Love of the Game Basketball Tournament, ENHS Booster Club) and board meetings."	ENHS will continue to improve on building relationships between all of our educational partners through the following ways:  - survey educational partners on how we can improve on all aspects of ENHS - continue to offer meeting with the admin team on a monthly basis to gather input and guidance from the community on ENHS - be more deliberate on finding different ways to engage all of the educational partners at ENHS.	ENHS will continue to improve on building relationships between all of our educational partners specifically our underrepresented through the following ways:  - targeted survey our underrepresented educational partners on how we can improve on all aspects of ENHS - be more deliberate on finding different ways to engage all of the educational partners at ENHS.  - more communication in their native language	"ENHS strengths in building partnerships for student outcomes between all of our educational partners through the following ways: - Two way school to home communication (AERIES, CATAPULT, Newsletters, Weekly Messages, Social Media: Facebook, Instagram, School Website. all school events, monthly coffee with administration, school site council, and parent booster clubs  - Relationships with families and community: all school events, Our community is involved in our school the following ways: in our AG department through our AG Advisory Meetings, through athletic events, school community events (Back to School Night, New Student Orientation, Homecoming/Court Warming, Labor Day Parade, assemblies, Cap and Gown Event, Graduation, FFA Easter Event, FFA Primary School Basketball, Tournament, ENHS Love of the Game Basketball Tournament, ENHS Booster Club) and board meetings."	ENHS will continue to improve in building partnerships for student outcomes between all of our educational partners through the following ways: - identification of families that are not participating in these events or connecting with the school. This way we can approach and survey these families to see how we can engage them in a dialogue and build relationships and partnerships.  - Continue to improve our communication with staff regarding student outcomes - Provide designated resources for our families to promote positive student outcomes.	ENHS will continue to improve in building partnerships for student outcomes between our underrepresented educational partners through the following ways: - identification of families that are not participating in these events or connecting with the school. This way we can approach and survey these families to see how we can engage them in a dialogue and build relationships and partnerships.  - Continue to improve our communication with staff regarding student outcomes - Provide designated resources for our families to promote positive student outcomes.	"ENHS strengths in seeking input in decision making between all of our educational partners through the following ways: - Two way school to home communication (AERIES, CATAPULT, Newsletters, Weekly Messages, Social Media: Facebook, Instagram, School Website. all school events, monthly coffee with administration, school site council, and parent booster clubs  - Input for decision making and building Relationships with families and community happens and takes place at all of the following: all school events, Our community is involved in our school the following ways: in our AG department through our AG Advisory Meetings, through athletic events, school community events (Back to School Night, New Student Orientation, Homecoming/Court Warming, Labor Day Parade, assemblies, Cap and Gown Event, Graduation, FFA Easter Event, FFA Primary School Basketball, Tournament, ENHS Love of the Game Basketball Tournament, ENHS Booster Club) and board meetings."	"ENHS continues to look at improvement in seeking input in decision making between all of our educational partners through the following ways: - identification of families that are not participating in the decision making process or providing input/ connecting with the school. This way we can approach and survey these families to see how we can engage them in a dialogue and build relationships and partnerships, and get their input in the school decision making process.  - continue to ask our key educational partners to provide input in our decision making processes. - coffee with administration, school site council, parent boosters, and ag advisory."	"ENHS continues to look at improvement in seeking input in decision making between our underrepresented educational partners through the following ways: - identification of families that are not participating in the decision making process or providing input/ connecting with the school. This way we can approach and survey these families to see how we can engage them in a dialogue and build relationships and partnerships, and get their input in the school decision making process.  - continue to ask our key educational partners to provide input in our decision making processes. - coffee with administration, school site council, parent boosters, and ag advisory."	4	5	3	3	4	3	4	4	3	3	2	4	Not Met	10/19/2022	2022
43694270000000	East Side Union High	3	"As a district we continue to ensure that our families feel welcomed and connected. One of our noted strengths is the building of capacity amongst our staff to build trust and find multiple ways to communicate with families. We have made progress in how we communicate with families to ensure communication is accessible and timely. The East Side Union High School District administered a survey to gather input for the LCAP, as well as assess parents’ level of satisfaction with our efforts to engage families. The results showed parents/guardians were highly satisfied with the District's work to engage in 2-way communication between families and educators using language that is understandable and accessible to families."	"An area for improvement that has been identified is ensuring access to bilingual staff and ensuring that staff at school sites are friendly and knowledgeable when approached with concerns and questions. Additionally, we need to make sure that families are informed of processes and procedures for how to communicate with staff and how to access student specific information on a regular basis."	"Our district will continue to work with all staff to ensure that all of our families and in particular our underrepresented families feel welcomed at all of our school sites. To this end we will improve our communication and engagement process with parents/guardians of all of our students with an emphasis on the families of our Foster Youth, English Learners, Students with Disabilities, Homeless Youth, and Low-Income students to ensure they are informed and are active participants in the decision-making process related to their students educational program. We will ensure that school sites have parent meetings and workshops on a regular basis and that the Parent and Community Involvement Specialists (PCIS) are actively communicating with families."	"The feedback gathered from the various educational partners indicated Academic Counseling as a component of the services we provide that is working well. Students indicated that providing academic support in students’ primary language is working well while parents expressed that parent communication and engagement is working well. Staff indicated that social emotional and mental health support, in addition to academic counseling, is working well."	"One area for improvement that we have identified is teacher  to parent/guardian communication that is specific to student academic, social-emotional, and behavioral needs and progress. Our parents have identified a need for more timely and specific communication from teachers."	"East Side continues to fund Parent and Community Involvement Specialists (PCIS)at each school site to support the school sites’ efforts to maintain parents informed of their children’s academic progress, and attendance as well as any school events and resources available to them and their families. In particular, they provide support to Low-Income students, Students with Disabilities, Foster Youth, and English Learners and their families. Their efforts include, but are not limited to: - ensuring all parents activate their accounts in the district’s student information system so they can access their students’ grades,    assignments and attendance. - informing parents of school and district informational meetings - facilitating conversations between non-English speaking parents and school staff, including teachers. - referring parents to school and community based resources that support the students’ and families’ needs. - facilitate and organize parent workshops in English, Spanish and Vietnamese around topics of interest to parents of high school    students."	"One of our current strengths in this area is the multiple forums we have provided for our various educational partners in the three main languages spoken at ESUHSD, English, Vietnamese, and Spanish. The purpose of the forums have been to provide information on the requirements of the LCAP process, share current progress on goals and expenditures,  and share our most up to date key performance measures as well as allow for our partners to provide input and pose questions."	"An  area of growth that we have identified is empowering our families to advocate and deepen their understanding of their educational legal rights and how to use their voice to impact policy and practices districtwide. The East Side Union High School District administered a survey to gather input for the LCAP, as well as assess parents’ level of satisfaction with our efforts to engage families. The results showed parents were highly satisfied with the District's work to support family members to effectively engage in advisory groups and decision-making. This area continues to be an area of growth for us as we connect with more underserved families. East Side is increasing access to primary language communication for families at all sites through increasing bilingual school staff, providing written communication in more languages than are mandated by the 15% rule, and just in time translation services for meetings."	"As a district we will improve the engagement of our families and in particular our underrepresented families in this area by actively seeking parents to be part of advisory committees such as our DAC/DELAC committee. We will improve how we train our parents so that they feel prepared to provide input. Additionally, we will provide better access to the surveys so that we are able to collect a larger number of responses from a more diverse population that is representative of all of our school sites."	4	3	4	3	3	3	3	3	3	2	2	3	Met	6/23/2022	2022
19644850000000	East Whittier City Elementary	3	"East Whittier City School District is dedicated to building positive relationships between school staff and families to strengthen our community.  For the 2021-2022 school year East Whittier City School District used a locally developed Local Control Accountability Plan (LCAP) Parent survey to assess parent and family engagement. The LCAP Survey was shared with all District parents, staff, and students. We had 1390 students, 410 staff members, and 1102 parents participated in the LCAP survey.  The 2021-2022 LCAP parent surveyed reported the following: 93% of parents felt the district provides two-way communication in a language that they can understand. 83.4% of parents felt the district embraces family strengths, culture, and language. 93% of parents feel comfortable attending school events. 93% of parents felt the school encourages parent involvement by way of various communication styles (i.e.flyers, call, reminders, social media). Throughout the 2021-22 school year, the EWCSD Parent Engagement team provided support to families to increase parent outreach and strengthen family partnerships for student outcomes.  Monthly parent workshops were held at each school site.  Resources were gathered from community based partners to support wellness programs, substance abuse awareness, and mental health awareness workshops.  In addition, teams used social media platforms to increase communication and distribution of resources available to families and students. Parent outreach also included home visitations to help support parents to address attendance concerns while increasing student school participation."	"When gathering input from advisory groups, the following improvement areas were identified: Provide training for teachers on parent engagement strategies  Creative strategies to engage underrepresented families (ELL families, non tech users, homeless, etc) Bridge the digital divide by strategically messaging families Consider the possibility of offering live streaming in addition to in-person activities, to allow more parent participation Provide a parent liaison at every school site Continue to support parents with navigating technology used by students (ie. seesaw, zoom, series, etc) Find a communication platform that encourages two-way communication in a language that is understandable for both parents and staff members"	"The East Whittier City School District firmly believes that the engagement of all families is critical to student success, especially the engagement of underrepresented families. In preparation for the 2021-2022 school year, EWCSD developed procedures to support school staff members with connecting with students and families, especially those who are underrepresented.   All school office staff, community/parent liaisons, and counseling staff were trained on best practices of parent engagement during quarterly Parent Engagement PLC meetings. With the support of our Director of Student Services, we also addressed the specific needs of parents and/or guardians of our Homeless and Foster Youth. During this time we reviewed our District Parent Engagement Policy and gathered input from site parent liaisons, social workers, and counselors regarding outreach efforts. Our parent outreach efforts are documented in our AERIES student information system. Based on onsite and district-wide parent feedback, parent education opportunities and workshops are held at school sites and the district office.  Time is provided at LCAP Parent meetings and DELAC meetings to discuss the ongoing concerns families are experiencing at school and work to ensure the needs of our families are met. Through dialogue and sharing best practices, the group is able to find resources to support families."	"East Whittier City School District firmly believes that family engagement is key to improving student success.  Therefore, East Whittier City School District provides multiple opportunities for parents/ families/guardians to engage in school activities. Parent education opportunities are provided both in-person and virtually. We believe in supporting families with supporting their children and are dedicated to providing a variety of learning opportunities for our community. Our schools and district office strategically offer meetings and parent education workshops at various times throughout the day to accommodate diverse family schedules.  We are proud of our strong and collaborative partnerships with community agencies to support after and before school care, mental health services, enrichment opportunities, and wrap-around services for families.    As a result of our partnerships, we are able to connect our families, especially our underrepresented families, with resources to support academic, social-emotional, and health needs. Educational workshops called Parent Connections are provided monthly through Zoom, as was requested by families through parent feedback. During this time, District Office staff organized and led parent education workshops on academically focused topics (4 sessions) and social-emotional learning topics (4 sessions). Participation ranged between 10-30 parents in the English sessions and 11-20 participants in the Spanish sessions. We will continue to work to increase parent participation by surveying parents on topics and current needs.  Teachers and parents also shared that offering families the opportunity to attend parent conferences virtually or in person increased parent participation. The virtual option made engagement easier for many English-speaking families."	"Participation at District parent education workshops ranged between 10-30 parents in the English sessions and 11-20 participants in the Spanish sessions. We will continue to work towards increasing parent participation by surveying parents on topics and current needs as well as enhance our efforts in the areas of outreach and publicity.  Although we are very proud of our community partnerships, we constantly seek out opportunities to build new partnerships with local service organizations including mental health services, community colleges, and childcare agencies."	"We will continue to work with our non-English speaking parent population to support participation during all parent events, engagements, and workshops through written translations and/or oral interpretation. Our participation data does reflect a need to address barriers to the participation of our Spanish-speaking parents.    Another area of growth relates to the provision of activities at times convenient for families. We will work with school sites to ensure that parents are provided the opportunity to give input on the best time to provide parent workshops. Title 1 schools develop a parent engagement plan in collaboration with Title I parents to give input on topics and ideas to outreach parents. Another group of families we will continue to support and conduct outreach to is our Homeless and Foster Youth families. Through the support of the Student Services department and the Parent Liaisons at the school sites, we provided targeted outreach to communicate with families about academic, social-emotional, health, and other resources. Ensuring the participation of our underrepresented families is a focus for EWCSD."	"East Whittier City School District values families as partners and seeks their participation in the decision-making process.  For the 2021-2022 school year, East Whittier City School District continuously sought out ways to seek input from our families and inform the district’s decision-making process. The District provided guidance to support school sites’ advisory committees.  At the school level, the School Site Council (SSC), English Learner Advisory Committee (ELAC), and other various outlets (e.g. Annual Title I meeting, PTA, surveys) met throughout the year and provided input on the school’s plan for student achievement and other school policies, such as the school’s parent and family engagement policy, broad course of study, and safety plan.   At the District level, there were ample opportunities for parents to voice their concerns and provide input on the Local Control Accountability Plan (LCAP), Learning Continuity Plan (LCP), parent engagement opportunities, Broad Course of Study, and other ongoing policies and practices. Throughout the 2021-2022 school year, EWCSD also hosted parent meetings throughout the school year to facilitate clear communication with parents regarding safety protocols.  District English Learner Advisory Committee ( DELAC) meetings, Parent Advisory Committee meetings, and PTA Presidents' meetings were also held throughout the school year to allow for input and collaboration.  If parents were unable to join an advisory committee their input could be captured in a number of Thought Exchange surveys or through our annual LCAP survey."	"While the 2021-2022 school year continued to pose challenges in reaching parents, EWCSD found that using digital communication such as Parent Square, surveys (Google or Survey Monkey), parent bulletins, and social media were ways to communicate with families on current events, district initiatives, and gather input. We will continue to utilize technology and multiple modes of communication to increase input for decision-making.  With the return of in-person meetings, we will seek to increase parent participation in advisory groups including School Site Council, PTA, ELAC, DELAC, and LCAP meetings.  We look forward to in-person conversations, collaboration, and input from our families and community in 2022-2023."	"In order to ensure that our underrepresented families are engaged in the decision-making process, we will train our Parent Liaison and school social workers to enhance their outreach efforts and invite families to workshops and site/district meetings. At every meeting, whether in person or virtual, interpreters will be utilized to ensure clear communication with parents, which will encourage engagement and participation. All materials will be provided in the parent’s primary language. Translation services will be offered and provided for languages that our staff are not able to provide. Based on parent surveys and input, we will offer childcare at parent meetings in order to allow parents to better engage in parent education opportunities, conferences, and meetings."	4	4	3	4	3	4	4	3	3	4	4	4	Met	6/15/2022	2022
26736680000000	Eastern Sierra Unified	3	ESUSD has several small communities that come together for activities surrounding education as well as community functions.	ESUSD is trying to build more collaboration with families through events at the school sites and site parent teacher organizations.	ESUSD will provide translation as needed and will continue to send home bilingual communication so that all families are aware of what is going on within our schools.	ESUSD continues to work with our local community college to provide our high school students the opportunity for concurrent enrollment.  Each of our schools work with their surrounding businesses to provide scholarships and varying learning opportunities for all students.	We want to continue to reach out and make connections in each of our communities.  The district plans to continue communication home to families and begin to advertise more on marquees for local community.	ESUSD will continue to offer translation at our sites and work with the county to possibly provide some evenings that embrace our families and give them an additional chance to have their voices heard.	ESUSD invites all families to attend parent meetings where a variety of school decisions are discussed and input is received by the school.	ESUSD will send home surveys to parents to offer the opportunity to provide input outside of a public forum.	ESUSD will send home surveys to parents to offer the opportunity to provide input outside of a public forum.	4	4	4	5	4	4	4	4	4	4	4	4	Met	6/15/2022	2022
19644770000000	Eastside Union Elementary	3	"EUSD's strength is our focus on providing resources to support student learning and development in the home. We have been making steady progress in this area for several years, and during the COVID-19 pandemic and subsequent school closures our efficacy has greatly increased. We consistently use Parent Square to communicate with families regarding resources and materials available to them to support student learning. Our website has links to valuable resources, and most importantly, our teachers have increased their personal contact with families to ensure student needs are met."	We continue to focus on “Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.”	"We continue to reach out to underrepresented families through home visits (by district and site parent liaisons, district social worker, and administrators), communication sent via multiple medias (paper, phone calls, text messages, social media, and websites), and supporting access to technology, transportation, and school related tools and materials. Our Community Center is a vital component of our outreach to our underrepresented families. The Community Center provides a variety of parent education classes and staff coordinates with principals and site parent liaisons to ensure parents do not go unsupported or without needed resources."	"EUSD's strength is the development of staff to create welcoming environments and build respectful relationships with families. We have made significant progress in this area, through ongoing advisory committees and open forums where we have honest discussions and listen to one another so that we can improve student outcomes. The implementation of Panorama surveys with families and community members has provided us with evidence of our progress. 84% of survey takers responded positively to reducing Barriers to Engagement, and 81% responding to positively to Family Support."	"We will continue to focus on “learning about each family’s strengths, cultures, languages, and goals for their children.”"	"We continue to reach out to underrepresented families through home visits (by district and site parent liaisons, district social worker, and teachers on special assignment), communication sent via multiple medias (paper, phone calls, text messages, social media, and websites), and supporting access to technology, transportation, and school related tools and materials. Our Community Center is a vital component of our outreach to our underrepresented families. The Community Center provides a variety of parent education classes and staff coordinates with principals and site parent liaisons to ensure parents do not go unsupported or without needed resources."	"EUSD's strength is our system of data collection to allow family engagement in decision making. This system has progressed to include strategically scheduled and coordinated parent advisory committees, surveys, and focus groups with increased numbers of family participation. All meetings have both oral translation and written materials in Spanish to accommodate our larger number of Spanish speaking families. The COVID-19 pandemic and subsequent school closures allowed us to build two-way communication systems that we had previously thought would not be sustainable in our district. To gather input from parents, guardians, and community members we now schedule both in-person and virtual advisory committees. During advisory committee meetings, we use small groups (or break out rooms if virtual) to review relevant data and then collect input via jamboards, poll-everywhere, and electronic surveys. The progression of including electronic tools to gather input has provided much richer information. Additionally, data from various meetings can be synthesized and utilized to determine next steps."	We will continue to focus on “building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.”	"We continue to reach out to underrepresented families through home visits (by district and site parent liaisons, district social worker, and teachers on special assignment), communication sent via multiple medias (paper, phone calls, text messages, social media, and websites), and supporting access to technology, transportation, and school related tools and materials. Our Community Center is a vital component of our outreach to our underrepresented families. The Community Center provides a variety of parent education classes and staff coordinates with principals and site parent liaisons to ensure parents do not go unsupported or without needed resources."	4	4	3	4	4	4	4	4	4	4	4	4	Met	10/6/2021	2022
50757390124669	eCademy Charter at Crane	3	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.    The District's strengths include the following:  LCAP Process, hiring of counselors in the 2021-2022 school year, community liaisons, support staff (nurses), the role of the District's Chief Communication Coordinator, school-to-home communication newsletters in English and Spanish, and parent resources. The district has a LCAP Steering Committee and a LCAP Cohort Committee.  The process includes stakeholder engagement and involvement in the development of the district's plan.  The district received a total of 1,859 survey responses in 2021-22.  The district hired counselors for all of our elementary schools.  Counselors work to maximize student success and promote access and equity for all students. Counselors collaborate with families, teachers, administrators, and our community, thus adding to creating welcoming environments for families.  Community liaisons and support staff continue to play vital roles in supporting students and families. Another strength is the role our District Chief Communication Coordinator has played in communicating information to families, staff, and our community.  Schools continue to send school-to-home communication letters on various topics in English and Spanish.  Also, schools purchased resources for parents.  The resources empower families to help their children develop educational and social-emotional skills, as well as discipline and responsibility, and support children in achieving school success.  eCademy's data is included in the Turlock Unified School District reporting of local indicators."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  An identified area of focus is students at the secondary level feeling connected to school and having caring adult relationships.  eCademy's data is included in the Turlock Unified School District reporting of local indicators."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.    The District continues to improve engagement of underrepresented families with the added position of Coordinator of Equity Initiatives and through the work of the district's Equity Task Force.  eCademy's data is included in the Turlock Unified School District reporting of local indicators."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.    The District's strengths include the following:   Elementary - School Connectedness (73%) and Caring Adult Relationships (70%) [CHKS 2020--2021]. Elementary - Parents feel welcome to participate at this school (85%) and School staff treat parents with respect (94%) [California Parent Survey, 2020-2021]. Middle School - School staff treat parents with respect (76%) [California Parent Survey, 2020-2021]. High School - School staff treat parents with respect (85%) [California Parent Survey, 2020-2021].  eCademy's data is included in the Turlock Unified School District reporting of local indicators."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.   An area identified is to work, develop, and support building partnerships for student outcomes at the secondary level (School Connectedness and Caring Adults (average 56.25% - CHKS).  Teachers, administration, counselors, and support staff continue to play vital roles in building relationships with students, families, and our community.  eCademy's data is included in the Turlock Unified School District reporting of local indicators."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.   The District continues to improve engagement of underrepresented families with the added position of Coordinator of Equity Initiatives and through the work of the district's Equity Task Force.  eCademy's data is included in the Turlock Unified School District reporting of local indicators."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.    A strength of Turlock USD and schools engaging a wide variety of stakeholders in decision-making processes such as through the LCAP process, ELAC, and SSC.  eCademy's data is included in the Turlock Unified School District reporting of local indicators."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.    The District continues to engage stakeholders in a variety of ways regarding input in the district’s LCAP process and through school plans.  eCademy's data is included in the Turlock Unified School District reporting of local indicators."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.    The District continues to improve engagement of underrepresented families with the added position of Coordinator of Equity Initiatives and through the work of the district's Equity Task Force.  eCademy's data is included in the Turlock Unified School District reporting of local indicators."	5	5	4	3	3	4	4	4	5	4	4	3	Met	6/7/2022	2022
15634380000000	Edison Elementary	3	"The district holds at least one ""Parent as Partners"" event each semester and publishes a quarterly newsletter detailing resources for families. The district opened a Parent Center in 2018–2019, and has expanded the hours this school year. The parent center offers training, resources, and support for our families. Through action steps in our PIR plan, the district plans to strengthen our partnership with the families of our Students with Disabilities."	"The District plans on continue expanding our Parent Center hours.  The District also applied for, and was awarded a Community Center Grant.  This will allow the District to become the hub of support for our community.  Plans are underway for the construction and implementation of the Community Center."	The District will continue to reach out to all parents during our feedback collection periods.  The District will also conduct personal invites from underrepresented families to ensure participation in these processes.	"The district has built strong partnerships with our families. The district communicates effectively with families daily through Aeries communications and parent portals. The district open the parent center in 2018–2019 to engage and support families. The hours for the parents and to work spend it in the spring of 2020–2021, and will remain open during summer intervention. The district has also done/provided the following to help engage our families:  provided parent training on canvas, purchased 1100 new devices to allow students to have a device at school and at home, purchased secure zoom accounts for staff, paid for Internet service for our neediest families, and also partnered with community organizations such as United Way, KCSOS, CSO, and KCBH."	"The District has incorporated the purchase of 2:1 students devices into our LCAP plan.  We believe it is important that students have equitable access to course materials at school, as well as at home.  We will also continue to provide training to families and staff in and LMS platform, as needed."	The District will continue to extend personal invitations to families identified as underrepresented.  The District prides itself as an inclusive environment that supports all.	"The district holds parent advisory meetings monthly and quarterly at both sites the district currently has the following active advisory groups: ELAC/DELAC, PTC, boosters, and school site council. The sites also hold intervention parent meetings as well as special education parent meetings on an ongoing basis. SARB meetings are held as needed. The district also gathers feedback through our annual LCFF survey and, just implemented this year, our annual Townhall meeting."	"The District will continue to expand our our efforts to seek input from all educational partners.  We will continue our surveys and expand on our ""in person"" events this school year.  Our town hall meeting this year was a great success, and we will expand that effort."	The District will continue to make personal invitations to underrepresented families in our district.  Their input is vital to the success of our District.	4	4	5	5	4	5	4	4	4	4	5	5	Met	6/21/2021	2022
10101086085112	Edison-Bethune Charter Academy	3	"Our strengths related to building relationships is our communication tools such as phone, text, email and social media.  We utilize our Parent Square to get information to our parents and families."	"Due to the pandemic we have cut down on all of our in person gatherings with parents, as we continue to improve our relationships with parents, we want to work on making more opportunities for us to gather in person and create a welcoming environment and better communication."	As part of our process of improving engagement with underrepresented families we have hired a school counselor to help provide services to students and parents as well as contract with Fresno County Office of Education to provide parent educational classes on relevant topics.	"One of our strengths is our staff and their commitment to our students.  We have had a rough couple of years and our staff is dedicated to providing intervention, and lessons to drive home the core content that is needed to help bring the students back to where they should be."	We have a lot of learning loss and scores have been down.  Areas where we need improvement relate to the in-person meetings for teachers to work with both student and parent to discuss their progress and put interventions in place as part of the plan.  We also have purchased many more resources to help support student and parent with the help of our staff.	As stated we have hired a school counselor to help improve engagement with parents and provide services to students as we work on the current need for social emotional learning support - specifically in our underrepresented families.	We have a strong family support at our school - but not really involved.  We believe our strength is in the policies and procedures we have worked hard to put in place with our attorney to make sure we are in compliance with all the requirements needed.	We would like to improve with the number of opportunities that parents have to provide feedback and input on policies and participate in the advisory groups and assist with decision making.  We are hoping that providing more in-person opportunities and proper communication will help with participation.	As stated we have hired a school counselor to help improve engagement with parents and provide services to students as we work on the current need for social emotional learning support - specifically in our underrepresented families.	3	3	3	3	3	3	3	3	2	2	2	2	Met	6/17/2022	2022
19647330135723	Ednovate - Brio College Prep	3	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"Brio College Prep holds mandatory parent-teacher conferences every quarter. Brio communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Brio’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Brio we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Brio College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Brio College Prep Treat Brio College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of Brio College Prep both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Brio College Prep staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"Brio College Prep holds mandatory parent-teacher conferences every quarter. Brio communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Brio’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Brio we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Brio College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Brio College Prep Treat Brio College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of Brio College Prep both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Brio College Prep staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"Brio College Prep holds mandatory parent-teacher conferences every quarter. Brio communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Brio’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Brio we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Brio College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Brio College Prep Treat Brio College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of Brio College Prep both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Brio College Prep staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/15/2022	2022
19647330132282	Ednovate - East College Prep	3	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"East College Prep holds mandatory parent-teacher conferences every quarter. East communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of East’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At East we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the East College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of East College Prep Treat East College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of East College Prep both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. East College Prep staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"East College Prep holds mandatory parent-teacher conferences every quarter. East communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of East’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At East we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the East College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of East College Prep Treat East College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of East College Prep both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. East College Prep staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"East College Prep holds mandatory parent-teacher conferences every quarter. East communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of East’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At East we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the East College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of East College Prep Treat East College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of East College Prep both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. East College Prep staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/15/2022	2022
19647330135715	Ednovate - Esperanza College Prep	3	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"Esperanza College Prep holds mandatory parent-teacher conferences every quarter. Esperanza communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Esperanza’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Esperanza we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Esperanza College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Esperanza College Prep Treat Esperanza College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of Esperanza College Prep both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Esperanza College Prep staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly “Cafecito” meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"Esperanza College Prep holds mandatory parent-teacher conferences every quarter. Esperanza communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Esperanza’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Esperanza we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Esperanza College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Esperanza College Prep Treat Esperanza College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of Esperanza College Prep both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Esperanza College Prep staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly “Cafecito” meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"Esperanza College Prep holds mandatory parent-teacher conferences every quarter. Esperanza communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Esperanza’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Esperanza we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Esperanza College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Esperanza College Prep Treat Esperanza College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of Esperanza College Prep both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Esperanza College Prep staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly “Cafecito” meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/15/2022	2022
30103060133983	Ednovate - Legacy College Prep.	3	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"Legacy College Prep holds mandatory parent-teacher conferences every quarter. Legacy communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Legacy’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Legacy we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Legacy College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Legacy College Prep Treat Legacy College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of Legacy College Prep both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Legacy College Prep staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"Legacy College Prep holds mandatory parent-teacher conferences every quarter. Legacy communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Legacy’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Legacy we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Legacy College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Legacy College Prep Treat Legacy College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of Legacy College Prep both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Legacy College Prep staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"Legacy College Prep holds mandatory parent-teacher conferences every quarter. Legacy communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Legacy’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Legacy we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Legacy College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Legacy College Prep Treat Legacy College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of Legacy College Prep both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Legacy College Prep staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/15/2022	2022
19647330140129	Ednovate - South LA College Prep	3	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"South LA College Prep holds mandatory parent-teacher conferences every quarter. SLA communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of SLA’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Esperanza we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the South LA College Prep Philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of South LA College Prep Treat South LA College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of South LA College Prepboth informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. South LA College Prepstaff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly “Cafecito” meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"South LA College Prep holds mandatory parent-teacher conferences every quarter. SLA communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of SLA’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Esperanza we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the South LA College Prep Philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of South LA College Prep Treat South LA College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of South LA College Prepboth informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. South LA College Prepstaff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly “Cafecito” meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"South LA College Prep holds mandatory parent-teacher conferences every quarter. SLA communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of SLA’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Esperanza we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the South LA College Prep Philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of South LA College Prep Treat South LA College Prep faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of South LA College Prepboth informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. South LA College Prepstaff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly “Cafecito” meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/15/2022	2022
19647330125864	Ednovate - USC Hybrid High College Prep	3	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"USC Hybrid High holds mandatory parent-teacher conferences every quarter. Hybrid High communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Hybrid High’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Hybrid High we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Hybrid High philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of USC Hybrid High School Treat USC Hybrid High School faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of USC Hybrid High School both informally and formally. Parents have the opportunity to participate in school decisions through the Parent Advisory Council (PAC), the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard.The PAC includes a processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Hybrid High staff provides logistical support to ensure that communication about SSC, ELAC, and PAC meetings and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"USC Hybrid High holds mandatory parent-teacher conferences every quarter. Hybrid High communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Hybrid High’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Hybrid High we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Hybrid High philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of USC Hybrid High School Treat USC Hybrid High School faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of USC Hybrid High School both informally and formally. Parents have the opportunity to participate in school decisions through the Parent Advisory Council (PAC), the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard.The PAC includes a processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Hybrid High staff provides logistical support to ensure that communication about SSC, ELAC, and PAC meetings and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	"We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channels (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students.   Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person (or virtual) meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community."	"USC Hybrid High holds mandatory parent-teacher conferences every quarter. Hybrid High communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Hybrid High’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Hybrid High we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Hybrid High philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:   Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of USC Hybrid High School Treat USC Hybrid High School faculty and staff with respect"	"Parents provide important input and feedback on the governance and operation of USC Hybrid High School both informally and formally. Parents have the opportunity to participate in school decisions through the Parent Advisory Council (PAC), the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard.The PAC includes a processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Hybrid High staff provides logistical support to ensure that communication about SSC, ELAC, and PAC meetings and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to:  Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings  The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/15/2022	2022
30666700101626	Edward B. Cole Academy	3	"EBCA is a pillar of the Santa Ana community.  As our community has emerged from the Covid pandemic, EBCA has intentionally worked to provide access and resources to our families.  This year, we were able to secure weekly food bank donations, and free dental, hearing and vision screenings for all of our students.   EBCA conducted home visits and routinely held Virtual Town Halls throughout the school year.   Parents reported in survey results that they feel EBCA has done a successful job of communicating with parents and also working to meet their needs.  Parents also responded that they look forward to having more opportunities to be engaged with the school on our campus next year."	EBCA adopted Aeries for the 21-22 school year and also the Parent Square messaging portal.  100% of staff and school messages go through this portal.  All parents have access and can respond to staff in their native language.  Staff reports that communication with parents has been more robust and timely due to the adoption of Parent Square.	"Post pandemic - EBCA will intentionally welcome and encourage all parents to be active members of our community.  In virtual coffee with the principal this year many parents have expressed a desire to volunteer on campus next year.  EBCA will also create a robust offering of parent empowerment classes that will take place after school. Classes may range from financial literacy to ESL and nutrition, etc. based on parent feedback and demand."	Both parents and students feel our EBCA staff has been successful in supporting student academic and social development.  Staff has been accessible throughout the school year and has worked to differentiate instruction to meet the unique needs of all learners.	"Next year, EBCA will offer meetings to parents that empower them with skills and strategies to use to support their students academically throughout the school year.  Additionally, EBCA is continuing to offer an instructional model that puts two educators (teacher and instructional assistant) in every classroom.  Students will continue to benefit from differentiated small group instruction."	"EBCA will continue to conduct home visits, and offer numerous opportunities for parents to be involved on campus.  EBCA will also offer virtual meetings to accommodate parents who may not be able to make it to campus.  Above all else, communication between EBCA and our stakeholders will remain a top priority."	"Parents appreciate that EBCA holds a monthly Coffee with the Administration meeting to review academic progress, important updates, English Learner updates, and answer any questions.  Parents also appreciate that staff sends weekly newsletters offering an overview of the upcoming week of learning."	"As we emerge from the pandemic, EBCA is excited to offer meetings that allow parents to attend on campus. Additionally, we are looking forward to our Parent meetings having increased attendance throughout the school year.  EBCA will offer free child care to help accommodate as many families as possible so they can have their voice represented in various meetings throughout the school year."	Many of our parents are working a number of jobs to support their children.  They are doing an amazing job of providing for their families.  It is important that EBCA offer a variety of ways for families to be involved and have their voice heard.  Both meetings on campus and virtual meetings will allow parents to participate no matter their circumstances. Parent surveys will continue to be shared electronically and also in paper form in both English and Spanish.	4	3	3	4	4	4	4	4	4	4	4	4	Met	6/29/2022	2022
23656072330272	Eel River Charter	3	Results of our local parent questionnaire indicate the following: 100% of parents reported that they feel that the school is following its mission statement 100% of parents reported that they have adequate communication or access to teachers 98% of parents reported that they were satisfied with the help they received from teachers and aides. 100% of parents reported that they are satisfied with their child’s progress.	"The Eel River Charter School was started by parents for the community as an alternative choice in public education. Parent-School communication is a primary focus of the school mission statement: Working with families in community through holistic teaching to develop educated, responsible, compassionate people."	"ERCS is improving its communication with the Spanish speaking families through translation of documents and translation services during meetings and other school events and performances. The 21-22 ERCS Board was made up of 50% bilingual members who were parents of students enrolled at the school, and 25% Native American parent members."	"100% of parents completed the annual parent questionnaire. According to the 21-22 parent questionnaire, 100% of parents are satisfied with student(s) progress, 100% saw improvement in academic progress in 21-22 school year and 100% feel they have adequate communication with and access to teachers."	"80% of parents were interested in their child participating in after school tutoring and 84% were interested in summer tutoring by phone, internet, or in person.76% were interested in summer workbooks for their children, which the school ordered and provided."	"ERCS will continue to encourage a mix of parents reflective of the student demographics to serve on the ERCS Board of Directors, the ERCS Site Council, and will strive to attain 100% completion for the Parent Surveys each year."	"ERCS has annual elections for 2-year terms on the Board of Directors. These positions are filled by parents and 1 community member-often a former parent. ERCS has a Site Council, comprised of parents representing all facets of the student body, especially students that qualify for Title I services. ERCS has a Native (Indian) Parent Committee that is responsible for over-seeing the goals and outcomes of the Title VI Indian Education Grant. All of these committees are available to interested parents each year and parents are encouraged to participate. The LCAP is discussed at the Site Council meeting and at several regularly scheduled public Board meetings."	"Encouraging parents, especially those with limited English communication skills, to participate in the meetings is more difficult. In 22-23, ERCS hopes to return to the LCAP goal of at least 1 parent participation event at the school each month. During the COVID pandemic, parent access at the school has been limited. ERCS is improving its communication with the influx of Spanish speaking families through hiring of bilingual or partially bilingual staff, translation of documents, and translation services during meetings."	"ERCS will continue to encourage a mix of parents reflective of the student demographics to serve on the ERCS Board of Directors, the ERCS Site Council, and will strive to attain 100% completion for the Parent Surveys each year."	5	4	4	4	3	4	4	3	4	3	4	3	Not Met	8/11/2022	2022
37679910108563	EJE Elementary Academy Charter	3	Parents have shared their gratitude to the school in doing our best to keep them up to date with information especially at the Coffee with the Principals. Parents know they have a means to communicate with staff through email or through their grade level platform. Parents have shared that they enjoyed having the Book Truck comes to our school so they can also promote academics. Staff have shared that despite their being no visitors on campus there is open lines of communication between parents and staff that continue supporting in building relationships with them.	"With restrictions being lifted, we will have more hands-on parents nights such as math night and literacy night where families are able to use activities at home to support in those areas. Parents are also asking for more resources to be sent home such as books and flashcards. We also are working on ways to reach more families through in person workshops and webinars so that families are up to date on important information. We will also be using ParentSquare and returning to having home visits to build relationships and communication with families."	We recognize that many of our families are working families who may not be able to come in during the school day to support or even take part in school wide events. We want to engage our families by giving them multiple ways to access meetings through in person or virtually and at different times of the day (morning/evening). We also want to give access to resources and educational nights that allow for families to attend even if there are other children of various ages to attend.	"Staff and families alike recognize that we must find meaningful and effective ways parents can support the academic achievement of their students at home. We recognize that not all parents can be home after school hours to provide added support. While some families have expressed wanting more homework sent others have voiced that it should be optional. To this extent, teachers recognize that not all home environments are alike and want support on how else to accelerate student outcomes within the school day."	With our community schools grant we plan on bringing organizations such as PIQUE to support our partnership building with parents in support of student outcomes.	With our community schools grant we plan on bringing organizations such as PIQUE to support our partnership building with parents in support of student outcomes.	"By having more frequent and consistent meetings with staff and parents, we have employed opportunities throughout the meeting and through surveys for parents and staff to voice their input. Topics range from positive school wide expectations to ways to understand school wide data. Parents and staff then have opportunity to give input on many different aspects of the school."	"We recognize that due to the limited amount of families virtually present at our meetings, it only give us a small percentage of representation of our families to give input. We will continue to find ways to get more input for more families. With staff, we want to embed more ways to get their input more periodically and for staff to take part in the research and discussion of these decisions."	In order to meet the time needs of our families we will work towards ensuring we have a representation of our underrepresented families on our parent committees so that we can regularly seek their input. We will also think of ways in which we can reach more families in the decision-making process through other highly attended school events such as family nights and parent conferences.	5	5	5	5	3	3	3	3	4	4	4	4	Met	6/30/2022	2022
37679910119255	EJE Middle Academy	3	Parents have shared their gratitude to the school in doing our best to keep them up to date with information especially at the Coffee with the Principals. Parents know they have a means to communicate with staff through email or through their grade level platform. Parents have shared that they enjoyed having the Book Truck comes to our school so they can also promote academics. Staff have shared that despite their being no visitors on campus there is open lines of communication between parents and staff that continue supporting in building relationships with them.	"With restrictions being lifted, we will have more hands-on parent nights such as math night and literacy night where families are able to use activities at home to support in those areas. Parents are also asking for more resources to be sent home such as books and homework. We also are working on ways to reach more families through in person workshops and webinars so that families are up to date on important information. We will also be using ParentSquare and returning to having home visits to build relationships and communication with families."	We recognize that many of our families are working families who may not be able to come in during the school day to support or even take part in school wide events. We want to engage our families by giving them multiple ways to access meetings in person or virtually and at different times of the day (morning/evening). We also want to give access to resources and educational nights that allow for families to attend even if there are other children of various ages to attend.	"Staff and families alike recognize that we must find meaningful and effective ways parents can support the academic achievement of their students at home. We recognize that not all parents can be home after school hours to provide added support. While some families have expressed wanting more homework sent others have voiced that it should be optional. To this extent, teachers recognize that not all home environments are alike and want support on how else to accelerate student outcomes within the school day."	With our community schools grant we plan on bringing organizations such as PIQUE to support our partnership building with parents in support of student outcomes.	With our community schools grant we plan on bringing organizations such as PIQUE to support our partnership building with parents in support of student outcomes.	"By having more frequent and consistent meetings with staff and parents, we have employed opportunities throughout the meeting and through surveys for parents and staff to voice their input. Topics range from positive school wide expectations to ways to understand school wide data. Parents and staff then have opportunity to give input on many different aspects of the school."	"We recognize that due to the limited amount of families virtually present at our meetings, it only give us a small percentage of representation of our families to give input. We will continue to find ways to get more input for more families. With staff, we want to embed more ways to get their input more periodically and for staff to take part in the research and discussion of these decisions."	In order to meet the time needs of our families we will work towards ensuring we have a representation of our underrepresented families on our parent committees so that we can regularly seek their input. We will also think of ways in which we can reach more families in the decision making process through other highly attended school events such as family nights and parent conferences.	5	5	5	5	3	3	3	3	4	4	4	4	Met	6/30/2022	2022
19647331932623	El Camino Real Charter High	3	ECR's Strengths in the area of Building Relationships Between School Staff and Families are:  A) Administrative staff regularly attending school functions outside of the regular school day. B) Conducting parent workshops surrounding mental health and wellness. C) Providing adequate Professional Development for school staff/parent involvement on a yearly basis to address a variety of topics that may include but are not limited to the following:  • Communicating with Parents  • Effective Family Engagement  • Promoting Cultural Competency	Focus Areas for Improvement in Building Relationships Between School Staff and Families: A) Increase early school to parent contact for instructional and disciplinary concerns	ECR will improve engagement of Underrepresented Families by: A) Allotting funds to meet specific family needs such as those noted during the self-reflection process B) Connecting them to partner programs and agencies that provide resources	"ECRs strengths and progress in Building Partnerships for Student Outcomes: A) Providing Parents (via email, website, or in person) with evidence-based strategies and resources for parents to work with teachers to improve their child’s academic performance and best practices for effective parent engagement B) Providing an interpreter as needed for parent conferences and meetings C) Providing written communications in a language that parents can understand D) Arranging school meetings at a variety of times and using innovative approaches such as virtual conferencing to allow parents who are unable to attend those conferences at school E) Conducting School Tours- Diverse groups of parents and stakeholders are invited into ECR to tour the facilities, ask questions about programs and activities occurring for their children, and provide input and feedback."	A) Disseminating a parent survey annually requesting input about effective school/home communication and achieving more than 50% response	"ECR will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes. A) Utilize multiple media avenues to gather survey feedback include website, on-site events, email/newsletter blasts, and robocalls."	"ECR's strengths and progress for Seeking Input for Decision-Making: A) Parent advisory group meets quarterly to talk, collaborate, and solicit ideas that benefit student learning and growth. B) Regular review of parent engagement LCAP Goal 5 to ensure we are on track or to monitor and adjust."	ECRs focus are for improvement in Seeking Input for Decision Making: A) Host more planned parent meetings and activities that keep parents informed and solicit feedback of school on goings and initiatives	ECR will improve engagement of underrepresented families identified in relation to Seeking Input for Decision-Making: A) ECR has established a Parent University that will meet monthly to discuss a variety of school related topics for input from parents.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
13631230000000	El Centro Elementary	3	El Centro Elementary School District continually works to build positive relationships with parents and families. Each school creates a welcoming environment and develops the capacity of their staff to provide positive engagement and communication with families. All communication sent home is provided in English and Spanish to ensure accessibility by all.	The focus areas for improvement are to promote cultural awareness through site-based cultural events and continue a districtwide emphasis on providing the best customer service to our parents and families.	Promote cultural awareness through site-based cultural events and continue a districtwide emphasis on providing the best customer service to our parents and families.	"El Centro Elementary School District, through the LCAP, has provided families and the community with a Parent And Community Engagement (PACE) Center. This Center supports the district’s goal of building partnerships for student success with families by providing trainings and classes to parents and community members. The district and LCAP also supports the Family And Community Together (FACT) Center which provides outside resources and case management to families."	The focus area for improvement is increasing professional learning for teachers and principals to strengthen the school’s capacity to partner with families.	The district will continue to create training opportunities for staff in this area with an emphasis on engaging underrepresented families.	"The El Centro Elementary School District provides multiple opportunities for parents to provide input for decision making including various parent advisory committees, parent and community trainings at the PACE Center, and parent events at school sites. The district also surveys parents three times a year including during Parent Conference week and after all parent trainings and the annual Parent Fair."	The focus area for improvement is to build parent capacity to effectively engage in advisory groups and decision making.	The district continues to create trainings to support parents and families in this area.	4	4	3	4	3	4	4	4	4	3	4	4	Met	6/28/2022	2022
09100900000000	El Dorado County Office of Education	3	"Blue Ridge School has implemented a new intake packet that is mailed to parents encouraging their participation in their child’s education. Parents are contacted personally and invited to school events including Back to School Night, Open House, and School Site Council Meetings. These events are held on visiting night and, in collaboration with probation, parents are invited to eat dinner with their child prior to attending the event and are then provided a personal visit following the event. The program will create a tool designed to seek input from multiple sources, including staff, parents, probation, and community members, to improve our communication processes with families and identify ways to better meet their needs."	"The program will create a tool designed to seek input from multiple sources, including staff, parents, and probation and community members, to improve our communication processes with families and identify ways to better meet their needs."	"The program will create a tool designed to seek input from multiple sources, including staff, parents, and probation and community members, to improve our communication processes with families and identify ways to better meet their needs."	"Blue Ridge School reaches out to families on initial intake to communicate  with them about the educational program at Blue Ridge. Families are given a way to communicate with school staff during the student's stay at Blue Ridge and are updated regularly about the progress the academic progress the student is making. The school personally invites every parent to IEP meetings, where they are provided with information related to their rights, including resources they can access to identify how to best advocate for their child. This is an area of strength for Blue Ridge as the student population on any given day is 30% students with disabilities."	"Blue Ridge will improve the focus on how to include all families, not just students with disabilities, in these discussions and how best to provide all parents with relevant resources."	The school will continue to reach out to underrepresented families while students are placed in the Blue Ridge Juvenile Treatment Facility. Ninety percent of student who are placed in Blue Ridge are from underrepresented groups so the strategies implemented for outreach and communication will enable the school to receive feedback from these families and will help guide the steps the school is taking to improve communication and engagement with families.	"All parents are provided opportunities to engage in their child’s education. They are invited to all school related events, asked to participate in decision-making at School Site Council meetings and encouraged to talk with teachers and the principal when needed."	"With the transient nature of the program, getting parent engagement in decision-making can be difficult. Parents are invited to attend meetings. However, their child may be released prior to the meeting date. We will continue to identify ways to engage parents in decision-making."	The school will continue to reach out to underrepresented families while students are placed in the Blue Ridge Juvenile Treatment Facility. Ninety percent of student who are placed in Blue Ridge are from underrepresented groups so the strategies implemented for outreach and communication will enable the school to receive feedback from these families and will help guide the steps the school is taking to improve communication and engagement with families.	4	4	3	3	3	2	3	3	4	2	3	3	Met	6/21/2022	2022
09618530000000	El Dorado Union High	3	"Each school maintains a School Site Council where elected parents provide input on community goal setting and budgets. Schools with over 21 English learners maintain an English Learner Advisory Council where families provide input on goals and budgets. At the District level, the Standards and Instructional Leadership Team includes parents who provide input on curriculum adoptions and development of the LCAP. The District also receives parent input on the District English Learner Advisory Committee, the District Advisory Committee, and the CTE Advisory Committee. A focus area is to improve communication and feedback with families of students being supported by Title I Part A Targeted Assistance funds."	"The District provides families with timely and reliable communication using ParentSquare that enables parents to view information via app, email, or text. In addition, the District provides families with an online student information system for parents via app or full online version to view attendance, transcripts, test scores, medical information, and current grades. The District and each school also manage informative websites that include extensive information about programs and services. Starting in the 2021-22 school year, the District added a bilingual guidance counselor to serve as a liaison for Spanish-speaking families to assist with college and career readiness. A focus area is to improve in-person communication with parents following the end to the California Department of Public Health restrictions on in-person activities."	"At the secondary level, families are very active in supporting students' co-curricular and extracurricular activities. The parents provide booster clubs for athletics and the arts. In addition, parents dedicate their time and talent to support clubs and ASB functions. Parents of students for improvement, including how the LEA will improve the engagement of underrepresented families. with disabilities are actively supported through the IEP process. An area of growth is connecting with parents whose students do not participate in co-curricular and extracurricular activites, in particular, families who are struggling economically."	"The District is committed to using a multi-tiered systems of support approach to improve student academic and behavioral outcomes. As a result of the California Department of Health protocols to prevent the spread for COVID-19 at school, in-person connections with our educational partners were limited during the past year. That said, for the 2022-23 school year,  a priority and strength is a return to in-person meeting, brainstorming, and planning  with our educational partners on how our schools can better meet the needs of all students. In particular, the District’s comprehensive guidance program is engaging parents with additional in-person opportunities to learn about college and career readiness. Parents play an active role on the School Site Councils, WASC accreditation teams, and numerous district advisory committees."	"Partnerships are formed when there is communication, active listening, and dialogue. Providing in-person opportunities for parents to engage in such forums is essential to creating meaningful collaboration. This effort to improve communication is the District's focus area.  Administration continues to design and host opportunities where staff and parents can meet to discuss student academic and social-emotional needs where communication is two-way in nature such that input is sought."	"The District is committed to meeting the needs of the over 300 Spanish speaking families. The District is partnering with the Parent Institute for Quality Education (PIQE) and offering an eight-week parent education series in Spanish. Parents are provided support, tools, and skills to help their students prepare for the future during the evidence-based parent engagement workshops. Hosting events in Spanish improves communication and inclusion."	"The District’s use of surveys to parents and the inclusion of parents on committees that make recommendations regarding policies, regulations, plans and budgets are demonstrated strengths in seeking input from educational partners. Digital  communication regarding school and District efforts and actions are sent frequently by text and email to ensure families are informed of school and District improvement efforts. Principals and the superintendent host parent engagement opportunities and participate in community based organizations to actively connect and seek input on school expectations and outcomes."	"Improving communication is the District’s focus area. Administration continues to design and host opportunities where staff and parents can meet to discuss student academic and social-emotional needs, where communication is two-way in nature. Families not only want to be informed of events, opportunities, and school efforts, they also desire to provide input prior to decisions being made. The use of surveys and in-person forums will be enhanced to gather more information from educational partners."	The Parent Institute for Quality Education (PIQE) events include school and District administration. PIQE staff help create dialogue between Spanish speaking families and schools so that more families’ voices are incorporated into school and District plans. Bridging the language divide is essential for inclusion. The eight PIQE workshops compliment the work being done in school based English Learner Advisory Committees and the District English Learner Advisory Committee.	4	4	3	3	3	3	3	3	4	3	3	3	Met	6/7/2022	2022
19645010000000	El Monte City	3	"El Monte City School District believes that effective communication is at the core of developing strong relationships with our families. Over the past several years, EMCSD has developed a variety of strategies to improve two-way communication between schools and families - including the implementation of ParentSquare, a two-way app that allows us to contact parents and allows parents to contact us. Currently, 90% of our families are contactable via the ParentSquare app. A community liaison has been provided for  each site, whose sole responsibility is to build relationships with families and engage them in a strong partnership with the school and district. A district-level community liaison coordinates the work to ensure the engagement strategies are implemented district-wide.  EMCSD administers the California Parent Survey (CPS) annually to all parents. For the past few years, over 80% of our parents have completed this survey. This large sample size has allowed the district the opportunity to evaluate its parent engagement strategies. In the 2021-2022 CPS, 92% of parents agreed or strongly agreed that their school encourages them to be active partners with their school in educating their child. Additionally, 95% of our parents reported that school is a safe place for students.  This indicates to us that the district is developing the capacity to build trusting and respectful relationships with families.  As far as building effective two-way communication, parents indicate that they are satisfied with the district's efforts to communicate regarding the education of their children. CPS results show that ninety-three percent of parents agreed or strongly agreed that School keeps me well-informed about school activities, while 90% stated that the School promptly responds to phone calls, messages, or e-mails. These results, combined with parent feedback we receive at different parent events, give us confidence that our building relationship strategies are proving to be effective.  This indicates to us that the district is developing the capacity to build trusting and respectful relationships with families."	"While we are confident in the progress made in this area, we are cognizant that there is an opportunity for growth. We will focus on supporting staff to learn about families' rich cultural backgrounds and strong personal values that are essential for the development of the whole child. The district's family engagement team is committed to continuing to find strategies that help all staff appreciate the goals that parents in our district have for their children."	"The district will utilize our district and site based community liaisons, as well as our social worker(s) to bridge the gap between school and home and to provide resources and services to engage our underrepresented families, including our homeless population."	"Based on the results of the 2021-2022 California Parent Survey (CPS), 92 percent of our parents reported that their school encourages them to be active partners with their school in educating their child.  We continue to have a high parent participation rate at school events that allow parents to engage with their child's teacher to understand their student's progress.  Events such as Back to School Night, Open House, and Parent-Teacher Conferences (twice a year), have over ninety percent parent attendance. These are excellent opportunities to continue to build partnerships with families. Schools capitalize on these opportunities by ensuring that parents receive clear information regarding their children’s progress, while also making sure that parents are aware of the resources they can use to support learning at home.  Another area in which the district has made excellent progress is in supporting parents with the understanding of legal rights and in helping them know how to advocate for their own students. This information has been shared with parents in a variety of settings: advisory committees, district-wide training, and school-based workshops. Parents have played a key role in the development, implementation, and evaluation of the Local Control Accountability Plan (LCAP). Parents are active members of the LCAP Advisory Committee, which is ultimately responsible for monitoring the actions contained in the plan and is also responsible for recommending LCAP approval to the Governing Board. Parents representing English Learners (DELAC/ELAC) receive annual training so they can execute their legal responsibilities as members of these committees. Both groups advise the development of School Plans for Student Achievement, as well as the LCAP. Finally, the district community liaison provides training to parents to build parent capacity to function as effective members of the School Site Council.  Over the past few years, parents from all schools have participated in Leadership training. In collaboration with the State PTA, the district has provided School Smarts training to representative groups of parents from all schools. The training is comprised of an array of skills designed to build leadership and advocacy. At the school level, parents have received PESA (Parent Expectations Support Student Achievement) training, which is designed to build parental skills that empower parents to advocate for their children."	"Based on the 2021-2022 CPS, 96 percent of our parents indicated that the school informs them of their child's progress between report cards.  The district will continue to encourage the use of our two-way parent communication app as a way for parents and teachers to communicate with each other.  Additionally, local diagnostic assessment data may be shared with parents throughout the year as an additional measure of student progress."	"As a result of distance learning, we became a 1:1 student device (Chromebook) district.  By providing access to devices and hot spots, we created an opportunity for our underrepresented families to attend district meetings, workshops, and conferences through a virtual format.  Additionally, many workshops are recorded for parents to access at a time that is convenient for them. For those parents who wish to attend meetings in person, the district offers transportation vouchers and childcare as needed."	"EMCSD has prioritized building the capacity of school staff as well as that of parents to actively engage families in advisory groups and in decision-making. The District Community Liaison provides annual training to all parent members of the School Site Council to communicate the role of this committee as it relates to the development of the School Plan for Student Achievement. The training empowers parents to be effective participants in this process that includes, conducting a comprehensive needs assessment, identifying effective strategies, monitoring the implementation of such strategies, and evaluating the effectiveness of these strategies. Similarly, elected school representatives that constitute the District English Language Advisory Committee, receive training that prepares them to carry out their legal responsibilities as they relate to the progress of English Learners. The training equips parents to evaluate district practices designed to support English Learners to attain English fluency within a reasonable amount of time. Through regularly scheduled meetings, DELAC members analyze state assessment results in English Language Arts, Mathematics, and English Language Development. DELAC members also receive information on the use of Title III funds in the district. Finally, all School Plans are developed in consultation with the school’s English Language Advisory Committee (ELAC).  Parents have also played an essential role in the development of the district’s Local Control Accountability Plan. From its inception, the parent members of the LCAP Advisory Committee have helped inform the development, evaluation, and update of the LCAP.  Several LCAP actions were specifically developed to address needs identified by parents. Today, parents are proportionally represented in the LCAP Advisory committee and they continue to provide essential input for the on-going implementation of the LCAP."	"Results of the 2021-2022 California Parent Survey indicate that 85 percent of our parents strongly agree/ agree that the school actively seeks their input before making important decisions, and another 91 percent indicate that they provide feedback on participation in school programs. While these results are indicative of the district's commitment to seeking and welcoming input from our parents, there continues to be room for improvement.  We remain committed to our partnership with parents and will continue to seek input for decision-making through various parent surveys, school and district meetings, and direct contact with parents."	"These results of the 2021-2022 California Parent Survey reaffirm the district’s commitment to being inclusive of families in our community. We do, however, recognize that there is a growing number of Asian American/Pacific Islander (AA/PI) families in our district that will need support specifically targeted to meet their unique needs. To this end, the district has committed funding to provide a district-level community liaison primarily dedicated to identifying strategies that support these parents."	4	4	3	4	4	4	4	4	4	4	4	4	Met	6/20/2022	2022
19645190000000	El Monte Union High	3	"Local data indicates that staff continues to develop relationships with families. The EMUHSD continually provides families with information and resources to support student learning at home, through a variety of tools and in different languages. Each school does a great job of seeking input from parents on better ways to build positive connections between the school and home. A survey is administered by each site on an annual basis, but the district also seeks input districtwide via Google forms, which allows families to provide input on how to better work together and build relationships to support the success of children.  Every school has created a welcoming environment through parent centers that provide information and resources to parents, staff, and community members in different languages. The EMUHSD encourages parents/guardians to engage in activities offered at our schools and participate in their child's educational journey. Many engagement opportunities are provided to families which include Financial Aid workshops, a College and Career Family Conference, and a Parent Involvement Academy. Cultural activities that include the annual Posada and Lunar New Year celebration, also focus on engagement, with a focus on strengthening the relationships between staff and families."	"EMUHSD continues to focus on building relationships with families, and although the data shows there has been an increase in parent and family engagement annually, the goal is to continue to include and engage as many families as possible so that we become partners in each child's educational journey."	"Every family receives information on opportunities to be engaged within their child's school, but also at the district level, and participate in their child's educational program. Communication is sent to families via different venues that include email, texts, personal calls, and social media, in different languages to improve the engagement of underrepresented families. Information on Parent Advisory committee meetings is available on the District's website along with a calendar of all districtwide parent and family engagement opportunities."	"The EMUHSD is committed to building partnerships for student outcomes. Each school has a welcoming parent center, that is staffed by a community liaison, with available resources and information on how to collaboratively work together to support student outcomes. Families are provided with many workshop opportunities that focus on supporting positive student outcomes and supporting student learning at home that include sessions on technology, mental health, and positive discipline. Districtwide events also promote and support college and career awareness. These high-attended events include College Night, Cash for College workshops, College and Career Family Conference, and an annual Parent Involvement Academy.    Information is shared with families on how to monitor their student progress on an ongoing basis. Staff is available to assist at all times with any technical support needed to accomplish this task. Input is sought from families through various surveys and different committees including the Local Control and Accountability Plan (LCAP) committee, in order to allow them to share their concerns and/or provide recommendations."	"The EMUHSD will continue to focus on seeking input from as many families as possible through open forums that allow parents to ask questions but also provide recommendations. Surveys will continue to be provided in different languages, to seek input from families on how better work as partners to support the success of their children."	"Communication to underrepresented families will continue to be provided in their primary language, to the extent possible. The district will continue to use different venues that include email, texts, personal calls, and social media, in different languages, to improve the engagement of underrepresented families. Information on Parent Advisory committee meetings will continue to be available on the District's website along with a calendar of all districtwide parent and family engagement opportunities."	"Throughout each school year, the EMUHSD consults with families to determine what engagement opportunities they would like to be made available to them, along with the best time and venue. This process is done at the site and district levels. As a result, parent and family opportunities are determined based on the input received through surveys, events, and/or committee meetings. This has resulted in an annual increase in parent and family engagement districtwide.   The EMUHSD continues to provide training to both staff and families on the effective engagement of families in advisory groups and decision-making. Parents who are part of the English Learner Advisory Committees (ELAC) at their sites, and the District English Learner Advisory Committee (DELAC) are trained to become leaders and facilitators of the learning process. They are trained to become the experts in the topics that are being discussed and consequently are able to present the information to other parents. All parents in these committees also provide feedback via a survey and/or evaluation form that includes an opportunity for them to share their ideas on what other topics and/or activities they would like to see.   Parents of the Superintendent's Parent Advisory Committee are also trained on becoming parent leaders and provide input on the actions that should be included in the LCAP. They have annually led the coordination of various districtwide events, like the Posada, which has been a huge success in engaging families."	The goal of the EMUHSD is always to increase the number of parents and families who are engaged and provide input for decision-making. The focus will be on training more parents to become parent leaders so that they in turn can train other parents and encourage them to be part of the decision-making process.	"Communication to underrepresented families will continue to be provided in their primary language, to the extent possible. The district will continue to use different venues that include email, texts, personal calls, and social media, in different languages, to improve the engagement of underrepresented families. Information on Parent Advisory committee meetings will continue to be available on the District's website along with a calendar of all districtwide parent and family engagement opportunities."	3	5	5	5	3	5	4	5	5	5	5	5	Met	6/27/2022	2022
24656800000000	El Nido Elementary	3	"Communication between the schools and families has greatly expanded so as to ensure families are up to date with any changes. The increased communication enhanced our trusting relationship which then allowed for student's needs to be better met. As evidence of our commitment to family engagement, positive parent survey results indicate families feel welcomed on campus, open to discuss their children with staff, have confidence in the district and trust the district and staff in the education of their children. El Nido ESD is committed to engaging families. The district will continue to enhance in the area of culturally responsive teaching and communication."	"An area of improvement is to continue to support staff to learn about each family's strengths, cultures, languages and goals for their children."	El Nido ESD will continue to provide opportunities for staff and families to build relationships through authentic engagement activities.	"As a ongoing focus to engage parents, El Nido ESD continues to utilize our communication tool, Parent Square, to inform families of events, trainings, and resources. Additionally, teachers have significantly increased contact with parents with the implementation of Parent Square as it provides the ability to translate for staff. Family Nights served to engage families and provide opportunities to learn about a variety of content areas including reading, math, technology and science."	"A focus area of improvement for ENESD is to continue to build the capacity of parents in the areas of self help, technology and education."	"EL Nido ESD is working on providing families with the opportunity to participate in trainings in the areas self help, technology, and other education based trainings. For example, we will continue to expand upon the Fresno State Parent Institute offerings and seek out other opportunities to provide parents."	"Families have the opportunity to plan, design, implement and evaluate engagement activities in a variety of methods including surveys, SSC, DELAC, family events, and open conversations with administration and staff. The district also consistently seeks new ways for families to provide input and share in the decision making process at both the school site and district level."	An area of focus for improvement is to continue to build the capacity of parents and community members who serve on our advisory committees.	"El Nido ESD will continue to expand opportunities for families, specifically underrepresented families to provide input and participate in the decision making process at ENESD. We will seek out new methods to recruit members to our advisory boards. Survey methods will be expanded upon in order to solicit more input from families. We will also provide training to our advisory board members which will contribute to increased capacity."	5	5	4	5	5	5	5	4	5	4	5	5	Met	6/14/2022	2022
30666216094874	El Rancho Charter	3	"Communication has increased over the past two years starting with our weekly newsletter.  We give all important information regarding school, as well as provide the many celebrations and recognition of students, on a weekly basis.  In addition, our back to school nights and open house has provided an opportunity for parents to meet the teachers on campus.  Throughout the year, we give guided tours of campus to prospective parents to familiarize themselves with the campus, see our many electives, and view the facilities. This gives an opportunity to ask any questions they may have prior to the start of school."	We have continued to refine our communication and continue to inform our families on an ongoing basis.	We will continue using all means of communication in order to engage our underrepresented families.	"El Rancho's primary focus has always been in academics, therefore most decisions are made considering the academic needs of students.  Professional development in the area of ELA, math and reading occurred in August 2021 to determine how to use data as a measure of student success and reteaching."	"El Rancho will continue refining strategies and reviewing data in math and ELA as well as implement supports to address the needs of students.  This includes multiple assessments using I-Ready in ELA and math, as well as CAASPP data and class assessments."	We will continue using various tools/data to target student outcomes of our underrepresented families.	"El Rancho sends out surveys throughout the year on various topics to all parents.  In addition, input is gathered from various parent groups and staff to help guide the educational goals for our students."	El Rancho will continue to gather input from our educational partners in areas to improve student achievement.	El Rancho will continue to reach out to underrepresented families to gather data to improve the quality in programs.	5	5	3	4	4	4	4	4	4	4	4	3	Met	6/1/2022	2022
19647330140004	El Rio Community	3	"COVID-made relationship building harder, but El Rio staff harnessed technology such as ParentSquare and Zoom to communicate with families, host meetings, and offer check-ins.  Parents didn’t feel welcome on campus, due to COVID-protocols, which was for the safety of staff and students, but it was still challenging for families to feel connected, and they look forward to increased communications and opportunities to be involved, in person, on campus."	"In Person Engagement, including Parent Meetings in Person, where teachers share information on what children are learning, and even show parents/let them try their hand at the activities so that they can experience it for themselves.  This includes festivals, inviting parents into the classroom to volunteer, chaperone trips, and all the things that used to be a normal part of school before COVID.  Administration has been encouraged to host more dialogue versus one-way communications, and so the focus area is Communication, and offering more opportunities for feedback, conversation, dialogue, and sharing of differing viewpoints and perspectives."	"El Rio is committed to creating a new position and hiring a Diversity, Equity and Inclusion coordinator to support further engagement of underrepresented families, and help ensure the resources and in place to support those families. Focusing on connecting underrepresented and new families through a “buddy” system, so that families can connect to someone else who might speak their language, or share common ground in terms of their background will hopefully increase engagement."	"Parents are concerned about academic learning and success, and many feel their students suffer from learning loss, and that the trauma associated from the pandemic is impacting learning.  In response, El Rio is offering a summer intervention program, as well as increased math and reading intervention, plus after school tutoring as part of our aftercare/enrichment programs.  El Rio works to make sure parents are aware of the various supports available outside of intervention and tutoring, such as the IEP process and 504 Plans.  El Rio has twice a year parent teacher conferences, mid-year reports, and extensive narrative End of Year reports,  and looks to offer additional more informal check-ins for provide more opportunities for discussion of progress."	"El Rio will focus on sharing data, including benchmark assessment data such as NWEA MAP testing and DIBELS, and will offer information for parents on how to interpret data, and how to use it to support students at home."	"Fidelity groups, Spanish language discussion, parent education, and book club, translation services through Zoom, buddies for underrepresented families, increased outreach."	"People like to take surveys–response rates are good, especially when on ParentSquare, which offers translation automatically into one of 100 languages."	"Don’t use weekly Coffee Chats as the only opportunity for parent feedback–offer more ways of sharing, like forms, surveys, because otherwise people don’t feel like they have been asked.   The consensus is that parents want to be consulted about how they feel, even if they can’t control the ultimate decision (like with masking when it was mandated by the local health department)."	"Provide opportunities for feedback in additional ways besides Zoom, surveys, and in-person coffee chats."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/22/2022	2022
19645350000000	El Segundo Unified	3	"ESUSD has a collaborative relationship between school staff and families.   We utilize Panorama for survey input, Apptegy is a new communication system to allow for communication to go out as text, emails, website, and social media allowing for timely access to provide timely reports.   At our school sties we have very high attendance at events, especially Back to School Night and Open House.  Many parent and family events are planned throughout the year based on feedback through surveys and our partnership with PTA's on a site by site and district level basis.  Their are many opportunities for parents to be engaged through site based or district level committees."	"Our focus area in connecting students, staff and families is led through our district level leadership team, made of district and site administrators, and through our district committee, Equity and Inclusion, comprised of teachers, students, parents, and  administrators."	Through feedback in surveys and sign in sheets at events we found that our English Language Learner families were not attending events or involved at the same rate as other families.  Through the hiring of our new ELD teacher we are able to connect with individual familes and find ways for more involvment and partnership.  Our EL parent meeting has doubled in attendance since the outreach was improved upon.	"Our motto of every student should be seen, heard, supported and loved has become pervasive in supporting each individual child.  We focus on social emotional well being through our RULER program and other resources.  With district wide training in Achievemtn Teams, teachers look collectively at student outcomes and implement strategies to support individual needs.  The Graduate Profile is another way of celebrating student success in a non traditional way."	"Each school site is working on hosting student forums along with surveys to find out how students are feeling and what is helping them be more successful.  With the survey data and forum data staff analyzes the needs and builds grade level, department level, school level and district level plans to support students further in their outcomes."	With the addition of an intervention teacher at every site we ensure that each underrepresented family has the connection and outreach for full support in academic and social emotional growth.	ESUSD has a strong communication system that shares updates immediately from the site to the district level.  Surveys are sent out at least three times a year to gather input.  In seeking progress we continue to evaluate how to hear from more parents.  Our participation rate on surveys is not as high as we would like the range is from 40 % - 60% with a higher participation at the elementary level.   We continue to discuss ways with parents on how to improve our surveys to hear from all families.	"ESUSD has many committees allowing for more input across the school district.  We have School Site Committees, PTA, Ed Foundation, Wellness Committee, Facility Advisory Committee, LCAP and Budget Committe, Equity and Inclusion Committee and many other subject specific committees with parents and students involved."	"With the addition of our intervention teachers at all sites, an administrator at the high school and counseling teams we ensure that we have a consistent and ongoing outreach program to all underrepresented families."	5	5	5	4	5	5	4	4	5	4	4	5	Met	6/14/2022	2022
30666706119127	El Sol Santa Ana Science and Arts Academy	3	El Sol Academy has a strong belief in educating and supporting the whole child.  The school fosters a strong relationship between parents and teachers.  We use partnerships with different organizations to create a strong support system for the students and families.           The school creates a welcoming environment that supports parent engagement by providing opportunities for parents to take an active role in the school.  Office staff is trained to answer parent questions and be attentive to parents needs.  The staff is welcoming and are able to direct parents to the correct source.    Teachers are expected to have a strong parent communication with parents and meet with parents on a regular basis.  The parents are informed at the beginning of the school year that teachers are available on a regular basis to answer questions.   El Sol Academy has a director that works with organizations to provide resources to parents and teachers to support students academically and emotionally.	"For the 2022-23 school year, our focus will continue to increase family engagement.  We want parents to feel comfortable in participating in decision making committees.  We want to continue with a message that parents are the students first advocates.   Students success is achieved when parents, teachers and school leaders work together.    El Sol will continue to create opportunities for parents to engage.  Presentations on schools LCAP will be presented to parents and collect input from all stakeholders."	El Sol Academy sends all school communication in English and Spanish to inform parents on school programs.  The school understands the culture of the school community and address the needs of the school community. The parents feel welcomed and are engaging in school related activities.	The teachers at El Sol Academy create a strong relationship with parents.  The teachers welcome parent volunteers in the classroom throughout the school year.  Parents are key element to student success.  One of our strengths continues to be the trust and working relationship we have created among our school community.  Parents feel welcomed when they come in the mornings to eat breakfast with their child.  Allowing parents to come in provides a sense of community.	The pandemic caused a restriction on parents coming into the campus.  We are looking forward in allowing parents to volunteer once again in school activities.  An area of focus will be implementing the Parent Learning Walks.  The Parent Learning Walks allow for a group of parents to observe teaching styles.  This allows the parent to learn how students are engage and how to continue that learning at home.  Parent	"For the 2022-23 school year, we have partnered with UnidosUS to offer parent training on technology.  Our focus is to continue building parents technology skills.  The workshops focus on learning the educational system but with technology.  It is important for parents to build on technology skills to foster student learning."	"Our parents are invited using different methods to participate in decision making committees.  The school provides opportunities/meetings to discuss all committees that parents can be a part of.  In the monthly coffee meetings, parents are able to voice their concerns and a follow up solution is provided to those parents."	"One of the areas of improvement is collecting more surveys from parents.  Last year, 62% responded to school surveys.  We have to use different methods to collect parent surveys."	The school will continue to consult with English Language Committee and the Special Education Committee to get input on student success.  All families will continue to engage in the decision making process to implement student programs.   It is a team decision to add programs that will benefit all students.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/9/2022	2022
15751680000000	El Tejon Unified	3	"Building and strengthening our relationships with all families is a large priority for ETUSD. In addition to beginning to turn all three of our school campuses into Community Schools to help families in need, we have also hired two additional Student Support Facilitators in order to build relationships with families of all struggling students."	"All school sites hold annual parent/teacher conferences, back to school nights, open houses, etc. where families are encouraged to attend.  We have also implemented Coffee with the Principal once a month. One area of focus with our absenteeism study group is to increase our positive interaction with parents and students to a higher level than the negative interaction for disciplinary reasons.  We have hired Student Success Facilitators to help with this and are currently using the A2A program to focus not only on students who are absent, but also students who are improving their attendance."	"ETUSD is implementing the Community Schools thought process in order to work with community resources to bring needed items to all unduplicated families in the mountain area. A ""Community School"" is exactly what it states, a school which represents and helps the entire community."	ETUSD has built a solid CTE program with multiple pathways starting at the junior high level.  We have created partnerships with various community groups to support students in these career pathway opportunities.	ETUSD would like to begin creating more partnerships with outside organizations to work with our core academic subjects in addition to our CTE pathways.	ETUSD has established a working study group to help with attendance and one huge aspect is focusing on relationships with families. ETUSD has also established procedures to help increase input from parents in school and district decision making at ELAC and DAC meetings. We have appointed one administrator to help monitor these meetings and their progress in participation. ETUSD chose to monitor the progress of participation in ELAC and DAC meetings because representatives from school site council meetings attend these and it is an additional avenue to distribute LCAP information and gain input from diverse groups of parents. Increasing attendance at Back to School Nights and Parent Conferences is being targeted .	"ETUSD uses staff, parent, and student surveys in multiple areas to gain input from all stakeholders in making decisions. All school sites have a school site counsel for local decision, the high school has their WASC team, and the district has both the DAC and DELAC for district level input on various items. Principals also hold ""Donuts with the Principal"" regularly as well as utilizing PTSO and the Booster Club."	ETUSD will be focusing on gathering input on all CTE pathways district wide.	ETUSD will begin utilizing their robocall/text/email program to alert all parents in all spoken languages about upcoming dates of important input seeking meetings.	3	4	4	4	4	3	4	3	5	5	4	4	Not Met	10/12/2022	2022
54105466119291	Eleanor Roosevelt Community Learning Center	3	"As a homeschool program, the parents are completely involved and part of our program instead of on the periphery. We’re continuing to find ways to improve parent opportunities for learning and involvement."	"Post pandemic, ERCLC is working on re-building the school community with more opportunities to be on campus."	"ERCLC is continuing to find ways to better support families in need by offering additional resources, tutoring and supplemental resources."	"ERCLC offers a multitude of enrichment, social, and field trip opportunities including one-one meetings with credentialed teachers."	"ERCLC has not had a grade reporting and measurement system, so we have begun development of Milestone Benchmarks."	"Through continuous improvement, the school will develop stronger systems of support for our underrepresented families and will build stronger community connections to build bridges for additional support and opportunities for our most needy families."	"ERCLC’s currently has multiple opportunities through parent meetings, surveys, and events to gather input on all areas of the school including climate, resources, instruction, needs and support."	"As a new Title 1 school, continuing to develop a consistent School Advisory Committee and other ways to systematically gather input will be a focus."	"ERCLC will gather input from all educational partners, and ensure we have a balance of input from underrepresented families, even if we have to gather in unconventional ways that are easier for these populations."	2	4	3	3	3	3	3	4	3	3	4	2	Met	6/14/2022	2022
37683380129395	Elevate	3	"Covid restrictions have made relationship building a challenge. The impact has been felt and parents are eager to become involved again with volunteering. Elevate school has resumed Coffee with the Directors both in-person and via zoom simultaneously and is making great effort to return to in-person school-wide family events.  In 21-22, a new Parent Engagement Coordinator (PEC) position was created to serve as a liaison between school and families.  The PEC works to help all parents navigate the school system so that they can become better advocates for their children’s education.  The PEC and staff are working to bridge our gaps with underrepresented families through parent meetings, parent-teacher conferences, etc."	"Elevate is committed to building strong relationships between school staff and families.  Based on results from parent engagement surveys, we have identified two areas of improvement.  The first area of focus is increasing engagement with underrepresented families.  Our PEC will work to forge stronger partnerships and serve as an outreach coordinator to reach all families through volunteer management, Parent Workshops, Family Nights and other school events.  The second area of focus is to continue to provide parents with opportunities for parent education on school systems, and student support through encouraging attendance at parent-teacher conferences and other parent learning opportunities."	"Due to Covid-19, many previously organized family engagement activities were not able to be held.  Towards the end of the school year, we were able to have a few Coffee with the Directors meetings where parents were able to provide comments and make recommendations on school activities.  We hope to make more progress in this area by holding regular ELAC and other parent meetings where parents can learn to support their student at home.  This remains an area of focus for improvement."	"Elevate School has a strong commitment to building partnerships with families to help increase positive student outcomes.  A survey was conducted in September of 2021 to all enrolled families.  Based on this survey, we found that 96% of families surveyed agreed or strongly agreed that they were partners in their child’s education.  Although we were not able to provide many opportunities for partnering with families due to Covid-19, we saw success in holding two parent-teacher conferences (one in the fall and one in the spring).  In conjunction with our first parent-teacher conference, we launched an area of our website with grade specific resources that are used in the classroom that parents could also use at home."	"Our primary focus in building partnerships for student outcomes will be on engaging parents with the school and with each other.  In the coming school year, we will hire a new counselor dedicated to the middle school population.  The new counselor will offer two parent workshops focused on offering tools and resources to help parents support learning and development in the home."	"Moving forward, Elevate School plans to focus on increasing the strength and voice of our ELAC parent group.  Our PEC will work as a liaison to help these families understand the school system and help them feel connected to the larger community.  As Covid-19 restrictions ease, our priority will be to help underrepresented families understand how they can best support their child academically, socially, and emotionally."	"Although Covid-19 restrictions made it difficult to convene with parents, Elevate School conducted Coffee with the Directors meetings to inform parents on school issues and seek input from our community.  This meeting allows parents to voice opinions and seek input on current and relevant issues going on. While most of these meetings were held via Zoom, we plan on continuing these monthly meetings in-person in the coming school year."	Challenges from the Covid-19 pandemic required more efforts in engaging families in providing input.  One area of focus is to increase knowledge of and familiarity with online tools initiated these past few years.  We plan on increasing the scope of Parent Square to allow parents to communicate with teachers easily online.	"As mentioned previously, Elevate school will work to increase the strength and voice of the ELAC parent group by providing translation when necessary and working with the PEC to increase parent participation in this group."	4	4	4	3	3	3	4	4	4	4	3	3	Met	6/23/2022	2022
36750510136960	Elite Academic Academy - Lucerne	3	"Elite provides each student a personalized education.  This can only be established by building connections with each family and student. The importance and power of connection is woven into every aspect of our program starting with the hiring process.  Each year, staff contracts are renewed, and each staff member given a Staff Handbook that outlines the safety and expectations of the school. Just like the staff handbook, students and parents are provided the student handbook. The handbook outlines the requirement of parents, teachers and students to connect on a regular basis.  Any families that need these important documents given to them in their native language receive it from Elite administration.  Our Admission staff and Onboarding team work together to provide families with personalized attention.  We developed a process in which every new family is assigned an Onboarding coach who acts as their liaison until they are assigned a Teacher of Record.  The Onboarding coach walks them through the enrollment process, answers questions, connects them with appropriate staff members as needed and ensures they are informed and supported. As part of the process families are provided an Onboarding packet with all basic pertinent information to help them navigate the school.   It also includes a link to a Welcome Survey.  The survey asks them about their student’s goals, culture, needs and interests.  This information is then shared with the appropriate Elite team member so they can connect with the family.  The data is also used to develop enrichment opportunities that are aligned with the interests of our students and families.  Families have multiple avenues to communicate with Elite staff and provide feedback including email, Parent Square application, Zoom meetings, weekly appointments with their teacher, phone calls, monthly newsletters, live and synchronous sessions with teachers, LCAP workshops, Family Empowerment workshops, ELPAC meetings, and website.  Translators are available as needed.   Webinars on relationship building and guidance on how to best support student development are available to families and staff throughout the year.  Teachers, staff and families also have access to the Student Support Team who provide relationship building training, workshops and resources."	"In order to strengthen communication with our students and their families, we have created a top-of-the line website and social media presence which we are continuously improving to make information relevant and easily accessible. We also utilize the Parent Square communication platform to continuously update our students and their families on student and parent events, webinars, surveys, public board meetings, and more. We are working to ensure parents receive training and the support needed to access both the website and Parent Square.  We will also work to ensure that all notifications and documents are translated in order to increase engagement of underrepresented families. We will continue to work on providing our teachers and staff with diversity and MTSS training and additional resources to help them recognize and break down the walls that prevent them from making connections with underrepresented families. Now that Covid restrictions have loosened, we are also working to creating more field trips and face-to-face opportunites for parents, students and staff to connect."	"To improve engagement of underrepresented families we will: 1. Work to ensure that all notifications and documents are translated in order to increase engagement of underrepresented families. 2. Train staff on ways to verbally communicate with families via phone or Zoom using different translation tools.  3. Continue to work on providing our teachers and staff with diversity and MTSS training and additional resources to help them recognize and break down the walls that prevent them from making connections with underrepresented families.    4. Create enrichment, field trip opportunities, elective and CTE courses that appeal to diverse populations and are offered in various communities."	"Due to the nature of an independent study program, Elite Academic Academy has developed a strong structure of communication between our students, families, and staff. Our administrators and teachers work to connect and communicate with all stakeholders through varies communication methods, including phone, text message, Parent Square, online classroom, email, and webinars. Additionally, in-person meetings and events are held on a regular basis. Weekly and bi-weekly staff meetings give faculty an opportunity to collaborate. Our Directors develop relationships with their teams ensuring each individual teacher has the necessary support to be able to problem-solve. Also, Google’s G-Suite for Education has proven to be an essential tool in all aspects of faculty collaboration. This year, our professional development opportunities are focused on student work and data. Our teachers will assess their students, review progress, and analyze CAASPP scores, bringing this data together to create an individualized learning plans with the goal of increased student proficiency. In order to increase engagement and close the literacy gap for our EL and at-risk students, the Fast Forward Intervention program and iReady diagnostic and personalized instruction tools were implemented. Our directors host parent workshops in the area of Writing, Mathematics and ELA to help parents support their students at home. Each academy has monthly newsletters that give parents tips on how to best support their child in the independent study environment. All students meet with their teachers on a weekly basis to ensure progress in their academic courses. Formal learning period meetings happen at least every 30 school days, where the parents, student and teacher work to collaborate on student progress and create or modify the student’s individual learning plan to ensure it consistently meets the student’s needs. We ensure a variety of avenues for communication to allow for all stakeholders to be actively involved and will continue to find creative method, including technology, to ensure involvement of underrepresented students and their families."	As we continue to build larger stakeholder groups across Southern California we will work to partner with local city councils and community colleges to ensure our students and their families learn the value of their local community. We will also work to ensure that all notifications and documents are translated in order to increase engagement of underrepresented families. We will continue to work on providing our teachers and staff with diversity and MTSS training and additional resources to help them recognize and break down the walls that prevent them from making connections with underrepresented families.   We will continue to design and offer workshops and programs that interest and support underrepresented populations and offer workshops in Spanish.	"Elite Academic Academy encourages and facilitates parent and school interactions. A Parent Empowerment group was established to address and make recommendations for the improvement of school operations and resources such as curriculum, instruction, assessment, extracurricular programs and activities, and school program development. This group meets at least once a month. Also, students and parents are surveyed at least once a year to determine their satisfaction with the school.  We encourage parents to keep in constant communications with Elite through social media, Parent Square, emails, and phone calls. All students and parents are provided with our Parent Portal and Student/Parent Handbook which provides information on how to get in contact with all school personnel. At every Elite Academic Academy event, workshop, and webinar contact information of all of our directors and our school counselor is made available to ensure that information is easily available to our families. To enhance the pathway of communication between parents and teachers, parents are connected as observers in our virtual classrooms. As observers, parents are able to not only view students grade and academic progress throughout their courses, they are also able to send messages to content teachers with any questions or concerns they might have.   Elite Academic Academy believes that effective communication with our parents and other stakeholders is incredibly important. With weekly team meetings, our administration, staff, and teachers are able to discuss how to hold communication in an effective way. Each program director is in regular communication with their teachers receiving updates on student growth and development. Directors will advise their teachers to communicate with parents and students based upon their expert experience. If a director feels that they need to reach out to a parent or student, they will. The Athletics Lead and Visual and Performing Arts Lead are also in communication with parents and students on a regular basis. Elite Academic Academy prides itself on being available to its students, parents and stakeholders. Program directors and Leads send out monthly newsletters to the student body, keeping them informed of regular events, activities, and opportunities with Elite.   We will continue to work on providing our teachers and staff with diversity and MTSS training and additional resources to help them recognize and break down the walls that prevent them from making connections with underrepresented families."	"Upon enrollment students and families meet in person or via Zoom to review expectations of the school and plan for the student's success and academic goals. Student progress is monitored and discussed in depth with the families each learning period.  During these discussions the teacher provides the family with tools and coaching to support their students' learning.    Each student is required to take a reading and math diagnostic to determine their strengths and room for growth. This data is explained to the student and family and academic goals are set and monitored by all vested parties. Families are provided the tools and workshops to help them understand the data and how to use the progress monitoring tools to align with the family’s personal academic goals for their student.    If a student is struggling academically, the Student Support Department comes alongside the teacher to provide additional support to students.  Our Multi-tiered System of Support (MTSS) team communicates with the educational partners and coordinates comprehensive student support such as social services, counseling, intervention strategies, 504, SST and Parent Empowerment workshops.  The workshops help parents to understand the support tools and school programs – graduation, 504, English Language Learners, LCAP, career-planning, and tutoring.    To help with the barriers that prevent students from fully engaging in their educational process, The social work and counseling departments provide numerous touchpoints to access their resources and services. Phone, email, and calendar appointments are made easily accessible in email signature lines as well as on our public-facing school website.  Resources to support our families’ mental health, access to housing, access to food services, LGBTQ+ information and support, and all academic supports are compiled and updated each year by Elite’s social worker and school counselor and made easily accessible virtually to all staff and families. Families and students can meet individually with the social worker or school counselor for individualized support with course selection, college and career planning, any mental health need, and life skills building. We also contract with CareSolace to connect families with external mental health support.  Elite provides monthly Parent Empowerment, which offers families an inclusive and welcoming touchpoint with the school, connections to other families, and practical tips to support their family’s overall wellbeing and support their student’s academic success.  Monthly student wellness groups provide students with tools and strategies to care for their mental wellbeing and to connect socially with other students to build a sense of community and safety.  Elite also partners with community businesses to provide extended resources and activities for our students.  Community partner meetings take place to inform vendors of our expectations and processes."	"We will continue to empower families by providing them with the information and tools to monitor student progress, understand the assessment tools and navigate our school's systems in their preferred language.  Thus they will be prepared to provide feedback and make informed decisions.    Board meetings and Parent Empowerment workshops will actively promoted to a diverse audience.   We will continue to improve and administer Panorama and Elite Cares staff, parent and student surveys to measure school culture, engagement, and overall school satisfaction. Information will be shared and discussed with educational partners.   Our Parent Empowerment workshops will be responsive to the needs identified through surveys and feedback teachers have received from families.  Parents will receive personal invites to attend workshops."	"To help with the barriers that prevent students and families from fully engaging in their educational process, the social work and counseling departments provide numerous touchpoints to access their resources and services. Phone, email, and calendar appointments are made easily accessible in email signature lines as well as on our public-facing school website.  Resources to support our families’ mental health, access to housing, access to food services, LGBTQ+ information and support, and all academic supports are compiled and updated each year by Elite’s social worker and school counselor and made easily accessible virtually to all staff and families. Families and students can meet individually with the social worker or school counselor for individualized support with course selection, college and career planning, any mental health need, and life skills building. We also contract with CareSolace to connect families with external mental health support.  We attempt to provide information and invite to join Empowerment group in multiple ways – text messages, phone calls, Academy newsletters and social media.  An Elite-wide monthly newsletter is mailed to all families containing all the upcoming events and available services.    Elite hosts several Family Nights throughout the year.  Students and their families have an opportunity to engage in a fun and meaningful project, and key Elite announcements are made.  Family feedback is solicited, or surveys are shared.   Elite uses Panorama surveys to conduct two to three formal family surveys per year.  Our focus has been engagement and the barriers to engagement. In addition to these formal surveys, we also distribute brief check-in Elite Care surveys. These surveys are used to provide us with a quick “temperature check” of our families and allow us to proactively respond to the needs that are expressed.    Will continue to work to engage more families of underrepresented families by hosting events that peak their interest and that are located within their communities."	4	3	3	3	4	2	4	3	3	2	4	3	Met	6/9/2022	2022
37682130136978	Elite Academic Academy - Mountain Empire	3	"Elite provides each student a personalized education.  This can only be established by building connections with each family and student. The importance and power of connection is woven into every aspect of our program starting with the hiring process.  Each year, staff contracts are renewed, and each staff member given a Staff Handbook that outlines the safety and expectations of the school. Just like the staff handbook, students and parents are provided the student handbook. The handbook outlines the requirement of parents, teachers and students to connect on a regular basis.  Any families that need these important documents given to them in their native language receive it from Elite administration.  Our Admission staff and Onboarding team work together to provide families with personalized attention.  We developed a process in which every new family is assigned an Onboarding coach who acts as their liaison until they are assigned a Teacher of Record.  The Onboarding coach walks them through the enrollment process, answers questions, connects them with appropriate staff members as needed and ensures they are informed and supported. As part of the process families are provided an Onboarding packet with all basic pertinent information to help them navigate the school.   It also includes a link to a Welcome Survey.  The survey asks them about their student’s goals, culture, needs and interests.  This information is then shared with the appropriate Elite team member so they can connect with the family.  The data is also used to develop enrichment opportunities that are aligned with the interests of our students and families.  Families have multiple avenues to communicate with Elite staff and provide feedback including email, Parent Square application, Zoom meetings, weekly appointments with their teacher, phone calls, monthly newsletters, live and synchronous sessions with teachers, LCAP workshops, Family Empowerment workshops, ELPAC meetings, and website.  Translators are available as needed.   Webinars on relationship building and guidance on how to best support student development are available to families and staff throughout the year.  Teachers, staff and families also have access to the Student Support Team who provide relationship building training, workshops and resources."	"In order to strengthen communication with our students and their families, we have created a top-of-the line website and social media presence which we are continuously improving to make information relevant and easily accessible. We also utilize the Parent Square communication platform to continuously update our students and their families on student and parent events, webinars, surveys, public board meetings, and more. We are working to ensure parents receive training and the support needed to access both the website and Parent Square.  We will also work to ensure that all notifications and documents are translated in order to increase engagement of underrepresented families. We will continue to work on providing our teachers and staff with diversity and MTSS training and additional resources to help them recognize and break down the walls that prevent them from making connections with underrepresented families. Now that Covid restrictions have loosened, we are also working on creating more field trips and face-to-face opportunities for parents, students and staff to connect."	"To improve engagement of underrepresented families we will: 1. Work to ensure that all notifications and documents are translated in order to increase engagement of underrepresented families. 2. Train staff on ways to verbally communicate with families via phone or Zoom using different translation tools.  3. Continue to work on providing our teachers and staff with diversity and MTSS training and additional resources to help them recognize and break down the walls that prevent them from making connections with underrepresented families.    4. Create enrichment, field trip opportunities, elective and CTE courses that appeal to diverse populations and are offered in various communities."	"Due to the nature of an independent study program, Elite Academic Academy has developed a strong structure of communication between our students, families, and staff. Our administrators and teachers work to connect and communicate with all stakeholders through varies communication methods, including phone, text message, Parent Square, online classroom, email, and webinars. Additionally, in-person meetings and events are held on a regular basis. Weekly and bi-weekly staff meetings give faculty an opportunity to collaborate. Our Directors develop relationships with their teams ensuring each individual teacher has the necessary support to be able to problem-solve. Also, Google’s G-Suite for Education has proven to be an essential tool in all aspects of faculty collaboration. This year, our professional development opportunities are focused on student work and data. Our teachers will assess their students, review progress, and analyze CAASPP scores, bringing this data together to create an individualized learning plans with the goal of increased student proficiency. In order to increase engagement and close the literacy gap for our EL and at-risk students, the Fast Forward Intervention program and iReady diagnostic and personalized instruction tools were implemented. Our directors host parent workshops in the area of Writing, Mathematics and ELA to help parents support their students at home. Each academy has monthly newsletters that give parents tips on how to best support their child in the independent study environment. All students meet with their teachers on a weekly basis to ensure progress in their academic courses. Formal learning period meetings happen at least every 30 school days, where the parents, student and teacher work to collaborate on student progress and create or modify the student’s individual learning plan to ensure it consistently meets the student’s needs. We ensure a variety of avenues for communication to allow for all stakeholders to be actively involved and will continue to find creative method, including technology, to ensure involvement of underrepresented students and their families."	As we continue to build larger stakeholder groups across Southern California we will work to partner with local city councils and community colleges to ensure our students and their families learn the value of their local community. We will also work to ensure that all notifications and documents are translated in order to increase engagement of underrepresented families. We will continue to work on providing our teachers and staff with diversity and MTSS training and additional resources to help them recognize and break down the walls that prevent them from making connections with underrepresented families.   We will continue to design and offer workshops and programs that interest and support underrepresented populations and offer workshops in Spanish.	"Elite Academic Academy encourages and facilitates parent and school interactions. A Parent Empowerment group was established to address and make recommendations for the improvement of school operations and resources such as curriculum, instruction, assessment, extracurricular programs and activities, and school program development. This group meets at least once a month. Also, students and parents are surveyed at least once a year to determine their satisfaction with the school.  We encourage parents to keep in constant communications with Elite through social media, Parent Square, emails, and phone calls. All students and parents are provided with our Parent Portal and Student/Parent Handbook which provides information on how to get in contact with all school personnel. At every Elite Academic Academy event, workshop, and webinar contact information of all of our directors and our school counselor is made available to ensure that information is easily available to our families. To enhance the pathway of communication between parents and teachers, parents are connected as observers in our virtual classrooms. As observers, parents are able to not only view students grade and academic progress throughout their courses, they are also able to send messages to content teachers with any questions or concerns they might have.   Elite Academic Academy believes that effective communication with our parents and other stakeholders is incredibly important. With weekly team meetings, our administration, staff, and teachers are able to discuss how to hold communication in an effective way. Each program director is in regular communication with their teachers receiving updates on student growth and development. Directors will advise their teachers to communicate with parents and students based upon their expert experience. If a director feels that they need to reach out to a parent or student, they will. The Athletics Lead and Visual and Performing Arts Lead are also in communication with parents and students on a regular basis. Elite Academic Academy prides itself on being available to its students, parents and stakeholders. Program directors and leads send out monthly newsletters to the student body, keeping them informed of regular events, activities, and opportunities with Elite.   We will continue to work on providing our teachers and staff with diversity and MTSS training and additional resources to help them recognize and break down the walls that prevent them from making connections with underrepresented families."	"Upon enrollment students and families meet in person or via Zoom to review expectations of the school and plan for the student's success and academic goals. Student progress is monitored and discussed in depth with the families each learning period.  During these discussions the teacher provides the family with tools and coaching to support their students' learning.    Each student is required to take a reading and math diagnostic to determine their strengths and room for growth. This data is explained to the student and family and academic goals are set and monitored by all vested parties. Families are provided the tools and workshops to help them understand the data and how to use the progress monitoring tools to align with the family’s personal academic goals for their student.    If a student is struggling academically, the Student Support Department comes alongside the teacher to provide additional support to students.  Our Multi-tiered System of Support (MTSS) team communicates with the educational partners and coordinates comprehensive student support such as social services, counseling, intervention strategies, 504, SST and Parent Empowerment workshops.  The workshops help parents to understand the support tools and school programs – graduation, 504, English Language Learners, LCAP, career-planning, and tutoring.    To help with the barriers that prevent students from fully engaging in their educational process, The social work and counseling departments provide numerous touchpoints to access their resources and services. Phone, email, and calendar appointments are made easily accessible in email signature lines as well as on our public-facing school website.  Resources to support our families’ mental health, access to housing, access to food services, LGBTQ+ information and support, and all academic supports are compiled and updated each year by Elite’s social worker and school counselor and made easily accessible virtually to all staff and families. Families and students can meet individually with the social worker or school counselor for individualized support with course selection, college and career planning, any mental health need, and life skills building. We also contract with CareSolace to connect families with external mental health support.  Elite provides monthly Parent Empowerment, which offers families an inclusive and welcoming touchpoint with the school, connections to other families, and practical tips to support their family’s overall wellbeing and support their student’s academic success.  Monthly student wellness groups provide students with tools and strategies to care for their mental wellbeing and to connect socially with other students to build a sense of community and safety.  Elite also partners with community businesses to provide extended resources and activities for our students.  Community partner meetings take place to inform vendors of our expectations and processes."	"We will continue to empower families by providing them with the information and tools to monitor student progress, understand the assessment tools and navigate our school's systems in their preferred language.  Thus they will be prepared to provide feedback and make informed decisions.    Board meetings and Parent Empowerment workshops will actively promoted to a diverse audience.   We will continue to improve and administer Panorama and Elite Cares staff, parent and student surveys to measure school culture, engagement, and overall school satisfaction. Information will be shared and discussed with educational partners.   Our Parent Empowerment workshops will be responsive to the needs identified through surveys and feedback teachers have received from families.  Parents will receive personal invites to attend workshops."	"To help with the barriers that prevent students and families from fully engaging in their educational process, the social work and counseling departments provide numerous touchpoints to access their resources and services. Phone, email, and calendar appointments are made easily accessible in email signature lines as well as on our public-facing school website.  Resources to support our families’ mental health, access to housing, access to food services, LGBTQ+ information and support, and all academic supports are compiled and updated each year by Elite’s social worker and school counselor and made easily accessible virtually to all staff and families. Families and students can meet individually with the social worker or school counselor for individualized support with course selection, college and career planning, any mental health need, and life skills building. We also contract with CareSolace to connect families with external mental health support.  We attempt to provide information and invite to join Empowerment group in multiple ways – text messages, phone calls, Academy newsletters and social media.  An Elite-wide monthly newsletter is mailed to all families containing all the upcoming events and available services.    Elite hosts several Family Nights throughout the year.  Students and their families have an opportunity to engage in a fun and meaningful project, and key Elite announcements are made.  Family feedback is solicited, or surveys are shared.   Elite uses Panorama surveys to conduct two to three formal family surveys per year.  Our focus has been engagement and the barriers to engagement. In addition to these formal surveys, we also distribute brief check-in Elite Care surveys. These surveys are used to provide us with a quick “temperature check” of our families and allow us to proactively respond to the needs that are expressed.    Will continue to work to engage more families of underrepresented families by hosting events that peak their interest and that are located in their communities."	4	3	3	3	4	2	4	3	3	2	4	3	Met	6/9/2022	2022
48104880139030	Elite Public	3	"ELITE's Parent Survey: A total of 49 parents responded the survey questions below with the following results:  Educational Program: 28.6% Very Satisfied, 40.8% Satisfied, 22.4% Neutral, 6.1% Not Satisfied, 2% Very Dissatisfied  Quality of Teaching: 40.8% Very Satisfied, 32.7% Satisfied, 20.4% Neutral, 2% Not Satisfied, 4.1% Very Dissatisfied  Teaching Methods: 34.7%Very Satisfied, 30.6% Satisfied, 28.6% Neutral, 2% Not Satisfied, 4.1% Very Dissatisfied  Course Offerings: 28.6% Very Satisfied, 42.9% Satisfied, 18.4% Neutral, 6.1% Not Satisfied, 4.1% Very Dissatisfied  Extra-curricular Activities: Afterschool Program - 14.9% Very Satisfied, 10.6% Satisfied, 40.4% Neutral, 17% Not Satisfied, 12.8% Very Dissatisfied  School Facilities: 16.3% Very Satisfied, 24.5% Satisfied, 34.7% Neutral, 20.4% Not Satisfied, 4.1% Very Dissatisfied:  Campus Safety: 6.4% Very Satisfied, 46.8% Satisfied, 17% Neutral, 17% Not Satisfied, 12.8% Very Dissatisfied  Technology: 16.3% Very Satisfied, 30.6% Satisfied, 30.6% Neutral, 16.3% Not Satisfied, 4.1 Very Dissatisfied"	We will strive to continue to strengthen our relationships with families by creating authentic opportunities for meaningful family volunteerism at ELITE Public Schools.	We will strive to continue to strengthen our relationships with families by creating authentic opportunities for meaningful family volunteerism at ELITE Public Schools.	"ELITE's Parent Survey: A total of 49 parents responded the survey questions below with the following results:  Educational Program: 28.6% Very Satisfied, 40.8% Satisfied, 22.4% Neutral, 6.1% Not Satisfied, 2% Very Dissatisfied  Quality of Teaching: 40.8% Very Satisfied, 32.7% Satisfied, 20.4% Neutral, 2% Not Satisfied, 4.1% Very Dissatisfied  Teaching Methods: 34.7%Very Satisfied, 30.6% Satisfied, 28.6% Neutral, 2% Not Satisfied, 4.1% Very Dissatisfied  Course Offerings: 28.6% Very Satisfied, 42.9% Satisfied, 18.4% Neutral, 6.1% Not Satisfied, 4.1% Very Dissatisfied  Extra-curricular Activities: Afterschool Program - 14.9% Very Satisfied, 10.6% Satisfied, 40.4% Neutral, 17% Not Satisfied, 12.8% Very Dissatisfied  School Facilities: 16.3% Very Satisfied, 24.5% Satisfied, 34.7% Neutral, 20.4% Not Satisfied, 4.1% Very Dissatisfied:  Campus Safety: 6.4% Very Satisfied, 46.8% Satisfied, 17% Neutral, 17% Not Satisfied, 12.8% Very Dissatisfied  Technology: 16.3% Very Satisfied, 30.6% Satisfied, 30.6% Neutral, 16.3% Not Satisfied, 4.1 Very Dissatisfied"	Our school is built to eliminate the opportunity gap with special focus on African American and Latino students. Every policy put in place with that in mind. Our full service community school recognizes the whole child. We have partnered with our County Office of Education and local colleges and universities to provide additional resources to our families and students.	Our school is built to eliminate the opportunity gap with special focus on African American and Latino students. Every policy put in place with that in mind. Our full service community school recognizes the whole child. We have partnered with our County Office of Education and local colleges and universities to provide additional resources to our families and students.	"ELITE's Parent Survey: A total of 49 parents responded the survey questions below with the following results:  Educational Program: 28.6% Very Satisfied, 40.8% Satisfied, 22.4% Neutral, 6.1% Not Satisfied, 2% Very Dissatisfied  Quality of Teaching: 40.8% Very Satisfied, 32.7% Satisfied, 20.4% Neutral, 2% Not Satisfied, 4.1% Very Dissatisfied  Teaching Methods: 34.7%Very Satisfied, 30.6% Satisfied, 28.6% Neutral, 2% Not Satisfied, 4.1% Very Dissatisfied  Course Offerings: 28.6% Very Satisfied, 42.9% Satisfied, 18.4% Neutral, 6.1% Not Satisfied, 4.1% Very Dissatisfied  Extra-curricular Activities: Afterschool Program - 14.9% Very Satisfied, 10.6% Satisfied, 40.4% Neutral, 17% Not Satisfied, 12.8% Very Dissatisfied  School Facilities: 16.3% Very Satisfied, 24.5% Satisfied, 34.7% Neutral, 20.4% Not Satisfied, 4.1% Very Dissatisfied:  Campus Safety: 6.4% Very Satisfied, 46.8% Satisfied, 17% Neutral, 17% Not Satisfied, 12.8% Very Dissatisfied  Technology: 16.3% Very Satisfied, 30.6% Satisfied, 30.6% Neutral, 16.3% Not Satisfied, 4.1 Very Dissatisfied"	"Going forward, we will refocus our efforts to engage more families to participate in our advisory committees."	Our school is built to eliminate the opportunity gap with special focus on African American and Latino students. Every policy put in place with that in mind.	3	2	3	4	3	4	4	4	4	4	4	4	Met	6/14/2022	2022
34673146112254	Elk Grove Charter	3	"The school’s structure for independent study requires all students and their parents/guardians to attend face-to-face meetings upon enrollment and the school’s Master Agreement defines that parents/guardian may be required to attend monthly upon request. EGCS has implemented multiple communication platforms that include email, phone, text. More specifically, Talking Points allows for translation as well. Lastly, as a small school site, EGCS teachers and staff are more accessible to families and students."	"Parent/guardian connection to Synergy and monitoring of communication and gradebooks. Also, improving positive and intervention communication protocols and establishing school wide protocols/procedures for communication."	"EGCS will work to provide more activities for students on campus. EGCS historically offers limited activities as students/families participating in non-classroom-based programs typically do not participate in schoolwide activities. EGCS will assign a staff member to coordinate activities and promote activities to underrepresented families. EGCS will work to normalize the use of Talking Points for translation for those families who need it and increase communication from all EGCS departments (Admin, Counseling, ISP, Workshop) to build relationships. Also, EGCS will work to increase connection/log-in to Synergy by all families through standardized protocols and procedures."	"EGCS has a strong transcript evaluation and future planning procedures. All students are informed of progress both past and present. The evaluation and planning process through the school’s Master Agreement development requirements builds connections between students, staff, and families. All 11th/12th grade students are scheduled and informed of grade level meetings with the counselor and complete college/career modules as part of the school’s curriculum. EGCS also has a strong intervention process that develops success plans for struggling students to prevent low performance and Master Agreement non-compliance. The intervention and success plan process has reduced the number of involuntary transfers over the years."	"Teachers and staff need additional opportunities to build capacity on intervention best practices, college/career requirements, and school-to-home communication. EGCS is committed to reducing the number of in-voluntary dismissals. The school understands that this can only be achieved through greater awareness and skills improvement by all education partners."	"EGCS has a small number of underrepresented families and students but will continue to improve communication with families through the use of Talking-Points for translation services. Also, schoolwide documents and communications will be translated into the school’s primary languages. EGCS will also continue to work with district level support for foster, homeless, and economically disadvantaged students to provide support to inform and improve student outcomes."	"EGCS has an advisory council made up of staff and parents/guardians to provide input and make recommendations to the school. Advisory council meetings are open to the public. In addition, EGCS conducts weekly staff/department meetings where staff are engaged in decision making activities. Lastly, students are engaged in decision making opportunities through a variety of activities that include surveys, leadership, weekly advisory class, and informal meetings with administration and teachers."	"Areas for improvement include building stronger connections with new and current families to address the needs of a succession of current council members. Also, there is a current open position for a student on the council. EGCS needs to improve activities designed to inform, promote, and seek participation on the council by all education partners. Also, administration needs to improve opportunities for students to engage in leadership opportunities through both formal and informal means. Over the years, EGCS has had inconsistent participation in the Principal’s Student Advisory committee"	EGCS has small numbers of underrepresented families and students but increasing awareness of decision-making opportunities is needed to improve both their connection with the school and the school’s ability to meet their needs. EGCS will need to conduct better analysis of the numbers and needs of underrepresented students through whole staff data analysis opportunities and increase both formal and informal connections between underrepresented students and administration and staff. EGCS will continue to work with district level departments to assess the needs of students and implement programs to meet those needs. EGCS transient population makes planning and engagement activities difficult. Improving the school’s on-boarding process will assist in greater engagement and participation of underrepresented families.	3	3	2	3	2	3	3	3	3	3	3	3	Met	6/28/2022	2022
34673140000000	Elk Grove Unified	3	"The district believes trusting and respectful relationships between the home and school serve as the foundation for shared learning and responsibility and is a key ingredient for student success. The district’s strength is that it maintains a department dedicated to this effort. The Department of Family and Community Engagement (FACE) provides trainings to help schools build trust, create welcoming environments, and develop two-way interactive communication by recognizing skills and knowledge that are part of families’ inner culture, work experience, or daily routine. The FACE department works closely with site leaders to ensure that all families feel seen and heard, and are welcome and inclusive places for all families. FACE also works closely with the Department of English Learner Services to ensure interpretation and translation are available for families at various events"	"Elk Grove Unified is dedicated to improving relationships between school staff and families. FACE will continue to offer a wide variety of professional development opportunities for administrators, teachers, and classified staff to support enhance communication and partnering with families. In addition, EGUSD has also implemented the nationally recognized model of Parent/Teacher Home Visits and early results show the outreach strategy is helping families and students feel more connected and attend school on a regular basis. EGUSD offers both bridge zoom visits and in person visits (when possible). During the summer of 2021, teachers conducted 5,034 positive relationship building bridge visits to welcome students back to in person learning. In 2022-23, FACE will support wider implementation of this effective model."	"Elk Grove Unified has adopted several different strategies to improve engagement of underrepresented families. The district purchased Talking Points, a two-way communication tool that allows home-school communication in over 100 different languages. Talking Points has allowed families who were disengaged due to language barriers to become connected to their teachers and schools. As we emerge from the pandemic, EGUSD continues to create welcoming environments for all families, especially those that are underrepresented. With recent additional staffing, FACE now has the capacity to provide support to all schools to ensure that families feel a part of the decision-making process and feel welcomed on all school campuses. EGUSD has also begun creating parent affinity groups. These affinity groups, like Families of Black Students United, allow parents and guardians to build community, make connections, and build capacity to be advocates for change in their community and schools."	"Many of EGUSD’s departments/offices (such as FACE, Equity, Attendance Improvement, Professional Learning departments) partner to provide a seamless array of trainings to improve a school’s capacity to achieve effective family-school partnerships for student outcomes. Trainings on cultural awareness and implicit bias supports educators in better connecting with students and families. Trainings on social and emotional development are also supportive of and foundational to students’ academic success. Based on stakeholder requests, workshops in the Family and Staff Wellness Education Series include such varied topics as parenting while navigating social media, self-care, healthy behaviors, managing angst, and stress and resilience. The workshops are well attended and feedback from participants is positive. The FACE Department hired two Mental Health Therapists who are creating tools and connecting families to resources to help families support their student's mental health and wellness."	"Parent survey data reported that parents were less satisfied with ideas and tips on how to support academics in the home.  Based on this data, the FACE Department has hired three Family Resource Teachers to create tools, resources and training to help school staff improve partnerships with families and the community to help enhance learning at home. The FACE Department is also collaborating closely with the both the Curriculum and Professional Learning Department and the English Learner Services Department to ensure high quality instruction includes tools for families to help enhance learning in the home."	"EGUSD site staff often begin fostering engagement with underrepresented families by conducting relationship-building home visits and using the two-way communication tool, Talking Points. These serve as the building blocks for successful ongoing relationships, deeper engagement, and partnership for student success.  The district will continue to provide training and support for wider implementation of teachers and administrators use of these strategies to foster positive and effective connections with underrepresented families to support stronger student outcomes."	"EGUSD understands the importance of parent and community feedback, and continues to make progress in seeking input for decision-making. Through various parent committees, such as the District Advisory Committee, the District English Learner Advisory Committee, Partners Accountable and Responsible for Student Success, the Community Advisory Committee, Families of Black Students United, Latina Madres, and the Superintendent’s Parent Advisory Committee, parents routinely provide feedback and recommendations to district leaders in making decisions, including school and district LCAPs. On a wider scale, the district annually seeks parent/community feedback through a LCAP Needs survey and Parent survey. Survey responses inform efforts to improve instructional programs and engagement efforts."	"One focus area for improvement is making sure all families and principals have the opportunity to understand how to plan, design, implement, and evaluate family engagement activities. Recent efforts to systematically measure and monitor welcoming environments and family engagement activities at each site were paused during Distance Learning but have recently started up again. This will continue to create an expectation for continuous improvement. Coupled with additional staffing to support implementation efforts, great improvements are expected as well as great impact."	"The district continuously seeks input on policies and programs, including the best way to reach and hear from underrepresented groups in our school communities. One approach is to directly ask families that are new to the school district and new to the country, what they need to support their transition, and the best ways to communicate with them. The district also utilizes other opportunities when parents are in the district office, for example during immunization clinics, to interact and obtain information on needed support. Information from these sources help staff identify additional support that could be provided through the district’s Newcomers program. The district will continue to engage underrepresented families through the work of the Families of Black Students United, which focuses on improving school experiences of African American students and families. This group builds capacity of parents and employees and advocates for targeted supports for African American students."	4	2	2	4	2	2	3	3	2	4	4	3	Met	6/28/2022	2022
15634460000000	Elk Hills Elementary	3	"Elk Hills School District ensures that 100% of parents of students received invitations to give input for school wide decision making through automated phone calls, flyers, links to the school website for up to date calendaring of information for all events. One of the core values at EHSD is family; therefore, a strength that is noted through survey data is the accessibility to our staff and administration. Hosting community events such as the spring festival has also improved the engagement of the local community. Programs such as the school wide mentorship program has strengthened staff and student relationships. Local data reflects that the chronic absentee rate decreased by 11%. Building and maintaining relationships with the EHSD families has had a direct impact on this percentage. The school social worker and community engagement coordinator have supplanted all previous efforts and continue to support the school's endeavors in building relationships between school staff and families."	"While communication has supported staff and family relationships, the need for parent education has become more of a priority. According to the school climate survey that is administered each year, support for families in the area of parent workshops regarding various topics has increased. These workshops include but are not limited to bullying, substance abuse awareness, school attendance, literacy training, and grief support."	"EHSD started the year with a Back to School Family Picnic to encourage families to be on campus and meet teachers, staff and administration. Parent workshops have also been calendared to address the ongoing needs of the families. Frequent calls home and home visits also occur check on the well being of students who are chronically absent. Additionally, a new communication application has been implemented to ensure that all families are contacted about school events and supports. Further work is also being done to implement tier 2 and 3 supports for PBIS. Finally, due to the stop of school closures, more on campus events have resumed such as festivals, holiday programs, athletics, literacy events, and extra curricular activities. An Extended Learning Opportunity Program has been fully implemented to include before and after school hours for students to attend as well as a summer camp that takes place for the month of June."	"EHSD is in its fourth year of implementation of PBIS. Tier one is completely implemented and sustainable while tiers two and three are in the full implementation stage. This is the second year of having a full time school social worker and fourth year of having a community engagement coordinator. Per the school climate survey, these positions have strengthened the partnerships between school and families which has had an impact on student outcomes. Additionally, this is the second year of having a full time literacy intervention program to help students read at grade level by the time they exit third grade. Finally, with help from the school psychologist, the school's above mentioned team members, and the local Community College Services counseling partnership, an onsite MTSS committee has been formed to provide the students at EHSD students support than ever to meet desired outcomes. Educational partners that utilize these services have recognized the value of them and identified them as such strengths."	"While EHSD has many services available, building relationships with the parents in order to take advantage of these services has proven challenging. EHSD is working to educate parents about the purpose of the these services and the direct link of using these services and student success. Analysis of educational partner input indicate that the purposes of these services need to be better explained and communicated."	EHSD will communicate the supports and services through repetitive communication through the new school messaging system and website. Parent workshops will also increase in occurrence and especially be designed for underrepresented families that have been identified during the self-reflection process.	"EHSD frequently reaches out to parents through annual surveys and one on one communication. Parent groups such as the PTO and student groups such as Student Council provide input in decision making. While the COVID 19 pandemic hindered some of these groups from meeting face to face, the current year has seen a change in involvement. EHSD also continues to provide virtual options for parents during parent conferences and other parent workshops to encourage as much involvement as possible."	"The focus area for EHSD this year to improve input for decision making is to get more parents and families to attend in person events. These events include parent conferences, holiday programs, extra curricular activities, committee meetings, and festivals. Many of our students commute via bus transportation; therefore making it challenging for parents to attend evening events. EHSD is also participating in numerous local events such as parades in order to build relationships and seek input for decisions."	"EHSD will continuously evaluate data from underrepresented families and through PBIS and MTSS committees, brainstorm ways to improve engagement with these groups. Solutions include phone call check ins, home visits, community outreach services such as a food pantry and clothing closet, and opening up school facilities for the use of community events."	5	5	5	5	4	3	4	5	4	4	4	4	Met	6/16/2022	2022
01611680000000	Emery Unified	3	"The district’s strength in the area of building relationships is derived from its commitment to collaboration and open communication between the district, school administration, teachers, classified staff, and students. Specifically, the EUSD’s strength is in making consistent efforts to solicit input from our families and community when making important decisions that affect the district students. To achieve this, the district employs all available ways of communication - in-person, electronic, telephonic, and via mail to maximize opportunities for community input and to incorporate that information to the greatest extent possible into our strategic plans, such as LCAP and SPSA. EUSD school administrators formally engage with families during committee meetings, Coffee with the Principal events, and schoolwide and districtwide activities. They also engage with our community informally during morning and afternoon greeting times."	"Based on the analysis of educational partner input and local data, the district's focus area for improvement in Building Relationships Between School Staff and Families is to increase response and participation rate in  EUSD surveys and greater participation in district/ school events and committee meetings."	"To engage underrepresented families the district provides interpreters, hosts food events, and sometimes offers childcare while parents participate in these activities. Emery USD is a close-knit community where teachers, parents, and students know each other and interact freely. All teachers and administrators are easily accessible to the members of the community and frequently reach out to engage parents and guardians in the workings of the school district. The district provides many in-person and virtual events where parents and guardians are encouraged to participate in decision-making and to provide input into governing the district, including the instructional direction, capital improvements, and everything that is connected to student safety and wellbeing. Our challenge and also our strength is the fact that 21% of our parents are immigrants many of whom speak English as a second language and frequently need language support. The district contracts with appropriate agencies to provide interpretations and we collaborate with the local organizations to provide food and clothes to some families. In addition, EUSD, in collaboration with the City of Emeryville, has a community health center where psychology and social work interns offer counseling support to many members of the community in need of assistance."	"Based on the analysis of educational partner input and local data, the district's current strengths and progress in Building Partnerships for Student Outcomes is in our collaborative approach to educating our students. Our teachers collaborate across and between grade levels and schools in Professional Learning Communities every Wednesday. Teachers analyze student achievement and wellbeing data and problem-solve together. Special education and English learner specialists work with general education teachers to identify the needs of individual students and work in SST teams to address them.  Additionally, the schools collaborate with a variety of the outside partners such as Kala Institute, CA Academy of Science, City of Emeryville, and many others to bring enrichment opportunities and greater choices for our scholars."	"This year the immediate focus area for our district to recruit partners to assist the district in providing expanded day learning and enrichment for our students. All scholars in grades TK-8 are offered a free opportunity to participate in a 9-hour learning day and additional 30 intersession days. To accomplish this, the district needs more staff who are able to work after the regular school day hours and we are collaborating with a variety of outside organizations and ECCL to make this vision a reality."	"During our District English Learner and LCAP Parent Advisory committee meetings, many parents and community members requested more resources for underrepresented families such as afterschool intervention, homework club, advanced placement class bootcamps, and additional enrichment opportunities. The district began constructing a robust, TK-12 after-school program comprised of a variety of academic enrichment and athletic activities for our students."	"The district creates many opportunities for families, teachers, principals, and district administrators to work together to promote effective family engagement activities at the school and district levels. This work is conducted during the District English Learner Advisory Committee and the District Parent Advisory Committee meetings, during Family Movie Nights and other activities for parents and families, and via surveys and town hall meetings."	One of the areas of improvement would be to engage more parents in our activities -  some of these opportunities are attended much better than others. The district will analyze attendance data for patterns and brainstorm solutions for greater engagement.	"The district is considering coupling some fun activities with the committee meetings to be held concurrently in hope of increasing participation in our committees. In addition, we will continue using surveys as a follow-up to committee meetings to get more input."	4	4	3	5	4	3	4	4	4	4	4	4	Not Met	8/10/2022	2022
36677360128439	Empire Springs Charter	3	"One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide several opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, and field trips, and clearly communicate these opportunities to families."	"Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals."	We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference. We have an Equity Diversity Task Force whose focus is in part to ensure that we are all learning about and ensuring inclusive environments where all students are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.	"Our pillars of personalized learning and core values are embedded in the school culture which supports family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through in-services, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and newsletters. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Student centers have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year."	Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our area of focus will continue to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Our focus will be on providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time.	Supporting healthy SEL in the home and the school is essential to learning. Areas of need are more prevalent in underrepresented families and we will increase support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We will seek input from our leaders who are doing this well.	"The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. We have established advisory groups and have created opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including ELAC and to collaborate with leadership for decision-making."	We will increase our opportunities for family members to engage in advisory groups and decision-making and especially in seeking input from underrepresented groups in the community.	"In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We will collaborate with our Diversity Task Force and our Pupil Services and Homeless Youth Liaison to develop this plan."	4	4	4	4	3	4	4	4	3	3	3	4	Met	6/9/2022	2022
50710760000000	Empire Union Elementary	3	"The Empire Union School District identified our diverse parent population as the primary educational partners requested to address the area of ""Building Relationships"".  The prior survey indicated a rating of full implementation in every area.  We work diligently as a district to honor our families, regardless of their socioeconomic status, education level, or any other demographic.  Only a few years prior, many parents indicated through a survey that they did not feel welcome at the school sites.  The district made that a priority and now nearly all parents (97% - 99%) indicate they do feel welcomed when at their child's school site."	The Empire Union School District will focus on bringing educational partners on campuses to build stronger relationships between school and family as we have returned from the pandemic. Our focus is bringing a sense of community back to our campuses as our students grow to highlight their accomplishments.	The Empire Union School District will focus on bringing educational partners on campuses to build stronger relationships between school and families as we have returned from the pandemic. Our focus is bringing a sense of community back to our campuses as our students grow to highlight their accomplishments.	"The Empire District includes families in School Site Council, Title I, special education, and other activities and processes to make sure they not only know their legal rights, but are included in the development of processes, planning, and activities to assure the school site represents all educational partners.  The results of these practices as indicated the district is at ""Full Implementation"" of areas in this section.  The district is committed to a continuous cycle of improvement and is always looking for ways to improve."	The Empire Union School District continues to improve its collaboration with educational partners in an effort to improve student outcomes.  It is the district priority to focus on building collaboration with educational partners through the site level because there directly impacts students outcomes. Working alongside educational partners to highlight students' accomplishments will support the collaboration and positive communication.	The Empire Union School District will continue to improve its partnerships with educational partners of underrepresented families for improving student outcomes.  The district will continue to develop new strategies to increase the engagement. The initial target will be site level events supporting and advocating for highlighting student outcomes. Celebrating students’ accomplishments will foster collaboration and positive communication.	"The Empire District includes families in School Site Council, Title I, special education, and other activities and processes to make sure they not only know their legal rights, but are included in the development of processes, planning, and activities to assure the school site represents all stakeholders.  The results of these practices as indicated the district is at ""Full Implementation"" of areas in this section.  The district is committed to a continuous cycle of improvement and is always looking for ways to improve."	"The Empire Union School District strives to include all educational partners in the decision making process consistently. In order to support the improvement of engagement, educational partners input will be sought after at site level events.  The purpose will be to gain as much input as possible to strategically plan district initiatives."	The Empire Union School District will improve its engagement of underrepresented families in the decision making process by attending site events to gain their input. This will lead to increasing the engagement of underrepresented partners in the decision making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/9/2022	2022
19753090134619	Empower Generations	3	"Empower Generations supports pregnant and parenting teens to meet their individual goals through a whole person, whole family approach. Empower Generations provides pregnant and parenting teens a trauma-informed environment to explore and gain confidence in the unique challenge of young parenthood. With clear and personalized guidance, learners determine their course of study and method of obtaining graduation requirements, including internship, online courses, independent study, and one-on-one support. Learners realize their potential as confident parents, engaged learners, and active community members while working toward a high school diploma and gaining invaluable real-life experience.  Empower Generations conducted an analysis of their educational partner input and local data to determine their current strengths and progress in Building Relationships Between School Staff and Families.  Our site strongly believes in parent engagement so that we may support the whole child in both academic and social-emotional development. We currently complete Individual Learning Plans (ILPs) in the first semester with our learners where they set goals based on their strengths and challenges.  In the Spring semester, we conduct Learner-Led Conferences (LLCs) as an opportunity for learners to present how they achieved/not achieved their ILP goals.  Families are included in both of the processes. In addition, we send weekly Monday messages, we communicate with families through Parent Square, we hold several community events where families are encouraged to attend, send workshop emails and use social media as a way to connect."	"Based on input from all stakeholders, there is a need to strengthen and expand support and opportunities for parents/families and learners to understand how to succeed academically and social/emotionally, to increase learners' and family connectedness to a safe, supportive, and stable learning environment, and to increase engagement with community and school activities.  Another area of improvement includes inviting families to monthly Parent Universities where they can learn about various aspects of our pedagogies, social emotional tools, pregnant and parenting tools and more."	"When building relationships between staff members and families at Empower Generations, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The actions developed are important for all learners, especially foster/homeless youth, English learners and low-income students. The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data.  Staff will provide 1:1 academic and social emotional support for English Learners, Foster Youth and Homeless Learners, as well as low income learners. Through alignment of resources, staff will be able to provide additional services to these three subgroups in order to close achievement gaps. The Foster Youth and Homeless Liaison, and the English Learner Liaison will work together to match the families of English Learners, Foster Youth, and Homeless learners, and low income learners with specific community resources based on the families' needs."	"Empower Generations conducted an analysis of their educational partner input and local data to determine their current strengths and progress in Building Partnerships for Student Outcomes.    Currently we have several community partnerships that work with some of our learners to create wellness and academic plans.  These include Penny Lane,  Goodwill Industries, El Nido, AV partners in Health, WIC, Regional Center, Department of Rehabilitation, Department of Social Services, Care Net, Antelope Valley College and more.  These agencies meet with our learners on a regular basis to support them in making decisions that will help them be successful in high school.  We have continued to work with our LCAP committees where all community members, families, learners and staff are invited."	"The mission of Empower Generations is to collaborate with learners in health and wellness, lifelong learning, college and career readiness, and community partnerships. In doing so, our learners will become self-directed leaders, problem solvers, creators, collaborators, innovators, and active community members. We plan to accomplish this through a rigorous, relevant, and attainable education program that blends independent study, community experience, and one-on-one support based on the California Content Standards. We celebrate and foster learners’ individuality, and support them in discovering their highest potential in the environment that best suits their needs. The vision of Empower Generations is that all learners will possess the knowledge, skills, and confidence to achieve health and wellness, raise healthy and happy children, master academic standards and develop a deep understanding of subject matter, and collaborate effectively with the community in which they live. All learners will graduate with an awareness of and preparedness for the endless possibilities of their future while meeting rigorous and attainable graduation requirements."	"When building partnerships to improve student outcomes at Empower Generations, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The actions developed are important for all learners, especially foster/homeless youth, English learners and low-income students. The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data.  Staff will provide 1:1 academic and social emotional support for English Learners, Foster Youth and Homeless Learners, as well as low income learners. Through alignment of resources, staff will be able to provide additional services to these three subgroups in order to close achievement gaps. The Foster Youth and Homeless Liaison, and the English Learner Liaison will work together to match the families of English Learners, Foster Youth, and Homeless learners, and low income learners with specific community resources based on the families' needs."	"Decision-making and school-wide planning are conducted in a collaborative and inclusive manner at Empower Generations. Our site strongly believes in parent engagement so that we may support the whole child in both academic and social emotional development.  We currently complete Individual Learning Plans (ILPs) in the first semester with our learners where they set goals based on their strengths and challenges.  In the Spring semester, we conduct Learner-Led Conferences (LLCs) as an opportunity for learners to present how they achieved/not achieved their ILP goals.  We also reach out to our families to work with our learners during our resource time on Fridays.  We held our first Student Site Council and iSUPPORT meetings both which encourage families to be a part of our decision making process."	"As a result of specific stakeholder feedback, it was determined that staff could benefit from diversity, equity and inclusion training. Due to the effects of the pandemic, additional social emotional training and support will be provided through training for all staff in trauma informed practices, the collection of social emotional data, and social events or counseling to support families and learners."	"When seeking input for decision-making at Empower Generations, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The actions developed are important for all learners, especially foster/homeless youth, English learners and low-income students. The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data.  Staff will provide 1:1 academic and social emotional support for English Learners, Foster Youth and Homeless Learners, as well as low income learners. Through alignment of resources, staff will be able to provide additional services to these three subgroups in order to close achievement gaps. The Foster Youth and Homeless Liaison, and the English Learner Liaison will work together to match the families of English Learners, Foster Youth, and Homeless learners, and low income learners with specific community resources based on the families' needs."	5	4	3	4	3	4	4	4	4	3	3	4	Not Met	10/27/2022	2022
37683380129387	Empower Language Academy	3	Data from stakeholder surveys indicate that Empower has built strong relationships with families. 100% of parents reported they were treated with respect and that staff were helpful to parents.  93% felt welcome to participate at the school.  96% feel the school communicates the importance of respecting all cultural beliefs and practices.	"An ongoing area of improvement is to maintain personal connections with students and families who do not regularly attend school functions. We will continue to offer flexible communication options based on their preferences and availability. These include ParentSquare, a communications platform, as well as social media posts and video conferencing to keep all families connected via 2-way communication."	Educational partner input indicated the need to offer parent workshops and opportunities to visit the campus in order to strengthen the relationship between home and school.  These will be implemented in accordance with the school safety plan and any relevant pandemic-related restrictions.	"Empower builds partnerships by providing clear, consistent communication to families about school events and ways to become involved in their children’s education.  The data shows these efforts are successful.  94% of parents report the school encourages them to be active partners, and 90% say the school keeps them informed about school activities."	"Before the pandemic, two out of three parents reported they participated in school programs/events/volunteer opportunities.  These opportunities have been limited due to a restriction on in-person volunteers during the pandemic.  As a result, the number  of parents volunteers decreased to one in five.  We look forward to returning to our regular, in-person event schedule and reestablishing our volunteer program."	The school will continue to work with external organizations and partners to offer additional academic programming and enrichment opportunities. Empower will reach out to underrepresented families to highlight these resources. Teachers will also facilitate sessions to help parents understand the academic program and how to support their students. The school will host regular events and meetings where parents and teachers can discuss academic progress and ways to collaborate.	"Empower has established advisory committees made up of families, administrators, and teachers in the development of the school plan and programs. Family engagement opportunities are discussed at regular meetings with parent groups. Information is disseminated through electronic and written means, and translated whenever possible. These meetings are held during days and times that a majority of parents (including underrepresented families) indicated they were available.  93% of parents agree the school allows input and welcomes parents’ contributions."	An ongoing  focus area of improvement is the recruitment and training of parent advisory committee members. We will also continue to promote consistent attendance at Parent/Teacher Organization meetings.	The Parent/Community Liaison is responsible for conducting parent and community outreach and coordinates school events and distribution of school news/school data to all stakeholders. This outreach aspect is a critical piece of ensuring that underrepresented families are engaged in decision-making opportunities at the school.	5	5	5	5	5	4	5	5	5	4	5	4	Met	6/21/2022	2022
57105790132464	Empowering Possibilities International Charter	3	"EPIC does many things to build relationships between staff and families.  Over the past two years, COVID 19 and related restrictions made it more difficult, as EPIC was not able to bring families onto campus as we usually do.  However, EPIC continued with virtual events such as assemblies, virtual education nights, and virtual coffee with administration to maintain our connection with families.  Teachers were provided with Zoom accounts and held regular office hours so parents and students could drop in and chat about academics or how to provide academic support at home.  In 2021-2022, EPIC was able to hold two events outside to promote family and community engagement - our Fall Festival and Multicultural Festival.   Both events had significant and community partner participation.  These events included community and school exhibits, entertainment from different cultures, fun activities, and food.  These festivals turned out a great way to promote EPIC and bring families back to our campus in person.  For 22-23, EPIC looks forward to bringing back more in person events to enhance the relationship between staff/families such as live parent/teacher conferences, live assemblies, volunteer opportunities, indoor festivals, etc."	"EPIC is hoping the COVID-19 pandemic subsides enough to bring families back to campus, indoors, to start the 22-23 school year.   Our focus will be getting back to in person activities such as Back to School Night, assemblies, Open House, indoor festivals, etc. and being strategic about how we can organize events to maximize family participation.  While EPIC held virtual parent information and education sessions during the pandemic, we are looking forward to getting back to our live Parent University sessions once the pandemic subsides."	EPIC will improve engagement of underrepresented families by identifying them and having our Parent Liaison call families to encourage engagement.	EPIC has historically done a great job building partnerships with families to increase student outcomes.   We are proud that during the pandemic we were able to continue with family education related to academics such as holding online sessions relating to building math and listening skills at home.   We were also able to hold a successful virtual I-Ready family night which showed parents the importance of I-Ready and how families can use I-Ready at home to remediate learning loss.  We are looking forward to being able to continue our in-person events such as our highly-regarded Parent University when COVID 19 subsides.	"EPIC is hoping that in 2022-2023 it will able to bring back its highly-regarded Parent University program in person.   Through this program we hold five in-person sessions to aid families in important ways they can help their student academically and social-emotionally at home.   If COVID 19 persists and EPIC will not be able to hold in-person events for 22-23, we will continue with our program of online parent education."	EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes by using our chronic absenteeism list to identify students and by having our Parent Liaison continue to reach out to these families.	"Seeking input for decision making was much more difficult during COVID 19 as everything was virtual.   For the past two years, EPIC continued to implement parent surveys to solicit feedback on the LCAP, school culture, academic programs, and other areas important to EPIC.  EPIC's School Site Council/DELAC met faithfully through the pandemic and provided input on all important decisions and documents produced by EPIC, including the Parent Involvement Policy, SPSA, EPIC Safety Plan, and LCAP."	"EPIC will continue to encourage parents to respond to Parent Square surveys, as this is the best way to gather data from families and the community.  Also, EPIC will continue to reach out to SSC/DELAC parents who come to meetings inconsistently."	"EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision making by utilizing our chronic absenteeism list and having our Parent Liaison continue to reach out to these families.   EPIC will always strive to ensure that 100% of students have reachable contacts via Parent Square, as this is our primary means to communicate out to families."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/22/2022	2022
37680800000000	Encinitas Union Elementary	3	"Based on an analysis of educational partner input, the community appreciates the communication at the site and district level, from principals to parent organizations to the District Superintendent. In addition, the partnerships between EUSD and the PTA, EEF, and DELAC are strong."	"Based on an analysis of educational partner input, EUSD can continue to improve communication by ensuring that all families have access to information that is shared. For example, if email is the mode, ensuring that there is a phone call follow up for families without email access."	"Based on an analysis of educational partner input, EUSD continues to work to have all voices represented at the decision-making table, whether that is the PTA, EEF, School Site Council, or other site or district committees. Staff are actively seeking out families who have been underrepresented to provide feedback and to participate."	"Based on an analysis of educational partner input, EUSD's Community Liaison and Principal Chats are two of the strengths of building partnership for student outcomes across the district."	"Based on an analysis of educational partner input, EUSD will plan additional family educational events (such as the Parenting in the Digital Age scheduled for September 2022), continue to publish a quarterly Tech Trends for staff and for families, and will support principals with site-based family events."	"EUSD will bring back the Community Resources Fair and ensure that materials, resources and supports are available to families who have been identified as underrepresented."	EUSD has a culture of close communication and collaboration with stakeholders and is proud of the regular communication and collaboration structures built into district and site schedules. There are multiple structures in place for parents and staff to collaborate on site and district needs and improvements.	"EUSD can continue to work to ensure that decision-making groups are representative of the student population, and that all voices are heard in the process."	EUSD continues to work to build in outreach structures to engage underrepresented families.	4	4	4	4	4	4	4	4	5	5	4	5	Not Met	1/10/2023	2022
10621660140038	Endeavor Charter	3	"Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following information contains the results of our Parent Survey taken in March of this 2021-22 school year.  The feedback from this survey contributed to our 2022-23 LCAP goals and actions.  113 parents responded to our local school survey on a variety of topics.  The results were then broken into parent responses for TK-8 (74 responded) and 9-12 (39 responded)"	"Parent Survey Responses for Students: How would you rate your overall schooling experience with us?  (TK-8 - 61% rated Excellent; 31% rated Above Average) (9-12 - 46% rated Excellent; 26% rated Above Average)  How well does the school support your needs as the parent/guardian teacher? (TK-8 - 65% rated Excellent; 23% rated Above) (9-12 - 49% rated Excellent; 23% rated Above)  My school provides textbooks and other learning materials to meet my child’s educational needs.(TK-8 - 65% rated Excellent; 20% rated Above) (9-12 - 56% rated Excellent; 26% rated Above)  How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? (TK-8 - 49% rated Almost all the time; 34% rated Often) (9-12 - 41% rated Almost all the time; 36% rated Often)  Did your child participate in any of our teacher-led class offerings? (TK-8 92% responded YES) (9-12 95% responded YES)  How well did the school support your child’s education-related technology needs? (TK-8 58% rated Excellent; 15% rated Above Average) (9-12 33% rated Excellent; 33% rated Above Average)  I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  (TK-8 70% rated Excellent; 19% rated Above Average) (9-12 56% rated Excellent; 28% rated Above Average)  I feel safe when on campus with the COVID safety measures that have been implemented.  (TK-8 99% responded YES) (9-12 97% responded YES)  Do the buildings and classrooms support a positive and focused environment appropriate for learning?  (TK-8 54% rated Excellent; 28% rated Above Average) (9-12 46% rated Excellent; 28% rated Above Average)  I feel welcomed, valued, and connected to others in our school community.  (TK-8 55% rated Excellent; 22% rated Above Average) (9-12 41% rated Excellent; 23% rated Above Average)  Rate how well the school communicates to you about school events & procedures.  (TK-8 65% rated Excellent; 27% rated Above Average) (9-12 62% rated Excellent; 23% rated Above Average)  Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  (TK-8 20% rated Excellent; 16% rated Above Average; 59% responded “Does not apply at this time for my child”) (9-12 31% rated Excellent; 33% rated Above Average; 21% responded “Does not apply at this time for my child”)  9-12 question - It is Endeavor’s purpose that all students graduate completing the full A-G (college prep) course requirements.  Is your student on track to complete the full A-G course requirements for graduation?  72% responded YES; 5% responded NO; 23% responded, “I don’t know”  Would you recommend our school to your friends and family?  (TK-8 96% responded YES) (9-12 87% responded YES)"	"One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."	"Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey."	"Feedback from the results of our Parent Survey taken in March of this 2021-22 school year are sited under the heading, ""Building Relationships."""	"One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."	"Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey."	"Feedback from the results of our Parent Survey taken in March of this 2021-22 school year are sited under the heading, ""Building Relationships."""	"One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."	5	5	5	5	5	5	5	5	4	4	4	4	Met	6/14/2022	2022
45699710000000	Enterprise Elementary	3	"The district provides ongoing training in building trusting relationships. Two-way communication is offered through Town Halls and forums, parent advisory committees, and conferences A Spanish interpreter is present at these meetings."	"An area of growth is to be more intentional about learning about families' strengths, cultures, languages, and goals for their children. The district has developed communication plans as well as a comprehensive offering of parent education courses."	"The district will improve engagement with underrepresented families by offering more parent education opportunities, providing more formats of communication including videos, podcasts, and forums."	The district offers multiple avenues for meeting with parents to support student learning beyond parent conferences twice a year.	The district needs to provide staff with greater professional development on partnering with families.	The district will improve in using creative measures and formats to communicate and build partnerships with families for their students outcomes.	The district maintains advisory groups and provides training for its members. These groups provide input on decisions. Each school site develops unique family engagement activities supported by LCAP funds.	The district needs to focus on exploring more creative mediums of two-way communication to receive more input for decision-making.	The district will attempt to improve the engagement of underrepresented families by incentivizing district-sponsored events to seek input.	5	4	3	4	4	4	5	4	5	4	4	5	Met	5/25/2022	2022
36678760136952	Entrepreneur High	3	"Based on the analysis of educational partner input and local data, our LEA’s current strengths and progress in building relationships between school staff and families are:  Emphasizing in academic success for all students by providing the students with the tools and resources necessary to help them propel their academic careers, graduate and go to college.  The students are treated with respect by staff.  Our staff is all here because we love and really care about our students.  We all make sure to welcome our students by standing at the doors and checking on them and their wellbeing at all times.  As staff we like to build relationships with our students to better support them in their journey to success and through high school.    Providing the students with a safe place where the students can learn.  Our teachers are trained regularly to provide an atmosphere with an entrepreneurial mindset where it is ok to make mistakes and learn from them.  By providing this sort of climate and support, students feel comfortable to venture out and learn  Providing a welcoming environment to parents.  We like to provide our parents with a family friendly environment.  Everyone from our front office staff, to our counselors, to our teachers, create relationships with all of our parents and families by having events such as Back to School Nights, College Kickoff Nights, Open House, School Site Council Meetings, etc."	"Based on the analysis of educational partner input and local data, our LEA’s focus area of improvement in building relationships between school staff and families is having move communication with our stakeholders.  Also, having our teachers communicate with the parents more about what is expected for the students to learn in the classroom.  We can also do a better job in encouraging parents to be more active partners with the school in educating their children by providing more workshops for the parents or maybe townhall meetings in which we can create those moments and that dialogue across all stakeholders."	"Based on the analysis of educational partner input and local data, our LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school and staff by providing more opportunities for us to support the community such as providing a food pantry, or support for our EL students and families to learn how to speak English or provide them with English language support after school for a few hours a week, etc."	"Based on the analysis of educational partner input and local data, our LEA’s current strengths and progress in building partnerships for student outcomes are:  Our Career and Technical Education Pathways creates relationships with the San Bernardino Chambers of Commerce, along with several other industry partners that help strengthen our student outcomes.  Our Dual enrollment program through Valley College, provides our students with ample opportunities to take advantage of different college courses afterschool or online."	"We need to build more partnerships when it comes to programs that offer programs for our students on how to deal with restorative conversations and conflict resolution.  We also need to build more partnerships with entities that could potentially help mentor our students, our young men and young women here at the school, that can potentially be role models for our students."	"Based on the analysis of educational partner input and local data, our LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by providing the families different avenues in which they can share their wants and needs, by implementing town hall meetings, coffee with the principal meetings, etc."	"Based on the analysis of educational partner input and local data, our LEA’s strengths and progress in Seeking Input for Decision-Making is collaborating with our different council groups such as School Site Council meetings, group discussions with teachers and staff during our PLC meetings, weekly meetings with our teachers and staff, coffee with the principal, back to school night, college kickoff nights."	"Based on the analysis of educational partner input and local data, our LEA’s focus area of improvement in Seeking Input for Decision-Making is creating town hall meetings where parents, students and teachers can voice their opinions and provide input in the areas that they feel the most passionate about."	"Based on the analysis of educational partner input and local data, our LEA will improve engagement of underrepresented families identified during the self reflection process in relation to Seeking Input for Decision making we will work with our counseling staff to create workshops for our underrepresented families in which they can express and give us their input."	4	4	4	4	3	4	4	4	3	3	3	3	Met	6/22/2022	2022
36103630140012	Entrepreneur High Fontana	3	LEA has directed school to send monthly newsletters to parents informing them of all activities and school updates. The school has monthly activities to build relationships with parents and students.	"The current focus area for improvement is sustainability of monthly newsletter, activities and communication with parents."	We have monthly and quarterly meetings specifically for African American and Latino parents-our largest demographics.	"85% of students passed all of their classes in the 21-22 school year, this is evidence that our strategy and attention to this outcome is primary in our focus."	We are constantly improving protocols for reaching the “unmotivated” student.	"Through our communication protocols-newsletters, parent meetings, texting with parents when students do not complete an assignment has proven fruitful. 85% of all students passed all of their classes during the 21-22 school year and we expect the same for the 22-23 school year."	Administrators meet once to twice per month as a whole including weekly check ins with LEA to gather data and include all in the decision making process.	"Improvement is made through our weekly check ins and monthly meetings. Principals are always asked, ‘What can we do better?”"	"The majority of our demographics are underrepresented families, attention to this group is always first and foremost in our strategic planning."	4	4	4	4	4	4	4	5	4	4	4	4	Met	6/22/2022	2022
19101990140681	Environmental Charter High - Gardena	3	"Environmental Charter High School - Gardena focuses on positive school-student relationships from the outset. During our hiring process, we screen for and prioritize candidates that view students and their families as assets. We seek candidates who are mission-aligned and driven by a desire to achieve social justice. Our classified staff goes through an annual customer service-focused training at the beginning of the year. There are also ongoing professional development opportunities to continue to refine our customer service to best meet the needs of our families.   Once hired, all staff members undergo a rigorous onboarding process meant to orient and prepare them for a community that works with families. We understand that accurate and timely information is crucial for families to be effective stakeholders. We provide relevant information to our families through   Annual orientation meetings  Enrollment meetings Family newsletters Student bulletins Parent Conferences  Back to School Night/Outdoor Education meetings College access and financial aid support meetings  We solicit information from our community of stakeholders through a variety of modalities that include:  Coffee with administration Digital feedback surveys Virtual Town Halls Black Parent Groups Confronting Anti-Blackness & Racism workshop  Advisory feedback circles ELAC School Site Council Open door policy Access to administration via email, phone, and in person.   ECHSG has also adopted TalkingPoints as a means for two-way communication with families.  ECHSG has provided consistent translation services for students and their families during conferences, phone calls, and specialized meetings such as IEP meetings.   ECHSG has created space in the budget to sustain the TalkingPoints platform and continue to provide interpretation and translation services."	"As ECHS Gardena prepares for its second year in operation, the administration team will work with teachers and office staff to refine current practices, and collaborate with current and prospective families to identify other means of communication that are effective, timely, and accessible to all."	"ECHSG will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time counselor, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication in 21-22 to improve the engagement of underrepresented families."	"Environmental Charter High School - Gardena prioritizes the building of partnerships with the explicit goal of improving student outcomes. We believe that in order for student outcomes to be maximized we need to ensure the school provides the following:  Relevant and engaging instruction Culturally relevant pedagogy and curriculum Well trained and supported teaching staff Accurate and timely  information to empower family units as partners Opportunities for self-assessment and reflection  ECHSG believes that our areas of strength include a structured weekly advisory program that allows for students to build positive relationships with each other, as well as their advisory teacher. Advisory also serves as an opportunity for students to engage in guided self-assessments and construct personal portfolios that will become a part of their senior project. Parents receive printed progress reports every 5 weeks in addition to having access to the PowerSchool digital platform and the mobile app. We have held multiple PowerSchool training sessions for parents and will continue to do so. Our student usage on the app is remarkable.  ECHSG hosts initial orientation meetings for all new families in addition to annual re-orientation meetings on the first day of school. Every year families receive a welcome back presentation from their student’s advisory teacher where they learn about any major changes to our schedule, staff or school program. New families receive our Parent/Student Handbook, returning families also receive a summary of any changes to our handbook. It is the hope of the team to incorporate initial opportunities for culturally relevant family nights in addition to back to school events and parent/teacher conferences.   ECHSG has a 125-1 student to counselor ratio. This low ratio allows our counseling staff to have a powerful and holistic impact on student outcomes. Counselors ensure that students are on track to graduate having fulfilled A-G requirements. They support families with not only social-emotional support in school, and through our extensive partnerships with external agencies, but also with the college and financial aid processes. At ECHS, we are focused on not only getting students into college but also ensuring they are set up to graduate from college."	"One area that we are actively looking to build up is our parent capacity as it pertains to supporting their students in the home. We believe we provide a multitude of high quality supports at the school site, and we are actively exploring ways to increase the capacity of our families as educational partners in the home beyond just access to the gradebooks. As part of these efforts, we are hiring and training a part-time parent liaison that can begin to create a system that bridges communication with parents and can begin to foster strong parent to school relationships."	"ECHSG will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time counselor, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families."	"Environmental Charter Schools as an organization is in year 2 of a new mission statement: to reimagine public education in low-income communities of color to prepare conscious, critical thinkers who are equipped to graduate from college and create a more equitable and sustainable world. To that end, ECHSG is currently working to implement the existing structures that are intended to represent and solicit both the general school population as well as traditionally underrepresented families. We have a strong English Learner Advisory Committee and a strong School Site Council."	"We will establish a site specific Equity and Diversity Committee (EDC) focused on increasing student achievement of our sub-groups. Additionally, we aim to begin a professional learning community that begins the initial implementation of confronting racism and anti-blackness, individual identity circles, etc. to support ECS’s new mission."	"We will establish a site specific Equity and Diversity Committee (EDC) focused on increasing student achievement of our sub-groups. Additionally, we aim to begin a professional learning community that begins the initial implementation of confronting racism and anti-blackness, individual identity circles, etc. to support ECS’s new mission."	4	4	3	5	3	3	4	2	4	3	3	3	Met	6/23/2022	2022
19646911996438	Environmental Charter High - Lawndale	3	"Environmental Charter High School - Lawndale focuses on positive school-student relationships from the outset. During our hiring process, we screen for and prioritize candidates that view students and their families as assets. We seek candidates who are mission-aligned and driven by a desire to achieve social justice. Our classified staff goes through an annual customer service-focused training at the beginning of the year.  Once hired, all staff members undergo a rigorous onboarding process meant to orient and prepare them for a community that works with families. We understand that accurate and timely information is crucial for families to be effective stakeholders. We provide relevant information to our families through   Annual orientation meetings  Enrollment meetings Family newsletters Student bulletins Parent Conferences  Back to School Night/Outdoor Education meetings College access and financial aid support meetings  We solicit information from our community of stakeholders through a variety of modalities that include:  Coffee with administration Digital feedback surveys Virtual Town Halls Black Parent Groups Confronting Anti-Blackness & Racism workshop  Talking Points: California Healthy Kids Surveys Course Evaluation Surveys Advisory feedback circles ELAC School Site Council Focus groups Open door policy Access to administration via email, phone, and in person.  Our parent responses on the Healthy Kids Survey indicate very positive perceptions regarding the open and welcoming environment we foster.  When we last surveyed parents in Spring 2022, we had over 170 parents/guardians respond accordingly:  94% reported feeling welcomed to participate in the school 96% felt that we allow parent input and welcome their contributions 96% feel the school encourages them to be an active partner in their child’s education"	"Feedback from teachers, staff, students and parents reflected the toll the global pandemic has taken on students and informs LCAP actions to not only support students’ mental health, but to rekindle their natural curiosity and desire to learn through actions including improving teacher facility with best practices, outdoor education, and our math and literature initiatives.  ECHSL has also adopted TalkingPoints as a means for two-way communication with families. ECHSL has provided consistent translation services for students and their families during conferences, phone calls, and specialized meetings such as IEP meetings. ECHSL has created space in the budget to sustain the TalkingPoints platform and continue to provide interpretation and translation services."	"The feedback received during our efforts to Confront Anti-Blackness and Racism influenced the centering of student wellness in our LCAP through reimagining our advisory program, improving multi-tiered systems of support, and providing professional development to ensure we meet the needs of student groups whose outcomes indicate equity gaps.   ECHSL will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time social worker, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families."	"Environmental Charter High School - Lawndale prioritizes the building of partnerships with the explicit goal of improving student outcomes. We believe that in order for student outcomes to be maximized we need to ensure the school provides the following:  Relevant and engaging instruction Culturally relevant pedagogy and curriculum Well trained and supported teaching staff Accurate and timely  information to empower family units as partners Opportunities for self-assessment and reflection  ECHSL believes that our areas of strength include a structured weekly advisory program that allows for students to build positive relationships with each other, as well as their advisory teacher. Advisory also serves as an opportunity for students to engage in guided self-assessments and construct personal action plans. Parents receive printed progress reports on a weekly basis in addition to having access to the PowerSchool digital platform and the mobile app. We have held multiple PowerSchool trainings for parents and will continue to do so. Our student usage on the app is remarkable. It is not uncommon for the student app to have over 700 logins daily. Our students are clearly engaged in the monitoring of their progress, their future matters to them.  ECHSL hosts initial orientation meetings for all new families in addition to annual re-orientation meetings on the first day of school. Every year families receive a welcome back presentation from their student’s advisory teacher where they learn about any major changes to our schedule, staff or school program. New families receive our Parent/Student Handbook, returning families also receive a summary of any changes to our handbook. Throughout the year ECHSL hosts culturally relevant family nights in addition to back to school events and parent/teacher conferences.   ECHSL has a 125-1 student to counselor ratio. This low ratio allows our counseling staff to have a powerful and holistic impact on student outcomes. Counselors ensure that students are on track to graduate having fulfilled A-G requirements. They support families with not only social-emotional support in school, and through our extensive partnerships with external agencies, but also with the college and financial aid processes. At ECHS, we are focused on not only getting students into college but also ensuring they are set up to graduate from college. Our alumni coordinator is working to fortify our alumni network and support system for our students presently in college."	"One area that we are actively looking to build up is our parent capacity as it pertains to supporting their students in the home. We believe we provide a multitude of high quality supports at the school site, and we are actively exploring ways to increase the capacity of our families as educational partners in the home beyond just access to the gradebooks."	"The feedback received during our efforts to Confront Anti-Blackness and Racism influenced the centering of student wellness in our LCAP through reimagining our advisory program, improving multi-tiered systems of support, and providing professional development to ensure we meet the needs of student groups whose outcomes indicate equity gaps.   ECHSL will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time social worker, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families."	"Environmental Charter Schools as an organization is in year 2 of a new mission statement: to reimagine public education in low-income communities of color to prepare conscious, critical thinkers who are equipped to graduate from college and create a more equitable and sustainable world. To that end, ECHSL is currently working to fortify and expand existing structures that are intended to represent and solicit both the general school population as well as traditionally underrepresented families. We have a strong English Learner Advisory Committee and a strong School Site Council."	"We have an Equity and Diversity Committee (EDC) focused on increasing student achievement of our sub-groups. Our EDC is a data and goal driven committee that reports to our board. Additionally, we are seeking to bring in additional staff whose primary responsibilities will include supporting the achievement of our underperforming subgroups."	"We have an Equity and Diversity Committee (EDC) focused on increasing student achievement of our sub-groups. Our EDC is a data and goal driven committee that reports to our board. Additionally, we are seeking to bring in additional staff whose primary responsibilities will include supporting the achievement of our underperforming subgroups."	4	4	3	5	4	3	4	4	4	4	3	3	Met	6/23/2022	2022
19101990121772	Environmental Charter Middle	3	"Environmental Charter Middle School - Gardena works to create a strong sense of community with our families. We prioritize face-to face communication when possible, and seek to provide parents with up-to-date information regularly. We encourage and invite parent participation in curricular endeavors and classroom events, and seek their input in decision-making.    We communicate via a weekly school letter in both English and Spanish, and grades are updated weekly on our PowerSchool platform. Parents and students are trained and supported to navigate our student information system which houses our grades. Parents use our Talking Points platform when seeking technical support with this system. We provide prompt communication/responses pertaining to school behavior and use restorative discipline processes to help students repair any harm caused to the community.  We made extensive efforts to engage families, including creating a range of surveys to ensure we could address the more specific and time sensitive needs of our families when returning to campus. COVID safety was our number one priority and as we made any shifts or changes in protocols we made sure to get family feedback first.   We provided many digital opportunities for communication between families and school and in many cases saw higher participation compared with in-person events. These opportunities included:  Coffee with the principal: In these meetings, parents have a free-flowing conversation with administration regarding site issues, curriculum, school culture, or other issues that are on parents’ minds.  Parent Town Halls: Held regularly in both the morning and the afternoon, we used virtual town halls to communicate changes and to get feedback about our decisions. Town halls had much higher attendance than our traditional in-person meetings. We hope to continue to provide online town halls for families who find it difficult to come to in person meetings.  English Learners: We held a virtual town hall for just families of Els, and five ELAC meetings were held during the course of the year.   Black Parent Groups: We held three Black Parent group meetings where we engaged parents from our site and sometimes across the organization in conversations about our school program and what we can do to strengthen our supports for black students and families.  Talking Points: We utilized a system called Talking Points to facilitate communication between our site and families.  Talking Points automatically translates communications into Spanish for our Spanish speaking families.  Twice-yearly Parent Teacher Conferences: As in prior years, this year we hosted 2 Parent Teacher Conferences and 1 Priority Conference."	"ECMSG will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We are also added a full time social worker in order to expand our resources for Tier 3 support and focus on students and families with the highest needs."	"ECMSG will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We are also added a full time social worker in order to expand our resources for Tier 3 support and focus on students and families with the highest needs."	"Our strengths include multiple parent engagement events, for example: Ice Cream Social, Parent Conferences, School Site Council, Priority Meetings for students, 8th grade tiered system with counselor and D/ELAC meetings."	"One of our focus areas in the coming year is to ensure that we are successfully soliciting feedback from Black/African American families, and improve feelings of school connectedness among Black/African American students."	"We are administering climate surveys regularly in order to collect more feedback from our ELs and African American students. We have subgroup specific parent meetings where we collect input regarding academic and socioemotional support for their students specifically. We also use IEP meetings to collect more feedback on their needs. For example, several parents have expressed interest in tutoring services, which has led us to restructure the schedule of our SpeEd staff to allow for more tutoring services after school."	Our strength is in engaging families and soliciting feedback. We regularly look at the data from our annual climate surveys. We held family town halls and ELAC meetings. Parents can directly text message the principal.	A focus area for improvement is improving the systematic nature of how we engage and solicit feedback from parents.	"We have subgroup specific parent meetings where we collect input regarding academic and socioemotional support for their students specifically. In those meetings, we are asking parents about what factors would motivate them specifically to engage with us more regularly and meaningfully."	5	4	3	5	4	3	4	5	4	4	4	3	Met	6/23/2022	2022
19101990127498	Environmental Charter Middle - Inglewood	3	"Environmental Charter Middle School - Inglewood works to create a strong sense of community with our families. We prioritize face-to face communication when possible, and seek to provide parents with up-to-date information regularly. When surveyed in the Fall, 72% of parents stated they receive feedback on their child’s progress weekly or daily.. We encourage and invite parent participation in curricular endeavors and classroom events, and seek their input in decision-making. We enact these goals through a variety of regular meetings, including PTA/Site Council, ELAC, and African American parent partnership meetings.    We communicate via a weekly school letter in both English and Spanish and weekly progress reports are sent home with students. We interface with parents in parent-student conferences 3 times a year and we continue to maintain active parent attendance at those meetings (85% attendance throughout 21-22). We provide prompt responses pertaining to school behavior and use restorative discipline processes.  We provided many opportunities for communication between families and school. These opportunities included:  Coffee with the principal: In these meetings, parents have a free-flowing conversation with administration regarding site issues, curriculum, school culture, or other issues that are on parents’ minds.  Parent Town Halls: We used town halls to communicate changes and to get feedback about our decisions.  English Learners: We held a town hall for just families of Els on September 17th. ELAC meetings were held on 10/13/21, 1/26/22, 3/16/22, and 5/11/22..   PTA met weekly with administrators.   Black Parent Groups: Throughout 21-22 we held several Black Parent group meetings where we engaged parents from our site and sometimes across the organization in conversations about our school program and what we can do to strengthen our supports for black students and families.  Talking Points: This year we utilized a system called Talking Points to facilitate communication between site and families.  Talking Points automatically translates communications into Spanish for our Spanish speaking families.  Twice-yearly Parent Teacher Conferences: As in prior years, this year we hosted two Parent Teacher Conferences"	"ECMSI will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time social worker, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families."	"ECMSI will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time social worker, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families."	"Environmental Charter Middle School - Inglewood’s current strengths in building partnerships for student outcomes include providing several opportunities for parents to engage with staff, teachers and school administrators to discuss student progress and receive resources to support student learning at home. Based on our annual parent survey, 90% of parents felt that they are regularly informed about their child’s classes and class assignments. When surveyed, 72% of parents stated they receive feedback on their child’s progress weekly or daily. Regular administrative support and yearly professional developments are provided to teachers. Family partnership opportunities include    Parent conferences 3x a year  Weekly progress reports Regular online access to student grades and assignments Google classroom Weekly tutoring for every class Annual Family Math Night Coffee with the Principal 5x a year Online supplemental academic support (Khan Academy, Freckle, Reflex Math) Monthly topical parent trainings"	"This year’s area of focus includes providing more opportunities for families to participate in workshops, programs, and affinity spaces for parents of students with common needs."	"We are continuing to incorporate our Special Education Coordinator, English Language Development Coordinator and Parent Coordinator in parent workshops, programs, and affinity spaces. We will also provide targeted workshops and increase accessibility and opportunities for families to advocate for their students."	"Environmental Charter Middle School - Inglewood’s current strength lies in the consistent opportunities during parent meetings to provide elicit input and feedback for decision-making at our school. We host regular meetings that include ELAC, PTA/SIte Council, and African American Parent Partnership meetings for families to discuss, plan, and evaluate school policies and programs such as our LCAP. We have collaboratively hosted with our ECMSI families our Annual Harvest, Annual Math Night, Book Fairs, and 8th-grade Culmination. We also solicit feedback annually via parent survey to keep an active grasp on the parents’ perception regarding school climate, student behavior and parent involvement. 96% percent of parents who completed our annual parent survey believe that the school allows input and welcomes parents’ contributions and 94% believe that the school actively seeks the input of parents before making important decisions. Additionally, we encourage parent engagement and input with our Equity and Diversity Task Force that holds a specific position for parents to engage with school data, co-select an area for improvement pertaining to equity and diversity, and actively create, execute, and evaluate an action plan."	"Our current area of focus this year is to increase the capacity of English Language Development Coordinator, Special Education Coordinator, Parent Coordinator and African American Parent Partnership Coordinator to create sustainable practices for engaging our families."	"Our current area of focus this year is to increase the capacity of English Language Development Coordinator, Special Education Coordinator, Parent Coordinator and African American Parent Partnership Coordinator to create sustainable practices for engaging our families."	5	5	4	5	5	4	5	3	4	3	4	4	Met	6/23/2022	2022
30103060134239	EPIC Charter (Excellence Performance Innovation Citizenship)	3	"Based on the analysis of educational partner input and local data, EPIC’s current strengths and progress in building relationships between school staff and families starts with the individualized learning plan meeting at the beginning of the school year. Supervising teachers meet with each student and their parent/guardian to personalize a learning plan that fits the student’s learning style and academic achievement goals. EPIC teachers and staff are accessible to each student and family for support all throughout the school year. The personalization of learning and availability of support is a key strength in EPIC’s progress in building relationships between school staff and families."	"Based on the analysis of educational partner input and local data, EPIC will continue to improve communications with families and provide community engagement opportunities with the school. Engagement opportunities include increased field trips, community student/family meet-ups, interactive webinars, and education related extracurricular activities."	"Based on the analysis of educational partner input and local data, EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families by better proactively engaging with these subgroups. EPIC will identify the underrepresented families and ensure there are multiple opportunities and outlets for input and engagement throughout the year."	"Based on the analysis of educational partner input and local data, EPIC’s current strengths and progress in building partnerships for student outcomes starts with the internal academic assessment, Measure of Academic Progress (MAP). The results of the MAP assessments help teacher customize learning plans for each student to focus on the biggest areas of learning opportunity for each student."	"Based on the analysis of educational partner input and local data, EPIC’s area for improvement in building partnerships for student outcomes is identifying and providing more professional development opportunities for teachers. Increasing the learning opportunities for EPIC team members will help educators provide the most up-to-date approaches to successful teaching and creating successful student outcomes."	"Based on the analysis of educational partner input and local data, EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes by providing more training and resources for successful at home independent student learning. Providing more tools and resources to help educate parents and families on how to facilitate the most effective learning environment for an independent study student will produce greater learning outcomes for students of underrepresented families."	"Based on the analysis of educational partner input and local data, EPIC’s current strengths and progress in seeking input for decision-making is working together as a team and providing the opportunity for all employees to have a voice in the operations of the school."	"Based on the analysis of educational partner input and local data, EPIC’s focus area for improvement in seeking input for decision-making is increasing the breadth and scope of the annual educational partners survey. EPIC will solicit more feedback on key areas of school operations to help guide the decision-making process."	"Based on the analysis of educational partner input and local data, EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making by providing greater opportunities to provide feedback throughout the year. This will include soliciting input during learning period meetings, hosted faculty webinars, and multiple surveys with different decision-making focuses."	4	4	4	4	4	4	4	4	4	3	3	3	Met	6/16/2022	2022
29102980130823	EPIC de Cesar Chavez	3	"N/A - Because all of our students are adults, this priority does not apply."	"N/A - Because all of our students are adults, this priority does not apply."	"N/A - Because all of our students are adults, this priority does not apply."	"N/A - Because all of our students are adults, this priority does not apply."	"N/A - Because all of our students are adults, this priority does not apply."	"N/A - Because all of our students are adults, this priority does not apply."	"N/A - Because all of our students are adults, this priority does not apply."	"N/A - Because all of our students are adults, this priority does not apply."	"N/A - Because all of our students are adults, this priority does not apply."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/25/2022	2022
19647330126169	Equitas Academy #2	3	"Full time Director of Parent and Families, Monthly Cafecitos, Bi-Annual Survey"	"Find opportunities to have teachers meet with families, creating opportunity for parent groups to form in support of the school, create volunteer opportunities for parent engagement, add opportunities to come to the school outside of the regularly scheduled parent/teacher conferences."	Our schools represent 95% Hispanic/Latino	56% of students think positively about their relationships with staff. 56% of Students appreciate the rigorous expectations.	Student Engagement and School Learning Strategies are areas of growth.	"Focus on student engagement, participation, and ownership for students."	Bi-Annual Surveys collect data from families as well as monthly cafecitos	"Giving multiple modal opportunities for parents to give input, that don't require in person or coming to the school."	Our school is 95% Hispanic/Latino	5	5	5	5	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
19647330129650	Equitas Academy #3 Charter	3	"Our school is scoring highly on school climate, barriers to engagement, school safety and school fit."	Our areas for improvement include family engagement. Provide opportunities to meet in person or virtually with parents. Find small opportunities to bring parents into the school instead of just pick up and drop off.	See 2.	Teachers have PD on this once a month. Teachers are given conferences.	Need to improve ideas on how to value school.	We meet the needs of all family structures and identities.	Families at our school regularly receive useful updates about their student's progress. Our school encourages and helps families to support student learning at home. Our school has established systems that ensure families are well informed about the school. Our school regularly seeks input from students' families.	We need to have leaders at our school set clear expectations for family and community engagement.	See 2.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
19647330133686	Equitas Academy 4	3	"Strengths include school safety, school climate and barriers to engagement."	Areas of growth include family engagement.	"Finding opportunities to get families on campus. Finding ways to let parents get involved, even in small ways. Finding more small opportunities to let families communicate via video or phone."	Leaders at our school set clear expectations for family and community engagement. Our school regularly seeks input from students' families. Our school has established systems that ensure families are well informed about the school.	Helping Families at our school regularly receive useful updates about their student's progress. Finding ways for our school to encourage and helps families to support student learning at home.	Identified above	Bi-annual surveys and cafecitos	none	none	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
19647330139121	Equitas Academy 5	3	"Our data shows improvements in barriers to engagement, school climate and school safety."	Our data shows focus areas around family engagement.	Provide opportunities to meet with teachers virtually or in person. Have small opportunities with tiny commitment for small snack sized chances to meet with families. Create parent groups to discuss school wide outcomes.	Leaders at our school set clear expectations for family and community engagement. Our school has established systems that ensure families are well informed about the school. Our school regularly seeks input from students' families.	Our school doesn't regularly encourage and help families to support student learning at home. Families at our school don't regularly receive useful updates about their student's progress.	"Regularly encourage and help families to support student learning at home. Provide Families at our school with regular updates about their student's progress, including the PowerSchool Parent Portal"	Cafecitos and Bi-annual surveys	None	None	4	4	4	4	4	4	4	4	5	5	5	5	Met	6/23/2022	2022
19647330138883	Equitas Academy 6	3	"Parents expressed strengths in school climate, barriers to engagement, school safety and school fit."	"Parents expressed areas of growth in family engagement, so this will be a focus of our school. We will give opportunities for parents to visit the school and meet via zoom. Reengaging families on how they can be active in the school after the pandemic."	Translation services and meeting the needs of all cultural and identical backgrounds.	The school has received feedback that the strengths include keeping families and parents in mind as stakeholders. As well as receiving high marks from parents around current practices.	The school needs to add to the scope and sequence topics around building partnerships with parents.	"Translation services, and meeting the needs of all identities, backgrounds and learners."	Leaders at our school set clear expectations for family and community engagement. Our school encourages and helps families to support student learning at home. Our school regularly seeks input from students' families.	Families at our school need to regularly receive useful updates about their student's progress. Our school needs to establish systems that ensure families are well informed about the school.	"Translation services, and meeting the needs of all identities, backgrounds and learners."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
19647330119982	Equitas Academy Charter	3	"Director of Families and Parent Partnerships owns this process, and we have 75% of families participate in each survey window."	"There is opportunity to have meet with families at the school, garner volunteer support, facilitate discussions for parents with their students at home."	"Create opportunities to meet with families at the school, garner volunteer support, facilitate discussions for parents with their students at home."	"Regular progress reporting, communication home from teachers and office staff,"	"Opportunity to improve school belonging in grades 3-4, the valuing of school at grades 3-4 and school engagement at grades 3-4."	Our schools are 95% Hispanic/Latino	"Bi-annual survey for parents, as well as monthly cafecitos for direct communication between leadership and parents and parent advocates."	"Lack of opportunities for  timely input, with time consuming inputs such as surveys."	"Create different opportunities for more timely input, with less time consuming inputs such as surveys."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
48705730135095	Ernest Kimme Charter Academy	3	"Frequent, regular school to home and home to school communication through a variety of modes and in parent preferred languages. Orientations are in-person, Action Protocol is MTSS and regular opportunities for communications between teachers and parents through school events."	Increased opportunities for parents to come to campus to interact with staff in non-academic activities.	"Newly hired bilingual staff, Parent Square communication in home languages, McKinney-Vento support through our MC-V liaison on site."	Staff is well-versed in outreach and communication with all families regarding supports and services. Multiple opportunities are provided for families and staff to engage in student support through activities such as parent-teacher conferences and our MTSS protocol. All families have access to Aeries Parent Portal and other district resources for parents rights.	More consistent use our our MTSS protocol is needed among staff.	"Continue outreach and support for our underrepresented families, including the utilization of our re-engagement specialist who does family communication and home visits."	"Kimme has built a School Site Council that includes representatives from community, teachers, administration and parents. We work closely with our district to create a strong school through cooperative decision making."	"Kimme utilizes surveys, meetings, conferences, and Parent Square communication to engage all educational partners."	"We have added to staff a McKinney-Vento liaison, re-engagement specialist and bilingual secretary and campus monitor."	5	5	5	5	5	5	5	5	4	5	5	4	Met	6/9/2022	2022
39685020126011	Escalon Charter Academy	3	"ECA is committed to building strong relationships between school staff and families.  During the 2021-2022 school year, ECA implemented a new communication system, Parent Square. This platform allowed the charter to communicate with families via multiple modalities including phone calls, text messages, and emails.  Additionally, the charter continued the use of social media including Facebook and Instagram.  The same communication platform was used to communicate with educational partners in multiple languages, including English and Spanish (the two main languages spoken within the charter).  The use of Parent Square has been well received as families, staff and students alike are able to receive immediate communication.  Improved communication has supported active parent and family participation in school site sponsored events.  For example, as COVID restrictions began to be lifted, school sites offered parents nights including, math and literacy nights.  These sessions are intended to provide families with information on best instructional practices and instructional support strategies that support at home learning.  Relatedly school sites were successful in engaging families by offering school sponsored family events such as music concerts, choir concerts, sporting events, awards ceremonies, and family fun nights to name a few.  Classroom teachers used additional communication systems to build and maintain relationships with families including class dojo.  Improved communication through various methods and platforms supported stronger relationships as families were more aware of student academic, behavioral and social emotional progress. The charter continued efforts to build relationships through school site and charter level advisory committees including English Learner Advisory Committee (ELAC), School Site Council (SSC), Charter English Learner Advisory Committee (DELAC), Parent Advisory Committee (PAC), and Wellness Committee.  Input provided by educational partners who are members of these advisory groups acknowledged the importance of parent involvement and participation in these groups."	"Although educational partners reported satisfaction with the use of the new communication platform, several suggestions were provided for improved relationships. Educational partners shared a desire to see improved communication regarding upcoming events (both at the charter and school site level). Some educational partners shared concerns with information not being shared regarding upcoming events from specific school sites in a timely manner.  Suggestions to improve this included better use of school site and charter calendars which indicate details of future events.  Since calendars are maintained through school site and charter websites, educational partners illustrated the ease of easily looking up upcoming events.  Furthermore, educational partners indicated the need to build relationships with parents and families early in a school year to increase parent attendance and participation in school and charter-sponsored events, as well as within parent advisory committees.  Educational partners noted this was especially an area of need when engaging with underrepresented families."	"The charter maintains the goal of building capacity to create and maintain stronger partnerships with our families.  The need to focus on engaging our historically underrepresented families, such as families of poverty and second language learner families remains a top priority.  Input from educational partners revealed that school sites and charter office staff need to work on building relationships early in the school year.  This can be accomplished by building trust and welcoming school environments.  Educational partners suggested the identification of 'key staff' members at each school site whom families see as a bridge who can support them in accessing resources, facilitating communication, and connecting with the school system.  Per input provided by educational partners, the 'key staff' members can vary from school secretaries to administrators and other support staff.  The charter will work to identify staff members who can continue supporting these roles.  The charter will continue to provide supports which facilitate active parent and family participation.  An example is access to translators during educational partner events, ELAC and DELAC committees and the like.  The charter will continue to communicate with families in multiple languages to build relationships and encourage parent and family involvement.    Relatedly, the charter will continue to seek input from educational partners who comprise underrepresented families to better determine their needs."	"ECA continues to invest energy and resources into building stronger school-family relationships.  The charter routinely seeks parent and educational partner input through various means including surveys, input from school site meetings such as English Learner Advisory Committees (ELAC), School Site Council (SSC) meetings and Parent Teacher Organization (PTO) meetings; as well as through other committees, such as Charter Learner Advisory Committee, Parent Advisory Committee and Wellness Policy Committee.  The charter uses various forms of communication including robo-dialer calls, emails, text messages, posts on school and charter websites, as well as posts on social media outlets (including Facebook and Instagram).  Educational feedback through various charter developed surveys indicate that community members prefer to receive information via phone calls, text messages and emails.  The use of social media outlets has also been well received, especially when used to share relevant information.  The charter will continue to use all means of communication and will maximize the functionality of Parent Square to better communicate and engage with stakeholders.  Strong communication is important as it will ultimately support strong partnerships which lead to better student outcomes. The charter has continuously sought input from educational partners to support improved student outcomes.  This has become even more important as we return to traditional programming post-pandemic.  Input provided by our educational partners has been instrumental in developing targeted programming which supports the needs of our community.  This has included access to intervention teachers who can assist in supporting individual student needs, and broader access to mental health supports and services."	"Although the charter has seen an increase in the participation of educational partners in events which seek input for improved student outcomes (e.g., LCAP townhall meetings) there is room for improvement.  The charter will focus on identifying additional means of obtaining educational partner input which supports improved student outcomes.  This may include creating opportunities for input during well attended school events.  In addition, the charter will continue to monitor student academic, behavioral and social emotional progress and will work with families to improve student outcomes.  This may include holding Student Study Team (SST) meetings as appropriate and involving families in the decision-making process to support individual student needs.  The charter will re-institute the School Attendance Review Board (SARB) to work collaboratively with families of chronically absent students to support improved attendance.  School sites will continue working with advisory committees and parent teacher organizations (PTO's) to determine individual school site needs and subsequently develop action plans which support the unique needs of each school site."	"The charter will continue to implement strategies that support improved engagement of under presented families in relation to building partnerships that support student outcomes.  One way the charter will accomplish this, is by offering parent information nights on relevant topics including post-secondary planning, a-g requirements, the impact of summative state assessments on overall school performance and an in-depth review of reclassification criteria (for English learners) to name a few."	"The charter obtains parent and stakeholder input while also providing opportunities for advisory and decision making.  All school sites within the charter facilitate parent meetings and committees (ELAC, SSC, PTO etc.) that not only provide information but also empower families to make informed decision re: academic, behavioral, and social emotional programming. The charter’s mission is to: serve and connect with all students.  This can be accomplished by meeting the needs of the whole child while seeking input from parents and educational partners, which ultimately helps shape program offerings.  Relatedly, the district facilitates meetings and committees (DELAC, PAC, Wellness Committee, LCAP townhall meetings etc.) that involve families and engage them in the decision-making process (e.g., LCAP actions, expenditures, Title III expenditures, policies etc.) The charter will continue to actively seek input and participation from all educational partners with an additional focus on underrepresented families.  Current efforts to increase participation and engagement include personal invitations to attend meetings and join committees, as well as offering meetings during the most convenient times for parents and stakeholders.  In addition, results from needs assessments are used to create and offer training specific to identified areas of need in order to increase participation."	"The charter will work on improving increased participation in the advisory and decision-making process.  This action will be supported by providing increase opportunities to build capacity within principals, staff, and family members to engage in advisory groups and decision-making.  The charter has facilitated training for site administration on the rights and responsibilities of advisory groups.  This training however can be expanded to support administrators explain these roles and responsibilities to respective educational partners.  A goal of the charter will be expanded on these opportunities.  Relatedly, the charter will support school sites in their efforts to recruit members of underrepresented families to join advisory groups both at the site and charter level."	"As noted above, the charter will work with school sites to facilitate and support in the recruitment of members of underrepresented families for advisory groups and relatedly to engage them within the decision-making process.  This will be supported by early and improved communication, individual and personal outreach, as well as through the use of translators and needed and appropriate."	4	3	3	2	2	3	4	3	3	3	3	3	Met	6/21/2022	2022
39685020000000	Escalon Unified	3	"EUSD is committed to building strong relationships between school staff and families.  During the 2021-2022 school year, EUSD implemented a new communication system, Parent Square. This platform allowed the district to communicate with families via multiple modalities including phone calls, text messages, and emails.  Additionally, the district continued the use of social media including Facebook and Instagram.  The same communication platform was used to communicate with educational partners in multiple languages, including English and Spanish (the two main languages spoken within the district).  The use of Parent Square has been well received as families, staff and students alike are able to receive immediate communication.  Improved communication has supported active parent and family participation in school site sponsored events.  For example, as COVID restrictions began to be lifted, school sites offered parents nights including, math and literacy nights.  These sessions are intended to provide families with information on best instructional practices and instructional support strategies that support at home learning.  Relatedly school sites were successful in engaging families by offering school sponsored family events such as music concerts, choir concerts, sporting events, awards ceremonies, and family fun nights to name a few.  Classroom teachers used additional communication systems to build and maintain relationships with families including class dojo.  Improved communication through various methods and platforms supported stronger relationships as families were more aware of student academic, behavioral and social emotional progress. The district continued efforts to build relationships through school site and district level advisory committees including English Learner Advisory Committee (ELAC), School Site Council (SSC), District English Learner Advisory Committee (DELAC), Parent Advisory Committee (PAC), and Wellness Committee.  Input provided by educational partners who are members of these advisory groups acknowledged the importance of parent involvement and participation in these groups."	"Although educational partners reported satisfaction with the use of the new communication platform, several suggestions were provided for improved relationships. Educational partners shared a desire to see improved communication regarding upcoming events (both at the district and school site level). Some educational partners shared concerns with information not being shared regarding upcoming events from specific school sites in a timely manner.  Suggestions to improve this included better use of school site and district calendars which indicate details of future events.  Since calendars are maintained through school site and district websites, educational partners illustrated the ease easily looking up upcoming events.  Furthermore, educational partners indicated the need to build relationships with parents and families early in a school year to increase parent attendance and participation in school and district sponsored events, as well as within parent advisory committees.  Educational partners noted this was especially an area of need when engaging with underrepresented families."	"The district maintains the goal of building capacity to create and maintain stronger partnerships with our families.  The need to focus on engaging our historically underrepresented families, such as families of poverty and second language learner families remains a top priority.  Input from educational partners reveled that school sites and district office staff need to work on building relationships early in the school year.  This can be accomplished by building trust and welcoming school environments.  Educational partners suggested the identification of 'key staff' members at each school site whom families see as a bridge who can support them in accessing resources, facilitating communication, and connecting with the school system.  Per input provided by educational partners the 'key staff' members can vary from school secretaries to administrators and other support staff.  The district will work to identify staff members who can continue supporting these roles.  The district will continue to provide supports which facilitate active parent and family participation.  An example is access to translators during educational partner events, ELAC and DELAC committees and the like.  The district will continue to communicate with families in multiple languages to build relationships and encourage parent and family involvement.    Relatedly, the district will continue to seek input from educational partners who comprise underrepresented families to better determine their needs."	"EUSD continues to invest energy and resources into building stronger school-family relationships.  The district routinely seeks parent and educational partner input through various means including surveys, input from school site meetings such as English Learner Advisory Committees (ELAC), School Site Council (SSC) meetings and Parent Teacher Organization (PTO) meetings; as well as through other committees, such as District Learner Advisory Committee, Parent Advisory Committee and Wellness Policy Committee.  The district uses various forms of communication including robo-dialer calls, emails, text messages, posts on school and district websites, as well as posts on social media outlets (including Facebook and Instagram).  Educational feedback through various district developed surveys indicate that community members prefer to receive information via phone calls, text messages and emails.  The use of social media outlets has also been well received, especially when used to share relevant information.  The district will continue to use all means of communication and will maximize the functionality of Parent Square to better communicate and engage with stakeholders.  Strong communication is important as it will ultimately support strong partnerships which lead to better student outcomes. The district has continuously sought input from educational partners to support improved student outcomes.  This has become even more important as we return to traditional programming post-pandemic.  Input provided by our educational partners has been instrumental in developing targeted programming which supports the needs of our community.  This has included access to intervention teachers who can assist in supporting individual student needs, broader access to mental health supports and services, and access to additional credit recovery opportunities."	"Although the district has seen an increase in the participation of educational partners in events which seek input for improved student outcomes (e.g., LCAP townhall meetings) there is room for improvement.  The district will focus on identifying additional means of obtaining educational partner input which supports improved student outcomes.  This may include creating opportunities for input during well attended school events.  In addition, the district will continue to monitor student academic, behavioral and social emotional progress and will work with families to improve student outcomes.  This may include holding Student Study Team (SST) meetings as appropriate and involving families in the decision-making process to support individual student needs.  The district will re-institute the School Attendance Review Board (SARB) to work collaboratively with families of chronically absent students to support improved attendance.  School sites will continue working with advisory committees and parent teacher organizations (PTO's) to determine individual school site needs and subsequently develop action plans which support the unique needs of each school site."	"The district will continue to implement strategies that support improved engagement of under presented families in relation to building partnerships that support student outcomes.  One way the district will accomplish this, is by offering parent information nights on relevant topics including post-secondary planning, a-g requirements, the impact of summative state assessments on overall school performance and an in-depth review of reclassification criteria (for English learners) to name a few."	"The district obtains parent and stakeholder input while also providing opportunities for advisory and decision making.  All school sites within the district facilitate parent meetings and committees (ELAC, SSC, PTO etc.) that not only provide information but also empower families to make informed decision re: academic, behavioral, and social emotional programming. The district’s mission is to: serve and connect with all students.  This can be accomplished by meeting the needs of the whole child while seeking input from parents and educational partners, which ultimately helps shape program offerings.  Relatedly, the district office facilitates meetings and committees (DELAC, PAC, Wellness Committee, LCAP townhall meetings etc.) that involve families and engage them in the decision-making process (e.g., LCAP actions, expenditures, Title III expenditures, policies etc.) The district will continue to actively seek input and participation from all educational partners with an additional focus on underrepresented families.  Current efforts to increase participation and engagement include personal invitations to attend meetings and join committees, as well as offering meetings during the most convenient times for parents and stakeholders.  In addition, results from needs assessments are used to create and offer training specific to identified areas of need in order to increase participation."	"The district will work on improving increased participation in the advisory and decision-making process.  This action will be supported by providing increase opportunities to build capacity within principals, staff, and family members to engage in advisory groups and decision-making.  The district has facilitated training for site administration on the rights and responsibilities of advisory groups.  This training however can be expanded to support administrators explain these roles and responsibilities to respective educational partners.  A goal of the district will be expanded on these opportunities.  Relatedly, the district will support school sites in their efforts to recruit members of underrepresented families to join advisory groups both at the site and district level."	"As noted above, the district will work with school sites to facilitate and support in the recruitment of members of underrepresented families for advisory groups and relatedly to engage them within the decision-making process.  This will be supported by early and improved communication, individual and personal outreach, as well as through the use of translators and needed and appropriate."	4	3	3	2	2	3	4	3	3	3	3	3	Met	6/21/2022	2022
37681063731023	Escondido Charter High	3	"Escondido Charter High School (ECHS) has labored diligently through the years to build trusting and respectful relationships with our students and their families. Timely and relevant communications help to create an atmosphere of openness and inclusiveness. Through Charter Notes, which are emailed to parents, families are informed of upcoming events, important activities, and important messages related to their students experience at school. For those instances where special or timely communications are necessary, the school reaches out via email to all parents through Constant Contact. Several of the teachers also provide families with class newsletters.  In addition to one-way communication, the school also encourages teachers to reach out to parents to keep them informed of their student’s progress on a regular basis. Emails and phone calls keep parents in the loop and help build a good working relationship between home and school. Parents are also encouraged to attend Back-to-School night to learn about their student’s teachers and to review the academic expectations for the year.  Our administrative personnel are always available and ready to speak with parents. They greet the students in the morning and are present as they leave in the afternoon. In addition, the administration works with the Parent Volunteer Organization to find ways for parents to help move the mission of the school forward.  At ECHS, we seek to engage our families in ways that are clear and user-friendly to them. We provide Parent Education Seminars to help our parents understand how they can take part in their student’s education. We have expanded the Student Services Department to include social and emotional counseling. We have also added some safety-related presentations to our seminar lineup, including a meeting for parents on the hazards of vaping and other important topics. In addition to these direct communication efforts, the school holds special evenings on campus where families are invited to participate. History Night provides an opportunity for parents to see student work and hear student presentations on a special topic from history, and our Arts Festival brings families in to celebrate our students’ artistic achievements."	"Current areas of focus for the school include holding parent education seminars and continued improvement of the school’s foreign language support. Moving forward, Escondido Charter High School will continue investing energy to learn more about our families, including their strengths, cultures, and goals for their students."	"Escondido Charter High School (ECHS) is committed to continuing its investment of energy and resources to learn more about our families, including their strengths, cultures, and goals for their students. Current engagement efforts include holding parent education seminars and continued improvement of the school’s foreign language support."	"At Escondido Charter High School, we believe that parents are the primary educators of their children, and we partner with them to provide quality teachers, materials, and resources, so they can feel confident helping their students learn and grow in heart and mind. The school is always looking for ways to strengthen partnerships with families and to help them match their students with the ideal learning option for them. The school offers a full range of educational options from the Traditional Learning Option to the Flex Classical Learning Pathway and Personalized Learning Pathway Options.  Through a range of policies and programs, the school is providing families with information and resources to support student learning and development in the home. Long before their students enter Escondido Charter High School, we hold New Parent Orientation meetings to let parents know what to expect academically, to bring them up to speed on our current policies, and to field any questions they might have. The week before school starts, new students are brought on campus for a New Student Orientation where they are given campus tours, check out books and get to know where their lockers are. Daily planners are issued to each student, and all homework assignments are posted online and updated daily so parents and students can all know when assignments are due. Students who need extra help getting work done can attend academic tutorials for an hour after school with their regular classroom teachers.  The school also provides students and their families with valuable guidance through our Student Services Department. Our counselors meet with students individually each year to develop an educational plan tailored to their needs. In addition, the school offers several college seminars for students and parents to help them understand their post-secondary options and develop strategies for their students. We recently expanded these seminars to include community colleges. These seminars are updated yearly and new seminars were recently added to help students understand and complete applications for colleges, scholarships, and financial aid. We also invite colleges to come on campus to provide updated information to our students on the programs they offer.  In addition to face-to-face communications, parents can access the school’s online grade book system to receive real time data on student performance. There are three grading periods in the semester to help parents gauge student progress and catch any potential issues early."	"As Escondido Charter High School (ECHS) seeks to improve our partnerships with parents and improve student outcomes, we plan to continue to strive to communicate as clearly as possible, using interpreting services, as needed, for parent/school communications. In addition, the school is in the planning stages for expansion of the Wooden Wins initiative that targets character development and the development of students’ emotional quotient."	"As the school seeks to improve its partnerships with parents and improve student outcomes, the communications framework will continue to evolve to provide exceptional parent/school communications, inclusive of all. An area of emphasis, designed to support underrepresented families, will include hosting community events for parents on topics of interest to the school’s families."	"Escondido Charter High School (ECHS) engages families through various advisory bodies and through parent representation on the school’s Governing Board. The Parent Volunteer Organization also interacts with the school’s administration to provide input on activities and projects. During the development of the Local Control Accountability Plan (LCAP) parents serve on a committee to review the draft document and make recommendations. The draft LCAP is made available to all of our families for review online and in print by request. Parents are encouraged to send in comments prior to the noticed public hearing, but they can also provide input directly to the Board at the hearing.  The school is currently implementing strategies to seek input from all families, including underrepresented groups in the school community. Over the past two years, a significant point of emphasis has been the availability of timely communications with parents and guardians whose primary language is other than English. These efforts have provided additional access and input for these families. As part of its continued partnership with parents, ECHS utilizes online parent surveys to provide information and seek feedback on issues throughout the year. The communications team plans to continue and expand its use of social media to reach all families, including underrepresented groups in the school community. In addition, the school would like to create more opportunities for families to engage with the administrative team in meaningful ways through several different means including mini presentations, coffee talks, and other activities in small groups.  At ECHS, we work together to plan, implement, evaluate, and improve our family engagement activities. We are always seeking input from parents on how we can improve our current activities, increase the variety of activities, and ensure that we are inclusive of our underrepresented population."	"The school is currently implementing strategies to seek input from all families, including underrepresented groups in the school community. Over the past two years, a significant point of emphasis has been the availability of timely communications with parents and guardians whose primary language is other than English. These efforts have provided additional access and input for these families. As part of its continued partnership with parents, ECHS utilizes online parent surveys to provide information and seek feedback on issues throughout the year. The communications team plans to continue and expand its use of social media to reach all families, including underrepresented groups in the school community. In addition, the school would like to create more opportunities for families to engage with the administrative team in meaningful ways through several different means including mini presentations, coffee talks, and other activities in small groups.  Moving forward, our efforts will continue to focus on ways to make it easier for family members to engage in advisory groups and the decision-making process, particularly those from underrepresented families."	"At Escondido Charter High School (ECHS), we work together to plan, implement, evaluate, and improve our family engagement activities. Some strategies that are used include, but are not limited to, language translation services, surveys targeting underrepresented populations, and administrators greeting all who enter the campus, before and after school. We are always seeking input from parents on how we can improve our current activities, increase the variety of activities, and ensure that we are inclusive of our underrepresented population.  Moving forward, the school’s efforts will focus on continuing the process of making it easier for family members to engage in advisory groups and the decision-making process, particularly those from underrepresented families."	5	5	5	5	4	5	5	3	4	4	4	4	Not Met	9/28/2022	2022
37680980000000	Escondido Union	3	"EUSD encourages collaboration between students, families, school staff, and community members in the vision of actualizing the potential of every learner. To ensure school staff are engaging with parents as partners, the Coordinator of Community Outreach provides regular training to administrators and provides ongoing support and oversight of the development and implementation of a menu of family activities, leadership, and educational opportunities to meet the school’s diverse family needs. The trainings include presentations at administrator meetings as well as the convening annual site meetings with the school principal and family liaison to identify and monitor specific site annual family engagement goals and activities.  In addition to training on a district-level, principals and family liaisons share information on family engagement with staff at their school sites at least annually. Family liaisons provide an overview of the services offered through their family engagement program at the beginning of the year, and communicate on an ongoing basis with staff about upcoming meetings and events. The family liaisons also share how they can be utilized to foster better communication and relationships between school staff and parents.  Families receive weekly family communications at the district level. The district has also implemented a new communication system to make it easier for parents to receive communications from the district, their student's school and teacher in a language that they understand."	"EUSD recognizes that families want to partner with their child’s school team, but might not know how to best support their child’s academic and/or personal success. One of EUSD Family Liaison Team’s main goals is to equip parents and family members with the tools to serve as partners throughout their child’s school years. To do so, administrators, family liaisons and teachers share information with families on how to connect and support their child’s education through the parent-student handbook, school newsletters and social media postings, at workshops, and at group/individual meetings. Each school hosts one family workshop each year that focuses on what parents can do at home to support their child’s academic success, and offers additional workshops on topics ranging from preparing for parent-teacher conferences to fostering healthy habits at home, all at no cost to family and community members."	"The EUSD Family Liaison team recognizes that many family members who want important information to support their child’s success are unable to get to the school site to participate in regular workshops and trainings. To address this barrier to learning and partnership, the team will continue to build and enhance a Family and Community Engagement Online Learning Series that is accessible both during in person workshops and electronically through the district’s website."	"The Escondido Union School District (EUSD) truly values and practices relationship-based family engagement, and has dedicated resources to ensure every family member feels connected to their child’s education. At the district level, the Coordinator of Community Outreach oversees all aspects of family engagement districtwide so that each family, regardless of the school their child attends, is welcomed to serve as a true partner in their child’s education. This includes providing ongoing training for school administrators, and developing and implementing cohesive and consistent programs available at all school sites focused on family engagement. Dialogue and reflection about practices that are culturally responsive, equitable, and accessible to all families are the focus in meetings with administrators and other district leaders throughout the year.  In addition to the district-level support, every EUSD school operates a family engagement program, coordinated by a full-time family liaison, to facilitate volunteer opportunities, parent leadership groups, workshops, and activities on their school campus. The Family Liaisons provide individual support to families in need, coordinate community resources, and assist with communication between families and school staff. They also work closely with the school administrator and front office staff to implement welcoming practices – to ensure every parent, family and community members feels welcome and connected to the school—and to support ongoing two-way communication between school staff and families. This includes parent-teacher conferences, school newsletters, weekly school phone calls and emails, posting of event flyers, and individual parent communication both by phone and in person."	Educational partner feedback has highlighted the need for frequent communication with teachers and the school to keep parents informed as well as to develop strong relationships.	"The district continues to work to ensure ALL staff, from classroom teachers to support staff, adopt practices that reflect the district value of relationship-based family engagement. During the 2022-2023 school year, school administrators and family liaisons will continue this focus by providing staff workshops on family engagement, with a focus on the development of building school-site agreements on ways to connect, honor, and partner with families on the school campus. Staff will be regularly reminded of their agreements and will be celebrated for their efforts to build even stronger relationships with families in the year ahead."	"The Escondido Union School District is committed to offering opportunities and building the capacity of parents to provide input into the design of educational programs at all of our schools. The Coordinator of Community Outreach, in partnership with the Director of Curriculum and Instruction, train and support school administrators and family liaisons in ways to engage parents in decision making and in serving in leadership capacities on all EUSD campuses. This includes participation in site-level leadership groups such as the English Language Advisory Council (ELAC), School Site Council, and Parent Teacher Association/Foundations and in district level committees such as the Design Team,  District English Language Advisory Council (DELAC), District Advisory Committee (DAC), Escondido Council of PTAs, District Calendar Committee, the CARE Youth Advisory Committee, and School Wellness Committee. Family members involved in leadership committees on school campuses receive further training/guidance from the school’s family liaison on all aspects of their roles and responsibilities.    In addition to leadership committees which provide opportunities for family members to participate in the ongoing design of programs on school campuses, all EUSD schools offer the Coffee with the Principal program at least three times a year for families. Attendees at Coffee with the Principal are encouraged to provide feedback to the principal and school team on current issues at the school.  Once a year, the district offers more directed opportunities for family members to provide direct input into priorities for the district’s Local Control Accountability Plan (LCAP). The district has gathered this input through site and district leadership committees, specific LCAP Community Input Meetings, parent survey and through the Thought Exchange online forum."	"Feedback from stakeholders continues to point to the need to recruit more parents into volunteer,  leadership and decision making roles. The Coordinator of Community Outreach will continue to work with school family liaisons to continue to inform parents and guardians of opportunities to participate in providing input and decision making. Family liaisons will provide training and support to parents and guardians who wish to participate in the decision making process."	"The district continues to work to collaborate more directly with parents in the planning, design, and implementation of programs at the district and site level. Administrators and school teams were trained and continue to be encouraged to integrate parents into site Positive Behavior Interventions and Supports (PBIS) teams. These teams are responsible for the development and implementation of a multi-tiered system of support - ensuring a safe, positive school climate and ongoing student and family engagement. In addition, although parents are invited to participate in district-level program design teams such as the Design Team, CARE Youth Advisory and Calendar Committee, more efforts will be put into outreach to parents to ensure diversity among parent representatives"	4	4	4	5	4	4	4	4	4	4	4	3	Met	6/23/2022	2022
37681060000000	Escondido Union High	3	"EUHSD Educational Partners and local data identified the Bilingual Parent Liaisons as a strength. The district's efforts in connecting with families through home visits, attendance outreach, and availability of school counselors was also highlighted as a strength. Finally, the district's Educational Partners identified the following areas as current strengths and progress in building relationships between school staff and families:  - Parent workshops - Extra curricular activities  - Food distribution - public display of learning opportunities (math night, ELD night, student-led conferences - Academic recognition"	"EUHSD Educational Partners and local data identified the district's websites (school and district) as an area for improvement. The feedback received included websites that are more intuitive and easier to navigate, streamlining information shared with families to minimize the number of calls/emails/text received and consolidating Parent Vue and Canvas to one online platform that holds all pertinent student information (grades, attendance, behavior, progress)."	"Based on EUHSD Educational Partners and local data feedback, the district will add a District Parent Liaison to support and engage families of underrepresented students by creating outward facing parent engagement opportunities to connect with families in the community. Suggestions for outward facing parent engagement events included:  - District booth at the community swap meet - District booth at the local Farmer's Market - District presence in a variety of community events - Parent Liaisons to attend athletic events and be available to answer parent questions.  - Early identification of families needs to tailor events"	"EUHSD's Educational Partners and local data identified a variety of opportunities for parents to participate in decision making, specifically in developing the LCAP, site level SPSA, and ELAC/DELAC, as a strength. Educational Partners also highlighted additional strengths which include:  - mentorship programs - Business partnerships - Resources for SEL"	EUHSD's Educational Partners and local data suggested that the district continue to make efforts to recruit more parents and students to participate in district and site level meetings. Additional suggestions to consider include:  - Flexible meeting times and locations - Create partnership with the local Chamber of Commerce - Create a stronger media presence	"Based on the feedback received from Educational Partners and local data, EUHSD will continue to support school sites and bilingual parent liaisons in working with their families to offer workshops on topics that reflect student/family/community needs. The district will continue to offer Educational Partners opportunities to participate in the decision making process, specifically as it pertains to developing the LCAP."	"EUHSD's Educational Partners and Local data identified the district LCAP meetings, DELAC/ELAC, SSC, and parent organizations as an overall district strength. Site level Parent Liaisons were also identified as a strength for building community and encouraging families to take part in school/district decision making opportunities."	"EUHSD's Educational Partners and local data suggested that the district continue to solicit student voice when decisions are being made, as well as continuing to provide parents/families with opportunities to collaborate with sites/district in planning advisory committees. Additional suggestions included:  - Accessibility and equity for families to access available resources - Create a stronger presence in the community - Create a smoother transition for students and families from middle school to high school"	"Based on the feedback received through the district's Educational Partners and local data, EUHSD will continue to work on creating outward facing parent events where families can access information on how to best support their student as well as information on how to access resources available to them on campus. Additional suggestions to improve engagement of underrepresented families include the following:  - Child care - Kiosks at school events - Transportation - Resource Center - Community Hub meetings."	4	4	3	4	4	3	4	4	3	3	4	4	Met	6/21/2022	2022
43694274330726	Escuela Popular Accelerated Family Learning	3	"Escuela Popular is committed to providing families with opportunities and resources to support student learning at school and at home. Various programs and events take place at a convenient time, to which all parents of students are invited to attend and encouraged to attend, to inform parents and family members of the school's goals and priorities as well as gather feedback. The school also convenes quarterly Family Nights (5 per year) where students and teachers showcase classroom work and curriculum. Twice a year parents come to the school for Teacher and Parent Conferences in the Fall and Winter to review their student’s academic progress. All meetings are geared to the entire family and childcare is provided as needed. Annually, the school holds a Parent Workshop where speakers and training are offered to parents on how to support their student’s academic and social success and wellbeing. A virtual Stakeholder Feedback survey is completed by students, parents, and staff twice a year during fall and spring. Successful participation was accomplished, about 247 families provided feedback (79.6  % responses).  We continued using ParentSquare, Facebook, EP’s website, and two hot-lines available for the community  were created as a communication platform to keep parents informed on school-wide events and for classroom communication. We will continue using the same platforms and will create a stakeholder feedback survey twice a year to continue receiving feedback on our current priorities and the development of new priorities."	"Reaching out to all of our families and getting them involved in their students’ academic success is our priority, we will continue trying to reach those families with challenges to attend family engagement events.  Home visits will continue to be a practice we use based on family needs. Particular outreach and intervention services will be provided to families who are truant and identified as experiencing chronic absenteeism."	"A process of individual orientation and family welcome has been implemented during the school year.  This has allowed us to do early assessments of family needs and provide available resources.  A follow-up meeting with families has been implemented to prevent and identify continued needs of support.  We have had many families who are newcomers to the U.S. from Latin America, and a process of connecting with legal and medical services is in place to ensure families get support for their basic needs."	"Escuela Popular offers a family learning environment that provides educational opportunities to TK-12 grade students and their parents on one campus. Over 90% of the families are Spanish-speaking with a vast majority also being immigrant households. Wrap-around services are provided on-site at the school to facilitate access to social services such as medical, advocacy, and education for all members of the family. Over 80% of the staff are bilingual and bi-literate removing language barriers to developing relationships with parents to facilitate parent involvement. Administrative support is available to meet the diverse needs of the families and students, such as Student Support Team. No cost childcare, after-school care, medical services, referrals to local community-based organizations, free school meals, and transportation support are provided to families."	"Escuela Popular will continue looking for partnerships with organizations that can provide free services to underprivileged students and continue offering the services already provided. In addition, Escuela Popular will continue trying to reach out to unresponsive families to inform them about all of the services available to them."	Outreach and services will be bilingual and at a convenient time and location for families.	"Escuela Popular is committed to engaging students, parents, and other stakeholders and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all stakeholders. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from parents, teachers, and support staff. LCAP development is reviewed and monitored with a variety of modes for gathering input such as surveys, focus groups, whole school, and community gatherings. Priority areas are developed with goals, actions, and metrics to monitor progress. The school provides meaningful ways for parents to provide input in decision-making when serving on committees such as School Site Council, English Language Acquisition Committee (ELAC/DELAC), LCAP Community Meetings."	Increasing the number of parents in providing input is our next area of improvement and how to make engagement meaningful to them within the time constraints many parents face. We would like a more efficient way to capture more meaningful feedback from parents and students to develop school priorities and monitor progress. Quarterly feedback surveys are administered with an average of 230 parents provided feedback from TK-12th grade. This is equal to about 73% participation.	Outreach and services will be bilingual and at a convenient time and location for families.	5	4	4	5	3	4	5	4	4	4	4	4	Met	6/21/2022	2022
43694270107151	"Escuela Popular/Center for Training and Careers, Family Learning"	3	"Escuela Popular is committed to providing families with opportunities and resources to support student learning at school and at home. Various programs and events take place at a convenient time, which all students are invited to attend and encouraged to attend, to inform students of the school's goals and priorities as well as gather feedback. The school also convenes quarterly Student Recognition Assemblies where students and teachers recognize students with honor roll, perfect attendance, and showcase class projects. All meetings are geared to the entire family and childcare is provided as needed. Annually, the school holds a Parent Workshop where speakers and training are offered to adult students who are parents on how to support their student’s academic and social success and wellbeing. A virtual Stakeholder Feedback survey is completed by students, parents, and staff twice a year during fall and spring. Successful participation was accomplished, about 382 students provided feedback (65.1 % responses).  We continued using ParentSquare, Facebook, EP’s website, and two lines available for the community  were created as a communication platform to keep parents informed on school-wide events and for classroom communication. We will continue using the same platforms and will create a stakeholder feedback survey twice a year to continue receiving feedback on our current priorities and the development of new priorities."	Reaching out to all of our students and keeping them informed about their academic progress is our priority. The Student Services department continues to reach out to students and make themselves available to students who need to be connected with resources. Particular outreach and intervention services will be provided to students who are truant and identified as experiencing chronic absenteeism.	"Although the majority of Escuela Popular/CTC students are adults, the staff is committed to engaging students, and other stakeholders and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all stakeholders. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from students, teachers, and support staff.  A process of individual orientation and welcome has been implemented during the school year.  This has allowed us to do an early assessment of student needs and provide available resources.  A follow-up meeting with students has been implemented to prevent and identify continued needs of support.  We have had many families who are newcomers to the U.S. from Latin America, and a process of connecting with legal and medical services is in place to ensure families get support for their basic needs."	"Escuela Popular offers a family learning environment that provides educational opportunities to TK-12 grade students and adults on one campus. Over 90% of the students are Spanish-speaking with a vast majority also being immigrant students. Wrap-around services are provided on-site at the school to facilitate access to social services such as medical, advocacy, and education to all members of the family. Over 80% of the staff are bilingual and bi-literate removing language barriers to developing relationships with students facilitate engagement. Administrative support is available to meet the diverse needs of the families and students, such as Student Support Team. No cost childcare, after-school care, medical services, referrals to local community-based organizations, and transportation support are provided to students."	Escuela Popular will continue looking for partnerships with organizations that can provide free services to students and continue offering the services already provided.	Outreach and services will be bilingual and at a convenient time and location for students.	"Although the majority of Escuela Popular/CTC students are adults, the staff is committed to engaging students, and other stakeholders and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all stakeholders. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from students, teachers, and support staff. LCAP development is reviewed and monitored with a variety of modes for gathering input such as surveys, focus groups, whole school, and community gatherings. Priority areas are developed with goals, actions, and metrics to monitor progress."	Increasing the number of students providing input is our next area of improvement and how to make engagement meaningful to them within the time constraints many adult students face. We would like a more efficient way to capture more meaningful feedback from students to develop school priorities and monitor progress. We created a student feedback survey during Fall and Spring. 65% of the student participated on the survey.	Outreach and services will be bilingual and at a convenient time and location for families.	5	4	4	5	3	4	5	4	4	4	4	4	Met	6/21/2022	2022
57726860000000	Esparto Unified	3	EUSD has been listening to our partners. The progress we have made is in the development of our ELOP summer and after school programs. Our partners have helped us provide many great programs for our families.	Based on input from our families and the help of our partners we have doubled the number of students participating in our ELOP programs for summer and after school.	EUSD will provide additional access to translators and provide meetings both virtually and in person.	EUSD is in the beginning phases of building partnerships. The pandemic had an impact on the process.	EUSD is in the beginning phases due to the pandemic.	With the help of our community schools coordinator we have developed a plan of action.	The LEA provides many surveys and focus group meetings to seek input from our partner.	We will continue to seek input from our partners. Based on data this will continue to be by surveys and focus groups.	We will continue to provide translators and offer the sessions virtually and in person.	3	3	2	2	2	2	2	2	2	2	2	2	Met	6/15/2022	2022
36677020000000	Etiwanda Elementary	3	"Survey results, feedback from educational partners, and additional documents examined through the self-reflection process indicate Etiwanda schools maintain welcoming environments. Also, school personnel have developed trusting and respectful relationships with families that have been built with multiple opportunities to engage in two-way communication."	"Survey results, feedback from educational partners, and additional documents examined through the self-reflection process indicate the Etiwanda community will benefit from continuing to build the cultural awareness and responsiveness of staff."	"Based on analysis of educational partner input collected through surveys, Thought Exchanges, and additional documents examined through the self-reflection process, the Etiwanda School District will improve engagement of underrepresented families through engagement events and personalized outreach efforts."	"Survey results, educational partner feedback, and additional documents examined through the self-reflection process indicate Etiwanda schools partner with and support families so they can exercise their legal rights and advocate for their students."	A focus in this area is to continue efforts to engage busy families through multiple pathways.	"Based on analysis of educational partner input collected through surveys, Thought Exchanges, and additional documents examined through the self-reflection process, the Etiwanda School District will improve engagement of underrepresented families by hosting engagement events for students and families, connecting families with resources and responding to the specific needs of underrepresented families through personalized outreach."	"Survey results, educational partner feedback, and additional documents examined through the self-reflection process indicate Etiwanda schools seek opportunities to engage families in the decision making process."	"Survey results, educational partner feedback, and additional documents examined through the self-reflection process indicate Etiwanda schools will benefit from focusing on continued efforts to plan and design family engagement activities through various platforms that provide participation options."	"Based on analysis of educational partner input collected through surveys, Thought Exchanges, and additional documents examined through the self-reflection process, the Etiwanda School District will improve engagement of underrepresented families by providing personal outreach and connecting families with those who can support them in participating with advisory opportunities."	4	5	4	5	3	5	5	5	5	5	5	4	Met	5/26/2022	2022
12755150000000	Eureka City Schools	3	"There are numerous opportunities for parents to engage with their child’s teachers and administration. Besides the parent-teacher conferences (occurring 2x per year at the elementary level and 1x per year at the middle school level), families can meet with teachers before and after school. As needed, translators and/or interpreters are provided for non-English-speaking families. The District has a comprehensive Student Study Team (SST) process whereby parents have an active voice in generating ideas for support and interventions for struggling students."	An area of improvement focus in this category is making student progress reports (grades and attendance) as well as classroom assignments even more accessible to parents and guardians.	A single district-wide platform for school-to-home communication will be vetted and established during the 22-23 school year.	"The District’s Strategic Plan and the LCAP outline the goals for building and sustaining positive relationships with our families and the greater community. The District’s LCAP contains the following planned actions and services for parent engagement:  a. Outreach communications to families of English Learners, families of Foster and Homeless Youth, and families of socio-economically disadvantaged students, which highlight opportunities to participate in school events and decision-making forums  b. Build family engagement and participation by utilizing PTA and HCOE resources and create a plan for and facilitate restorative conferences with students, staff, and families; train families in behavior expectations and policy and encourage sites to include arts presentations/activities for families.  c. Provide opportunities for input to all families, including targeted students and students with disabilities, through School Site Council meetings, open stakeholder meetings, Board meetings, and online and paper surveys.  ECS staff understands the importance of strengthening positive relationships with our families. To this end, we leverage many tools to make meaningful connections -- for example, back-to-school nights, open houses, family nights, and parent conferences. Annually, the District distributes a community “annual update” highlighting the many programs and services in the District."	"Moving forward, an area of focus for us is outreach to our EL families to become involved in ELAC and DELAC committees. We typically have a low turnout for ELAC and DELAC meetings. The District EL Coordinators meet regularly to discuss ways to increase parent participation."	"ECS will use ThoughtExchange to capture the voices of our parent partners as an initial step in building a comprehensive parent engagement plan.  Built with equity of voice in mind, ThoughtExchange will capture every perspective, linguistic group, and even the quietest of voices."	"Families meaningfully engage in District decision-making through school site councils, PTAs as well as a District Community stakeholder group."	"An area of focus for improvement would be to develop a coordinated plan in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."	"Once parent voice has been obtained, District leadership will meet school principals to discuss developing parent engagement plans for each school site.  Then, principals will work with their parent partners to refine site-specific parent engagement plans."	3	3	3	3	3	3	3	2	3	3	3	2	Not Met	9/15/2022	2022
31668290000000	Eureka Union	3	"EUSD utilizes a multitude of approaches for a comprehensive and inclusive family engagement.  This includes formal meetings (e.g. ELAC, DELAC), information events, phone calls, home visits, and surveys. For 21-22, Focus Groups with parents and classified staff were implemented. This will continue for 22-23, and will include certificated staff and students. This area is one of EUSD's strengths as it utilizes multiple ways to solicit input from schools staff and families. EUSD also has a robust Parent as Educator Workshop Series (Parent University) that has been showcased at a CSBA Conference."	"Our focus area is on education of staff on best practices concerning engagement of families from our underrepresented subgroups: English Language Learners, economically disadvantaged, and students with disabilities. EUSD commits to providing professional growth opportunities to help staff engage culturally competent practices to reach out to our diverse families. Strategies include: workshops for administrators and teachers on best practices for family engagement that is culturally-responsive"	"EUSD has calendared dates for Fall and Spring conferences to engage with families of all students and academically at-risk students as well as English Learner Families. Parents may also request for a Student Study Team meeting with administrators, counselors, and teachers to discuss concerns about progress in academic and socio-emotional development outcomes. Teachers make regular phone calls home for struggling students as well as initiate timely meetings when necessary."	"EUSD engages multiple efforts to connect with families and community members. The district and the schools utilize websites, emails, School Messenger, three social media platforms, and if necessary, personal phone calls. Multiple family-oriented events are scheduled throughout the year including: Student Site Council Meetings, DELAC/ELAC for EL (English Learner) families, parent workshops, and town halls. Counselors and school staff engage in home visits when necessary, to connect with families that are unresponsive. A highly successful kindergarten jamboree and STEAM Fair were organized last year."	EUSD has challenges and opportunities in the areas of engaging families from our subgroups to improve attendance in meetings and other events. This will continue to be one of our focus areas for the next 3 years. The following strategies will be adopted: -offer child care support in all meetings and events -offer snacks and beverages in all meetings and events -after-school timing of meetings and workshops for greater accessibility to working families -counselors outreach efforts for targeted subgroups -intensified communication for targeted subgroups -communication via primary language and phone calls with interpreters if needed	EUSD offers translation services whenever requested and commits to providing translated letters of communication to families using the top 5 languages (other than English) represented by EL families. Sites and the district will continue to partner with local community organizations and seek input through creative ways to obtain authentic feedback from our families.	"EUSD engages the help of parents, students, and other stakeholders in making policy and program decisions, including the Local Control Accountability Plan. Annually, parents are surveyed for LCAP and invited to participate in LCAP meetings. Parents also serve in multiple advisory groups (e.g. GATE, Eureka Programs Initiatives Committee-EPIC) and task forces when necessary (e.g. COVID Task Force). Parents have been very participatory and have actively engaged in these multiple opportunities."	"Based on input gathered, these are EUSD's focus areas:   -Continuation and expansion of focus groups, in partnership with our county office of education.    -Translation of surveys and availability of printed copies of surveys at sites.   -Multiple opportunities for families to connect with the district   -Continuation of Parent as Educator Workshop Series, with new partnerships developed   -With pandemic restrictions gone, resumption of inclusive family events (Family Math Nights, Science Assemblies, etc.)"	"As stated above, EUSD will utilize multiple ways of marketing events and ensuring invitations are accessible to families: translated fliers, phone calls, home visits, social media advertisements, website redesign for better access, etc.  Meetings are also held in multiple ways to engage working families and Zoom options are provided when necessary."	4	4	3	4	3	3	4	4	4	3	4	4	Not Met	9/12/2022	2022
41690620119503	Everest Public High	3	"Summit Everest has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit superintendent directly through a neutrally facilitated circle discussion."	"Focus Area for Improvement: Summit Everest has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue."	"Focus Area for Improvement: Summit Everest has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue."	"By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: - Professional Development structure and survey - Parent newsletters (+language access) (analytics) - Personalized Learning Plan meetings (parents/caregiver:student:mentor) - Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these specific resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes."	"Summit Everest is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences, there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents."	"Summit Everest utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized."	"At Summit Everest, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informing a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.   In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making."	"Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities."	"Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities."	4	4	4	3	4	3	5	4	4	3	3	4	Met	6/16/2022	2022
19647330129858	Everest Value	3	"Over 70% of our staff/families who responded to the School Climate Survey in May of 2022 feel the school builds relationships between the school staff and families.  A safe nurturing community (Value 4)  is built by having consistent two-way communication opportunities such as parent conferences, coffee with the principal, and opportunities to provide feedback through surveys.  The school's Dean works with community organizations to provide parents with academic and discipline workshops and parenting resources. She also empowers parents to join the Parent Board and become involved in the school campus culture.  Families are also consistently informed of events, resources, and practices that foster learning via Parent Square, PowerSchool, ClassDojo, and various social media platforms."	"Based on the analysis of the Value Schools climate survey, EVS staff would like more opportunities to learn best practices in forming strong partnerships with student families.  EVS Parents expressed a desire for more strategies to support their children academically and with their emotional well-being."	"In addition to parent conference data, Everest Value School takes family attendance on its Base Camp, Open House, and Top of the Mountain events to help monitor which families need support in engaging with the community. The Everest teachers and administration has met to discuss how to best improve engagement by creating ""useful"" programs and resources for these families. Specifically, EVS parents have asked for more training on education software and monitoring student's use of the internet, and the Dean has reached out to experts to provide this programming in the fall."	"Everest Value School current strengths and progress in building partnerships for student outcomes are in providing families with resources to support student learning and development in the home.  Every classroom offers the students and families a ""Learning Key"" with the Common Core standards simplified into kid friendly language. Families are encouraged and empowered to monitor their students progress in mastery and celebrate and support them at home.  The school has also implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  These meetings are about 2-3 times per year or more if the student is struggling.  Parents are provided with devices, online access to curriculum, and resources before, after, and on the weekend for tutoring."	"In review of the climate survey data, Everest Value administration has focused its parent programming on the need from parents to better assist in use of the education software platforms and how they can address student emotional stress at home."	"Based on the feed back we have both from the climate survey and our Coffee with the Principal discussion, one way to improve engagement of underrepresented families would be to provide additional time slots to support working parents specifically who may be struggling on how to support their children."	"Since its founding in 2014, Everest has empowered parents, staff and students to be collaborators in make choices about the programing and culture of the school. Currently, EVS uses surveys, School Site Council, ELAC, the Parent Board, Coffee with the Principal and the morning ceremony to invite all stakeholders to be fully represented in the school.    Each year, as the school reflects on its budget,  EVS forms an LCAP committee to discuss the needs and priorities to adjust the goals, actions and expenditures of the plan.  This was increasingly important during COVID, as many critical decisions were made about how to use additional funding to keep the students learning remotely and eventually reopen."	"Everest Value School continues to address the need to train all its educational partners on the purposes of the recent Federal and State programs that provide funding to address student needs.  Staff, students and parents have all noted a  limited understanding of funding sources, programs, and requirements, so increasing training opportunities would help them have a clearer picture to give input."	Everest Value School will improve engagement of underrepresented families identified by providing office hours to support parents with completing online surveys and by providing paper alternatives to ensure their input is gathered.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/24/2022	2022
43694350000000	Evergreen Elementary	3	"Evergreen School District currently maintains school and family liaisons at all Title I schools. These Liaisons work directly with families to provide outreach, support, and educational classes to our families within each school setting. The Liaisons are bilingual and work hard to build a bridge of connectivity between and home and school families. Our goal is to provide assistance to each family that needs additional supports in order to best meet the needs of our students."	"ESD is currently working on rebuilding Parent University as a way to build and strengthen the relationships with our families. We want to provide learning opportunities that parents can engage in with their children or in support of their children in order to provide the best possible outcomes for students. We are confident that providing classes/training to families in areas expressed in feedback surveys, we will better be able to provide environments of trust between school and home."	"Through the expansion of our school/home Liaison positions throughout the district, we hope to gather additional data through surveys, educational partners meetings, school site based family events to provide additional opportunities of support for our families. Currently, we gather data through LCAP stakeholder meetings, ELCA meetings, DELAC meetings, District Advisory Council meetings, and parent surveys."	Evergreen's outreach to families has improved across the district in various ways. We send out information weekly to parents through an electronic parent newsletter. The letter is also printed and kept in offices for any parent who prefers not to use technology. The staff and parents are informed weekly and communication is transparent for any opportunities for parent collaboration and and PD offered through the district. The district also has a very strong DELAC and District Advisory Committee that is comprised of parents from across the school sites that come together throughout the year to learn about student achievement and mental health and wellness topics. Parents share in the problem solving and their suggestions are are welcomed and often lead to great ideas.	"Evergreen School District plans to explore additional opportunities and resources to strengthen the collaboration and build relationships with families. We are researching additional staff development that can be tailored to the needs of staff. In addition, we are reinstating Parent University in Evergreen, a practice placed on hold during the COVID 19 pandemic."	"Each of Evergreens's Title I schools now has a Community Liaison.This additional staff person focuses specifically on parent outreach and supporting families with any need they require, including school connectedness. Examples of this might include translation, filling out paperwork, meeting with a staff member, etc. Additionally, the Liaison will provide and facilitate meetings where shared ideas can be heard and enacted. Evergreen feels that by providing this additional staffing at each of our highest needs sites, the positive relationships between families and schools will be cultivated in depth."	"Evergreen has robust systems to gather input and seeks collaboration with our education partners. ELAC meetings are regularly scheduled with strong attendance and topics such as CAASPP results and local indicators are shared in addition to best practices for teaching and learning and supports for parents in working with their children . Additionally, Evergreen has a District Advisory Council comprised of parents from across the school sites who share concerns and are seeking solutions to any hurdles or gaps in their experiences for their children. These ideas often impact students from across the district in terms of creating new practices and policies that affect our most under represented groups."	"Parents are encouraged to participate in site and district level advisory committees such as DAC, SSC, DELAC, ELAC and parent surveys. Parents are asked to provide input and recommendations on the Parent Compact and Parent Involvement Policy at both the site and district level. The district, along with parents, uses the district level committees as a vehicle to communicate successes and challenges parents encounter at the site or district level."	"Evergreen is researching PIQE as a resource for our parent community. The Parent Institute for Parent Education. PIQE,  offers its evidence-based programs in-person. All programs integrate enhancement supports to respond to school and family needs. Below is a list of PIQE’s evidence-based parent engagement workshops:  In Elementary Schoo Settings: Parents gain new skills, tools, and resources to help their student(s) succeed in school today and into the future. Educates, empowers, and inspires families to take an active role in their child’s education while building community and a peer-to-peer network.  -Eight-week program | Once a week, 75 minute-sessions -Integrates Social-Emotional Learning and Digital Literacy Components -Strategies to build student’s positive self-esteem -Tools to navigate the school system -Prepare a college-going plan -Learn about online security -Expand digital skills for today’s online world -Gain new family resources and academic supports  In Middle School Settings: Parents gain new skills, tools, and resources to help guide their student(s) through middle school and prepare for high school.  -Eight-week program | Once a week, 75 minute-sessions -Integrates Social-Emotional Learning and Digital Literacy Components -Parents learn about: -GPA College Requirements Student workload and expectations Common Core State Standards (CCSS) Working with the school counselor Tools and Resources Expanding digital skills for today’s online world"	3	4	4	4	4	4	4	3	5	5	4	5	Met	6/14/2022	2022
52715220132597	Evergreen Institute of Excellence	3	"Evergreen Institute of Excellence is dedicated to creating a climate of open communication and connectivity with all stakeholders. Due to the nature of our Personalized Learning Program, teachers have direct and consistent communication with families creating close relationships and cooperation. EIE is also committed to building a strong school community. Although COVID did have a huge impact on traditional schools in maintaining and developing relationships across families and parent groups, our EIE teacher/family connections remained strong and grew."	"Although our Parent Square communication reached families-getting parents to respond and interact was difficult as a schoolwide tool. Our EIE Community connectedness suffered from not being able to gather in person. Generally speaking, our EIE Community does not want, nor seek more connectiveness (through technology)."	"EIE will increase in person offerings of in person classes for students and parent training. Additional focus will be given to increasing and providing EIE Community events by bringing back Back to School gathering, field trips and other opportunities to build relationships."	"Evergreen Institute of Excellence (EIE) is a Personalized Learning, non-classroom based public charter school. The majority of a student's daily instruction occurs at home with parents, in the community through enrichment/extracurricular vendors and/or through attendance at our local community college. The majority of EIE's families and students are highly engaged and providing insight into their educational needs."	"Partnerships for Student Outcomes is at the heart of EIE's charter petition, developed many years ago. Our focus areas will be continues parent support and training as daily teachers, increased in person classes for students and additional development of internships within our community."	"In analyzing engagement of underrepresented families we have discovered a need to assist some students in transportation to be able to attend and engage in person activities. EIE will use staffing and school vehicle to help in this area. This could be a sensitive subject, so we rely on the positive relationships our supervising teacher have developed with their families to identify who would benefit from this support."	"Evergreen Institute of Excellence (EIE) went through a full WASC review for accreditation November 2021. Previous to the visit, we gathered stakeholder input from all available parents. Additionally, EIE disseminated one survey to all parents/guardians with students enrolled in our programThe key findings show a majority of respondents agree that they had multiple opportunities to express input in our school's decision making process. EIE seeks input throughout the year in the following manner:  ~Inherent in the very nature of our personalized learning program is the positive and open relationships developed between the teacher of record, charter staff, parents and students.  ~Advisory Council membership includes parent, community and student representation.  ~Informal parent/teacher meetings were held allowing input for LCAP and long term planning from stakeholders."	The focus area moving forward will be to increase in person opportunities for stakeholder input.	EIE will make a concentrated effort to continue to be innovative in challenge solving barriers for underrepresented families' participation in providing input for decision-making process through virtual meetings and flexibility meetings.	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	10/11/2022	2022
52715220000000	Evergreen Union	3	"One of our strengths is that we work to ensure our staff is provided with professional learning, systems, and the tools needed to build trusting relationships with families; our greatest asset in this work is the instituting of the practice of looping across our sites and grade level spans.  In addition, we continually ensure all communication between school and home is provided via tools that make messages available in multiple formats (text, email, etc.) and in a language that is accessible to families.  We communicate with families using the following avenues: District website, respective school websites, printed/emailed newsletters, online Aeries parent portal, Aeries Communication, District Facebook posts, respective Facebook school posts, automated phone messages, and emails from staff. EUSD also annually publishes the School Accountability Report Card for each site, and it is accessible in digital and print format as well as the languages of the District."	"As a result of Covid and the natural distance that came to be because of quarantines and closing off parts of the system to ensure student safety, we are currently in the process of resuming the full implementation and sustainability of a welcoming environment with events and connecting opportunities (eg. the District Fall Festival, the EMS Annual Sports Barbeque, and special events on campus) as well as opportunities for staff to devote the time and space to learning about each child's family and the goals they have for their children (eg. in person parent-teacher conferences)."	"During the self-reflection process, we noted the need to improve the engagement of underrepresented families by expanding our opportunities for our English Learner parents to have support with all communication by connecting them with our English Learner paraprofessional, hired to provide support to families and their children.  In addition, we plan to attend to the two focus areas noted above: welcoming environments for families and opportunities for staff to learn more about each child's family and the goals they have for their child."	"One of our strengths is that we work to ensure our staff is continually provided with professional learning to improve partnerships with families.  At the core of this work is our site specific School Compacts that kick off each academic year to promote the solid, joint participation in attending to learning ouctomes that is agreed upon between the student, staff, and parent.   In addition, we support families to understand and exercise their legal rights.  Our greatest strength in this work is the support and guidance provided to: 1) families of students with special needs as they navigate their child's 504 or Individualized Educational Plan; 2) families of English Learners as they navigate the EL Program, EL Assessments, and the opportunity to be reclassified, as offered; 3) families of Homeless/Foster youth as they navigate the supports in place for their basic needs."	"An area we are currently in the process of resuming is the full implementation and sustainability of ensuring is staff have the information and resources to support student learning and development at home in this post-Covid time.  In addition, we are expanding our support for teachers in the ways they can work together with families to support improved student outcomes coming out of Covid."	"During the self-reflection process, we noted the plan to improve the engagement of underrepresented families by continuing to expanding the partnerships with families of our low income students who will benefit from learning opportunities at home, a stronger connection with the school focused on improving student outcomes, and providing additional wrap around supports for them and their families (eg. Intersession and Summer School opportunities) - attending to learning loss due to Covid."	"EUSD seeks parent input in making decisions for the school and District resources.   The school year begins with each specific site holding their annual site Title I Meetings whereby families can give input on the Parent and Family Engagement Policy and the School Compact as well as better understand the Title I Program.   The respective School Site Councils meet monthly to provide input on data, policies and programs. Principals meet monthly with District administrators to ensure the agendas attend to the required elements as well as the local focus areas for each specific site.  As part of this work, and the subsequent meetings at each site, family engagement is a regular agenda topic of discussion.  In addition, family participants in these meetings are provided with training and resources so that they can effectively engage in decision-making.   EUSD also has a Parent Advisory Committee that meets every semester and attends to District-focused guidance and decisions."	"EUSD is in the initial process of developing a Student Advisory Committee that was planned for two years ago, but made challenging to create and commit to due to Covid.  In addition, it has been recognized that the Evergreen Elementary School English Learner Advisory Committee is lacking participation by the English Learner families of the District."	"During the self-reflection process, we noted the plan to improve the engagement of our student groups and English Learner families by organizing and holding bi-annual meetings of the Student Advisory Committee and by using our newly hired English Learner paraprofessional to help support the invitation of families to our English Learner Advisory Committee meetings."	5	4	4	5	5	4	4	5	5	5	3	5	Met	6/28/2022	2022
37754160139386	Excel Academy Charter	3	"EACS’  commitment to encouraging parental involvement, by developing a trusting and respectful relationship between the school staff and families, is important to building positive relationships with families. EACS develops a strong school-home partnership through the use of communication tools that provide parents with access to the student's teacher, current information about the school, access to students' academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings. All applicable notifications have been posted on the school website and in the parent handbook. A part of the role of the counselor includes communicating with educational partners about their legal rights. The Title 1 Coordinator will continue to reach out to families, individually, to make them aware of their legal rights, policies that affect them, and programs that are available to them.  In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX/Uniform Complaint Procedure Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbooks contain information about the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards is provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of the document."	"With rapidly emerging awareness of cultural relevance, EACS continues to provide ongoing professional development to all staff as the needs of individual students and educational partners emerge. To create a positive and supportive partnership with families, EACS has developed opportunities for two-way communication for parent support and student learning. Opportunities for families to participate and provide input are communicated and available through surveys, parent meetings, board meetings, teacher/parent meetings, and by participating in the SchoolSite Council (SSC), English Learner Advisory Committee (ELAC), and Parent Advisory Committee (PAC)."	EACS will continue its focus on renewing the implementation of formalized procedures to include surveys and in-person meetings that provide for multiple opportunities for input and collaboration among all educational partners.	Input survey participants with students in student groups: Overall Satisfaction Report: Based on 220 responses from parents/guardians   96.4% of survey respondents agree that the school has supported students attaining their academic goals.  98.2% of survey respondents overall agree that the school provides input opportunities for parents/guardians to participate in the school and their child’s education.  98.2% of survey respondents agree that students have access to rigorous curriculum and resources that allow them to access and master grade level standards in the core content areas. . Meaning: Overall high satisfaction rate with the school program.   Use: Continue the teacher collaboration and training to maintain and continue to improve the overall satisfaction with the school educational program.	"To continue improvement in building partnerships for student outcomes, EACS will continue to seek Educational Partner input and assess its level of engagement through community participation and other partnerships. EACS will identify its level of meaningful and transparent communication through direct community engagement, regular input meetings, and surveys. Notices, reports, statements or records sent to a student, parent, or guardian will be translated, as needed. Support will be provided to increase student engagement, performance, and parent involvement."	"DataQuest enrollment data 2021-2022:  Student Groups:  31.6% socio-economically disadvantaged, 2.9% English Learners, 10.4% Special Education, and .8% Homeless Youth   Student ethnicity: 3.1% African American, 14.8% Asian, 1.8% Filipino, 25.7% Hispanic or Latino, .2% Pacific Islander, 42.3% White, and 9.3% Two or More.  To continue to support and engage all of EACS’ students and families, EACS will continue to ensure access and engagement through teacher meetings and provision of wifi access as needed; and, EACS will ensure translation is provided as needed in communication."	Educational Partner Input data: 2020-21:  66 Educational Partner Input Survey participants 2021-22: 220 Educational partner Input Survey participants  Meaning: There has been an increase of survey participants due to the ongoing efforts of the communication to Educational Partners to participate in providing survey input.   Use: Continue to monitor the level of Educational Partner participation in input opportunities. Continue to research strategies to encourage participation.	EACS' focus for improvement in seeking input for decision-making is noted through the development of the SchoolSite Council (SSC) and English Learner Advisory Committee (ELAC). SSC members work together to develop and monitor the school's plan for improvement (SPSA). The SPSA is shared with the ELAC for further input and approved by the governing board.	"2021-22 Demographic Data:  31.6% Socio-economically disadvantaged and 25.7% Hispanic or Latino are our highest underrepresented family data.  EACS communicates through monthly parent, student, and educational partner newsletters. EACS utilizes social media and its school website to engage with students and families. Teachers hold consistent meetings with students and parents. To foster inclusivity and encourage participation in decision-making all communication and engagement of underrepresented families are available with appropriate translation tools."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
36677360139576	Excel Academy Charter	3	"EACS’ commitment to encouraging parental involvement, by developing a trusting and respectful relationship between the school staff and families, is important to building positive relationships with families. EACS develops a strong school-home partnership through the use of communication tools that provide parents with access to the student's teacher, current information about the school, access to students' academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings. All applicable notifications have been posted on the school website and in the parent handbook. A part of the role of the counselor includes communicating with educational partners about their legal rights. The Title 1 Coordinator will continue to reach out to families, individually, to make them aware of their legal rights, policies that affect them, and programs that are available to them.  In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX/Uniform Complaint Procedure Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbooks contain information about the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards is provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of the document."	"With rapidly emerging awareness of cultural relevance, EACS continues to provide ongoing professional development to all staff as the needs of individual students and educational partners emerge. To create a positive and supportive partnership with families, EACS has developed opportunities for two-way communication for parent support and student learning. Opportunities for families to participate and provide input are communicated and available through surveys, parent meetings, board meetings, teacher/parent meetings, and by participating in the SchoolSite Council (SSC), English Learner Advisory Committee (ELAC), and Parent Advisory Committee (PAC)."	EACS will continue its focus on renewing the implementation of formalized procedures to include surveys and in-person meetings that provide for multiple opportunities for input and collaboration among all educational partners.	Input survey participants with students in student groups: Overall Satisfaction Report: Based on 220 responses from parents/guardians   96.4% of survey respondents agree that the school has supported students attaining their academic goals.  98.2% of survey respondents overall agree that the school provides input opportunities for parents/guardians to participate in the school and their child’s education.  98.2% of survey respondents agree that students have access to rigorous curriculum and resources that allow them to access and master grade level standards in the core content areas. . Meaning: Overall high satisfaction rate with the school program.   Use: Continue the teacher collaboration and training to maintain and continue to improve the overall satisfaction with the school educational program.	"To continue improvement in building partnerships for student outcomes, EACS will continue to seek Educational Partner input and assess its level of engagement through community participation and other partnerships. EACS will identify its level of meaningful and transparent communication through direct community engagement, regular input meetings, and surveys. Notices, reports, statements or records sent to a student, parent, or guardian will be translated, as needed. Support will be provided to increase student engagement, performance, and parent involvement."	"DataQuest enrollment data 2021-2022:  Student Groups:  40.8% socio-economically disadvantaged, 4.6% English Learners, 11.6% Special Education, and .8% Homeless Youth   Student ethnicity: 2.5% African American, 13.7% Asian, 1.1% Filipino, 44.6% Hispanic or Latino, 1.0% Pacific Islander, 24.5% White, and 9.6% Two or More.  To continue to support and engage all of EACS’ students and families, EACS will continue to ensure access and engagement through teacher meetings and provision of wifi access as needed; and, EACS will ensure translation is provided as needed in communication."	Educational Partner Input data: 2020-21:  66 Educational Partner Input Survey participants 2021-22: 220 Educational partner Input Survey participants  Meaning: There has been an increase of survey participants due to the ongoing efforts of the communication to Educational Partners to participate in providing survey input.   Use: Continue to monitor the level of Educational Partner participation in input opportunities. Continue to research strategies to encourage participation.	EACS' focus for improvement in seeking input for decision-making is noted through the development of the School Site Council (SSC) and English Learner Advisory Committee (ELAC). SSC members work together to develop and monitor the school's plan for improvement (SPSA). The SPSA is shared with the ELAC for further input and approved by the governing board.	"2021-22 Demographic Data: 40.8% Socio-economically disadvantaged and 44.6% Hispanic or Latino are our highest underrepresented family data.  EACS communicates through monthly parent, student, and Educational Partner newsletters. EACS utilizes social media and its school website to engage with students and families. Teachers hold consistent meetings with students and parents. To foster inclusivity and encourage participation in decision-making, all communication and engagement of underrepresented families are available with appropriate translation tools."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
36103633630761	Excelsior Charter	3	"Excelsior Charter Schools works together to provide the best education for the student. Excelsior offers a variety of methods for accomplishing this task. Students benefit most from having the entire family and school working together for the student’s education. Educational Team meetings consist of the student, parent/guardian and the facilitator (teacher) and are held at a minimum of once per month, or more frequently based on individual student needs. The goals of these educational team meetings are to first and foremost establish a professional and meaningful relationship and rapport with the student and their family. Educational team meetings also consist of reviewing academic progress, goal setting, Personal Life Plan driven focus, and facilitation of resources for both academic and social emotional support."	Excelsior provides a high level of relationship building with school staff and our families due to our educational team model. We will continue with this model to ensure continuous sustainability.	Excelsior will continue to recruit bilingual and diverse staff members to continue the relationships built with underrepresented families of both current students and to ensure support for future families as Excelsior continues to grow.	"The educational team meetings that support family relationship building also carry over to building partnerships for student outcomes.  The incorporation of the family, teacher, and facilitator provide an opportunity to tailor the student's Personal Life Plan for the future.  Their academic plan is built upon enrollment and continuously reviewed and maintained to ensure positive student focused outcomes."	Excelsior's educational team will continue to maintain efforts and seek new knowledge to support ongoing changes in student career and higher-level educational opportunities.	"Excelsior will continue to seek professional development opportunities to ensure student outcomes are positive, relevant, and sustainable."	"Excelsior Charter Schools (San Bernardino County) and Excelsior Charter Schools Corona Norco (Riverside County) conducted a collaborative and inclusive WASC self-study process during the Spring and Fall of 2021 to prepare for the WASC visit in February of 2022. This process ensured a quality self-study involving all stakeholders to equitably support high quality student achievement, evaluate the effectiveness and measurement of the Schoolwide learner outcomes, ensure safety, analyze the California Dashboard and local indictors to impact the alignment of the schoolwide action plan, SPSA, LCAP and WASC goals.       Excelsior has a strategic advantage when conducting the self-study due to our strong, annual Strategic Planning Process. Under new leadership, Excelsior conducted our strategic planning process with the addition of Formal Site visits. These visits are the vessel to ensure inclusion and participation of all stakeholders in the strategic planning, LCAP, SPSA and WASC self-study process, simultaneously.      Each school site receives two Formal Site visitations annually (one per semester).  The team for Excelsior’s Formal Site visits is comprised of the Superintendent, Area Director(s), the principal of the campus being visited, and a guest Principal to observe. The formal visitation team can also include Teachers, Cabinet members, Community members, Board members, Parents and other staff as appropriate.       During the Fall 2021 Formal Visits, the team conducted classroom and campus observations and formalized the feedback using DigiCoach. DigiCoach allows documentation of observable student/teacher behaviors and the ability to give timely, written feedback to the observed teacher to support effectiveness and job satisfaction. Following the observations, the team ate lunch with students to conduct the student focus group meeting. At the end of the day, the team met with the staff focus groups followed by the parent/community focus groups that evening via Zoom to encourage broader participation. Student and staff focus group meetings were held at separate times.  During the focus group meetings, the team reviewed the 2018 WASC visiting committee critical areas for follow-up and asked for input and feedback on the school’s effectiveness in addressing these critical areas.      The Formal Visits were used to discuss Excelsior’s school program effectiveness, schoolwide learner outcomes, preliminary student learner needs, site safety, teaching/learning, professional development and overall strengths and areas of growth. The Formal Visits ended with asking each stakeholder to complete their respective survey (certificated, classified, student/parent). The surveys were sent to all stakeholders, even those who were not in attendance for the formal visit focus group meetings. This ensured equitable access and participation in the surveys among as many stakeholders as possible."	Excelsior will further focus on seeking increased input and participation with our English Learner families.	"Excelsior will retain many of our stakeholder engagement processes, future stakeholder engagement will be better integrated into professional development site visits, student fishbowl activities, parent townhalls, socratic seminars, etc. The major elements of the Excelsior Planning Process calendar will include opportunities to receive stakeholder feedback that will be captured and included in the development of this plan. Stakeholder engagement will include English Learner Advisory Councils, student advisory groups, and parent advisory groups. To facilitate the alignment of the LCAP, district level goals and site level actions a strategic plan is used.  Communication will take place in both English and Spanish to encourage English Learner family participation as well as hosting dedicated opportunities to provide engagement of our EL families."	5	5	5	5	5	5	5	5	4	4	4	4	Not Met	9/13/2022	2022
33103300137869	Excelsior Charter School Corona-Norco	3	"Excelsior Charter Schools works together to provide the best education for the student. Excelsior offers a variety of methods for accomplishing this task. Students benefit most from having the entire family and school working together for the student’s education. Educational Team meetings consist of the student, parent/guardian and the facilitator (teacher) and are held at a minimum of once per month, or more frequently based on individual student needs. The goals of these educational team meetings are to first and foremost establish a professional and meaningful relationship and rapport with the student and their family. Educational team meetings also consist of reviewing academic progress, goal setting, Personal Life Plan driven focus, and facilitation of resources for both academic and social emotional support."	Excelsior provides a high level of relationship building with school staff and our families due to our educational team model. We will continue with this model to ensure continuous sustainability.	Excelsior will continue to recruit bilingual and diverse staff members to continue the relationships built with underrepresented families of both current students and to ensure support for future families as Excelsior continues to grow.	"The educational team meetings that support family relationship building also carry over to building partnerships for student outcomes.  The incorporation of the family, teacher, and facilitator provide an opportunity to tailor the student's Personal Life Plan for the future.  Their academic plan is built upon enrollment and continuously reviewed and maintained to ensure positive student focused outcomes."	Excelsior's educational team will continue to maintain efforts and seek new knowledge to support ongoing changes in student career and higher-level educational opportunities.	"Excelsior will continue to seek professional development opportunities to ensure student outcomes are positive, relevant, and sustainable."	"Excelsior Charter Schools (San Bernardino County) and Excelsior Charter Schools Corona Norco (Riverside County) conducted a collaborative and inclusive WASC self-study process during the Spring and Fall of 2021 to prepare for the WASC visit in February of 2022. This process ensured a quality self-study involving all stakeholders to equitably support high quality student achievement, evaluate the effectiveness and measurement of the Schoolwide learner outcomes, ensure safety, analyze the California Dashboard and local indictors to impact the alignment of the schoolwide action plan, SPSA, LCAP and WASC goals.       Excelsior has a strategic advantage when conducting the self-study due to our strong, annual Strategic Planning Process. Under new leadership, Excelsior conducted our strategic planning process with the addition of Formal Site visits. These visits are the vessel to ensure inclusion and participation of all stakeholders in the strategic planning, LCAP, SPSA and WASC self-study process, simultaneously.      Each school site receives two Formal Site visitations annually (one per semester).  The team for Excelsior’s Formal Site visits is comprised of the Superintendent, Area Director(s), the principal of the campus being visited, and a guest Principal to observe. The formal visitation team can also include Teachers, Cabinet members, Community members, Board members, Parents and other staff as appropriate.       During the Fall 2021 Formal Visits, the team conducted classroom and campus observations and formalized the feedback using DigiCoach. DigiCoach allows documentation of observable student/teacher behaviors and the ability to give timely, written feedback to the observed teacher to support effectiveness and job satisfaction. Following the observations, the team ate lunch with students to conduct the student focus group meeting. At the end of the day, the team met with the staff focus groups followed by the parent/community focus groups that evening via Zoom to encourage broader participation. Student and staff focus group meetings were held at separate times.  During the focus group meetings, the team reviewed the 2018 WASC visiting committee critical areas for follow-up and asked for input and feedback on the school’s effectiveness in addressing these critical areas.      The Formal Visits were used to discuss Excelsior’s school program effectiveness, schoolwide learner outcomes, preliminary student learner needs, site safety, teaching/learning, professional development and overall strengths and areas of growth. The Formal Visits ended with asking each stakeholder to complete their respective survey (certificated, classified, student/parent). The surveys were sent to all stakeholders, even those who were not in attendance for the formal visit focus group meetings. This ensured equitable access and participation in the surveys among as many stakeholders as possible."	Excelsior will further focus on seeking increased input and participation with our English Learner families.	"Excelsior will retain many of our stakeholder engagement processes, future stakeholder engagement will be better integrated into professional development site visits, student fishbowl activities, parent townhalls, socratic seminars, etc. The major elements of the Excelsior Planning Process calendar will include opportunities to receive stakeholder feedback that will be captured and included in the development of this plan. Stakeholder engagement will include English Learner Advisory Councils, student advisory groups, and parent advisory groups. To facilitate the alignment of the LCAP, district level goals and site level actions a strategic plan is used.  Communication will take place in both English and Spanish to encourage English Learner family participation as well as hosting dedicated opportunities to provide engagement of our EL families."	5	5	5	5	5	5	5	5	4	4	4	4	Not Met	9/15/2022	2022
54768360000000	Exeter Unified	3	"Parents of Exeter Unified School District (EUSD) continue to report a positive relationship between school staff and families. Data from the CA Healthy Kids Survey (spring 2022) reveal 86% of parent respondents reporting staff treat them with respect, and 69% of parent respondents feeling welcome at their child's school. Among parents representing English learners, EUSD has experienced a significant increase in parent attendance and participation in site and district English Language Advisory Committee (ELAC) meetings; the increase was more than 100% during the 2021-22 school year."	"Based on feedback provided by educational partners, Exeter Unified School District will continue to offer virtual parent committee meetings and parent-teacher conferences. Starting in fall 2022, the District will increase communication between school and families by expanding the Aeries Parent/Student Portal to grades TK-5."	Exeter Unified School District will improve educational partner engagement of underrepresented families by continuing to offer virtual parent advisory meetings and virtual parent-teacher conferences with translation present when needed. The District will maintain the Bilingual Community Liaison positions at all comprehensive sites and will increase parent communication via the Aeries Parent/Student portal in grades TK-5. The portal will report in families' preferred correspondence language.	"Based on CA Healthy Kids Survey results from spring 2022, 85% of parent respondents indicate teachers are effective at communicating student progress and 80% indicate their child's school encourages them to be an active partner in educating their student. During Parent Education Nights held virtually, Exeter Unified School District experienced high parent participation (more than 50 parents total) on topics related to literacy and numeracy support at home."	"Exeter Unified School District continues to strive for improvement in the area of Building Partnerships for Student Outcomes. In doing so, it aims to increase parent communication and/or parent education related to supporting students' plan for college or vocational school. It works to improve parent communication regarding child placement in a particular class or group by increasing parent notifications, and it has begun instituting Aeries Gradebook with Aeries Parent/Student Portal access in grades TK-5."	"To improve parent engagement of underrepresented families, Exeter Unified School District commits to maintaining the Bilingual Community Liaison positions at all comprehensive sites. It continues to fund the ParentSquare communication system with automatic translation, and it is scheduled to institute the Aeries Gradebook with the Aeries Parent/Student Portal for grades TK-5 in fall 2022."	Exeter Unified School District’s current strengths and progress in Seeking Input for Decision-Making with its educational partners include conducting community outreach at local grocery stores. Input from parent respondents during this outreach event was collected and analyzed during the development phase of LCAP. Results from the CA Healthy Kids Survey (spring 2022) reveal 60% of parent respondents indicate school actively seeks their input before making important decisions.	"Exeter Unified School District is focused on improving its effort to seek educational partner input for decision making. It commits to exploring alternate methods of eliciting partner feedback (i.e. community outreach), and it will continue to offer virtual parent advisory committee meetings and parent-teacher conferences based on educational partner preference."	"Exeter Unified School District aims to improve engagement of underrepresented families by maintaining the Bilingual Community Liaison positions at all comprehensive sites and continuing to personally invite families of underrepresented students (e.g. via personal messaging, phone calls, etc.) to advisory committee meetings and parent education nights."	5	4	3	4	2	2	4	4	4	4	2	3	Met	6/8/2022	2022
19647330124198	Extera Public	3	"During the 2021-2022 school year, due to COVID-19 safety guidelines, visitors were not allowed onto our LAUSD co-located campuses which made it increasingly hard to build relationships between school staff and families. Due to this, Extera leadership and teachers had to find unique ways to engage families. Extera leadership provided a variety of ways for parents to provide feedback such as virtual townhall meetings, surveys, SSC and ELAC, monthly meetings for families of students with IEPs, and monthly Coffee with the Principal Meetings, and Coffee with the CEO. Teachers communicate frequently via Class Dojo, parent conferences, Open House, and other events. Based on the our parent survey administered in the Spring of 2022, 87% of parents reported that the school felt welcoming, 86% of parents reported that they had no problems in communicating with their teacher or school, and 83% of parents that they feel like they belong to the school community."	"As COVID-19 restrictions have relaxed, families have already received a 2022-2023 key dates calendar with pre-planned family events, to ensure frequent opportunities for parent participation through on site participation and in-person interactions. These opportunities include in person open houses, back to school, parent conferences, parent trainings etc. These would allow for in-person interactions, communication, and empower families to support their children's learning."	"Extera plans to increase engagement of underrepresented families through in-person events and engagement opportunities. Throughout the year, the LEA offers a variety of school-hosted events to improve parent engagement such as art walks, student performances, SSC and ELAC, Coffee with the Principal, open house, parent trainings, etc. Many events are available online and in person, to allow all families access to participate. An example of amplifying our underrepresented students is the intent to celebrate ELPAC growth and/or students who reclassified at our trimester awards assembly."	"Our school is in the initial implementation phase of seeking input from our families for decision making. We have heavily relied on physical flyers, letters, and in-person interactions to get parents involved in various advisory groups, meetings, needs assessments, and survey administrations, but a learning from the distance learning is that we need to develop and utilize our digital infrastructure to reach families in more diverse ways."	"In our parent survey administered in Spring of 2022, only 17% of parents reported being involved in advisory groups and meetings with the principal. Now that COVID-19 restrictions have relaxed we plan to offer ELAC and SSC meetings in person and via Zoom, to ensure that families have the opportunity to engage in person and participate in the process."	79% of parents responded that the school provides sufficient information about involvement opportunities. We would like to continue to build partnerships to increase our families understanding of opportunities and their ability to participate. We are offering parent trainings during the 2022-23 school year including but not limited to workshops enhancing family partnerships to ensure student academic success.	"Our LEA uses a variety of strategies to seek input for decision-making, including surveys, town halls, SSC and ELAC input, coffee with the principal and other means."	"In the future, our LEA would like to increase participation rates through surveys, to ensure we receive input from the majority of families. This is important to ensure we have a robust understanding of family input at then end of each year."	We plan to improve the engagement of underrepresented families by ensuring access to surveys is provided on the school site for families during school events.	3	3	4	5	3	3	5	5	3	3	3	3	Met	6/27/2022	2022
19647330128132	Extera Public School No. 2	3	"During the 2021-2022 school year, due to COVID-19 safety guidelines, visitors were not allowed onto our LAUSD co-located campuses which made it increasingly hard to build relationships between school staff and families. Due to this, Extera leadership and teachers had to find unique ways to engage families. Extera leadership provided a variety of ways for parents to provide feedback such as virtual townhall meetings, surveys, SSC and ELAC, monthly meetings for families of students with IEPs, and monthly Coffee with the Principal Meetings, and Coffee with the CEO. Teachers communicate frequently via Class Dojo, parent conferences, Open House, and other events. Based on the our parent survey administered in the Spring of 2022, 87% of parents reported that the school felt welcoming, 86% of parents reported that they had no problems in communicating with their teacher or school, and 83% of parents that they feel like they belong to the school community."	"As COVID-19 restrictions have relaxed, families have already received a 2022-2023 key dates calendar with pre-planned family events, to ensure frequent opportunities for parent participation through on site participation and in-person interactions. These opportunities include in person open houses, back to school, parent conferences, parent trainings etc. These would allow for in-person interactions, communication, and empower families to support their children's learning."	"Extera plans to increase engagement of underrepresented families through in-person events and engagement opportunities. Throughout the year, the LEA offers a variety of school-hosted events to improve parent engagement such as art walks, student performances, SSC and ELAC, Coffee with the Principal, open house, parent trainings, etc. Many events are available online and in person, to allow all families access to participate. An example of amplifying our underrepresented students is the intent to celebrate ELPAC growth and/or students who reclassified at our trimester awards assembly."	"Our school is in the initial implementation phase of seeking input from our families for decision making. We have heavily relied on physical flyers, letters, and in-person interactions to get parents involved in various advisory groups, meetings, needs assessments, and survey administrations, but a learning from the distance learning is that we need to develop and utilize our digital infrastructure to reach families in more diverse ways."	"In our parent survey administered in Spring of 2022, only 17% of parents reported being involved in advisory groups and meetings with the principal. Now that COVID-19 restrictions have relaxed we plan to offer ELAC and SSC meetings in person and via Zoom, to ensure that families have the opportunity to engage in person and participate in the process."	79% of parents responded that the school provides sufficient information about involvement opportunities. We would like to continue to build partnerships to increase our families understanding of opportunities and their ability to participate. We are offering parent trainings during the 2022-23 school year including but not limited to workshops enhancing family partnerships to ensure student academic success.	"Our LEA uses a variety of strategies to seek input for decision-making, including surveys, town halls, SSC and ELAC input, coffee with the principal and other means."	"In the future, our LEA would like to increase participation rates through surveys, to ensure we receive input from the majority of families. This is important to ensure we have a robust understanding of family input at then end of each year."	We plan to improve the engagement of underrepresented families by ensuring access to surveys is provided on the school site for families during school events.	3	3	4	5	3	3	5	5	3	3	3	3	Met	6/27/2022	2022
20652430107938	Ezequiel Tafoya Alvarado Academy	3	"ETAA administers a parent survey each year.  The 2022 survey indicated that 99% of respondents feel connected to the ETAA school community. Our families have been happy that school was back in session and they have attended our family events at a high rate this year.  We had an 89% attendance rate for parent conferences.  The school has held a handful of regular family events this year, but due to the pandemic, some were cancelled.  4-8 families have attended evening parenting classes that provide information for parents to support social emotional development at home.  We have partnered with local agencies to provide support for families and students in need of more intensive supports."	"In 2021-22, 76% of parents participated in Back to School Night due to concerns about COVID.  The goal is 85% parent participation in Back to School Night."	Each grade will define parental involvement goals each year.	"ETAA will fully engage families and the larger community in support of short and long-term educational outcomes. The Charter School completed a comprehensive needs assessment of the entire school which included an analysis of verifiable state data and local performance data used to measure student outcomes as evidenced in the annual update portion of the LCAP. The needs assessment process included meeting with parents, classified staff, teachers and administrators to identify areas of opportunity for the students and groups of students who are not achieving standard mastery and to identify strategies which will be implemented in the LCAP to address those areas of opportunity."	"In 2021-22, 76% of parents participated in Back to School Night due to concerns about COVID.  The goal is 85% parent participation in Back to School Night."	Each grade will define parental involvement goals each year.	"The identification of the process for evaluating and monitoring the implementation of the LCAP and the progress toward accomplishing the established goals will include discussing the actions and services with the use of supplemental funds at the school level through the Parent Advisory Council which will include parents of English Learners. The Parent Advisory Council will meet four times per year to inform the process. Parents, classified staff, certificated staff and an administrator will make up the council. The number of parents will exceed or be equal to the number of total staff members. The council will discuss academic performance, supplemental services, and areas to make improvements with Title funds as part of the School Plan included in the LCAP conversations at the meeting in the fall and at the meeting in the spring. The teachers, staff, students, and parents also participate in an annual survey which provides feedback on the goals and services. The teachers, staff and administrators actively participate in the decision- making process throughout the year and during LCAP workshops. The decisions will consider the needs of Ezequiel Tafoya Alvarado Academy based on student achievement data to include CAASPP, ELPAC, SBAC Interim Assessment data, cumulative assessments, and attendance and student demographic data to include the significant subgroups of Latino, Black or African American, White, socioeconomically disadvantaged, students with disabilities, and English Learners. The data gathered from these various sources will be used as a basis for making decisions about the use of supplemental federal funds and the development of policies on basic core services."	The parent survey response rate was 26% in 2021-22.  The goal is a 50% family survey response rate.	The school will continue to provide supports for parents to increase their capacity to participate in school decision-making.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/16/2022	2022
15634610000000	Fairfax Elementary	3	"Due to the COVID-19 pandemic and ensuing health and safety protocols, schools have not had the opportunity to welcome parents on campus for events and/or parent conferences. Fairfax has shifted to engaging parents virtually.  Parents have been able to view student assemblies virtually and have had the opportunity to engage with teachers virtually.  The Parent Education Resource Center has continued to provide parents with education and English classes."	"As restrictions have lessened allowing schools to invite parents back on to campus, Fairfax is excited and committed to have parents on campus. The district intends to develop parent engagement opportunities with an academic focus."	"The Fairfax School District regularly work with staff to create welcoming environments for parents and students to feel welcomed at school.  Each school develops parent engagement plans with school site councils that align with the district engagement plan.  Parents are invited to give input and feedback on this plan.  English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Migrant Parent Advisory Committee (Migrant PAC), District Advisory Committees (DAC), and Booster Clubs are all avenues for parents to actively engage in the development of school site plans including parent engagement opportunities.  Parent nights and family events are regularly scheduled to create a well-rounded culture of the school district.   The Fairfax School District communicates with parents often.  Implementation of the communication system Parent Square has enabled teachers and school sites to communicate with parents in 2-way, back-and-forth communication.  The automatic translation feature of the program erases the language barrier that many of our parents and teachers face.  One focus area for improvement would be to identify barriers families face with communication. To address family engagement of underrepresented families, teachers, counselors, and administrators reach out to families who are not engaging to provide access and address barriers that prevent families from engaging."	"The Fairfax School District engages families through surveys and frequent communication to identify student needs and how a partnership can be developed between parents and school staff.  The Parent Education Resource Centers works with families, staff, and school sites to foster relationships and make connections.  One focus area would be to increase the awareness of teachers to the resources available."	The Fairfax School District intends to provide training for parents to focus on student academic need. Trainings will focus on how to help students at home and how parents can access resources to support students.	Underrepresented families will be provided with resources as needed to access instructional resources at home.  Parents have access to the Parent Education Resource Center to connect with support.	"The district sends multiple surveys to parents, staff, and students.  These surveys allow for input and suggestions."	90% of all returned surveys agree that there are various opportunities for parent participation provided by the LEA.  School site committees have strong representation of parents.  The number of parents participating in district level of parents is lower.  An area of improvement would be to have more parent participation in district-level committees.	The District Advisory Committee will incorporate a needs-assessment to identify areas of support for underrepresented families.	5	5	4	5	4	4	4	4	4	4	5	4	Met	6/23/2022	2022
48705400000000	Fairfield-Suisun Unified	3	"In comparison to prior years, the District rated higher on ""progress in developing the capacity of staff to build trusting and respectful relationships with families"". The Parent Leaders shared that they believe communication with parents is a strength in FSUSD. They believe the District does a good job using online tools to keep parents informed. They also felt like parents who participated in Parent Leaders or the District DELAC committee feel heard."	"While parents who are actively involved feel like there is good relationships, they also shared that an area of growth is to implement a strategy where even parents who might not be a part of Parent Leaders, DELAC, or School Site Councils can receive information and provide input."	"The Parent Leaders provided three recommendations that staff will incorporate into the LCAP (Action 5.4): (1) Formally celebrating/recognizing cultural holidays. It will help communicate that the cultures in the community are valued and respected. It would also provide an opportunity to teach students about the various cultures. (2) Provide district level written communication in Tagalog, in addition to Spanish. (3) Encourage staff to be out at dismissal to greet parents."	"In comparison to prior years, the District rated higher on ""providing families with information and resources to support student learning and development in the home"" and ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.""  The Parent Leaders shared that Title I schools provide many at-home resources and that the schools do a good job of communicating information through their site newsletters."	"The Parent Leaders also shared that an area of growth would be a more unified approach to communicating district and school resources. While the Engage newsletter is a start, there are more resources available that do not always get communicated to students and families. The schools often communicate school resources, but not those that are available districtwide."	"The Parent Leaders provided two recommendations that the District will work to implement (Action 5.4): (1) Communicate more throughout the community, not just through the schools, such as posting information at apartment complexes and community centers. (2) Communicate through various channels, not just school newsletters, and include a non-written format of communication."	"The Parent Leaders believe the district is making progress with engaging families in the decision making process, but it is limited to a small percentage of the District. Each school maintains a School Site Council and, where appropriate, have English Learner Advisory Committees. In addition, at the District level, parents serve on the Superintendent’s Parent Advisory Committee, the LCAP Advisory Committee, and the District English Learner Advisory Committee (DELAC). During the 2020/21 school year, parents participated in the Equity Steering Committee Stakeholder meetings."	"The Parent Leaders identified two areas of growth to include spending more time learning about the families in our community, as well as providing support in languages other than English and Spanish."	"The Parent Leaders provided two recommendations that the District will work to implement (Action 5.4): (1) Create opportunities where more staff conduct home visits to learn about the families. (2) Provide more in-person events that enhance communication. Events where the District is listening to parents, such as town hall meetings."	4	3	3	3	3	4	4	3	4	3	3	3	Met	6/16/2022	2022
45699890000000	Fall River Joint Unified	3	"There is an overall effort on the part of all staff to build better relationships with families. Administrators and staff are encouraged to regularly reach out to parents via voice mail, text, email, or notes home; this is an ongoing effort. All sites provide various opportunities for families to participate in cultural and academic activities, parent information nights, and other student-parent events such as Back to School Nights, Open House, and Club and Sporting events. Communication is provided in both English and Spanish to better reach the majority of families. Parent communication continues to be a formal goal through the Single Plan for Student Achievement and WASC Accreditation. The District partners with the Shasta County Office of Education (SCOE) in Instruction in grading equity practices, Reach Higher Shasta, Curriculum Leadership, and the County Cooperative Team to build better relationships with families and keep current with educational best practices. We also have a chair at the SELPA Program Advisory Committee and attend Community Advisory Committee meetings addressing special education best practices and how to better reach and educate our parents. Site Council and LCAP meetings are held at each site level and a parent advisory committee for Indian Education and English learners also provides input to improve the engagement of families in our community,"	"Communication with families is an ongoing process, with each site exploring better ways to reach out to families through local media, newsletters, online event calendars, school messenger phone and email announcements, text messages, and social media groups. The pandemic severely limited the district's ability to invite families onto school campuses for meetings and events. The district is focusing on communication and getting families back onto school campuses."	"Each site maintains a school site council involving parents, students, teachers, administrators, and classified employees. Parent-led organizations such as Boosters and PTA are active at each site. There is a quarterly Indian Parent Committee meeting. There are also biannual meetings with the English Learner Parent Group. All meetings are held in-person and virtually to encourage attendance. Parents are encouraged to participate in the development of the Single Plan for Student Achievement, and the accreditation process at the high schools (WASC). Parents are invited to help develop the LCAP. The LCAP meetings provide input from all stakeholders. Communications are provided in both English and Spanish. The district's large geographical area sometimes makes it difficult for families to attend events. The district will continue to encourage parent participation and provide education and events to include underrepresented families."	"The district has two comprehensive elementary schools and two comprehensive high schools, two continuation schools, a community day school, and a special education center. The comprehensive sites share the same adopted curriculum, allowing professional development to be offered district-wide and resources to be shared as needed. The same is true of the online curriculum used at both continuation high schools, the community day school, and the independent study program. Students are provided devices (Chromebooks) and the seventh through twelfth-grade students are allowed to take their devices home to complete school work. The teaching staff is also provided top-of-the-line technology, including laptops, touch screen TVs, and cameras."	"The FRJUSD continues to focus on graduating students career and/or college ready. To that end, the district maintains an offering of A-G courses for acceptance to college and Career Technical Education pathways including Agriculture and Business. All schools offer interventions for students struggling academically."	"Each site maintains a school site council involving parents, students, teachers, administrators, and classified employees. Parent-led organizations such as Boosters and PTA are active at each site. There is a quarterly Indian Parent Committee meeting. There are also biannual meetings with the English Learner Parent Group. All meetings are held in person and virtually to encourage attendance. Parents are encouraged to participate in the development of the Single Plan for Student Achievement, and the accreditation process at the high schools (WASC). Parents are invited to help develop the LCAP. The LCAP meetings provide input from all stakeholders. Communications are provided in both English and Spanish. The district's large geographical area sometimes makes it difficult for families to attend events. The district will continue to encourage parent participation and provide education and events to include underrepresented families."	"The district seeks to meet with educational partners through the use of in-person and virtual meetings, and the use of social media, and surveys. The district meets monthly with Site Councils and Parent Committees, several times a year with the Indian Education and Indian Parent Committee, and the ELAC / DELAC committees. The district also meets with both bargaining Units (classified and certificated), and administrative groups through Cabinet meetings and SAIL meetings. The community is invited to attend school board meetings each month and to Town Halls. Parents and students are surveyed each year for input to the LCAP, and students are surveyed every two years for the Healthy Kids Survey. Additionally, elementary school students are surveyed five times each year to reveal school culture strengths or concerns."	The district will continue to seek more educational partners to attend in-person meetings. Educational partners will be encouraged to again visit school campuses as we seek to rebuild engagement.	"Each site maintains a school site council involving parents, students, teachers, administrators, and classified employees. Parent-led organizations such as Boosters and PTA are active at each site. There is a quarterly Indian Parent Committee meeting. There are also biannual meetings with the English Learner Parent Group. All meetings are held in-person and virtually to encourage attendance. Parents are encouraged to participate in the development of the Single Plan for Student Achievement, and the accreditation process at the high schools (WASC). Parents are invited to help develop the LCAP. The LCAP meetings provide input from all stakeholders. Communications are provided in both English and Spanish. The district's large geographical area sometimes makes it difficult for families to attend events. The district will continue to encourage parent participation and provide education and events to include underrepresented families."	4	5	4	4	4	5	5	5	5	5	5	5	Not Met	10/12/2022	2022
37681140000000	Fallbrook Union Elementary	3	"Fallbrook Union Elementary School District annually surveys all TK-8th grade parents.  The survey assesses seven criteria and includes an open-ended comment section.  Key findings from the survey include input on school climate and culture, parent engagement and communication, parent education topics, and parent perception of the academic program and school safety.  FUESD's analysis of survey results highlighted the following, which were commensurate with LCAP Parent Forum input:  There was a 10% increase in feelings of having a voice and input, an 11% increase in positive responses to workshops offered for parents, and an increase in positive feelings related to sufficient instruction in math, reading, writing, science, history/social science, English language development, and physical education, and a 4% increase of students feeling safe at school. Overall, our parents and community shared they feel ""welcome on campus"".  The increase in survey responses and attendance at school events and workshops has demonstrated progress in building relationships between schools and our families."	"FUESD's self-analysis suggested the need to continue working on building relationships between parents and the administrative teams and other classified staff members, such as playground supervisors, assistants, etc. While we saw a percentage increase, the overall positive responses in these two areas were at 83% and 88%, while office staff and teacher responses were over 90%."	"The District has identified staff training as our area of focus to support relationship building.  FUESD identified a need to support our staff by learning more about our families and our community.  We would like to focus on leveraging the family's strengths, cultures, and languages to support students, as well as helping to understand parents' goals for their children.  We believe continuing the focus on creating supportive and positive school cultures and climates, along with providing our staff with additional training and support in understanding families will improve the engagement of underrepresented families."	"FUESD's strength continues to be building partnerships with parents through strong regular communication, inviting parents to participate in leadership roles at our sites and the district level, as well as providing parents with learning opportunities through parent nights and family workshops.  Annually, all schools provide families with a calendar of workshops and events included within their Parent-Family Engagement Policies.  Parent advisory committees make recommendations as to events and recommendations that would benefit parents.  Annually, the District has two designated Parent-Teacher-Student Conference windows for review of student progress, as well as provide other means for regular communication between home and school including, but not limited to Teacher Classroom Google Sites, and access to staff email addresses and work phone numbers.  Back to School Night and Open House are well attended."	"While our schools and district have strong committees and offer a variety of workshops and events for families, we did identify that building partnerships that focus on student outcomes beyond individual committees (ELAC, SSC, PTA, Lighthouse Teams) is an area of growth.  We would like to see cross-participation among our committees, and we would like to see higher attendance with events such as Coffee and Conversations and academic topic-focused education nights.  All schools will conduct a minimum of 5 ""Coffee & Conversations"" in which the principal invites families to attend a meeting to discuss specific topics throughout the year and they will offer up to 3 family education nights."	"An area of improvement will be providing professional learning that supports teachers and principals to improve the school's capacity to partner with families.  While we have systems that support regular communication and support with a variety of parent committees, we believe professional development in how to connect and build trust with our underrepresented families would support stronger partnerships."	"Our school sites and District offer a variety of ways to engage families in advisory groups and with decision-making.  Active advisory groups include Parent Advisory Councils at our District Preschool Center and for our districtwide Migrant Education Program, school Lighthouse teams, PTA/PTSO at all of our school sites, including the preschool, School Site Councils (all school sites), English Learner Advisory Committees at all in-town school sites, as well as a District Advisory Committee and District English Learner Committee made up of teacher and parent representatives from all schools sites.  Each year our Director of Curriculum and Instruction hosts individual advisory group boot camps to review with principals and staff ""how to involve families in advisory groups and decision making"" at the site and provides training materials for SSC/ELAC.  In addition, we illicit parent feedback in an Annual Needs Assessment developed by DELAC/DAC, offering other Parent Surveys through Panorama and West Ed, and offering multiple dates and times for parent input into the district LCAP.  The schools/district ensures that all meetings (committee/engagement activities) are offered in both English/Spanish and that meeting times vary to support the engagement of working families.  Outreach for activities is done in a variety of ways: all calls, texts, emails, paper flyers, digital flyers, and personal phone calls to ensure that all families, including our underrepresented families, are notified.  Finally, parent committees use the data and feedback from parent surveys and the Needs Assessment to plan, implement, and evaluate family engagement activities.  As a district, we are committed to ensuring high levels of involvement and communication and will continue to improve levels of involvement by recruiting a variety of parents to participate in leadership roles and committees.  FUESD has active parent committees that participate in providing authentic input."	"As we continue to look to improve our Seeking Input for Decision-Making, we will be seeking ways to increase parent participation at the school sites, specifically in the area of  LCAP Input sessions and our Title Parent Information Nights.  This year, we experienced low attendance at the school sites for these two input events.  While our parent committees are strong, we would like to broaden involvement and input beyond committees."	"As we continue to look to improve our ""Seeking Input"" for decision-making, we will be exploring ways to increase parent participation in ELAC meetings beyond committee members. We would like to increase interest and attendance to EL parent opportunities, Title Parent Information Nights, and survey responses.  We would like to continue to grow participation in meetings by offering in-person and virtual options, as well as provide a bilingual community liaison or receptionist at each school to support parents who may need help responding to questionnaires and input surveys."	4	4	3	5	3	4	5	4	5	4	5	5	Met	6/21/2022	2022
19643520128488	Family First Charter	3	"Family First Charter school engages in a continuous self-reflective process through solicited feedback throughout the year via formal anonymous surveys, presentations, and informal feedback Sessions from multiple stakeholders including, students, staff, and leadership. Data received was analyzed to determine program strengths that support positive and sustainable relationships between school staff and families. 90% of students who completed the annual student survey stated that the school creates a positive trauma-informed climate where students and community members feel safe, trust is established, collaboration occurs, and overall student needs are being met."	"Family First Charter School engages in a continuous self-reflective process that includes the analysis of data (survey, focus group, anecdotal) to examine the current program strengths that support positive and sustainable relationships between school staff and families. The annual student survey data showed that there is a need to continue to provide flexible scheduling options for students. Data gathered during the distance learning engagement survey showed that a large portion of students desired flexible scheduling to resume educational engagement while meeting the focus on providing. This data is consistent with end-of-the-year survey data."	"To improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families develop a strategic plan created with stakeholders to engage and retain underrepresented families. Data gathered from stakeholder surveys and community partner meetings suggest that accessibility (transportation and technology) has been a key barrier for many underrepresented populations. As a result, the school developed flexible class schedules and increased online learning options. Additionally, technology devices and training have been provided to students and staff to ensure optimal use and student success."	"The school has increased partnerships with multiple community-based agencies to support student registration, retention, and academic/social support to increase student outcomes."	Areas for improvement: Data gathered from the annual staff survey and existing student achievement data suggest that a more strategic plan is needed to support the reclassification of ELLs.	"The engagement, retention, and student outcomes for ELLs has been identified as critical area for growth. The leadership team has started the process of developing a strategic plan to identify and monitor student progress within ELD courses. Additionally, ELD teachers are collaborating to determine what skills and competencies are necessary for reclassification."	"The school engaged in a continuous self-reflective process through solicited feedback throughout the year via formal anonymous surveys, presentations, and informal feedback. Data gathered reveals that the school has established a clear channel for seeking input from stakeholders as evidenced by 90% of staff stating that they agree that they feel heard and are contributing members of curricular decision-making."	The survey data showed that there is a need to continue to provide not only opportunities for stakeholder feedback but to also engage in critical conversations around various processes.	"Actions prioritize highest needs students and ensure instruction, curriculum, advance a wide range of learning options • Emphasis on data and instruction is expected to improve identification and services for students • Focus on curriculum is expected to yield strong engagement, student retention, and progress of all students • Support services goal will serve the underlying other significant needs that impact learning and education such as SEL"	5	5	4	5	4	4	4	4	5	5	5	5	Met	6/23/2022	2022
42691120111773	Family Partnership Charter	3	"Participation and engagement are embedded in the philosophy and practice implemented by our school community and its importance is manifested in the school's name - Family Partnership. Parents participate actively in the education of their children, serving as primary ""teacher/guide"" on home-study days as well as volunteering at school and attendance at special events."	"As the school's name implies, a ""partnership"" between credentialed teachers is fostered one-to-one with parents to facilitate the provision of instruction in the common-core-aligned curriculum. Meetings between parents and teachers are on-going throughout the year to support parents in understanding the curriculum. These meetings ensure the conversation on each student's success and challenges guide the individual learning plan in place for each child. For the past four years, the school fully implemented the use of Parent Square - a communication software program that facilitates home to school communication."	"Underrepresented student groups are given first priority to our intervention lessons, tutoring sessions, and instructional assistant support."	"FPCS teachers meet with individual students and parents weekly to discuss academic progress and performance.  During the meetings, additional support and intervention is identified and planned if appropriate. The improvement of the student and the effectiveness of the interventions are reviewed in ongoing weekly meetings. The FPCS blended learning model includes a component of student instruction and practice that takes place remotely.  Resources including supplemental material and recording of instruction are provided to parents so they can support their students while they are working outside of the classroom"	"Staff need more training in the area of Designated ELD for our English Learners.  We have a very small number (2-3%) and it has been some time since there has been.  In 2022-23, the school has contracted with curriculum consultants from the county of education office for 2 full and 3 half days through the year for Universal by Design focused on math and ELA/ELD.  This training is universal, research based for all student groups."	"After implementing state approved iReady Diagnostics in 2021-22, the results provided the baseline for ELA and Math for the district's LCAP.  This year, data will be reviewed in PLC's regularly and teachers will identify students with learning deficiencies to target for interventions; with the focus of underrepresented students."	Parents are actively engaged in school decision-making by serving on the Governance Board and several parents are employed by the school. Our Parent Advisory Committee meets multiple times throughout the year and accessibility is enhanced through the use of digital media such as Zoom. The PAC is involved in the review of the LCAP and offers input on goal-setting and decision making	"Parent support is crucial to the success of our annual, school-wide Science Fair ensuring students have access to the full range of resources they need to complete and present projects in a public forum. The school has increased the retention of students between grades 5-6 and 8-9 by conducting presentations for parents and shadow days for students."	"FPCS will continue to collect the annual surveys from stakeholders including students and staff.  The Parent Advisory Committee will hold regularly scheduled meeting to discuss data, state reporting, the LCAP, and other areas input is important to get from families."	5	4	4	4	3	5	5	4	5	4	3	4	Met	6/14/2022	2022
43693856046445	Fammatre Elementary	3	"Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students."	"Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC).  From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district levels.  The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based on Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy. We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports."	"The LCAP development process provides many opportunities at the sites and district level to assist parents with understanding expectations for their children.  Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area.  Regular communication from school and district leaders reinforces the importance of parent involvement."	"The district and schools were able to maintain and engage our educational partnerships involvement through our committees through a variety of venues and opportunities.  The district continued to provide a variety of parent education events throughout the year, including sessions supporting the ISVSP, EL program, Mental Health, Project Cornerstone, Health Connected, Internet Safety, and how best to support technology use at home.  The district and school sites provided multiple methods of communication for parents using our Blackboard & SMORE Communication systems.   The COVID-19 pandemic continues to present numerous challenges for traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. However, we had large turnouts at our board meetings in-person and via zoom. Although all of our Governing Board meetings were held in person, the district continued to stream the live meeting via Zoom.  The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community was kept apprised with the latest information as much as possible through a variety of communication platforms."	"The district will continue to provide a variety of regular communication venues including  - Blackboard, Website, Newsletter, Social Media, email, texts, and multi-languages - Maintain the Communications Coordinator - Continue to provide and improve/increased Multilingual Services, including Language Line via phone or zoom; in-person - School/home communication, parent-teacher conferences, and school/community events - Provide opportunities and improve our process for community engagement and involvement  - District & School Site Committees, Volunteer Opportunities, Community Events  - Different ways for input and involvement in decision-making  - Continue to provide and improve parent education opportunities  - Mental health, Multicultural, Project Cornerstone, Social Media, Safety, Enrichment  - Increase and/or improve community outreach to families with high needs  - Home visits, enrollment processes, “schooling”"	"CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. The district improved the use of different communication tools to reach our English learner families, including a Quarterly Multilingual Learner Newsletter.   All students will have access to high-quality tier 1 instruction, and tier 1 interventions, and support is provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students."	"Consultation through the LCAP review and development process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops."	"Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for educational partners, including parents, is posted beginning in February. Requests for feedback and participation are sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch."	"CSD does not have any language groups above the 15% threshold representation as required by the Ed Code for providing translation services for those languages, the district and school sites' information for families of English learners is communicated in both English and other languages, using Google Translate, and parents are informed of different language resources to assist them in accessing the important information."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/16/2022	2022
54753250000000	Farmersville Unified	3	"The district has contracted with the Fresno State Parent University program to provide parents with resources and skills to advocate for their students, along with parent forums."	Fresno State Parent University program provides parents with parent education workshops based on the needs of parents.	Technology workshops were the identified need for improvement and most requested by parents.	The district continues to improve parent engagement for underrepresented families.	The district hired bilingual Community Liaison positions for each school to increase parent engagement.	The district expanded Community Liaison hours and resources with a goal to increase parent engagement for underrepresented families.	The district conducted a Title I parent survey in the 2021-22 school year.	The results indicated that the majority of parents who responded attended a minimum of 2 decision making events per school year.	The district has established a goal to increase parent participation in decision making events to 3 per school year.	3	4	4	4	3	3	3	3	3	4	3	3	Met	6/14/2022	2022
43693856046452	Farnham Charter	3	"Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students."	"Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC).  From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district levels.  The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based on Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy. We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports."	"The LCAP development process provides many opportunities at the sites and district level to assist parents with understanding expectations for their children.  Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area.  Regular communication from school and district leaders reinforces the importance of parent involvement."	"The district and schools were able to maintain and engage our educational partnerships involvement through our committees through a variety of venues and opportunities.  The district continued to provide a variety of parent education events throughout the year, including sessions supporting the ISVSP, EL program, Mental Health, Project Cornerstone, Health Connected, Internet Safety, and how best to support technology use at home.  The district and school sites provided multiple methods of communication for parents using our Blackboard & SMORE Communication systems.   The COVID-19 pandemic continues to present numerous challenges for traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. However, we had large turnouts at our board meetings in-person and via zoom. Although all of our Governing Board meetings were held in person, the district continued to stream the live meeting via Zoom.  The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community was kept apprised with the latest information as much as possible through a variety of communication platforms."	"The district will continue to provide a variety of regular communication venues including  - Blackboard, Website, Newsletter, Social Media, email, texts, and multi-languages - Maintain the Communications Coordinator - Continue to provide and improve/increased Multilingual Services, including Language Line via phone or zoom; in-person - School/home communication, parent-teacher conferences, and school/community events - Provide opportunities and improve our process for community engagement and involvement  - District & School Site Committees, Volunteer Opportunities, Community Events  - Different ways for input and involvement in decision-making  - Continue to provide and improve parent education opportunities  - Mental health, Multicultural, Project Cornerstone, Social Media, Safety, Enrichment  - Increase and/or improve community outreach to families with high needs  - Home visits, enrollment processes, “schooling”"	"CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. The district improved the use of different communication tools to reach our English learner families, including a Quarterly Multilingual Learner Newsletter.   All students will have access to high-quality tier 1 instruction, and tier 1 interventions, and support is provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students."	"Consultation through the LCAP review and development process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops."	"Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for educational partners, including parents, is posted beginning in February. Requests for feedback and participation are sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch."	"CSD does not have any language groups above the 15% threshold representation as required by the Ed Code for providing translation services for those languages, the district and school sites' information for families of English learners is communicated in both English and other languages, using Google Translate, and parents are informed of different language resources to assist them in accessing the important information."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/16/2022	2022
51714560133934	Feather River Charter	3	"Educational research validates that support at home is critical to a child’s academic success, we have made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plans, student work, and determine next steps for student achievement, with a focus on parent engagement strategies, and professional development in regards to our underrepresented populations. An example of parent engagement would include ELAC meetings and opportunities to collaborate on student and parent engagement policies.  The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, learning field trips, and by participating in advisory committees, and special events. One of the many opportunities for underrepresented families are the clubs and virtual academies that provide additional engagement for enrichment and in-person instruction."	"Our school's focus has been to support student academic success and provide the necessary tools to achieve their goals. We will continue to increase and improve academic enrichment, direct instruction, and intervention for the identified areas of academic need for our underrepresented families."	"We serve homeschool families and work closely with the parents/guardian to support students with clear learning plans and a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students."	"Teachers meet with families at least every twenty days if not more.  The focus of the meetings is to build trusting relationships and form a partnership to support student academic learning goals. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, parent workshops and monthly meetings with teachers. We offer personalized student learning in grades TK through 12 and offer multiple educational programs and encourage parents to customize their child's learning experience to help address individual learning needs. Under the direction of caring, appropriately credentialed teachers, students complete an independent study and small group instruction online programs. Students can choose to complete their educational experience completely online, participate in a blended model of online coursework with some direct instruction, complete some offline textbook work, participate in homeschool curriculum, enroll in project-based courses, and enjoy enrichment opportunities. Dedicated English language development, social emotional learning, and Title One specific website."	A focus area for improvement is to increase our parent participation in the survey and increase parent awareness regarding the importance of mandated state tests and how that impacts the perception of our performance based on Dashboard results.	"Our School will continue to strive to create an engaging environment with our educational partners.  Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career ready, to name a few."	"We are an independent study charter school in which teachers and parents meet every twenty days or more to provide academic, social and emotional support to students. Our staff has created a strong foundation for a positive, transformational school culture. The Family and Parent Engagement Policy was developed collaboratively with, and agreed on with, parents/guardians.  Parents/guardians participate in an annual parent survey.  The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. For example, parents indicated in the survey they enjoy regular communication with staff/teachers, including online parent education sessions. Parents recommended a more universal and user friendly school website making it easier for parents to access information. Positive feedback was provided by families regarding their teacher and student interactions, curriculum and enrichment opportunities available for their children."	"An area of focus our school continues to be in relation to communication within parent engagement. A few examples are to improve on our various social media platforms, more opportunities for live interaction, launched a school podcast, in the process of redesigning our website to be more user friendly for our families and community partners."	"To improve our engagement of underrepresented families, students and families are highlighted in opportunities to participate in decision-making regarding events, social interaction and educational field trips. Parents/guardians suggested we continue to increase opportunities for students to socialize with peers and celebrate their success.  Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP. Our goal continues to be to increase parent participation and engagement."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/6/2022	2022
19647336017016	Fenton Avenue Charter	3	"The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Councils, and Fenton Charter Public Schools Board Meetings."	"The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide to determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.  The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.  Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.  Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success."	"Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	"Professional development activities are determined by the advisory councils and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources."	"The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance."	"The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	"The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school."	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	"The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
19647330131722	Fenton Charter Leadership Academy	3	"The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings."	"The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.   The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.   Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.   Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success."	"Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	"Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources."	"The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance."	"The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	"The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school."	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	"The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
19647330115048	Fenton Primary Center	3	"The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings."	"The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.   The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.   Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.   Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success."	"Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	"Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources."	"The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance."	"The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	"The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school."	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	"The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
19647330131466	Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics	3	"The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings."	"The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.   The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.   Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.   Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success."	"Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	"Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources."	"The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance."	"The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	"The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school."	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	"The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
12753740000000	Ferndale Unified	3	"The current strengths include nearly 100% attendance at school events (Back to School Night, Open House, Parent Teacher Conferences, Athletic events, FFA Events, Performances, Multicultural Festival, etc.). Another strength is the implementation of PBIS and schoolwide SEL curriculums (Second Step at FES and Character Strong at FHS) which include home and family elements. Additionally, the use of interpreters and SELPA reps has been very helpful to parents in encouraging their participation.  The current strengths also include newsletters, school apps, websites and social media communication,  Back to School Night, Parent Teacher Conferences twice a year, and administrators with open door policies and outreach to families and students. Our small schools allow for all teachers, counselors, administrators and other staff to know all of the students well and constant communication with parents is possible.  The current strengths also include outreach for and participation in committees and input sessions both formal and informal (ELAC, Site Council, LCAP input sessions, Board meetings, Teacher and Staff meetings, SSTs, IEPs, 504s, High School annual academic counseling appointments, Back to School Nights and Parent Teacher Conferences)."	"A focus area for improvement would be to increase communication received in the home through apps, the school webpage and handouts and newsletters. This communication is being expanded to include more translation into home languages. A focus area for improvement is to increase the knowledge of outside resources available to support students and their families when necessary. Most of this current outreach includes programs through our County Office of Education."	"A focus areas for improvement is increased outreach that would result in more attendance at input sessions and on committees. Some tools we can use for this are personal outreach, Remind App and Apptegy notifications and alerts messages, newspaper postings, website and app outreach as well as school marquees and newsletters in both English and Spanish."	"Student Study Team, IEP, 504, and EL meetings will continue to focus on the % of time in and out of general education setting. This discussion will continue to focus on individual student needs as well as the needed support for student's to fully access grade level curriculum. We will continue to provide math and reading intervention based on assessment results and SST team decisions. Training and collaboration for Special Education, Intervention, General Education and EL teachers will continue to be funded by the district. We will also continue to look for funding possibilities to continue our Music and Art instruction in gradesK-6."	A focus area is continuing to train our staff to affectively use data to drive decisions and effectively communicate that data and related decisions to all partners in the community.	"A focus areas for improvement is increased outreach that would result in more attendance at input sessions and on committees. Some tools we can use for this are personal outreach, Remind App and Apptegy notifications and alerts messages, newspaper postings, website and app outreach as well as school marquees and newsletters in both English and Spanish."	"The current strengths include outreach for and participation in committees and input sessions both formal and informal (ELAC, Site Council, LCAP input sessions, Board meetings, Teacher and Staff meetings, SSTs, IEPs, 504s, High School annual academic counseling appointments, Back to School Nights and Parent Teacher Conferences)."	"A focus areas for improvement is increased outreach that would result in more attendance at input sessions and on committees. Some tools we can use for this are personal outreach, Remind App and Apptegy notifications and alerts messages, newspaper postings, website and app outreach as well as school marquees and newsletters in both English and Spanish."	"A focus areas for improvement is increased outreach that would result in more attendance at input sessions and on committees. Some tools we can use for this are personal outreach, Remind App and Apptegy notifications and alerts messages, newspaper postings, website and app outreach as well as school marquees and newsletters in both English and Spanish."	5	5	4	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
12627940000000	Fieldbrook Elementary	3	The district schedules regular meetings twice a year between parents and staff to discuss improving student outcomes. the meets occur at a minimum of twice a year and can be more frequent to meet the needs of individual students. The Site Council invites all families to participate to help shape the guiding documents that influence the school routines and culture. The district utilizes surveys at various times of the year to determine areas of need as determined by our educational partners.  The surveys also inform the board and allows them to make informed decisions that effect programs and students.	"Based on the last series of responses to our surveys, the district is preparing to implement parent volunteers to support classrooms, students and staff. It has been many years since volunteers have been allowed on campus and the district is working with parents to bring more programs and enrichment opportunities to our students."	"The district will implement courtesy calls to engage with families on a personal level. If physical and digital surveys are not returned to the district, district staff will contact the family and assist with completing the surveys so that all educational partners can have a voice and know that their opinion is important to the district."	"Based on feedback, educational partners appreciated our weekly notices of school information that were distributed electronically and posted on our website."	Many educational partners wanted to volunteer their time on campus to help in classrooms and assist with school functions. The district is actively working with the community to increase the numbers of volunteers to assist with improving student outcomes.	The district plans to bring back events and opportunities on campus for family and community engagement. We recognize that families felt unwelcome during the pandemic when compared to prior COVID years and our focus is to make families and community members feel welcome and know that that they are a member of our Fieldbrook School Community.	Educational partners provide more input now due to board meetings and other organizational meetings being held on zoom. One of the greatest barriers for receiving input on decisions have been that a majority of families live outside our district boundaries. Allowing for participation through Zoom has increased participation greatly.	The district is working to improve in seeking input from educational partners  through additional surveys and increasing the frequency of regular notifications. We also provide multiple options to attend meetings either in person or virtually.	The district will utilize existing staff to follow up with underrepresented families and record input and ideas through face to face interactions and meetings. The information collected with be conveyed to the site administrator and used to inform decision-making in the district.	4	4	4	4	3	4	5	4	4	3	4	4	Met	6/13/2022	2022
56724540000000	Fillmore Unified	3	"FUSD provided a survey in both English and Spanish to families this fall seeking input on “Building Relationships with School Staff and Families”. The areas of focus were: Staff Building Trusting Respectful Relationships, Creating a Welcoming Environment, Learning About the Strengths of Families, Culture and Values, and 2-Way Communication for our Families.  The average response from parents and families for these areas of focus was a “3-Intial Implementation”.  FUSD has a variety of strengths to build upon. FUSD builds relationships between staff and families through establishing welcoming environments, bilingual events, two-way interpretation of all verbal communications, translation of all written documents, and parent/guardian-teacher conferences. Each site holds regular School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings offering choice between virtual and in person meetings and offering meetings at varied times of the day.  By alternating options for meeting types and times we can increase opportunities for parents and families to participate and engage with our school and district communities.  These meetings provide an opportunity to build relationships and partner with our families to strengthen the goals, actions, and services that we provide to our students.  Teachers and administrators use a variety of methods including social media to communicate with families, providing them with timely, pertinent information about school events and valuable site and district information. Student achievement is celebrated regularly at board meetings and events such as reclassification ceremonies. FUSD also works with several community partners such as the Fillmore Fire Department, Boys and Girls Club, Big Brothers/Big Sisters, and Community Learning Hubs to build relationships, provide student support and increase engagement opportunities for our students and families."	"FUSD will continue to work on improving communication through our online parent communication application, Parent Square, which has the capability of sending messages in a variety of languages.  Additionally, we will continue to increase information sharing of upcoming events, meetings and celebrations via site and district social media platforms.  This will increase 2-way communication to parents and families and increase opportunities to understand and exercise their rights and increase participation in site and district activities.  Additionally, we will increase opportunities for families to provide input by using parent surveys provided in multiple languages, direct invitations from parent/family liaisons and from our FUSD district counselor."	"FUSD has provided parent/family liaisons at all sites in the 2022-2023 school year, who can provide personal contact, case management, parent workshops, and direct services to families.  We will provide increased training for parent and family liaisons, which will strengthen our school, family, and community partnerships.  FUSD will identify and share enrichment opportunities that are at no cost to students such as Community Learning Hubs, ASES after-school care, STAR Nova and Tutor.com."	"FUSD provided a survey in both English and Spanish to families this fall seeking input on “Building Partnerships for Student Outcomes”. The areas of focus were: Providing Professional Learning and Support to Improve Family Partnerships, Provide Families with Resources to Support Learning at Home, Working Together to Support Improved Student Learning Outcomes, and Families Understand and Exercise their Legal Rights.  The average response from parents and families for these areas of focus was a “3-Intial Implementation”. FUSD provides bilingual translation for district meetings and events with the task of facilitating parent and family involvement through communication, trainings, providing resources for social-emotional support, as well as accessing faculty, administration, and staff areas of need. Annual notifications are sent home to each family informing them of their rights and ways to advocate for students. FUSD partners with various community organizations, such as, Fillmore Fire Department, Boys and Girls Club, Big Brothers/Big Sisters, and Ventura County Sheriff’s Department-School Resource Officers to build strong relationships, provide student support and improve student outcomes.  In the 2021-2022 school year,  FUSD opened four Community Learning Hubs in identified high need areas across our community.  These learning hubs provided direct academic and social emotional support to students.  Each Community Learning Hub was staffed with one teacher, one counselor, and one instructional assistant.  These Community Learning Hubs were introduced to parents, families, and community members through on-site parent meetings.  Each school site offered a variety of parent and family engagement opportunities based on site specific requests and/or identified needs. These site-based in-person meetings, provided our parents, families, and community members a direct way to provide valuable feedback and input, including opportunities to seek support."	"As FUSD continues to strengthen our existing services and programs both in and outside of the school day, we will seek specific input from families and parents to identify areas for improvement/need for services and programs at both the site and district level. FUSD can work to increase parent and family involvement and engagement at both the site and district level.  This area of improvement can be addressed by being responsive to parent and family input and adjusting our current services and programs based on this input.  By increasing parent involvement and engagement we can grow and strengthen the home to school connection.  This increase in partnership will have a direct impact on the services and programs that are provided to FUSD students and positively support student learning outcomes."	"FUSD will prioritize student learning outcomes by increasing outreach to underrepresented parents and families through direct contact via site Parent Square, our new application for online parent and family communication, social media posts, and direct contact.  This year FUSD has increased the number parent/family liaison positions to provide one liaison at each school site.  The parent/family liaison will increase 2-way communication to improve and support student outcomes.  Additionally, FUSD provides support through a district counselor who directly reaches out to our Newcomer, Migrant, Homeless and Foster Youth families.  The FUSD district counselor coordinates service, supports, and connects families with essential services across the county."	"FUSD provided a survey in both English and Spanish to families this fall seeking input on “Building Partnerships for Student Outcomes”. The areas of focus were: Principals and Staff Effectively Engage Families, Support Families to Engage in Advisory Groups, Provide Families with Chances to Provide Input, Collaboration between Families, Teachers, Principals, and District Administrators.  The average response from parents and families for these areas of focus was a “3-Intial Implementation”.  During the 2021-2022 year, each school site operated a School Site Council (SSC) that included parent representatives. Each site with more than twenty-one English Learners maintained an English Learner Advisory Committee (ELAC). FUSD maintained a District English Learner Advisory Committee (DELAC) for which each school site sent a representative. FUSD has one site for which student enrollment of English Learners is below twenty-one, but that site worked informally with the parents of their English Learners. During these meetings parents gave input on district initiatives, evaluated student achievement data, and acted as partners in establishing district direction. FUSD continues its focus to improve family involvement and engagement for events that are informative about the health and development, and academic needs of their students. FUSD is increasing the awareness and engagement for these events by utilizing social media and our new application for online parent and family communication, Parent Square. Additionally, FUSD operates school board meetings that are open to the public twice monthly, with a published agenda and public comment portion of every meeting.  All meetings included translation services.                                                                                                                                                                                                         In the 2021-22 school year several of our school sites introduced parent/family liaison positions who provided direct 2-way communication and support, including assistance navigating online student information system, Parent Connect, filling out forms and required paperwork, and facilitating conversations to seek valuable parent and family input and feedback at school sites."	"FUSD can increase parent and family communication via digital applications and social media posts. In the 2022-23 school year FUSD has hired a parent/family liaison at each school site.  We can increase opportunities to seek input and feedback about our current academic programs, student and family needs, current projects and initiatives through each parent/family liaison who will have direct communication with parents and families at each site."	"FUSD will increase opportunities for parent and family participation in school meetings by offering varied meeting types, including virtual and in-person, as well as offering varied meeting times such as morning, afternoon and evening meetings.  FUSD has provided families with internet hot spots and devices as needed to access virtual meetings and increase opportunities for families to communicate with school sites and provide digital input, on surveys, etc.  Additionally, the FUSD district counselor provides direct support for our underrepresented families to connect to services and supports at both the site and district levels. We can improve opportunities for our underrepresented families to provide input and feedback, by increasing parent and family involvement and engagement.  As our families participate more in school related events and meetings they will increase the opportunity to provide input and feedback that will support decision-making.  Additionally, this will enhance the home to school connection for our underrepresented families. FUSD can also strengthen the amount and type of communication that is shared with our parents and families.  By providing our underrepresented parents and families with an increase of clear, concise and meaningful information we can improve relationships, build partnerships, and increase opportunities to seek valuable input to for the decision-making process."	4	4	3	3	3	4	3	3	4	4	4	4	Met	6/21/2022	2022
10738090000000	Firebaugh-Las Deltas Unified	3	"FLDUSD used survey results from the California Healthy Kids Survey (CHKS) for parents from three school sites (n=816), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection. Strengths from the parent leadership and CHKS surveys, overall, showed positive results regarding the District's efforts to build relationships with parents. Parent advisory committee members and parent leaders feel welcome and valued when visiting the school/district. CHKS agree and strongly agree results showed that 88% of the parents surveyed feel welcome to participate at this school/district; 95% felt that staff treat parents with respect; 88% feel that staff take parent concerns seriously; and 91% feel that school promptly responds to parents calls, messages, or email; and 94% feel that the school/district treats all students with respect."	"Self-assessment results from site administrators and their leadership teams, on the google forms survey, were slightly lower than parent survey results. The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above. Overall, site reports that were compiled show that the District is at the Initial Implementation Stage on the rating scale. The input from parents, grandparents or other relatives or guardians was gathered through the CHKS providing a wide range of perspectives; 92% were Hispanic or Latino, 2% White, 2% Two or more races; and 3 declined to answer. The parents had children in a number of programs; 20% English Language Development; 12% Special Education; 2% Honors/AP Classes; and 69% that were not sure or declined to answer. Interpreters and translation services are provided to ensure that non-English speaking parents/guardians are able to participate fully in all educational programs and individual meetings with school staff. This includes the full translation of all informational notices and other documents. Live in-person interpretation services are provided by staff at meetings when the presenter is unable to communicate in the parent’s primary language."	"The focus area for improvement, as a small rural community, is getting more parents involved rather than relying on a smaller core group of parents. The District acknowledges that more work has to be done to continue building relationships with more parents. Site Administrators schedule informal meetings with parents that are scheduled at various times of the day to include Parent Social Groups, Pastries with Parents, Principal Coffee in the morning and Principal evening meetings, a double round of Parent Teacher conferences; phone calls home from admin and teachers along with evening and Saturday events for working parents."	"FLDUSD used survey results from the CHKS survey for parents from three school sites (n=816), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection.  Strengths from the parent leadership and the CHKS survey, overall, showed positive results regarding the districts efforts to build partnerships with parents for student outcomes.  CHKS agree and strongly agree results showed that 87% of the parents surveyed feel that the school/District encourages parents to be an active partner with the school in educating their children; 91% reported that the school keeps parents well informed about school activities (A6.2); and 87% reported that teachers communicate with parents about what students are expected to learn in class ."	"Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results.  The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above.  Overall, site reports that were compiled show that the District is at the Beginning Stage in three of the four identified areas on the “Building Partnerships for Student Outcomes” rating scale."	"The focus area for improvement is for the District Office Administration to work closer with site administrators and their site leadership team to strengthen their capacity to partner with families.  The District also provides parents with opportunities to participate in early literacy classes, ESL Civics participation, ESL Citizenship Preparation, ESL Digital Literacy, and classes for the high school diploma program.  Parent education classes are offered three mornings per week and four evenings per week to create more opportunities for parent involvement."	"FLDUSD used survey results from the CHKS survey for parents from three school sites (n=816), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection.  Strengths from the parent leadership and CHKS survey, overall, showed positive results regarding the district's efforts to seek opportunities for parent input.  CHKS results showed that 87% of the parents surveys agreed and strongly agreed that the school encourages parents to be active partners with the school and welcomes parents’ contributions; 83% report that the school/district seeks the input of parents before making important decisions."	"Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results.  The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above.  Overall, site reports that were compiled show that the District is at the Beginning Stage in three of the four identified areas on the “Seeking Input for Decision Making” rating scale.   FLDUSD actively engages parents/guardians, stakeholders and advocates as advisory committee members.   In addition to the School Site Council, the District has other advisory committees that support specific programs to include a Preschool Parent Club; Wrestling Club; Sports Boosters; Music Boosters; Ag Advisory Committee and other committees that provide additional opportunities for parent and community involvement.   Parents of migrant students are eligible to serve on a district level Migrant Parent Advisory Council.  Parents of English Learners that serve on site level English Learner Advisory Committees are eligible to serve on a District English Learner Advisory Committee.  Parents from all site level advisory committees are eligible to serve on the District LCAP Parent Advisory Committee."	"The high leverage focus area for improvement is “building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.”  In the past, school sites were allowed to establish an ELAC and once established the newly formed ELAC would delegate their advisory authority to the school site council.   This year, school sites will not be allowed to have their ELACs delegate their authority to the SSCs to create more opportunities for more parent involvement and input.  FLDUSD chose the selected measures to promote parent involvement in recognition of the characteristics of the parent population.  The findings relate to LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites."	3	3	3	3	3	4	4	3	4	4	4	3	Met	6/9/2022	2022
38684780101774	Five Keys Charter (SF Sheriff's)	3	Students and families regularly state that the staff’s focus on relationship building is one of the overall strengths of the program as a whole. Everyone who works for Five Keys is committed to creating a welcoming environment for all students and families.	"Where Five Keys can improve is around 2-way communication, making sure to provide access to all students and families in their native languages.  Additionally, to move from full implementation to sustainability, Five Keys needs to ensure that all practices are implemented equitably across all sites and for all students"	"To improve the engagement of underrepresented families, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive of all families."	"Five Keys has made progress in ensuring that school site staff (teacher, leaders, and administrative support) participate in professional development which had increased their capacity to create better partnerships by focusing on social-emotional learning and identifying biases that impact our ability to build partnerships for student outcomes."	"Building partnerships is a continued focus for Five Keys.  As a school that started serving adults, many of these practices are in place for working with our adult students but need to be better implemented in working with our minor and TAY students and their families. COVID has taught us that we need to do a better job of utilizing multiple modalities for communication to ensure that all students are equitably getting all information."	"To improve the engagement of underrepresented families in relation to building partnerships for student outcomes, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive for all families."	"This year, Five Keys greatly expanded the number of stakeholders who responded to surveys and other requests for feedback. By making the opportunities for feedback available in multiple languages and modalities (i.e. paper and online, more educational partners were able to provide their input."	"To improve input for decision making, the input that is requested needs to be done on a more regular basis, rather than only 1-2 times a year.  This will ensure that Five Keys is getting educational partner feedback in more real time to allow for more timely adjustments to the program."	"To improve engagement with underrepresented families, Five Keys needs to continue to expand the ways that stakeholders can provide feedback.  Additionally, while continuing to allow people to provide feedback anonymously, we do need to collect demographic information to get a better understanding of who is responding and how the underrepresented are represented within the feedback"	4	4	4	3	4	3	3	4	4	4	3	3	Met	6/24/2022	2022
38684780118141	Five Keys Independence HS (SF Sheriff's)	3	Students and families regularly state that the staff’s focus on relationship building is one of the overall strengths of the program as a whole. Everyone who works for Five Keys is committed to creating a welcoming environment for all students and families.	"Where Five Keys can improve is around 2-way communication, making sure to provide access to all students and families in their native languages.  Additionally, to move from full implementation to sustainability, Five Keys needs to ensure that all practices are implemented equitably across all sites and for all students."	"To improve the engagement of underrepresented families, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive of all families."	"Five Keys has made progress in ensuring that school site staff (teacher, leaders, and administrative support) participate in professional development which had increased their capacity to create better partnerships by focusing on social-emotional learning and identifying biases that impact our ability to build partnerships for student outcomes."	"Building partnerships is a continued focus for Five Keys.  As a school that started serving adults, many of these practices are in place for working with our adult students but need to be better implemented in working with our minor and TAY students and their families. COVID has taught us that we need to do a better job of utilizing multiple modalities for communication to ensure that all students are equitably getting all information."	"To improve the engagement of underrepresented families in relation to building partnerships for student outcomes, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive for all families."	"This year, Five Keys greatly expanded the number of stakeholders who responded to surveys and other requests for feedback. By making the opportunities for feedback available in multiple languages and modalities (i.e. paper and online, more educational partners were able to provide their input."	"To improve input for decision making, the input that is requested needs to be done on a more regular basis, rather than only 1-2 times a year.  This will ensure that Five Keys is getting educational parter feedback in more real time to allow for more timely adjustments to the program."	"To improve engagement with underrepresented families, Five Keys needs to continue to expand the ways that stakeholders can provide feedback.  Additionally, while continuing to allow people to provide feedback anonymously, we do need to collect demographic information to get a better understanding of who is responding and how the underrepresented are represented within the feedback"	4	4	4	3	4	3	3	4	4	4	3	3	Met	6/24/2022	2022
52715300000000	Flournoy Union Elementary	3	"Based on our Spring 2022 Survey and Staff/Parent Advisory group, students, staff, and families indicated that building relationships between school staff and families is an area of strength for our school.  Students indicated on the survey that staff help and support students and encourage ideas, students are engaged in discussions.  Staff agreed that they feel a sense of belonging and connectedness to the school.  100% of the parents responded that they feel welcomed at school, 86% feel a sense of self-worth and belonging to the community, 86% feel their students experience a sense of self-worth and belonging to the school community and that the staff show respect for the students.  Based on our small number of ELL students, we are not required to have DELAC group.  ELL families are represented in our staff/parent advisory group."	"Areas that need improvement include; providing student academic support outside school hours, students learning skills for working out disagreements, consistent application of rules, and parents would like more opportunities to be involved in their child's learning."	"Our small school atmosphere is a strength for Flournoy School.  Comments made from our families, staff, and community is that they love the family-like atmosphere of our little school.  We conduct annual parent conferences, but parents are also encouraged to communicate with staff regarding goals or concerns for their children.  Staff communicates with families on a daily basis on student academic and social/emotional progress.  One area of focus, is learning more about each family's cultures and languages."	"Flournoy's strength is it's family-like atmosphere that we create at our school.  We meet with parents for annual parent conferences in the Fall.  In addition, our staff is in constant communication with families about their student's progress and daily status.  A focus area for improvement is to make sure we continue and also improve our engagement with underrepresented families."	"Focus areas improvement in order to build partnerships for student outcomes include; consistent behavior management plans, after-school tutoring/support for students, new standards based curriculum, and more opportunities for students and parents to participate in decision-making.   In staff development meetings, we will overview and learn to implement a consistent behavior management plan for all students.  For the 2022/2023 school year, we will be providing additional after-school support along with the current SERRF afterschool program.  There will be a credentialed teacher and classified staff that will conduct intervention and one-on-one support to students in low performing academic areas.  Also, we have a new parent group forming at our school.  All parents are welcome to join and the focus of the group will include a multitude of items.  For example; improved school security system, curriculum adoption, LCAP input, and many more topics that arise."	"All of the plans for addressing the areas of improvement will be geared towards including our underrepresented families.  For example, the parent club, the after-school program, the new standards based curriculum in Social Studies, Math, and ELA will all focus on including and engaging these families."	"Staff and families feel appreciated at our school and feel they are part of the decision making.  Based on our Spring 2022 Survey it states; Classified staff agree they feel a sense of belonging and connectedness to the school. They appreciate the small school atmosphere and feel a part of the decision making process. Communication is effective.  Family survey results:  100% feel welcomed at school, 86% feel a sense of self-worth and belonging to the school community."	"Ways that we seek input are through parent surveys, parent conferences, staff/parent meetings, and school-community events.  During the COVID-19 school closure in Spring 2020, school staff called families via phone on a bi-monthly basis to check in with students and parents.  We believe we do well with engaging underrepresented families in our district, but we will continue to improve in this area by utilizing our all-call system, sending home school flyers, communicating to families verbally at drop-off and pick-up times, parent conferences, parent surveys, and staff phone communication to parents."	"In order to improve engagement of underrepresented families in relation to seeking input for decision-making, our LEA will create more opportunities for these families to provide their input and suggestions.  One of the areas of concerns on our Spring 2022 survey indicated that parents would like more opportunities for to get involved in their child's learning.  COVID has hindered opportunities over the last couple years because of not allowing visitors/parents to enter campus.  Since most restrictions have been lifted, this will help improve parents the opportunity to become more involved with their child's learning.  We will be adopting social studies curriculum this year, and parents will be part of the curriculum screening and adoption process.  Also, we have a new parent group forming at our school.  All parents are welcome to join and the focus of the group will include a multitude of items.  For example; improved school security system, curriculum adoption, LCAP input, and many more topics that arise."	4	5	4	4	4	4	4	4	3	3	4	4	Met	6/22/2022	2022
34673300000000	Folsom-Cordova Unified	3	"Strengths: As an LEA, our strengths include the establishment of on-site parent summits, school site council, ELAC, and DAC Superintendent's Communication Committee which have provided a space for parental/guardian voice.  Additionally, we have facilitated data walks and have an active parent involvement program.  Progress: It has been made in seeking authentic feedback from marginalized family groups.  FCUSD held a series of Virtual Parent Summits and received positive feedback. There is a strong interest in continuing the Parent Summits."	"Focus areas: For improvement FCUSD will include empowering the voice of parents and students with adverse educational experiences.  This will be done by hosting ongoing parent summits, encouraging parents/families to engage at school sites, student fishbowls, and empathy interviews."	"Improve: Continue to provide direct outreach to underrepresented groups, meet them where they are and build trust, allow authentic feedback and create a safe space for honest dialogue and exchange of ideas through Parent Summits, ELACs, SSC, DAC, and CAC.  Create a welcoming learning environment and provide translations and child care as needed."	"Strengths: Minimum day provided for teachers to have Parent-Teacher Conferences centered on student progress.  Parents and staff review standards and progress or needs to be met for their child.  Additionally, sub-time and translation are provided to support bilingual parent conferences.  Progress:  Renewed focus on ELAC and SSC parent participation.  Make sure parents and staff understand the role and purpose of each committee."	Focus Area:  Increasing opportunities for students and their families to understand their legal rights and develop advocacy strategies to support their children's success.	Improve: Continue focused and active participation in ELAc and SSC to build trust and understanding with school and families.  Develop ongoing training to build capacity and integrate resources and support to encourage active participation and meaningful engagement.	"Strengths: During the pandemic, outreach to families was moved to online platforms, and families were encouraged to attend opportunities to provide feedback using several methods such as Zoom meetings, where discussion and written chats were captured, along with electronic survey tools including Google Survey and ThoughtExchange. In order to reach hard-to-reach families, direct outreach using translated email and text, as well as personal invitations, were used to encourage families to participate in ELAC, DELAC, Parent Summits, Superintendent’s Communication Committee, and School Site Council meetings.  Progress: While the pandemic and social distancing guidelines did not allow for us to meet physically in groups, we saw an increase in attendance from many stakeholders. Previous barriers, such as transportation and child care were eliminated in a virtual setting."	"Areas of Focus: Increase opportunities for families to become engaged through targeted outreach and recruitment for participating in School Site Council, District Advisory Committee (currently called the Superintendent’s Communication Committee), ELAC, and DELAC."	"Improve:  Focused outreach and creating affinity group space for dialogue.  Bridge resources and have staff go to parents. Provide data and create opportunities to show the progress their students have made.  Identify with families what they think works, what doesn't, and what next steps make sense."	3	2	2	2	3	3	4	2	3	3	3	3	Met	6/23/2022	2022
36677100000000	Fontana Unified	3	Progress in this area declined as a result of pandemic-related protocols which posed limitations on the ability of schools and the district to hold in-person opportunities for parents and to create a welcoming environment. The LCAP Community Engagement Committee identified trust between staff and families as a strength for the district. Another area of strength is with our multiple modalities to facilitate more frequent and effective communication between schools and families.	"An area of need that was identified was to improve customer service and environment, specifically at secondary schools.  The LCAP Community Engagement Committee also indicated a need for better outreach and understanding of all family cultures and backgrounds represented across the district, as well as a desire to return to more in-person opportunities for parents."	FUSD will improve relationships with underrepresented families through communication and outreach initiatives aimed at increasing family engagement for targeted groups.	The LCAP Community Engagement Committee determined that the use of multiple modalities for frequent communication and extensive opportunities for parent involvement are areas of strength in Fontana Unified School District.	An identified area of need for building stronger partnerships with families included more frequent communication about student progress for all students.	"To improve partnerships with underrepresented families by offering alternate learning programs for students, providing materials and support with basic needs, and offering a wide array of parent workshops with childcare services to increase participation."	The LCAP Community Engagement Committee noted the number of advisory opportunities as an area of strength.	The LCAP Community Engagement Committee expressed a need for increased opportunities for working parents to provide input for decisions and a need for more timely communication about meeting opportunities and dates.	"To improve engagement in decision-making processes, FUSD will continue to provide extensive translation services.  Additionally, FUSD will review communication processes to increase outreach to a broader range of families about opportunities for providing input."	3	3	3	4	3	4	3	3	4	4	4	4	Met	6/8/2022	2022
29102980126219	Forest Charter	3	"Staff are provided ongoing training to understand cultural biases and how to use SEL techniques to engage students and families through a supportive, non-threatening dialogue."	We would like to improve our teacher’s ability to have difficult conversations with families whose students are struggling. Mental health counselors will provide communication training to the staff with a focus on how to have difficult conversations while still maintaining their relationship.	"Underrepresented families primarily show up at Forest Charter School based on students who are not completing work and/or working below grade level. These families will be identified during our students of concern meetings. To engage these families, administrators will contact families to determine the best approach to engage the family, to identify possible community resources, and to provide the needed support for the student."	"Parents meet with their supervising teacher at least once every four weeks to discuss and review student learning. This process builds a close relationship between the parents, teachers and students. This is a requirement for all families including underrepresented families."	"FCS will focus on building relationships between school staff and families with students who are not completing work and/or working below grade level with the goal of increasing parental engagement in school requirements. In a non-classroom-based school like Forest Charter School, parent involvement is often the difference for students who are struggling to find success."	"Forest Charter School’s program design naturally engages parents as partners in their student’s education. However, as noted earlier, this partnership often breaks down for students who are not completing work and/or working below grade level. FCS will conduct regular students of concern meetings with supervising teachers to identify students who need support earlier, and then work with families to help them understand expectations through Review Board meetings, SST meetings, and other relationship building approaches. Additionally, FCS will work to provide these families with additional resources through the school and/or community. Our goal is to help families understand how vital their role is in building success for their students and to provide them with tools to support their students."	"FCS annually conducts a parent survey with opportunities for the parents to provide written input on a range of topics. FCS also has five parents seated on the Charter Council. The Charter Council is responsible for guiding the FCS Director, developing the school LCAP and setting policies that are best for the school. Parental participation is extremely high at FCS mainly due to the nature of our personalized learning program; all parents are required to meet with their teacher on a regular basis and are partially responsible for teaching their children. FCS chose to use a survey to establish a higher participation rate than we have been able to achieve through stakeholder meetings. Due to the disparate geographic makeup of stakeholders that often comes with a non-classroom-based program, FCS has worked to establish a thorough survey that addresses all required State priorities. The 2022 parent survey had a 27% participation rate up from the 2021 20.8% participation rate. Additionally, FCS uses a communication tool (Parent Square) that allows parents to immediately respond to any communication. This way, FCS gets immediate feedback from parents regarding new policies, requirements, or other topics."	Our area of improvement will be to offer opportunities for in-person meetings with administration to provide parent input on decisions.	We will provide opportunities for in-person meetings at each learning center in order to support families not having to travel so far to attend. We will also attempt to connect these meetings to days/times more families will be on campus. We will also provide a school-wide in-person opportunity via Zoom to support families for whom this approach is easier and/or more affordable than driving to campus.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/14/2022	2022
43693936046577	Forest Hill Elementary	3	"CUSD families appreciate communication from school to home, especially SeeSaw, ParentSquare, and Zoom, the relationships that schools have established, and the ways out of school programs and Expanded Learning enhance these connections. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home."	"Covid has had a direct impact on building relationships, especially with regard to limiting opportunities for in person events and activities. Families seek a return to in person interaction, recognizing the positive impact this has on participation at school. In addition, there is a desire to clarify and refine information flow so families know what to expect and where to find the most current information."	"CUSD schools will work to increase in person events where safe and feasible, and to learn from families the best times and ways to connect. On campus events are seen as powerful ways to engage with and recruit families to play a larger role in the school community and sites will continue to use Community Liaisons as families consistently cite their positive impact."	"CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. Conferences, along with the welcoming environments at schools, make families feel comfortable when reaching out to their student’s school. Outside of these structures, families cited the different resources used to share information about student progress as an area of strength, including report cards, attendance notifications, and i-Ready reports. Out of school events such as math nights are also seen as a strength, and many families look forward to an increase of on campus events in the coming year."	"CUSD continues to see the need for in person connection, both formal and informal, as central to improving home and school partnerships to support student outcomes. Streamlining and clarifying methods of communication was also noted as an area for improvement, as was a desire to offer more training to staff and the possibility of increasing the frequency of existing meetings like ELAC."	"CUSD schools have a strong desire to conduct in person, face to face outreach, a theme that is central across all areas of family and parent engagement. Schools will work to target outreach and learn from families their preferred method and frequency of engagement to ensure increased alignment."	"Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to determine areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee."	"While there is appreciation for remote meetings and the flexibility they provide, schools have seen a drop in participation and membership in committees. In addition, following results from our Family Satisfaction survey, we are committed to being more transparent with regard to district funding."	"CUSD continues to work to empower families to become school leaders, and remains committed to responding to input gathered in all settings. In 2021.2022, the Parent/Caregiver Satisfaction Survey was taken, and results shared out across the Campbell community. Responses from this survey drive our work for 2022.2023 and support our efforts to better engage with and be responsive to underrepresented families. As noted above, part of this work includes increased communication and information regarding use of funding allocations at the district level."	4	4	4	5	4	5	4	4	4	4	4	4	Met	6/23/2022	2022
04614240118042	Forest Ranch Charter	3	"FRCS works hard to meet individual family and student needs, particularly those who are struggling by providing a wide range of customized services to families in need, extensive training for faculty and support staffin family centered practices and frequent communicationsand 1/1 connections."	"A focus area of improvement last year was the timing, frequency and mode of group communication. This was an area identified for improvement through our parent survey, staff, students and our board (all stakeholder groups). While some progress was made, due to a change in office staff and other emergency related challenges we did not make as much progress as hoped. A new Communication Plan will be taken to the FRCS Board during the July 2022 meeting. Progress will be reported at regular board meetings throughout the 2022-23 school year."	We will reach out individually and in groups to families in underrepresented populations through digital and 1/1 conversation; inviting parents to sit on various committees and join us for campus events and volunteer activities. We will work to recruit parents/staff from diverse groups that can help with outreach to families of diverse socioeconomic and cultural backgrounds as well as outreach in families native language.	"FRCS works hard to make sure all families and students are heard and have the resources they need to support learning at home and at school. A few ways this is done is by providing regular parent meetings and access to educational materials, teacher tutoring sessions, parent ed. opportunities, training in parent/student rights and support with needed advocacy and extensive training for faculty and staff in howto better support our diverse family needs."	Based on educational partner input it is critical that FRCS continues to improve it's consistent and regular communication about availability of resources	"As we don't always receive enough input on digital surveys and our school is small, FRCS will work to have more frequent short surveys as well as a range of verbal check in opportunities with families in person and on the phone by a range of staff. Additionally we will continue to send home printed options for response as some families are not digital."	"Typically, this is an area of strength for FRCS as we were started by families and community members. Parents are involved in most decision making and aspects of school operations. Parents and students also have well developed channels of communication when they have a need or to express concerns. As a result, survey data consistently shows that families feel their input is valued and that they have frequent opportunities to participate."	"However, during the Covid pandemic a great deal of time was spent on basic needs and emergency communications rather than integrating new families into the campus community and showing them typical procedures. Our focus for improvement for the 21-22 school year was to make sure new and underrepresented families had frequent opportunity to connect with staff, were invited to campus activities and had individualized time to learn about campusprocedures including how to communicate and be more involved. We worked hard at this, even recruiting a few new parent board representatives from underrepresented groups, however, as last year was fraught with significant emergency challenges related to the pandemic we will extend this focus goal through the 22–23 school year. The intention is to continue to improve in each of these listed."	"Our focus for improvement for the 21-22 school year was to make sure new and underrepresented families had frequent opportunity to connect with staff, were invited to campus activities and had individualized time to learn about campusprocedures including how to communicate and be more involved. We worked hard at this, even recruiting a few new parent board representatives from underrepresented groups, however, as last year was fraught with significant emergency challenges related to the pandemic we will extend this focus goal through the 22–23 school year. The intention is to continue to improve in each of these listed."	4	4	4	4	4	3	4	4	4	3	3	4	Met	6/28/2022	2022
31668370000000	Foresthill Union Elementary	3	"While relative strength is reflected in building trusting and respectful relationships with familiies and creating a welcoming environment for all families in the community and developing multiple opportunities for 2-way communication between families and educators using a language that is understandable and accessible to families, the data highlights an opportunity to further develop the district's support to staff in learning about each family's strengths, cultures, languages and goals for their children."	"There is a clear opportunity to focus on building a district-wide system of supporting educators in gaining an understanding about the families of our students, their interests, cultures, langauges and hopes for their child(ren)'s education. Through understanding the members of our learning community more fully, the district can support teachers with integrating this nowledge in lesson planning to further the district's mission to provide meaningful learning experiences for our students."	"Foresthill Union School District engages parents and families thorugh Friday Family Newsletters sent electronically and hardcopy every week, school marquee postings, website postings, social media, the local newspaper, automated phone calls, individual emails and telephone calls. Parent Teacher Organization and School Site Council are the primary groups through which planning and feedback are accomplished. Office staff are both welcoming and helpful in supporting families. A focus area for improvement for Foresthill Union School District is continuing to build an awareness and appreciation of diversity within our community, designing and re-implementing school and community events and activities. Foresthill Union School District will improve meaningful engagement of underrepresented families through personalized communication and invitation."	"Foresthill Union School District partners with parents/families through annual events including Back to School Night, fall and spring conferences, Spring Open House. Weekly Friday Family Newsletters and postings to the website provide information to our educational partners. Teachers establish communication systems within their respective classrooms and home on grade-specific and individual student matters and opportunities."	"None of the strategies listed above are consistently interactive. A need exists for the district to take a more proative approach to seeking input from a wide range of educational partners, particularly from students. Students represent the largest educational partner group, and yet are not currently represented on any council, leadership or governance bodies."	"Looking to the year ahead, a concerted effort will be made to design a district-wide system of communication which ensures that timely, transparent information is shared with staff, students and families, and also that a pathway to invite ongoing feedback is available, easy to use and includes reliable response and follow-up. To develop student agency in our learning organization, the Superintendent will establish a Student Leadership Council with representation from all statistically significant student groups, and will engage this council in capacity building and strategic planning throughout the year. In this manner, educational partners who might not normally engage with district/school personnell also have a strong voice in our organization."	"With high Superintendent turn-over rates in the last 6 years, the rating of the district's strengths in seeking input for decision-making is not surprising...it is difficult to build and sustain systems of collaboration and operations in short bursts. That said, the Principal and School Site Council have a strong history of collaboration upon which the district will be able to build a more comprehensive collective of strategic planning."	"A focus area for improvement for FUSD is to take a less passive, more proactive approach to engaging with educational partner groups and designing pathways for input that resonate with our community members."	"In reaching out to our various educational partner groups, we will first ask them how we can better involve them in decision making processes, how they might light to give and receive information and input. Next the district will design opportunities for capacity building so that families better understand areas of district operation such as budget and finance, curriculum and instruction, facilities, human resources, etc. Gaining some understanding of these organizational elements will enable our families and community members to ask valuable questions, offer informed    feedback and make suggestions. This proactive and inclusive approach to problem-solving embodies the goal of collaborative planning."	3	4	2	3	3	2	3	3	2	2	2	2	Met	6/20/2022	2022
49706800000000	Forestville Union Elementary	3	"During the pandemic, it was challenging for everyone to get involved and/or stay connected, especially when parents, caregivers, and volunteers were not allowed on campus for almost the entire school year.   That being said, our families worked hard at checking in with their children's teachers, reading through their emails and messages sent by the district and teachers, and following along on virtual classroom platforms, when needed/necessary. When parent volunteers were needed, they did not hesitate to sign up, show proof of vaccination and/or a negative COVID test to help participate in things like the Harvest Fair.  We continue to make sure that all communication that goes out is in English and Spanish as well as providing translation/interpretation for meetings, conferences, and other events when needed.  The District has a long standing and good working relationship with the Forestville Education Foundation.  The Foundation has continued to support teachers and their classrooms with money for materials, supplies, and resources.  They have also continued to support the district with their Open Grant Program.  This year we also partnered with YouthTruth to provide a student, staff, and parent survey.  This is a three year commitment that will show our staff and parent/caregiver feedback over time as well as how our staff and families' responses compare to the county."	"As the district moves past the pandemic, the staff and parents/caregivers are looking forward to getting back on campus for meetings, conferences, events, activities, and other volunteer opportunities.  Continuing to provide those opportunities, by listening to parent/caregiver feedback, will be one of the areas of focus for improvement.  Continuing to work on strengthening, streamlining, and investigating more ways/avenues to communicate with parents/caregivers will be important."	"Parent involvement:  We are continuing to increase opportunities for parent participation at the school and classroom levels, this included virtual town hall meetings. trainings, and webinars (in person when allowed), virtual Board meetings (in person when allowed), district created surveys, YouthTruth surveys, use of our website, social media, marquee, and all call system to help keep parents and the community informed and updated.  LCAP includes office time, Schoolwise subscription, website maintenance, and all call system as well as bilingual time and supports.  We will continue to provide stakeholder input to refine strategies and to sustain or increase current parent participation,  attendance, and enrollment through the promotion and supportive school climate."	"Forestville began it's training and implementation of the social emotional program, Leader in Me, in the 2020-21 school year after teachers, staff, and administrators discussed the need for a new, sustainable, and effective program.  Training was provided for teachers (2020-21 and 2021-22 school years) and for additional staff in 2021-22 school year.  Training and support will continue as well as training and support for parents, which started in the 2021-22 school year, so that our school community knows the program and can support it in school and at home. Forestville teachers, IA's, and other support staff began an 18 month online training program that will result in MTSS certification for those staff members in the 2021-22 and 2022-23 school years. Teachers regularly send home materials for their students, updated their online teaching platform (when applicable and appropriate) as well as progress monitoring reports, report cards, and benchmark assessments to help support the instructional program as well as keep parents/guardians updated on student progress.  The district calendar provides scheduled teacher conferences in the fall and the spring.   Progress on benchmarks, standards, and behavior are discussed and reviewed at these conferences. Bilingual and office supports reiterate how parents can exercise their rights and work to advocate for their students.  In addition, all IEP and 504 meeting invitations are accompanied with a copy of parent/caregiver safeguards and rights.  Meeting facilitators also make sure that parents/caregivers' concerns, ideas, and voices are heard and that they are a part of the whole process."	"Continue to increase communication, schedule meetings earlier or later based on parent/caregiver needs, particularly our working families.  Increase parent/caregiver use and understanding of our online communication, registration, and grade platform, Schoolwise.  The LCAP Committee considered and is strongly suggesting having parent/ caregiver trainings on Schoolwise since access to registration, enrollment information, school handbook, rules/expectations, attendance and parent rights are all included through the Schoolwise Parent Portal."	"Training and sharing at DELAC, as well as After School Program, parent meetings on how to set up email, check and respond to email, how to set up Schoolwise, check grades, update contact information, etc.  Increase the use of our one call system's text message feature to share short but important messages with parents or direct them to their email or website for more information.  Explore increasing social media presence on platforms that  parents/caregivers use more frequently than Facebook."	"Administration, office staff, and teachers remind parents/guardians of upcoming meetings and how to get involved with advisory groups such as LCAP committee, DELAC, Budget Advisory Committee, and the Forestville Education Foundation.  All families are surveyed, in their home language, to provide input on programs, interest in  programs/policies, as well as sharing their opinions on needs, interests, and progress of their students and the school.  The district offers family engagement activities school-wide through the school year, often in partnership with the Forestville Education Foundation."	"Increase avenues of communication to make sure that important information is posted, emailed, and delivered in multiple ways, blanketing our parents and caregivers so they are aware of events, deadlines, and other important information in a timely fashion."	"Maintaining our bilingual liaison's administrative time for outreach, communication, translation, etc.  Explore evening meetings and trainings for parents/caregivers in computer skills, parenting support, and home visits."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
49706980000000	Fort Ross Elementary	3	Each family receives one-on-one support.	Increase communication from home to school (especially regrading absences).	"Each family will be provided with one-on-one outreach from the school. This will be done through multiple levels, to include our COVID Coordinator, Administrative Assistant, Instructional Assistants, Teachers, and Superintendent/Principal."	STRENGHTS AND PROGRESS  • Technology training for families	FOCUS AREA FOR IMPROVEMENT  • Partner with families to support social-emotional needs	We will meet with each family as a team to understanding each child's social-emotional needs. This team can include an SEL specialist (e.g. counselor or psychologist). We will also develop broader connections with educational partners through a multi-district consortium.	STRENGHTS AND PROGRESS  • All materials and events are communicated in multiple formats.	"AREA FOR IMPROVEMENT  • Due to our small enrollment, the number of families available to join advisory groups is limited (e.g. only 1 family has an English language learner). Our first priority will be for families who represent underrepresented groups to be involved in these meetings."	"We will build relationships between families and multiple positions within the school site (e.g. COVID Coordinator, Administrative Assistant, Instructional Assistants, Teachers, and Superintendent/Principal)."	4	4	5	5	4	4	5	4	5	4	4	4	Met	6/22/2022	2022
18750360000000	Fort Sage Unified	3	"MLCS' current strengths and progress in Building Relationships Between School Staff and Families are: • Administer Annual Parent survey  • Provide Oral and Written Translation to parents who speak a language other than English  • Provide consistent communication through Parent Square email, phone calls, and text notification.  Send newsletters home by learning period. • Parents will participate on the Parent Advisory Council to advise the Board • Teachers will utilize an application like Parent Square for daily/weekly to communicate with parents about their child  • The Charter School’s website will be updated regularly that will include the school’s calendar  • Charter School will use social media to inform parents/public about schoolwide events  • Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, How to Help your Child be Successful, How to Prepare for Parent Conferences, Support Social Emotional Well-Being, How to be an Educational Partner, Literacy Night, Math Night, and Using Educational Technology.  Charter School provides materials during parent workshops in English and Spanish.  • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement.  • Family Meetings (Parent, Teacher, Student Conferences) are held monthly."	"The Charter School continues to focus on an LCAP goal that addresses State Priority 3 which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school.  Charter School is committed foster a strong and supportive school culture, increased family communication and instructional excellence.  At the Charter School, parent input in decision-making will take place through the following:  • Parent Advisory Council (PAC) (advisory committee to the board) - comprised of parents, teachers and community members • Newsletters"	"The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed."	"MLCS' current strengths and progress in Building Partnerships for Student Outcomes are: • Administer Annual Parent survey  • Provide Oral and Written Translation to parents who speak a language other than English  • Provide consistent communication through Parent Square email, phone calls, and text notification.  Send newsletters home by learning period. • Parents will participate on the Parent Advisory Council to advise the Board • Teachers will utilize an application like Parent Square for daily/weekly to communicate with parents about their child  • The Charter School’s website will be updated regularly that will include the school’s calendar  • Charter School will use social media to inform parents/public about schoolwide events  • Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, How to Help your Child be Successful, How to Prepare for Parent Conferences, Support Social Emotional Well-Being, How to be an Educational Partner, Literacy Night, Math Night, and Using Educational Technology.  Charter School provides materials during parent workshops in English and Spanish.  • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement.  • Family Meetings (Parent, Teacher, Student Conferences) are held monthly."	"The Charter School continues to focus on an LCAP goal that addresses State Priority 3 which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school.  Charter School is committed foster a strong and supportive school culture, increased family communication and instructional excellence.  At the Charter School, parent input in decision-making will take place through the following:  • Parent Advisory Council (PAC) (advisory committee to the board) - comprised of parents, teachers and community members • Newsletters"	"The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed."	"MLCS' current strengths and progress in Seeking Input for Decision-Making are: • Administer Annual Parent survey  • Provide Oral and Written Translation to parents who speak a language other than English  • Provide consistent communication through Parent Square email, phone calls, and text notification.  Send newsletters home by learning period. • Parents will participate on the Parent Advisory Council to advise the Board • Teachers will utilize an application like Parent Square for daily/weekly to communicate with parents about their child  • The Charter School’s website will be updated regularly that will include the school’s calendar  • Charter School will use social media to inform parents/public about schoolwide events  • Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, How to Help your Child be Successful, How to Prepare for Parent Conferences, Support Social Emotional Well-Being, How to be an Educational Partner, Literacy Night, Math Night, and Using Educational Technology.  Charter School provides materials during parent workshops in English and Spanish.  • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement.  • Family Meetings (Parent, Teacher, Student Conferences) are held monthly."	"The Charter School continues to focus on an LCAP goal that addresses State Priority 3 which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school.  Charter School is committed foster a strong and supportive school culture, increased family communication and instructional excellence.  At the Charter School, parent input in decision-making will take place through the following:  • Parent Advisory Council (PAC) (advisory committee to the board) - comprised of parents, teachers and community members • Newsletters"	"The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed."	4	4	3	4	3	3	3	4	3	3	3	4	Met	6/15/2022	2022
12768020000000	Fortuna Elementary	3	"Now that COVID restrictions have been lifted, the Fortuna Elementary School District seeks input from parents/guardians in similar ways as it did in past years.  All schools have Parent Advisory Councils or School Site Councils.  In addition, input is gathered from discussions held by members of the district’s English Learner Advisory Committee (ELAC) committee meetings and EL parent group meetings. At all sites, additional opportunities for input are available during monthly stakeholder/SSC meetings and family events.  Additional formal input is gathered at monthly board meetings/public hearings and if COVID cases do not make a huge resurgence, future in-person meetings will be scheduled throughout the 2022-23 school year."	"Since our schools are trying to resume more normal schedules and operations, parents/guardians at all school sites are encouraged to participate in their students’ activities, school events, and in their classrooms.  Parents/Guardians are again being given the opportunity to express their concerns, feelings, and/or areas of commendation through annual surveys administered at each school site.  Survey results are tabulated and reviewed annually and suggestions and/or adjustments to the school program are taken under consideration at each school.  School Site Council members (comprised of an equal number of staff and parents) take the lead on reviewing results at each school.  Parents/Guardians are also encouraged to attend annual parent/teacher conferences in order to discuss progress being made by their students as well as areas of concern that need to be further addressed."	"In 22-23, district schools will once again open their doors to families/volunteers.  The district will also fully utilize the Family Resource Center and all the resources it has to offer families.  One of the greatest tools the district will utilize this school year and in coming years will be the implementation of the Community Schools grant that is intended to help enhance connections between our schools, families, and the community at large."	"The district will continue to meet with parents/guardians for annual conferences, send home progress reports, meet for student study team meetings and annual IEP meetings.  The district maintains partnerships with the Dept. of Health and Human Services, Changing Tides Counseling Services, Remi Vista Counseling Services, Bridges Grant (families in crisis), the Humboldt County Dental Van, Public Health, Weekend Food Backpacks through Rotary Clubs, School support through the local Kiwanis Club."	The district will create advisory committees to review data create plans to improve partnerships as well as identify additional agencies that might help meet current needs of students and families within the district.  Enhanced communication among all stakeholders will be a focus area for the district.	The district will seek additional partnerships with community agencies that target underrepresented families.	"The district already utilizes site-based and district wide annual surveys.  Families are encouraged to participate in School Site Council meetings, English Language Advisory Committee meetings, and monthly school board meetings to share their input on school matters."	"The district will return more to in person meetings whenever possible.  The district is also utilizing more enhanced media platforms for communication with families to provide enhanced opportunities for families to share their thoughts, ideas, and suggestions."	"The district is making a concerted effort to reach out to its non-English speaking families by providing translation at all meetings when asked to do so, by sending all school to home communications in both English and Spanish"	5	4	4	5	4	4	5	5	5	4	4	4	Met	6/7/2022	2022
12628100000000	Fortuna Union High	3	The Fortuna Union High School District has given each family the ability to stay informed of their child’s progress and maintain contact with their child’s educators via the student information system (Aeries) and extensive integration of Google Apps For Education (GAFE). We employ bilingual aides and services to assist with language barriers. Our district facilitates various parent/guardian groups in order to gather input and provide opportunities for involvement.	"Our District always strives for more effective and widespread school to home communication. We continue to work on implementing additional and accessible forms of communication in order to meet the needs of every family’s preferred communication method. This year we are preparing to roll out a new website/social media suite (Apptegy) that we intend to use to make school to home communication easier for families, in addition to making messaging from our District and sites more clear and succinct."	Our District is establishing or re-establishing more specific/targeted parent/guardian groups and educational partner groups this year in order to engage families from underrepresented populations.	"The Fortuna Union High School District has regular site and district administration meetings in which student data such as the California Healthy Kids Survey is shared and discussed. This year the District organized a District-wide staff development day that streamlined District priorities and focus areas and garnered widespread positive feedback. Each school site develops and maintains specific partnerships for their contexts. Fortuna High School and East High School engage extensively with community partners in Fortuna, CA, for a variety of specific needs and contexts. The Academy of the Redwoods engages and collaborates extensively with their host campus, College of the Redwoods, at the administrative, teacher, and student levels."	"Our District continues in our effort to upgrade our communication systems, and we are currently onboarding a new website/social/alert suite from Apptegy that will streamline school to home communication."	"Our District continues in our effort to upgrade our communication systems, and we are currently onboarding a new website/social/alert suite from Apptegy that will streamline school to home communication. Continuing to develop methods for communication in languages and modalities other than English text and speech is critical to our District’s long term sustainability."	"The Fortuna Union High School District has been creating more opportunities for families to participate in the decision making process. These opportunities include an increase in specific educational partner groups, which this year includes the return of the SUN (Students With Unique Needs) Group, Latino Parent Night, and the creation of an indigenous parents group and a Parent Advisory Committee at Academy of the Redwoods."	Our District needs to continue to develop strategies and direct efforts to increase input and participation from education partners in our groups as well as in our general family engagement opportunities.	Our District needs to continue to develop strategies and direct efforts to increase input and participation from education partners from our underrepresented families and associated communities.	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	9/14/2022	2022
34103480136275	Fortune	3	"At Fortune, we have built strong connections between our non-teaching staff and families.  Non-teaching staff reported feeling very safe on campus as well as connected to our school, as did the majority of parents."	"At Fortune, teachers were less likely than non-teachers to report feeling very safe on campus as well as connected to our school.  We hope to improve in this area so that all staff feel similarly safe and connected."	"At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school."	"At Fortune, we have robust partnerships with local organizations such as the Sacramento Observer and National Action Network (NAN).  Three-quarters of our scholars report feeling very connected to our school."	"Two-thirds of scholars report feeling very safe on campus.  We would like that percentage to be even higher, and we continue to make great efforts to help scholars feel safe on campus even during the pandemic."	"At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school."	"At Fortune, we have a robust School Site Council that enables staff and families to join our decision-making processes.  They learn about our LCAP and provide input for each annual update.  We also have an English Learner Advisory Committee which provides advice and how to serve our English Learners as well as how to help all students attend school regularly."	"We hope to have more parent participation in our School Site Council and English Learner Advisory Committee.  It is difficult for parents to make the time to join the meetings given their jobs, children, and other commitments."	"At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/20/2022	2022
30664980000000	Fountain Valley Elementary	3	"Fountain Valley School District continues to provide professional learning opportunities and support for teachers and principals to improve a school's capacity to partner with families. FVSD is especially cognizant of the importance of increasing parent engagement in new and meaningful ways as parent access to campuses has been highly impacted by the COVID-19 pandemic. Prior to the pandemic, numerous parent volunteers assisted in classrooms and supported campus activities. As FVSD navigates the guidance related to safety on campuses from the California Department of Public Health and Orange County Health Care Agency, the District and schools continue to seek ways to engage parents in meaningful ways."	"The 2021-22 LCAP specifically designates funding to support school efforts to connect with families by offering parent education nights, family activity nights, and culturally themed events. The District is also continuing to develop its website to enhance information related to instructional programs available to parents online, as this resource provides opportunities for instant translation into multiple languages via Google Translator."	"FVSD makes concerted efforts to build partnerships for student outcomes, continuing to make updates to the FVSD website and school websites in order to elevate the level of accessibility for individuals with disabilities will continue to be an area of focus during the next school year. By improving access and making more information about instructional programs available on the FVSD websites, greater levels of communication will help construct stronger partnerships to improve student outcomes. In addition to ongoing enhancements to the District’s websites, FVSD launched ParentSquare as a universally used platform for communicating with families during the 2020-21 school year.  The platform empowers district- level, school-level, and classroom-level communication with families – and leverages multi-language translation capabilities to provide communication with families in their preferred language."	"Fountain Valley School District is deeply committed to building strong relationships with the community. Evidence abounds that demonstrates the concerted effort on the part of FVSD to build dynamic, two-way communication with stakeholders. Each year, as part of the Local Control Accountability Plan development/update process, FVSD conducts a community survey accessible to staff, parents and students to gather input into the plan. FVSD received over 1,000 responses to the survey distributed to parents as part of the 2021-22 LCAP development process. In addition, the District's LCAP Leadership Committee, consisting of over 30 stakeholders from the community, meets multiple times and the District hosts a LCAP Community Forum. Various parent involvement groups from across the District also participate in the LCAP development process including DELAC, DAC, School Site Councils, and the Superintendent's Parent Council."	"At the school site level, building relationships with the school community continues to be an area of strength. All schools in FVSD have Parent-Teacher Groups that are highly-involved in supporting student achievement and creating welcoming environments for all families in the community. In addition, principals and teachers pride themselves in constructing positive relationships with parents, encouraging volunteerism, and building bridges to connect parents of English learners, students with special needs, and low-income families. Although FVSD makes concerted efforts to build two-way communication with traditionally underrepresented families, this remains a focus area for improvement during the next school year. FVSD remains committed to improving access for families of English Learners by providing primary language support for “newcomer” students in classrooms, translation support for IEPs and parent conferences, and translating hundreds of documents each year.   In addition, FVSD provides a robust program of academic interventions and supports to help students working to achieve grade level proficiency in reading and math. FVSD has doubled the number of academic intervention sections in English Language Arts and Mathematics at each of the District’s three middle schools, expanded elementary reading intervention at all seven elementary schools, and provided funding for schools to develop “beyond the bell” supports and enrichment activities for students."	"FVSD remains committed to improving access for families of English Learners by providing primary language support for “newcomer” students in classrooms, translation support for IEPs and parent conferences, and translating hundreds of documents each year."	"Fountain Valley School District works diligently to build the capacity of principals and staff and support their work as it pertains to effectively engaging families in advisory groups and with decision-making. FVSD's Educational Services team provides ongoing guidance to sites by providing coaching experiences with principals throughout the school year that assist with strategies for increasing parent involvement on key site-level and district-level committees such as DAC, DELAC, the Safe Schools Task Force, and the LCAP Leadership team. In addition, the department assists sites with the development of content for parent meetings to ensure that all required topics are covered over the course of the school year. With assistance from the District's Bi-lingual Translator and Bi-lingual Test Examiner, FVSD actively reaches out to parents of English learners to encourage their participation in various district-level and site-level decision-making groups."	"Principals work collaboratively with teacher leadership teams at their school sites and with Parent-Teacher groups to encourage parents from traditionally underrepresented family groups to become involved in their child's school. FVSD is committed to providing families with opportunities to provide input on policies and programs through a variety of committees including the Superintendent's Parent Council, LCAP Leadership Team, DAC and DELAC, and through instructional materials adoption processes. For parents that do not have the opportunity to participate on committees in person, FVSD conducts numerous surveys with open-ended questions throughout the school year that provide parents with the opportunity to provide input into decision-making processes."	"FVSD will continue to engage in targeted outreach to underrepresented families by actively recruiting parents of English learners, parents of students receiving free- or reduced-lunch, parents of students experiencing homelessness, and parents of students identified as Foster Youth to serve in leadership roles on School Site Councils, EL Advisory Groups (ELAC and DELAC), and other District/Site level committees (Safe Schools Task Force, Superintendent's Parents Council, and the Local Control Accountability Plan Leadership Team).  District staff will work in coordination with site leadership (principals and assistant principals) to promote engagement in school and district events such as parent nights, musical performances, sporting events, and the District Art Show, in an effort to build community and strengthen connections with parents from underrepresented families.  The District will also continue to leverage the support of Bilingual Aides, the District translator, and other staff to help make participation more accessible for families."	5	4	4	4	4	4	4	5	5	5	4	5	Met	6/23/2022	2022
10621580000000	Fowler Unified	3	"Staff are encouraged to build positive connections with each family. Some of the ways that administrators support staff in these efforts include ideas on how to get to know families, as well as stressing the importance of building positive relationships with every family, in weekly bulletins and in discussions during staff meetings. Each school hosts several events to enhance family participation. Literacy nights, math nights, science nights, STEM nights, and others are designed to give parents skills and tools to help their children at home, as do language and literacy workshops for migrant families.  Policies/Programs for Elementary: Report cards are sent home every trimester and progress reports are sent home every 6 weeks. Families often request meetings with teachers when they receive these reports if there are concerns. Conferences are held with families of TK-5 students twice a year (end of trimester 1 and trimester 2) to discuss student progress. Families can request a meeting with the teacher to discuss progress at any point in the school year. Translators are provided as needed.  Policies/Programs for Middle School and High School: Teachers call home for each student that is not passing classes at each six-week grading point. Families can request a meeting with teachers to discuss progress at any point in the school year. Translators are provided as needed.  At all IEP and 504 meetings, parents/guardians are given their procedural rights and safeguards. Each classroom has the Williams Act posted in both English and Spanish.  Families are welcomed and encouraged to be part of Parent-Teacher Organizations (PTO), School Site Council (SSC), and the English Learner Advisory Committee (ELAC)."	"We were pleased that 88.5% of parents who responded to our Spring 2022 family survey confirmed that they felt welcome at their child’s school.  To further strengthen positive relationships with families, Fowler USD is focused on improving the use of ParentSquare to increase communications with all families.  ParentSquare automatically translates all communications into each family's primary language and allows families to send direct messages to school site staff in their primary language, which then translates into English for school staff. All teachers and site administrators are encouraged to update families regularly on instructional practices and student learnings occurring in Fowler USD classrooms, as well as school activities and events."	"The District is committed to support improved outcomes in academic performance and school engagement for Low-Income students, English Learners, and Foster Youth, and Students with Disabilities to close gaps. To that end, the District will provide activities which include, but are not limited to, Town Hall Meetings, Family Empowerment Workshops, Parent University sessions, and the use of survey data as opportunities to enable parents to actively participate in making decisions that affect our school communities.  All of these activities are designed to enhance the efficacy of parents in active participation in the development of the LCAP.  Fowler USD will improve engagement of all underrepresented families by ensuring translation is available at family engagement nights and parent-teacher conferences.  Underrepresented families will be targeted to receive direct invitations to these events.  Additionally, training is being provided to multilingual classified staff regarding translation services during IEP meetings for students with disabilities and their families."	"Fowler Unified provides district and school communications and family involvement opportunities TK–12, which are principally directed to the underrepresented families population. The District offers a variety of family workshops throughout the year, including workshops in parenting skills, supporting multilingual students in the home, English language comprehension, digital literacy, STEM, and mathematics.   Fowler USD maintains all facilities and classrooms to create welcoming and safe environments for students, families, and the communities of Fowler and Malaga. The district and school sites have increased two-way communications with families through the use of ParentSquare and Aeries Portal. These tools allow families to access current student academic performance data and send and receive messages and information in families’ home languages."	"For most of the 2021-22 school year, and all of the prior year, families were extremely limited in their opportunities to participate in their child's classroom or other on-campus activities and family engagement nights were not able to be held until the Spring semester due to the restrictions associated with the pandemic. The District will review educational partners’ responses when planning literacy nights, math nights, science nights, STEM nights, and other family activities in order to ensure that those meet the expressed interests of family partners.  School leaders will also consult with parent advisory groups, and advertise and improve its efforts to engage families in activities to give parents skills and tools to help their children at home."	"Fowler USD will improve engagement of all underrepresented families by ensuring translation is available at family engagement nights and parent-teacher conferences.  Underrepresented families will be targeted to receive direct invitations to these events.  Additionally, training is being provided to multilingual classified staff regarding translation services during IEP meetings for students with disabilities and their families.  The Family Liaisons will reach out to parents of English Learners, Low-Income students, Foster Youth, and students with exceptional needs to connect them to opportunities to participate in activities that will enhance their connectedness to schools."	"At the site level, School Site Council meetings, ELAC meetings, Title I meetings, and Family Nights are all forums for families to request additional engagement opportunities or to modify those currently offered. Principals are supported in this area by the district with several professional learning opportunities throughout the school year.  At a district level, community engagement opportunities such as district-wide community meetings, DELAC meetings, PAC meetings, SSC and ELAC meetings, leadership meetings, board of trustee meetings, plus online surveys, provided valuable comments and feedback. These meetings have increased requests for family engagement activities. Parents/guardians indicated a desire to have family nights which include information on how they can support their student with homework and they also suggested the continuation of technology workshops.  Parent and family participation, in the LCAP development, SSC meetings, ELAC meetings, and site-specific groups, has impacted planning at the district and school levels and the actions/services that are funded with Title I funds.  The comments and suggestions from family partners had an important impact on the evaluation and revision of the District's LCAP."	"The results of our Spring 2022 family survey show that the area most in need of improvement in the area of Seeking Input for Decision-Making is “provid[ing] opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.”  The District has eagerly sought to include families in planning activities, but has not formally partnered in these efforts.  Since activities are often unique to each school within the District, we will work to build the capacity of school administrators, teachers, and support staff to include planning for engagement activities as a formal part of its SSC, ELAC, and PTO meetings."	"Positive, trusting relationships and partnerships are foundational for participation in decision-making.  Fowler USD will continue to build those kinds of relationships by the activities described above.   Additionally, underrepresented families will be targeted to receive direct invitations to participate in planning at school sites and through the District PAC and DELAC.   The Family Liaisons will reach out to parents of English Learners, Low-Income students, Foster Youth, and students with exceptional needs to connect them to opportunities to participate in planning activities at both the District level and school level."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/15/2022	2022
01612590132514	Francophone Charter School of Oakland	3	"Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school by providing consistent, frequent communication through ParentSquare posts and messages from teachers, weekly director/principal reports for the upper school and monthly reports for the lower school.    92% of families agreed or strongly agreed that the school keeps them informed about scheduled school events and activities. 89% of families agreed or strongly agreed with the statement ""The school is welcoming to families like mine."""	"We will strive to continue to strengthen our relationships with families by developing a calendar of family activities, continuing to grow our parent association, and by hosting more in-person family meetings.  We also plan to expand the room parent coordinator roles to extend to both campuses and keep parent-school communication frequent and consistent."	"Childcare seems to be the largest barrier to parent engagement with 35% of parents indicating this is an obstacle to greater involvement with the school.  When our budget allows, we plan to add childcare to our family engagement events."	"Francophone has developed practices that foster partnerships between families and staff in support of student growth. Francophone hosts parent conferences each semester with all families to not only inform families of student progress, but to also have them be partners in the work. We provide families information about their legal rights and how to advocate for their students in our student family handbook and throughout the special education process."	"We want to continue to progress in providing support to families of students with disabilities and English Learners, so that we can best meet the needs of all Francophone families. We are continually improving our SIS system to improve parent communication about student progress. We are also implementing Clever as a single sign-on to support families with accessing all our resources using a single log-in."	Francophone plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend the parent conferences.	"Francophone is a small and growing school, and we are proud of how we have transitioned from the initial stages of charter school growth to now having strong systems in place to be able to seek input from parents on a regular basis.  Parents provide feedback during periodic Coffee with the Executive Director meetings, in response to communication via Parent Square, through family surveys, and through our Parent Association.  We have hired additional staff to support students with disabilities and English Learners and ensure their parents receive information about their legal rights and how to advocate for their children."	"We had begun the process of forming these committees prior to the pandemic, but much of this work was put on hold as we shifted our priorities to the immediate needs of students, staff, and families.  We held online meetings and surveyed families for their input about key decisions during the pandemic, but it was difficult to form advisory committees during this time.  Going forward, we will refocus our efforts to engage families around broader school decision-making through the formation of advisory groups and school surveys."	"Childcare seems to be the largest barrier to parent engagement with 35% of parents indicating this is an obstacle to greater involvement with the school.  When our budget allows, we plan to add childcare to our family engagement events."	3	4	4	3	4	3	4	3	3	3	3	3	Met	6/28/2022	2022
51713810000000	Franklin Elementary	3	"FESD takes pride in offering a welcoming environment for students, families, staff, and the community.  Parents’ Club supports our efforts by hosting activities throughout the year including, a Fall Carnival, Donuts with Dad, Muffins with Mom, Red Truck Diner, and an Ice Cream Social.  These events are family oriented and well attended by all, including underrepresented families.  The school welcome visitors and encourages parent volunteers.  Parent comments on surveys praise the leadership and staff for their dedication, responsiveness, and obvious care for the students and the school.  The school is viewed as a welcoming, inclusive environment for students and families.  A survey is sent home each spring to ascertain the needs of all families.  Spring 2022 survey results: • My child trusts teachers and the school staff:  99.15% • I feel welcome when I come to this school:  99.15% • The school is good about staying in touch with me:  95.46% • Staff members are accessible to communicate with parents:  96.61%"	"Based on the analysis of educational partner feedback and state and local data, our area of focus will be in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."	"The district has developed a plan to improve engagement of all families, but especially underrepresented families.  We will form a District Family Engagement Team with Site Council members and other interested persons as members.  This group will analyze data to understand the current state of family engagement, especially for our underrepresented families.  At the beginning of the school year, we will survey parents to determine the barriers they face in Building Relationships, Building Partnerships for Student Outcomes, and Seeking Input for Decision Making.  Once this data has been reviewed, the group can begin making plans to address barriers.  Specific to Building Relationships Between School Staff and Families, we will: • Explore/implement professional development activities related to building relationships with families   • During Parent/Teacher conferences we will build in a time for parents to communicate their goals for their child."	"FESD offers several avenues for staff and families to partner to improve student outcomes.  At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights.  A welcome back kindergarten meeting is held before school starts to introduce new parents to Franklin School.  During Back to School Night (BTSN) and parent conferences, curriculum and grade level standards are reviewed to increase parent understanding of expectations and requirements.  Parent/teacher conferences are scheduled for all families during an entire week in November.  Two days in March are also set aside for parent/teacher conferences.  Parents can request a conference at any time during the school year.  Student Study Team (SST) meetings are scheduled once a month (multiple meetings on the same day) to address concerns regarding the social/emotional or academic status of students.    A Monday newsletter goes home weekly highlighting the ""happenings"" at Franklin School.  Translators are available for parent/teacher conference and scheduled ELAC meetings.  Two staff members are available to help with Spanish speaking parents if they come to the office or call the school.  Survey results:  • This school encourages me to be an active partner with the school in educating my child:  98.95% • My involvement in my child’s education is valued at my school:  98.29% • I understand what my child is expected to learn in each subject:  97.46% • I receive information on what I can do at home to help my child:  90.68%"	"FESD has identified a focus area for improvement to be, Providing families with information and resources to support student learning and development in the home."	"The district has developed a plan to improve engagement of all families, but especially underrepresented families.  We will form a District Family Engagement Team with Site Council members and other interested persons as members.  This group will analyze data to understand the current state of family engagement, especially for our underrepresented families.  At the beginning of the school year, we will survey parents to determine the barriers they face in Building Relationships, Building Partnerships for Student Outcomes, and Seeking Input for Decision Making.  Once this data has been reviewed, the group can begin making plans to address barriers.  Specific to Building Partnerships for Student Outcomes, we will: • Give out standards brochures for each grade level to parents at Back to School Night • Send home curriculum-based newsletters • Send resources/links to parents with some learning at home tips.  Post resources/links on website • Include information about learning at home in the Monday newsletter"	"Parents are an integral part of Franklin School and their involvement in advisory groups (Site Council, LCAP Advisory, and ELAC) is valued and is an important source of feedback for the district.  At the beginning of the school year, advisory group meetings are scheduled and meeting dates are posted on our calendar on the school web-page.  Many on these groups meet monthly and are open to all parents.  Reminders for meetings are included in our Monday newsletter and agendas are posted on our web-site.  Parents are encouraged to join Parents’ Club and participate in their meetings and activities.  School Board meeting agendas are posted and parents are encouraged to attend.  A survey with questions about all aspects of the school is sent home each spring.  This information is used to guide the LCAP and program decisions.  In the spring, several advisory group meetings focus on reviewing district data including student achievement, survey results, and district needs.  Potential actions for the upcoming LCAP are discussed for consideration."	"Based on educational partner input and local data, the district’s focus for Seeking Input for Decision-Making will be to increase participation in ELAC meetings."	"The district has developed a plan to improve engagement of all families, but especially underrepresented families.  We will form a District Family Engagement Team with Site Council members and other interested persons as members.  This group will analyze data to understand the current state of family engagement, especially for our underrepresented families.  At the beginning of the school year, we will survey parents to determine the barriers they face in Building Relationships, Building Partnerships for Student Outcomes, and Seeking Input for Decision Making.  Once this data has been reviewed, the group can begin making plans to address barriers.  Specific to Seeking Input for Decision-Making: • Translators will call parents to invite them to ELAC meetings • Raffle tickets will be given to parents for each meeting they attend.  At the end of year we will draw a ticket for a prize"	5	5	4	4	4	4	5	4	4	5	4	4	Met	6/22/2022	2022
43694500000000	Franklin-McKinley Elementary	3	"The Franklin-McKinley School District utilized results from the 2021-22  Family LCAP Survey, which had 1,036 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2021-22 LCAP Family Survey Data, the following results provide feedback on Relationship Building from the parents who participated in the survey:  94% of families responded favorably to feeling welcome  95% of families responded favorably to school and home communication being helpful and positive 94% of families responded favorably to the principal being available to parents this year"	"When Relationship Building was discussed at the District Advisory Committee meeting on May 25, 2022, parents and staff discussed current communication tools. Overall they  feel schools are welcoming but feel that we need to identify improved ways to connect with families."	"The Franklin-McKinley School District has identified the following areas to focus on for improvement: Supporting staff to learn about each family’s strengths, cultures, languages, and goals of their students. There is an expectation that our school sites communicate with families in their preferred language and provide various translation tools and processes to do so. We primarily serve English, Spanish, and Vietnamese speaking families across the District. Throughout the school year, the District will encourage school sites to celebrate culturally relevant holidays to build a sense of community for the families they serve (i.e. Lunar New Year Celebrations, Hispanic Heritage Month, Moon Festivals, etc.).   The Franklin-McKinley School District has identified the following area to focus on for improvement: 1. Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families."	"The Franklin-McKinley School District utilized results from the 2021-22  Family LCAP Survey, which had 1,036 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2021-22 LCAP Family Survey Data the following results provide feedback on Building Partnerships from the parents who participated in the survey:   73% families responded favorably to having participated in school activities other than conferences or IEPs 93% of the families responded that they were satisfied with their child’s academic progress. 93% of families responded favorably that the school offers opportunities for families to help them learn how to support their child’s learning."	Schools in the District all host Back-to-School Nights and parent-conference weeks throughout the course of the school year to meet with families and students to discuss progress and ways to work together to improve student outcomes.	Schools will continue to offer parent education engagement programs such as Latino Literacy Project and the Parent Institute for Quality Education.  The Franklin-McKinley School District has identified the following area to focus on for improvement: 1. Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	"The Franklin-McKinley School District utilized results from the 2021-22  Family LCAP Survey, which had 1,036responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2021-22 LCAP Family Survey Data, the following results provide feedback on Seeking Input to Decision Making  from the parents who participated in the survey:   94% of families responded favorably that the school takes parents’ opinions into consideration and 91% felt the district takes parents’ opinions into consideration. 94% of the families responded favorably to being aware of the school’s goals and plans to improve the school."	"FMSD has various advisory groups where parents have input in budgetary and programmatic decision-making.  At the district level: the District English Learner Advisory Committee (DELAC) , the District Advisory Committee (DAC) , Special Education Workshop and the Citizens’ Bond Oversight Committee.  At the site level, each school implements the required School Site Council and the English Learner Advisory Committee. In addition, several sites hold parent coffees which are less formal,  but provide parents with the opportunity to ask questions, voice concerns and express needs to the site principal.  The DELAC and DAC are especially important in the development of the LCAP. Interpretation and translation is provided in Spanish and Vietnamese."	FMSD has identified the following areas to focus on for improvement: Building the capacity of staff to effectively engage families in advisory groups by providing training in culturally responsive ways to connect families to school. Provide opportunities for involved parents to participate in community organizing efforts that support schools. This includes engaging parents in leadership development training.	3	3	3	3	3	3	3	3	2	2	2	2	Met	6/14/2022	2022
01611760000000	Fremont Unified	3	"As we transitioned back to in-person learning, FUSD was able to capitalize on the innovative ways that teachers, staff, and district office teams utilized to engage families during distance learning.  From virtual meeting options to videos of staff, families had a multitude of opportunities to receive information, interact with school sites, and strengthen partnerships.  FUSD was able to increase outreach with families by using social media platforms, the district Parent/Family Engagement website, and our community liaisons.  Parents and families have a variety of opportunities to engage through a variety of committees and forums such as:  • PIQE at Title 1 schools  • TK information nights • District/Board committees • Town Halls - with topics such as Budgets and Facilities • PTA/PTO meetings  One highlighted example of a strong partnership is with our African American Parent Advisory Committee(AAPAC).  In partnership with this committee, we were able to reach all of our African American families and surveyed them on how welcome they feel on sites, their emotional well-being on sites, academic success, and their input if FUSD has prepared their child for college and beyond. Outreach was made via phone, text, or emails.  The results were used to establish an action plan to address the areas of need.  The Village Method Consultants will be providing action plans and support for next steps.  One particular outcome is that our African American students and families have an opportunity to learn more about college readiness and opportunities to attend four year universities."	"Although we have many strengths in building partnerships with our families, there is always room for improvement.  The district collaborates with school leadership to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active partners.  Opportunities to provide input on policies and programs are provided to all families through LCAP surveys, School Site Council (SSC) meetings, PTA/PTO meetings, ELAC/DELAC, and a variety of district committees.  We utilize our community liaisons to outreach to families to understand their role in the decision making process and school governance as well as to increase the quantity of families that engage in decision-making and input-gathering opportunities.  We will continue to offer opportunities for families to participate virtually, when possible, in advisory committees, and general parent meetings.  Tyson Amir, Director of Freedom Soul Media Education Initiatives and the author of Black Boy Poems, will work with the American High School African American students to listen and empower the students to share their experiences and help strengthen the school experience of our students of color."	"Fremont Unified is an ethnically and linguistically diverse large district. Through parent groups and district committees, parent/guardians have the opportunity to provide input regarding school site and district decisions. LCAP funds are used to fully support improving school climate, creating inclusive schools, and fostering healthy relationships.  Examples from 2021-22: Expansion of Positive Behavioral Interventions and Supports (PBIS) across elementary schools PD for staff on culturally responsive and equitable grading practices Equity/justice conversations at school sites  Feedback from the community indicates an area of improvement would be an increase of bilingual staff members. FUSD utilized funding from the Expanded Learning Opportunity Grant (ELOG) to contract with Challenge Success to administer the Stanford Survey of Adolescent Experiences to all secondary schools, except for Washington High School, whose students completed this survey last year. Challenge Success presented data to FUSD on 1/29/2022 and 3/23/2022.  5,135 Junior High School/Middle School students and 6,849 High School students were surveyed. Notable results: - On the topic of school belonging, FUSD students are behind the national averages  *FUSD JHS/MS students: 62%; national average: 75%  *FUSD HS students: 68%; national average: 81%  - % of students are actively disengaged in school *FUSD JHS/MS students: 7% *FUSD HS students: 10%  - % of students who report anxiety/depression as major source of stress *FUSD JHS/MS students: 20% *FUSD HS students: 35%  - % of students who report being often/always stressed by schoolwork *FUSD JHS/MS students: 55% *FUSD HS students: 74%   In 2022-23, Cabrillo elementary school will utilize the Community School Grant to increase face-to-face interactions with families. This community school grant will help Cabrillo service their community through conversations and dialogue with families of underrepresented students.   Successful collaborative relationships with families are at the core of student success. These partnerships start long before the first day of school. Teachers reach out to parents and families before school starts to welcome families. Schools hold social gatherings before the first day as well as registration forums to support families as they return from summer. Throughout the year, schools host events including parent workshops focused on academic and social-emotional learning. Families have several opportunities to engage in conversations with teachers regarding their child’s progress. Translation is available to ensure every family can engage in the conversations with teachers. Areas of improvement for us are to continue to ensure our families feel welcomed on campus, and to increase attendance at parent meetings so that all families receive key information.  In 2020-21, many of our parent workshops, IEPs, SSTs, and committees were held virtually. We will continue to provide virtual access to meetings when possible."	"LCAP funds are used to provide counseling services for at-promise students across all grade levels. The seven new counselors in 2016-17 were assigned to 14 elementary schools that had 35% or higher unduplicated students. In 2017-18, seven additional elementary school counselors were added so that all elementary sites would receive Tier One and Two instruction in behavior and social-emotional learning, as well as provide crisis support to students in need. The 2021-22 LCAP included the inclusion of additional counselors to ensure that every elementary site had a full-time counselor.  Supporting students during times of crises will help to ensure that all students will leave Fremont Unified ready for success in college or a career because they will have had access to academic achievement throughout their years in school. The decision to use the funds for counselors was based primarily on the input from multiple parent and student input sessions and surveys.  A strength of FUSD is the embedded methods for families and students to discuss student progress. Report cards, progress reports, and parent-teacher conferences are all consistently provided at all school sites. Counselors at all grade levels consistently inform students and parents about college and career expectations. Additionally, parents are routinely notified of their rights at the beginning of the school year with all information readily available on the FUSD website. Parents of Students with Disabilities and English Learners are given regular notices of their legal rights."	"FUSD is committed to improving staff, family, and community partnerships. FUSD continues to build staff capacity around how to build and maintain relationships with families through social-emotional wellness initiatives. Elementary Curriculum and Instruction (C&I) liaisons and Secondary Re-engagement leads were trained in Trauma-informed practices and the new SEL curriculum adopted for 2022-23. These lead teachers took the information and trained staff. Through these efforts, school sites strengthened partnerships with families.  In addition, each school site has a Coordination of Services Team (COST) coordinator that leads monthly meetings with staff. District resources, counseling services, and community partners provide families with additional support. Throughout the year, teachers can refer students to a Student Study Team (SST) or COST and the counselor, when students require academic or social-emotional support.  Teachers and the student/family can meet together to learn what may be at the heart of the struggles for the student, and present interventions.  During 2021-22, 20 elementary schools participated in Positive Behavior Intervention System (PBIS) training. There were three school site teams at various levels of implementation. Some schools were planning, while others were implementing. PBIS serves as a framework of multi-tiered levels of support for students’ behavioral needs. Behavioral expectations are taught through grade level lessons. These lessons tell students what is expected, acknowledge their positive behavior, and provide consistency across the school. We will continue to work with the 20 schools in 2022-23 year and will add the remaining 9 schools.    FUSD has refocused around building a strong Multi-Tiered System of Supports (MTSS) to outline student supports for all educational partners. Post pandemic, with the shifting need to support the increase in learning loss and mental health needs of students, FUSD has pressed the reset button on MTSS. In 2022-23, we will have an MTSS work group that includes site administrators, Instructional Services Directors, COST leads, program managers, and instructional coaches.  The team will meet regularly to redefine the MTSS model.  The team will also evaluate the effectiveness of the system.  Parts of the system, Academic Intervention and PBIS, were presented to the Board during 2021-22. The team will add the new SEL curriculum to the MTSS model and share the outcome with the Board.  Educational partners, including parents, had the opportunity to provide input.  The C&I liaisons and Re-engagement leads were introduced to the MTSS system/model at the August Professional Development day.  Parents are introduced to the system as they participate in SSTs and parent-teacher conferences, and receive services through our COST referral process.  Each of these components allows staff to work to achieve an inclusive environment that supports learning outcomes for all students."	"Challenges from the COVID-19 pandemic have demanded more efforts in partnering with families to support student learning and working together for student success. We will leverage the creative ways we were able to engage families virtually over the past few years.  Areas of improvement for us are to continue to work on ensuring our families feel welcomed on campus, and to increase attendance at parent meetings so that all parents and families receive key information.  In 2020-21, many of our parent workshops, IEPs, SSTs, and committees were held virtually.  We saw an increase in participation and will look forward to continuing to provide, when possible, virtual access to meetings."	"FUSD promotes meaningful interactions and partnerships between educators and the school community. Parents and community members are provided many opportunities for input on goal setting for FUSD. Parents/guardians are provided regular updates on the actions of school board meetings via newsletter, email updates, and website postings. Public comments are received at board meetings and all committee meetings, and parent/guardian committee applications get pushed out to all students.  FUSD used multiple strategies to engage in the development of the 2022-23 LCAP. Our various methods were intentional in order to seek input from our stakeholders based on the eight state priorities, and determine priorities on how to use supplemental funds using the California State Dashboard data."	"Parent education is frequently cited by both parent/community members and FUSD staff as a need for expansion. An important component of the LCAP is the inclusion of staffing to facilitate parent engagement. These staff members work on parent engagement, outreach, and translation of district materials. They also work with any family in need and provide outreach to student group members with performance gaps, as well as our other at-promise students. FUSD would like these efforts to continue to expand to address topics of interest among the community."	"FUSD has prioritized the continuation of our work to engage parents with additional opportunities for parent education along with the implementation of a Multi-Tiered System of Support with inclusive educational policies and procedures.  Our Federal and State Programs Department coordinates bilingual support for our families as well as our community liaison’s outreach efforts.  We leverage these resources to build stronger partnerships with parents and bridge our gaps with our underrepresented families.  FUSD has a concerted effort to continue to offer additional opportunities for families to provide feedback for continuous improvement.  FUSD utilizes parent committees (SSC/ELAC/DELAC/LCAAC/AAPAC) as forums to collect input and feedback on strengthening our partnerships  and providing additional resources for students and families.  FUSD has also worked to improve communication through the Superintendent's newsletter, active social media accounts that promote school activities, and Town Halls that are facilitated by the Superintendent."	4	5	5	5	4	5	4	4	3	4	4	4	Met	6/29/2022	2022
43694680000000	Fremont Union High	3	"In a community survey conducted in January 2022, the FUHSD continues to be viewed favorably and rated positively by most, and the high schools’ quality education and reputation remain the District’s top attributes. Six in ten say the District is doing an ""excellent"" or ""good"" job in its handling of COVID-19. Each school site has incorporated parent engagement goals into their WASC Action Plans and increased efforts to reach out to communities that have traditionally been less engaged. Each school site and program continues to make progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. This includes the importance of maintaining communication and providing professional development that focuses on building and maintaining positive relationships. In support of creating welcoming environments for all families in the community, parent orientation programs are implemented and Back to School Night activities include an orientation for parents of newcomer English Learners. Twice during each school year a School-Based Therapist provides a 5-week parenting workshop presented in Mandarin. The content of this course mirrors that of the course offered to all families by another School-Based Therapist. Both courses are publicized to all families in the District. Outreach to students and families also occurs through Latino mentor programs, Los Padres, Korean Parent Association, and Bilingual Committees and English Language Advisory Committees (ELAC) which provide outreach to families in their native language, including Mandarin, through student and parent mentors. Efforts to reach out to communities that have traditionally been less engaged include scheduling events on weekends and home visits. Students and families who are homeless receive support coordinated by District Office administration and the Educational Options School Counselor with a connection to each school site/program. Supports for students who are foster youth are coordinated by the School Counselor at Educational Options with ongoing communication to each site. The District continues to provide support staff to learn about each family’s strengths, cultures, languages, and goals for their children. Programs and practices continue to be viewed through an equity framework that was designed through coordination with educational partners. Aspects of the framework in support of equity and excellence are: inclusivity, action for growth, rigor, development and wellness, and empowerment and agency."	"Progress is being made in developing multiple opportunities for 2-way communication between families and educators. This includes an effort to reduce education-ese from communication as well as to provide translation of school documents. Each site has staff members in place to support verbal and written translation of materials and presentations in Spanish and Mandarin. A range of events are held for students and families who are new to the District, in particular for those who are new to the U.S. educational system. Presentations to parents regarding guidance information including course selection and college planning are held in multiple languages as needs are identified. A focus area for improvement is to expand opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children and to strengthen outreach to and input from families of Hispanic and African-American background, families and students who may be homeless and students who are foster youth."	"During the 2022-23 school year the district will engage in listening sessions that will be held within the community, and at varying times of the day/days of the week, in an effort to go where our educational partners are located and 2022 Local Performance Indicator Self-Reflection for FUHSD Page 9 of 17 when they are best available. This will include direct outreach to families of students who are of Hispanic and African-American background, homeless and foster youth."	"The FUHSD continues to implement professional learning and support to teachers and principals to improve our school’s capacity to partner with families and provide them with information and resources to support student learning and development in the home. Information about student learning is offered through avenues such as Guidance Nights. Families are invited to events such as a parent panel on post-high school options, financial aid, and guidance presentations. Development offerings include an 8-week course on Strengthening Families through the Foothill Family Engagement Institute and a one-evening course on substance abuse in both Spanish and English. Through a partnership with Rebekah Children's Services, the District provides Power of Positive Parenting workshops. Our PTSAs provide presentations for families in the areas of college planning and parenting supports. The FUHS Foundation continues to provide a Parent Resource Network. The purpose is to have a centrally located list of resources and an organized series of parent education offerings, to improve effectiveness and efficiency in parent education delivery and address equity across the district. The District is in our fourth full school year of a partnership with Santa Clara County Behavioral Health to implement School Linked Services. This resource has been particularly helpful in providing support to our underrepresented students and their families. Funding was provided to purchase books related to parent education in order to create lending libraries. During the 2021-22 school year, Fremont High School continued for a third year in a partnership with Seneca Center Family of Agencies to provide wraparound service to identified students. Prevention and Early Intervention services were added at Cupertino High School and Homestead High School. Provision of community-based services such as mental health continue in coordination with Care Solace. Access to live support is available 24/7 in a variety of languages. School Linked Services and information about District complaint procedures have provided support to families to understand and exercise their legal rights and advocate for their own students and all students. The District is committed to transparency and community input to make sure it is serving as a good neighbor and an involved community partner. The District believes that the quality of the education program can improve through listening to complaints, considering differences of opinion, and resolving disagreements through an established, objective process. Parents, students, and community members are encouraged to report problems, share concerns, or offer suggestions to the District. The District continues to increase avenues for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Efforts a Learning Management System, Schoology, to support the importance of direct communication."	"Progress is being made in developing multiple opportunities for 2-way communication between families and educators. This includes an effort to reduce education-ese from communication as well as to provide translation of school documents. Each site has staff members in place to support verbal and written translation of materials and presentations in Spanish and Mandarin. A range of events are held for students and families who are new to the District, in particular for those who are new to the U.S. educational system. Presentations to parents regarding guidance information including course selection and college planning are held in multiple languages as needs are identified. A focus area for improvement is to expand opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children and to strengthen outreach to and input from families of Hispanic and African-American background, families and students who may be homeless and students who are foster youth."	"During the 2022-23 school year the district will engage in listening sessions that will be held within the community, and at varying times of the day/days of the week, in an effort to go where our educational partners are located and when they are best available. This will include direct outreach to families of students who are of Hispanic and African-American background, homeless and foster youth."	"FUHSD LCAP Goal 4 states that parents, students, and other community stakeholders will have a variety of opportunities to learn about and give feedback on school and District priorities, expenditures, and programs. The District has developed a strength in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making in coordination with supporting family members to effectively engage in advisory groups and decision-making. Parents and the community are engaged through a variety of opportunities including Principal coffees, Parent Teacher associations (PTA, PTSA, Los Padres, and Korean Parent Association), school and District English Language Advisory Committees (ELAC), School Site Council, and booster clubs. District committees including the Community Advisory Committee on Enrollment, the District Wellness Council, the COVID-19 Taskforce and the Community Oversight Committee for Bond Programs are additional ways that parents are able to contribute to District-level discussions and decisions. Parents of students with disabilities are provided opportunities for input and learning through the Special Education Local Plan Area Community Advisory Committee. Since the spring of 2017, the Board of Trustees has held Board Office Hours at school sites on a rotating basis in order to reach further into the community and provide a more informal setting for parents and community members to speak with them. With the return of in-person events, Trustees are regularly present at Tournament of Bands, Sunnyvale State of the City and Cupertino Fall Festival."	"The District is making progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. Examples include the Community Advisory Committee on Enrollment making biannual recommendations to the Board of Trustees."	"The District Family Engagement Committee has been comprised of parents and staff representatives from all five school sites and several District administrators. Formed during the 2016-17 school year, this committee was responsible for designing and helping administer the November 2017 Parent Engagement Survey. They have also acted as the District’s LCAP Advisory Committee. Since the spring of 2020 the District has utilized the COVID-19 Taskforce and Community Advisory Committee on Enrollment to serve as the LCAP Advisory Team. During the 2022-23 school year the Parent Engagement Committee will be reformulated and restarted. A focus area for improvement is to continue opportunities for input on policies and programs including efforts to seek input from families of Hispanic and African-American background, families and students who may be homeless and students who are foster youth."	4	4	3	4	3	3	3	3	5	5	3	3	Met	6/23/2022	2022
12628286116289	Freshwater Charter Middle	3	"Freshwater Charter Middle School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment.  We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families.  Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals."	"A focus area of improvement for Freshwater Charter Middle School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites.  Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist."	"Freshwater Charter Middle School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies.  We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website.  In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families.   A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities."	"Freshwater Charter Middle School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment.  We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families.  Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals."	"A focus area of improvement for Freshwater Charter Middle School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites.  Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist."	"Freshwater Charter Middle School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies.  We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website.  In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families.   A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities."	"Our strengths include our annual student, staff, and parent CA Healthy Kids Survey."	"This year as part of our community schools grant, we will be conducting additional surveys and focus groups to gather more authentic feedback."	"We will increase outreach efforts to our community, including the promotion of our equity committee to further engage with our community."	4	4	3	4	4	4	4	4	3	3	3	3	Met	6/21/2022	2022
12628280000000	Freshwater Elementary	3	"Freshwater School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment.  We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families.  Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals."	"A focus area of improvement for Freshwater School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites.  Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist."	"Freshwater School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies.  We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website.  In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families.   A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities."	"Freshwater School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment.  We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families.  Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals."	"A focus area of improvement for Freshwater School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites.  Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist."	"Freshwater School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies.  We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website.  In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families.   A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities."	"Our strengths include our annual student, staff, and parent CA Healthy Kids Survey."	"This year as part of our community schools grant, we will be conducting additional surveys and focus groups to gather more authentic feedback."	"We will increase outreach efforts to our community, including the promotion of our equity committee to further engage with our community."	4	4	3	4	4	4	4	4	3	3	3	4	Met	6/21/2022	2022
10101080000000	Fresno County Office of Education	3	"The LEA has provided flexibly scheduled meetings for active participation between school staff and families. Meetings include time before the school day, mid-day, and evening opportunities. The meeting format includes a hybrid option where parents may join meetings remotely should they choose. Parent involvement and their input has demonstrated the need to continue to provide parents with this choice. More school staff are increasingly communicating with parents to speak to demonstrated student strengths and progress. Notifications include student of the month, notable progress, and schoolwide learner outcome progress.  Parent input and surveys have informed the LEA of the need to provide additional supports for social emotional learning and healthy teen relationships, demonstrating a strength of parents sharing their concerns and goals for their children, and ultimately joint decision making. In addition, an increasing amount of school staff are voluntarily participating to some degree after school in the custodial agency’s scheduled family visiting time to meet parents and families of our students."	"The LEA has participated in spring trainings for the implementation of ParentSquare, a school-parent communication tool to enhance existing methods of communication between school staff and families. The additional methods will include texting, emails, and parent login to a section of our student information system for their monitoring of their children’s progress at their discretion. Implementation is scheduled to begin in the fall 2022. The communications will include but limited to resources, school events, school news as related to social emotional learning and healthy teen relationships. Additionally, a focus will include enhanced development of our parent surveys to elicit input in how we can enhance trusting and respectful relationships with families while recognizing family’s strengths."	"Educational partner input via the District English Learner Advisory Committee recommended the schools capitalize on the engagement of underrepresented families through student of the month activities wherein school personnel personally contact the parents of each student of the month with a congratulatory and welcome message for their essential input and a personal request to join upcoming school events. Resulting personal outreach by school principals have increased involvement and assisted in enhancing a welcoming environment. The LEA contracts with various departments of the LEA to provide support and partner with administration, teachers and other school staff to ensure that all students learn and thrive. The Curriculum and Instruction department provides professional learning for administrators, teachers and staff to enhance high-quality instruction and enhance safe and respectful settings. Parent Services supports staff and families’ partnership building to enhance their voice and engagement in all aspects of their children’s educational experiences.  Teachers and administration meet with parents at weekly orientation meetings at Violet Heintz Education Academy and at monthly parent meetings at the Alice M. Worsley School located at the Juvenile Justice Campus. In addition, Open House and Back -To -School events, Transition, IEP and 504 team, School Site Council, English Learner Advisory Committees, and Parent/Teacher/Student Association meetings provide multiple opportunities among families, students, and school staff to collaborate and provide joint development of the schools’ services. The LEA holds several parent/community information and input meetings to allow further parent involvement. The LEA will welcome and encourage all parents and stakeholders to provide their school planning input by participating in flexibly scheduled meetings such as the PTAs, SSCs, ELAC and the DELAC as well as through the completion of surveys to inform school service planning."	"The LEA’s progress in providing professional learning and support to include a school’s capacity to partner with families includes social emotional learning and trauma informed practices. These two areas are inclusive of data analysis from educational partner survey results and local data reflective of our student population.  The LEA provides school communications for parents in their home language and provides home language translation services for school meetings and school events. Parent Notification Handbooks have been updated to include but not limited to parent language acquisition programs and choice, student enrollment forms inclusive of gender identity, the LEA level parent engagement policy, site level parent engagement policies and compacts, parent rights, and Learn the Signs Act Early resources from the Centers for Disease Control and Prevention with an aim of helping children thrive.  The LEA contracts with the FCSS Parent Services Department to participate and co-facilitate school meetings and to offer parent education classes for parents at all sites. The classes may include literacy, budget planning, parent advocacy professional learning in the areas of ensuring equitable educational opportunities, use of technology, and support for student academic success.  School personnel participate in assigned parent engagement opportunities throughout the school year at flexibly scheduled meetings. The schedule is reviewed with school staff at the beginning of the school year to ensure appropriate representation and parent access to all school staff to allow for two-way communication regarding student progress and collaboration on supporting improved student outcomes. Teachers and administrators meet with parents during orientation and transition meetings, in addition to other parent events such as graduations, open house and back to school events."	"The LEA will focus on increasing current levels of trust between parents and all school staff based on climate survey results. Increased efforts to ensure all families feel welcome, as well as their input as being valued in helping us with school planning, will be implemented. Professional learning for implementing culturally responsive practices will be significantly enhanced in the new school year. School notifications will be revised to be more welcoming, less print dense, and inclusive of positive and diverse pictorials of the vision we hold for our students. In addition, we will continue to gather feedback from our teachers on their successful practices in conversations with parents."	"The LEA will coordinate with students to help recruit parent leaders in active participation for school planning events in relation to improving student outcomes. The coordination will include discussion of identifying barriers that prevent active participation and suggestions on how we can remove barriers to improve student outcomes. The LEA will strengthen the partnership with our Parent Services Department regarding their input for planned outreach based on their experience in supporting families, as well as their input in how our schools sustain effective outreach. The LEA will also improve engagement of underrepresented families as we learn how to practice culturally responsive teaching and leadership more effectively. The implementation will not only include meaningful review of student progress data, local and state assessment data, and the importance of our continued collaboration with our families but also additional topics they would like to discuss."	"The LEA provides various outreach opportunities to parents and educational partners for seeking input in joint decision making throughout the school year at flexibly scheduled meetings. School administration and school staff participate in scheduled events at the campuses and facilitate the engagement of parent input for decision making in joining school site councils, English Language Advisory Committees, District English Language Advisory Committees, Local Control Accountability Plan forums and through the completion of annual surveys to improve student outcomes. The Parent Teacher /Association/Parent Teacher Student Associations recruit membership from family, school, and community members who hold a vested interest in supporting our students. Five general meetings are held throughout the year where input for decision making is obtained. Resulting input has been attributed to activities and fund-raising events, publicizing actions and services for students and their families, including advisory purposes with the school. School administration and site leadership have made more connections with parents in their individual contact with parents in extending invitations to seek their input and to articulate their valued input as parents as consensus builders. School administration and site leadership have also sustained their individual contact with parents."	"Parent Teacher Association input regarding areas for improvement in how the school seek input for decision making included feedback for the schools to continue to offer a variety of meeting times throughout the day and evening, continue to provide for hybrid options of joining meetings (in person and remotely), and to continue to include their children in the planning meetings with the parents. An increase in parent participation has been demonstrated when the families are provided with opportunities to meet together with their children and the schools. The LEA will ensure student participation is provided to improve how we seek input from their parents for decision making processes. Hybrid options for joining decision-making events will continue to be offered by the LEA.  The LEA will continue to welcome participation in school planning meetings through a variety of formats to include the mailing of parent notifications and shared at weekly orientation meetings as students enroll in the Court/Community School program and announcements at monthly parent visitations/school-related meetings, open house events, graduation ceremonies, and other school activities."	"Based on input from educational partner data, the LEA will implement strategies with an equity lens to reach and seek enhanced levels of participation in seeking input for decision making from underrepresented groups in our school community (low income, English Learners, and Foster Youth). Strategies will include supporting all school staff in learning more about our families in our district to understand their assets and challenges, creating more welcoming environments at and within all school sites, and inviting community leaders to our sites to share history and experiences with us. The ongoing process of strengthening trusting relationships will be guided by the belief of shared responsibility for the learning and success of all students."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/16/2022	2022
10621660000000	Fresno Unified	3	"Parent University’s priority is to support partnerships between families and the school sites. As part of Parent University’s baseline curriculum, the school site administration personnel are invited to be active participants alongside families. Active participation of the administration team allows them to build relationships with families and promote a more welcoming environment at the school site. Upon establishing these relationships, families are invited to School Site Council meetings, which allows them to become actively engaged in the Schools Plan for Student Achievement (SPSA). Additionally, these families are then connected to the District Advisory Committee meetings by serving as representatives for their school sites, which provide them with opportunities to input our district’s Local Control Accountability Plan (LCAP)."	"Parent University shifted the focus from parents to families. Furthermore, Parent University invests in community partnerships that serve as cultural brokers with families and school sites. Our community partners offer support with additional languages and provide mentorship to underrepresented families in the added languages of Khmer, Lao, Punjabi, and Mixteco. Future Parent University family engagement plans align with our district’s Family Goal to “Increase inclusive opportunities for families to engage in their students’ education.”"	"The priority objective aligned to the goal is to “Increase families’ sense of connectedness,” and the key result is to “Increase family participation in engagement opportunities.”  Parent University plans to provide family learning resource toolkits to school site administrators to support their family engagement opportunities to support the district family goal. In addition, a family satisfaction survey is planned to be incorporated into the family learning resource toolkits to obtain families’ feedback after each family engagement opportunities."	"Family engagement is a shared responsibility between the home and the school. Fresno Unified’s Parent University empowers families with the information and resources to be strong advocates for their child’s education. As the district’s strategic plan for family engagement, Parent University invests in its relationship with district families by providing family learning opportunities districtwide in English, Hmong, and Spanish. To support this effort, Parent University provides family learning, family leadership, and family engagement opportunities that educate families about the district accountability systems and how to navigate district resources. Our baseline family learning curriculum includes readiness content for students’ families in grades K-12 education, college preparation courses, family engagement events, and family leadership training."	"The family leadership training curriculum focuses on leadership, advocacy, and civic engagement. The intent is to invest in family leaders in the district, a leadership curriculum, and professionals of leadership backgrounds to provide training for families to cultivate leadership skills. In partnership with school site administrators to improve student outcomes at the school site by promoting leadership, volunteerism, and positive relationships between families and school site personnel. Sustaining relationships with families was a priority through school closure. Parent University plans to develop a family technology lab. The purpose of the family technology lab is for families to have access to virtual, hybrid family learning sessions, Atlas Parent Portal/Atlas Connect, and online resources to support their student’s education."	"Through survey results and evidence, Parent University recognized the needs of underrepresented families which included access to communication and technology.  Parent University plans to develop a family technology lab. The purpose of the family technology lab is for families to have access to virtual, hybrid family learning sessions, Atlas Parent Portal/Atlas Connect, and online resources to support their student’s education."	"Parent University empowers families to be active leaders at their school sites and the district level by being partners in formal advisories and decision-making. The encouraged formal advisories are the School Site Council, District Advisory Committee, English Learner Advisory Committee, District English Learner Advisory Committee, Community Advisory Committee, and all family platforms which provide direct input in the development of the Local Control Accountability Plan (LCAP) and department budgets that support student needs for success. Families can further engage in leadership training through Parent University’s Family Leadership Academy, Voices Leadership Council, and Hmong Family Leadership Academy. Families can develop their leadership capacity to be active voices at the district level."	"Targeted focus groups were expanded in the 2021/22 school year, where families provided feedback to support the district’s new vision, mission, values, and goals in their home languages of English, Hmong, and Spanish. In addition, pre and post-school climate and culture surveys were conducted to collect feedback from families, personnel, and students. Positive family engagement experiences Climate and Culture Family Survey is to develop and implement actions to improve the focus area to increase family participation in the annual survey. The top four indicator questions were “Adults at my child’s school treat me with kindness and respect,” “Adults at my child’s school treat me with kindness and respect,” “My child’s school frequently updates me about my child’s progress in class,” and “My child’s school encourages family participation.” The goal for the future of the survey is to increase the percentage of family responses to the two lowest-rated survey questions, “I feel like I am a partner in making decisions at my child’s school” and “I feel like I am part of my child’s school.”"	"The priority objective aligned to the goal is to “Increase families’ sense of connectedness,” and the key result is to “Increase family participation in engagement opportunities.”  Parent University plans to provide family learning resource toolkits and family technology lab in order to increase avenues for surfacing input and voice of all families with an emphasis on those underrepresented families and voices."	5	5	5	5	4	5	5	5	5	5	5	5	Met	6/15/2022	2022
16639900116699	Frontier Elementary	3	"Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. On the parent survey 97.18% of parents responded positively to the question, ""All cultures are treated fairly and with respect at school."" Additionally 96.67% of parents responded positively to the question, ""I believe there is open communication between myself and my child's teacher."""	"The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children, including engagement of underrepresented families, through its continued work in MTSS and a future identified need for culturally responsive teaching professional development."	The district will continue to reach out to underrepresented families to encourage them to be involved in the school community.	"On the parent survey, 95.1% of parents gave a positive response to the question, “I regularly receive information about my child’s progress and know how they are performing academically.” The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families."	The District 's area of improvement is in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families.	The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families.	"Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians  of the district. For the 2021-2022 survey, 390 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. Survey results show that 61.3% of parents are aware of the District Parent Advisory Council, 32.8% are aware of the English Language Advisory Committee, 68.5% are aware of the School Site Councils, 34.1% are aware of the Title I meetings, 84.1% are aware of the Parent/Teacher Clubs, and 22.8% are aware of the Wellness Committee. The district works to advertise and increase community awareness amongst underrepresented families of ways they can be involved in providing input and be engaged in district and school activities and committees."	The District could expand its capacity to reach underrepresented families to provide input and be engaged in District and school activities and committees.	The district works to advertise and increase community awareness amongst underrepresented families of ways they can be involved in providing input and be engaged in district and school activities and committees.	4	4	3	4	3	4	4	5	5	5	5	4	Met	6/22/2022	2022
15634790000000	Fruitvale Elementary	3	"The Fruitvale District and each school foster a family inclusive enviornment as reflected in District surveys.  Staff surveys reflect that 71% of staff feel they are considered when decisions are made in the District.  88% of students reported their school helps families in need and 90% say thier school provides a good education for all students.  62% of parents reported their child's school embraces family diversity by recognizing strengths, cultures, and languages.  80% of parents reported their child feels connected to the staff and school and look forward to going to school. In the comment section of the Spring 2022 parent survey, 44% of parents left positive comments specifically complementing the District for communication with families."	"Fruitvale will continue to strive to have families back on campus for events post-covid.  We have seen record numbers of families in attendance at events in the Spring of 2022 when we reopened our sites for parents.  We will also continue to foster our multicultural diversity with events and education specifically highlighting the many different cultures in our demographics.  Specifically, Frutivale Jr. High holds a multiculture week and a culminating event in which students ""travel the world"" in the gymnasium, experiencing the foods, dress, and pastimes of different cultures.  Each country booth is sponsored by students, families, and staff members from different backgrounds."	"The Fruitvale School District subscribes to the motto, ""Fruitvale Family"" in all aspects of school happenings.  The District continues to provide extensive training on relationship building, trauma-informed care, and building relationships.  In 2020-21 the District hired a District Social Worker to add to the support for staff and the community to build relationships, learn about family strengths, cultures, and languages, and ultimately remove barriers to student engagement and success.  In 2022-23 the District hired a Student Safety Intervention Liaison (SSIL) to further support the MTSS efforts and work alongside the social worker.  The District added staff to ensure each school site has a full-time counselor and a full-time psychologist to assist students and famlies in need.  The primary focus is to remove barriers and find supports to assist student success."	"The Fruitvale School District subscribes to the motto, ""Fruitvale Family"" in all aspects of school happenings.  The District continues to provide extensive training on relationship building, trauma-informed care, and building relationships.  In 2020-21 the District hired a District Social Worker to add to the support for staff and the community to build relationships, learn about family strengths, cultures, and languages, and ultimately remove barriers to student engagement and success.  In 2022-23 the District hired a Student Safety Intervention Liaison (SSIL) to further support the MTSS efforts and work alongside the social worker.  The District added staff to ensure each school site has a full-time counselor and a full-time psychologist to assist students and famlies in need.  The primary focus is to remove barriers and find supports to assist student success."	"The district will continue to partner with families, in a positive supportive manner.  The Multi-Tiered System of Supports approach lends itself to removing the punitive aspect of addressing concerns and provides avenues for seeking the root of specific barriers to success.  The District is actively reaching out to families to assist with absenteeism, mental health needs, homelessness, foster youth support, addiction assistance, transportation support, behavioral intervention, health care access, and much more, through every staff member supporting students.  The District is in the second year of providing 3 series of 9-week parent courses to support parents seeking assistance with challenges including behavioral difficulties, home structure, and academic concerns. The District also fosters relationships with a vast number of community support organizations to which they can refer families for additional supports."	"The District continues to build the support for our English Language Learners through regular DELAC and ELAC meetings as well as family support events in which parents/guardians are provided education and tools to assist their students while feeling welcomed in the school enviornment. Our social worker and SSIL provide supports for staff including education about McKinney-Vento policies and trauma informed care.  The District is actively participating in the MTSS process through a grant in which a consultant leads the district in the self-reflection and improvement process in relation to buliding partnerships for student outcomes as well as all systems of support. The District continues to build the support for our English Language Learners through regular DELAC and ELAC meetings as well as family support events in which parents/guardians are provided education and tools to assist their students while feeling welcomed in the school environment. Response to the survey question: ""students who are learning the English language have extra support to learn to speak, read and write in English"" 44% of students agree (54% do not know), 70% of staff agree, and 29% of parents agree (60% do not know)."	"The Frutivale School District seeks parent, staff, student, and community input in a multitude of ways.  The District has seen record numbers of attendees for town hall meetings, educational partner input meetings, facility needs input meetings, and LCAP priority meetings.  The flexibilty of teleconferencing has opened the door for increased participation and has greatly benefitted the planning process for the District.  Throughout the response to Covid, school reopening, and navigating the evolving health regulations, the District partnered with stakeholders every step of the way.  71% of staff report they are considered in District decisions, and over 88% of parents reported they believe thier school effectively communicates."	"As the District's demographics have been rapidly changing, with over 20% increase in unduplicated pupil count in the past 15 years, the District has learned and implemented new strategies to reach and seek input from all groups.  Interestingly, the Covid-19 pandemic revealed new avenues including virtual platforms which have also enhance deducation partner participation in the school community.  The District greatly utilizes translators for our diverse language population, including ASL.  The District holds town-hall meetings for each school site, virtually and now in-person.  The District also holds meetings with District Leadership Team (comprised of teachers and classified staff), Administrative Leadership Teams, DELAC, ELAC, School Site Councils, Parent-teacher Organizations, Community Bond Oversight Committees, and Parent Advisory Committees."	"The District continues to build the support for our English Language Learners through regular DELAC and ELAC meetings as well as family support events in which parents/guardians are provided education and tools to assist their students while feeling welcomed in the school enviornment. Input from families is solicited during meetings to inform decisions throughout the district.  Our social worker and SSIL who provide supports for staff including education about McKinney-Vento policies and trauma informed care also provide input for the students and families they assist.  The District is actively participating in the MTSS process through a grant in which a consultant leads the district in the self-reflection and improvement process in relation to buliding partnerships for student outcomes as well as gathering input for district decisions. The District continues to build the support for our English Language Learners through regular DELAC and ELAC meetings as well as family support events in which parents/guardians are provided education and tools to assist their students while feeling welcomed in the school environment. Response to the survey question: ""students who are learning the English language have extra support to learn to speak, read and write in English"" 44% of students agree (54% do not know), 70% of staff agree, and 29% of parents agree (60% do not know)."	4	4	4	4	4	4	5	5	4	4	4	4	Met	6/16/2022	2022
12626790109975	Fuente Nueva Charter	3	"Fuente Nueva recognizes the importance of building a partnership with families to promote student success. Therefore we offer multiple ways for staff and families to connect so that relationship can be fostered over time. Friday mornings offer a unique time for families to join together at Café Fuente, a parent organized offering of coffee, tea and health snacks. Throughout the year the coffee hour with the director is an opportunity for families to speak directly to leadership to share their suggestions, concerns or simply to get to know one another better. Through the pandemic our strength has been figuring out ways to hold each of these events in a manner that allowed staff and families to join together both virtually and in person. The number one word that families and community partners use to describe Fuente Nueva is community. This has been a common them on the past three years of family/community surveys. Additionally the surveys reveal that the community feels welcome at the school. As a Spanish immersion school who centers social justice as a core value, we are regularly reflecting on how we are doing to each family for their unique culture that they can bring to the school. When provided feedback we say thank you and take action to demonstrate that families are respected as contributors to the shaping of the program."	"One area of improvement is to ensure that translations services are available at all community meetings. While this is not input that we have received from our current families, it is something identified by the staff as a need to attract Spanish speaking families to the school. We have the capacity to offer translation at meetings so we plan to ensure that educational partners are properly notified that it is available."	"Fuente Nueva has funding available for educators and staff are paid for opportunities to learn more about ways to support the diverse community that we serve. This past year the Humboldt County Office of Education offered a monthly workshop to highlight the needs of specific populations through their equity series. In addition, staff were offered the opportunity to attend the Four Dimensions of Racism and Implicit Bias training offered through the TK-12 Partnership with Humboldt State University and Humboldt County Office of Education. Additionally all certificated staff have been trained in restorative practices and trauma informed schools. The learning in these workshops builds a foundation of personal and professional understanding on what it means to partner with families to support the learning of students. On a recent survey, 89% families reported that they feel the school supports their child's unique educational needs. One area that we are looking to deepen our work in is racial equity. We are working with the TK-12 Partnership to conduct a listening session with current and former family members of underrepresented families. With this information we will take action to address areas of concern."	"When students join the TK/Kindergarten class the teacher offers a home visit for families before the school year starts. Every classroom teacher holds a back to school night, weekly newsletters and two parent teacher conferences per year. Volunteers are welcomed to the classroom for a variety of tasks from field trip support to preparing learning materials."	"One way that we can improve is to ensure that all materials are offered in the families home language, which for our school has traditionally been either English or Spanish. Ensuring that families can access home to school communications will increase access to support for all students. As we emerge from the pandemic the staff and leadership team has recognized the need to provide additional advance communication regarding norms of engagement between community members. This guidance will come through a parent handbook that is distributed at the beginning of the school year. Norms will be reviewed at community meetings and posted around the school."	"As noted above, we can improve by ensuring that all materials are offered in the home language of families. In addition, we have reached out to the local chapter of the Eureka NAACP to hold a listening session for underrepresented families to share their experience at Fuente Nueva. The input from the listening session will be used to consider policy and practice changes that can be made to improve the experience for all students and their families."	"As a grassroots community created school we have long valued collaboration in the decision making process. The board of directors seeks to make decisions based on consensus and when that is not possible, the leadership team respectfully disagrees. On the annual community survey, 94% of Fuente Nueva families reported that they feel that the school maintains clear and open communication about school wide information. 92% of respondents reported that they feel they have a chance to participate in the decision making process for the school. This is a huge success and we plan to build upon this feedback by continuing to provide meaningful ways for parents and community partners to provide input into the school's programs and policies."	"As a Spanish immersion program, several families prefer or require to communicate in Spanish. We are building our capacity to engage with Spanish speaking families by ensuring that the front office administrative team includes an individual who is bilingual in both Spanish and English. One way that we can continue to improve is to ensure that translation services are available for all community forums. This year we had translation available at all governance board meetings, but it was not utilized. This was also the first year that all school communications were delivered in both English and Spanish.   The recent annual survey demonstrated that 34% of respondents are familiar with the Local Control Accountability Plan. Despite our efforts to ensure this is not the case, very few parents feel connected to this most important document that outlines our program's goals, actions and services. To address this, we will be launching a refreshed educational campaign to provide community partners with ways to learn about the LCAP. Through multiple entry points we hope to educate more parents about the actual LCAP so that they realize what they do know and empower them to engage further in the process."	"While low ratings regarding the LCAP demonstrates families connection to this compliance document, it does not well capture the overall ratings of the school as a community. As a Spanish immersion school, diverse members of the surrounding area are attracted to the school for the inherent value on multiculturalism and multilingualism that an immersion school promotes. This in itself is a statement of inclusion to our community that the school values many voices and perspectives. We feel this as a school, but this is not actual data. To this end, we are seeking options to hold Listening Sessions for students of color and other underrepresented families to share their experiences at Fuente Nueva. From this we can learn what we can do to support our families to thrive in the school program."	5	5	5	4	4	5	5	4	5	5	4	4	Met	6/15/2022	2022
30665060000000	Fullerton Elementary	3	"Fullerton School District values family involvement and engagement. FSD strives to create multiple, diverse and inclusive opportunities for families to celebrate their children as they grow academically, socially, and emotionally in their learning. In March 2022, the district partnered with the California non-profit organization WestEd to administer surveys to parents at all school sites. Responses to all questions ranged from 1 to 4 on a 4-point scale, with a score of 3 or higher being favorable.  In the category of relationships between school staff and families, the categorical average was 3.43 among all parents. When asked if they feel welcomed at their school, parents’ responses averaged 3.53, with 98.6% of parents scoring 3 or higher. On the question of evaluating the school’s performance in regularly communicating with families in their most accessible languages, the overall average was 3.86, with 97.9% of parents scoring a 3 or higher.  Fullerton School District provides early literacy training for families with materials and resources that prepare their children for kindergarten and beyond. Additionally, families are trained in the School Smarts program, which brings parents from diverse backgrounds together in support of helping their children thrive and schools be successful."	A focus area of improvement would be to continue to support the teacher/family collaboration that extends beyond parent-teacher conferences. Fullerton School District is committed to creating opportunities that allow for the building of critical partnerships between the school and home.	"The district will continue to support teachers in this area and improve the engagement of underrepresented families by providing them with resources and personnel that focus on outreach to families. This will come in the form of professional development on engagement strategies, as well as a significant effort towards building diversity, equity, and inclusion for all families."	"The Fullerton School District (FSD) continuously aims to have a “high level of focus on parent and community engagement in all areas of programming and committees by fostering a culture throughout the district where community and family feel welcomed, respected and appreciated.” To support this aim, FSD engages parents through site community activities; district training programs focused on literacy, advocacy, and active engagement through district and school-level advisory committees. The district provides translation services in both Korean and Spanish and access to translation sets for meetings."	"The district continues to engage families and the community in Diversity, Equity, and Inclusion (DEI). Five subcommittees were created to support specific areas of DEI.  These include districtwide Best Practices, district-wide Events and Activities, Diverse Literacy, Speaker Series, and Parent Education. The subcommittees include families, community members, district and site administrators, teachers, and other support staff. During the 2021-2022 School year, district staff visited all twenty school sites and had “Table Talk” discussions focused on developing trust and transparency around the work of DEI throughout the district.  Families were given information regarding the work of DEI from the district and site lens and saw models of equitable practices. They provided site-specific input on creating safe and brave spaces where everyone was able to be their authentic selves. Survey data was collected in the area of school and family partnerships for student outcomes, where parent responses averaged 3.35 overall on a 4-point scale. Parents were asked to rate the school’s effectiveness in working with families on student success, which held an average score of 3.34. Within this question, 85.1% of parents gave a favorable rating of 3 or higher. The question of how regularly schools provide parents with opportunities to learn about their children’s progress yielded an average of 3.35, with 85.7% of parents responding favorably. Additionally, parents were asked to evaluate how much their school supports their rights to advocate for their children. 89.1% of parents gave the district a favorable rating of 3 or higher for an average score of 3.42 on a 4-point scale."	"A focus area of improvement, in alignment with the district's work of DEI, is to continue to train staff in implementing asset-based practices that focus on family’s strengths, cultures, languages, and goals for their children. To improve the engagement of underrepresented families, the district Social Service Assistants will target communication, resources, and time to build relationships with school families, the community, and beyond."	"Fullerton School District has a significant number of committees and advisory groups that engage families in decision-making at all levels, such as the English Learner Advisory Committee (ELAC), District English Learner Advisory Committee, School Site Council (SSC), Local Control Accountability Plan (LCAP) committee, Champions for Learning, and Parent Teacher Association. Families provide feedback through online surveys, suggestion boxes, and focus groups. During the 2021-2022 school year, the district held two “Block Parties” to familiarize families with the LCAP process and gather input into the four district LCAP goals. The district also has a family empowerment program called “Champions for Learning” that engages parents in school and district level advocacy. These volunteers act as liaisons between families, the district, and their school sites Parents and families can attend site and district events and learn about programs and services provided throughout the district.  Additionally, every school chooses one “Champion” to serve on the district’s Local Control Accountability Plan (LCAP) Committee. 77.8% of parents provided favorable scores (3 or higher) regarding their participation in the decision-making process at their schools. Regarding the district’s performance in seeking input from underrepresented groups, parents averaged 3.06, while 73.4% of families indicated a favorable score."	A focus area of improvement would be to continue to provide all families with additional opportunities to give input on policies and programs at the district level.	"The district will continue to look for ways to increase communication, engagement, and outreach to underrepresented communities by using district and school site social service assistants. Increasing efforts toward parent awareness of advisory groups and committees is one key strategy to improve this area."	5	5	5	5	4	4	4	5	5	5	5	5	Met	5/10/2022	2022
30665140000000	Fullerton Joint Union High	3	"The District has made strong gains in developing the capacity of staff in building trusting and respectful relationships with families. Each school site encourages parents to participate in various volunteer opportunities to provide support to students and to develop parent leaders through PTSA, Booster clubs, School Site Council, ELAC, and others. The District continues to encourage and develop parent input through various district parent groups including DELAC, the District Advisory Committee, the La Habra PTSA Collaborative, the Buena Park PTSA Collaborative, and the Fullerton PTSA Collaborative."	"The District conducts annual surveys (LCAP, EL Parent Survey, Senior Survey) both at the school site level and Districtwide that are designed to encourage and engage parents in advisory committees (DAC, DELAC, PTSA, School Site Council, etc.).  An area for growth the District will continue to focus on is the improvement of strategies to reach underrepresented parent groups in providing input on policies and programs."	"The District has ensured that all students have WiFi access at home with the availability of WiFi hotspots for students without home internet access. This equips all students and their parents with access to earning materials, support resources, social/emotional resources, and teacher contacts right at their fingertips at home. The District will continue to improve tools that will aid in improving and increasing student-to-teacher and parent-to-teacher communications and vice versa.  One way the District will do this is by providing access to parent workshops through multiple avenues including in-person, virtually in a synchronous manner, as well as virtually in a posted, asynchronous manner."	"There are two areas of strength and progress in Building Partnerships for Student Outcomes.  The first is the full implementation of one-to-one Chromebooks for all District students and staff for the past 7 years. The one-to-one devices have all the tools and resources students utilize in their learning at school to access when they are home. The District has also ensured that all students have WiFi access at home with the availability of WiFi hotspots for students without home internet access. This equips all students with access to their learning materials, support resources, social/emotional resources, and teacher contacts right at their fingertips at home."	The District will continue to improve tools that will aid in improving and increasing student-to-teacher and parent-to-teacher communications and vice versa.	The District will continue to focus on expanding interpretation/translation support to families of English Learners and increase parent participation in the development of each student's four-year plan.	"The District's strengths are grounded in the site-level participation in various volunteer opportunities to provide support to students and to develop parent leaders through PTSA, Booster clubs, School Site Council, ELAC, and others. The District continues to encourage and develop parent input through various district parent groups including DELAC, the District Advisory Committee, the La Habra PTSA Collaborative, the Buena Park PTSA Collaborative, and the Fullerton PTSA Collaborative."	An area for growth the District will focus on is the improvement of strategies to reach underrepresented parent groups in providing input on policies and programs.	"The District will increase efforts to inform underrepresented families of the various opportunities to participate in providing input for decision-making including but not limited to participation in School Site Council, District Advisory Committee, PTSA, ELAC.  The District will make sure that the translation services provided are well advertised to increase the likelihood of underrepresented family participation."	5	2	4	4	4	5	5	4	5	4	4	4	Met	6/21/2022	2022
50757390131185	Fusion Charter	3	"One of Fusion Charter’s greatest strengths is our dedicated and caring staff. During the 2021-2022 school year our staff engaged in additional professional development in assessment and social-emotional approaches, with a focus on building rapport individually and in group circles. Teachers are trained in the use of our Parent communication system, ParentSquare and are able to communicate through the program to parents in their chosen language. All students upon enrollment in Fusion participate in an orientation, which includes participation in a circle with their parent/guardian.  They are given a tour of the school and meet staff such as the counselor, campus supervisor and their teacher. Last fall, we invited our students and their families to a fall festival that was well attended. Parents are invited to our monthly Site Council meetings and English Learner Committee meetings. We also continued to build community support for our agriscience activities, including participation in Love Turlock Day on April 30, with ten community volunteers helping to prepare the greenhouse floor in preparation for completion by our ongoing parent volunteers and school crew."	"Fusion will focus on home visits to give Fusion personnel an opportunity to promote school and community support for students in need of improved school attendance. Students and their family members will also receive information about transportation options, check for adequate internet access for chromebooks issued by the school, and receive invitations to extracurricular activities that increase connectedness to school. We will collect data about improved school attendance and increased parental involvement in school activities following the visits."	"In conjunction with Fusion’s Community Schools planning process, underrepresented families will be invited to participate in the Steering Committee and other activities to promote the collaboration between school and home."	"Fusion applied for and was granted the planning funds for Community Schools, as we move past the pandemic we are collaborating with college and vocational training opportunities."	Our focus areas are Social-Emotional learning and preparation for future careers and other adult life skills.	"Fusion’s new community schools coordinator, to be hired during the planning phase, will prioritize contact with and improve resources for underrepresented families."	"We provide many opportunities for our educational partners to provide input towards Fusion Charters decision making. Parents are invited  to attend our Monthly Site council meetings. Parents are also surveyed through phone calls.  Many of our parents are Spanish speakers and we are fortunate to have bilingual staff.  In the 21-22 school year, students were given online surveys available to them through their chromebooks.  Students who did not fill out the survey were called and reminders were given. Staff members participate in ongoing strategic planning on Friday afternoons throughout the year. The Fusion Leadership Team meets weekly to prepare plans and agendas for meetings. Fusion offers site council and other meetings in person and via teleconference or telephone to include the broadest possible community."	Our focus area for improvement is in encouraging parents and community members to meet in person after two and a half years of pandemic restrictions.	The Community Schools grant will provide for a full-time coordinator to address the engagement of underrepresented families.	5	5	4	5	4	3	3	3	3	3	4	3	Not Met	11/18/2022	2022
34765050101832	Futures High	3	"Futures has a strong focus on creating a positive culture at the school for all students, parents, and staff.  The school has fully implemented Capturing Kids Hearts program and aligned policies, procedures, and instruction to ensure equitable and inclusive practices.  Regular feedback and input are sought from all stakeholders through meetings and surveys."	"Based on the local data, families indicated a need for Futures to continue to work on developing a welcoming environment for all families in our community. Futures is happy to welcome families back on campus with the end of the pandemic."	"To improve engagement for underrepresented families, we will hold parent and family workshops, including adding a freshman orientation. In addition, Futures will intentionally invite families to take an active role in school events, such as family nights, multi-cultural fairs, and sporting events.  Finally, the school is exploring a booster club for families."	Futures uses multiple platforms to communicate with families and provide resources to support students’ learning and engagement.  Policies and procedures are established to help families understand and exercise their legal rights and advocate for their children.  Regular professional development opportunities are provided for the staff to increase their understanding of the families’ needs.	Local data indicates the school should meet and communicate with families more regularly about student progress to support improved outcomes.	"To improve partnerships with families, Futures will offer parent workshops on the tools needed to support their child and how to access student information. In addition, teachers will regularly communicate to families on student progress and teacher parent conferences will be held.  Finally, the school is exploring a weekly student check-in to assist students with self-advocacy and management of their progress."	"Futures has established mechanisms and opportunities for families and other stakeholders to be involved in decision-making and evaluation.  The SSC, DELAC, leadership advisory committee, parent-teacher committee are meeting regularly and are given opportunities for multiple input and feedback on the school’s program improvement, progress, and areas of strengths and weaknesses.  Regular two-way communication is utilized through various online platforms, as well as, in-person availability of the administrators and staff to meet with parents, students, and community members.  Surveys are administered several times a year to gather additional feedback from the students and parents."	"Based on the local data, families indicate a need for the school to continue the work to engage families in advisory groups and with decision-making."	"To improve engagement of underrepresented families, the school will actively seek feedback by using different means of communication, including text, email, flyers, phone calls and teacher contact."	4	4	4	4	4	4	3	5	4	4	4	4	Met	6/22/2022	2022
19647330108886	Gabriella Charter	3	"Gabriella Charter School has worked to develop relationships with parents, including having opportunities for parent feedback and dialogue with teachers and administrators. This can be seen in such events as coffee with the principal, back to school night, parent-teacher conferences, parent workshops (literacy, math, and high school preparation), focus groups, and other parent events."	"GCS has developed a Parent Involvement Policy whose purpose is to increase parent participation in the academic progress of their children. This plan was developed jointly with parents to promote student achievement through strengthening home-school partnerships and is updated on a yearly basis. The Parent Involvement Policy appears to be doing well as survey results from 2021-2022 of parents show positive parent engagement levels with 85% of parents reporting they feel welcome to participate at school and 86% of parents reporting they feel the school seeks the input of parents before making important decisions.  During the 21-22 school year, GCS focused on increased opportunities for developing family partnerships, which included providing time and support for teachers to reach out to every family member at the start of the school year, holding virtual Classroom Meetings and Conferences, and conducting DEI sessions with staff including self-reflection and student centered instruction."	"While this is a decrease from prior years, interactions between parents and the school have been challenged given the Covid pandemic.  GCS will continue to seek ways to learn about each family's strengths, cultures, language, and goals for their children, and improve two-way communication and input between home/school in the 22-23 school year."	"As part of the GCS Parent Involvement Policy, there are a list of opportunities for parents to engage and/or volunteer with the Gabriella Charter School Community each year. Through these events and other structures, partnerships are built with parents for improved student outcomes. A few examples include:  a) GCS parents and students meeting with teachers twice annually for conferences. The focus of these parent-student-teacher meetings are to discuss student strengths and plans for continued student improvement. In 2021-2022, 99% of GCS parents attended one parent conference.  b) GCS also provides opportunities for parent education and development, including classroom meeting and/or high school preparation meetings at least twice per year. In 2021-2022, GCS continued some portion of the Parent Academy program providing parents live workshops to support their students' academic and social development, and their technology literacy."	"GCS has developed a Parent Involvement Policy whose purpose is to increase parent participation in the academic progress of their children. This plan was developed jointly with parents to promote student achievement through strengthening home-school partnerships and is updated on a yearly basis. The Parent Involvement Policy appears to be doing well as survey results from 2021-2022 of parents show positive parent engagement levels with 85% of parents reporting they feel welcome to participate at school and 86% of parents reporting they feel the school seeks the input of parents before making important decisions.  While our percentage of parent satisfaction appears high, interactions between parents and the school have been challenged given the Covid pandemic.  GCS will continue to seek ways to learn about each family's strengths, cultures, language, and goals for their children, and improve two-way communication and input between home/school in the 22-23 school year."	"GCS will continue to seek ways to build partnerships for improved student outcomes, and improve two-way communication and input between home/school in the 22-23 school year by offering in-person and virtual events, as well as consistently communicating via Parent Square to increase parent partnership, feedback, and school initiatives.  GCS will focus on providing families with information and resources to support student learning and development in the home.  GCS has a shared parent coordinator for 22-23 who will continue to improve this area of focus."	"GCS is strongest in providing opportunities for stakeholders to work together to plan, design, implement, and evaluate family engagement activities at school. The GCS School Site Council reviews and approves the Parent Involvement Policy on a yearly basis, and this includes opportunities for stakeholders to engage at the school. Additionally, the GCS ELAC reviews English learner programming and other relevant student and school data to recommend student supports at the school."	"As noted earlier, 86% of parents reporting they feel the school seeks the input of parents before making important decisions.  GCS will continue building capacity to reach and seek input from families on policies and programs, and as part of our Equity Roadmap, will work to build out a Parent Empowerment Protocol to uplift our families' voices in decision making at the school."	GCS will focus on providing families with information and resources to support student learning and development in the home to improve input for decision-making. GCS has a shared parent coordinator for 22-23 who will continue to improve this area of focus.	3	4	2	5	3	3	3	3	3	3	3	3	Met	6/21/2022	2022
19647330135509	Gabriella Charter 2	3	"Gabriella Charter School 2 has worked to develop relationships with parents, including having opportunities for parent feedback and dialogue with teachers and administrators. This can be seen in such events as coffee with the principal, back to school night, parent-teacher conferences, parent workshops (literacy, math, and high school preparation), focus groups, and other parent events."	"GCS 2 has developed a Parent Involvement Policy whose purpose is to increase parent participation in the academic progress of their children. This plan was developed jointly with parents to promote student achievement through strengthening home-school partnerships and is updated on a yearly basis. The Parent Involvement Policy appears to be doing well as survey results from 2021-2022 of parents show positive parent engagement levels with 91% of parents reporting they feel welcome to participate at school and 94% of parents reporting they feel the school seeks the input of parents before making important decisions.  During the 21-22 school year, GCS 2 focused on increased opportunities for developing family partnerships, which included providing time and support for teachers to reach out to every family member at the start of the school year, holding virtual Classroom Meetings and Conferences, and conducting DEI sessions with staff including self-reflection and student centered instruction."	"While our percentage of parent satisfaction appears high, interactions between parents and the school have been challenged given the Covid pandemic.  GCS 2 will continue to seek ways to learn about each family's strengths, cultures, language, and goals for their children, and improve two-way communication and input between home/school in the 22-23 school year by offering in-person and virtual events, as well as consistently communicating via Parent Square to increase parent partnership, feedback, and school initiatives."	"As part of the GCS 2 Parent Involvement Policy, there are a list of opportunities for parents to engage and/or volunteer with the Gabriella Charter 2 Community each year. Through these events and other structures, partnerships are built with parents for improved student outcomes. A few examples include:  a) GCS 2 parents and students meeting with teachers twice annually for conferences. The focus of these parent-student-teacher meetings are to discuss student strengths and plans for continued student improvement. In 2021-2022, 99% of GCS 2 parents attended one parent conference.    b) GCS 2 also provides opportunities for parent education and development, including classroom meeting and/or high school preparation meetings at least twice per year. In 2021-2022, GCS 2 continued some portion of the Parent Academy program providing parents live workshops to support their students' academic and social development, and their technology literacy."	"GCS 2 has developed a Parent Involvement Policy whose purpose is to increase parent participation in the academic progress of their children. This plan was developed jointly with parents to promote student achievement through strengthening home-school partnerships and is updated on a yearly basis. The Parent Involvement Policy appears to be doing well as survey results from 2021-2022 of parents show positive parent engagement levels with 91% of parents reporting they feel welcome to participate at school and 94% of parents reporting they feel the school seeks the input of parents before making important decisions.  While our percentage of parent satisfaction appears high, interactions between parents and the school have been challenged given the Covid pandemic.  GCS 2 will continue to seek ways to learn about each family's strengths, cultures, language, and goals for their children, and improve two-way communication and input between home/school in the 22-23 school year."	"GCS 2 will continue to seek ways to build partnerships for improved student outcomes, and improve two-way communication and input between home/school in the 22-23 school year by offering in-person and virtual events, as well as consistently communicating via Parent Square to increase parent partnership, feedback, and school initiatives.  GCS 2 will focus on providing families with information and resources to support student learning and development in the home.  GCS 2 has a shared parent coordinator for 22-23 who will continue to improve this area of focus."	"GCS 2 is strongest in providing opportunities for stakeholders to work together to plan, design, implement, and evaluate family engagement activities at school. The GCS 2 School Site Council reviews and approves the Parent Involvement Policy on a yearly basis, and this includes opportunities for stakeholders to engage at the school. Additionally, the GCS 2 ELAC reviews English learner programming and other relevant student and school data to recommend student supports at the school."	"As noted earlier, 94% of parents reporting they feel the school seeks the input of parents before making important decisions.  GCS 2 will continue building capacity to reach and seek input from families on policies and programs, and as part of our Equity Roadmap, will work to build out a Parent Empowerment Protocol to uplift our families' voices in decision making at the school."	GCS 2 will focus on providing families with information and resources to support student learning and development in the home to improve input for decision-making.  GCS 2 has a shared parent coordinator for 22-23 who will continue to improve this area of focus.	4	4	4	4	4	4	4	3	3	3	3	4	Met	6/21/2022	2022
34673480000000	Galt Joint Union Elementary	3	"Current strengths district- wide in the area of Building Relationships Between School Staff and Families include: •  Every school has a Social Worker or Counselor that perform daily outreach to students and families. •  Bilingual Community Outreach Assistants have coordinated monthly parent meetings, provided technology support and training and supported communication at all schools •  Every school site includes bilingual office staff to welcome families upon arrival to the office. •  Grades PreK-8 meet with parents for individual conferences one or more times per year. •  All communications are sent home in both English and Spanish. Interpreters are provided at all parent meetings. •  The District website is available in multiple languages. •  The District supports the funding of a full time School Resource Officer dedicated to its schools. The resource officer promotes safe positive safe school environment; meeting with parents and students. •  Bilingual Community Outreach Assistants are available at each school to support great family engagement and increase two-way communication between teachers and parents. •  Family engagement activities are implemented at all sites: School Picnics, Literacy Nights, Science Nights, Math Nights, Back-to School Nights, Open House, Fall Festivals, Movie Nights, Color Runs, etc.  Indicators on the CalSCHLS survey identified the following areas of strength: •  School staff treat parents with respect. 88% •  School promptly responds to my phone calls, messages, or e-mails. 88% •  Teachers communicate with parents about what students are expected to learn in class. 80% •  School staff take parent concerns seriously. 80%"	Indicators on the CalSCHLS survey identified the following areas of improvement needed: •  Parents feel welcome to participate at this school. 72% •  Providing information on your expected role at your child’s school. 73%	"The focus area for the District to improve is to continue developing staff capacity to learn about each family’s strengths, cultures, languages and goals for their children. Strengths-based practices, goal setting with students and families, and building a positive school climate will continue to be strengthened at each school site."	"Current strengths district-wide in the area of Building Partnerships for Student Outcomes include: •  Strengths-Based virtual Parenting classes. •  ParentVUE in the District's student information system for parents to have daily access to student progress. •  Technology trainings and live tech support for students and parents. •  Online learning resources for learning at home and school. •  Parent Advisory Committees at the site and district levels (ELAC/DELAC, DAC, Migrant PAC, Special Education PAC, Preschool Advisory). •  The examination of state and local data are presented at the site and district stakeholder meetings. •  Bilingual Community Outreach Assistant on staff to strengthen services for our migrant families  Indicators on the CalSCHLS survey identified the following areas of strength: •  School encourages me to be an active partner with the school in educating my child. 83% •  School staff take parent concerns seriously. 80% •  Letting you know how your child is doing in school between report cards. 85% •  School keeps me well-informed about school activities. 85%"	"Indicators on the CalSCHLS survey identified the following areas of improvement needed: •  Served on a school committee ""No"" 95% •  School communicates the importance of respecting different cultural beliefs and practices. 68% •  School provides instructional materials that reflect my child’s culture, ethnicity, and identity. 57%"	"The focus area for the District to improve is to continue developing staff capacity by providing additional professional learning to teachers and principals to improve their schools’ capacity to partner with families. The role of the bilingual community outreach assistants and social workers is being expanded to provide support to families afterschool, into the evenings and through home visits."	"Current strengths in the area of Seeking Input for Decision Making include: •  Numerous Stakeholder Feedback sessions annually provide direction and feedback for the district to incorporate into the LCAP; sessions are presented in English and Spanish. •  Numerous parent advisory groups include: District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), Listening Circles, School Site Council (SSC), English Learner Advisory Committee. (ELAC), Special Education Parent Advisory Committee(PAC). Parents actively play a role in the decision-making process at the site and district levels. The groups include information shared in English and Spanish. •  Principals and teachers attend the District Advisory Committee meetings with parent representatives from each site. •  LCAP progress updates and the examination of state and local data are included in quarterly District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) meetings. •  The annual CalSCHLS survey is conducted with families to provide feedback in the following areas: Parent engagement, Communication, Facilities and School Safety. •  Principals actively work alongside their Parent Clubs at each site to plan, design and implement a wide variety of family engagement activities.  Indicators on the CalSCHLS survey identified the following areas of strength: •  School encourages me to be an active partner with the school in educating my child. 85%"	Indicators on the CalSCHLS survey identified the following areas of improvement needed: •  School actively seeks the input of parents before making important decisions. 69%	The focus area for the District to improve is to continue encouraging school district administration to engage more families to provide input on policies and site decision-making processes. Increasing the number of families that participate in the English Learner Advisory Committees at schools will provide parents a greater voice. Increasing the informal parent- principal meetings or special school-wide events will also keep parents better informed and more able to participate in the decision making process. Articulation of Academic Parent Teacher Teams (APTT) strategies beyond PreKindergarten can strengthen this focus area.	4	5	3	5	4	4	5	5	5	5	5	5	Met	6/22/2022	2022
34673550000000	Galt Joint Union High	3	"The district has been promoting ParentSquare as the primary means to send and receive communications between school and families. Both families and staff have embraced this platform and use it frequently to exchange important information. It has proved an invaluable resource to communicate with families regarding important news, updates, and upcoming events in the schools and across the district. Also, ParentSquare has increased two-way communication between teachers and parents."	"This year, the district and school sites will focus on creating a more welcoming environment for our families. We plan to increase the number of events that celebrate the diverse cultures in our community and encourage families to visit our campuses and participate in the culture of the school."	The district will increase efforts to hire more staff who are bilingual and/or are familiar with the diverse cultures that make up the Galt community to better support the students and families of the district.	"The district partnered with Paper Tutoring this year to provide 24/7 access to online tutors in all subject areas and in multiple languages and provided information to parents about how to promote use of this service with their students. Teachers use a variety of modes of communication to keep parents apprised of their child’s progress in class, including ParentSquare, PowerSchool, Canvas, email, and phone calls. In addition, parents or teachers can request a parent-teacher conference before or after school. The District also has a strong counseling and support staff that frequently reaches out to families about student progress and ways to support the student in the home, including specific staff to support foster youth, homeless youth, students with disabilities, English learners, and migrant students. Finally, the Multi-Tiered Systems of Support Team at each site meets weekly to review the needs of at-risk students. This team is responsible for reaching out to the families of these students to discuss the student’s progress and possible supports that are available to the student."	"District staff will focus on increasing support for families to better support their child in their learning at home and manage inappropriate behaviors. The Counseling Department is in the process of developing a comprehensive counseling plan and curriculum which includes specific strategies to provide important information to families about academic success, college admissions and financial aid, and preparing for the workforce. The district will continue to offer the Parent Project program at the school sites to provide families with strategies and resources to help their child make better decisions and avoid destructive and inappropriate behaviors."	"The district has hired English Language Development Site Coordinators, Migrant Education Case Manager, and Program Coordinator for foster and homeless youth are in place to provide interventions, supports, and services for underrepresented families and students."	"District and Site Administration have worked hard to get input from our families in the decision-making processes of the District. The school sites have very strong advisory committees for the Agriculture and BEST Career Technical Education pathways. The English Learner Advisory Committees (ELAC) at the sites and the District English Learner Advisory committee (DELAC) , as well as the School Site Councils (SSC) and the District Advisory Committee, contribute greatly to the development of the School Plans for Student Achievement (SPSA) and the Local Control and Accountability Plan and the goals and actions therein. Annually, the District conducts family surveys using the Panorama Survey platform to provide another avenue through which families can inform the decisions made by the District."	District staff will focus on increasing participation in the various committees mentioned above to ensure that the voices of all stakeholder groups are being heard before decisions are made.	Specific efforts will be made to encourage underrepresented families to participate in committees and advisory groups and/or to provide input through surveys and other means as to decisions that are made at the district and in the schools.	3	3	3	3	3	2	2	2	1	1	2	3	Met	6/9/2022	2022
30665220000000	Garden Grove Unified	3	"Each year GGUSD administers the Annual Strategic Plan Survey to parents/guardians of students in grades PreK-12, students in grades 3-12 and all staff members.  This survey is framed around our three district goals: (1) Academic Skills, (2) Personal Skills, and (3) Lifelong Success. To ensure transparency for all stakeholders and accountability for progress toward goals, the district has committed to preparing an annual report that summarizes the yearly data related to our goals. The survey contains items that help us measure how well we are doing as a district in areas related to our Strategic Plan, such as improving scholarly habits, motivation, well-being, and school climate. The survey also ensures all stakeholders have an opportunity to provide input that affects school and district decision making by allowing for open response comments to address both school-level and district-level strengths and areas of need."	"Family-school partnerships are important to the success of our district.  The Strategic Plan Survey also measures parent/adult climate at the school and district-level, including asking parents to respond to items that measure their perceptions about parental participation.  Key findings from the 2022 survey include: Parents felt welcome at their child’s school. (2% disagree) Parents feel that they are kept informed (communication) (2% disagree) Schools provide translation/interpretation to families who need it. (1% disagree) Schools offer opportunities for parents to be involved. (2% disagree) Parents feel that the school promotes parent participation in programs. (2% disagree) Schools give parents information about joining parent committees. (3% disagree) The school district seeks parent input. (2% disagree) These key findings will continue to be areas of focus for improvement in building relationships between school, staff and families."	"The key findings from parent/guardian input compiled from the Strategic Plan Survey have been discussed with district leadership. Several district initiatives, projects, and programs have been focused on the topics discussed above and/or are a part of ongoing district initiatives. In addition to the survey, parents/guardians are invited to participate in district-level governance committees where they are provided opportunities to participate in the decision-making process.  These committees include District English Learner Advisory Committee (DELAC), Parent Task Force, GATE Advisory Committee, Community Advisory Committee for Special Education, and the District Council of PTAs.  GGUSD also hosts various parent night events to engage families and promote parental participation in programs. District and school staff will implement outreach activities in a virtual platform format to increase parent/guardian engagement in a home-school-community partnership."	"GGUSD has a strong reputation for providing outstanding instructional programs to a diverse student population. GGUSD prides itself on being innovative, fiscally responsible, and committed to providing a safe learning environment with a high level of support for all students and their parents. Students receive an exceptional education at our award-winning schools. GGUSD is a leader in college and career readiness with a greater number of students meeting rigorous college entrance exams than other district in the state or county. With all our successes, however, we know that academics is just one element of a successful education, and we work to nurture the whole child. The key to our success is treating all students as if they were our own children and providing them all the academic and personal skills for lifelong success."	Strategic Plan Survey key findings used to impact school and district-level decision making for improvement in building partnerships for student outcomes include:  Goal 1 (Academic Skills): extended learning opportunities/tutoring; reteaching of previously taught skills; afterschool programs; special education support; support for English learners and advanced learners; small group support. Goal 2 (Personal Skills): motivation; empathy; communication; socio-emotional support; welcoming school climate; parent education offerings; help for parents on how to support their children with academics; increased availability of psychologists/mental health; consistent discipline  Goal 3 (Lifelong Success): support for students post virtual learning; skills to be successful with the resuming of in-person instruction.	"Educational Partners specifically discussed the need for continuing or adding interventions and tutoring to assist students who are struggling or who are below grade level. To address this area of need, all school sites will continue to provide high quality professional development to support teachers with implementation of research-based strategies, will be providing a variety of opportunities for extended day and extended year programs to include large group instruction, small group remediation, and one-one-one tutoring. Increased opportunities for credit recovery at the high school level will also be provided.   Another key theme was the need for increased support with scholarly habits. Parents, students, and staff identified that students need help with knowing how to study for tests, organizing and completing assignments on time, and asking for help when not understanding. To address this need, teachers will continue to receive professional development and resources focused on building scholarly habits, as well as the continued and increased use of college mentors and tutors. Mental health and wellness were also a recurring theme. Additional health aides, instructional classroom aides, school psychologists, and social workers were discussed. To address this on the instructional side, the district has hired six Paraprofessionals on Special Assignment (POSA), and two Teachers on Special Assignment (TOSA) to provide training and support for instructional aides and other paraprofessionals across the district who support direct instruction in the classroom. In addition, the district is in the process of hiring additional mental health therapists and social workers to assist sites with addressing student mental health and wellness."	"GGUSD has coordinated a comprehensive process of educational partner engagement around seeking input for decision-making. The district involves parents, community members, students, local bargaining units, administrators, other school personnel, and other partners invested in the success of our students. The superintendent along with representatives from K-12 Educational Services organized and delivered a series of presentations to generate feedback. Each meeting emphasized the need for all community partners to be engaged in the LCAP process. Data relevant to the district goals were shared, and time was provided for group discussion, which was focused on generating community partners’ ideas related to what they viewed as keys to student success and challenges that needed to be addressed."	"District and school staff will implement outreach activities to engage the parents/guardians in a home-school-community partnership. These efforts will address identified barriers to participation and provide increased opportunities for parent/guardian participation. Activities to improve participation will include virtual options for meetings, district-provided transportation to events and meetings offered a various times of the day to accommodate working parents."	"GGUSD has committed to the following efforts to improve engagement of identified underrepresented families: Ensure the provision of translation and interpretation services for groups of parents whose primary correspondence language exceeds 15% of the school/district population. Engage the community and provide information about school activities and topics (including outreach meetings, radio show, and other special outreach activities). Increase bilingual support personnel to enhance translation/interpretation services provided for parents with language needs other than English. Support primary language literacy to enhance cross-language transfer of language and literacy skills, fostering biliteracy and developing comprehension skills. Continue to support our family resource center to provide access to community agencies, services and resources. Maintain a Parent and Community Outreach office to serve as a link to community resources and to provide guidance, support, and training to parents/guardians, teachers, administrators, and support staff.  Coordinate parent education and community outreach meetings, develop and encourage high-quality parent programs and parental involvement opportunities at school sites, and provide professional development opportunities in parent education programs."	5	5	5	5	5	5	3	3	5	4	4	4	Not Met	9/20/2022	2022
19645500000000	Garvey Elementary	3	"The District continued to provide multiple opportunities for 2-way communication between the district/school staff and families, by using multiple forms of communication (e.g., Class Dojo, text and voice messages, online informational meetings, parent focus teams), and by having two bilingual School Community Coordinators housed at each school to conduct target parent outreach in different languages."	"The focus area for improvement is to strengthen the District’s efforts in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."	The District will improve engagement of underrepresented families by providing professional development for all school staff on culturally responsive practices and the strategies to serve high-need families.	"The District continued to support families to understand and exercise their legal rights, by providing the Annual Parent Notifications on parents’ legal rights and Uniform Complaint Procedures (in four languages); conducting ongoing school- and district-level school parent meetings, including School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee and IEP meetings, when parents are informed of their legal rights and provided with the opportunity to exercise their legal rights and advocate for their own students and all students."	"The focus area for improvement is to develop the capacity of staff in partnering with families with diverse backgrounds, particularly in addressing the mental, social-emotional, and academic needs of high-priority children."	"The District will improve engagement of underrepresented families by providing professional development and for staff to partner with families, in addressing the mental health and social-emotional needs of students, and by providing families with information and resources on intervention and enrichment programs to meet the diverse needs of students."	"The District continued to provide all families, including underrepresented groups (e.g., English learners) with opportunities to provide input and opportunities to have families and staff work together to plan and implement family engagement activities, through regularly-scheduled district- and school-level parent participation and education meetings, a variety of parent engagement activities, and the parent outreach programs facilitated by district- and site-based bilingual parent support staff."	The focus area for improvement is to strengthen the District’s efforts in building the capacity of and supporting underrepresented family members to effectively engage in advisory groups and decision-making.	"The District will improve engagement of underrepresented families by providing training and support for the underrepresented families, including working parents, new immigrants, and low-income families, in effectively engaging in advisory groups and decision-making, through ongoing parent training, target outreach from bilingual School Community Coordinators, support services (e.g., translation, childcare services), and meeting schedule accommodations."	4	4	3	4	3	4	4	4	4	4	4	4	Met	6/30/2022	2022
33103300139428	Garvey/Allen Visual & Performing Arts Academy for STEM	3	"At Garvey/Allen Academy, parent input in decision-making will take place through the following:  - School Site Council (advisory committee to the board) - comprised of parents, teachers and community members - Newsletters - Surveys Based on the input and local data of our educational partners, Garvey/Allen is meeting the expectation of building relationships between school staff and families. Over 90% of families, students, and staff agree that school to home communication is an obvious priority and Garvey/Allen is doing it with excellence. Progress still needs to be made however, to close the gap to 100%. Garvey/Allen will continue to provide communication via our website, increased social media presence, flyers, text messages, and phone calls home three times a week."	"Garvey/Allen Academy continues to focus on an LCAP goal that addresses State Priority 3 which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school.  Garvey/Allen is committed to foster a strong and supportive school culture, increased family communication and instructional excellence.  These increased or improved services are tutoring English Language Arts and Mathematics; providing field trips; hosting cultural events; preparing students for college and career readiness through informational events, and improved academic achievement in English Language Arts and Mathematics; expand Social Emotional Learning (SEL) to learn how to interact with peers and increase a sense of belonging; and increase the use of Restorative Practices; train teachers on the value and use of data-driven instruction as a tool for improving student understanding; teach technological proficiency through integration of technology in the classroom; train teachers on how to integrate technology into the classroom; purchase software, apps, and devices to ensure staff and student access to technology; utilize home-school communication as a method of engaging families and encouraging ownership in school success through translation, parent-teacher conferences, and use of home to school communications; engaging school and community in conversations through increased engagement and decision-making, monthly Coffee and Donuts meetings and parent events, and working with School Site Council; retain well-trained and highly qualified teachers; and provide one nutritionally adequate free or reduced-price meal; Participate in the annual student, staff and parent survey."	"Garvey/Allen focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. Garvey/Allen Academy will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Principal will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Principal will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student. Additionally, Garvey/Allen does the following to ensure the engagement of underrepresented families: • Administer Annual Parent survey  • Provide Oral and Written Translation to parents who speak a language other than English  • Coffee and Donuts monthly informal meeting with parents to discuss schoolwide events, issues, and concerns.  • Provide consistent communication through Infinite Campus and Class Dojo email, phone calls, and text notification.  Send newsletters home once a month. Parent Liaison to engage parents.   Parents participate on the School Site Council (SSC) to advise the Board • Teachers will utilize an application Class Dojo for daily/weekly to communicate with parents about their child  • Garvey/Allen Academy’s website will be updated regularly that will include the school’s calendar  • Charter School will use social media to inform parents/public about schoolwide events  • Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish.  • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year.  • Charter School hosts Trimester Awards for students.  • Family Meetings (Parent, Teacher, Student Conferences) are held once per trimester. • Charter School will provide parents of students in grades 5-8 with access to Infinite Campus Parent Portal to a"	"Based on the analysis of our stakeholders input and local data, Garvey/Allen Academy is closing the gap many schools struggle with between home and school. The data reflects the overall satisfaction of our families as it relates to building partnerships. Our current strengths are effectively communicating with monthly Black Hawk Newsletters, calls home at least 3 times a week, and e-mail correspondence."	"Based on the analysis of our stakeholders our main area of focus and need for improvement in Building Partnerships for Student Outcomes is increasing educational classes and workshops to assist with student success. During the 2022-23 School Year, Garvey/Allen Academy has added School Social Worker as well as partnerships with community organizations that provide parent classes."	"While analyzing the input of our stakeholders. Garvey/Allen will continue to implement our best practices to further engage with our underrepresented families. These best practices include: translation services as needed, Black Hawk Newsletters, services and resources for homeless and/or foster children, uniform assistance as needed, charter school awards, and Family meetings. Additionally, Garvey/Allen does the following to ensure the engagement of underrepresented families: • Administer Annual Parent survey  • Provide Oral and Written Translation to parents who speak a language other than English  • Coffee and Donuts monthly informal meeting with parents to discuss schoolwide events, issues, and concerns.  • Provide consistent communication through Infinite Campus and Class Dojo email, phone calls, and text notification.  Send newsletters home once a month. • Parent Engagement Specialist.   • Parents participate on the School Site Council (SSC) to advise the Board • Teachers will utilize an application Class Dojo for daily/weekly to communicate with parents about their child  • Garvey/Allen Academy’s website will be updated regularly that will include the school’s calendar  • Charter School will use social media to inform parents/public about schoolwide events  • Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish.  • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year.  • Charter School hosts Trimester Awards for students.  • Family Meetings (Parent, Teacher, Student Conferences) are held once per trimester. • Charter School will provide parents of students in grades 5-8 with access to Infinite Campus Parent Portal to access their child’s academic grades, progress, and attendance."	"Based on the analysis of our stakeholder's input, Garvey/Allen Academy is providing great opportunities for our partners to give input for decision making. Respondents to surveys overwhelmingly felt included in the decision making at the Charter School."	"Based on the analysis of our data Garvey/Allen needs to increase the participation rate of our educational partners. Garvey/Allen Academy will focus on increasing the participation and attendance of our stakeholders at Board Meeting, Donuts with the Principal,  and survey completion. To do this, the Charter School will provide incentives for Achievers and Raffles for parents."	"Based on the input of our stakeholders, parents strongly agree that the Charter School seeks their input to ensure they are apart of the decision making process. Therefore, we will continue to implement our best practices and provide even more opportunities for input by increasing the number of surveys we provide our stakeholders. Garvey/Allen Academy will continue to:  • Administer Annual Parent survey  • Coffee and Donuts monthly informal meeting with parents to discuss school-wide events, issues, and concerns.  • Provide consistent communication through Infinite Campus and Class Dojo email, phone calls, and text notification.  Send newsletters home once a month. • Parent Engagement Specialist.   • Parents participate on the School Site Council (SSC) to advise the Board and provide decision making input."	5	5	5	4	5	4	4	4	4	4	4	4	Met	6/30/2022	2022
33103300128777	Gateway College and Career Academy	3	"GCCA's strength in this area comes from a commitment to function as a small school with an outsized counselor team. Given our small student-to-counselor ratio, we are able to communicate frequently with parents and supporters. Aside from the counseling team, teachers, staff, and administrators also routinely make themselves available to reach out to families and accommodate their requests for communication."	GCCA is investing resources in facilitating the connection between families and local resources. Our recent award of the state's Community Schools Planning Grant will support our efforts to engage parents in a needs assessment so the school can focus on providing access to the resources most needed by our school community.	Additional focus will be given to providing opportunities for families to participate in on-campus events and provide feedback in focus group settings.	"As an early college high school located on a community college campus, our major strength is our relationship with Riverside City College. Access to the wide range or courses and career technical education programs offered by the college gives us the ability to both engage and challenge our students. Moving forward, through the implementation of our K12 Strong Workforce Grant we are offering students the opportunity to complete a career technical education certificate while earning their diploma."	"Ensuring that significant progress is made in our CTE programs so students can enter a career ladder upon graduation. We believe that improvements in this area will help improve engagement and academic achievement while students are completing their general high school diploma requirements. This effort will require closer partnerships with college CTE departments, regional apprenticeship programs, and local employers."	Our recent award of the Community Schools planning grant will allow us to closely consider and take stock of how we can improve engagement of underrepresented families. The grant program deliverables include conducting a thorough needs assessment with significant input from families.	"Our strength has been the development of a consistent process for collecting partner input through our LCAP development process. Our process includes opportunities to provide input during all board meetings, during selected staff meetings, leadership team meetings, and several stakeholder surveys throughout the year."	The school will be focusing on collecting more input through small focus group sessions.	Our recent award of the Community Schools planning grant will allow us to closely consider and take stock of how we can improve engagement of underrepresented families. The grant program deliverables include conducting a thorough needs assessment with significant input from families.	5	5	5	5	5	5	5	3	5	3	3	5	Met	6/30/2022	2022
38684783830437	Gateway High	3	"At Gateway High School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong relationships with them.   In order to ensure that all families experience Gateway as welcoming and inclusive, we have increased interpretation that is available at family events, as well as for materials that are sent home.  We also held events for our families that were aimed at ensuring they feel welcomed, valued, and safe in our school community, as well as ensuring they feel effective as partners on behalf of their students such as affinity groups and other groups for parents.    In as heterogeneous of a school setting as ours, we feel that it is important to specifically set goals related to better engaging families of historically marginalized students.  We are focusing on improving engagement by further developing affinity group meetings and celebrations, continuing to improve language accessibility through  interpretation and translation support, and by providing families with varied opportunities to participate in the school and their student’s education, including in-person and virtual conferences and family events."	See #1	See #1	"At Gateway High School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong partnerships with them on behalf of student learning.   One goal that we set for last school year related to parent engagement was to expand and deepen engagement and communication strategies with families, especially of historically marginalized students including workshops, seminars, etc. including through the use of technology.  In order to meet this goal, we held a variety of types of meetings and forums designed to further engage, involve and support families, especially of historically marginalized students including workshops for supporting mental health needs, workshops related to impact of technology on students, and meetings related directly to students’ academic progress."	See #1	See #1	"At Gateway High School, faculty and staff participated in professional development related to better engaging our families in decision-making.   We hold monthly Family Association meetings that are open to all; we have “Coffee Drop Ins” with our principals; we have parents on our Board of Trustees, and we survey families about school and student progress. Families serve on key advisory groups related to school goals, hiring, school culture, and programmatic advancement.  One area that we are focused on is improving the participation of underrepresented families when we are gathering input on our school, through targeted outreach.  We aim to improve engagement of underrepresented families by prioritizing strategic outreach to families when seeking family input in decision-making.  This includes targeted outreach to underrepresented families for feedback when we have surveys.  In addition, we are prioritizing targeted outreach to underrepresented families when seeking families to participate in focus groups or advisory groups for the school."	See #1	See #1	4	4	3	5	4	4	5	4	4	4	4	4	Met	5/18/2022	2022
34674470128124	Gateway International	3	"The previous school year presented many challenges for the school and families because of required distancing and COVID testing.  The Capturing Kids' Hearts program remained a foundational guide to continue building relationship with families while living with pandemic regulations.  Throughout the school year, GIS held various events virtually and gave the parents opportunities to visit with the teachers.  Once the mask mandates were lifted, GIS was able to start doing in person field trips and allowed parents/guardians to be chaperones.  GIS also hosted an Open House in person to allow the families to come to campus and visit their child's classroom."	GIS understands that the communication between staff and families could always use some refinement.  Teachers are encouraged to reach out to families more regularly to first build the relationship instead of only calling when there is a concern.  This requires some professional development for staff in positive communication skills and training on the Parent Square program.	"GIS is intentionally increasing the diversity of the staff to better serve our students including the underrepresented families.  The Parent Liaison has been involved in reaching out to families and has even delivered materials to the underrepresented families to support their learning needs.  The School Counselor has been involved in offering social and emotional supports to all students, especially underrepresented families.  The Counselor and Administration has reached out to the families of chronically absent students to discuss their absences and offered community resources to support their needs."	"GIS has a clear process in place to communicate with families.  The Parent Square app sends out all necessary information via phone calls, text messages, and emails.  Social media apps such as Facebook, Twitter, and Instagram are used to post school updates and events.  Mid-trimester progress reports and trimester report cards are sent home to ensure families have a clear understanding of their student's academic achievement. Parent/teacher conferences are required twice a year and academic conferences are held by teachers with individual students."	The focus for GIS will be to communicate more regularly with the students and families regarding academic progress and engage families on a more regular basis.	Having a diversified staff allows GIS students to relate to people from similar backgrounds and languages.  This allows students and families to feel comfortable to attend school or ask for support when needed.  This also serves as reflection of the importance GIS places on diversity and inclusion to the wider school community.	GIS has a strong SSC and DELAC committee.  All of the members are very engaged and involved in the decisions made for their student's learning.	"As an LEA, GIS could work more on inviting all families to attend the board meetings, school site council meetings, English Learners Committee meetings, and parent workshops offered by the school. Providing more translated flyers, materials, and translators would encourage more to participate."	"GIS would like to offer more parent workshops around supporting students with academics, social-emotional and physical well-being."	5	5	4	5	4	4	5	4	4	5	4	4	Met	6/22/2022	2022
38684780123265	Gateway Middle	3	"At Gateway Middle School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong relationships with them.   In order to ensure that all families experience Gateway as welcoming and inclusive, we have increased interpretation that is available at family events, as well as for materials that are sent home.  We also held events for our families that were aimed at ensuring they feel welcomed, valued, and safe in our school community, as well as ensuring they feel effective as partners on behalf of their students such as affinity groups and other groups for parents.    In as heterogeneous of a school setting as ours, we feel that it is important to specifically set goals related to better engaging families of historically marginalized students.  We are focusing on improving engagement by further developing affinity group meetings and celebrations, continuing to improve language accessibility through  interpretation and translation support, and by providing families with varied opportunities to participate in the school and their student’s education, including in-person and virtual conferences and family events."	See #1	See #1	"At Gateway Middle School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong partnerships with them on behalf of student learning.   One goal that we set for last school year related to parent engagement was to expand and deepen engagement and communication strategies with families, especially of historically marginalized students including workshops, seminars, etc. including through the use of technology.  In order to meet this goal, we held a variety of types of meetings and forums designed to further engage, involve and support families, especially of historically marginalized students including workshops for supporting mental health needs, workshops related to impact of technology on students, and meetings related directly to students’ academic progress."	See #1	See #1	"At Gateway Middle School, faculty and staff participated in professional development related to better engaging our families in decision-making.   We hold monthly Family Association meetings that are open to all; we have “Coffee Drop Ins” with our principals; we have parents on our Board of Trustees, and we survey families about school and student progress. Families serve on key advisory groups related to school goals, hiring, school culture, and programmatic advancement.  One area that we are focused on is improving the participation of underrepresented families when we are gathering input on our school, through targeted outreach.  We aim to improve engagement of underrepresented families by prioritizing strategic outreach to families when seeking family input in decision-making.  This includes targeted outreach to underrepresented families for feedback when we have surveys.  In addition, we are prioritizing targeted outreach to underrepresented families when seeking families to participate in focus groups or advisory groups for the school."	See #1	See #1	4	4	3	5	4	4	5	4	4	4	4	4	Met	5/18/2022	2022
45752670000000	Gateway Unified	3	Schools sites continue to develop Parent Involvement Committees for the purpose of indentifying activities and site resources that are currently helping to build relationships with families. The site committee monitors parent participation throughout the school year.	"Each year school sites determine what the focal areas need to be toward building stronger relationships, and research other strategies that can be implemented to connect with families that are reluctant to engage with school staff."	"Our school sites are unique, but many similarities exist regarding the obstacles for strengthening relationships. Family workshop themes will be provided for families to select from topics that are of most concern, i.e. legal rights, higher education funding sources for families, parenting classes, etc..  These provide valuable knowledge and an opportunity for our school staff to have direct interactions with our underrepresented families.  Parent teacher conferences are another avenue that engage parents in actively communicating regarding their student."	Professional development in areas that promote and bring about awareness of family concerns or issues has been a focus in our district  Staff have participated in a variety of trainings that help them identify and understand the various traumaus our families and students have sustained.  The trainings assist our staff in supporting students in reaching their full potential.  It also supports mutual understanding which supports partnerships that support postiive students outcomes.	"The LEA will continue to focus on professional developement and trainings to advance our staff and support partnerships to better our student outcomes.  In addition, we will continue to host various educaitonal events that promote parent connections and involve students in their learning at each school site."	"The LEA will continue to improve upon the engagement strategies that have been highlighted, as well as plan for addtitional opportunities for parents to engage with school staff to better support students.  Additionally, collaboration with community entities that support increased engagement for our underrepresented families will continue to be a practice within our school communities and at our individual school sites."	School sites constantly communicate the opportunities for families to participate in a variety of school activities and functions affilitated with the school.  We utilize an all call system that notifies families weekly of the activities offered and events that are scheduled.	Sites actively seek parents that are interested in particpating on committees and/ or to support events on campus.  A focus is put on creating other strategies to involve parents and especially those parents that are reluctant.	School Site Councils will conduct a survey to gain input from all parents on ideas to increase involvement .  The survey will also help to identify areas of concern and ways to increase connectiveness on our school campus'.    The staff will continue to seek to identify families that may be reluctant to particpate and extend individual invites to reduce or ease hesitation.	4	3	3	2	3	3	3	3	4	3	3	3	Met	6/30/2021	2022
47703180000000	Gazelle Union Elementary	3	Current strengths include parent participation in school events and parent feedback regarding relationships between school staff and families.	Gazelle would like to continue to provide more opportunities for two way communication with families.	"LEA will work to improve the engagement of underrepresented families by offering many types of communications and activities for parent input, participation and feedback."	The current strengths and progress in Building Partnerships for Student Outcomes include: -families and the community generally report positive partnerships with Gazelle Elementary and ease in communication  The current progress in Building Partnerships for Student Outcomes include: -continuing to build and grow community relationships and partnerships	The LEA's focus area for improvement in building partnerships for student outcomes is continuing to build community partners to allow for student community learning experiences.	The LEA will improve the engagement of underrepresented families by communicating with multi-methods and seeking family input from all.	The LEA's current strengths in Seeking Input for Decision Making is fall and spring survey's that help the district plan for school priorities.	The LEA's focus area for improvement in Seeking Input for Decision Making is to ensure that the district inquires with all educational partners to ensure feedback is obtained.	The LEA will improve the engagement of underrepresented families by ensuring that the district inquires with all educational partners to ensure feedback is obtained.	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/13/2022	2022
34674390101899	George Washington Carver School of Arts and Science	3	"The Parent Guild meets monthly to review and discus school improvement and school goals. Ongoing engagement of parents, community  organization, the City of Rancho Cordova and other stakeholders is key to the development of our goals. Teachers share input weekly in  staff meetings. For over three years the staff has focused on understanding racism and the implications for curriculum, policies and  procedures that are part of a white dominant culture. Continuing this work is a priority for our staff and students."	"Educational Partners are generally supportive of the school and the teaching and learning that occurred throughout school closure. They report that  they feel their input is heard and incorporated into plans. Specifically Educational Partners request more experiential learning to address learning  loss. They request more artistic opportunities and college classes and more in person time with teachers and at school. Educational Partners requested more supports for students, especially those who do not receive Special Education supports but have experienced social and  emotional trauma."								3	4	4	3					3	3	3		Not Met		2022
33670586031959	George Washington Charter	3	"Building relationships is at the core of who we are and what we believe in. Washington Charter School is committed to providing families a welcoming and nurturing school. When a parent calls the school they are greeted with a welcoming and respectful voice. The staff at Washington Charter School focuses on providing excellent customer service to each person we come in contact with. When a parent or student is valued, appreciated, and feels that their voice is heard, optimal learning occurs and educational partners are comfortable sharing their thoughts and opinions. As a Charter School, parents and staff are integral to the success of the school. Administration and staff have an open door policy. WCS has built trust and respectful relationships by regularly communicating with parents, making it possible to volunteer on campus and in the classroom, greeting educational partners with a can do attitude, translating communication that is sent home, doing videos on important topics for families, responding to phone calls and emails in a timely manner and showing students and parents through our action how much we care about their child. Parents have an opportunity to be involved at the school in a number of ways including:    • Serving on Governance Council   • Attending PCF meetings   • Attending ELAC meetings   • Volunteering  COVID-19 continued to impact the school. Building meaningful relationships has been key to our success in reopening for five days a week of in-person instruction. Based on feedback from students and parents this is an area of strength for WCS."	"For most of the 2021-2022 school year parents were not permitted on campus. This impacted the relationships between school staff and families. In March 2022 approved volunteers returned to the campus. It had a profound impact on the relationships between parents and staff. We know the greater level of connectedness, the better outcome for all educational partners. Once permitted to do so WCS increased the number of activities and events for parents to participate in. Interestingly only 43% of parents were confident making connections with other parents. We will work with our foundation to improve the percentage."	Having a multitude of opportunities for families to be involved will translate into a higher level of engagement. It is also important to survey families as to what they are interested in and would like to be a part of. Having events where there is little to no cost is important. It is also important that documents are translated and questions can be answered when a call comes in or an email arrives.	EAM - Together Everyone Achieves More  The collaborative spirit at WCS enables us to best meet the academic and SEL need of our students. We effectively work together so that student success is maximized. Policies and procedures are in place so students can learn in a safe and secure environment. The WCS handbook is available on the school website and in print (if requested). The first week of school (with the exceptions of school closure) the principal meets with each grade level in the MPR to review school expectations. At the initial staff meeting we discuss the importance of relationships and ways in which home and school can work together. The school regularly communicates with families. We include information and resources to support student learning. An example is the monthly letter our school counselor sends home. The principal's newsletter often has links for families.	Home and school working as one will yield favorable results. Some of our families are not engaged. It is important that we connect with these families and provide support and or services as needed. Once this occurs our educational partners will be more engaged which will lead to a favorable student outcome.	"As noted previously, we need to break down barriers. Doing so successfully will lead to desired student outcomes."	"As a Charter school this is an area of strength for WCS. Parents and staff are active participants in the decision making process. It begins with engagement. Parents have multiple ways and opportunities to share their thoughts, opinions and ideas. Administration has an open door policy and welcomes feedback from parents, community members, and staff. Students and parents are encouraged to let Mr Lehmann know how they feel. Mr. Lehmann makes it a priority to return emails and phone calls in a timely manner. The decision making body of WCS is the Governance Council. Parents are members of the council. They serve a two-year term and comprise three of the voting members. The Council meets monthly or as needed. As a governmental agency the council follows all provisions of the Brown Act, as such parents and community member are encouraged and have an opportunity to address board members on any topic in open session. Having warm and welcoming personnel opens up dialogue between families and staff. With bi-lingual staff members we are able to engage and meet the needs of families who speak a language other than English. School surveys, greeting families at exterior gate, being visible and approachable are ways in which underrepresented groups are more comfortable sharing their thoughts and viewpoints."	Gathering information and input from educational partners is important and necessary. Parents feeling welcome on campus opens lines of communication as is an open door policy for the principal and staff. With COVID this was more challenging. Panorama surveys are also key. I am heartened that 117 parents responded. This is a 208% increase from the previous year.	Engaging underrepresented families can be tough. It is important to have a multitude of options for families to provide input and share their thoughts.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/22/2022	2022
52715480000000	Gerber Union Elementary	3	"Gerber School strives to provide a welcoming environment for families and the community. We have a large percentage of parents that speak Spanish only. Gerber has worked hard to build our bilingual staff to help break down language barriers. Our office has a bilingual secretary that is available to support our Spanish speaking parents, we have a full time ELD teacher/coordinator, a number of bilingual teachers, a bilingual Academic Coach and several support staff that are bilingual and able to support 2-way communication between parents and community members."	"One of the District priorities for the 2022-2023 school year is to build partnerships with families and the community through transparency and open communication. One focus will be to build our communication system so that staff and families have equal access to information. We have implemented an all school notification system and teachers are using the REMIND app for daily communication. In addition, GUESD moved parent-teacher conferences from November to September to make connections early in the year and our goal is to connect with 100% of parents."	One way that the district intends to improve engagement of underrepresented families is to continue to build capacity of our bilingual staff to break down language barriers. We are also incorporating a multicultural focus each month to build cultural awareness and empathy for other cultures. Gerber continues to seek input from all stakeholders through surveys and parent advisory committees.	One strength in building partnerships for student outcomes is using local surveys to gather input from staff and parents. Survey results are shared with parent advisory committees and used to help guide decisions for school goals and spending priorities.	The District intends to focus on improving outcomes for our multilingual learners and student engagement. We will be forming a dual-language immersion (DI) committee that will meet once per month during the 2022-2023 school year. Our mission will be to discuss and design a DI strand on campus to build pathways that lead to biliteracy.	The District intends to improve engagement of underrepresented families by offering opportunities for voice and input. We are using surveys and have parent advisory committees that meet regularly to look at the data and provide feedback for school goals and spending priorities.	"Gerber Elementary School administers a local survey to all parents/guardians. This survey asks questions about school climate, culture, and engagement. Survey results are reviewed with local advisory committees; School Site Council (SCC) and the District English Language Acquisition Committee (DELAC) and key findings are reported to staff members and the board at least once per year. Information is used as one of our multiple measures when making recommendations for LCAP goals and spending priorities."	The District will focus on forming a dual-language (DI) committee to gather input on best practices for our multilingual learners and consider implementing a DI strand during the 2023-2024 school year.	The District intends to use input from surveys and the DI committee to boost engagement from our underrepresented families by offering voice and more opportunities that lead to creating pathways to biliteracy.	4	4	4	5	3	3	4	3	4	4	4	3	Not Met	10/17/2022	2022
49707060000000	Geyserville Unified	3	"We are developing the capacity of staff to build trusting and respectful relationships with families through Toolbox, and Classtag App for consistent communication. Families reported the Relationships Overall Youth Truth Family Category 75% (2% below Sonoma County). Additional ways in which we build trusting and respectful relationships: -Parent Conferences / Progress Reports -Communication Platform -Tool Box -Back to School Night/Open House  -Community Town Hall -Events, May Day   We are creating welcoming environments for all families by welcoming and professional office staff, safe and well-kept facilities, teachers, providing translators, bilingual flyers, posters, and communication. 88% of families reported on the Youth Truth survey that, “My school creates a friendly environment”  (14% above Sonoma County). Additional ways in which we create welcoming environments include: -Welcoming and professional office staff -Facilities, Teachers -Interpretation and Translation Services -Back to School Night   We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by holding Parent Information Night, Parent Conferences, Open House, Parent Coffee, DELAC, UDL, MTSS, and 7-12 Parent/Student Schedule Meeting. Families reported above average percent positives on the Youth Truth survey in the section regarding their schools respecting people of different religions and faiths, cultures, sexual orientations, abilities, gender identities, income, race/ethnicity, and country of origin.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences (including RFEP, IEP, 504, and SST meetings), Communication Platform, Open House, ELAC/DELAC, Back to School Night, Translation Services. 75% of families reported on the Youth Truth survey that, ""They receive information about what their child should learn and be able to do"" (16% above Sonoma County)."	"The focus area for this section will be ""developing the capacity of staff to build trusting and respectful relationships with families""."	"The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings."	"We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, and Bilingual Back to School Night.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox/Second Step, Online Resources, Communication Platform, Parent Workshops , Parent Teacher Conferences, Google Classroom, and Parent Coffee Meetings. 38% of families reported on the Youth Truth survey that “they receive information about what their child should learn and be able to do.”  (16% above Sonoma County). We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, LCAP Surveys, 7-12 Parent/Student Schedule Meeting, and Parent Meetings.  38% of families reported that “they receive regular feedback about their child’s progress” (22% below Sonoma County). Also, 75% of families reported that, “Teachers clearly communicate expectations for their child's progress.” (16% above Sonoma County).  We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through our Handbook, Annual Notifications, IEP/504 meetings, and DELAC/ELAC meetings."	"The focus area for this section will be ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."	"The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings."	"We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training. 75% of families reported that, “Families and teachers care about each other.” (1% above Sonoma County). Additional ways in which we seek input for decision making include: -Site Council -ELAC /DELAC -LCAP Process We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, DELAC, site council, board meetings, and small school community. 62% of families reported, “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.” (10% above Sonoma County). Also, 62% of families reported that, “they feel empowered to play a meaningful role in decision-making at their school.”  (18% above Sonoma County). We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC/DELAC, Coffee with the Principal, partnering with Corazon Healdsburg, and Small Community. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Clubs, Site Council, and Surveys. Within all the activities above we will seek to improve the engagement of underrepresented families."	"The focus area for this section will be ""building the capacity of and supporting family members to effectively engage in advisory groups and decision-making"	"The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings."	4	4	5	5	3	4	4	4	3	3	3	3	Met	6/22/2022	2022
43694840123760	Gilroy Prep (a Navigator School)	3	"Although the COVID pandemic was devastating for our entire nation, one of the rare silver linings was the need for stronger relationships between schools and families.  True partnerships were created between families and all staff. From distance-learning Zoom classes in kitchens to virtual town halls, weekly food pickups to technology and supplies home deliveries, and blended learning app support to COVID relief assistance, staff throughout Navigator Schools were available and accessible to families.  This multi-pronged system of support has evolved since students have returned to in-person learning, but the foundation of these relationships has led to families feeling more connected to the schools and organization."	"As families transition from school being in their living room to returning to campus with increased opportunities for in-person family involvement, it is important for Navigator Schools to provide access and support for their ever evolving needs.  Schools became the hub for a variety of resources and Navigator needs to be able to create pathways for simultaneous educational excellence and family engagement and support."	"In addition to expanding outreach efforts to recruit more students who qualify for Free and Reduced Lunch, Navigator Schools is creating Community Schools to provide additional resources for families, especially underrepresented families.  This process will allow Navigator to truly engage the community in efforts to provide extra services and support they need.  The pandemic has highlighted areas of growth which center around opportunities for families to engage in on campus activities."	"Students at Navigator Schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access students’ academic progress. Parents also complete an annual family engagement survey which gauges, among other things, their understanding of their child's academic goals."	"Ensuring students are ready for the rigors of high school after they leave Navigator Schools is an area of growth. In order for this activity to be successful, families, staff, and students will need to work together on a path forward.  Site staff will work closely with the local high schools to provide reciprocal opportunities for students to both explore what is in store in high school while also continuing to access support from Navigator staff."	Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates ensures students and families feel supported and able to access the support they need.  Navigator will continue to provide home visits for students who are not staying engaged or needing additional support.	"Navigator has consistently been proactive in obtaining stakeholder input through surveys, family town hall meetings, staff meetings, Director and Chiefs weekly meetings, cross-site meetings, and daily site huddles.  Between formal feedback surveys to quick poll everywhere check-ins, Navigator employs numerous tools to solicit input."	Formalizing a plan for how to collect and share data with the leadership team is an area to improve.	"Presented in the various site charters is a number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with satisfaction rate scores under 80% being highlighted for action steps. These surveys are reviewed by the directors to inform an organizational focus on parent voice and engagement."	4	4	4	5	4	4	4	5	5	5	3	4	Met	6/29/2022	2022
43694840000000	Gilroy Unified	3	"Throughout the last two years, the district and schools have made significant intentional efforts to reach out to families to support their students in distance learning and in the transition to in person instruction. One advantage of these outreach efforts is that schools have identified student and family needs and have engaged in increased communication to address the needs. In many cases, this created stronger bonds with families."	"Because in person meetings were not able to occur for much of the year, participation in ELAC, DELAC, and SSC was lower than previous years. Sites continued to keep parents informed via parent square and other communications  The end of year brought increased opportunities for school events, which were welcomed after the long hiatus.  For the 2022-23 school year, there will an opportunity to fully implement parent involvement plans and site activities and events that engage families in the school.    In addition, the district is training site staff and all administrators in addressing issues of equity and bias with the goal of establishing a supportive environment for all students and families."	"While the district’s previous  LCAP survey indicated that a high number of parents feel welcome in the school environment, we continue to focus on this to ensure that all families, particularly underrepresented groups, feel included in all aspects of their student’s educational program. There is ongoing collaboration between the school district and Community Based Organizations to identify and meet the needs of students/families. Surveys have been shared with students and parents throughout the course of the school year to gather input on the needs of families."	"The district partners with various community agencies to provide direct support to high needs families, including virtual and in-person counseling services for students and families, parent workshops, and other health resources. This year, the district partnered with Catholic Charities to conduct outreach and focus group sessions to families of foster, migrant and McKinney Vento students. The families provided input regarding their specific needs, and the district is developing plans to address those needs with resources, linking families to services, and providing workshops.  All elementary and middle schools hold parent conferences every fall to ensure parents and teachers have the opportunity to discuss student progress and ways parents can support their students."	The district is developing plans to address the needs of underrepresented families with resources and services.	"There continues to be a need to support schools and teachers to partner authentically with parents, particularly underrepresented families.  The district is developing plans to address the needs of underrepresented families with resources, linking families to services, and providing workshops."	"The district used a variety of venues and opportunities for families to engage in the decision-making process for the LCAP.  The district made a concerted effort to engage a more representational group of families through a series of targeted surveys. Some of the targeted groups included parents of English learners, parents of students that received supplementary intervention, parents of students in grades 9-11, and parents of students with IEPs."	"The conditions related to COVID protocols hampered the ability of the district and sites to engage in in-person meetings. Meetings were held virtually; however, attendance numbers were lower than in previous years. Committee meetings included District English Learner Advisory Committee (DELAC), Superintendent/Parent Advisory Committee (SPAC), School Site Councils, staff and Parent Club groups from each site and Parent Advisory Council (Migrant). These meetings were designed deliberately to encourage families to access and engage in the major points of the LCAP and other funding sources and grants, and reflect on the specific actions the district has been taking."	There is still a need to ensure that a larger representation of underrepresented families and groups are involved in these decision-making processes. Sites will utilize both in person and online or hybrid events to encourage and support underrepresented families to participate in decision making groups and processes.	3	3	3	3	2	3	3	3	3	2	3	2	Met	6/16/2022	2022
19647330133710	Girls Athletic Leadership School Los Angeles	3	"Parent and family engagement has always been a strength of GALS. GALS has a School Site Council, Title I Parent Council and monthly Coffee with the Principal meetings. All of these meetings are in both English and Spanish in order for all families to access the information and share feedback. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard."	"While GALS has high attendance rates at meetings, GALS is continuing looking for more ways to increase attendance."	"GALS has a School Site Council, a Title I Parent Council, as well as monthly Coffee with the Principal meetings. The Principal’s door is always open and one-on-one parent meetings take place frequently throughout the school week. All of these Councils and meetings are geared towards improving collaboration between parents, students and staff. GALS ensures that all students who needed them had a Chromebook and a hotspot to use at home. GALS plans to continue this into the new school year and beyond. When a student is struggling, the teachers and an administrator will meet with the parents to put together a Student Success Plan collaboratively. This is important to reaching the best outcomes for the student. In terms of parent advocacy, GALS is a school that teaches our students to stand up for what they believe in and to use their voices. We believe that all adults should feel confident doing the same. Every year, we have advocacy opportunities for the parents that includes meeting with elected officials and going to rallies. It is important to our community that all stakeholders are role models for our students. The parents of GALS are critical to the success of GALS and as an organization we are so honored and excited that they are so engaged in our community"	"Parent and family engagement has always been a strength of GALS. GALS has a School Site Council, Title I Parent Council and monthly Coffee with the Principal meetings. All of these meetings are in both English and Spanish in order for all families to access the information and share feedback. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard."	"While GALS has high attendance rates at meetings, GALS is continuing looking for more ways to increase attendance."	"As stated previously, parent engagement is a strength of GALS. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the 2022 Local Performance Indicator Self-Reflection for Girls Athletic Leadership School Los Angeles Page 10 of 15 Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard."	"Parent and family engagement has always been a strength of GALS. GALS has a School Site Council, Title I Parent Council and monthly Coffee with the Principal meetings. All of these meetings are in both English and Spanish in order for all families to access the information and share feedback. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard."	"While GALS has high attendance rates at meetings, GALS is continuing looking for more ways to increase attendance."	"As stated previously, parent engagement is a strength of GALS. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/1/2022	2022
20764142030237	Glacier High School Charter	3	"Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey."	"The following information contains the results of our Parent Survey taken in March of this 2021-22 school year.  The feedback from this survey contributed to our 2022-23 LCAP goals and actions.  41 parents responded to our local school survey on a variety of topics.  The results were as follows:  How would you rate your overall schooling experience with us?  76% rated Excellent; 17% rated Above Average How well does the school support your needs as the parent teacher?  76% rated Excellent; 15% rated Above Average My school provides textbooks and other learning materials to meet my child’s educational needs. 75% rated Excellent; 22% rated Above Average How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 50% rated Almost all the time; 36% rated Often Did your child participate in any of our teacher-led class options?  78% responded YES How well did the school support your child’s education-related technology needs?  67% rated Excellent; 33% rated Above Average I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  78% rated Excellent; 19% rated Above Average;  I feel safe when on campus with the COVID safety measures that have been implemented.  89% responded YES Do the buildings and classrooms support a positive and focused environment appropriate for learning?  72% rated Excellent; 25% rated Above Average I feel welcomed, valued, and connected to others in our school community.  64% rated Excellent; 22% rated Above Average Rate how well the school communicates to you about school events & procedures.  72% rated Excellent; 28% rated Above Average Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  58% rated Excellent; 28% rated Above Average; 3% rated Satisfactory; 0% rated Poor; 11% responded “Does not apply at this time for my child” It is Glacier’s purpose that all students graduate completing the full A-G (college prep) course requirements.  Is your student on track to complete the full A-G course requirements for graduation?  79% responded YES; 0% responded NO; 21% responded, “I don’t know” Would you recommend our school to your friends and family?  100% responded YES"	"One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."	"Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey."	"Feedback from the results of our Parent Survey taken in March 2022 are sited under the heading, ""Building Relationships."""	"One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."	"Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey."	"Feedback from the results of our Parent Survey taken in March 2022 are sited under the heading, ""Building Relationships."""	"One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/14/2022	2022
19645680000000	Glendale Unified	3	"GUSD recognizes that parents/guardians are children’s first and most influential teachers and sustained parent involvement in the education of their children contributes greatly to student achievement and a positive school environment. Parents/guardians participate in an annual Culture Survey that asks questions specific to family engagement:  - 85.6% responded Strongly Agree/Agree that they are treated with respect at their child’s school; - 74.3% responded favorably that the staff at their child’s school takes their concerns seriously and 82.2% that requests are responded to in a timely manner. - 79.3% feel that the school encourages them to participate in organized school and district events and 84.2% responded favorably that the school encourages them to participate in parent/family groups such as the PTA, school foundation, school site council, etc.  The Superintendent works directly with the Superintendent’s Parent Advisory Committee and Glendale Council PTA, both composed of parents/guardians and community members, to meaningfully involve parents/guardians and family members in District and school activities; advisory, decision-making, and advocacy roles; and activities to support learning at home. Title I schools have a “student-parent-school” compact signed by each student’s parent/guardian that outlines the commitment students, families and teachers have to each other. In order to foster a positive culture of learning that maximizes student achievement, GUSD partners with families to accelerate student learning, support physical, social and emotional wellbeing, and increase school connectedness. The Equity, Access and Family Engagement Department uses the results of the annual Culture Survey to strategize efforts for the new school year and coordinates family engagement sessions using a new tool, Parent Square, to advertise events and activities. GUSD offers professional learning and support for families in understanding and accessing resources for state assessments such as CAASPP and ELPAC. Site-specific performance data is shared with families and specific next steps to address areas of focus are discussed. Resources for support and learning at home are shared. Staff meet with families to review academic progress and engage them in learning experiences at events for building a joy in and partnership for learning. Families take part in ELAC (English Learner Advisory Committee) and DELAC (District English Learner Advisory Committee) meetings. Families are offered training and support for students who have special needs, are gifted, enrolled in dual immersion programs, interested in college and career guidance, are new to the country, are English Learners, receive foster/homeless support, etc."	"Based on the results of the Culture Survey, GUSD staff will focus on increasing family engagement to improve all areas addressed by the survey. While the survey was conducted during the pandemic with many families upset and confused over changing public health directives, GUSD wants to use this data as a baseline to measure growth for the 2022-23 school year. Particular focus will be placed on increasing the effectiveness of communication in order to seek input from parents/guardians before making important decisions which received favorable responses from a little over half of parents/guardians (53.9%). Another focus for the 2022-2023 school year is a commitment to customer service to increase the number of parents/guardians who feel that they are treated with respect (85.6%), that their school takes their concerns seriously (74.3%) and responds to requests in a timely manner (82.2%).   A new Director of Equity, Access and Family Engagement will be joining the GUSD team for the 2022-2023 school year and will focus resources on addressing the barriers that may exist for fully engaging families. Working collaboratively with school principals and Glendale Council PTA, the Director will focus on implementing effective communication strategies that will result in increased percentages of families feeling that they are encouraged to participate in organized school events (79.3%) and parent/family groups (84.2%).   GUSD has also invested in ParentSquare, a new secure and unified platform that is integrated with GUSD’s student information system to better inform parents/guardians about school events using a variety of communication strategies such as: targeted emails, texts, phone calls, newsletters, and social media postings. ParentSquare provides administrators, teachers, and District leaders with the capacity to send out mass, classroom and targeted group notifications and has a highly effective translation tool embedded for parent/guardian use. It provides a single location for parents to complete forms and permission slips, to calendar and RSVP to events, to take polls and surveys, and to participate in community groups. ParentSquare also provides analytic data to identify which groups of parents/guardians are actively engaged with the tools and which might need more support or an alternative approach to fully access information. District and school site leadership will know who is not being reached and can use tools to improve contactability, communications equity and oversight, while maintaining privacy and security."	"The ParentSquare resource provides analytic data to identify which groups of parents/guardians are actively engaged with the tools and which might need more support or an alternative approach to fully access information. District and school site leadership will know who is not being reached and can use tools to improve contactability, communications equity and oversight, while maintaining privacy and security. Identifying parents/guardians that have not yet fully engaged is important in order to assess the effectiveness of GUSD’s family engagement efforts. The Director of Equity, Access and Family Engagement will meet regularly with GUSD’s Communication Director to identify which groups of families might need more personalized outreach and brainstorm alternative efforts to inform and engage these families.   Another area of focus will be conducting comprehensive Community School surveys at five elementary schools that qualified for a Community Schools Planning Grant.   - Mann Elementary School (94%) - Marshall Elementary School (91%) - Cerritos Elementary School (90%) - Columbus Elementary School (85%) - Thomas Jefferson Elementary School (85%)  These schools have the highest percentage of unduplicated students amongst the district’s elementary schools as shown by the percentages above.  These five schools represent 25% of the District’s elementary schools and will serve pilot schools. The community survey will be revised based on parent/guardian feedback and can then be utilized across the District to identify untapped assets and come up with plans for transforming all schools into highly effective and impactful community schools. The California Community Schools Partnership Program (CCSPP) supports schools’ efforts to partner with community agencies to align resources to improve student outcomes. These partnerships provide an integrated focus on academics, health and social services, youth and community development, and community engagement. GUSD will use the community school model and strategies to mitigate the academic and social impacts of emergencies that affect local communities, improve school responsiveness to student and family needs, and to organize school and community resources to address barriers to learning. Particular areas of focus will be to integrate support services, increase authentic family and community engagement, build capacity for collaborative leadership and practices for teachers and administrators, and extend learning time and opportunities for students. The community needs assessment process will then be disseminated to other schools across the District."	"GUSD utilizes a multi-pronged, multilingual outreach campaign to increase family engagement and opportunities for schools to build strong relationships with families. Surveys provide insight into school needs in addressing community questions and concerns. Parent Chats, Parent Academies, CABE Project Inspire, School Smarts Parent Engagement Program, and the GUSD Welcome Center provide information and resources necessary for successful school experiences. Data and input opportunities are offered to families in the Superintendent's Parent Advisory Committee (SPAC), School Site Council (SSC), ELAC (English Learner Advisory Committee), and DELAC (District English Learner Advisory Committee). Additionally, the GUSD Superintendent meets with the PTA leaders and a districtwide Culturally Relevant and Responsive Education (CRRE) group was launched in 2020-21 to create a forum for families and staff to provide input. To provide support and advice during the pandemic, a Healthcare Partners Advisory Committee was formed composed of medical leaders from every local hospital and other medical practitioners.  GUSD engages community partners to improve school climate, address students’ academic and social-emotional needs and improve school facilities. In 2021-22, the UCLA Sound Body Sound Mind program outfitted all middle and high schools with state-of-the-art fitness centers, fitness and nutrition curriculum and professional development for teachers. Adventist Health Glendale donated funding for all secondary schools to have wellness centers. Grant funding from LACOE and Heluna Health enabled five schools to participate in school wide Capturing Kids Hearts initiatives. Three middle schools are Verizon Innovative Learning Schools and benefit from one-to-one devices, student data plans, and extensive teaching training and support to engage students in a unique, immersive curriculum that leverages technology to support student learning. The Los Angeles County Department of Public Health (LACDPH) is funding the establishment of health centers at two high schools to address students’ physical needs. Consulates and language foundations donated $68,748 to support students in the dual immersion programs including the placement of language interns sponsored by the Spanish Consulate and Japan Foundation. GUSD was awarded a planning grant by the CDE for five elementary schools to transform into Community Schools. The College and Career Division received many grants to strengthen CTE programs including CTE Incentive Grant, Perkins funding, Specialized Secondary Program funds, and California Partnership Academy funds. Community partners, including the City of Glendale Parks and Recreation, Glendale YMCA, YMCA of the Foothills and Homenetmen Glendale Ararat, helped to expand child care opportunities for families by 86% in 2022-23 compared to previous years, at schools in which the family needs exceeded GUSD’s current staffing capacity."	"A Landscape Analysis was conducted in the Spring of 2022. Each middle and high school was represented by staff engaged in the work of improving school culture. The findings indicate that GUSD has areas of need in terms of bias and prejudice leading to conflict but is poised to make substantial gains in improving the organization’s cultural competence with cultural humility as the end goal. The analysis found that there is a gap between cultural humility as a standard practice on the individual level versus the collective level. The findings indicate that schools have foundational tools in place to support anti-bias education including improving staff capacity in asset-based youth development modalities. Schools have recently focused on Social Emotional Learning as schools begin to understand the correlation between mental health and wellbeing and academic outcomes for students.  GUSD’s goal for 2022-23 is to focus on equity, access and family engagement. GUSD submitted an application to CDE for an Anti-bias Education Grant and will be informed in November 2022 whether the project has been funded. GUSD intends to work with external partners to establish a Collective Impact Initiative in February 2023 to include administrators, teachers, counselors, teacher specialists, parents/guardians, students, and community partners to build a shared understanding of change needed and align resources towards a plan of action. Recommendations will guide the project implementation for the next 2-3 years focusing on two goals: to increase students’ and community capacity for cultural humility, inclusion, and celebration of diversity; and to create a shared understanding of the vitality of a community that understands and champions equity and inclusion. In addition to previously mentioned efforts, GUSD believes that a key to improving the engagement of underrepresented families is by enthusiastically engaging students. GUSD has used Student Voice panels and Student Senate meetings to get input from students on how to increase their personal engagement and the engagement of their families. The district will establish Common Ground Clubs - which are student-led and guided by adult facilitators - to foster dialogue, acceptance, cultural competence, and cultural humility. These clubs would be established at every middle and high school. By resourcing and empowering the students most impacted by discrimination or intolerance, GUSD will build on the assets of its youth to help stop racism and bias. Students will build their cultural competence and cultural humility to become peer ambassadors empowered to build common ground. The goal is for students to feel: 1) more connected to their school community, 2) more empathetic and inclusive toward the diverse student groups on campus and in their communities, 3) confident and equipped to resolve conflicts on campus, and 4) able to focus more fully on academics and life-readiness."	"The district has taken several steps to advance equity work. The Culturally Relevant and Responsive Education working groups brought together diverse community members to provide feedback and inform decision-making on promoting equity and inclusion. The Board adopted social justice standards from Learning for Justice to formalize a commitment to equity and inclusion. Implicit bias training was hosted at both the district and school level using presenters such as Kikanza Nuri-Robins and Shaun Harper and were very well-received. Work on addressing disproportionality in special education includes implicit bias training for targeted school sites. Evident in this work is a need for expanded training and to establish a series of professional learning opportunities to support and empower teachers in bringing anti-bias lessons into their classrooms and how to respond to public criticism. GUSD’s anti-bias work also includes the Learning Together Initiative which includes professional development, family engagement and a youth asset-building program to supplement the work of external partners with district-developed learning opportunities. Cultural humility and harmony are achievable if the entire community, not just educators, are well-versed in anti-bias, anti-racist, and culturally inclusive pedagogies. GUSD expects to see material improvement in results on multiple metrics displayed in a district dashboard, including the GUSD Culture Survey, the Panorama socioemotional survey, the CA Healthy Kids Survey, the number of major and minor behavior incidents, attendance and chronic absenteeism rates, and math and English language arts proficiency rates. Since the issues are both school- and community-based, the solutions are wide-ranging.  During the pandemic, it was evident that many in the broader community were distrustful of healthcare. A relatively low vaccination rate is one data source that showed this trend. GUSD wants to engage more community partners, such as Dignity Health Glendale Memorial Hospital, to increase student access to internships in order to inspire career planning and partner students with professional mentors. Again, engaging students with healthcare partners helps to demystify medical professions for the community. Twenty students from Glendale High School are selected each year to experience a wide variety of healthcare professions in a hospital setting. Students are assigned a physician mentor for the duration of the program. Students first rotate through six areas of interest chosen from in-patient and out-patient areas such as surgery, intensive care, maternal child health, behavioral medicine, emergency medicine, and cardiology. In the second semester, students choose three clinical areas and participate in in-depth five-week rotations. It is GUSD’s goal to use this successful model to expand to the other two local hospitals so as to engage students from the two other comprehensive high schools in similar intern opportunities."	"In 2021-22, the GUSD Parent Culture Survey was administered at each school to determine parent/guardian perception of decision-making opportunities. Overall, 54% of parents/guardians said their school actively seeks input from them before making important decisions, 79% of parents/guardians said their school encourages them to participate in organized school or district events, and  84% of parents/guardians said their school encourages them to participate in parent/family groups such as the PTA, school foundation, school site council, etc.  GUSD offers multiple parent/guardian engagement opportunities, including school and district level advisory committees, to seek input and engage parents/guardians in decision-making processes regarding program development and implementation. Parents/guardians participation is solicited via site and district messaging systems provided in English and the home languages of Armenian, Korean, Spanish, and Japanese. Meetings are held throughout the year to allow for increased participation, feedback regarding school/district based programs and services and opportunities for families, teachers, principals and district administrators to work together to develop effective family engagement activities. Translation and child care services are provided to address any barriers that language or childcare might pose. GUSD is committed to seeking innovative strategies/programs aimed at increasing parent/guardian participation/engagement at the district and site level. During 2021 and 2022, GUSD held meetings to allow families to give input on how to best meet needs during the pandemic. Surveys were conducted to determine best practices to support students and families during distance learning and to plan for reopening.   The Superintendent convened a Healthcare Partners Advisory Committee made up of representatives from local hospitals and medical agencies, many of whom are also GUSD parents/guardians. GUSD holds Student Voice Panels in order to hear from high school students representing all five high schools. The Student Voice Panels addressed questions generated by the GUSD Student Advisory Panel who also selected the student moderator and student participants. These events are Special Board Meetings to allow all five Board members the opportunity to benefit directly from the student input. Topics addressed included how to support student learning and social-emotional health and how to re-engage students returning from distance learning.   The Superintendent met regularly with parent/guardian leaders during monthly Council PTA meetings organized by the GUSD Council PTA President. These meetings afforded leadership the opportunity to hear from parents/guardians regarding events and practices throughout the school year. The Superintendent also met regularly with representatives from the City of Glendale, Glendale Community College, and the Crescenta Valley Town Council to provide updates and get feedback on district efforts."	"Based on the analysis of the GUSD Culture Survey to determine parents’/guardians’ access to decision-making opportunities, GUSD schools will focus on increasing efforts to seek input from all community partners. 54% of parents/guardians said their school actively seeks input from them before making important decisions and this is an area the district will focus on.  The goals for seeking greater levels of input from community partners are to increase parent/guardian involvement, increase transparency with the decision-making process, and ensure access and equitable voice.  Through these efforts, the District expects the favorable response percentage to this survey prompt to increase to 75% during the 2022-2023 school year. The five elementary schools that are in the planning phase of becoming Community Schools will serve as role models for the rest of the GUSD schools. These five schools are engaging in a comprehensive community needs assessment process in order to engage as many parent/guardian partners as possible in order to design school services to meet their needs. This process intentionally engages a large number of parents/guardians, staff, students, and community partners to redesign support services at the school level in order to best meet their unique needs and interests. The lessons learned, processes that are developed, and tools that are created will be shared across all schools."	"To achieve these goals, GUSD will use the new ParentSquare parent communication system to identify parents/guardians who have not received messages about opportunities to share input and will contact them using other methods such as phone calls, text messages, and emails to ensure they are aware of the opportunities.  ParentSquare offers tools for immediate two-way translation of messages to afford families who are English Learners the greatest opportunity to communicate freely with any staff member.  Opportunities to provide feedback to inform decision-making will be made available both in-person and virtually. Whenever possible, the video or notes from the meeting will be made available for viewing asynchronously.   The five elementary schools that are in the planning phase of becoming Community Schools will also serve as role models for the rest of the GUSD schools. These five schools had the highest unduplicated percentage of students and continue to have very diverse school communities of English learners, families qualifying for free-or-reduced meals, and students receiving support services for foster/homeless youth. The processes that are established through the Community Schools effort will intentionally focus on engaging underrepresented families in school leadership, events, and services. These processes will be shared across GUSD schools for implementation on a broader scale with modifications relevant to each school’s unique community needs, so that the end result is a more engaged and empowered community that has access to support services and a voice in school leadership."	4	4	4	4	4	4	4	4	4	4	4	3	Met	6/14/2022	2022
19645760000000	Glendora Unified	3	"Glendora Unified has had a consistently engaged community of families engaged with students' education. As a result, new practices have continued to enhance this work. A series of parent/family education sessions was developed in the fall of 2021 after soliciting feedback from all students' families. As a result of this feedback, training sessions for families and related ones for staff have continued. More sessions were held in person during the 2021-2022 school year."	"Websites for the District and all schools will be enhanced beginning in the winter of 2021 as part of a year-long project to improve access to information expressed as a need by many constituent groups. This project has expanded to include representation of Glendora's population and additional upgrades in response to new laws.  Additionally, the District and school sites will endeavor to increase each family's knowledge of their student's performance and that of the school as well."	"Increasing communication with all families is a key goal for the district. This is being done through monthly reports, increased social media posts, Language Line, and Parent Square. All of these modes of communication allow for information to be translated into the community members native language for equitable access to the information. The Glendora Unified School District supports the school sites in creating effective and participatory SSC, ELAC, PTA and DELAC representatives. Our department of Special Education is engaging parents via the Special Education Advisory Committee. Information from these important local committees is then shared with management as part of local planning processes."	"Glendora Unified School District works diligently to build, maintain, and enhance relationships with constituents. Three surveys were administered during the 2021-2022 school year: the LCAP Stakeholder Survey of Adults including staff and students' families, The LCAP Student Survey, The Communication Survey. Overall  strengths from these surveys shared that the frequent, timely communication about health and safety during the pandemic met most families needs. Additionally, communication about student recognition and achievements was appreciated by the community."	"We continue to focus on supporting staff to learn about each family as this information relates to education and building multiple opportunities to engage in two-way communication. Glendora Unified has expanded the training staff receives in Parent Square and social media as well as moving forward with trainings in Best First Teaching, Interventions, and Multi Tiered Systems of Support."	"Parent Square, Language Line, Monthly Newsletter, and Increased Committee work will continue to be implemented to enhance communication. These tools  provide translation of messages in the language selected by the audience receiving it."	"In addition to the expanded communication tools, trainings and committees mentioned in the Building Relationships and Building Partnerships for Student Outcomes categories of Local Indicator 3, Glendora Unified continues to expand the engagement of all students and families."	"The LCAP Engagement Survey had more students responses. However the responses from adult family members, staff, and community partners were not as numerous as the District would like.  Glendora Unified remains committed to annual increases of the number of community members responding."	"School principals have traditionally held School Site Council meetings, ELAC, Parent Teacher Association meetings, and frequent parent-teacher conferences and individual meetings as requested with the support of our Student Support Specialists. This year, the District and all school sites will increase formal, targeted outreach to increase the number and quality of opportunities available to seek input from any underrepresented groups in the community and to plan, design, implement and evaluate family engagement activities at the school and district level. Interim Superintendent DiGrazia will meet with student advisory committees at the elementary, middle, and high school. He will also meet with parents, community members, and staff on a regular basis."	3	3	2	3	3	3	4	3	3	3	3	2	Met	6/22/2022	2022
11101160000000	Glenn County Office of Education	3	"In order to support teachers and administrators in learning how to engage with families, we conduct new teacher training where teachers attend mock IEP meetings and practice reporting out and getting feedback from administrators. Staff also have the opportunity to attend professional development around the IEP process and working with families at local workshops hosted by local special education administrators. There are also a number of legal workshops taught by Special Education attorneys that educate staff on the laws, regulations, and policies that govern the special education services. Professional development also includes elements about resolving conflict and how to mediate meetings to prevent and address disagreements quickly. As the laws, policies and regulations change regularly, these training are ongoing. We work so closely with all of our families on a regular basis as required by the IEP process."	"In Student Services we strive to engage with all of our parents on a regular basis. Given that every student in our programs has an Individualized Education Plan or IEP we have requirements to meet. Through the IEP process we meet with each family no fewer than once a year to review their child’s program, create goals for the future and to listen to their concerns. Our department works hard to establish strong relationships with the families and reach out more often than the annual meetings because we have a philosophy of preventing problems. The best way to ensure parents are happy with the school program is regular communication. This is especially important in the regional classes for students with significant disabilities because many of them do not have language and cannot tell their families about their days whether it is to share something fun or something they did not like. Our teachers are sure to send pictures or capture videos of students working so parents can see how great their child is doing during the school day. Our programs participate in Back to School Night and Open House at each of the hosting campus’. Our programs have parent nights were parents are invited to visit the program and offered snacks and time to get to know the teacher and other staff. This gives staff a chance to talk with parents in a calm setting as IEP meetings can be stressful for everyone especially parents! At all events and IEP meetings translators are available so all parents can participate regardless of the language they speak."	"Identified areas for improvement include use of student group data to develop site family engagement plans and more consistently providing opportunities for parents to learn about social emotional, behavior and achievement topics to better support their students."	"The building partnerships for students outcomes is at the core of our department. We strive to offers staff and families opportunities to collaborate with others in similar capacities to discuss student outcomes. Building capacity while building trust with families is essential work. Staff works to support student outcomes by conducting IEP meetings and informal parent-teacher conferences at the end of each grading period. Open communication between staff and parents is ongoing to keep parents informed of student progress. Staff provide information regarding legal rights and resources available to them and their child.  A focus area for improvement in building partnerships is to create more opportunities for parent education. While we do have an “open-door” policy to assist parents requesting help, we have other families that are unable to participate in meetings due to a variety of reasons. Offering engaging parent education activities in the future may be a way to involve all families in building relationships for student outcomes."	"Building trusting relationships with students, staff and families is the focus of the Student Services Department at GCOE. Building partnerships for student outcomes is considered as the most essential job duty for all staff. All families in our programs participate in initial/interim or annual IEP each school year and when new students begin. The IEP meeting is a time to discuss the progress and concerns for the student as well as all the supports and services needed. Our staff has an open-door policy which allows parents or stakeholders to address concerns at any time. A focus area for improvement is to create opportunities to build partnerships with parents to participate in an engaging activity while also providing support for any challenges discussed. This year we have started a community outreach event for each fall. We are also re-establishing the community advisory committee."	"We are currently in development of creating a parent portal through Aeries Parent Portal. This allows staff and administrators to engage parents in their child's education to improve achievement and program improvement. This is designed to guide parents in supporting student success and improve communication with families, which in turn reduces barriers, and increases participation by parents in school planning and improvement."	"All of the students served through our regionalized programs have an identified disability and qualify for special education services. When creating the individual plan or IEP for students parents participate in a robust process to establish the program for that individual student. Part of this process contains a survey about facilitating the parents’ involvement in the process as well as attaining parent agreement to the program. 100% of our parents have responded to the survey question and more than 95% agreed that we involved them meaningfully in the process. As parent participation is a required component of drafting IEPs, parents have direct and explicit input in decision making around programming for their student. We chose this method because parents are familiar with the IEP process, we get one on one feedback from them, and each parent is given a voice in the process and programming for their child. GCOE Student Services ensures information related to school and parent programs, meetings, and other activities is sent to the parents of participating students in a format, and to the extent practicable, in a language the parents can understand. Sites utilize bilingual staff to translate documents and/or meetings, as requested. An provide opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (such as sign-language interpreters, etc.) to parents and family members, as requested. Sites make special accommodations for families that have accessibility needs, or other special needs, which make corresponding with the school difficult. All buildings are ADA compliant and we supports 508 compliance for websites."	"A focus area for improvement is to create a variety of opportunities to seek input for decision-making. This includes our work around creating a parent portal, the community outreach activities and the community advisory committee."	Identified areas for improvement include use of student group data to develop family engagement plans and personal invitation of underrepresented families reflective of the school demographic to the school site/ advisory council and decision-making process.	5	5	5	4	4	4	5	5	3	3	3	3	Met	6/27/2022	2022
19647330114967	Global Education Academy	3	"At Global Education Academy, we understand that the home-school connection is vital to our students' success. We have put systems in place that ensures teachers, staff, and administrators can communicate with parents. All of the teachers are using an app called Class Dojo where they can connect with parents and message them directly, share students' work, display announcements for the whole class, etc. The principal sends home a weekly newsletter that contains information about the school's events as well as issues or celebrations the school wants to address. The principal also holds several parent meetings throughout each month such as Coffee with the Principal, Booster Club Meeting, School Site Council Meetings, and Parent Workshops. If parents would like to meet with the principal individually, they schedule a meeting or just drop-in based on the availability of the principal. The front office staff is also the main point of contact for the parents if they have any issues or concerns. The office staff is knowledgeable in who to direct the parents to or relaying information to the appropriate staff member. Parents also receive text messages for reminders and announcements from the school so that they are aware of the various activities that are happening at the school. All forms of communication go out in English and Spanish so that all of the information is accessible to our parents. Our community speaks English and Spanish, so most of our staff are bilingual in English and Spanish, all communication goes out to our families in English and Spanish, and for our staff who do not speak Spanish, a translator is assigned to them so that there is no communication barrier between our parents and staff."	"An area of improvement in building relationships between school staff and families is reaching those families who are not responsive to school communication. Some families are hard to reach and do not respond to school's phone calls, messages, requests, etc."	"In order to improve engagement of underrepresented families, we will do our best to try to reach out to these families using multiple modes of communication. We will make phone calls home, message them through our OneCall text messaging app, message them through Class Dojo, an app we use to communicate with families and update them on school/class events, engage them when they are dropping off or picking up their children from school, and if all of these methods don't work, then we will even make visits home."	"Global Education Academy works with parents so they can better support their children at home. Teachers reach out to parents about their child's progress as deemed necessary throughout the school year. In addition, teachers are able to communicate with parents about their child's progress at Back to School Night, two parent conferences throughout the year, and Open House. GEA also holds parent workshops once a month to support parents in areas they have identified as being a need. Topics such as mental health, lice removal, supporting students with special needs at home, technology training, and how to help students prepare for the CAASPP test are some examples that we have addressed. We are also strong in informing parents of students with special needs of their rights by explaining it to them at the individualized education plan (IEP) meetings, handing them written information of meetings, their rights, etc. as well as holding parent workshops explaining various topics in special education. An area of improvement is providing families with information and resources to support student learning and development at home. Parents are always asking how they can help their child at home, and teachers are able to provide parents with various resources."	"An area of improvement in building partnerships for student outcomes is supporting our families with how they can support their children and get involved with their education. Many of our families do not speak English nor were they educated in the States. During parent conferences, a lot of comments are made about how parents/guardians are not sure how they are supposed to help their children when they did not learn what the students are learning."	"In order to address our area of need, we plan to provide parent workshops in the topics of supporting children with their education even though English is not their primary language for our families as well as ESL and using technology (specifically Google Suites, which is what our school uses)."	"Our strength in seeking input for decision-making is getting our families involved in our School Site Council (SSC) and District English Language Advisory Council (DELAC) meetings throughout the school year. Ever since we transitioned our meetings to Zoom during the pandemic, we have had a lot more families participating in the meetings and providing us with their input. We also send home surveys periodically seeking families' input when needed. Meetings and surveys are all translated into Spanish, which is the primary language of the majority of our families."	"An area of improvement in seeking input for decision-making is reaching those families who do not participate in our SSC and DELAC meetings as well as the surveys. Some families are hard to reach and do not respond to school's phone calls, messages, requests, etc."	"In order to improve seeking input for decision-making, we will do our best to try to reach out to these families using multiple modes of communication. We will make phone calls home, message them through our OneCall text messaging app, message them through Class Dojo, an app we use to communicate with families and update them on school/class events, engage them when they are dropping off or picking up their children from school, and if all of these methods don't work, then we will even make visits home."	5	5	4	5	4	3	4	2	4	4	4	4	Not Met	10/25/2022	2022
19647330129833	Global Education Academy 2	3	"The school does a very good job with all its constituents. The school has a high percentage of Hispanic families and all communication is translated into the parents' home language. Parents also receive communication through the one call audible system, newsletters, and Class Dojo communication systems. The office staff also calls parents directly to ensure that parents are aware of important information when the system indicates that not all the parents have logged in to receive the news. The Principal holds monthly meetings to discuss school related news or updates.  Daily informational boards are set by the school entrance to advice parents of any special news for the week. The school will continue to make all possible efforts to engage underrepresented families by reaching out to them when necessary."	The LEA is committed to address any concerns or particular needs right away so that there is a stronger demonstration of support and positive relationships among staff and families.	"The LEA is committed to reach out to the underrepresented families by identifying them and address them when they are dropping off or picking-up their child to help them to become more engaged with the communication the school provides.  Additionally, office staff will show these families how to log into the electronic systems or provide them with hard copies of messages, newsletters, flyers if these families do not have access to electronic devices at all times. Staff will also call them to inform them of any important news."	"The LEA focuses in establishing strong communication with students.  Teachers hold conferencing student and teacher conferences to support student progress. Teacher and student set academic goals so that students understand what academic needs they need to work on during intervention. Teachers and the Intervention Aides design lesson plans according to the need of the students on a weekly basis. Students are assessed bi-weekly to monitor progress. Through  this system students have demonstrated that through goal setting and close monitoring students have made gains academically.  Teachers use a variety of assessments such as informative, classroom observation, and formal assessments to determine how to adapt the instruction to meet the needs of all the students."	"The teachers were provided with professional development in both ELA and Math to provide teachers with specific strategies they can use during instruction to address the areas where students need the most help.  Teachers and students review the test scores results and determine what skills they need to work on.  Students are recognized when they make progress by the teacher and in award assemblies this has caused great improvement with building partnerships, student outcome, and staff relationships."	"The ELA will continue its efforts to keep families engaged and informed by distributing information in the home language, through phone calls, internet communication (Class Dojo). The office spends time calling parents directly to ensure that parents are aware of important information.  The Principal will continue to hold monthly parent meetings.  Written communication is also sent out for those parents that request it or do not have internet access. The school will continue to carry on the efforts to engage underrepresented families by continuing its efforts to reach out to them."	The LEA holds monthly meetings with parent boards to discuss the strengths and progress of the academic program that's in place and other school related matters. The school discusses the areas of growth and how the LEA is addressing the efforts to make improvements. The LEA also holds meetings with additional administrators to discuss the academic planning.  The information is then analyzed and decisions are made according to the information that has been provided.	The ELA holds meetings to discuss the plans for academic instruction and other related school matters.  All constituents are informed of the academic planning and goals that have been set for the year.  The input from constituents are taken into consideration for decision-making and then shared with all constituents once the decision has been completed.	The LEA will continue to address those underrepresented families by reaching out to them to encourage their participation in meetings and other form of school communication that is provided by the school. The LEA has developed a student incentive prize system for all the parents that attend the meetings the student are then awarded a small prize if the parents attended the meeting.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/25/2022	2022
54722560135863	Global Learning Charter	3	"limited to, the following: • Classroom placement – In almost all cases, students at GLC are assigned to a classroom and/or homeroom teacher for a 2-year period. This practice, called looping, allows teachers to develop stronger and deeper relationships with students as well as families. Furthermore, sibling students are often placed with a teacher who was assigned to an older sibling. This allows teachers to develop strong bonds with families over many years.  • School-to-Home communication – The school uses a variety of approaches and methods to ensure frequent and effective communication with families. The following communications are available in English and Spanish: weekly family newsletter; telephone, email, and SMS messages using Blackboard Connect; group and individual messages with 2-way capability using ClassTag; letters and notices sent home with students. In addition, the LEA has a marquee, Twitter and Instagram accounts; and an up-to-date website. Some teachers also use Schoology to communicate with families.  • Parent participation and feedback – There are many opportunities for parents to participate in activities on campus. In addition to volunteer opportunities in the classroom and as chaperones for field trips, the following opportunities are also available: Parent Teacher Student Association (PTSA), School Site Council (SSC), English Learner Advisory Council (ELAC), and more.  • Family events – GLC holds several important family events over the course of the year. The purpose of many of these events is to build community between school and home, as well as among GLC families.  These events include, but are not limited to: Meet and Greet; Back to School Night; Lunch on the Lawn, Ornaments Around the World, the World’s Fair, and Open House. Student Recognition Assemblies are held approximately every 7 weeks."	"The LEA has built a strong pattern of 1-way and 2-way communication with families (see above). The LEA’s focus area for improvement in building relationships between school staff and families is to bring more families on campus through increased family activities. These include, but are not limited to, twice weekly Zumba classes, a parent book study, family literacy night, and at least two additional PTSA events for families. The PTSA already supports several annual family events."	"To increase the participation of underrepresented families, the school ensures that all communication is available in Spanish and English. Additionally, child care is provided for evening activities, such as PTSA meetings and the new Parent Book Club. Finally, events are offered either in the evenings or at multiple times to allow for working parents."	"The LEA’s current strengths and progress in building partnerships for student outcomes include, but are not limited to, the following: • Parent-Teacher Conferences – GLC teachers meet annually with all parents to discuss progress towards student outcomes. During these conferences, teachers share academic growth data as well as provide guidance and resources for parents to support their child’s continued development. In addition to annual conferences, teachers schedule additional parent-teacher conferences after the second trimester with students performing below grade-level. • Student Study Teams (SSTs) – Teachers initiate SST meetings for those students who are experiencing some kind of academic, social, or personal challenge or difficulty. SST meetings provide an opportunity for multiple staff members with diverse roles and experiences to meet with the parent, discuss challenges and concerns, and implement a plan for improvement. • Parent communication – Various methods of communication are utilized to provide information and resources that support student learning to parents and families. These include a weekly family newsletter, ClassTag, website communication materials, school-to-home notices, and more."	"Based on an analysis of educational partner input and local data, the LEA’s focus areas for improvement in the area of building partnerships for student outcomes include, but are not limited to, the following: increased opportunities for families to learn more about how to support literacy at home through our parent book study and literacy night; the inclusion of tips for parenting and helping students at home through the weekly family newsletter, parent information presentations provided by community partners as a part of PTSA association meetings, and more frequent and improved communication between classrooms and home regarding student work progress and learning."	"Based on an analysis of educational partner input and local data, the LEA aims to improve the engagement of underrepresented families in relation to building partnerships for student outcomes through some of the same practices aimed at increasing participation of underrepresented families in school events. These include, but are not limited to: ensuring parent events and communication are available in English and Spanish, providing child care to allow parents to attend evening learning activities and guest speakers, and ensuring that parent events are offered at multiple times or outside daytime working hours."	"The LEA’s current strengths and progress in seeking input for decision-making include, but are not limited to, the following: • Advisory councils – The School Site Council (SSC) and the English Learner Advisory Council (ELAC) require parent membership and participation. They exist to provide a forum for feedback and input regarding the school’s programs and activities. Other advisory or collaborative meetings that include parent participation include the School Safety Team, Cultural Proficiency Team, and the PBIS Tier 1 Team.  • Parent surveys – Parent feedback surveys are often made available after family events and are meant to illicit feedback for areas of strength and opportunities for improvement. On the annual Parent Feedback Survey administered during Open House, question items provide important feedback and input specific to the school’s four (4) school goals.  • Parent Teacher Student Association (PTSA) – The PTSA provides another avenue for parents and families to impact activities on campus. While the PTSA work focuses primarily on enrichment opportunities, the selection and implementation of those activities are critical to our student's academic outcomes."	"Based on an analysis of educational partner input and local data, the LEA’s focus area for improvement in seeking input for decision-making is to seek out parents who have not previously served in advisory roles and ensure that diverse perspectives are represented."	"Based on an analysis of educational partner input and local data, the LEA aims to improve the engagement of underrepresented families in relation to seeking input for decision-making by: providing materials in Spanish and English, providing Spanish interpretation for in-person meetings, ensuring there are multiple methods for participation (e.g., online, hard copy, or in-person submissions), and working to ensure that parent representation reflects diverse backgrounds and experiences."	4	4	3	4	3	3	4	4	4	3	3	4	Met	6/28/2022	2022
19647330117978	Goethe International Charter	3	"GICS’ educational model, where teachers and students work collaboratively, encourages relationship building in multiple areas due to the necessity of working together in a dual-immersion model.  Staff meet weekly to collaboratively work on identifying areas of strength, areas of growth, and determine next steps.  At the beginning of each year, teachers get to know each other during a week-long professional development session.  Additionally, GICS staff work closely with the Goethe Parent Association to include activities throughout the year for parents and staff to interact: Back to School night, student conferences, school events (International Flair, Lantern Festival, school dances, etc..).  Weekly class meetings, part of the school’s Caring School Community curriculum, provide opportunities for teachers and students to get to know each other and share their experiences and cultures.  Student conferences, progress reports, report cards, parent universities, communication folders, teacher websites, emails, school newsletters, and teacher meetings occur regularly throughout the year and enable consistent communication between parents and staff."	"One area of focus to improve upon would be the support for staff to learn about each family’s strengths, cultures, languages, and goals for their children.  This was particularly challenging this year as any on-campus access for families was restricted due to health and safety protocols.  As an International Baccalaureate World School, GICS highly values the backgrounds and experiences of all of our students and families.  Teachers would benefit from more structured support in ways to highlight these diverse perspectives even more during instruction (for example: building up classroom libraries and professional development on cultural competence).  Teachers also noted in the school survey results that increased time to meet with families would be beneficial."	"Due to health and safety protocols this year, the opportunities for in-person interactions between families and staff were very limited until the end of the school year.  GICS is focused on reinstating and adding more activities and events for families and staff to interact throughout the year, such as beginning of the year meet and greets, class assemblies and activities, back to school night, conferences, etc. The Goethe Parent Association along with school notices and teacher newsletters will be used to ensure all families are aware of the upcoming events."	"GICS currently implements weekly professional development sessions for teachers, in which family partnership is one of the areas for support.  These professional development sessions support family partnership areas such as class website development, Google Classroom & Parent Portal (an online portal for parents and teachers to stay informed about students’ progress), parent volunteer opportunities (field trips, in-class support, guest presentations, etc…), and conferences (both Student-led and Parent-Teacher). Teacher websites, Google Classroom, Parent Portal, and class newsletters all provide resources for families to support student learning and development in the home.  Teachers post links to videos, instructional tools, and other resources to their websites as well as list activities and tips for at home support in their class newsletters.  GICS currently holds two conferences throughout the school year (one Parent-Teacher and one Student-Led) for families and teachers to discuss student progress and support.  Teachers also communicate regularly with families through emails, phone calls, and in-person meetings as needed throughout the year.  In addition, community universities are held throughout the year to help keep parents informed about various aspects of their students’ education and development as well as to provide resources for families. The main office has all documents and information families would need to access in order to advocate for their student(s).  The Assistant Principal, Principal and Resource Specialist also work with families regularly to ensure their understanding of their student(s)’ legal rights. Monthly Coffee Chats with Administration help to keep families informed and provide additional opportunities for families to share feedback and input with the administration."	"An area of focus for improvement would be to increase the number of family members attending or joining the various school committees which review school policies, procedures, and resources as well as analyze schoolwide academic data throughout the year.  While GICS encourages families every year to participate in these committees, such as the Parent Advisory Committee and the English Learner Advisory Committee, there was limited participation this year.  GICS will provide focused outreach to families to bring awareness of these committees and their impact along with the roles and responsibilities."	"GICS will continue to provide and increase the translations of school messaging and important information to families as well as translation services throughout the school year.  Targeted outreach to underrepresented families will be used to encourage these families to attend school meetings with teachers and to participate in school committees.  Collecting data, using sign in and Zoom attendance sheets, to track which families are participating in school meetings while aide in identifying what groups are underrepresented."	"GICS provides many opportunities for families to participate in advisory groups and provide input for decision-making through the use of various school committees and parent engagement evenings.  There are Board of Trustee committees such as the Governance Committee and the Finance Committee as well as school committees, which include the Parent Advisory Committee and the English Learner Advisory Committee.  All of these committees include staff and parent members.  Parent engagement nights and community universities are also held throughout the year to help keep families informed and provide avenues for input and feedback.  The Goethe Parent Association and school administration hold monthly meetings to share updates and information with parents."	"An area to focus on for improvement would be providing more opportunities and avenues for families and staff to evaluate the family engagement activities at GICS.  While staff and families work closely together to plan, design, and implement these activities, more focus could be paid to evaluating their effectiveness, especially as it pertains to including underrepresented groups in the school’s community.  Especially after returning to campus after Distance Learning, GICS is continuing to focus on re-establishing community events and activities."	"In order to improve the engagement of underrepresented families, GICS will be working closely with the Goethe Parent Association (GPA) to make sure that all families are aware of the different community events, school activities, and committee meetings.  The addition of Multilingual Family Coordinators and Middle School Liaisons to the GPA Executive Team will help to maintain connections with more families throughout the school year."	5	5	4	5	4	4	5	4	5	4	5	4	Met	6/23/2022	2022
09618790000000	Gold Oak Union Elementary	3	"The Gold Oak Union School District works to ensure that families feel welcome and included. The district encourages parent participation in multiple ways. This includes participation at school/community events, as well as bringing back volunteer opportunities following COVID. School/community events such as the Harvest Festival, were put on hold during the pandemic, but are scheduled to return. These community events are well attended by families, staff and community. The district is seeing a shift in our demographics and so is in the beginning development of setting up ways to more fully engage families in other languages. Data from the annual parent surveys helps determine the success of our engagement and parent relationships."	"The pandemic limited the opportunities to build relationships between school staff and families. Now that the protocols are allowing for more interaction, the district and schools are working on rebuilding the programs and opportunities to bring our parents back on the campuses. This includes plans to bring more parents back as volunteers, invite parents to assemblies and performances, and to community events. Electronic communication improved over the course of the pandemic and this will continue."	The district has worked to include families who speak languages other than English by having staff who speak Spanish to invite these parents to meetings and events and attend the meetings with the families to support them. The district also makes a strong effort to welcome underrepresented families to events.	"Several changes have been made over the last several years to build on our partnerships for student outcomes. The elementary school provides five days of formal parent conferences each year. The middle school began having a parent conference week at the end of the first grading period to allow for teachers to communicate student progress to our parents for our most at-risk students. The middle school conferences were added two years ago due to feedback requesting more information on student progress. Teachers also regularly communicate in less formal means with parents. During the pandemic, staff became better at communicating regularly through technological means and this has continued. Parents with concerns regarding student progress may also request a Study Success Team meeting. Parents with students on a 504 plan or on an IEP, have formal meetings at least once per year and may request a meeting at any time."	"While the district feels that communication and engagement with most families has improved, the district wants to continue work in reaching families of our EL students. In addition, the district encourages parents to call or email when there is a concern over student progress or to request a Student Study Team meeting. Students have struggled a lot during the pandemic, and the district has seen an increase in our student study team meetings and referrals for assessment."	The district has worked to better reach out to underrepresented families. Regular two-way communication is taking place between teachers and families and this will continue. Support for families will be expanded in the upcoming year through an addition of a wellness center on each campus. The wellness center will support student needs as well as being a resource families.	"The Gold Oak Union School District is a small district, but it still provides a variety of ways to engage parents to help with decision making. The district has an active School Site Council and Parent Teacher Organization. Parent participation in Board meetings have improved since the pandemic as parents may participate in person or via Zoom. Parents are also encouraged to be representatives on county level advisory groups such as CAC—Community Advisory Committee. Parent Survey data indicates that further work is needed to engage our partners."	Improvement can be made in getting a wider variety of parents to participate in the decision-making opportunities. We are a small district and often the same families are the ones actively participating. The District will continue to reach out in formal and informal means to get greater participation.	"The district does reach out to underrepresented families to encourage their participation, but the district will need to do more specific invitations to welcome these families to join these committees or meetings."	3	3	2	2	3	3	3	3	3	3	3	2	Met	6/6/2022	2022
55724130112276	Gold Rush Home Study Charter	3	"Because of the nature of the Gold Rush Charter School choice, parents are committed and involved in their children's education and well-being.  Dedicated staff and parents work together to support students' learning.  This creates very strong relationships."	"This year we formed a new PTO to encourage parent involvement. We've also created a social media page and electronic newsletter to share news, updates, and celebrations."	"All families, including those of underrepresented students are encouraged to be involved."	"Gold Rush Charter School provides unique options of independent study with weekly meetings with certificated teachers and a blended in-person learning program which includes 4 days a week on campus, a 5th day of homeschool, and Google meets with their teacher.  Gold Rush families and staff work side by side to deliver instruction and support students' learning. This relationship creates strong and involved partnerships that benefit the students."	Families are provided tools and support to maximize student outcomes. Frequent communication and progress monitoring are used to keep families informed.	"Gold Rush's 3 priorities for this year include relationships, engagement, and safe and supportive campus, which includes the Second Step program.  All students and families at Gold Rush are valued and treated with respect and dignity. Supports are provided and all families are welcomed and encouraged to participate."	"Gold Rush seeks input though an LCAP Advisory, School Site Council, WASC committees, PTO, and collaborative staff meetings."	We will continue to work with our stakeholders to provide opportunities to improve our methods for seeking input.	We will continue to provide communication and opportunities for input and engagement of underrepresented families	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/8/2022	2022
10621660140764	Golden Charter Academy	3	"Golden Charter Academy knows that families play an integral role in students' academic, social, emotional and professional achievement and health. Beginning immediately after acceptance of school admission, GCA's administration team engages families and students in the academic planning process so that before school begins, GCA has a clear idea of what the early needs are for students and families so the school can begin lining up community resources to address needs. Families are connected to the school's communication platform, ParentSquare, to access real-time communication and are given opportunities to be mentors, program partners, volunteers and School Site Council representatives. GCA offers dynamic community events throughout Fresno and the surrounding area with its community partners like the Fresno Chaffee Zoo. The school hosts open houses, townhalls and family conferences multiple times a year to ensure the school shares progress toward goals. Teachers send home support packets aligned to student learning goals for families and students, and families have access to to track student progress in a clear, concise, standards-based grading system that gives insight about where their child is in relation to the criterion assessed. A family-friendly-worded standards-based report card is sent home at the end of each semester while qualitative reports are given at the quarter marks during conferencing. Families are invited to participate in the presentations of learning at the end of a unit."	"More work is being done to partner with families to connect resources like service learning partnerships to the school and engage them in recruitment of new students. More work is being done to offer materials in families' home languages. GCA has recently employed fluent bilingual and trilingual speakers to welcome and guide families who speak a language other than English through academic and community events. Additionally, GCA offered teacher office hours several times a week to accommodate the need for progress meetings."	"GCA is committed to recruiting students that represent the broad diversity of the Fresno community. The addition of the community relations coordinator has provided more capacity to connect the school more deeply to families and community. As stated prior, GCA has increased bilingual staff members to welcome and guide families through home language interpretation at academic and community events."	"Golden Charter Academy relies on engagement with educational partners on a local, state and national level and has continued its foundational commitment to deep engagement with GCA's educational partners. GCA has worked diligently to design an educational program that meets the needs of all students. The design of the program addresses the needs of the students served both academically and holistically. We did meet our goal of providing educational opportunity for the historically underserved students of southwest Fresno and supported and furthered the work of FUSD by creating a uniquely different model of education for those students still struggling in the traditional school model. GCA successfully offered a robust Universal Design for Learning (UDL)-Standards Based curriculum that gave hands-on experiences, research, and fieldwork in partnership with the Fresno Chaffee Zoo, San Joaquin River Parkway & Conservation Trust, Sierra Foothills Conservancy, Fresno Parks/Rec, Fresno State’s Downing Planetarium, FCSS Scout Island, Fresno County Libraries, Fresno American Indian Health Project, Ingleby Farms and Alta Peak Native Plant Society. The partnership with Fresno Chaffee Zoo takes learning beyond the classroom and brings students face to face with learning, providing experiences and lessons that open our student’s eyes to the world that is available to them."	"In addition to our ongoing work with the above partners, GCA has launched a partnership with Parsec Education, a data analysis partner who will assist GCA administration with guiding faculty and staff toward specific student outcomes around reading, language use, mathematics, science and social-emotional learning."	"With the addition of the Community Relations Coordinator, GCA has been able to increase the number of events targeted to family engagement, especially underrepresented families. We have also expanded capacity of family social emotional support services with the Integrated Community Solutions Initiative (ICSI) and the recent addition of All 4 Youth program with Fresno County Superintendent of Schools."	"Golden Charter Academy comes from a standing commitment to foundational engagement with its educational partners on a local, state and national level. These efforts were refined and improved through the 2021-22 Local Control and Accountability Plan (LCAP) development process as well as through GCA’s charter development and authorization process and School Plan for Student Achievement (SPSA). Previous and continuing engagement opportunities include a series of surveys and interviews to solicit feedback on key budgeting priorities and advancement of mission. We are in almost daily dialogue with our families and outside educational partners due to the need to stay nimble and responsive to needs of our diverse learning community. As GCA has focused on aligning budget to priorities on behalf of our learning community, school administrators meet monthly with the 10-member school site council, with the GCA Board of Trustees, with community environmental science and education partners (Fresno Chaffee Zoo, River Parkway Trust, Sierra Foothills Conservancy, Fresno County Office of Education and The Biomimicry Institute, Fresno State University) and twice monthly with the school’s mental health service providers, Integral Community Solutions Institute. These meetings discuss programs, efficacy, and resource planning. In addition to the regular check ins with educational partners, GCA’s upcoming engagement opportunities for budget planning include:  - monthly Site Council meetings dedicated to refine budget priorities and narration  - ongoing teacher and staff listening sessions and surveys to identify program needs and resources - Family listening surveys identify community needs and resources - School partner surveys to identify program needs and resources"	"In 22-23, GCA is opening up the campus to local business, community leaders and prospective families on a monthly basis. Educational partners are invited onto campus to observe and leave feedback for the school regarding best practices and collaborative opportunities. GCA additionally added office hours for teachers and families to connect more in the school year, and the Community Relations Coordinator has been integral to increasing opportiunites for families and partners to directly interact with school administration."	"Several initiatives that began in the inaugural year will return--town halls, family conferences--in addition to the new ones like coffee with the administration and office hours with faculty. GCA has increased the presence of Spanish- and Hmong-speaking staff to bridge language barriers to family and partner engagement. More work is being done to ensure all correspondence is in home langage to increase likelihood of participating in input-giving sessions. All families give feedback to the school regarding safety and culture through the California Healthy Kids Survey. GCA will be adding additional exit surveys at the end of each quarter to collect data to guide decisions toward programs, priorities and resource allocation."	5	5	4	4	4	4	4	4	3	3	3	4	Met	6/21/2022	2022
47104700117168	Golden Eagle Charter	3	Strengths include strong positive relationships between education facilitators and families.  Another strength is personalized attention to each family’s specific needs.	"Areas for growth include improving two-way communication and strategies to solicit input from all groups within the school. There is strong two-way communication between families and individual educational facilitators, but systematic strategies to collect and filter those communications to the level of school-wide policy and practice are in need of improvement."	"The school will encourage teachers to solicit feedback from families, particularly underrepresented families, regarding their needs and how the school program is working for their children. Every three years, the school will conduct a survey through teacher-parent/guardian interviews ensuring that the sample of families participating includes all underrepresented demographic groups."	Strengths: Providing support for teachers to meet with families to support students and discuss student progress. The school provides training for teachers on how to partner with families in supporting student learning and provides a variety of resources and support for learning at home.	Areas for growth: Additional training on engagement and support for families of struggling/at-risk students	The school will provide training on culturally responsive and sustaining practices to support engagement of underrepresented families.	One area of progress is the school-wide survey intentionally soliciting input from all groups within the school.	An area of growth is building capacity for engaging families in advisory groups and decision-making.	"To improve engagement of underrepresented families, the school will continue to implement the targeted survey every three years to intentionally solicit feedback from all groups represented within our student population."	5	4	5	3	3	4	5	4	2	2	4	3	Met	6/9/2022	2022
07100740730614	Golden Gate Community	3	"Golden Gate hosts monthly virtual parent check-in meetings to communicate announcements, campus events and solicit feedback. The school's recently hired administrative assistant is bilingual. This allows for more diverse parent engagement. More Golden Gate staff are being trained in restorative practices, which promotes more parent involvement with student and staff concerns.  Moreover, Golden Gate has added on-site counseling and increased scholarship and internship opportunities. Lastly, we have established food pantries this year at two of our three campuses to support our families in more tangible ways."	"Golden Gate has prioritized increasing our parent engagement initiatives. This has been done through some of the efforts of our Family and Community Engagement Specialist by interacting with our families in ways we did not in the past to provide additional support services. Additionally, we have engaged in intensive staff professional development work focused on equity and better understanding the communities we serve. Lastly, we realized the need to employ more bilingual staff to support communication and engagement with our diverse families. Two additional Spanish speaking staff members have been hired this year."	"Golden Gate continues to work to create a welcoming environment for all students and families. We continue to focus on the development and implementation of culturally relevant curriculum and supports for our students. Moreover, we have spent a significant portion of our PD this year on educating our staff on relationship building, and on cultural diversity.  We have also worked to make sure all mailings that go out to families are in English and Spanish, and we have added translation support options for meetings and presentations. We have bilingual tutoring opportunities, bilingual mental health clinicians, and our School Administrative Assistant is bilingual as well. Lastly, we solicit feedback from our families through a series of surveys annually."	"Golden Gate has made progress in communicating information to families, but there is always room to grow.  We plan to strengthen communication with families by using School Messenger more and by hiring more instructional assistants that are bilingual. The Principal does virtual monthly meetings and invites all families. We are continuing to explore additional ways to engage both staff and families in two-way communication around other topics related to student performance and well -being."	Golden Gate is working to support our EL students. We are working with our partners to develop more bilingual instructional materials. We are through professional development working to implement more ELD instruction to better meet the needs of our students. We provide bilingual Math tutors. We are also working to expand our Visual Arts offerings to further promote student engagement.	"Golden Gate supports better communication with our families through changes to our main office and newly hired teaching staff. We provide food pantries at two of our three campuses. We do monthly virtual parent check-in meetings with bilingual support.  Moreover, we have bilingual counseling options for both students and families."	"Golden Gate facilitates a series of surveys annually to garner feedback on decision -making and to improve our program. We also collect feedback suggestions from both students and families who serve our advisory panel for the Golden Gate School Site Council. Moreover, the school also collects feedback from a series of LCAP educational partner events that are hosted annually.  We also receive family feedback during our bi-annual school transition meetings, as well at at family SART and SARB meetings."	"Golden Gate constantly solicits parent feedback in our policies and procedures but we don't always get parent participation. We promote parent involvement for Open House Night, School Site Council, LCAP educational partner engagement meetings, SARB, and monthly principal meetings. Our WASC home and focus groups provide trainings surrounding giving input and offer opportunities for families to give input that is used in our strategic planning. We are continuing to explore additional ways to engage both staff and families in two-way communication around other topics related to student performance and well-being."	"Golden Gate will continue to improve based on critical feedback from the students and families we serve, through surveys, input and parent testimonials. The school will continue with equity initiatives to help better understand the communities served and their needs. Lastly, Golden Gate will work to support more diversity in parent involvement."	4	4	5	4	5	4	5	5	5	4	4	4	Met	6/15/2022	2022
10752340000000	Golden Plains Unified	3	"Golden Plains makes a great effort to get the input of all educational partners at all sites through school site council meetings, English Learner meetings, and other parent and ed partner meetings."	The focus area will be developing greater community and parent involvement in events and in class rooms.  In addition we plan to develop parent and community participation through adult education	GPUSD will hold monthly meetings at the site level to analyze how sites build relationships with the under-represented families.	Teachers build relationships with students and refer them to counseling and academic support when needed	"We have established lunch time, after school and vacation academic support."	These families will be invited to meetings.  Their children will be provided with progress reports every three weeks.  Counseling will be provided for students who need SEL support.	We do a great job providing opportunities through meetings and phone calls.	GPUSD needs to provide the community more access to the internet in order to fully access grade books and email messages	"We send out flyers, and emails in order to attract families to provide input."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/14/2022	2022
56724705630363	Golden Valley Charter	3	"GVCS's most significant collaboration, by the very nature of the school’s design, is with our parents. Parents partner with us to be fully involved in their children’s education. GVCS offers parents the support and options necessary to teach their children in the ways their children learn best, and in doing so, our teachers develop deep and trusting relationships with the families with whom they work."	"A focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families."	GVCS will continue to provide multiple avenues and opportunities for engagement in order to improve that of underrepresented families.	"As mentioned above, by the nature of the school’s design our most significant collaboration is with our parents.  GVCS teachers are trained to partner with families in order to support student learning in the home. GVCS requires that parents have a strong stake in the education of their children. GVCS offers parents and students the opportunity and flexibility to design a standards-based, individualized learning plan."	"GVCS requires that parents have a strong stake in the education of their children. GVCS offers parents and students the opportunity and flexibility to design a standards-based, individualized learning plan."	GVCS will continue to provide multiple avenues and opportunities for engagement in order to improve that of underrepresented families.	"GVCS was developed in response to parent and teacher request, and family engagement is a cornerstone of our program."	All staff members and families engage in decision-making processes and provide input on policies and program development.	GVCS will continue to provide multiple avenues and opportunities for engagement in order to improve that of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met	5/16/2022	2022
34674470132399	Golden Valley Orchard	3	"GVOS focuses on parent-teacher conferences, parent evenings, parent engagement offerings, and regular communications. Feedback from educational partners continues to drive the types of parent enrichment offerings the school plans and implements each schoolyear. Teachers continue to work to build relationships with families to ensure strong connections to help every student meet their learning goals."	"Based on the feedback from educational partners, the school is focusing on adjusting to the post-pandemic school environment in order to adjust from individual and cohort environments to the whole school community. There is also an effort to inform the community, especially those new to our school, about the curriculum and pedagogy at a Waldorf-inspired charter school."	"Teachers and administrators continue to work to build relationships with families to ensure strong connections to help every student meet their learning goals. Local data shows that low income students have performed lower than their grade level peers in mathematics. Feedback from these families, shows that this is also an area of concern for their students. As the school researches new curriculum and intervention program for these students, parents and families will be an integral part of addressing the needs of these students. The school will look for ways to build on skills worked on in class to continue student achievement and interest at home. Building partnerships and continuing communication between teachers and families will continue to be prioritized to help meet the needs of the students."	"The school has strong relationships with families, built over years of town hall meetings, parent surveys, parent-teacher conferences, and class meetings."	The school can continue to improve upon the cultural connection to reach out within other communities and create a stronger sense of understanding between home and school.	"While we work with each student closely over many years, we have yet to expand our diversity by creating ambassadors into underrepresented families."	"The school has many groups of parents to engage in around governance and community goals. Parent surveys, and town hall meetings are held on a regular basis to gain parent input and to help guide school priorities and decision-making."	The school continue to work with educational partners to attend meetings and gatherings where input and feedback on the education program can be provided to help guide the decision making for the site.	"The school will continue to reach out to underrepresented families to address any barriers to taking part in engagement opportunities where their voices can be heard and have an impact on decision-making. The school continue to utilizes a multitude of ways for families to give input (online/electronically, in-person, committees, and parent groups/organizations)."	4	4	4	4	4	4	4	4					Met	6/8/2022	2022
34674470114983	Golden Valley River	3	"GVRS focuses on parent-teacher conferences, parent evenings, parent engagement offerings, and regular communications. Feedback from educational partners continues to drive the types of parent enrichment offerings the school plans and implements each schoolyear. Teachers continue to work to build relationships with families to ensure strong connections to help every student meet their learning goals."	"Based on the feedback from educational partners, the school is focusing on adjusting to the post-pandemic school environment in order to adjust from individual and cohort environments to the whole school community. There is also an effort to inform the community, especially those new to our school, about the curriculum and pedagogy at a Waldorf-inspired charter school."	"Teachers and administrators continue to work to build relationships with families to ensure strong connections to help every student meet their learning goals. Local data shows that low income students have performed lower than their grade level peers in mathematics. Feedback from these families, shows that this is also an area of concern for their students. As the school researches new curriculum and intervention program for these students, parents and families will be an integral part of addressing the needs of these students. The school will look for ways to build on skills worked on in class to continue student achievement and interest at home. Building partnerships and continuing communication between teachers and families will continue to be prioritized to help meet the needs of the students."	"The school has strong relationships with families, built over years of town hall meetings, parent surveys, parent-teacher conferences, and class meetings."	The school can continue to improve upon the cultural connection to reach out within other communities and create a stronger sense of understanding between home and school.	"While we work with each student closely over many years, we have yet to expand our diversity by creating ambassadors into underrepresented families."	"The school has many groups of parents to engage in around governance and community goals. Parent surveys, and town hall meetings are held on a regular basis to gain parent input and to help guide school priorities and decision-making."	The school continue to work with educational partners to attend meetings and gatherings where input and feedback on the education program can be provided to help guide the decision making for the site.	"The school will continue to reach out to underrepresented families to address any barriers to taking part in engagement opportunities where their voices can be heard and have an impact on decision-making. The school continue to utilizes a multitude of ways for families to give input (online/electronically, in-person, committees, and parent groups/organizations)."	4	4	4	4	4	4	4	4	4	3	4	4	Met	6/8/2022	2022
20755800000000	Golden Valley Unified	3	Strengths: Use of bilingual translators at meetings and for document translation ensures parents have access to information and feel comfortable with what the school is doing. The use of Parent Square to communicate with families has helped to build relationships as parents can respond to teacher posts through direct messaging. The District encourages participation of families regularly.	Focus for Improvement: Continue to expand the list of translated documents for our families. Clarify ways parents and community can participate in improving our school sites.	GVUSD will continue to attempt to engage our educational partners and will continue to find creative ways to engage underrepresented families in order to build our schools and our families.	There has been a focused effort to make our schools more welcoming for all students and families. Our staff takes pride in the relationships they are building with the community.	"Our schools work to build great relationships with our families. Schools hold regular meetings with parents and offer translation services where needed. Parents have real-time access to student grades, attendance and upcoming assignments."	Increase the participation of our parents in school meetings. Conduct parent trainings on how they can better support their child at home.	"Various Parent Advisory meetings and parent conference opportunities, along with constant communication through Parent Square allows parents to provide input on school policies and activities. Engagement from all stakeholders in valued and encouraged."	"Parent participation at these meetings, while overall strong, is not where we would like it to be for our underrepresented groups."	"GVUSD will continue to encourage and recruit underrepresented groups to attend school planning meetings through multiple communication strategies (phone, text, person to person, social media, email and website)."	4	3	4	4	3	4	4	3	3	3	3	3	Met	6/14/2022	2022
42691950000000	Goleta Union Elementary	3	"Goleta Union School District values neighborhood schools where schools and families partner together over time for the success of students.  Staff seeks to understand the needs of families and promote parent input and leadership through parent-school organizations such as School Site Council, English Language Advisory Committee, and PTA.  Community liaisons, along with teachers, support staff, and administration strive to make schools welcoming and safe for all students, staff, and families."	"GUSD seeks to better understand family needs through staff education in diversity and anti bias trainings.  GUSD has invested in additional community liaisons to partner with families as well as provide interpretation and translation for families.  Alternative forms of communication are utilized to reach more families, including phone calls and personal invitations.  Childcare and transportation needs are also considered."	"GUSD is working to provide more training to our bilingual staff in interpretation and translation to ensure that more staff is available and has the capacity to provide these services to families.  Based on input from families, more family education workshops are welcome, especially if childcare and interpretation are provided.  Staff also seek to include more families in coming onto campus through the shared celebration of students' successes."	"GUSD has worked to build staff capacity to support families for positive student outcomes.  Staff regularly provides information to families on their child's progress, learning opportunities, and social-emotional development.  Additionally, staff support families of children learning English as an additional language to understand the pathway and criteria for reclassification to fully English proficient."	"GUSD continues to focus on increased opportunities for families to engage in their students' learning experiences, including attending parent-teacher conferences, school events, school site leadership, and celebrations of success.  A focus has been on increasing participation in school ELAC (English Language Advisory Committees) through celebrations of success and personal invitations to attend."	"Schools strive to continue improvement on how best to meet the needs of families with regard to school participation, engagement, and supporting their students in navigating school.  GUSD seeks to increase the availability and quality of interpretation and translation through professional development and by streamlining the organization of staff availability."	"Both the district and school sites utilize a variety of methods to seek input from parents and other educational partners.  Open-ended dialogue about various district and school goals take place throughout the year in focus groups and during regularly scheduled meetings (e.g., staff meetings, SSC, ELAC, PTA, district advisory committees, union partnerships, etc.). Sites and the district also offer input opportunities through annual surveys."	"Despite a variety of efforts to seek input from families from diverse backgrounds, including those that speak English as an additional language, input from bilingual families remains less than their English only counterparts.  This remains an area of growth for our district and schools."	"This year we are hosting family engagement workshops for families of early education students based on topics parents selected last spring.  Workshops will be held in central locations in the community, with dinner, childcare, and interpretation provided.  Our hope is to support families in engaging in their children's education at an early age so they are comfortable asking questions, seeking resources, and providing input as their child grows and their needs change."	4	4	4	3	3	4	4	4	4	4	3	4	Met	6/29/2022	2022
37683380119610	Gompers Preparatory Academy	3	"Gompers Preparatory Academy is committed to communicating with and engaging parents as partners in education. Parents have many opportunities to be involved at GPA. GPA parents are active members in the mission to accelerate academic achievement. Due to restrictions of in-person activities due to COVID-19 during the 20/21 school year, parents participated in activities online to mitigate risk and keep everyone safe. Involvement opportunities included online versions of the following: monthly Parent Student Teacher Connections (PTSC) meetings, English Language Advisory Committee (ELAC), School Site Council (SSC), academic events: open house, book fairs, financial aid workshops, AP course information sessions, financial aid trainings, presentations of learning, parent education courses, and student assessment data presentations. Additionally, GPA offers several “Coffee with the Director” events every year where parents can learn about and give input on school programs.  These parent meetings are heavily promoted via autodialer, parent emails, website announcements, and GPA social media, and are very well attended by our families both online and in-person when possible."	"Relationships between school  staff and our families has always been part of our school’s mission and is a founding principal for GPA. Improvements in this area include continuing to ensure this critical foundation to our work is implemented in a culturally responsive manner. The 2020/2021 school year taught us all a great deal about what our families need most, as we shifted to distance learning that year. Communication between every staff member and our learning community was the key. GPA was fortunate to already have established a historically strong relationship with our families. Our added efforts to ensure families stayed connected and felt they had the same 24/7 access to GPA meant offering round the clock online support. As we move forward, it continues to be a goal that our families receive timely, thoughtful, accurate information, have access to their child’s teachers, have access to the learning environment their child engages in, and feel their voices are heard in through meetings, surveys, and ongoing school-wide events."	"As a school that serves many students whose parents/guardians are primarily Spanish speakers, Spanish translation is provided for all parent communication and events, including but not limited to: autodialer messages to parents/ guardians, print material sent home, parents/ teacher conferences, trainings/ workshops for parents/ guardians that are linked to student learning and/or socio-emotional development/ growth, etc. GPA staff receive numerous informal and formal training on effective parents/ guardian engagement as part of our ongoing professional development.   Parent involvement opportunities include: Parent Student Teacher Connections (PTSC) meetings, English Language Advisory Committee (ELAC), School Site Council (SSC), academic events: open house, reading nights, STEM fairs, book fairs, financial aid workshops, AP course information sessions, financial aid trainings, presentations of learning, parent education courses, student assessment data presentations, WASC surveys, and development of WASC Student Learning Objectives. Additionally, GPA offers several “Coffee with the Director” events every year where parents can learn about and give input on school programs.  These parent meetings are heavily promoted via autodialer, parent emails, and GPA social media, and are very well attended by our families.   In an effort to improve engagement for our underrepresented families, GPA staff will continue to make direct contact with those affected through phone calls, teacher-parent conferences, emails, and auto-dialers to increase their participation in our school community."	"Collaborating with our educational partners has been at the core of the decision making process and growth for Gompers Preparatory Academy (GPA). The Board of Directors for Gompers Preparatory Academy is composed of several members of each of the following educational partner groups: teachers, staff, parents, leaders from our community, local businesses, and education. The Board of Directors meets every other month, with an active Finance subcommittee to fulfill goals that have been designed by parents, students, teachers, staff, Board of Directors and school leadership. The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Additionally, GPA cultivates community partnerships with organizations such as:Union of Pan Asian Communities (UPAC), MCC - Multicultural Community Counseling, Rhombus Education (Former New Vision), Logan Heights SDC,  Vista Hill, Care center, San Diego Youth Services, Kickstart, San Ysidro Health, Manhood Adolescent Behavior Challenge, Kaiser Permanente, Urban Collaborative Project, SafetyNet, and San Diego County Office of Education."	"Due to the COVID-19 pandemic and its effects on all aspects of education, GPA is focusing on moving forward with its educational partners through increased communication, increased surveys to gauge current status, and increased focus on learning loss as well as social emotional needs of our students, families, and staff. Based on the results, additional community partnerships will be cultivated to create more resources to fill the ongoing needs of our learning community."	"GPA will continue to engage with our underrepresented families through ongoing communication, increased surveys to gauge current status, home visits when needed, auto-dialer, phone calls, emails, and parent conferences."	"During the 2020/2021 school year, shared decision making opportunities were evident through regular online meetings including: Parent Student Teacher Connections (PTSC) meetings, English Language Advisory Committee (ELAC), School Site Council (SSC), parent conferences, academic events: open house, AP course information sessions, financial aid trainings, presentations of learning, parent education courses, student assessment data presentations. Additionally, GPA offered ongoing “Coffee with the Director” online events where parents learned about and provided input on school programs and the ongoing needs of the students during distance learning.  These parent meetings are heavily promoted via autodialer, parent emails, and GPA social media, and are very well attended by our families both online and in-person when possible."	"GPA will be conducting additional surveys moving forward in order to gauge the ongoing needs of students, families, staff and the greater community. Survey data will be analyzed to determine areas of need and current goals will be evaluated and aligned accordingly."	"GPA will continue to assess our processes and procedures for communicating, providing access, and culturally responsive approaches to ensure our underrepresented families have ample opportunities for providing their valuable input. GPA staff will seek information directly from this target group."	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	9/20/2022	2022
27754730000000	Gonzales Unified	3	"Strengths: Building partnerships with parents improves the confidence and trust between school staff and families. GUSD conducts parent training and outreach to family members by implementing programs, activities, and procedures in consultation with parents of enrolled children. This is accomplished through parent-teacher conferences, School Site Council (SSC), English Language Advisory Committee(ELAC), District Advisory Committee(DAC), District English Language Advisory Committee (DELAC), Cafesitos, parent surveys, and stakeholder meetings throughout the year. The district also offers classes to build capacity with parents by offering a variety of training to ensure their children achieve their full potential.   Focus Area: GUSD plans to improve the engagement of families in providing professional learning to support teachers and site administration to improve the school's capacity to partner with families. The district recognizes the need for all staff to understand the resources the district can offer to parents and implement additional training. GUSD plans to continue educating staff on resources available to build partnerships with parents and to better meet the needs of the families in our community."	"GUSD continues to foster collaborative partnerships with families, students, and staff. To facilitate communication between schools and families, information will be provided in many formats, including bilingual online postings and newsletters, mailings, informational phone calls, and access to an online parent portal through which they can view their student's daily attendance and grades. In addition, each school site hosts bilingual parent meetings/cafesitos, School Site Council (SSC), and English Language Advisory Committee (ELAC) to keep families updated with information and resources. GUSD continues to work towards ensuring all schools and district offices provide a warm and welcoming environment. School staff will also continue to work with individual families to facilitate understanding of student needs and the support services/programs available to them in the school, such as the student study team process, individualized education plan/special education process, student attendance review process, identification of students as English Learners, and reclassification process from English Learner to Re-designated Fully English Proficient."	"GUSD implements an LCAP process that provides multiple opportunities for family and stakeholder input into district decision-making. In addition, GUSD supports sites with guidance and supports to engage families in site-based Single Plan for Student Achievement (SPSA) input. GUSD continues to work towards ensuring that district engagement is more culturally responsive and to plan improvements to increase participation. The district will continue to strengthen the opportunities for parents to provide input on decision-making through formal district advisory bodies, such as District English Language Advisory Committee. The District will engage in intentional and strategic outreach efforts to parents of students who are English Learners, parents of students with disabilities, and parents of students who are homeless or foster youth in order to ensure that their input is collected and considered during District and School decision-making."	"Strengths and progress include Spanish interpretation provided at parent workshops, meetings, and training, increased attendance at parent workshops, and adding a broader range of topics in Parent workshops to build partnerships with families. In recent years, the district has developed and offered parenting classes districtwide, as well as maintained and encouraged participation at the school site level in the English Learner Advisory Council, School Site Council, and the districtwide District Advisory Council and District English Learner Advisory Committee. Last year, the district invested in a community and parent engagement liaison to support further enhancing and maximizing parent engagement."	"During the inconsistencies of schooling with the COVID pandemic, GUSD has acknowledged building relationships and supports as a top priority. Keynote speakers inspired certificated and classified staff members as they told stories of perseverance through hardship and shared strategies related to project-based learning, trauma-informed education, growth mindset, culturally responsive, and other student-centered topics, which became the focus of professional development and conversation among staff, students and administration as the district adapted to new ways of thinking about education. GUSD continues to strengthen and improve ways to receive parent input in decision-making and promote parental participation in education programs for students."	"GUSD has implemented parent leadership training, particularly targeted for Spanish-speaking parents. In addition, the district partners with various community agencies to provide direct support to high-needs families, including virtual and in-person counseling services for students and families, parent workshops, and other health resources. The elementary and middle school hold parent conferences every fall and spring to ensure parents and teachers have the opportunity to discuss student progress and ways parents can support their students.  The district also continues to partner with community-based organizations to offer workshops/training for parents, teachers, and other staff."	"Gonzales Unified School District has several advisory committees where parents provide input including the site ELACs, the DELAC, the LCAP Advisory Committee, and School Site Councils that seek input in the decision-making process. These committees provide opportunities for families, teachers, principals, community members, and district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels. in 2021-22 many of these meetings also took place virtually to support active involvement from all stakeholders and that practice will continue for the 2022-23 school year."	"The Gonzales Unified School District will continue to involve parents, staff, and students in providing input through the various committees meant to provide a voice for collaboration on matters regarding programs, the effectiveness of programs for students, and identifying student services needed to increase the percentage of students meeting academic standards in the district. In addition through the continued task forces and student focus groups, the district will continue to provide all stakeholders continued opportunities to give input on the work that will guide us for continued improvement in creating a positive school climate for students and GUSD families."	"Our schools have run advisory groups such as ELAC and SSC for many years. We have designated representatives on each SSC to be part of our district advisory council as well. We provide food and child care in order to make it easier for our families to attend our meetings without worrying about the welfare of their families. Our parents are provided information regarding their ability to participate in the groups in the form of written invitations, phone messages, and social media. Our parents are provided several opportunities during the year to provide input on policies and programs, and some meetings are offered in person and virtually to allow for more participation."	3	3	3	3	3	4	3	3	3	3	3	3	Met	6/14/2022	2022
19645841996305	Gorman Learning Center	3	"According to the GLC Satisfaction Survey, 94.4% of respondents agree that GLC supports parents in providing a positive learning environment at home. The key strength of the program is the continuation and strengthening of parent workshops on a regular basis which are led by a panel of independent study and curriculum experts. The focus area for improvement continues to be supporting PLTs and parents in assessing student progress based on the state standards and making changes to personalized learning plans to address needs in terms of progress towards mastery."	The focus area for improvement continues to be supporting PLTs and parents in assessing student progress based on the state standards and making changes to personalized learning plans to address needs in terms of progress towards mastery.	"According to the GLC Satisfaction Survey, communication with parents continues to be a strength. 92.7% of respondents agree that educators and staff communicate clearly with parents throughout the school year. The focus area for improvement is ensuring effective outreach to and meaningful input from parents and guardians of students in underserved groups, including homeless and foster youth and English Learners."	The key strength of the program is the continuation and strengthening of parent workshops on a regular basis which are led by a panel of independent study and curriculum experts.	"The focus area for improvement is ensuring effective outreach to and meaningful input from parents and guardians of students in underserved groups, including homeless and foster youth and English Learners."	"According to the GLC Satisfaction Survey, 94.4% of respondents agree that GLC supports parents in providing a positive learning environment at home."	"The key strength of the program is the successful effort to transform multiple ad hoc advisory groups into a consistent and formally constituted council which regularly advises and guides decision-making. To improve the engagement of underrepresented families, the school formalized its ELAC and scheduled parent workshop events to best support the needs of working and low-income families. The focus area for improvement is increased parent awareness of and engagement with the Council and ELAC."	GLC will continue to encourage parent and family engagement and offer opportunities for parents to be involved in decision making.	"According to the annual stakeholder survey, 82.3% of parents agree that parents are included in decision-making regarding the school. This share of respondents has increased since last year's survey, indicating that the efforts made by GLC to improve in this area have begun to impact the perception of stakeholders.  The key strength of the program is the successful effort to transform multiple ad hoc advisory groups into a consistent and formally constituted council which regularly advises and guides decision-making. To improve the engagement of underrepresented families, the school formalized its ELAC and scheduled parent workshop events to best support the needs of working and low-income families. The focus area for improvement is increased parent awareness of and engagement with the Council and ELAC."	5	5	5	5	4	5	5	5	4	4	4	4	Met	6/23/2022	2022
36750510137794	Gorman Learning Center San Bernardino/Santa Clarita	3	"According to the GLC SBSC Satisfaction Survey, communication with parents continues to be a strength. 91.9% of respondents agree that educators and staff communicate clearly with parents throughout the school year."	"The focus area for improvement is ensuring effective outreach to and meaningful input from parents and guardians of students in underserved groups, including homeless and foster youth and English Learners."	"The focus area for improvement is ensuring effective outreach to and meaningful input from parents and guardians of students in underserved groups, including homeless and foster youth and English Learners."	"According to the GLC SBSC Satisfaction Survey, 97.9% of respondents agree that GLC SBSC supports parents in providing a positive learning environment at home. The key strength of the program is the continuation and strengthening of parent workshops on a regular basis which are led by a panel of independent study and curriculum experts."	The focus area for improvement continues to be supporting PLTs and parents in assessing student progress based on the state standards and making changes to personalized learning plans to address needs in terms of progress towards mastery.	The focus area for improvement continues to be supporting PLTs and parents in assessing student progress based on the state standards and making changes to personalized learning plans to address needs in terms of progress towards mastery.	"According to the annual stakeholder survey, 85% of parents agree that parents are included in decision-making regarding the school. This share of respondents has increased since last year's survey, indicating that the efforts made by GLC to improve in this area have begun to impact the perception of stakeholders."	The key strength of the program is the successful effort to transform multiple ad hoc advisory groups into a consistent and formally constituted council which regularly advises and guides decision-making.	"To improve the engagement of underrepresented families, the school formalized its ELAC and scheduled parent workshop events to best support the needs of working and low-income families. The focus area for improvement is increased parent awareness of and engagement with the Council and ELAC."	5	5	5	5	4	5	5	5	4	4	4	4	Met	6/23/2022	2022
19647331933746	Granada Hills Charter	3	"The stakeholder survey, feedback (minutes from standing committees, Governing Board, School Site Council, parent workshops, parent advisory, English Learner Advisory Committee, and additional groups) help to craft policies that remain consistent and adapt to the community’s identified needs. Granada Hills Charter offers opportunities for parents and guardians to provide input on policies/procedures and identified school goals by becoming voting members on the following: • Operations Standing Committee • Curriculum and Instruction Standing Committee • Student Services Standing Committee • School Site Council (SSC) • English Learner Advisory Council (ELAC) • Granada Hills Charter Governing Board Meetings are held at different times throughout the year. The Granada Hills Charter (GHC) English Learner Advisory Council (ELAC) meets during the morning as well as the evening based on the feedback received from parents within the community where the parents and guardians identified the most convenient times. All Standing Committee meetings as well as the ELAC meetings have minutes posted on the website for all stakeholders to access. Additional opportunities for parent/guardians to provide feedback on identified Western Association of Schools and Colleges (WASC) goals and the Local Control Accountability Plan (LCAP) goals are offered at the following meetings: • Parent Advisory Meetings • Parent Ambassador Meetings • Athletics Parent Meeting • PTSA • Parent Workshops • Dashboard Parent Meetings"	"Parent Outreach: Continue to identify new opportunities for parents and families to engage with the school through advocacy groups, volunteer opportunities, workshops, and other services to help support parents. GHC will continue to host a minimum of three parent informational/activities/events per semester to seek encourage parent participation and seek parent/guardian input for decision-making. The implementation of the POSSIP platform for two - way communication between school and families was introduced in 2019-20. Parents are surveyed biweekly and can choose to have the communication in their identified home language. In addition to multiple choice questions, each survey has one open ended question for targeted feedback opportunities."	"For EL and RFEP pupils: Outreach and ELAC Parent Meetings will be held at least twice annually, services will be extended to provide for English translation and expansion of parent meetings to address the needs of the EL/RFEP parents (ELAC, parent workshops) and continue to encourage participation, parent education, empowerment and leadership."	"Academic Assessments used to Measure Student Progress: • College Readiness and Academic Performance Metrics • A-G Course Completion and Access to Advanced Courses • Graduation Rates by Student Group • College Enrollment and Persistence Rates • Final Grade Distribution by Student Group • State Assessment Results by Student Group • Internal Assessment Results by Student Group • English Learner Reclassification Parents receive notification around intervention services through emails, student announcements, individual phone calls and emails to identified families, flyers, calendar updates through the mobile application as well as push notifications, one-to-one conversations with parents and students. Intervention services are listed below: • Writing Center • Math Center • Parent Workshops • Academic Mentor Program for tutoring during the instructional day • After school and before school tutoring • Online tutoring services"	"Targeted training around how to implement intervention services as well as how to analyze data and identify need and present information to stakeholder groups, happens throughout the summer and within weekly professional development meetings with all staff throughout the academic year. Consistent dialogue around the data occurs within professional development. At mid-year, all of the assessment data is presented to the Governing Board under the heading “Accountability Metrics.” The minutes are published for all stakeholders to access."	"GHC will provide the following necessary coordination, technical assistance, and other support in planning and implementing effective parental involvement activities, information about Title I and access to student academic achievement and school performance: • Parent communication through, report cards, school and student assessment results, student communication, parent-teacher-counselor communication, school website, eSchool Home Access Center, the School Accountability Report Card, the College Office, the Counseling Office, parent groups such as PTSA and ELAC, SSC. • A Parent Liaison was hired to provide daily communication with students who are asked to quarantine because of COVID-19. This position maintains daily communication with quarantined students, their parents, and administration to relay important information and ensure the quarantined students able to access the academic and social-emotional supports the school provides. GHC will, with the assistance of parents, educate its teachers, administration, and other staff, in how to reach out to communicate with, and work with parents as equal partners by: • Providing professional development to school staff using school and community resources, professional resources, and parent speakers. • Encouraging and fiscally supporting school staff in the attendance of workshops and conferences that focus on parents as equal partners."	Granada Hills Charter offers opportunities for parents and guardians to provide input on policies/procedures and identified school goals by becoming voting members on the following: • Operations Standing Committee • Curriculum and Instruction Standing Committee • Student Services Standing Committee • School Site Council • Granada Hills Charter Governing Board Meetings are held at different times throughout the year. The Granada Hills Charter (GHC) English Learner Advisory Council (ELAC) meets during the morning as well as the evening based on the feedback received from parents within the community where the parents and guardians identified the most convenient times. All Standing Committee meetings as well as the ELAC meetings have minutes posted on the website for all stakeholders to access. Additional opportunities for parent/guardians to provide feedback on identified Western Association of Schools and Colleges (WASC) goals as well as Local Control Accountability Plan (LCAP) goals are offered at the following meetings: • Parent Advisory Meetings • Parent Ambassador Meetings • Athletics Parent Meeting • PTSA • Parent Workshops	"Trends are identified for intervention around school climate, school safety, academics, communication and instruction. The results are communicated throughout standing committees and is a focus in the School Site Council. Results are also distributed to staff and posted on the website. Parents suggestions and feedback are brought forward to standing committees for integration into the LCAP as well as policies and procedures."	"Through the implementation of the annual stakeholder survey and the surveys given to all stakeholders who come to the meetings/workshops/intervention opportunities, we encourage our parents to provide their thoughts. As we cultivate an open and engaging environment, parents feel comfortable to participate and request individual meetings with staff as well as attend scheduled meetings. We will also evaluate the effectiveness of our new two-way communication with parents through the POSSIP platform. GHC recognizes the need to increase two-way communication between school and families in order to address concerns, needs and recommendations provided by our families in order to meet the needs of all of our students, especially those underrepresented."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/27/2022	2022
36750510139188	Granite Mountain Charter	3	"Granite Mountain has focused on developing our capacity to build trust amongst our educational partners. We have focused attention on providing staff development in cultural awareness and diversity and have encouraged respectful conversations with our diverse group of family and community members. We provide weekly resources to our staff and community and offer parent/student workshops that focus on providing support and encouraging wellness and stress management. We pride ourselves in having a welcoming culture for our educational partners and provide multiple educational platforms and a wide range of interventions for our diverse population, including sub-groups and underrepresented families. GMCS works hard to build relationships between all staff members and families, and frequently requests feedback using surveys to ensure needs are met.  Furthermore, GMCS implements Academic Learning Plans for all students and Four Year Plans for our high school students. During each learning period, teachers, students, and their families review progress and set goals. These plans and learning meetings provide a platform for teachers to have in-depth conversations about each student’s strengths, goals, and development that is individualized to their specific needs. They provide opportunities to analyze student learning and assess curricula and how they fit with the student’s learning goals. We have also established a culture of two-way communication with our educational partners by providing Trailblazer Checkpoints that translate Common Core Standards into everyday, parent-friendly language. These are discussed during learning period meetings and are the foundation for curriculum selection. We strive to maintain a culture of communication by setting goals with the families and consistently referring back to these goals and the checkpoints to assess growth and student needs. Along with these conversations during the learning period meetings, we also strive to maintain two-way communication throughout the school year to ensure student needs are met through our Student Study Team meetings, IEPS, and educational partner meetings and groups."	"After reflecting on our educational partner and local survey data, we have found a need to improve the participation rate in all activities, programs, and surveys. We have seen a lack of participation in these areas within our overall and unduplicated  populations. In an effort to grow this area, we seek to increase the attendance rates of our educational partners at our parent groups and workshops and at community events. We plan to promote these events on a larger scale and utilize email, school newsletters, and social media to bring attention and excitement to the events. We also seek to increase participation in educational partner participation in our school surveys. We plan to improve the survey completion of all educational partners as well as a specific focus on our unduplicated populations by reaching out to them individually and communicating more frequently with phone calls, emails, text messages, and a social media presence. In an effort to build relationships with our educational partners, we plan to send additional surveys focused on student and family needs so that we can inventory those needs and make efforts to provide services directly serving the requests of families. In order to ensure we are getting an accurate needs assessment, we will focus more efforts on following up with all families to ensure their participation in the completion of the surveys so that we get a more comprehensive needs assessment."	"Granite Mountain Charter School desires to serve its community of educational partners through relationship building.  We will continue to target our efforts towards our underrepresented families and improve relationship building amongst our underrepresented families. Our efforts will include: back to school events in which families are connected with our homeless and foster liaison; offering a regular student hour that affords students the opportunity to connect and find commonalities with one another; and having our Special Populations Administrator forge a close relationship with our underrepresented students through regular check ins with the students to stay abreast of current needs. We will raise awareness of the support we offer our underrepresented students by marketing events and encouraging greater participation. In doing so, our connection between our staff and underrepresented students will increase."	"Upon reviewing the educational partner survey responses and data from our quarterly ELAC and Parent Community Group meetings, as well as our local STAR assessment data, we have found many strengths in building partnerships for student outcomes. We have developed programs to target the needs of our unduplicated students such as our EL and low SES populations. We continue to refine our multilingual department and have created an ELAC group who meets quarterly to focus on the needs of our EL population. We have also continued to develop our student support services department and have dedicated an entire department to high school student success. We have continued to provide 1:1 availability of technology to all students, with the understanding that our low income families do not always have access to devices and hotspots. This was provided to ensure everyone has access to our online educational resources we provide universally to all students. As a school, we have made a commitment to focus on the needs of our underrepresented families. This focus is being made throughout all departments."	"GMCS plans to continue disseminating surveys to elicit feedback from all educational partners, as well as continue to offer meetings such as ELAC and Parent community groups for educational partners to engage directly with school staff and administrators to discuss key issues related to our school and Student Outcomes. It is important to us to build these relationships and understand the necessity of these partnerships to hone in on the needs of our students. It was found that there is a need for continual conversations regarding student outcomes and assessment. We offer several opportunities for educational partners to collaborate on school related issues. While GMCS is actively working on engaging families in these conversations, not all families participate and there is a need to continue reaching out and informing families of the importance of assessments to guide student outcomes."	"To promote an increase in Student Outcomes among our underrepresented students, GMCS will share county resources for special populations such as students experiencing homelessness, foster youth, military families, and students of migrant families. We will continue to offer Wellness Classes that target a student’s Social Emotional Learning in an attempt to manage the foundational needs of students which in turn will improve Student Outcomes. We will also offer our student body an SEL universal curriculum and partner with learning coaches, teachers, and departments schoolwide such as Wellness and Fitness, Positive School Culture, and Community Engagement to address the mental health of all students, while tracking the participation of our underrepresented students. GMCS also provides tutoring for underrepresented students and universal curriculum to ensure all students have access to standards based curriculum and assisted instruction to meet their diverse learning needs.  Student academic progress is then monitored through the use of multiple assessments to track their growth and target needs including the STAR 360 test given three times a year, a writing benchmark given at the beginning of the year, and the ELPAC and CAASPP tests given at the end of the year."	"Seeking input for decision-making has been a growth area for GMCS. We have continued to provide our educational partner surveys as well as quarterly meetings with our parent groups and have added an ELAC group who also meets quarterly. We have also begun to offer parent workshops dedicated to meeting the diverse needs of parenting and schooling children at home. These meetings allow us to connect with educational partners and elicit feedback regarding our school, policies, and needs of the families to help with decision-making. Our continued desire is to grow the participation of these groups every year, especially in our underrepresented families. We want our English Learner and low income families to know there is a safe place to engage with staff and express needs for their students and families, and we value their input."	"In an effort to continue to focus on seeking input from our educational partners, GMCS is committed to offering surveys and meetings that engage our families and staff. We seek to offer more surveys that focus on the development of various departments that serve our families, as well as continue to offer parent meetings and workshops. We have seen a need to increase participation in our surveys and will focus on ways to ensure more educational partners see the benefit of completing the surveys to provide us with essential feedback on the needs of our school."	"To understand the needs of our underrepresented students, GMCS will increase our efforts in seeking feedback from students and learning coaches to improve their input in decision making for GMCS. This will be accomplished through surveys and individual meetings with our unduplicated students including Foster Youth, English Language Learners, McKinney-Vento, Military, and free and low SES that evaluate our offerings and invite input into needed supports. We will continue to encourage parents of English Language Learners to play a vital role in our ELAC meetings which allows them to be active in the decision making process for EL students."	4	3	5	4	4	4	5	4	3	4	4	4	Met	6/9/2022	2022
45700030000000	Grant Elementary	3	"Grant School has a tradition of strong relationships between school staff and families. Parents are involved with their students' education. COVID did limit parent access to the campus thus changing the mode of participation. However, based on the parent survey distributed in May of 2022, parents continue to feel connected  (85.3%) with what is happening at school. As COVID resides, the traditional involvement will continue to increase."	Our greatest area of need is with the students and families that struggle with the traditional school setting. Students that come to school with trauma have a harder time focusing on academic content. Another area of need is parents desiring to have greater input in the district's decision making.	A strategy to support our students in this area includes additional training for staff focused on identifying the needs and goals of the student. Gathering this relational information will help support students with these needs socially and academically.  Strategies to increase parent input in decision making is to provide more advertisement for the current opportunities for parents to get involved in decision making such as the variety of parent organizations that meet monthly. Parents can also provide input at Site Council meetings and board meetings	Grant School has a history of having high participation rates for parent/student conferences. Parents want to be informed and advocate for their child in communication with the school staff.	There are a handful of students that are represented by parents that do not participate as readily.	The school continues to develop a strategy hoping to improve participation of these families which includes frequent reminders and easier accessibility such as the use of digital opportunities to participate.	"Grant School regularly provides opportunity for public input. We host monthly meetings in a variety of venues including PTO, our Centerville Education Foundation, Site Council, Sports Boosters and Music Boosters. There is also the opportunity and recently a strong participation of community during public comment at board meetings."	COVID did limit in person accessibility for educational partners to come on campus to provide feedback. There were also varying opinions on how to handle the safety of COVID in the school setting.	The school provided opportunity for families to attend digitally to the parent involvement events. As COVID is subsiding the traditional means to participate and provide input are returning.	4	4	4	3	3	4	4	4	3	4	4	4	Met	6/2/2022	2022
29663326111140	Grass Valley Charter	3	"The GVCS mantra is, “We Are Crew, Not Passengers.” The philosophy behind this mantra is that we’re all on the same course, pitching in, rowing in the same direction. No one gets to just “go along” for the ride and we also don’t leave our Crew behind. We assist them, advocate for them, and support them. This is established through regular crew circles, training for certificated and classified staff, open doors to volunteerism in the classroom and open communications with families. GVCS has several structures that support community building and purposefully creating welcoming environments. GVCS has Crew 24, The Parent Crew which hosts monthly meetings tasked with planning engaging activities for families to participate in. The Grass Valley Charter Foundation hosts meetings and organizes fundraisers to support students in a variety of different ways. Both of these are open to all parents. GVCS hosts a back to school BBQ in the beginning of the school year to bring families together. In the beginning of each school year teachers host Share & Care meetings where families come in to meet with teachers to share about their family dynamics as well as the child's strengths and areas of growth. GVCS institutes 2-year loop cycles in grades K-5 so parents stay with one another and with their teacher for two years in a row. In January every student in kindergarten through 8th grade hosts a student-led conference explaining to their parents and teacher how they’ve grown as a student. Lastly, parents are highly encouraged to volunteer on a variety of different platforms conducive to their home schedule."	"Each year GVCS conducts surveys to certificated staff, classified staff, and families allowing an opportunity for feedback, input, and ideas. Teachers maintain emails to families on a weekly basis and are available to text, email, talk on the phone, or meet in person as needed. Every week a school newsletter is electronically sent updating parents on past, current, and upcoming school happenings."	"At Grass Valley Charter we use the term “Crew” to identify our classroom teams and partnerships. The crew includes our staff, students and families. We value partnership and engagement and make this paramount to how we operate all school programs. We will continue to strengthen our Crew relationships."	"At Grass Valley Charter we use the term “Crew” to identify our classroom teams and partnerships. The crew includes our staff, students and families. We value partnership and engagement and make this paramount to how we operate all school programs. We will continue to strengthen our Crew relationships."	"At Grass Valley Charter we use the term “Crew” to identify our classroom teams and partnerships. The crew includes our staff, students and families. We value partnership and engagement and make this paramount to how we operate all school programs. We will continue to strengthen our Crew relationships."	"At Grass Valley Charter we use the term “Crew” to identify our classroom teams and partnerships. The crew includes our staff, students and families. We value partnership and engagement and make this paramount to how we operate all school programs. We will continue to strengthen our Crew relationships."	GVCS operates in a shared leadership structure clearly identifying stakeholder groups and decision topics highlighting which stakeholder groups are responsible for different decision-making processes.	The decision-making matrix outlines for leadership which stakeholders to confer with when making school wide decisions.	"Additionally, the annual parent survey which allows parents the opportunity to rate their engagement, provide feedback on current structures and give input to new ideas is shared with the Grass Valley Charter Council as well as with the Grass Valley School District Board."	5	5	5	5	4	4	5	4	5	5	5	4	Met	6/21/2022	2022
29663320000000	Grass Valley Elementary	3	"Developing and maintaining trusting relationships between families and school staff is a core value of the Grass Valley School District. This area is something that takes continued support to develop and maintain a balance and partnership. We continue to implement a variety of means for 2-way communication between schools and families that include use of technology (both email and texting apps), phone calls, classroom and school newsletters, parent-teacher conferences, and committees. Further, district-wide and school wide communications are sent out in both English and Spanish. We will continue to improve the engagement of underrepresented families by conducting ongoing outreach including the creation of parent resource centers at each campus. We will also continue to support our Spanish speaking families through our ELAC and DELAC meetings. We also provide translation and interpretation services as needed for meetings and parent-teacher conferences."	"This area is something that takes continued support to develop and maintain a balance and partnership. We continue to implement a variety of means for 2-way communication between schools and families that include use of technology (both email and texting apps), phone calls, classroom and school newsletters, parent-teacher conferences, and committees. Further, district-wide and school wide communications are sent out in both English and Spanish. We will continue to improve the engagement of underrepresented families by conducting ongoing outreach including the creation of parent resource centers at each campus. We will also continue to support our Spanish speaking families through our ELAC and DELAC meetings. We also provide translation and interpretation services as needed for meetings and parent-teacher conferences."	"We continue to implement a variety of means for 2-way communication between schools and families that include use of technology (both email and texting apps), phone calls, classroom and school newsletters, parent-teacher conferences, and committees. Further, district-wide and school wide communications are sent out in both English and Spanish. We will continue to improve the engagement of underrepresented families by conducting ongoing outreach including the creation of parent resource centers at each campus. We will also continue to support our Spanish speaking families through our ELAC and DELAC meetings. We also provide translation and interpretation services as needed for meetings and parent-teacher conferences."	"We work to implement inclusive policies and practices to help make learning connections between school and home. District school sites hold events that build meaningful connections. We traditionally hold annual events on top of Back-to-School Night and Open House events. These events celebrate literacy, hard work, and the importance of being a learning community. Staff share materials openly with families to allow additional time to work on skills in reading and math. Often, these materials include a way for staff to communicate expectations to parents and, conversely, a space for parents to respond and ask questions. Further, our middle school students and families have access to the online Parent Portal that allows students and parents to get up-to-date scores and grades. Teachers and parents meet formally each year in the Fall for conferences to discuss student progress and/or challenges in a variety of areas and to set goals. Additionally, staff and parents may request a Student Success Team Meeting or progress check if they have concerns. Currently, consistent parent education is in place for the parents of English Learners and the parents of students in special education. Accommodations will continue to support student growth at all levels."	"We work to implement inclusive policies and practices to help make learning connections between school and home. District school sites hold events that build meaningful connections. We traditionally hold annual events on top of Back-to-School Night and Open House events. These events celebrate literacy, hard work, and the importance of being a learning community. Staff share materials openly with families to allow additional time to work on skills in reading and math. Often, these materials include a way for staff to communicate expectations to parents and, conversely, a space for parents to respond and ask questions. Further, our middle school students and families have access to the online Parent Portal that allows students and parents to get up-to-date scores and grades. Teachers and parents meet formally each year in the Fall for conferences to discuss student progress and/or challenges in a variety of areas and to set goals. Additionally, staff and parents may request a Student Success Team Meeting or progress check if they have concerns. Currently, consistent parent education is in place for the parents of English Learners and the parents of students in special education. Accommodations will continue to support student growth at all levels."	"We work to implement inclusive policies and practices to help make learning connections between school and home. District school sites hold events that build meaningful connections. We traditionally hold annual events on top of Back-to-School Night and Open House events. These events celebrate literacy, hard work, and the importance of being a learning community. Staff share materials openly with families to allow additional time to work on skills in reading and math. Often, these materials include a way for staff to communicate expectations to parents and, conversely, a space for parents to respond and ask questions. Further, our middle school students and families have access to the online Parent Portal that allows students and parents to get up-to-date scores and grades. Teachers and parents meet formally each year in the Fall for conferences to discuss student progress and/or challenges in a variety of areas and to set goals. Additionally, staff and parents may request a Student Success Team Meeting or progress check if they have concerns. Currently, consistent parent education is in place for the parents of English Learners and the parents of students in special education. Accommodations will continue to support student growth at all levels."	"We work hard to ensure families are provided opportunities to share their feedback regarding our district policies and programs. We also employ ongoing outreach efforts to ensure that parents have access to information including how they can participate in decision-making. The administrative cabinet team regularly discusses best practices for engaging parents. Each year, the Superintendent holds at least 3 sessions of the District Advisory Committee or DAC. This group includes stakeholders from around the district and community. The purpose of the group is to work together to analyze survey data, California Dashboard data as well as other local measures to determine the LCAP goals for the coming year."	"Focus Area for Improvement continues to be identifying the best way to welcome parents from all groups within our schools with proportional representation. Though we have made some progress in this area our data does not match our demographics, particularly those of English Learner families and families from low socioeconomic backgrounds."	"Currently, GVSD has a number of ways to encourage the participation of underrepresented families. All sites hold regularly scheduled ELAC and DELAC meetings throughout the year with outreach to Spanish-speaking families by our bilingual English Learner Manager. Even with these efforts, attendance at these meetings is still at less than 50% of those invited. The English Learner Manager and the Director of English Learner Services will work closely with principals to creatively find ways to engage more parents."	3	3	3	4	3	4	4	4	4	4	4	4	Met	6/21/2022	2022
49707140000000	Gravenstein Union Elementary	3	"Our most recent survey of parents indicates a very strong approval rating of district communication.  We continue to update our website and social media platforms as well as adopting Parent Square as a tool for communicating with our school community that ensures access for all users.  GUSD promotes parent, family, and community engagement in the education of our students.  We notify all families in their home language of the policies, services, and supports that GUSD has in place and provide contact information for appropriate district staff.  As a small district and in using our MTSS protocol, our classroom teachers will be the first line of support for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, presentations, performances, and school-wide family events.  When these events fall in the late afternoon or evening, we have free child care and/or extended daycare hours.  We are currently engaged in a process to strengthen our MTSS protocols, particularly our menu of Tier II interventions, which includes strategies regarding the significance of staff in the role as a “productive adult” relationship for all students and learning more about all students and their families.  Our Tier I approaches for parent and family engagement are strong; we need to improve our abilities and techniques for our students performing below grade level.  GUSD is engaging with our county office of education and participating in their Continuous Improvement series.  Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents."	"We still have data and web site pages that are in need of updating, and we are working to include some focused communication highlighting the support we receive from our Gravenstein Parent Association (GPA) as well as providing information to our families related to events and supports offered by our community partners."	"Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we have hired a bi-lingual ELD support teacher, a licensed mental health counselor, expanded the support staffing for our RSP students, and engaged an outside consultant to support our diversity, equity, and inclusion efforts.  The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans."	"As a function of our MTSS, we have worked to strengthen and institutionalize Tier I and Tier II supports designed to build partnerships.  This includes a variety of events and activities at the Tier I level to provide universal support for our entire student population as well as a menu of individualized interventions and services at the Tier II level for students below grade level academically, chronically absent, and/or experiencing behavioral challenges.  Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. Our classroom teachers are the first line of support (with translation as needed) for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, literacy training, technology use, presentations, performances, and school-wide family events.  When these events fall in the late afternoon or evening, we offer free child care and/or extended daycare hours to accommodate parents' needs. To further assist these parents, a bilingual assistant helped families at our Meet-the-Teacher events to use multiple computers to navigate and complete our online forms. For any student that is not making expected grade level progress, our Tier II systems will be employed and we will use our SST/parent meeting protocol: gather baseline data, form a support team, meet with the parent (and student if appropriate), formulate an action plan with appropriate interventions, assign a staff case manager to support the student and parents in the implementation of the interventions, warm hand-offs to and ongoing communication with any outside agency with appropriate support services for the student and/or family, gather progress data, and inform the team of progress.  The creation of this case management system is an area of focus for us currently as we are building a menu of interventions and best practices."	"Currently, we are working on identifying and institutionalizing best practices for the implementation with fidelity of our Tier II interventions.  A key aspect of successful Tier II support is family engagement; each support team will face a unique set of challenges and barriers dependent on current circumstances and our staff is building a tool kit of supports to address a variety of needs.  Another focus area here is creating connections with our community partners that have the capacity to provide Tier III supports.  We are working to build connections that allow for ""warm hand-offs,"" reciprocal release of information agreements, and a system for monitoring fidelity of intervention implementation and progress monitoring."	"Our strategies here will mirror our efforts for building relationships with underrepresented families.  Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we have hired a bi-lingual ELD support teacher and a licensed mental health counselor, began the process for drafting an EL Master Plan, expanded the support staffing for our RSP students, and engaged an outside consultant to support our diversity, equity, and inclusion efforts.  The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans."	"Through our parent association, Board Meetings, website, surveys, committees (Site Council, Strategic Planning, DELAC), and multiple orientation events, parent participation on our vast menu of field trips, and additional community events, we have developed multiple forums to seek and gather input for decision-making from our families.  Additionally, during the annual LCAP review process, families representing specific demographic sectors of our population receive personal invitations, attend and provide input and feedback regarding our LCAP focus areas and action items."	"For our brand new Strategic Planning Committee, we are working on making the complex issue of school budgets comprehensible to our community members as a means for supporting our strategic planning and supporting the implementation of our MTSS, facility maintenance and additions, and maintaining the key aspects of our educational program, specifically small class sizes, low staff to student ratios, and our Enrich! programming including field trips.  Our current comprehensive family survey was drafted to gather parent feedback during the COVID Pandemic; we are in the process of revising this survey as we move away from the significant impact COVID had on our program offerings and structure."	"Our strategies here will mirror our efforts for building relationships with underrepresented families.  Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we have hired a bi-lingual ELD support teacher and a licensed mental health counselor, began the process for drafting an EL Master Plan, expanded the support staffing for our RSP students, and engaged an outside consultant to support our diversity, equity, and inclusion efforts.  The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans."	5	5	3	4	4	4	5	3	5	5	5	5	Not Met	10/11/2022	2022
27660270000000	Graves Elementary	3	"The school's small size allows teachers to provide each student with individual attention to ensure academic success. To strive to provide a safe, nurturing environment where the uniqueness of every student is recognized and respected. GESD is dedicated to providing an educational foundation for all its students by creating a learning environment that fosters a love of learning that will last a lifetime. The staff, parents, Board members, and the community take great pride in preparing our students not only for academic excellence, but for nurturing personal, social, and intellectual growth.  Consistent participation and input in board meetings, public hearings, PTC meetings, Back To School Night, Open House, dances, and festivals creates a collaborative relationship among all stakeholders."	"The LEA will continue to focus on the families involvement at the school site.  The staff, families, Board members, and the community take great pride in preparing  our students not only for academic excellence, but for nurturing personal, social, and intellectual growth.  Consistent participation and input at board meetings, public hearings, PTC meetings, Back To School Night, Open House, dances, and festivals creates a collaborative relationship among stakeholders."	The LEA is working on creating better means of engaging with families who are underrepresented by having discussions about various cultures and languages.  Planning classroom and site activities with parent input and participation.	"The small school size allows teachers to provide each student with individual attention to ensure academic success.  To provide a sage, nurturing environment where the uniqueness of every student is recognized and respected.  Graves School is dedicated to providing  an educational foundation for all students by creating a positive learning environment that fosters a love of learning that will last a life time.  The staff, parents, Board members, and the community take great pride in preparing our students not only for academic excellence, but for nurturing personal, social, and intellectual growth.  The school climate reflects the partnerships that occur at the LEA. The survey resulted in families acknowledging that Graves ESD provides inviting, respectful, safe, and supportive learning environment that promotes academic success for all students.  The following items represent the most prevalent characteristics of the LEA:  Is an inviting place for students to learn, Treats all students with respect, Has a supportive learning environment for my child, Has adults that really care about students, Promptly responds to my phone calls, messages or emails, Clearly tells students in advance what will happen if they break the rules, there is no student alcohol and drug use, vandalism is not present, Gang-related activity is not present,  Promotes academic success, Keeps me well informed about school activities, Communicates the importance of respecting all cultural beliefs and practices, Is a safe place for my child, Keeps me well-informed about my child's progress in school, Encourages me to be an active partner with the school in educating my child, and Motivates students to learn."	"Though most parents, students, and staff are content with the level of engagement and participation of the parents, ideas are always shared regarding how we can improve participation and enhance the culture of school engagement.  The school will focus on increasing opportunities and making them available at different times and days to service most parents and a larger number of the community."	"The LEA is working on inviting the representation of as many families as possible.  Due to some families employment and living situation, they are unable to attend some events.  Therefore, we will facilitate substitutes for those families and will stay later in the evening to host them.  We have a translator who can communicate with the parents and the families who don't speak English.  The school and staff continue to be extremely welcoming of other cultures and languages and invite families to share their traditions"	"The LEA has multiple opportunities for parents to provide input for decision making.  The school has a PTC to provide input for a host of site level decisions.  These various avenues bring more awareness and understanding to parents about their child, the importance of their child's education, and ways to get involved.  GESD's small size allows for consistent communication and collaboration."	The area of focus for the LEA's improvement is seeking input for decision-making the families is to maintain the current avenues and to increase the opportunities that families have for input and decision making based on their suggestions.	The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making by providing families more opportunities to have a voice in school decisions and schedule meetings at times that can accommodate their needs as best as possible.  To keep parents well informed and encourage open communication as often as possible.	5	5	4	5	4	4	5	4	4	4	4	4	Met	6/13/2022	2022
37681556117303	Greater San Diego Academy	3	"Due to the nature of GSDA's personalized learning homeschool program, the area of building partnerships for student outcomes is an overall strength. Educational consultants meet monthly with parents to discuss student progress and provide information and resources to support student learning and development at home. GSDA educational consultants communicate with families via email and text regularly to support student learning and address family needs. GSDA office staff also engage in regular communication with current and prospective families to provide support regarding the GSDA program."	A focus area for improvement is engaging parents to participate in opportunities to provide feedback and receive training to support their role as a parent/teacher.	Families whose primary language is not English is typically one of the more underrepresented categories.  GSDA is working to provide materials in the primary language of the parent in order to improve engagement.	"As a homeschool program that focuses on personalized education, GSDA's foundation is built on the ability of staff to build relationships with families. Monthly professional development builds on the staff's capacity for fostering strong relationships with the families they support."	"GSDA administers a parent survey for students in grades K-12 annually. As part of our school mission, we seek to provide a safe and supportive learning environment for all students. The annual parent survey along with an annual survey for students in grades 7-12 helps to ensure that we are succeeding in providing that environment.  An focus area for improvement is in increasing participation in both parent and student surveys."	Families whose primary language is not English is typically one of the more underrepresented categories.  GSDA is working to provide materials in the primary language of the parent in order to improve engagement.	"GSDA provides opportunities for families to provide input on policies and programs and to engage in advisory groups and decision-making. Parents can attend parent workshops, serve on Charter Council, and provide input on annual surveys. Parents may also provide input via monthly consultations."	"Participation in on-campus events such as workshops and Charter Council has been inconsistent over the years. GSDA recognizes that an area for improvement is in parent involvement for English Learners. The population of English Learners is extremely small at GSDA. While the parents are highly engaged in their child's education due to the nature of our program, more work needs to be done on the overall involvement of parents of English Learners in the school community"	"GSDA seeks to include representatives from this population through invitations to participate on Charter Council and attend schoolwide events. Although parent meetings began to be offered in a virtual format, GSDA is still struggling to engage parents in schoolwide advisory groups."	5	5	5	5	5	5	5	5	4	3	3	3	Met	6/21/2022	2022
12628510000000	Green Point Elementary	3	Results indicate that relationships are strong or developing.	60% of parents identified initial implementation; 40% identified full or full and sustainable. 20% of staff identified initial implementation; 80% identified full or full and sustainable.	"Family outreach through phone calls, meetings, and events will be utilized to strengthen relationships."	Meeting with with families and students was impacted by the pandemic.	Professional development goals may be explored to improve the school's capacity to connect to families.	"Telephone, virtual, and in-person meetings may be used to meet the various needs of families."	Meetings were accessible virtually.	"Meetings, events, and committees need to be established and held both in-person and virtually."	"The LEA will utilize emails, phone calls, and meetings to encourage parent participation."	4	4	2	2	2	2	2	2	1	1	1	1	Met	6/9/2022	2022
15635030000000	Greenfield Union	3	"GFUSD uses Parent Square to provide ongoing 2- way communication including monthly digital parent newsletters. Parent Portal allows parents/guardians to view assignments, student grades, and communicate with teachers. School sites hold annual parent-teacher conferences during the first week of October. Translators are provided at parent-teacher conferences for non-English speaking parents. Due to the pandemic, family engagement was available through Zoom including site and district meetings as well as parent/teacher conferences. In addition, parents are invited to numerous events celebrating students’ success such as awards assemblies, sporting events, performing arts and concerts."	"An area for improvement is supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. In an effort to build stronger relationships between school staff and families, GFUSD will provide professional learning to staff to learn about diverse cultures. The district will train staff to use culturally-competent strategies to support families who are from diverse cultures to pave the way for meaningful family engagement, and better outcomes for students. All TK-6th grade teachers and ELA single-subject teachers were provided with Cultural Heritage presentations to celebrate and acknowledge the important contributions of our diverse communities. LCAP Action 3.3"	"GFUSD developed a Family Engagement Rubric to evaluate each site's progress in family engagement. The results will be used to set goals and implement actions for improvement. Additionally, GFUSD has increased its outreach with the addition of a Family Engagement and Community Liaison and Parent Outreach Liaisons at each school site. The outreach team makes personal phone calls to parents/guardians to invite them to participate in site and district committees and events. LCAP Action 3.3"	"Building partnerships with parents improves the confidence and trust between school staff and families. School sites conduct parent trainings and outreach to family members by implementing programs, activities, and procedures in consultation with parents of enrolled children. This is accomplished through parent-teacher conferences, School Site Council (SSC), English Language Advisory Committee (ELAC), District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), District African American Parent Committee (DAAPAC), Coffee and Convos, parent surveys, and stakeholder meetings throughout the year. Parents are provided multiple ways to monitor their students academic success and behavior. GFUSD provided administrators with cultural competency training and will continue in the 2022-23 academic year by expanding the training to all teachers. Families are provided with a monthly newsletter that provides information and resources to support student learning. Many teachers continued to provide information on Google Classroom for families so they can monitor their child’s instructional progress"	"An area for improvement is providing families with information and resources to support student learning and development in the home. GFUSD plans to provide tutoring options for selected students. In addition, GFUSD plans to increase opportunities for families to participate in parent trainings such as PIQE and district-led trainings including hybrid options (in-person and virtual access)."	GFUSD plans to improve the capacity of our educators to partner with families. The district will provide professional learning to support teachers and site administration to improve their cultural competency in order to increase engagement of underrepresented families. The district recognizes the need for all staff to understand the resources the district can offer to parents and implement additional training. Greenfield plans to continue educating staff on resources available to build partnerships with parents and to better meet the needs of the families in our community.	"GFUSD seeks parent and guardian input into school and district decision-making throughout the year, including the development of the LCAP in the following ways: District English Learner Advisory Committee (DELAC) District Advisory Committee(DAC) School Site Councils meetings English Learner Advisory Committee( ELAC) District African American Parent Committee (DAAPAC) Coffee and Convos (site parent meetings) Parent Needs Assessment Surveys LCAP Educational Partners Committee Increased technology for parents and the use of Zoom for parent meetings. Additional surveys were given this year for decisions regarding additional state and federal funds."	"GFUSD has many opportunities for parents to provide input through the decision process. One struggle the district and sites have is low attendance of parents at decision making meetings. To address this need, GFUSD plans to improve engagement with outreach efforts coordinated by the district Family Engagement and Community Liaison. The liaison meets regularly with site Parent Outreach Liaisons to build their capacity in the area of parent engagement and provide support."	"Based on the analysis of educational partner input and local data, GFUSD plans to improve the engagement of underrepresented families by providing an incentive for families to attend these meetings, along with the continuation of Zoom. It is our expectation that the site Parent Outreach Liaison will focus on building relationships with students and families, which will encourage parents to participate in the school and district decision-making process. Also, in 2022-23 students will continue to receive extra District Positive Behavioral Interventions and Supports(PBIS) tickets when parents participate in the decision making process. The district foresees this incentive will help to increase the number of parents participating in the district and site decision making process."	4	4	4	4	3	4	4	4	4	4	4	3	Met	6/8/2022	2022
27660350000000	Greenfield Union Elementary	3	"Parent Engagement is measured locally through the collection of surveys from our PreK-8 parent community. The created surveys allow for parents to inquire about topics related to our school climate, academics, parent engagement, curricula, frameworks, arts integration, college and career readiness, all common core standards (Next Generation Science Standards, English/Language Arts and math standards, and the History/Social Science Framework), STEM education, Multi-Tiered Systems of Support, English Learner programs, supports and resources, and social emotional learning. Survey results have allowed for our school sites to create individualized training opportunities in the areas that best fit the needs of our parent community at the respective site. Site-based workshops have been developed by professional consultants and districtwide staff, and have engaged our parent community in understanding how to best prepare their child for college and career readiness. Administrators, Teachers, and Classified staff recruit parents on an individual basis and advertise routinely through social media apps, newsletters, personal phone calls, and regularly scheduled school events. At these events, attendance sheets are collected and evaluation forms are completed to ensure we are meeting the needs of our parents. To ensure inclusion of all parents, each site provides translation in English, Spanish, and Triqui. This practice has increased our parent participation by site. On average, 75 - 80 parents attend each of our parent workshops per site throughout the school year. For district-wide events, parent participation has increased 75% at each workshop over the past year. This priority three local indicator data and narrative was presented to our local school board and community in June 2022. We also keep all stakeholders informed of progress on a quarterly basis.  Our family resource center continues to be a safe place for our families and community to receive services and support.  The family resource center has been instrumental in providing several services throughout the school including but not limited to: diaper giveaway, backpack giveaway, mobile clinic, COVID testing and distribution of COVID testing kits, EDD (Employment Development Department) services."	"Site-based workshops have been developed by professional consultants and districtwide staff, and have engaged our parent community in understanding how to best prepare their child for college and career readiness. Administrators, Teachers, and Classified staff recruit parents on an individual basis and advertise routinely through social media apps, newsletters, personal phone calls, and regularly scheduled school events. At these events, attendance sheets are collected and evaluation forms are completed to ensure we are meeting the needs our parents. To ensure inclusion of all parents, each site provides translation in English, Spanish, and Triqui. This practice has increased our parent participation by site. On average, 50-75 parents attend each of our parent workshops per site throughout the school year. For district-wide events, parent participation has increased to 75% at each workshop over the past year. This priority three local indicator data and narrative was presented to our local school board and community in June 2022. We will keep all stakeholders informed of progress on a quarterly basis."	"To ensure inclusion of all parents, each site provides translation in English, Spanish, and Triqui. This practice has increased our parent participation by site. On average, 50-75 parents attend each of our parent workshops per site throughout the school year. For district-wide events, parent participation has increased to 75% at each workshop over the past year.  Our family resource center continues to be a safe place for our families and community to receive services and support."	"Parent Engagement is measured locally through the collection of surveys from our PreK-8 parent community. The created surveys allow for parents and students to inquire about topics related to our school climate, academics, parent engagement, curricula, frameworks, arts integration, college and career readiness, all common core standards (Next Generation Science Standards, English/Language Arts and math standards, and the History/Social Science Framework), STEM education, Multi-Tiered Systems of Support, English Learner programs, supports and resources, and social emotional learning. Survey results have allowed for our school sites to create individualized training opportunities in the areas that best fit the needs of our student community at the respective site. Site-based workshops have been developed by professional consultants and districtwide staff, and have engaged our parent community in understanding how to best prepare their child for college and career readiness. Administrators, Teachers, and Classified staff recruit parents on an individual basis and advertise routinely through social media apps, newsletters, personal phone calls, and regularly scheduled school events.   Each school has a counselor to support the implementation and use of PBIS to ensure positive student culture, attendance, and behavior."	"Greenfield Union School District hired district family and community liaisons to support our families and programs district wide.  All of our liaisons are  able to support in English, Spanish, and some also speak the indigenous language of Triqui.  The family resource center continues to provide support to all district families that are most in need.  It is through the direct relationship of the liaisons with our families that we are able to assess the needs of our community and bring in resources that are needed."	"Greenfield Union School District hired a district liaison to support families and programs district wide.  The liaison is able to support those parents who speak English, Spanish, and Triqui.  The family resource center continues to provide support to all district families that are most in need."	"Parent Engagement is measured locally through the collection of surveys from our PreK-8 parent community and our annual LCAP review.  Families are encouraged and provided opportunities to share their input.  Information collected is utilized to create better systems of academic and social emotional support for our students, staff, and families."	Parent Engagement is measured locally through the collection of surveys from our PreK-8 parent community.  In the 2021-22 school year all sites implemented a new social emotional survey to analyze students' emotional well-being.  We continue to strengthen our PBIS program with implementation of the PBIS rewards system.  Allowing teachers to electronically promote positive student behavior.	"Parent Engagement is measured locally through the collection of surveys from our PreK-8 parent community and our annual LCAP review.  The family resource center provides resources and supports to underrepresented families in need.  The family resource center has been instrumental in providing several services throughout the school including but not limited to: diaper giveaway, backpack giveaway, mobile clinic, COVID testing and distribution of COVID testing kits, EDD (Employment Development Department) services."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/9/2022	2022
04755070000000	Gridley Unified	3	"This year's self rating is identical to that of last year. The greatest strength present in the district right now in this area is the awareness that families and stakeholders are wanting more in terms of their communication and feeling of open inclusion to participate in the district and at school sites. There has been some awareness of this for the pas 3- 4 years, but lack of consistency in knowing what to do about it at times. GUSD has for instance had a Bilingual Family Support Specialist position for the past three years, but has struggled to maintain a single individual in that position long enough to really make chance and see to fruition a program. To bring additional ideas to the table and network with other districts, that support specialist and the district's Director of Curriculum participated in an ongoing professional development series sponsored by the California State PTA in 2022-23 where representatives of other districts met and learned more about successful strategies for parental engagement. The elementary principal at Wilson hosted a new event termed Visioning Night that was heavily promoted and was well attended by families from all backgrounds. Small group activities gathered input about what families saw as strengths, opportunities, and challenges for Wilson School and these affected planning for the coming year."	"Given that parents continue to report feeling that school to home communication could be improved, and that parents at lower grade levels appreciated two way communication options through some special apps targeted to those ages, GUSD has investigated alternatives to its current home to school communications platform which is designed 2022 Local Performance Indicator Self-Reflection for Gridley Unified School District Page 9 of 14 to facilitate only one way communications. In 2022-23 the district is launching a much more robust parent communication system that will allow two way communication including between people speaking different languages through emails and text-based communications. Additionally, the LEA is working in the summer of 2022 to prepare a campaign of parent outreach to launch in fall 2022 targeted to welcome back families and change the culture of GUSD with a theme of connection. Part of this plan will involve planned regular communications to families that invite dialog instead of passive receipt."	"Underrepresented families in GUSD consist of parents who do not speak English, and to a lesser extent, parents of lower socioeconomic status. Those parents do tend to appear as much as more affluent parents at events, but there is an ongoing issue likely around language barriers to those parents who do not speak English. Having a communitybased and bilingual parent support liaison should help with this somewhat. Seeing that other districts have invested in multiple such liaisons, one per school site, this is model that can also be examined once a groundwork is built."	"Ratings this year are stagnant from last year. Although the LEA Director of Curriculum and Technology was able to attend a workshop series on parent engagement and invited other members of the administration team, the time commitment was too great so it was attended by only three LEA representatives - himself, the district parent support specialist, and a district social worker. One-way communication to homes remains decent in the LEA about supporting students, and in the spring of 2022, additional resources were curated for delivery in 2022-23 including 2022 Local Performance Indicator Self-Reflection for Gridley Unified School District Page 10 of 14 brochures, placards, and more about increasing student success. In summer of 2022, district staff are meeting to reopen discussions with organizations offering parenting workshops series that can be brought into the district to increase parent participation. Two way communication will also be improved in 2022-23 as the LEA implements a new communication system that allows for two way communication and removes language barriers. As this is still being implemented in summer of 2022, it does not reflect on the self rating here as it has only been used in testing thus far. The district has not provided professional learning and support to teachers per se on improving capacity to work with families, and this is an area of continued growth. Resources have been provided however that enable teachers with initiative to conduct outreach, including built-in email tools within the Aeries student information system, the ability to add Guardian accounts to Google Classroom, and premium versions of the SeeSaw application for McKinley school. Legal rights notifications remain at the minimal compliance level in the LEA with no particular supports provided to families in order to help them better understand and exercise those rights. was limited this school year due to prohibitions on in-person large scale meetings under COVID and participation in scheduled virtual meetings was low, despite various outreach methods. Success here can be measured in part through looking for increases in parent usage of the Aeries portal where annual notifications are now housed, and through parental self-reporting about their satisfaction with district communications."	"Increasing two way communication is the primary target area in the coming year, but also with attention to holding workshops, classes, or meetings in a series that families can plan for to learn more about the district and assisting in their child's education, plus their rights as parents."	"Partnerships require trust, and has been stated previously by some of the parents attending meetings who are from our most underrepresented group - parents of EL students - they like to interact with a face they consider familiar. Thus, the hiring of a local longtime bilingual resident to serve as parent support specialist and have her leverage that connection to the community and organically pull those parents in is going to be crucial."	"The largest strength in this area for the LEA right now is its use of surveys pushed out through the family communications system, Catapult. Progress in moving forward with a robust system in the LEA for parent input continues to be stagnant, as represented in the number on this year's self evaluation that mirror the previous year. Another strength this past year or so has been additional use of the district website to post copies of presentation slides for those who could not make the meetings, plus using shorter and less intrusive Catapult texting to get the word out. This was a response to parent feedback that they preferred texts or emails instead of phone calls from the autodialer."	"Although principals continued to host their Site Councils, recruiting participants continues to be a challenge with some sites barely having enough parents volunteer to make the required quorum. This also affects the district level committees such as the Parent Advisory Committee for the LCAP design, and the ELAC and DELAC committee In the coming school year, there will be an attempt to much earlier in the year develop standing committees that meet regularly to discuss site and district issues and gather input, report out, and so forth District leadership has already begun making community contacts to put the word out there that GUSD does welcome community member interest in the schools and their operation. Additionally, the continued telecast of school board meetings opens up another avenue for the interested within the community to at least tune in live to the board meetings and see what is happening in the district and provide input during the public comments period, though participation by the community at large in the telecast versions has been very low."	"Personal contacts and phone banks, using the more robust filtering features of the Aeries communication system Parent Square will be used to target as individuals with personal invitations members of the underrepresented communities."	2	2	2	2	2	3	2	2	2	2	2	2	Met	6/29/2022	2022
48705810139816	Griffin Academy High	3	We have hired a program called Awakening Wisdom to help us with building staff and student relations.	We have hired a program called Awakening Wisdom to help us with building staff and student relations.	We have hired a program called Awakening Wisdom to help us with building staff and student relations.	We have hired a program called Awakening Wisdom to help us with building staff and student relations.	We have hired a program called Awakening Wisdom to help us with building staff and student relations.	We have hired a program called Awakening Wisdom to help us with building staff and student relations.	We are holding focus groups to gather information	We are holding focus groups to gather information	We are holding focus groups to gather information	3	3	3	3	3	3	3	3	3	3	3	3	Not Met	9/30/2022	2022
40104050101725	Grizzly ChalleNGe Charter	3	"Parent Engagement at Grizzly is high. While most families live outside the county, we work with all families and gather their input as often as possible. Still, while students are enrolled in the Charter School, the National Guard is their legal guardian. The charter school engages with the National Guard for input in all circumstances including planning/calendaring, health and social-emotional issues, academic needs and students' future needs."	Grizzly Challenge Charter School is working to expand the ability of families and the school to communicate with one another and present information in the users' preferred language using online platforms.	"As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families."	"Grizzly has developed strong partnerships with its families, especially in the area of communicating and supporting the future plans of our students once they complete the residential component of the program. Students are given assignments to complete with their families centered around the necessary next steps for students to remain on a path toward their individual successful path. These assignments and plans are discussed with families and monitored for an additional 12 months after the students complete the residential phase."	Grizzly Challenge Charter School is working to increase the ease and frequency in which it communicates with families and for the families to communicate with the school site.	"As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families. GCCS also invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input."	"As previously mentioned, GCCS invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input."	"As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families."	The ability to allow families to attend various meetings online and with language support allows for improved engagement of underrepresented families in the decision making process.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/2/2022	2022
37770990136077	Grossmont Secondary	3	"The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 98.9% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 98.8% of parents and 100% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 98.8% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 96.5% of parents report that the school provides innovative and engaging learning environments."	"Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. Grossmont Secondary regularly consults with educational partners throughout the school year to understand the academic, social-emotional, and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees, and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents, and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed."	"To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square will be introduced further providing communication and engagement of educational partners with the school."	"The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and supports to families throughout the school year."	"Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed."	"Grossmont Secondary is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals."	"The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2021-2022 the school received input from students and parents and used the results in the development of the 2021-2022 LCAP."	"Educational partner input into decision making is actively sought through multiple venues. Grossmont Secondary will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week."	"School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff will utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/24/2022	2022
37681300000000	Grossmont Union High	3	"The District maintains multiple methods of initiating and training staff to develop student partnerships. This includes online options of communication facilitated by our student information system (e.g., Parent Portal). Although reaching out to historically underrepresented groups can still be challenging, the District has made significant progress in expanding access to the Parent Portal and in presenting parents with meaningful content online. The District and school sites continue to promote the Parent Portal by reaching out to students and parents by email, by phone, and in person. Significant progress has been made in the last several years at encouraging parents to register for Portal accounts."	"The District implemented Talking Points, an online platform designed to promote and enhance relationships with our parents and community that supports two-way, translated communication. We continue to focus on ways of improving our ability to reach out to parents and the community."	"The District is pursuing a variety of methods to improve engagement of underrepresented families with additional on-site language support and expanded opportunities for parents to engage in parent nights, back to school events, and college and career workshops."	"The District maintains a variety of ways to build productive relationships with students and their families. Recently, the District introduced the Xello portal for parents to engage with students around academic achievement and build knowledge about college preparedness. The District has just completed training with 35 management and over 100 teachers on Talking Points. This online service provides a two-way, multi-lingual vehicle for parent and family communication."	The GUHSD is focused on expanding efforts to involve students and parents/guardians of underrepresented groups to increase involvement and awareness of school programs that affect student outcomes.	The District will promote engagement and encourage involvement of underrepresented families by exploring a variety of methods to enhance communication. The GUHSD will evaluate the success of efforts to expand parent nights and continue to try and find relevant topics for our community.	"The District maintains a number of avenues for parents to get involved in decision-making. These include: school site councils, parent nights, IEP nights, Parent Access nights, the English Learner Advisory Council (ELAC), the District English Learner Advisory Council (DELAC), the District Advisory Committee (DAC), school site council meetings, APT meetings, Community Advisory Committee (CAC) offered through the SELPA, multiple opportunities to participate in WASC accreditation, the Parent Teacher Student Association (PTSA), booster clubs, the CTE Advisory Committee, and various community-based strategic planning sessions. We have used ThoughtExchange to gain insight from our students, parents, and community members in District decision-making.  As well, each school site offers a number of opportunities for parents to get involved.  Based on our survey data, the District has more broadly advertised the availability of parent-involvement forums and has made specific requests for getting parents more involved. Combined, these efforts correspond to the priorities contained in the District’s Local Control and Accountability Plan (LCAP) wherein parent engagement is a high priority."	The GUHSD is increasing efforts to involve students and parents/guardians of underrepresented groups to increase their involvement and awareness of school programs and opportunities.	The GUHSD will continue to work on increasing parent and community engagement by expanding access and opportunities for involvement in district decision-making.	3	2	2	3	2	4	3	4	4	4	3	3	Not Met	9/13/2022	2022
36678433630928	Grove	3	"Parents/guardians indicated in the 2022 California Healthy Kids Survey (CHKS) that they felt the school was responsive to their students' needs, was doing a good job promoting parent/guardian involvement, and providing social emotional resources for their students.  Grove continues to host multiple events throughout the year to encourage educational partnerships with families, as well as develop relationships through Grove's mentor program."	"Grove has focused on increasing family participation in parent/guardian education nights, and strengthening the Parents and Teachers of Grove’s (PTG) ability to share input regarding student academics. As the 2022 CHKS indicated, the area with room for the most growth was with volunteers for leadership positions."	Grove continues to reach out to underrepresented families through general means and personal invitations during school events.	"Parents/guardians indicated in the 2022 CHKS that they felt the school was responsive to their students' needs, was doing a good job promoting parent/guardian involvement and providing social emotional resources for their students. Parents/guardians also indicated a more positive view of their students' academic motivation and indicated they had attended a Grove event.  All parents/guardians attend two Student-Led Conferences annually in which they provide input into students’ progress towards Student Outcomes."	Grove is working to provide better training and support for staff to reach out to families to help them feel included and encouraged to take on leadership roles. Grove is currently exploring best practices in providing staff with this training.	Grove will continue to reach out personally to underrepresented families and offer opportunities for them to participate in leadership roles.	"Grove continues to have strong attendance at and receives input from educational partners through regular scheduled meetings, special events, and online surveys. The CHKS of 2022 indicated that educational partners had an overall positive view of Grove's attempts to include them in decision-making and keep them informed of opportunities."	Grove continues to work to include underrepresented families and provide opportunities for educational partners to fill leadership roles.	Grove will continue to reach out personally to underrepresented families and offer opportunities for them to participate in leadership roles.	5	5	5	5	2	5	5	5	4	5	5	5	Not Met	10/3/2022	2022
15101570124040	Grow Academy Arvin	3	"A distinctive characteristic of GA Arvin lies in its focus on each child. All students create ILP’s (Individualized  Learning Plans) in collaboration with the learning lab teacher and parents. A student’s ILP sets specific goals  and actions to help the child meet academic benchmarks. Individualized Learning Plans (“ILP”) will be updated  to reflect areas of strength and weakness and explicit classroom modifications, areas to target in our computer  curriculum, and specific goals and methods for tutors. Strongly correlated with successfully fulfilling our mission  is a robust and rich partnership with our families. GA Arvin seeks to form deep partnerships with families to maintain a positive school climate and support student academic performance. Research confirms that students  whose parents attend school events out outperform their peers on state assessments."	"We begin each school  year with what is called “Mutual Promise Night” before the school year begins in which we reaffirm our  commitment to our families to ensure that we are fulfilling our mission and the importance of that partnership in  educating their children, and our parents then also reaffirm their commitment to collaborating and ensuring that  they will work collaboratively with their child’s teacher to maximize our effectiveness as a school. GA Arvin uses  an approach to developing partnerships with parents known as Academic Parent Teacher Teams (APTT)."	"In  the APTT model, teachers coach parents to become engaged, knowledgeable members of the academic team  by unpacking data on assessments and developing with families ways to work together collaboratively to facilitate student learning. GA Arvin incorporates cultural and socioemotional training into all professional  development days. Through these training, teachers build a deeper understanding of the community we serve  and build capacity to increase the engagement of all families culminating in home visits for all scholars at the  beginning of the school year to get to know our scholars and their families in their home environment. We  leverage many different communications platforms to remain in constant communication with our families,  including social media, websites, ParentSquare, virtual (and in person) parent meetings - both on an individual  scheduled and as-needed basis, as well as schoolwide."	"Our rural location makes obtaining and retaining highly qualified teachers a significant challenge; yet our  children require skilled teachers in order to meet their needs. On state assessments, in both math and ELA , our  English Language Learners have not kept pace with their peers; either English only or RFEP children. Also, math achievement on state assessments has not kept pace with English Language Arts achievement.  Finally, fewer English Language Learners who have been designated for three or more years are meeting their annual  Growth goals on the ELPAC assessment."	"With respect to other educational outcomes, Kern County has one of  the lowest college participation and completion rates in the State of California: 36% of county high school  graduates meet CSU/UC course requirements and has a “college going” rate for graduates of 48% (vs. 65.8%  Statewide). Given the challenges of having (and retaining) skilled teachers in the classroom, it is vital that we  develop every research-based correlate for student success. One of the strongest being parent active  participation in the learning process of their children. Our collaboration with parents is one of the strongest  levers in ensuring that we are addressing the individual needs of all students, including our EL, SPED, SED,  foster and homeless students."	"Only through constant communication can we fully understand the global context  - home and school - in which each of our students must navigate daily in order to be successful. It is through  working together with our families that we are able to develop approaches which address specific learning  challenges and barriers, many of which occur outside of the school context. Some of the other Grow Academy  Arvin will improve the engagement of underrepresented families are by:  ? Encouraging parent engagement at governance meetings (i.e., ELAC, POGA, SSC, GPS Board of  Directors, LCAP Stakeholder Engagement sessions)  ? Implementation of Student Success Team  ? Increase family engagement opportunities   ? Fully funded Interpreter for translation services  ? Additional support for McKinney Vento  ? The implementation of Elevation software platform for EL students  ? Completion of home visits  ? Ongoing 2-way communication between teacher and parent (ParentSquare)  ? Parent Portal to see student grades, attendance, and behavior  ? Drive-thru oral health and dental screening clinics for scholars in partnership with the Kern County"	"Grow Academy Arvin (GA) is committed to the idea that meaningful educational partner engagement is an integral part of  developing an effective strategic plan. As such Grow Academy Arvin organized a variety of meetings and activities to  involve educational partners in the LCAP process including the discussion and review of goals, school data as well as  proposed actions and services. The following groups were actively involved in the LCAP development process described  below: School Site Council: Since Grow Academy Arvin utilizes the LCAP to serve as its School Plan for Student Achievement  (SPSA) as defined by Education Code Section 52062, the establishment of a School Site Council is optional. School Governance: (principal, administrators, teachers, and classified staff) school staff working together to improve  student achievement. During specific Governance meetings, the goals and actions of the LCAP were discussed. Input and  feedback were also received from the staff. School Site Council: Committee members include teachers, parents, principal,  assistant principal. Star Parents of Grow Academy (SPGA), is the parent advisory group for GAA.  The English Learner Advisory Committee (ELAC) is a committee required by state regulations for any school that has  twenty one or more English Learners enrolled. In addition, state regulations require that parents of English learners  constitute at least the same percentage of the English Learner Advisory Committee membership as their children represent  the student body. Members of the English Learner Advisory Committee give advice and feedback to the principal regarding  English learner programs."	"The Grow Public Schools Board of Directors held a virtual Public Hearing to solicit community  input on the draft LCAP on June 21, 2022. The initial draft of the LCAP was submitted to the Grow Public Schools Board of  Directors during its regular board meeting on June 27, 2022 Students of Grow Academy Arvin provide routine feedback to  the school leadership through surveys. Kern County Consortium SELPA Consultation In addition to the above educational  partner groups that helped to provide feedback relating to the three goals identified for the LCAP, a meeting took place with the Executive Director of the Kern County Consortium SELPA on March 29, 2022. The purpose of this meeting was to  ensure that students with disabilities have access to fully credentialed Teachers, standards-aligned instructional materials,  and school facilities. The consultation addressed the following areas: Access to basic services State standards Student  achievement Parent engagement Student engagement School climate Course access."	"Through the Elementary and Secondary School Emergency Relief Funds (ESSER III), a Community Outreach Survey was made available in English and Spanish and posted to the Grow Academy Arvin’s public website. The purpose of the survey  was to solicit feedback from all educational partners in an effort to determine how to best utilize these resources. The  survey can be found here. The survey also included a link to the ESSER III Allowable Uses Guide, which can be accessed  here. To satisfy the requirements of the Educator Effectiveness Block Grant (EEBG), a survey was made available in  English and Spanish to solicit feedback from educational partners relating to the EEBG Plan. The purpose of this grant was  to coordinate the use of any federal funds received under Title II of the federal Every Student Succeeds Act of 2015 to  support teachers and administrators with the expenditure of funds received. This survey can be accessed here. To further engage our educational partners, GAA implemented the ParentSquare communications platform, phone app or  web-based communications platform for the 21-22 school year. As of January 2022, 948 parents of GAA were utilizing  ParentSquare for ongoing 2 way communication with a reach rate of 99%. The overall parent engagement rate was 96%.  ParentSquare and our social media presence (Facebook and Twitter) have allowed educational partners to communicate  directly and offer feedback to school leadership. In addition, weekly parent letters, distance learning support surveys, were  sent out, and the site leadership hosted weekly Parent Information Meetings (PIM) via Zoom in English with a Spanish  translator. These weekly meetings began the first week of school (August 3rd), and were regularly held on Wednesdays. To accommodate the various schedules of our educational partners, Parent Informational Meetings (PIM) and Coffee and  Conversations were hosted on a rotational schedule: Early Morning, Evening and Afternoons. These meetings provided  information, additional educational resources, answer questions, and solicit feedback on the effectiveness of distance  learning and how we can improve services for our students. Grow Academy teachers do not participate in a teacher’s union therefore, bargaining units were not included."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/27/2022	2022
15635780135186	Grow Academy Shafter	3	"A distinctive characteristic of GA Shafter lies in its focus on each child. All students create ILP’s (Individualized  Learning Plans) in collaboration with the learning lab teacher and parents. A student’s ILP sets specific goals  and actions to help the child meet academic benchmarks. Individualized Learning Plans (“ILP”) will be updated  to reflect areas of strength and weakness and explicit classroom modifications, areas to target in our computer curriculum, and specific goals and methods for tutors."	"Strongly correlated with successfully fulfilling our mission  is a robust and rich partnership with our families. GA Shafter seeks to form deep partnerships with families to  maintain a positive school climate and support student academic performance. Research confirms that students  whose parents attend school events out outperform their peers on state assessments. We begin each school  year with what is called “Mutual Promise Night” before the school year begins in which we reaffirm our commitment to our families to ensure that we are fulfilling our mission and the importance of that partnership in  educating their children, and our parents then also reaffirm their commitment to collaborating and ensuring that  they will work collaboratively with their child’s teacher to maximize our effectiveness as a school. GA Shafter  uses an approach to developing partnerships with parents known as Academic Parent Teacher Teams (APTT)."	"In the APTT model, teachers coach parents to become engaged, knowledgeable members of the academic  team by unpacking data on assessments and developing with families ways to work together collaboratively to facilitate student learning. GA Shafter incorporates cultural and socioemotional training into all professional  development days. Through these training, teachers build a deeper understanding of the community we serve  and build capacity to increase the engagement of all families culminating in home visits for all scholars at the  beginning of the school year to get to know our scholars and their families in their home environment. We  leverage many different communications platforms to remain in constant communication with our families,  including social media, websites, ParentSquare, virtual (and in person) parent meetings - both on an individual scheduled and as-needed basis, as well as schoolwide."	"Our rural location makes obtaining and retaining highly qualified teachers a significant challenge; yet our  children require skilled teachers in order to meet their needs. On state assessments, in both math and ELA , our  English Language Learners have not kept pace with their peers; either English only or RFEP children. Also,  math achievement on state assessments has not kept pace with English Language Arts achievement. Finally,  fewer English Language Learners who have been designated for three or more years are meeting their annual  Growth goals on the ELPAC assessment."	"With respect to other educational outcomes, Kern County has one of  the lowest college participation and completion rates in the State of California: 36% of county high school  graduates meet CSU/UC course requirements and has a “college going” rate for graduates of 48% (vs. 65.8%  Statewide). Given the challenges of having (and retaining) skilled teachers in the classroom, it is vital that we  develop every research-based correlate for student success. One of the strongest being parent active  participation in the learning process of their children. Our collaboration with parents is one of the strongest  levers in ensuring that we are addressing the individual needs of all students, including our EL, SPED, SED,  foster and homeless students."	"Only through constant communication can we fully understand the global context  - home and school - in which each of our students must navigate daily in order to be successful. It is through  working together with our families that we are able to develop approaches which address specific learning  challenges and barriers, many of which occur outside of the school context. Some of the other Grow Shafter  strategies that will improve the engagement of underrepresented families are by:  ? Encouraging parent engagement at governance meetings (i.e., ELAC, PoGA,, GPS Board of Directors,  LCAP Educational Partner Engagement sessions)  ? Implementation of Student Success Team  ? Increase family engagement opportunities   ? Fully funded Interpreter for translation services  ? The implementation of Elevation software platform for EL students  ? Completion of home visits  ? Ongoing 2-way communication between teacher and parent (ParentSquare)  ? Parent Portal to see student grades, attendance, and behavior  ? Drive-thru oral health and dental screening clinics for scholars in partnership with the Kern County"	"Briefly describe the LEA’s current strengths and progress in this area, and identify a focus area for improvement,  including how the LEA will improve the engagement of underrepresented families.  Grow Academy Shafter (GA Shafter) is committed to the idea that meaningful educational partner engagement is an  integral part of developing an effective strategic plan. As such Grow Academy Shafter used a variety of meetings and  activities to involve educational partners in the LCAP process including the discussion and review of goals, school data, as  well as, proposed actions and services. The following groups were actively involved in the LCAP development process  described below:      School Governance: (principal, administrators, teachers, and classified staff) school staff working together to improve  student achievement. During specific Governance meetings, the goals and actions of the LCAP were discussed. Input and  feedback were also received from the staff. This staff meeting took place on February 23, 2022.     School Site Council: Since Grow Academy Shafter utilizes the LCAP to serve as its School Plan for Student Achievement  (SPSA) as defined by Education Code Section 52062, the establishment of a School Site Council is optional.    Parents of Grow Academy (POGA): Composed of parents of Grow Academy Shafter students. This group also provides  input and feedback regarding the LCAP through a parent survey administered through ParentSquare, the school's mass  communication application, as well as parent information meeting hosted virtually by the school leadership on February 24, 2022."	"On March 22, 2022 our Director of Special Education and Director of School Operations met with the Kern County SELPA  Coordinator for a 2022 LCAP Consultation. During this meeting feedback was solicited on the following: how do our  students with disabilities have access to fully credentialed teachers, standards aligned instructional materials, and school  facilities. Feedback included continuation of our full inclusion program with co-teaching model, behaviorist and counselor  on site, technology with touch screens and speech to text, and in-person learning opportunities. It was also recommended  to increase the number of parent in-person opportunities, and continue to strive for 100% parent/guardian participation in  the IEPs. Finally, it was recommended to offer more training opportunities for new teachers."	"The English Learner Advisory Committee (ELAC) is a committee required by state regulations for any school that has 21 or  more English learners. In addition, state regulations require that parents of English learners constitute at least the same  percentage of the English Learner Advisory Committee members as their children represent the student body. Members of  the English Learner Advisory Committee give advice and feedback to the principal regarding English learner programs. The  ELAC for Grow Academy Shafter convened on March 28, 2022 to discuss the LCAP and solicit feedback. In addition to the  virtual educational partner engagement sessions with the above-referenced governance groups, a Parent Survey was  distributed via Padlet and Google Forms to solicit feedback. These were delivered every Sunday via our Community  Comet Weekly Newsletter and via Parent Square messages from our CMO. Furthermore, office employees distributed  flyers throughout the community for posting in windows encouraging families to contact GA Shafter with questions,  comments, and suggestions. These were delivered every Sunday via our Community Comet Weekly Newsletter and via  Parent Square messages from our Charter Management Organization.  Grow Academy Shafter teachers do not participate in a teacher’s union therefore, bargaining units were not included."	5	5	5	5	4	5	5	4	5	4	4	4	Met	6/27/2022	2022
34674390135343	Growth Public	3	"We have spent this year redefining our relationships with families after two years of limited interactions.  We held family update meetings, and requested families’ input throughout the year by using surveys for different decisions we have made.  There is school wide communication that goes out weekly to all of the families to keep them aware of current and future events and changes.  Through this communication and our invitation for family input, we have an overall positive community and a good amount of engagement."	"Although we have great family turnout for events, and a good group of families who are always participating in surveys and providing input, we would like to see more involvement from our non-English speaking families.  The assistant principal will be continuing to work on making information accessible to them and inviting them to participate.  Given our large EL population at our school, we want to ensure that all families are well informed."	"Our staff is growing in bilingual/multilingual staff members; given this resource for translation, we will be able to invite and hold space for our families who are non English speaking.  We will continue to provide translation at our meetings and for written information going home.  The assistant principal will be working with the Office Manager to connect with these families and personally ask for their input on how to better connect and communicate."	"This year, families received weekly communication from both the Assistant Principal for schoolwide communication and updates, as well as weekly newsletters or emails from their child’s classroom teacher.  This kept families informed on the weekly instruction that was taking place within each class.  Families were also given report cards at the end of each trimester to reflect the students’ work and grades."	"Although a majority of parents felt as though they were informed and knew how their student was doing throughout the year, the Assistant Principal will be working on improving this with more frequent progress monitoring and data collection with the teachers in the upcoming year."	"GPS will continue to provide translated materials and resources for our families to continue deepening their understanding and partnership with our school.  Given the new adopted curriculums for the next school year, there will be opportunities to deepen family engagement with the materials, there will also be parent portals in order for parents to see their student’s progress more frequently."	"With the newly regenerated Family Advisory Group, the administrative team was able to gather input from a diverse representation of our families before presenting information, changes, or surveys to the whole school.  This was helpful in developing plans and processes.  Family input was also requested any time GPS planned to make a change that would affect them."	"There could be greater input from families surrounding our policies and programs that we adopt at GPS.  Although we have the advisory group, there are still areas of improvement in which we can ask for family input.  Although we have done a good job so far, we can also be better at communicating that the final decision will come down to what we believe is best for our students."	"We can ask for feedback in different ways instead of just sending out electronic surveys.  It will be important for families to identify their preferred method of contact, especially when it comes to communicating feedback or input for the school.  We also have a contact form on our website that families have started to use; this is helpful when they do not know how to or who to contact."	4	4	3	3	3	3	3	3	3	3	3	2	Met	6/28/2022	2022
42692030000000	Guadalupe Union Elementary	3	"Evidence of our district wide focus on equitable, inclusive practices, the GUSD's current strengths in building relationships between school staff and families include coordinated services across all aspects of family engagement.  We have dedicated staff members to provide outreach services, we regularly host opportunities for families to learn and get connected with community partners, district programs and personnel, and services.  Efforts to strengthen and sustain cultural proficiency continue to ""open doors"" and relationships between the schools and the community.  We take pride in nurturing trusting relationships, welcoming environments, and thoughtful systems of communication. As we continue to positively emerge from the pandemic and begin to return to more personal interactions, regular parent meetings, outreach services and support, and family engagement activities have increased."	"In post-pandemic times, GUSD is committed to supporting our families and staff re-engage with the schools in multiple ways.  Committees, councils, parent workshops, info sessions and outreach services are focused on and constantly evaluating operations and offerings for ways to increase participation and engagement.  Input on meeting format, preferred modes of communication, needs for improved connection to schools, and topics of interest is sought and used to inform improvement efforts."	"Based on the analysis of educational partner input and local data, GUSD will improve engagement of underrepresented families to build and strengthen relationships by increasing opportunities for parents and schools to work together as partners. School and district events and activities provide great access to community and school resources and personnel.  As restrictions continue to reduce, and as we grow more comfortable with social gatherings, we look forward to additional formal and informal occasions to meet and talk with families.   Further steps to improve 2-way communication include helping to bridge any form of a digital divide by continually connecting families with tools and information about students and programs.  Bilingual communications, outreach services, and in-person meetings help raise awareness and connections with the schools."	"Current strengths and progress in building partnerships for student outcomes include a general increase in the capacity of teachers and principals to discuss student outcomes and achievement.  Professional learning on multiple forms of progress monitoring, communications with families, goal setting with students, and use of ongoing measures have been areas of focus and success over the past year."	"A focus area for improvement in building partnerships for student outcomes continues to be family engagement and capacity to access and use information regarding student achievement and success. We strive to provide support in understanding and engaging in the school community and its systems, and will focus on increasing family engagement and participation in the coming year."	"We are committed to finding ways to engage underrepresented families to support a partnership for student outcomes.  Individual teacher meetings, site committees and council meetings, targeted program supports, access to digital platforms and our Parent Portal for student information, hosting ""technical support sessions"" and informal ""coffee"" sessions with the Superintendent, etc. are ways we will improve participation and engagement.  Coordination of services for support, outreach, expanded learning, along with partnerships with outside agencies and programs continue to be a focus."	"Strengths include coordination and collaboration amongst district staff and community partners.  Parent workshops, communications, inclusive practices, and increased participation in advisory roles continue to demonstrate progress and success."	"Although slight improvements to engagement in opportunities to seek input and participate in decision-making thus far, we strive to continue to facilitate supports and positive increases.  Outreach, engagement, communication, and increased opportunities for participation remain a focus area for GUSD."	"Improved engagement of underrepresented families in relation to seeking input for decision-making will occur at site, program, and district levels.  Intentional outreach and support via multi-format community surveys, input forums, invitations to committees and meetings, supports for participation such as interpretation and childcare services, and training are some of the strategies for improvement."	4	3	3	4	4	4	5	4	4	3	4	4	Met	6/22/2022	2022
37684520124917	Guajome Learning Center	3	"Communication is key to the success of any relationship. GLC provides a variety of ways to communicate with families regarding their students’ progress in coursework, additional extracurricular opportunities and parent education nights.  To help improve communication with our families, Parent Square (an online communication application) has been employed to deliver pertinent information to the school.  Staff regularly communicates with students and families through APEX messaging, email, phone calls, Zoom/Google Meet virtual platforms, and face to face meetings.  A meeting, to review a variety of interventions offered at GLC, is held when a student is struggling to ensure that they get all of the support they need to improve student outcomes.  As measured by our family survey families generally feel that they can communicate with their teacher as needed. We are focused on the area of providing education to families to support their independent learner at home. We will continue to build a collection of opportunities for families to access information in a variety of ways."	Families enjoyed the various events that were celebrated this year including Pi Day and DNA day. Feedback received from all stakeholder groups was that they enjoyed them and would like more events like this in the coming year.  These events were great because students and their families could come into the school site and participate in learning activities together.  For the upcoming 2022-23 school year we anticipate holding monthly events for families to participate in to help build the relationship between school and home.	All students will be encouraged to participate in activities and parent conferences each semester.  We continue to utilize translators and ensure communication is available in the family’s native language.  We also provide resources for families that need help with food scarcity.	A large focus for our school is to look at our students plans for the future.  Integrating college and career exploration into all of our student events and parent conferences. Each of our student events this year had a career component that encouraged looking at careers related to the topic being explored that day.  We hope to expand this into being able to speak to experts in the field for each of our career days in the coming year either in person or through the virtual program Nepris.	"GLC is a small school with a variety of levels of engagement from families. As we continue to build relationships with our families, in Spring of 2022 we administered a survey for feedback and development of our LCAP. We continue to improve and increase a greater range of activities to help build a more robust educational partner community.  We met with all students 6-12 to review post-secondary options and ways that we can help support the student’s goals for the future.  80% of our 6-12th grade student families attended these conferences."	"After examining data from our stakeholders we are continuously trying to engage all students and discover the barriers they may encounter.  Our Foster and Homeless Youth liaison offers various events throughout the year to ensure our students have access to food donation events, clothing closet, and more."	We had a great amount of families respond to our year end survey this year regarding our plans for the upcoming school year. We see growth in the number of parents who want to participate either via survey or in person events. We are grateful for their partnership and are excited to move forward with their feedback to make our program fit their students’ needs even more.	"As a small school with a rolling enrollment throughout the year we are constantly looking for ways to connect with both new and veteran families.  Our staff does a great job of communicating with families to report student progress and the various opportunities student have access to. Although we continue to communicate as much as possible via phone, email, zoom and in-person meetings we are always looking for new ways to engage our families in our school and get meaningful feedback.  We will continue to push for family engagement and ask for feedback especially at our on campus events where families share the educational experience."	We will continue to provide opportunities for all families to provide input on our schools plans for each year. We value each person’s input and continue to make sure barriers to education as experienced by our underrepresented families are explored and that plans are made to further support these student populations.	4	4	3	4	4	4	4	4	3	3	3	3	Met	6/14/2022	2022
37684523730942	Guajome Park Academy Charter	3	"Guajome  has created a Family and Community Resource Center on campus and a corresponding web page. The purpose of this Center is to provide information for parents about upcoming parent events, as well as provides academic, safety, community resource information for parents and families. Our Family and Community Resource Center on campus provides access to computers, flyers on school and community resources, as well as bilingual books for parents and families.   Parents are offered classes through our Parent University. Our Parent university includes multiple offerings for parents. Parenting Partners is an 8 week program where parents learn how to be active participants in their child’s education. Parents build parenting skills, explore ways to better communicate with their child, and learn how to become more engaged in their child’s academic success. English and Spanish classes are available. The Latino Literacy Elementary Program is a 10 week program where parents and their children learn how to read together as a family. Books are provided in English and Spanish. In our Latino Literacy Middle School/High School Program parents and their children read Graciela’s Dream to learn how to prepare for college while building English language skills. In addition, we offer Computer Classes every Monday in October. Parents are taught basic computer skills such as how to send an email, how to navigate the Guajome website, and how to navigate the internet. Classes are provided in English and Spanish. Parents are informed about all classes via email, personal calls home, automated calls, and the weekly parent newsletter. All class information is also posted on our website and in the main office.   We have established a Home Visit program, for all of our new kindergarten families. Before the school year begins, teachers visit each incoming kindergarten family to make connections and begin building relationships."	"The biggest area of focus currently is in reconnecting with families to increase participation in the opportunities available to them. Feedback from stakeholders, generally speaking, has been that while Guajome worked hard to accommodate the needs for students throughout the pandemic, there are a number of opportunities for growth. Below are some of the requests and opportunities for growth that families have provided from the numerous times Guajome has reached out and asked:  Parents and families highlighted the following key areas of need: 1. The number one area of need for parents and families is social and emotional support for their students. 2. Families see a need for additional academic support to curtail learning loss. 3. Families saw the need for improved communication amongst all entities."	"Guajome Schools has made dramatic progress in the promotion of parental participation in school programs. Parents are now notified of upcoming events via email, weekly newsletter, automated calls, flyers, website, social media (facebook, twitter, instagram), and the school marquee. All notifications are available in English and Spanish.  Parents are also invited to attend monthly Coffee Talks on campus where we present and discuss different topics to help support families and students. Topics for the 1st semester include: How to have a successful school year, Navigating the Guajome Website, Healthy eating, Tips to help students improve academically, Keeping kids busy over winter break. Beginning September 2018, parents will be able to view Coffee Talk on Facebook Live  Guajome Park Academy has created a Family and Community Resource Center on campus and a corresponding web page. The purpose of this Center is to provide information for parents about upcoming parent events, as well as provides academic, safety, community resource information for parents and families. Our Family and Community Resource Center on campus provides access to computers, flyers on school and community resources, as well as bilingual books for parents and families."	"Parents are offered classes through our Parent University. Our Parent university includes multiple offerings for parents. Parenting Partners is an 8 week program where parents learn how to be active participants in their child’s education. Parents build parenting skills, explore ways to better communicate with their child, and learn how to become more engaged in their child’s academic success. English and Spanish classes are available. The Latino Literacy Elementary Program is a 10 week program where parents and their children learn how to read together as a family. Books are provided in English and Spanish. In our Latino Literacy Middle School/High School Program parents and their children read Graciela’s Dream to learn how to prepare for college while building English language skills. In addition, we offer Computer Classes every Monday in October. Parents are taught basic computer skills such as how to send an email, how to navigate the Guajome website, and how to navigate the internet. Classes are provided in English and Spanish. Parents are informed about all classes via email, personal calls home, automated calls, and the weekly parent newsletter. All class information is also posted on our website and in the main office.  Guajome has developed a strategy and worked with school staff and families on the use of the ParentSquare platform which allows for consistent communication between staff and families. This platform translates messages to a user’s preferred language and has helped to ensure that parents can go to one source for their information. Often parents are re-directed to the school website or to a teacher’s website where they can receive more specific information. Guajome families know that if they want important daily and weekly updates, they will be receiving those messages through the ParentSquare platform."	"The biggest area of focus currently is in reconnecting with families to increase participation in the opportunities available to them. Feedback from stakeholders, generally speaking, has been that while Guajome worked hard to accommodate the needs for students throughout the pandemic, there are a number of opportunities for growth. Below are some of the requests and opportunities for growth that families have provided from the numerous times Guajome has reached out and asked:  Parents and families highlighted the following key areas of need: 1. The number one area of need for parents and families is social and emotional support for their students. 2. Families see a need for additional academic support to curtail learning loss. 3. Families saw the need for improved communication amongst all entities."	"One of our goals that we struggled with before the pandemic was engaging students and families into the learning process. We continually saw drop of of parent and family involvement as students progressed through our school. Our goal will be to focus on how we can use some of our current tools to re-engage our families back into the learning process. Oddly enough, we saw that our families became more engaged during the pandemic because the understood the need to be more active in their student's education. We want to capitalize on this progress that we have made during the pandemic to truly become a community school that meets the needs of all of its stakeholders. We believe that by simplifying our messaging strategy, developing a plan to re-engage the few students who have struggled with their learning during the pandemic, and by conducting more ""retail"" outreach by conducting home visits and making more phone calls home, we can better engage all members of our community."	"We continue to grow in our focus in engaging the parents of Guajome Park Academy both in the offerings of programs that are available to them as well as the decision making processes within the school. Parents are a key stakeholder group within GPA, and their involvement within the organization is highly encouraged. Parent’s feedback is key and sought after in analysis of the climate and culture of the school through parent surveys, as well as through LCAP surveys to create a voice in the direction of the organization. In addition, the makeup of our Governing Board specifically includes Parent Representatives in establishing parent voice in the decision making of the organization. Parents have the opportunity to be a part of the Friends of Frogs, the PTA-like group of Guajome Schools. Parents of elementary students are encouraged to join the Friends of Tadpoles, a support organization tailored towards the elementary program.   Our School Site Council has been established for the purpose of ensuring GPA is meeting the needs of all populations, including under-represented students, by looking at assessment data and developing a plan to address the needs/gaps identified by the data. ?They review the budget and programs provided to students.  After implementation, they look at student achievement to determine if the programs are effective.  They also develop ideas for future programs that could better benefit the student populations who are underachieving. Our Community Advisory Committee also has provided parent education opportunities that focus on student and family wellness.   In addition, GPA has an established ELAC committee. ELAC responsibilities include: advising administration and school staff on the programs and services provided to English Learners, advising SSC on the development of the school plan, assist the organization's needs assessment, assisting with the school's annual language census, and assisting the school's effort to make parents aware of the importance of regular school attendance.    The Guajome Schools Foundation serves as a parent and community organization designed to coordinate fundraising and volunteer efforts to further the school’s vision and purpose. The Foundation is governed by a volunteer Board of GPA parents and community members. All GPA parents are encouraged to attend the monthly Foundation meetings."	"The biggest area of focus currently is in reconnecting with families to increase participation in the opportunities available to them. Feedback from stakeholders, generally speaking, has been that while Guajome worked hard to accommodate the needs for students throughout the pandemic, there are a number of opportunities for growth. Below are some of the requests and opportunities for growth that families have provided from the numerous times Guajome has reached out and asked:  Parents and families highlighted the following key areas of need: 1. The number one area of need for parents and families is social and emotional support for their students. 2. Families see a need for additional academic support to curtail learning loss. 3. Families saw the need for improved communication amongst all entities."	"One of our goals that we struggled with before the pandemic was engaging students and families into the learning process. We continually saw drop of of parent and family involvement as students progressed through our school. Our goal will be to focus on how we can use some of our current tools to re-engage our families back into the learning process. Oddly enough, we saw that our families became more engaged during the pandemic because the understood the need to be more active in their student's education. We want to capitalize on this progress that we have made during the pandemic to truly become a community school that meets the needs of all of its stakeholders. We believe that by simplifying our messaging strategy, developing a plan to re-engage the few students who have struggled with their learning during the pandemic, and by conducting more ""retail"" outreach by conducting home visits and making more phone calls home, we can better engage all members of our community."	4	5	4	5	3	5	5	4	4	4	5	5	Met	6/16/2022	2022
49707220000000	Guerneville Elementary	3	"We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Toolbox, Safe School Ambassadors, Ongoing PD. We are creating welcoming environments for all families by Office & Teaching Staff, Facilities, Environmental Print. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, Goal Setting Sessions. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent Information Nights, Parent Conferences, Open House, Stakeholder Fair, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families."	"As part of our community based schools model we are focusing on ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. "" during the 2022-2023 school year."	"As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the initial start-up of a new Parent Group (Cafecitos Community Group)  that convenes on a bi-weekly basis. The Group focuses on the progress of LCAP Goal, Community School focus, building leadership capacity, parenting resources, parent generated-topics /themes, and requested guest speakers  Meetings are bilingual (English/Spanish). 2022-2023 marks the full kick -off of a new Parent Club that will convene monthly with the above focus as well as celebrating student successes.   -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools (i.e. Health & Engagement Fairs, STEAM) school wide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare and Aeries Portal- goal 100% parent participation)."	"We are doing very well building partnerships throughout the community for student outcomes. A majority of the items are at the full implementation/ full Implementation and Sustainability level, with only one item at initial implementation. We will continue to work towards supporting families to understand and exercise their legal rights and advocate for their own students and all students. We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by PD Days and Professional Conferences. We are providing families with information and resources to support student learning and development in the home through Parent Orientations , Technology Night, Math/Literacy Night, Toolbox, READY County Partnership, Website. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, Stakeholder Fair. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, Website Resource, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families."	"As part of our community based schools model we are focusing on ""Providing professional learning and support to teachers and Administrative Leadership team to improve our schools' capacity to partner with families."" during the 2022-2023 school year."	"As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the start-up of a new Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation. -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare/Aeries Parent Portal)."	"We are doing very well at seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, Stakeholder Fair. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, DELAC, Coffee with the Principal, Social Media Accounts. We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Advisory Committees, Stakeholder Fair. Within all the activities above we will seek to improve the engagement of underrepresented families."	"As part of our community based schools model we are focusing on ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. during the 2022-2023 school year."	"As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the start-up of a new Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation. -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare)."	4	4	4	5	5	4	5	4	4	4	4	4	Met	6/13/2022	2022
49707226051767	Guerneville Elementary (Charter)	3	"We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Toolbox, Safe School Ambassadors, Ongoing PD. We are creating welcoming environments for all families by Office & Teaching Staff, Facilities, Environmental Print. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, Goal Setting Sessions. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent Information Nights, Parent Conferences, Open House, Stakeholder Fair, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families."	"As part of our community based schools model we are focusing on ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. "" during the 2022-2023 school year."	"As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the initial start-up of a new Parent Group (Cafecitos Community Group)  that convenes on a bi-weekly basis. The Group focuses on the progress of LCAP Goal, Community School focus, building leadership capacity, parenting resources, parent generated-topics /themes, and requested guest speakers  Meetings are bilingual (English/Spanish). 2022-2023 marks the full kick -off of a new Parent Club that will convene monthly with the above focus as well as celebrating student successes.   -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools (i.e. Health & Engagement Fairs, STEAM) school wide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare and Aeries Portal- goal 100% parent participation)."	"We are doing very well building partnerships throughout the community for student outcomes. A majority of the items are at the full implementation/ full Implementation and Sustainability level, with only one item at initial implementation. We will continue to work towards supporting families to understand and exercise their legal rights and advocate for their own students and all students. We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by PD Days and Professional Conferences. We are providing families with information and resources to support student learning and development in the home through Parent Orientations , Technology Night, Math/Literacy Night, Toolbox, READY County Partnership, Website. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, Stakeholder Fair. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, Website Resource, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families."	"As part of our community based schools model we are focusing on ""Providing professional learning and support to teachers and Administrative Leadership team to improve our schools' capacity to partner with families."" during the 2022-2023 school year."	"As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the start-up of a new Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation. -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare/Aeries Parent Portal)."	"We are doing very well at seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, Stakeholder Fair. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, DELAC, Coffee with the Principal, Social Media Accounts. We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Advisory Committees, Stakeholder Fair. Within all the activities above we will seek to improve the engagement of underrepresented families."	"As part of our community based schools model we are focusing on ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. during the 2022-2023 school year."	"As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the start-up of a new Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation. -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare)."	4	4	4	5	5	4	5	4	4	4	4	4	Met	6/13/2022	2022
24736190000000	Gustine Unified	3	The LEA is working closely with families and bringing together administrators and families to discuss all aspects of school.  The district has family meetings and also has provided PLTI to support families.	The focus area is to the build two way communication amongst the families and the school system.  The district wants parents to be able to communicate their needs and for the district to find ways to best meet the needs of the family.  In order to do this trust needs to be continually built and more capacity building needs to take place.	The district will further train the bilingual community liaisons to reach out to the underrepresented families.  The district has several groups of very involved parents whom we want to continue to work with.  The bilingual liaisons will continue further outreach to bring in more families.	All sites have in person parent teacher conferences and have reported more families attending.  Parents have also reported that they feel they are involved in the decision making process.	The district will work to bring in additional families to join committees and attend trainings.  The focus will be on capacity building trainings for families.	"In order to improve the engagement of underrepresented families, the district will continue to provide PLTI and will make personal connections with families who are not as engaged with the system to have them attend more capacity building workshops by offering  child care, food, and creating high interest workshops."	More parents are completing surveys and attending meetings.  DELAC and parent advisory committees had 100% attendance.	"The district will continue to work with families to ensure that they understand their importance in the decision making process.  The schools will work to bring in additional families to serve of ELAC, DELAC, School site council, and attend capacity building workshops."	The bilingual community liaisons will contact families directly and work to get more involvement in the system. In addition a new parent room will be created to serve our families better.  We will hold trainings and provide a person to support in the district parent room.	4	4	4	4	3	3	4	4	4	4	4	3	Met	6/22/2022	2022
19734450000000	Hacienda la Puente Unified	3	"The following are examples of strengths and progress identified within LCAP Survey responses:  95% of parent respondents indicate that they are able to communicate with teachers and staff when they need to.   81% of respondents feel the school encourages parental involvement. 71% of respondents feel comfortable in participating in school activities for parents.  Parent involvement is rebounding from the effects of the COVID-19 pandemic, and new channels of involvement are gaining traction since their introduction.  The main avenues for parental involvement are supporting their child’s schoolwork and activities at home, (62% of parent respondents), back to school nights (56%), and virtual school events/meetings (37%).  Additionally parent respondents feel valued at most parental involvement activities."	Focus area for improvement within the LCAP:  Further increase meaningful and active parent and family engagement in schools and districtwide by providing multiple opportunities.  Offer additional workshops provided by school staff and community partners throughout the year and at HLPUSD’s Parent Symposium on topics of interest to parents such as supporting students’ learning at home and social emotional learning	"Continue to build meaningful parent and family engagement by providing translation services, babysitting, scheduling convenient times, utilizing email, ParentSquare, and phone communication, and supporting parents to utilize Aeries Parent Portal and Canvas."	The following are examples of strengths and progress identified within LCAP Survey responses:  72% of respondents feel the school encourages involvement from community organizations.  Parent respondents rate the overall level of parent involvement in HLPUSD from moderately involved (44%) to very involved (23%) to extremely involved (5%).	"Focus area for improvement within the LCAP:   Continuously deepen implementation of a comprehensive, districtwide parent education program that will build parents’ capacity to engage with and support their Pre-K through 12 grade students’ education and college and career readiness"	"Work with parents to raise their awareness of existing support mechanisms and resources in their schools, including resources to support students at home.  Almost half of parent and staff respondents indicate that more information on how to support students at home would help parents become more involved.  This is particularly relevant as supporting their child’s schoolwork and activities at home is the main avenue through which parents indicate being involved in the current iteration of the survey.  Since parent respondents also indicate a desire for more active communication between the school and parents, the district is developing an email campaign highlighting the different support mechanisms and resources, as well as different ways through which parents can support their children at home.  Furthermore, District Community Liaisons will support parent education at school sites by providing additional parent workshop opportunities based on parent interest."	"The following are examples of strengths and progress identified within LCAP Survey responses:    75% of respondents feel parents have a say in the decision-making process in their school.  Parent participation in District committees has increased which provides parents/guardians with the opportunity to deepen their understanding, contribute to discussions, and have a say in the decision-making process in the District."	"Continue to build parent capacity and participation in school and district decision-making processes, including school site and district parent advisory groups, and the LCAP educational partners’ engagement process."	HLPUSD will continue to provide opportunities for parents to be involved in school and district decision-making processes.  Continue to offer districtwide trainings focusing on building capacity of our educational partners such as School Site Council (SSC) Training. This helps empower parents to actively participate in school site and districtwide advisory groups and decision-making committees.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/30/2022	2022
10624141030766	Hallmark Charter	3	"Based on the 2021-22 LCAP Hanover LCAP Survey which is available in three languages, 91% of the parents agree that families are kept informed about events and activities, 91% agree that the schools encourage families to participate in the child's education, 91% agree the the district is responsive to parents' concerns and 79% believe that the schools offer workshops that enable families to learn about the programs it offers. Events and activities that families attend or participate in include: Parent-teacher conferences 66%, Open House 54%, School events 51%, Volunteering at school 25%, Board Meetings 7%, Parent Workshops/training sessions 7%, School Site Council 6%, DELAC 4%, no events 12%.  Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities for communication between families and educators using a language to is understandable and accessible."	"Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be more involved: Vary the time of meetings and classes for working parents, include information in a language they can understand and provide child care.  Sanger Unified will continue to enhance efforts to highlight existing district and school support networks and mechanisms for parents. LCAP Survey respondents overall have a positive opinion of existing support resources and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of resources in place, but also of educational partner awareness of these resources. However, there is still a significant number of parents that are not aware of district and school resources."	"Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established five years years ago in order to improve engagement of underrepresented families. . The goal was to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. This year we have a full implementation rating of 4 in all four areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children. In addition, 2022 Local Performance Indicator Self-Reflection for Sanger Unified School District Page 9 of 16 our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with input to better serve our community. We will also be opened a new Sanger Unified Family Resource Center in August 2021, in which families will be welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as Comprehensive Youth Services who will all be in one building to better meet the needs of our families."	"Education dual-capacity framework for family engagement states that successful initiatives must be systemic,integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD has partnered withthe Gardner Center from Stanford University to better understand and evaluate the progress of practices involvingFamily Engagement. Through analysis of current practice and reality, we have developed a more systematicapproach Family Partnership and Engagement. In addition, we have recognized the need for professional learningopportunities in our schools. We have begun the process with site leaders and will be moving to office assistantsnext. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric forBuilding Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. Thisyear, stakeholders rated all areas as Full Implementation. A goal of ours in this area is around family leadership andempowering our families to understand their rights and how they can be an advocate for their children. Improvingparticipation of underrepresented families will also be a focus. A Parent Education Program Specialist has beenhired to assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagementopportunities for next year."	"The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the development of goals for students, identifying methods to improve engagement with underrepresented families. According to the 21-22 Hanover LCAP Survey Analysis, 91% of families agree that the district/schools keep families informed about events and activities, 79% agree that the district offers workshops that enable families to learn about the programs it offers."	A Parent Education Program Specialist has been hired to offer direct services to families through a new SangerUnified Family Resource Center which opened in August 2021. A more concentrated approach to FamilyEngagement and Outreach will facilitate increased engagement.Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our underrepresented families.	"In our analysis of educational partner response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation 2021. This year we have one area in full implementation and three areas in full implementation and sustainability. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school."	"A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school. In addition, Families are actively involved in the Needs Assessment for their child's school. The School Site Council and District English Language Advisory Council have been a foundation for families to learn, access and be a part of the decision making process."	A Parent Education Program Specialist has been hired to offer direct services to families through a new Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to FamilyEngagement and Outreach will facilitate increased engagement. Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our underrepresented families.	4	4	4	4	4	4	4	4	4	5	5	5	Met	6/28/2022	2022
11765620000000	Hamilton Unified	3	"HUSD is proud of the voice their parents and community have in supporting all students. There are established School Site Councils, advisory groups, leadership committees, and school board meetings that allow many voices to be heard in the decision making process."	"As we continue to recover from the pandemic, HUSD needs to continue to focus on strengthen our partnerships with school staff and families through focused parent events and academic conferences on a quarterly or semester basis.  We will also continue to provide parent nights at the elementary to build the necessary and important partnership between school and home."	A strong attempt will be made with all information sent home or opportunities to communicate will be in the language of the parent and provided at a reasonable time so that parents can access staff.	"Hamilton Unified School District works hard to understand with our community and connect with all families as frequently as possible. Through parent training programs at the elementary and high schools to frequent home visits, HUSD consistently seeks input from the students and parents we serve."	"As we continue to recover from the pandemic, HUSD needs to continue to focus on strengthen our partnerships with our local community to improve student outcomes through input based on our strategic planning process held annually in the Spring during our regularly scheduled board meetings."	A strong attempt will be made with all information sent home or opportunities to communicate will be in the language of the parent and provided at a reasonable time so that parents can access staff.	"HUSD actively seeks input from all stakeholders for decision making.  Through surveys, parent information nights, and strategic planning held in the Spring of every year while developing the LCAP."	HUSD will focus on ensuring that all members of the community and stakeholders have opportunity to provide input during the decision making process.	A strong attempt will be made with all information sent home or opportunities to communicate will be in the language of the parent and provided at a reasonable time so that parents can access district staff and provide input.	4	4	3	4	4	5	5	4	4	4	4	4	Met	6/27/2022	2022
16639170000000	Hanford Elementary	3	"The district continues to expand upon its success in building relationships between school staff and families. The district's 2021-2022 annual LCAP Parent Survey indicates that parents are satisfied with the communication and support they receive from their child's school.  94.36% of parents agree/strongly agree with the statement: My child is receiving satisfactory instruction in Language Arts and Math.  93.42% of parents agree/strongly agree with the statement: My child receives adequate support so he/she can make satisfactory progress toward the Standards in Language Arts and/or Math.  84.58% of parents agree/strongly agree with the statement: I have been given suggestions/ideas to use at home to help my child meet grade level standards in English Language Arts and Math.  92.78% of parents agree/strongly agree with the statement: There are adequate opportunities for me to become informed about the school’s programs.  95.17% of parents agree/strongly agree with the statement: When I have questions about my child’s class work, I can ask for clarification and assistance from my child’s school.  The district, school administration, and individual teachers make extensive use of the district's online communication tools including Remind, Zoom, and Teams to communicate with families. The district will upgrade it's online parent communication tools to Parent Square in 2022-2023.  The district plans to expand parent education/training opportunities in 2022-2023.  The District’s (and school site) websites provide information about school operations, our instructional programs, and opportunities for involvement and participation in decision-making. The district initiated a Facebook feed as another layer of communication. The district surveys parents for feedback and input."	"1. In 2022-2023, the district will implement a new parent/family communication tool Parent Square. The district will work to provide families and staff information and training in the use of this application.  2. The district's Parent Advisory Committee and District English Learner Advisory Committee enthusiastically support the parent support and training programs that are currently being offered. The district will work to expand these programs in 2022-2023."	"Expansion of the district's parent education and training programs will include classes that specifically address the needs of underrepresented families including English Learners, Long-Term English Learners (LTELS), and the families of other subgroups of students."	"The district continues to work to develop partnerships with families to build partnerships for student outcomes. The HESD Parent Survey indicates that:  94.22% of parents strongly agree or agree with the statement, “The Report to Parents helps me to understand what my child is expected to achieve in ELA and math.” 84.58% of parents strongly agree or agree with the statement, “I have been given suggestions/ideas to use at home to help my child meet grade level standards in ELA and math.”  95.17% of parents strongly agree or agree with the statement, “When I have questions about my child’s classwork, I can ask for clarification and assistance from my child’s school.”  Parent/teacher conferences were attended at a rate of 99.5%.  The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities including, Kinder Counts, First and Forward, Digital Literacy Project (partnership with CSU Fresno). There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students. The committees also recommend expanding parent training 2022 Local Performance Indicator Self-Reflection for HESD Page 10 of 14 opportunities to include those that are targeted to families of Long-Term English Learners and other lower achieving subgroups.  The district plans to expand these programs and offer additional opportunities targeted to the families of subgroups."	"The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities including, Kinder Counts, First and Forward, Digital Literacy Project (partnership with CSU Fresno). There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students. The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower achieving subgroups.  The district's in focus in Building Partnerships for Student Outcomes will be to expand upon the training and education offerings for parents. The expansion of parent education/training opportunities will necessitate additional outreach, staff, facilities, and materials. The district's planning will include provisions for these resources."	"The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities including, Kinder Counts, First and Forward, Digital Literacy Project (partnership with CSU Fresno). There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students. The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower achieving subgroups.  The district plans to expand the offering of parent education and training opportunities to underrepresented families that include families of underachieving student subgroups. These include families of English learners, Long-Term English Learners, African American, homeless and foster youth."	"The district maintains a Parent Advisory Committee (PAC) that meets regularly throughout the year, providing input into the districts' programs and services for students. Although the primary purpose of the Parent Advisory Committee is to provide input into the development of the district's Local Control Accountability Plan (LCAP), the recommendations made by the PAC go beyond the LCAP, supporting the needs of students needs across the district, regardless of specific plans or funding sources (although these funds were specifically discussed at these meetings). The PAC is a well informed group of parents who have received substantial training and support and have participated in analysis of the district's student achievement data, school climate data, and data showing students' social and emotional needs. Members of the PAC understand the opportunity gaps that existed before, and were exacerbated by the COVID-19 pandemic. Members of the PAC are well-informed on the district's programs and services for students, also going beyond programs and services in the LCAP, and are active participants in the district's comprehensive strategic planning.  The District English Learner Advisory Committee (DELAC) is comprised of a majority of parents of students who are English learners. The DELAC meets regularly throughout the school year. Although the primary purpose of the DELAC is to provide input into the development of the district's federal Title I and Title III programs and services for English learners, the recommendations made by the DELAC go beyond these funding sources and plans, supporting the unique needs of students who are English learners across the district, regardless of specific plans or funding sources (although these funds were specifically discussed at these meetings). The the DELAC is a well informed group of parents who have received substantial training and support and have participated in analysis of the district's student achievement data, school climate data, and data showing students' social and emotional needs as they relate to students who are English learners. Members of the DELAC understand the opportunity gaps that existed before, and were exacerbated by the COVID-19 pandemic. Members of the DELAC are well-informed on the district's programs and services for all students, with an emphasis on students who are English learners, and are active participants in the district's comprehensive strategic planning.  95.92% of parents agree/strongly agree with the statement: I receive adequate information regarding parent meeting/activities such as School Site Council, English Learner Advisory Committee, parent Workshops, Back to School Night, and Parent Education Presentations, on the HESD LCAP Parent Survey."	"The district will continue to support committee members' understanding of the district's achievement, school climate and other metrics along with their the knowledge of the district's programs and services for students with the goal of leading them toward providing thoughtful, informed input and recommendations."	"The district will continue to include, on its committees, parent representatives of the district's student subgroups."	4	5	4	5	3	4	5	4	4	4	4	4	Met	6/22/2022	2022
16639250000000	Hanford Joint Union High	3	"HJUHSD’s current strength, based on the survey data,  is building trusting relationships with families. We had an average rating of 3.7 or Full Implementation. This is based on the introduction of the ParentSquare communication tool."	"HJUHSD’s current focus area, based on the survey data,  is supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. We had an average rating of 3 or Initial Implementation. We as a district need to target specific training on developing interpersonal relationships with parents."	HJUHSD has partnered with the California Partnership Program (CAPP) to specifically target equity and access among our Black and English Learner students and parents. We are focusing on finding ways to improve academic access.?	"HJUHSD’s current strength, based on the survey data,  is supporting families to understand and exercise their legal rights and advocate for their own students and all students. We had an average rating of 3.3 for Initial Implementation."	"HJUHSD’s current focus area, based on the survey data,  is providing families with information and resources to support student learning and development in the home. We had an average rating of 3 or Initial Implementation. We as a district need to target specific interactions to increase at-home support."	HJUHSD has partnered with the California Partnership Program (CAPP) to specifically target equity and access among our Black and English Learner students and parents. We are focusing on finding ways to improve academic access.?	"HJUHSD’s current strength, based on the survey data, is providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. We had an average rating of 3.3 for Initial Implementation."	"HJUHSD’s current focus area, based on the survey data,  is providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. We had an average rating of 3 or Initial Implementation. We as a district need to target specific interactions to increase ways administrators can productively engage with families."	HJUHSD has partnered with the California Partnership Program (CAPP) to specifically target equity and access among our Black and English Learner students and parents. We are focusing on finding ways to improve academic access.?	4	3	3	3	3	3	3	3	3	3	3	3	Not Met	10/11/2022	2022
16639250137901	Hanford Online Charter	3	"1. In-person academic meetings with families, weekly 2. In-person and virtual tutorials - expanded when the instructional aide was added to the program in January 2022.  3. Surveys of parents and students, ongoing (YouthTruth, Resolv, Driver's Education, Positive Prevention, LCAP Survey) 4. In-person Intake, orientation, and contract meetings, three times per year 5. ParentSquare- a communication vehicle that translates everything into home language through email and text, is used heavily.  6. SSC meetings, held five times per year"	"Engaging families will improve student learning outcomes when family engagement is integrated into all district goals and initiatives for student learning, including academic and social-emotional learning goals.  1. Use registration time to build a foundation. During our in-person intake/enrollment meetings, we have the opportunity to gain a better understanding of the unique needs of each student and their family. These ongoing meetings build the foundation of the school/family relationship we rely on to make them improve school performance. 2. Create detailed Student Information Sheets- Based on information gleaned from ongoing family meetings, we develop an individualized academic learning plan for the student customized to their needs. We have found that families find this very refreshing as they know that we have a vested interest in their student's success, and we see their partnership as integral to our success.  3. Send Out Parent Surveys- We seek parent input multiple times throughout the year to gain feedback about various aspects of our program. Stakeholder input is invaluable to assist with our future planning and reflection on the current practices. This information is used to guide our LCAP and state/federal grant plans.  4. Special/Parent information events- We are working toward hosting multiple parent information events. We already hold School Site Council meetings. However, these events (in initial planning) would focus more on transitions to post-secondary. A possibility, we could use these family leaders to plan interactive meetings on how to support college and career readiness.  5. Contact parents with good news regularly- We make positive phone calls home. In 21/22, we added positive written referrals to be sent home.  6. Utilize technology- We continue to use a communication vehicle that translates everything into home language through email and text. Prepare family-friendly information materials in multiple languages. 7. Continuing or adding student services for social/emotional support.  8. Discuss core beliefs about family engagement with staff and families, as different parties may identify priorities."	"Engaging diverse families will contribute to closing achievement gaps between groups of students. We view building relationships and connecting to learning as priorities.   Areas for consideration: 1. Building trusting relationships between educators and families and ensuring we are culturally responsive. 2. Educating staff about not making assumptions about a family not valuing or not being interested in a  student's learning. 3. Making sure that educators are effectively communicating with families. 4. Making sure that families feel welcomed and respected at the school. 5. Make sure educators and administration understand how to engage families in supporting student learning, especially if the family is not feeling confident about how to help. 6. Creating family engagement activities aligned to district goals for student outcomes that help families provide support at home for learning.  7. Gather Evidence - climate surveys, focus groups, home visits, parent surveys, and site self-assessments. 8. The addition of student support staff for tiered re-engagement and academic support."	"1. Weekly parent/student/teacher meetings 2. Increase in translated materials for home 3. MTSS training for all teachers coming from home sites 4. Progress monitoring, weekly, graduation status, referrals, attendance, and credit accrual.  5. 100% attendance at student IEP meetings.  6. School-Family Compact 7. Surveys for feedback (student, staff, parent, community members)"	1. Expand student and social services. 2. Expand counseling. 3. Expand family engagement activities.	"In post-COVID times when families have experienced extraordinary social, demographic, and economic change and instability, we must look to what we can do to help strengthen families.   1. Seek to understand what barriers the family may be experiencing, refer to an alternative education social worker for community supports. (Model of determination) 2. Lack of parental education or English language in the home, refer to Hanford Adult School for HSE/GED and ESL educational programs. We have found when parents prioritize education for themselves, and they model this for their children. (Model of life-long learning) 3. Student-centered learning climate (Supporters of learning) 4. Expand Student services by hiring an FTE student Specialist and making the part-time counseling position a full-time position."	"Additional community engagement opportunities during the 2021-2022 school year to gather and provide feedback to inform the development of the Expanded Learning Opportunities Grant Plan (ELOG), Educator Effectiveness Grant, and the Local Control Accountability Plan (LCAP). HJUHSD used extensive input from the ELOG and LCAP meetings to develop the expenditure plan. Community engagement opportunities throughout the 2021-2022  school year targeted the following stakeholder groups: students, parents/guardians, school and district administrators, teachers, support staff, ELAC/DELAC, SELPA, Local Bargaining Units, and the parents/guardians of students with disabilities, students experiencing homelessness, students in foster care, and military-dependent students. The platforms used to solicit meaningful feedback from the HJUHSD community included: family and staff surveys via California Healthy Kids, ReSOLV, HJUHSD LCAP, and YouthTruth. Virtual community forums hosted by the Superintendent. Student achievement data analysis meetings/dialogue to identify students in need of academic or social-emotional support, a Google form to solicit feedback on the HJUHSD reopening plans, and ParentSquare messages asking for feedback for both ELOG and LCAP.  1. SSC meetings 2. WASC subcommittee meetings 3. Title 1 meeting 4. HJUHSD community forums/town hall events"	To gain a deeper knowledge of how to: 1. Empower parents to be involved - Establish trust - Build capacity for parents to effectively engage in the decision-making process - Partner with community organizations  2. Solicit input from families in the district/school continuous improvement process - Invite parents opinions on school climate  3. Jointly develop and review programming for families to support learning and healthy development. Engage parents to participate in problem-solving discussions related to their students. - Student and parent feedback - Provide families with timely information about school and students in a language and format they can understand.	We will work on re-establishing parent engagement.	5	5	4	5	4	5	5	4	5	4	5	4	Met	6/14/2022	2022
44697570000000	Happy Valley Elementary	3	The last survey indicated that 95% of families feel that the staff responds appropriately to concerns and questions.  93% of families feel that the newsletter and communications are informative and useful.	"The school will strive to provide assemblies or events either first thing or at the end of the school day, so more parents can participate.  Volunteer opportunities will be increased, and include before and after school.  The LEA will work closely with the parent club to increase communications to all parents."	"The percentage of underrepresented families at Happy Valley is very small.  However, the staff makes a concerted effort to reach out the families of students who are in Special Education, Socio-Economically Disadvantaged,  and/or English Learners."	"95% of parents who responded say they feel welcomed by the staff at Happy Valley.  Student Study Team meetings are offered and available to all families.  Report cards/progress reports are sent home three times a year, and a week is set aside in November for individual parent/student conferences."	"The school will strive to provide assemblies or events either first thing or at the end of the school day, so more parents can participate.  Volunteer opportunities will be increased, and include before and after school.  The LEA will work closely with the parent club to increase communications to all parents. The staff works closely with the parents on fundraising and school-wide events."	"The percentage of underrepresented families at Happy Valley is very small.  However, the staff makes a concerted effort to reach out the families of students who are in Special Education, Socio-Economically Disadvantaged,  and/or English Learners."	"There are many regular meetings that administrators, staff and parents engage in, including: Parent Club School Site Council LCAP Advisory Safety Committee Parcel Tax Committee Board Meetings"	Parent surveys are sent out at least once a year.  Parents are always invited to attend and participate in all committee meetings.	"The percentage of underrepresented families at Happy Valley is very small.  However, the staff makes a concerted effort to reach out the families of students who are in Special Education, Socio-Economically Disadvantaged,  and/or English Learners."	5	5	5	5	5	4	5	4	5	5	5	5	Not Met	10/12/2022	2022
45700110000000	Happy Valley Union Elementary	3	"We have many opportunities throughout the year to build relationships with families.  We have held both virtual and in-person school gatherings that have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet.  In addition, we will begin goal specific communication to parents centered on our LCAP goals and based on a data-driven understanding oof our students and family's needs. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel, even during COVID."	"Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events."	"Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, Attendance Coordinator that connects families to local resources, tutoring, after school, and during breaks."	"We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local businesses to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes."	"We meet regularly with our School Site Council and LCAP Committee to review student outcome data and set goals/actions based on identified needs. Parent conferences are held several times a year and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication, student attendance and additional support for students."	"Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We have also added a part-time support to assist with plan development and state/federal guidance, COVID substitutes to fill in where needed, a PE teacher, a counselor, Special Education staff, a Family Liaison, Behavior Coach and support staff positions throughout the district."	"We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, coffee chats, the LCAP Committee and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs."	"Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school app, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes."	"We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc."	5	4	3	3	3	2	3	3	2	3	4	2	Met	6/22/2022	2022
37681630128421	Harbor Springs Charter	3	"One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide several opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, and field trips, and clearly communicate these opportunities to families."	"Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals."	We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference. We have an Equity Diversity Task Force whose focus is in part to ensure that we are all learning about and ensuring inclusive environments where all students are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.	"Our pillars of personalized learning and core values are embedded in the school culture which supports family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through in-services, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and newsletters. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Student centers have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year."	Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our area of focus will continue to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Our focus will be on providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time.	Supporting healthy SEL in the home and the school is essential to learning. Areas of need are more prevalent in underrepresented families and we will increase support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We will seek input from our leaders who are doing this well.	"The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. We have established advisory groups and have created opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including ELAC and to collaborate with leadership for decision-making."	We will increase our opportunities for family members to engage in advisory groups and decision-making and especially in seeking input from underrepresented groups in the community.	"In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We will collaborate with our Diversity Task Force and our Pupil Services and Homeless Youth Liaison to develop this plan."	4	4	4	4	3	4	4	4	3	3	3	4	Met	6/9/2022	2022
36678760122317	Hardy Brown College Prep	3	"At Hardy Brown College Prep, we have built strong connections between our non-teaching staff and families.  Non-teaching staff reported feeling very safe on campus as well as connected to our school, as did the majority of parents."	"At Hardy Brown College Prep, teachers were less likely than non-teachers to report feeling very safe on campus as well as connected to our school.  We hope to improve in this area so that all staff feel similarly safe and connected."	"At Hardy Brown College Prep, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school."	"At Hardy Brown College Prep, we have robust partnerships with local organizations such as the Black Voice News and NAACP San Bernardino branch.  Many of our middle school scholars participate in an NAACP Youth Council.  Three-quarters of our scholars report feeling very connected to our school."	"Two-thirds of scholars report feeling very safe on campus.  We would like that percentage to be even higher, which is challenging given our location in downtown San Bernardino.  We continue to make efforts to keep our campus safe and clean, and we are excited to be opening a preschool on campus this school year."	"At Hardy Brown College Prep, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school."	"At Hardy Brown College Prep, we have a robust School Site Council that enables staff and families to join our decision-making processes.  They learn about our LCAP and provide input for each annual update."	"We hope to have more parent participation in our School Site Council.  It is difficult for parents to make the time to join the meetings given their jobs, children, and other commitments."	"At Hardy Brown College Prep, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/20/2022	2022
54755230116590	Harmony Magnet Academy	3	"Building relationships between Harmony staff and families is an ongoing process to reach sustainability and this relationship building involves efforts to ensure communication, listening to family/community input, and providing ample opportunity for involvement. This relationship building at the site level is supported at the district level as well. Initiatives that appear to be effective, and therefore continuing, include:  • Efforts to improve the relationship between schools and families by improving communication with families. In recent years, the district, and Harmony, has shifted from the more limited Blackboard messaging system, to the ParentSquare platform. Communication through this platform occurs at both the district level, and the school site level. Types of communication include informational topics, invitations and requests for involvement of parents in the schooling of their students, and solicitation of perspectives and opinions through surveys. Familiarity and use of the platform have been increasing, and family/community input has indicated that this form of communication is valued.  • Harmony utilizes the district provided support in the form of Family Service Workers, a team of individuals who will make personal connections with those families when Harmony staff experience difficulty in making the connection. Due to the increased need, this team has increased in numbers for the 2021-2022 academic year, and the support is expected to remain in future years.  • With the school reopening, various opportunities for parental involvement are presented at the site in addition to the required School Site Council, and English Learner Advisory Council groups. In addition, the site offers activities such as parent information nights, and student activities that involve parents, along with informational meetings on topics relevant to parent needs, in efforts to increase engagement opportunities."	"Although opportunities for engagement exist at the school, input from our educational partners that include both parent/community and site staff, indicate that participation is lower than desired. Inquiries into the success of the Migrant Program on involving parents (which has shown a degree of success) are considered as beginning stages of improving parent/family engagement across the district. Also, a newly established and approved strategic plan has Parent and Community Involvement as one of four pillars, and should guide efforts to improve parent and community involvement at the site as well. School and district staff have expressed challenges with increasing in-person participation rates among parents and families, and have also clearly expressed the desire for increasing this involvement.  Limitations as a result of the pandemic included postponements that impeded the district’s involvement in the opportunity to participate in training related to various areas that were focused on building relationships with families. As restrictions begin to relax, the district will once again pursue the training which would help facilitate building relationships with families, for instance, ways to incorporate family strengths, cultures and languages in instruction. Additionally, the site should also anticipate the number of in-person training/exposure opportunities for educational partners to return to normal rates, and increase.  Starting with community input related to the 2022-2023 LCAP year two review, the district will attempt to shift the target audience to more specifically involve parent and community members. Prior years required the community to meet at the district office, and participation reflected a higher percentage of site administration, when compared to parent groups. An adjustment under consideration is to conduct the community review meetings at school sites throughout the district in effort to increase parent participation. One of those sessions is tentatively scheduled to take place at Harmony."	"Guidance from stakeholders such as students, parents, teachers, staff, administrators and community members are obtained in varying degrees affecting the educational process and student outcomes particularly during the pandemic. Opportunities for parents at Harmony Magnet Academy (HMA) include: Parent institute for Quality Education (PIQE), Naviance Family Connection, AERIES information system and the HMA Parent Foundation. Naviance is tool which allows parents to monitor college and career profile of their students. AERIES provides parents full access to their student's grades and information, while Parent Square offers parents school wide or 1-on-1 communication with school staff. Another opportunity for parents to participate is through the HMA Parent Foundation, which supports HMA school programs by providing funding to enhance educational programs.  In the past two years, we have had over 80 families graduate from the PIQE program. We also had over 300 parents attend our back to school night in August of 2019. Parents also participate in the Local Control Funding Formula/ School Site Plan for Student Achievement through School Site Council and ELAC meetings at HMA. They have submitted surveys about the value of certain programs (Supplemental and support strategies) affecting spending and program decisions. Harmony stakeholders, (Parents, teachers and staff) also examine and discuss data outcomes contained in both the Academy of Engineering and the Academy of Performing Arts and the National Academy Foundation/ConnectEd certification processes."	"Discussion groups include representatives from classified and certificated staff, parents, students and advisory board members. The HMA School Site Plan is developed by sharing ideas brought forward from discussion groups, which are comprised of staff representatives from various departments and the pathway teams. These ideas are then returned to departments for further study and refinement. Recommendations which promote fidelity to the HMA college and career model are adopted as part of the School Site Plan for Student Achievement. This approach has proven to be an effective way of involving all stakeholders of the school community. Another example is our SSC/ELAC meetings. To improve this process, more in-person opportunities for parents to attend support workshops dedicated to the high school and post secondary process. Parents also have access to information such as, but not limited to: voting rights, the recent U.S. census, health care, supplemental insurance, immigration, college scholarships and grants, financial aid and other community resources."	"Partly as a result of pandemic-related factors, educational partner input from parent groups, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Although multiple educational partner groups agree in the need, realization of participation rates by parents and community members proves less than desired, and remains an area for improvement. This is a realization at both the site and district levels.  Harmony Magnet Academy prioritizes partnerships with families. Based on input from educational partners, that include family members, training in identified areas of need is one method of trying to build partnerships. Input from multiple community meetings have suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, ParentSquare, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling."	"Reaching out to underrepresented families is a priority for Harmony as a means in building partnerships, partly based on the possibility that voice from these groups might be inadvertently marginalized. Initiatives intended to build capacity of parents of underrepresented families include partnering with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), the Parent Institute, and the Parenting Network. To further support our English Learner families, parenting classes will resume to help support the needs of English Learner families. Other opportunities, such as Parent Information Nights, are offered for all families. These efforts to support parents to partner in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings.  Academic monitoring has become an increased focus of needed attention this past year due to pandemic-related factors. The monitoring efforts will be on-going as learning loss is anticipated or all students, but especially those who are English Learners, Homeless, Foster Youth, and Native American. Policies have been established for sites to reach out to families of students in greatest needs, and prioritize learning recovery opportunities for these students. Due to the anticipated magnitude of the negative impact, this area is deemed of greatest need, and structures for monitoring, and intervening, in an effective manner will be areas of growth.  Additionally, appropriate students participate in structured weekly sessions for students (i.e. Native American, Foster Youth, etc.) in collaboration with the Tulare County Office of Education. These sessions include a breath of presentations, including rights of students. Outreach to families of Homeless students occurs by home visits where interaction is on a personal level, and identifies needs, resources, and rights of the Homeless population."	"Harmony Magnet Academy attempts to build capacity among our educational partners by encouraging engagement with advisory groups throughout the year. Topics covered throughout the year focus on outline expectations, and provide details related to state and federal requirements associated with various student groups. The district also maintains a documentation protocol that assists in the monitoring process to identify which sites are in need of additional guidance or assistance.  Structures are in place to address areas of support that include focal areas pertinent to student populations such as Migrant students, English Learners, Homeless students, American Indian, Special Education, and Foster students, and also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as English Learner Advisory Council (ELAC) and School Site Council.  Content that could be covered at site-level advisory meetings are presented from a district-perspective at district-level advisory meetings. These can serve as modeling presentation topics for site-level discussions to seek input from educational partners and help formulate decisions. District-level meetings are numerous with five District Advisory Council meetings, five separate English Language Advisory Committee meetings, five separate LCAP meetings, and nine public meetings centered on our Native American population."	"SSC/ELAC summary 2020-21 • 1-29-20- Review Safety Plan, review information and recommendations for PIQE in Fall of 2019 and Spring of 2020, review budget expenditures and upcoming events. • 5-21-20- Review and approve updated School Plan for Student Achievement 2020-21; Including but not limited to goals, dashboard data and budget overview. • 9-30-20- Review learning loss and attendance plan. Plan to reopen for small cohorts. Election of SSC officers. • 11-30-20- SSC training guide, review of by-laws, receive input for parent involvement policy and approve, approve budget. • 1-25-21- Second reading and approval of parent involvement policy, review of implementation of SPSA actions, review of HMA Dashboard results. • 5-6-21- Approve SPSA 2021-2022, review the seven supplemental instruction and support strategies-approve top 4 selections, review Healthy Kids Survey results.  One area of improvement would be to expand opportunities for parents to participate in their student's education: Community Learning Hubs.   During the school year, monthly, parents are invited to join a support group whereby equity and accessibility are addressed. Parents may attend workshops on the use of Naviance (our college and career platform) our student information system (AREIES), College application process and FAFSA, intervention programs, use of Parent Square and general questions about the high school to college process. We also offer to our parents the Parent Institute for a Quality Education (PIQE) program for additional curriculum on transition into post-secondary."	"Harmony will provide increased outreach to parents through direct communication: mailings, phone calls, Parent Square and messaging. Harmony will increase opportunities for parents to participate by offering workshops, informational and hands on.. Healthy Kids survey will also be used to gather additional data."	4	4	3	4	4	4	3	4	4	4	5	4	Met	6/23/2022	2022
37683386040018	Harriet Tubman Village Charter	3	"Families are essential partners in our work. Throughout the pandemic, we have continued our efforts to partner with parents around student outcomes through virtual parent conferences, regular progress reports, and making information accessible online. Our special education team has adapted to the virtual format and uses DocuSign to ensure parents are informed of their legal rights throughout the IEP process. The virtual format has made communicating progress effectively and collaboratively problem solving with families not as productive as in-person meetings. We are looking forward to resuming our in-person communications with families."	"Each week, attendance audits are conducted to quickly identify and flag any students not engaging in instruction. Our intervention team reaches out to the family and schedules home visits to determine how to best support the student. The wrap-around service of Tubman staff/parent/student home visits are a necessary replicable strategy for engaging families, educators and students as a team that coincides with our Village mentality. These home visits have been successful at maintaining student engagement throughout the year."	"Every Tuesday, Tubman provides “Working Together is Better” training webinars for families on topics such as how to incorporate Leader in Me habits and mindsets at home, accessing Schoology, supporting literacy, and nutrition education. We look forward to providing additional family events to provide resources for families to support their child’s education at home in-person during the next school year. In addition, we have worked with local partnerships, such as “Positive Parenting”, to help strengthen our parents’ skills."	"Prior to the pandemic, HTVCS purchased and implemented the Leader in Me program to address development of student leaders and engagement in school community. This is a five-year implementation. HTVCS was well on their way towards successful implementation until the pandemic unfolded. The pandemic has shifted our attention to the immediate needs of our students, staff, and families. We have had to prioritize core academics and put on hold our other programs. As we come out of this pandemic, the need for social and emotional well-being is unprecedented. HTVCS will resume our Leader in Me program to engage families and students in successful leadership strategies."	"Despite the challenges of the past two years, our school climate survey administered as part of the Leader in Me program, shows that our family involvement score grew 3 points to an overall score of 80 indicating that are actions to involve families have been effective."	"We have frequently communicated with parents over the course of the past year to ensure they were informed about programmatic updates and available resources. We utilized School Messenger, Class Dojo, and PowerSchool’s parent portal to provide regular communication with parents about school events, information, opportunities to provide feedback, and student progress. We surveyed families and had regular meetings where all stakeholders could receive information and provide feedback on our distance learning program and reopening plans. All communications and parent resources are provided in the appropriate language. Our meetings are translated simultaneously, and recordings posted on our website for future viewing."	"HTVCS has partnered with families to make many decisions about our distance learning program and reopening plans this year. We have held townhall meetings, Tubman Tiger Foundation meetings, monthly Coffee with the Principal meetings to provide information and seek input from families. All of these meetings have been conducted in the virtual format, and as such the quality of the family engagement is not the same as we would experience during in-person events. We have also surveyed our families several times over the course of the past year to seek their input on reopening, after school programs, and extracurricular activities. We received responses from 80% of our families on our annual family survey."	"When we are able to have families return to campus to participate in family engagement opportunities, we anticipate reaching more families."	"When we are able to have families return to campus to participate in family engagement opportunities, we anticipate reaching more families. A component of our Leader in Me program is about engaging families in the process of creating student leaders and we are looking forward to continuing our focus on this work next year."	3	3	3	2	3	3	3	3	3	3	3	3	Met	6/22/2022	2022
31668520121608	Harvest Ridge Cooperative Charter	3	Harvest Ridge administration and staff keep an open flow of communication with parents regarding their student's progress and with supporting student outcomes. Staff participate in professional learning to support communication and collaboration with parents to create a team environment with school and family.	"Regular use of Schoology gives a forum for parents to monitor daily classroom assignments and assessments, and provides students with a platform to organize classroom expectations and communicate with their teacher regarding their current progress. The school has built on the LMS system and adopted Google Classroom to continue to grow."	Staff works closely through the Student Intervention Team committee and with the Special Education team to support families with their legal rights and advocating for their own students.	"Harvest Ridge Cooperative Charter School puts a great emphasis on building relationships with families and students. As a small school, staff has the ability to connect with families on a personal level. In addition to fall and spring conferences, parents meet an additional three times per year on campus or via video calls with teachers for Learning Conferences."	"Staff has focused on the vertical articulation of subject matters, including increasing the rigor and relevance of Science curriculums and instruction."	"Teachers send out monthly newsletters, and staff uses email and Schoology to communicate with students and parents on a daily and weekly basis. Parents are encouraged to volunteer in classrooms and be part of committees, where collaboration is fostered and community built."	"Harvest Ridge Cooperative Charter has made great efforts to seek input from multiple stakeholder groups, including parents. Parent involvement in school programs is important to the fluid operation of the school, but participating in the local governing board and advisory committees is key for providing critical feedback to the school and programs. Parents are welcomed and encouraged to be members of as well as attend board meetings, PTO meetings, Town Hall meetings, and to also be a part of advisory committees for the school. Parents/guardians have also had opportunities to attend workshops that are linked to both student learning and development and growth."	"More of an emphasis has been placed on receiving input from our Home Study Program. This has included adding Home Study Coordinator administrator position, which allows for projects, growth, and communication specifically for that program."	"Throughout the school year, parents were provided weekly updates on school events, educational programs, parent meetings, student activities, school policies and procedures, and important announcements. Parents serve in different capacities including volunteering in the classroom, Board of Directors, Finance Committee, Safety Committee, Parent Teacher Organization, and also a variety of other school committees. Due to COVID restrictions, the school has had to pivot to video conferences on multiple occasions, including board meetings and orientation meetings, in order to reach families with concerns throughout the pandemic."	5	5	5	5	4	4	5	5	5	4	4	5	Met	6/8/2022	2022
37684110126086	Hawking S.T.E.A.M. Charter	3	"Hawking’s strengths lie in our desire to return to normalcy as quickly as possible post-pandemic to a place where our doors are reopened to the public and we can safely allow parents on campus on a regular basis.  We will continue to host regular face to face events for families, as long as these are deemed safe. These events include board meetings, Coffee with the Principal, ELAC and PAC meetings along with all other community events like expos and student-led conferences."	"Focus area will be to continue to develop opportunities for stakeholders to to be involved in the decision making process as it relates to school function. The return on site will allow us to foster connections between staff and families through whole school events, and meetings."	Hawking will continue to provide communication via email and social media channels. Front office will continue to be staffed with bilingual representatives to address and support underrepresented families. Parent meetings will be made accessible in English and Spanish.	"Hawking has used yearly staff surveys to determine teacher interests and needs regarding professional development. We have created processes that allow teachers to request needed professional development. Additionally, we have offered a variety of learning opportunities geared towards equipping teachers to address academic and social emotional needs."	"As our staff continues to grow and change Hawking will continue to monitor professional learning needs. This year our focus will be in reorganizing our professional learning around the MTSS framework, and ensuring that our staff is prepared with the essential understanding and vocabulary to grow our practices."	"Required parent participation in Student Led Conferences, and beginning of year orientations provide us opportunities to engage with underrepresented families and provide resources and tools for families to support their student throughout the school year."	"We have always sought out parent input by way of in person meetings as well as survey data collection. Throughout the pandemic and post pandemic all parent meetings have been held virtually. However, as we return to in person meetings, we will work toward finding a balance between virtual and in person meetings that will allow for the most participation and input into decision-making."	The implementation of Panorama Family and Student Surveys will provide detailed regular feedback regarding school needs. Planned parent meetings will provide families with a better understanding of the purpose and function of these surveys.	"Hawking will focus on improving communication regarding survey timelines, as well as important parent meetings through mass communication channels, as well as teacher-parent communication channels."	3	3	3	3	3	3	3	3	3	3	3	2	Met	6/23/2022	2022
19645920000000	Hawthorne	3	"The Hawthorne School District is fortunate to have a Family Outreach Teacher on Special Assignment that supported by: Developing, coordinating, and conducting programs and activities designed to engage families and the community in support of student achievement.  Assisting staff, families, and community organizations in developing partnerships and enhancing communication between families and school staff.  Working with District staff and school leadership teams to plan and implement family/community-friendly school climates. (i.e. develop customer satisfaction protocols for greeting parents and community partners in the building or over the phone, help to make the physical climate of the school inviting, etc.)  Helping to maintain and enhance Parent Centers.  Nurturing relationships with staff, families, volunteers, and community partners, including local churches, public agencies, and service providers.  Working with staff to maintain accurate parent participation data, implementation of community programs, and family engagement initiatives/outreach.  Helping to build the capacity of schools to engage families in a meaningful way.  Providing tools to staff to develop, implement, and evaluate family and community involvement and community outreach activities.  Assisting schools with developing the tools/skills necessary to recruit and train volunteers.  Working with district/school staff and families to improve student attendance.  Working with district/school staff and families to address at-risk behaviors. The Family Outreach TOSA also implemented and directed the Parent Arts Docent initiative in the Hawthorne School District. The Parent Arts Docent initiative is a program that allows for parents/guardians to receive training and professional development sessions particular to an art lesson that they then implement in classrooms and facilitate with students.  Beyond the work of the Family Outreach TOSA, the District builds relationships between school staff and families by ensuring that adequate translation services are available at school and district levels, maintains comprehensive Parent Centers at each school site that provide academic and social-emotional resources, teacher communication flyers, access to technology, and information related to community services. Numerous school-specific events were offered at every school site, with a wide range of topics being covered. Teachers at each school site implemented math nights, literacy nights, parent workshops, and many more family events. Evidence in building these relationships is obtained through the results from the District's 2021-22 internal system of tracking called “Family Event Attendance Tracking Form” which reflected 14,115 documented instances of family participation/visits to schools for activities and events. This significant increase is attributed to a combination of the offering of additional workshops and events at school sites."	Based on the results from our parent surveys the Hawthorne School District will continue to offer and implement the services and supports mentioned above to sustain and increase relationships between staff and families. The District will also continue to offer in-person and virtual events to create flexibility and increase accessibility for family participation as families have indicated that they appreciate the flexibility.	The District’s evaluation results from our parent workshops and the completion of a Parent Needs Assessment at the end of each school year were examined through the lens o four underrepresented families and this data was utilized to refine the parent engagement opportunities for the upcoming year.	"The District employs a full-time Family Outreach Teacher on Special Assignment (TOSA) to build capacity and effectively support school sites on how to engage and empower parents and guardians to be active participants in the education of their children. This individual conducted numerous workshops for parents and guardians of 5th-grade students that introduced them to the programs offered at the middle school levels and the choices that they can make for their child. Elementary and middle school staff assisted with these workshops. The Family Outreach TOSA provided direction and guidance for the Hawthorne Parent Academy (HPA) committees at every school site. The HPA is a targeted support group for parents/ guardians of students in entry-level grades such as kindergarten, 6th grade, and 9th grade that includes a series of strategic monthly workshops focusing on age-appropriate academic, social-emotional, and behavioral issues relevant to the school and home settings. Facilitating these recurring monthly workshops also allowed for strong parent partnerships to thrive at critical entry junctures of a student's academic journey. Recognition ceremonies are held at all school sites to celebrate those who complete their passport through their regular HPA participation. At the middle schools, the District continues to partner with the Parent Institute for Quality Education (PIQE), as a strategy to more closely and effectively inform and involve families in the education of their children. This partnership consisted of a nine-week training for parents/guardians focused on successfully navigating the school system and accessing available resources to support your child’s education.   In addition, the District partnered with the UCLA Parent Empowerment Project. As part of this partnership, the UCLA staff works with the District staff to create District-wide Village Sessions for our parents.  In these sessions, the UCLA staff and the District staff co-create a space for parents to connect monthly and process their children's experiences at the school. Village sessions allow parents to engage and share the hopes, dreams, and concerns they have for their students. A series of Village sessions open an opportunity to build the school community, which includes establishing and maintaining trust, building relationships, and repairing harm rooted in reciprocity for students' betterment and academic success. We refer to them as village sessions because, more than merely an intellectual exercise, we are concerned with creating communal spaces where parents can come together to engage freely and address the challenges in education that matter most to them. We intend to develop site-specific Villages at individual school sites during years two/three of any partnership."	"The Hawthorne School District will continue to offer family engagement opportunities, programs, and activities listed above that positively support parent partnerships. The input and feedback received from the LCAP survey responses, parent evaluations, the parent need assessments, and other avenues of communication demonstrated a desire to reinstall parent volunteer opportunities and continue to provide parent involvement opportunities via zoom.  The District will also continue to offer in-person and virtual events to create flexibility and increase accessibility for family participation as families have indicated that they appreciate the flexibility."	"The survey results, evaluation results from parent workshops, and Parent Needs Assessment at the end of each year provide data from our educational partners that we utilize to refine the parent engagement opportunities for the following year. This will increase access to strong participation in our current programs and activities. We are a district with a student population of 90% low-income, English learners, and Foster Youth. Therefore, we will continue to examine and seek the perspective of families that have historically been underrepresented and utilize that data to refine the parent engagement opportunities each school year."	"While the actions and services outlined above speak to the many ways in which parents and guardians were invited into the schools and provided with the support that was needed, it should also be mentioned that the District takes seriously its responsibility to inform parents of their right and ability to participate in the school and district decision-making processes. The District continues to promote participation in school-based bodies, such as the School Site Council and English Learner Advisory Committee, as well as the district-level entities, such as the District Advisory Council and District English Learner Advisory Committee. While the District is confident that genuine efforts are made to engage parents and guardians in decision-making processes, it was affirming to see that 91% of parents and guardians who responded to the District's 2021-22 LCAP survey item pertaining to parents sharing input for decision making, indicated that they agree that they are presented with opportunities to be a part of the decision-making process at the school and district levels.  This represents a 1% increase from the responses in the prior year. This data is directly related to the District's goal to increase parent involvement and participation, as set forth in the Local Control and Accountability Plan (LCAP). All school sites also documented the promotion of and full representation on their School Site Council and their English Learner Advisory Committee, with representatives from each school serving on the District Advisory Council, the District English Learner Advisory Committee, and consistent monthly parent workshops to continue to support decision making that will directly affect positive student outcomes.   In addition, HSD has partnered with UCLA Parent Empowerment Project to assist us in facilitating the work of our Parent Empowerment Network ( PEN).  PEN is a group of parents established from the village sessions that meet to address concerns and plan actionable programs for students from the perspective of the parents/guardians. The Parent Empowerment Network is an apparent group that leads efforts to engage families in the sharing of experiences related to school settings, with an emphasis on the empowerment of historically marginalized populations. The UCLA staff works with the District staff to create District-wide Family and Village Engaent Network Improvement and Community designed to promote effective ongoing engagement. A small group of selected parents will represent their village at the PEN meetings. Research recommends having a small group of parents who work on supporting the comprehensive school plan and developing activities (Comer & Haynes, 1991). To guide the process of creating a plan, parents develop a foundational understanding of continuous improvement."	"The Hawthorne School District will continue to engage all educational partners to refine the Local Control Accountability Plan and School Site Plan based on their feedback and input. It was affirming to see that 91% of parents and guardians who responded to the District's 2021-22 LCAP survey to the associated item pertaining to parents sharing input for decision-making, indicated that they agree that they are presented with opportunities to be a part of the decision-making process at the school and district levels. Therefore, the  District plans to continue its efforts to engage all educational partners and increase the percentage of participants that feel they are a part of the decision-making process in the district. The District will also seek to increase opportunities for the educational partners to be active participants in the school District decision-making process."	The Hawthorne School District will continue to implement current practices that have been successfully implemented in ensuring that underrepresented families are valued and have access to decision-making opportunities.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/29/2022	2022
19645920100354	Hawthorne Math and Science Academy	3	"HMSA continues to dedicate efforts and implement strategies to engage educational partners in the learning and teaching process of students. The school offers an HMSA Parent Academy for the parents and guardians of 9th-grade students in collaboration with the HSD Family Outreach TOSA that focuses not only on the academic and social-emotional needs of their children but also on how parents can be involved at HMSA and be advocates for their children. The counseling staff has focused on surveying parents regarding the types of topics that have been the focus of workshops and on the quality of the experience. This has resulted in HMSA having a high parent participation rate for all events held. Families have numerous opportunities to network and get involved with HMSA.  Some of the parent engagement opportunities offered are School-Site Council (SSC), Hawthorne Parent Academy (HPA), informational nights, school-wide events, English Learner Advisory  Committee (ELAC), Parent Booster Club (PBC), and many more. Parent Engagement activities at HMSA are intended to involve families and keep them engaged in their child/ren’s learning. Teachers also involve parents in their student's academic progress by making themselves available in person or through email and phone. On the 2022 LCAP Parent Survey Results, 92.72% of respondents agreed with the statement: Information shared at HMSA parent meetings is meaningful and helps me support my child(ren.) A focus area of improvement is to increase direct parent communication between teachers and parents."	"Based on data and input received from our meetings with Title I parent information nights, school-site council, Hawthorne Parent Academy, Parent Booster Club, informal parent surveys, and other internal school-based surveys HMSA will continue to offer increased opportunities for families to participate in school and community events. Their feedback is valued and integral in the ongoing reflection and planning for school improvement, growth, and success. Since the reopening of schools due to the Covid-19 pandemic, HMSA has explored creative ways to help ease the transition for families to feel comfortable attending parent events in person again. Regular communication is sent weekly to parents to highlight the upcoming events, share the weekly’s successes and promote a welcoming, inclusive school environment where parents can feel valued and that their input is vital to HMSA’s overall students’ success.  Based on the 2021-22 parent survey results, it was evident that parents were requesting an increase in parent and family events on campus. While HMSA is slowly introducing in-person events, continued efforts for a venue will be made to engage parents and allow for their questions, concerns, and ideas to be welcomed and considered.  School staff at HMSA will continue to welcome families and jointly plan and lead family engagement activities. More surveys will be offered to allow stakeholders to give feedback and offer suggestions to help in these efforts to build relationships. Two-way communication will continue between families and educators to keep all stakeholders informed. Also, more family engagement activities will be offered to help families support student learning at home."	"Based on school-site data specific to underrepresented families, HMSA will continue to seek ways to improve relationships with our educational partners. To ensure active engagement, HMSA leadership will seek out family leaders who can bring the perspective of families that have historically been underrepresented. Care will be taken to ensure representation on district and school-site advisory committees such as the English Language Advisory Committee, parent groups, leadership teams, and advisory committees.   The recent LCAP shows that parents are requesting more informational sessions for college planning, building healthy relationships, and accessing technology. HMSA will consider these topics when planning monthly parent sessions.  Their voice will be heard and acknowledged for reflection and change. Events, informational meetings, and engagement opportunities will be planned for times that are convenient and realistic for all interested families. The goal is to increase participation in school staff and family events and allow for a stronger engagement for all educational partners and continue to build community."	"Administration, teachers and staff, and counselors regularly communicate with families regarding student interests. Grade-level teams send out communication, and school-wide communication is sent out weekly. Back to School Nights are held twice a year to allow teachers to share the learning happening in their classes and give parents/families an opportunity to visit and hear what their child is learning. Parent conferences are open and families can request this at any time. Hawthorne Parent Academy, Parent Booster Club, and School-Site council meetings are held and families have multiple opportunities to engage and partner with the school. Students with Individualized Education Plans (IEP) have annual meetings to review student progress and ask questions. Translators are provided to ensure that families have a clear understanding of the information that is being shared.  HMSA works to provide a welcoming and respectful environment for all families in our community. Based on school-site data, parent surveys, and informal informational sessions with educational partners, including students, parents, and the district engage in meaningful dialogue to provide input in the school’s strategic planning."	"HMSA will continue to offer the listed effective strategies which support partnerships for positive student outcomes. Administration, along with teachers, counselors, and the support team are focused on proactive, early interventions for struggling or at-risk students. Additionally, we are reflecting, evaluating, and communicating our Multi-Tiered System of Supports (MTSS) to support our entire school community."	"HMSA will continue current practices that have proven successful in ensuring that input from underrepresented families is included in decision-making and strategic planning.  Parent surveys are disseminated for HMSA to gain valuable data and insight specific to feedback from underrepresented families. To ensure active participation, efforts are made to ensure that there is representation on our various committees. Our MTSS team works to ensure that no subgroups of students are left behind without proper support in place. Site administration will continue to communicate and share successful strategies they have implemented to increase engagement levels."	"HMSA students, parents, and staff engage in meaningful dialogue and provide input for strategic planning through formal groups including, but not limited to Parent Booster Club (PBC), Hawthorne Parent Academy (HPA), English Language Advisory Committee (ELAC), Leadership Team, Department Chair meetings, School-Site Council, Professional Development and Instructional leadership committees (ILC). Family input and involvement in the development and review of school-wide objectives occurs through participation in scheduled meetings and surveys, as well as focus groups. Focus group sessions will contribute authentic stakeholder input to include families from underrepresented groups, and to include ways for families who speak another language other than English."	"Our LEA works directly with our parents and community members to seek input. Information is collected through feedback from meetings and school-site surveys. HMSA will continue to engage all educational partners to refine the Local Control Accountability Plan based on feedback and findings. HMSA will make efforts to include all input from all groups, including underrepresented families, and keep them informed of HMSA developments."	HMSA will continue current practices that have been successfully implemented in ensuring that underrepresented families have a voice and means for providing valued input for decision-making. HMSA will continue to build relationships with all families by ensuring that translation is made available for families that speak another language other than English. HMSA will continue to offer in-person and virtual events to create flexibility for family participation as families have indicated that they appreciate the flexibility. HMSA will expand the support available on campus and identify key partners to incorporate into the school community in order to provide families with the resources they need to support student success.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/29/2022	2022
01100170138867	Hayward Collegiate Charter	3	"At Hayward Collegiate we are proud of the deep roots we have established with families and community stakeholders. Right now, we ensure to have one event each month that ties parents, teachers, and administration together. For example, we have monthly coffees with the teacher where parents and teachers can come together to discuss what is happening in the school. We are working on creating in-person activities now that we will be opening fully in-person."	We are currently reviewing how we can incorporate families into every decision. Right now we are speaking with parents and building a framework for meeting regularly to discuss the new innovations and events at the school.	We are incredibly proud and excited that all the community building that happens at Hayward Collegiate happens with only underrepresented families.	"At Hayward Collegiate, we believe empowering our families to know what to look for and how to advocate for themselves and their children is paramount. We have one-on-one checks-ins with parents and teachers every other month where parents are shown how their child is doing and how they can improve with activities at home. Teachers lead monthly coffee with the teacher to also emphasize that."	"At Hayward Collegiate, we are looking at ways to work with families to improve student outcomes. Although we are proud of the growth we have made with the school, we know that this growth could have grown exponentially if families were involved in each process."	100% of our families come from underrepresented areas.	Right now we have an English Language Learner Advisory Committee where we are able to review key details and decision-making strategies for the school. We also have a parent advisory Committee that helps us with that.	Right now we are focusing on how to show parents where we are in regards to data and allow input for that.	100% of our families are from underrepresented areas or backgrounds.	5	4	4	5	4	5	4	4	4	4	4	4	Met	6/29/2022	2022
01611920127944	Hayward Twin Oaks Montessori	3	"For the 2021-22 school year Hayward Twin Oaks hosted 4 Community Organization meetings, 4 ELAC meetings, 2 Community Coffees, and 4 CAC meetings. In addition, the school requires that families attend individual 2 conferences each year and invites families to a variety of family education meetings each year."	"The Family Satisfaction Rate for the 2021-22 school year was as follows: 94% Elementary and 97.5% Secondary. In light of these responses, the elementary program is expanding its outreach to families. The campus is now open to host coffees, meetings and conferences. Families are encouraged to visit and volunteer in the classrooms and on field trips."	"The Student Sense of Belonging ratings for the 2021-22 school year were as follows: 75% Elementary and Secondary 87.6%. In light of these responses, the Mental Health department and counselors continue to lead the staff in SEL PD and implementation."	"Strengths: The school offers two mandatory and any number of optional family conferences throughout the year. During these meetings educational partner input is encouraged and solicited. The IEP and 504 team meetings also support these initiatives. Progress: Now that the campus is fully open to all families, more frequent in-person (and continuing virtual) meetings are structured to solicit educational partner input."	Focus Areas: The school is developing targeted committee work for LCAP and family input meetings as part of family conferences.	Improved Engagement: The school has been challenged in collecting a robust response to requests for educational partner input using the traditional methods of meetings and committee participation. To improve upon that engagement the school is looking at including “Family Input Meetings” as part of the family conference agenda.	"Strengths: The school’s weekly newsletter, multiple family conferences, quarterly parent education evenings, monthly family coffees, and monthly Community Organization meetings all provide ample opportunity for seeking input for decision-making. Progress: This year the school is prioritizing regularly scheduled Community Organization and in-person meetings."	Area for Improvement: The school needs to provide targeted subject committees meetings and family input meetings as part of the family conference agenda.	Improve Engagement: Family Conference appointment will be lengthened to allow for input for decision-making.	4	4	4	4	4	4	5	5	3	3	3	3	Not Met	9/22/2022	2022
01611920000000	Hayward Unified	3	"HUSD has a focus area for improvement in multiple areas organized by the Strategic Goals in our Local Control Accountability Plan:  Deeper learning Goal 1, HUSD is focused in the following areas: Anti-Bias/Anti-Racism (ABAR) training for all staff will continue to be implemented and expanded Expanded intervention and acceleration opportunities for students Support for English Learners (Kick-off of the ELPAC Family Academy) Dual Language Program professional development and curriculum Funding for smaller class sizes, and fewer combination classes  Relationship-Centered Schools, Goal 2, HUSD is focused in the following areas: Expanded social-emotional learning and support staff, curriculum and professional development Providing a welcoming school environment. Examples include the expansion of Family Engagement and Equity staff at school sites, focus on 1-on-1 focus group conversations, opportunities to connect families with inconsistent housing needs via a full-service community schools approach, fatherhood programs, second chance and two-generation approach to family classes. Mental and physical health supports for students  Service Excellence, Goal 3, HUSD is focused in the following areas: Promote the employment and retention of teachers and staff whose racial diversity reflects the student demographics of the community and who can recognize, interrupt, dismantle, and eliminate systemic racism. Promote family engagement with an intentional focus on historically underserved groups such as the families of Black students, Latinx students, English Learners, newcomer students to the district and students with disabilities.  Operational Sustainability, Goal 4, HUSD will ensure our diverse student population has access to: Updated technological infrastructure (ie: universal access to WiFi, 1-to-1 laptop device availability for each HUSD student) Modern facilities"	"HUSD has a focus area for improvement in multiple areas organized by the Strategic Goals in our Local Control Accountability Plan. Here are the specific focus areas for improvement in Building Relationships Between School Staff and Families:  Provide a welcoming school environment. Examples of this include the expansion of Family Engagement and Equity staff at school sites, focus on 1-on-1 focus group conversations, opportunities to connect families with inconsistent housing needs via a full-service community schools approach, fatherhood programs, second chance and two-generation approach to family classes. Mental and physical health supports for students.  Anti-Bias/Anti-Racism (ABAR) training for all staff will continue to be implemented and expanded"	"HUSD is ethnically and linguistically diverse. It values its parents and their input especially when it entails getting their input on how to best support their children. HUSD conducts an annual California Parent Survey and is undergoing a data review of the past 4 years of survey responses to identify areas of improvement and areas that need further attention. HUSD believes in the importance of a collaborative partnership between parents and the district. Through the input of school site parent groups and district committees, HUSD parents give input at local school site councils, District English Learner Advisory Committees, English Learner Advisory Committees, African American Student Academic Initiative (AASAI) and a team of Parent Ambassadors among other parent groups. There are also several parent/district staff member working groups focused on identifying solutions for systemic, equity-based challenges such as better supporting Special Education, operational sustainability, restorative justice practices in school sites.  The LCAP Stakeholder Input highlights and values the input from parents. LCAP funds have been earmarked to ensure that each school site has a family equity engagement specialist to support engagement, training and mutual support of parents and school community. Parents of students with disabilities is an area that the district is focused on developing. It has implemented town hall meetings with parents and continues to expand in reaching out to parents of students with disabilities to ensure the needs of the students are met.  In surveys and input-gathering sessions with the HUSD community several areas of improvement surfaced: In the area of Deeper Learning, our Parent Advisory Committee (PAC) specifically requested in-person instruction and interventions for struggling students. For Relationship-Centered Schools, our PAC wanted to see additional Family Engagement Specialists, more parent outreach, and more opportunities for parents to get involved in their students’ schooling. For Service Excellence, PAC members requested improved technology, improved school climate, and mandatory Anti-Bias/Anti Racism training for staff. For Operational Sustainability, our PAC asked for additional staffing and a system for monitoring the effectiveness of the district’s various programs.  In the area of Deeper Learning, our District English Learners Advisory Committee (DELAC) specifically wanted to see Literacy and Mathematic interventions specific for English Learners, and tutoring to help EL students reclassify. For Relationship-Centered Schools, our DELAC requested more services and training for parents, especially regarding technology, so they can best support their students. For Service Excellence, DELAC members wanted to see additional training for office staff and more attention paid to reclassification. For Operational Sustainability, our DELAC requested additional services for parents, and an investment in technology."	"The engagement of underrepresented families in HUSD over the last several years has been one of social advocacy by parents for their students. HUSD has supported this work by creating parent committees which focus on the development of parent leaders who can advocate for their students within the systems and procedures of a school system. Examples of the forums where this advocacy and parent leadership takes place include the District Advisory Committee (DAC), District English Learner Advisory Committee, African American Student Achievement parent committee and Parent Ambassadors.  Parents of underrepresented students have also gained experiences and familiarity with how to navigate the school system to ensure that their voices are heard at school sites, in local School Site Council sessions, periodic Town Hall meetings and Board of Education meetings as well as ensuring parent representation at District Advisory Committee meetings. An area of improvement continues to be in the development of parent and teacher partnerships that balance between advocacy of their student’s needs while also promoting parent-student practices that support learning at home."	"HUSD has a focus area for improvement in multiple areas organized by the Strategic Goals in our Local Control Accountability Plan. Here are the specific focus areas for improvement in Building Partnerships for Student Outcomes:  Promote the employment and retention of teachers and staff whose racial diversity reflects the student demographics of the community and who can recognize, interrupt, dismantle, and eliminate systemic racism. Promote family engagement with an intentional focus on historically underserved groups such as the families of Black students, Latinx students, English Learners, newcomer students to the district and students with disabilities. Expand intervention and acceleration opportunities for students Additional support for English Learners (Kick-off of the ELPAC Family Academy) Dual Language Program professional development and curriculum Funding for smaller class sizes, and fewer combination classes"	"HUSD is ethnically and linguistically diverse. It values its parents and their input especially when it entails getting their input on how to best support their children. HUSD conducts an annual California Parent Survey and is undergoing a data review of the past 4 years of survey responses to identify areas of improvement and areas that need further attention. HUSD believes in the importance of a collaborative partnership between parents and the district. Through the input of school site parent groups and district committees, HUSD parents give input at local school site councils, District English Learner Advisory Committees, English Learner Advisory Committees, African American Student Academic Initiative (AASAI) and a team of Parent Ambassadors among other parent groups. There are also several parent/district staff member working groups focused on identifying solutions for systemic, equity-based challenges such as better supporting Special Education, operational sustainability, restorative justice practices in school sites.  The LCAP Stakeholder Input highlights and values the input from parents. LCAP funds have been earmarked to ensure that each school site has a family equity engagement specialist to support engagement, training and mutual support of parents and school community. Parents of students with disabilities is an area that the district is focused on developing. It has implemented town hall meetings with parents and continues to expand in reaching out to parents of students with disabilities to ensure the needs of the students are met.  In surveys and input-gathering sessions with the HUSD community several areas of improvement surfaced: In the area of Deeper Learning, our Parent Advisory Committee (PAC) specifically requested in-person instruction and interventions for struggling students. For Relationship-Centered Schools, our PAC wanted to see additional Family Engagement Specialists, more parent outreach, and more opportunities for parents to get involved in their students’ schooling. For Service Excellence, PAC members requested improved technology, improved school climate, and mandatory Anti-Bias/Anti Racism training for staff. For Operational Sustainability, our PAC asked for additional staffing and a system for monitoring the effectiveness of the district’s various programs.  In the area of Deeper Learning, our District English Learners Advisory Committee (DELAC) specifically wanted to see Literacy and Mathematic interventions specific for English Learners, and tutoring to help EL students reclassify. For Relationship-Centered Schools, our DELAC requested more services and training for parents, especially regarding technology, so they can best support their students. For Service Excellence, DELAC members wanted to see additional training for office staff and more attention paid to reclassification. For Operational Sustainability, our DELAC requested additional services for parents, and an investment in technology."	"The engagement of underrepresented families in HUSD over the last several years has been one of social advocacy by parents for their students. HUSD has supported this work by creating parent committees which focus on the development of parent leaders who can advocate for their students within the systems and procedures of a school system. Examples of the forums where this advocacy and parent leadership takes place include the District Advisory Committee (DAC), District English Learner Advisory Committee, African American Student Achievement parent committee and Parent Ambassadors.  Parents of underrepresented students have also gained experiences and familiarity with how to navigate the school system to ensure that their voices are heard at school sites, in local School Site Council sessions, periodic Town Hall meetings and Board of Education meetings as well as ensuring parent representation at District Advisory Committee meetings. An area of improvement continues to be in the development of parent and teacher partnerships that balance between advocacy of their student’s needs while also promoting parent-student practices that support learning at home."	"HUSD has a focus area for improvement in multiple areas organized by the Strategic Goals in our Local Control Accountability Plan. Here are the specific focus areas for improvement in Seeking Input for Decision-Making:  LCAP funds have been earmarked to ensure that each school site has a family equity engagement specialist to support engagement, training and mutual support of parents and school community. Parents of students with disabilities is an area that the district is focused on developing. It has implemented town hall meetings with parents and continues to expand in reaching out to parents of students with disabilities to ensure the needs of the students are met.  In surveys and input-gathering sessions with the HUSD community several areas of improvement surfaced: In the area of Deeper Learning, our Parent Advisory Committee (PAC) specifically requested in-person instruction and interventions for struggling students. For Relationship-Centered Schools, our PAC wanted to see additional Family Engagement Specialists, more parent outreach, and more opportunities for parents to get involved in their students’ schooling. For Service Excellence, PAC members requested improved technology, improved school climate, and mandatory Anti-Bias/Anti Racism training for staff. For Operational Sustainability, our PAC asked for additional staffing and a system for monitoring the effectiveness of the district’s various programs.  In the area of Deeper Learning, our District English Learners Advisory Committee (DELAC) specifically wanted to see Literacy and Mathematic interventions specific for English Learners, and tutoring to help EL students reclassify. For Relationship-Centered Schools, our DELAC requested more services and training for parents, especially regarding technology, so they can best support their students. For Service Excellence, DELAC members wanted to see additional training for office staff and more attention paid to reclassification. For Operational Sustainability, our DELAC requested additional services for parents, and an investment in technology."	"HUSD is ethnically and linguistically diverse. It values its parents and their input especially when it entails getting their input on how to best support their children. HUSD conducts an annual California Parent Survey and is undergoing a data review of the past 4 years of survey responses to identify areas of improvement and areas that need further attention. HUSD believes in the importance of a collaborative partnership between parents and the district. Through the input of school site parent groups and district committees, HUSD parents give input at local school site councils, District English Learner Advisory Committees, English Learner Advisory Committees, African American Student Academic Initiative (AASAI) and a team of Parent Ambassadors among other parent groups. There are also several parent/district staff member working groups focused on identifying solutions for systemic, equity-based challenges such as better supporting Special Education, operational sustainability, restorative justice practices in school sites.  The LCAP Stakeholder Input highlights and values the input from parents. LCAP funds have been earmarked to ensure that each school site has a family equity engagement specialist to support engagement, training and mutual support of parents and school community. Parents of students with disabilities is an area that the district is focused on developing. It has implemented town hall meetings with parents and continues to expand in reaching out to parents of students with disabilities to ensure the needs of the students are met.  In surveys and input-gathering sessions with the HUSD community several areas of improvement surfaced: In the area of Deeper Learning, our Parent Advisory Committee (PAC) specifically requested in-person instruction and interventions for struggling students. For Relationship-Centered Schools, our PAC wanted to see additional Family Engagement Specialists, more parent outreach, and more opportunities for parents to get involved in their students’ schooling. For Service Excellence, PAC members requested improved technology, improved school climate, and mandatory Anti-Bias/Anti Racism training for staff. For Operational Sustainability, our PAC asked for additional staffing and a system for monitoring the effectiveness of the district’s various programs.  In the area of Deeper Learning, our District English Learners Advisory Committee (DELAC) specifically wanted to see Literacy and Mathematic interventions specific for English Learners, and tutoring to help EL students reclassify. For Relationship-Centered Schools, our DELAC requested more services and training for parents, especially regarding technology, so they can best support their students. For Service Excellence, DELAC members wanted to see additional training for office staff and more attention paid to reclassification. For Operational Sustainability, our DELAC requested additional services for parents, and an investment in technology."	3	3	3	3	2	3	3	2	3	3	2	3	Met	6/22/2022	2022
49753900000000	Healdsburg Unified	3	"Current strengthens and progress include: hiring additional staff including 2 full-time Bilingual Parent Outreach and Education Coordinators one for elementary and one for secondary. HUSD also has a full time Bilingual Student & Family Services Coordinator at the Junior High School. HUSD played a pivotal leadership role to convene the a Countywide Forum on Student Engagement during a Pandemic and help subsequent training & conversations on the topics. Provision of workshops from School Psychologists and professional development on Trauma Informed practices. Improved interpretation and translation services. Made over 100 home (out of 1340 students) visits during the pandemic. Improved text, email, phone. More and bilingual parent events. Bilingual Back to School Night., College & Career Nights, Financial Aid Night, TK/K Orientation for Parents and Kinder Bridge Summer program for students. Use of Google Classroom to improve home-to-school communication/understanding assignments/expectations for learning. Updated student Handbooks, Annual Notifications. Improved process for parent-teacher conferences, SSTs, IEP and 504 Meetings. Focus area for improvement is to implement polices and programs for teachers to meet with families and students to discuss student progress and way to work together to support improved student outcomes."	"HUSD focus area for improvement in Building Relationships between school staff and families includes creating welcoming environments for all family and supporting staff to learn about our families strengths, cultures, languages and goals for their children."	"HUSD will improve the engagement of underrepresented families by increasing direct communication and outreach to these families including families of students with disabilities, multilingual students and LBGTQAI+ students and families."	"Current strengthens and progress include: hiring additional staff including 2 full-time Bilingual Parent Outreach and Education Coordinators one for elementary and one for secondary. HUSD also has a full time Bilingual Student & Family Services Coordinator at the Junior High School. HUSD played a pivotal leadership role to convene the a Countywide Forum on Student Engagement during a Pandemic and help subsequent training & conversations on the topics. Provision of workshops from School Psychologists and professional development on Trauma Informed practices. Improved interpretation and translation services. Made over 100 home (out of 1340 students) visits during the pandemic. Improved text, email, phone. More and bilingual parent events. Bilingual Back to School Night., College & Career Nights, Financial Aid Night, TK/K Orientation for Parents and Kinder Bridge Summer program for students. Use of Google Classroom to improve home-to-school communication/understanding assignments/expectations for learning. Updated student Handbooks, Annual Notifications. Improved process for parent-teacher conferences, SSTs, IEP and 504 Meetings. Focus area for improvement is to implement polices and programs for teachers to meet with families and students to discuss student progress and way to work together to support improved student outcomes."	"HUSD focus area for improvement in building partnerships for student outcomes includes supporting staff to learn about our families strengths, cultures, languages and goals for their children in order to create a more equitable, anti-racist and socially-just school system that address the historic and systemic barriers to opportunities including detracking our educational program."	"HUSD will improve the engagement of underrepresented families by increasing direct communication and outreach to these families including families of students with disabilities, multilingual students and LBGTQAI+ students and families."	"Current strengthens and progress include: hiring additional staff including 2 full-time Bilingual Parent Outreach and Education Coordinators one for elementary and one for secondary. HUSD also has a full time Bilingual Student & Family Services Coordinator at the Junior High School. Support robust English Learner Advisory Councils (ELAC) at each school, Ethnic Studies Club, GSA Clubs, as well as other student and parent groups and forums that provide opportunities for students and family to provide input for decision-making.  Every year the Superintendent or Director of Curriculum & Instruction attends over 15 meetings of student clubs, parent meetings, Governance Council, etc during the LCAP development process seeking input."	"Focus area for improvement is to implement programs and opportunities to seek input for decision-making is to meet educational partners outside of the school environment or school building. Examples of this are teachers and administrators attending community events hosted by other organizations such as Corazon Healdsburg, the City of Healdsburg and other community organizing groups in order to find different avenues to get input for decision-making."	"HUSD will improve the engagement of underrepresented families by increasing direct communication and outreach to these families including families of students with disabilities, multilingual students and LBGTQAI+ students and families."	3	3	2	3	3	3	3	4	3	3	3	3	Met	6/22/2022	2022
39686760123802	Health Careers Academy	3	"HCA provides families valuable information regarding available resources through School Site Council, Parent Coffee Hour, Student/Parent Conferences and Parent information nights(FAFSA, college information, 8th grade recruitment). HCA provides families valuable information regarding available resources through School Site Council, Parent Coffee Hour, Student/Parent Conferences and Parent information nights(FAFSA, college information, 8th grade recruitment). These events also provide parents and community partners to give input and feedback regarding Health Careers Academy."	"HCA provides families valuable information regarding available resources through School Site Council, Parent Coffee Hour, Student/Parent Conferences and Parent information nights(FAFSA, college information, 8th grade recruitment). There are opportunities to create meeting spaces to share valuable information with parents."	HCA will continue to improve engagement to underrepresented families by expanding opportunities to meet and share valuable information.	"HCA provides families valuable opportunities for form partnerships and share information regarding available resources through School Site Council, ELAC, Parent Coffee Hour, Student/Parent Conferences and Parent information nights(FAFSA, college information, 8th grade recruitment). These events also provide parents and community partners to give input and feedback regarding Health Careers Academy."	There are opportunities to create meeting spaces and meeting opportunities to partner and share valuable information with parents.	"HCA will continue to improve engagement to underrepresented families by expanding opportunities to meet, partner and share valuable information."	"HCA provides families valuable opportunities for providing input in decision-making through School Site Council, Parent Coffee Hour, Student/Parent Conferences and Parent information nights(FAFSA, college information, 8th grade recruitment). These events also provide parents and community partners to give input and feedback regarding Health Careers Academy."	"There are opportunities to create meeting spaces and meeting opportunities to meet, seek input, partner and share valuable information with parents"	"HCA will continue to improve engagement to underrepresented families by expanding opportunities to meet, seek input, partner and share valuable information with parents."	5	3	5	5	5	5	5	4	5	5	5	5	Not Met	10/25/2022	2022
37683380114462	Health Sciences High and Middle College	3	"To ensure stakeholder presence in decision making and to build relationships between school staff and families, outreach for membership in the Principal's Parent Advisory Group is conducted using a variety of social media forms such as phone calls, emails, texts, and mailings. All communications are offered to parents in a format and language they are able to understand. The Parent Advisory Group meets at least quarterly each school calendar year to review the school’s budget and progress towards LCAP goals, objectives, activities and expenditures. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. Resources, trainings, and materials are offered to families related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers to improve achievement and attendance, college and career readiness, and other parent training opportunities. In addition, HSHMC is committed to effectively communicating with families in a multitude of ways, such as a weekly voice bulletin sent out to families in multiple languages with the same information about what is happening at school each week posted on our website. To further maximize parental involvement and participation, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches out, communicates, and works with parents as equal partners to build ties between parents and the school, and encourages involvement in parent programs and activities."	"As a result of the pandemic and virtual learning, HSHMC revised its community engagement strategies that included virtual and small group sessions. With the return of students to in-person learning, a revitalization is needed to provide programs and activities to families that offer resources, trainings, and materials related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers to improve achievement and attendance, college and career readiness, and other parent training opportunities to support student outcomes."	"With more than 70% of HSHMC students coming from families who speak another language other than English, HSHMC is focused on improving communication to families by using translation services, and investing in software programs that enable communication via email, text, or voice in the student's primary home language. To further maximize relationships between school staff and families, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches out, communicates, and works with parents as equal partners to build ties between parents and the school, and encourages involvement in parent programs and activities."	"To ensure stakeholder presence in decision making, outreach for membership in the Principal's Parent Advisory Group is conducted using a variety of social media forms such as phone calls, emails, texts, and mailings. All communications are offered to parents in a format and language they are able to understand. The Parent Advisory Group meets at least quarterly each school calendar year to review the school’s budget and progress towards LCAP goals, objectives, activities and expenditures. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. Resources, trainings, and materials are offered to families related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers to improve achievement and attendance, college and career readiness, and other parent training opportunities. In addition, HSHMC is committed to effectively communicating with families in a multitude of ways, such as a weekly voice bulletin sent out to families in multiple languages with the same information about what is happening at school each week posted on our website and on our Parent Portal through PowerSchool. To further maximize parental involvement and participation, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches out, communicates, and works with parents as equal partners to build ties between parents and the school, and encourages involvement in parent programs and activities."	"As a result of the pandemic and virtual learning, HSHMC revised its community engagement strategies that included virtual and small group sessions. With the return of students to in-person learning, a revitalization is needed to provide programs and activities to families that offer resources, trainings, and materials related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers to improve achievement and attendance, college and career readiness, and other parent training opportunities to support student outcomes."	"With more than 70% of HSHMC students coming from families who speak another language other than English, HSHMC is focused on improving communication to families by using translation services, and investing in software programs that enable communication via email, text, or voice in the student's primary home language."	"HSHMC measures parent participation and input in school decision making with the LCAP family survey. The survey indicated that parents are included in school decision making through the Principal's Parent Advisory Group and two parent trustee positions on the HSHMC governing board. In addition, parents are invited and encouraged to attend quarterly School Board meetings to offer feedback and provide input. The parent leadership team meets formally, no less than quarterly, to increase parent voice and participation. Activities include providing input and review school calendar; reviewing and expanding parent engagement strategies and opportunities; reviewing and providing input on LCAP goals, objectives, activities and expenditures. HSHMC has established and met goals in our LCAP that includes increased parent participation and capacity by continued development, planning, and advertising a year-long, school-wide calendar of events and activities that includes parent academies, volunteer opportunities, special events, and board meetings."	"To ensure stakeholder presence in decision making, outreach for increased membership in the Principal's Parent Advisory Group will be conducted using a variety of social media forms such as phone calls, emails, texts, and mailings. All communications will be offered to parents in a format and language they are able to understand. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. The ongoing need to effectively communicate with families in a multitude of ways, is necessary to maximize parental involvement and participation."	"With more than 70% of HSHMC students coming from families who speak another language other than English, HSHMC is focused on improving communication to families by using translation services, and investing in software programs that enable communication via email, text, or voice in the student's primary home language."	4	4	5	5	5	4	5	5	4	4	4	4	Met	6/7/2022	2022
04100410430090	Hearthstone	3	The communication between school and home has increased and parents are invited to school functions and to visit their child’s classroom.	"With the Parent/Family Liaison position getting filled for the 22-23 school year, the focus of this position will be to resume Parenting Partner classes as well as soliciting parent volunteers to assist teachers as classroom helpers."	Hearthstone will use the Foster/Homeless School Ties case manager to prioritize support for this underrepresented student and family group to assist and support with identified needs.	"Hearthstone holds regular parent/student/teacher meetings to communicate ways to better support the student, and support the families of the the home responsibilities related to an independent study program.  These meetings are held weekly, on some occasions, and bi-weekly with most others."	Hearthstone will elicit parent feedback to identify student and family needs with the intention to improve student outcomes.	"Continue use of School Ties case manager, and monthly meetings to check in on the progress of current/new underrepresented students/families."	Hearthstone will personally reach out to underrepresented families to invite them to participate in the School Site Council and to highlight the value of their voice and participation in school-level decision making.	Hearthstone will build in opportunities to elicit feedback from families for decision-making into SSC meetings and other family events.	Hearthstone will invite the School Ties Case Manager to be part of the SSC meetings.	4	4	4	4	2	3	4	3	2	2	3	3	Met	6/27/2022	2022
15636280138131	Heartland Charter	3	"Heartland Charter School strives to provide a personalized education to each student. In doing so, teachers and staff are involved in regular, and frequent two-way communication with parents/learning coaches and family members. Regular learning period meetings between teacher, parent/learning coach, and student, provide an organized structure for a strong partnership and allow for the building of trusting and respectful relationships with families. Collaboration and communication between families and staff also occur via school events, field trips, parent advisory committees, and parent education workshops. In addition, regular communications are shared via email, newsletters, school website, social media, and parent meetings. Translation of documents and in meetings is made available as often as needed."	"A focus area of improvement will be in ensuring translation so that two-way communication between families and staff is possible and so that parent documents pertaining to the student are accessible and understandable to families. Heartland can also continue to work in building relationships through training/professional development related to establishing and maintaining rapport, professionalism in communication, diversity, and inclusion."	"A focus area of improvement will be in ensuring translation so that two-way communication between families and staff is possible and so that parent documents pertaining to the student are accessible and understandable to all families. Heartland can also continue to work in building relationships through training/professional development related to establishing and maintaining rapport, professionalism in communication, diversity, and inclusion."	"As a non-classroom based charter school parents are most often the learning coach and are key drivers in education. Heartland’s independent study model is built upon partnering with parents for providing education at home (and within the community). As a result of this model and through the partnership of highly qualified, credentialed teachers, parents and students are well supported in and progress learning outside of a classroom environment. Teachers work with families to select and implement appropriate, grade-level, standards-aligned curriculum that matches the students’ needs and learning style. The director of curriculum has developed a curriculum catalog outlining curricular options to support both teachers and parents with the tools needed to utilize curriculum. Lending librarians and family liaisons also support with helpful information related to curriculum and learning opportunities, such as field trips. in this area, and identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families. With regards to implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, Heartland has frequent learning period meetings designed to provide time for in-depth conversations regarding student progress as credentialed teachers review student work and update the Assignment Work Record (AWR) to note which state standards have been mastered, which are in progress, and which standards will be addressed in the future, such that progress toward mastery is an ongoing process with frequent monitoring. For high school students, monthly progress reports are shared with parents to allow families and students the opportunity to discuss student progress and ways to work together to support improved student outcomes. Lastly, the STAR 360 benchmark assessment reports for grades TK-12 provide valuable data regarding a student’s progress and facilitate conversation and instructional planning. Via school policies (made public on the school website), information within the Parent Student Handbook, and links and resources on the school website, families are made aware of and understand and exercise their legal rights and advocate for their own students and all students."	One focus area for improvement which is addressed within the LCAP are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	"Heartland will provide professional learning and support to teachers and principals to improve a school’s capacity to partner with all families, including training on best practices to support the engagement of underrepresented families."	"While Heartland has great involvement with parents and students in family learning period meetings each month, Heartland is a young school and is actively seeking to build the capacity of and supporting staff to effectively engage families in advisory groups and with decision-making. Professional development training in 2021-2022 are planned to meet this goal. In addition, Heartland is actively building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. To that end, Heartland has an established English Learner Advisory Committee (ELAC) with several active members and officers who represent EL and RFEP (reclassified fluent English proficient) students. Furthermore, a Parent Advisory Committee (PAC) will begin in the Fall of 2021 to support decision making. Efforts will be made to include underrepresented families via outreach communications (emails, newsletters, social media, etc.)."	"Heartland continues to make progress in providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community. School board meetings are public meetings and are held in accordance with the Brown Act. Parents are invited to attend. More formally, the ELAC and PAC will continue to be important avenues of communication on 2022 Local Performance Indicator Self-Reflection for Heartland Charter School Page 13 of 17 policies and programs between parents and staff. The ELAC has been in existence for three years and has allowed for representation of English learners. The further development of the PAC is a focus area for 2022-2023 such that more underrepresented families will be engaged in providing input. Another focus area is Heartland’s goal to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. A parent and family engagement action and corresponding strategies are included in the LCAP to assist with planning for family engagement activities, such as parent education workshops and community events that will draw families across backgrounds, ethnicities, and socioeconomic status."	"To increase engagement of underrepresented families, Heartland has hired a parent engagement coordinator to work in conjunction with administrators, coordinators, and family liaisons. The parent engagement coordinator will further implement efforts to gain input from families, especially underrepresented families, to utilize for decision-making related to policies, programs, and family engagement activities."	4	4	4	4	4	4	4	4	4	4	3	3	Met	6/23/2022	2022
13631310000000	Heber Elementary	3	"The District has had a long stand good relationship with the community. There are various committees that have been developed throughout the years to have parents, teachers, and staff participate. The district prides itself on being an active listener, ensuring that all voices are heard, and educational partners are part of the decision-making process."	"Based on the data analysis, the LEA will increase its staff's support for learning about the family’s strengths, cultures, languages, and goals for their children. Our educational partners rated the district at full implementation (4), but the district feels it can improve in this area."	The LEA will improve the engagement of underrepresented families by providing a variety of workshops and inviting parents to be part of site and district committees. The parents will also be informed of the different school and community supports.	The LEA’s current strengths are providing families with information and resources to support student learning. The district is progressing in Building Partnerships for Student Outcomes by creating more opportunities for parents to receive training.	"According to the data, the LEA’s focus area for improvement in Building Partnerships for Student Outcomes is providing professional learning and support to teachers and principals to improve the school’s capacity to partner with families. The district scored a three (initial implementation), which leaves room for improvement."	The district will provide professional learning opportunities and support to teachers and principals to improve the school’s capacity to partner with families.	"The LEA’s current strength is building the capacity of and supporting principals, staff, and family members to engage advisory groups and with decision-making effectively. Although the district was rated as full implementation in the majority of the areas, the district wants to continue improving in all areas."	"The LEA’s focus area(s) for improvement in Seeking Input for Decision-Making is providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."	"The district will improve the engagement of underrepresented families by providing more training to families, teachers, principals, and district administrators in planning, designing, implementing, and evaluating engagement activities."	5	5	4	5	3	4	4	4	4	4	4	3	Met	6/30/2022	2022
36677360000000	Helendale Elementary	3	Working hard on building relationships by regularly inviting parents to events at schools.	Working hard on building relationships by regularly inviting parents to events at schools.	Work on other ways and times to invite and partner with them for school activities.	"Invitation for all stakeholders to be active in roles such as site council, school board committees, ASB, CSF, Site Governance, and Fund Raising."	"Invitation for all stakeholders to be active in roles such as site council, school board committees, ASB, CSF, Site Governance, and Fund Raising."	Work on other ways and times to invite and partner with them for school activities.	"Invitation for all stakeholders to be active in roles such as site council, LCAP Construction, school board committees, ASB, CSF, Site Governance, and Fund Raising."	"Invitation for all stakeholders to be active in roles such as site council, school board committees, ASB, CSF, Site Governance, and Fund Raising."	Work on other ways and times to invite and partner with them for school activities.	4	3	4	4	4	3	4	3	3	3	3	4	Met	6/29/2022	2022
37681303732732	Helix High	3	"HCHS staff has an appreciation for the importance of parent involvement. High levels of attendance at Summer Conferences, Back to School Nights, Parent Shadow Days, and other school based events, provide evidence of effectiveness in this area. All staff members place a high value on including all parents as equal partners in the education of their children. Communication plays an essential role in building and maintaining positive productive relationships between families and our school.   Helix is proud of the collaborative relationship established with our parent community.  We provide a welcoming and supportive environment for students and their families.  We engage in ongoing two-way dialogue with our community via parent education evenings, strategic plan development, surveys, activities on site and virtual.  Our Leadership Team provides ongoing information through our In Touch phone system, monthly newsletters highlighting student learning/activities and direct communication via email.  In addition, Helix regularly shares a comprehensive overview of the instructional program, student performance, large projects, and other important activities.  We assist our parents in understanding academic expectations through several strategies. Summer Conferences, Monthly GLT meeting and parent education evenings provide opportunities to provide parents strategies for supporting children's academic achievement and emotional wellbeing. Information is also provided via Back-to-School Nights, Open House, and via quarterly Progress Reports of academic progress."	"In addition to maintaining the effective elements in place to sustain the positive relationships which already exist between school staff and families, the focus area for the 2022-23 school year will be to implement an ongoing Family Engagement Council to monitor the effectiveness of existing communication structures and refine them as necessary."	"Helix is dedicated to work focused on diversity, equity, and inclusion, which includes the development of a multi-year equity plan facilitated by a partnership with San Diego County Office of Education and National Center for Urban School Transformation.  A primary objective of this work is to ensure equity and inclusion of all students and their families, including those that are underrepresented."	"Staff at Helix work to provide welcoming environments for all families in our community. Teachers, Student Support and Administrators communicate regularly with families. Grade Level Teams send out regular communication and have monthly Grade Level Coffee Talks and/or Family First parent education sessions. They also provide Back-to-School Nights twice a year to allow teachers to give an overview of the goals for that course and also share ways in which parents can partner with teachers during the year.  Summer Conferences are held each year.  These meetings are an opportunity for the Grade Level Team to provide specific information on academic progress, their four-year plan and social-emotional status at school.  Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child.   Student Information Team meetings provide support for students who are not meeting expected goals or are presenting with attendance or behavior concerns.  These meetings include parents and recommendations are provided to both the classroom teacher and the parent for strategies specific to the demonstrated need.  Students with an Individualized Education Plan have annual meetings to review progress and review their plan.  Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have.  Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared."	"We will continue to implement the listed effective strategies which support partnerships for student outcomes. During the current school year, we are focused on proactive, early interventions by the Grade Level Teams."	"Feedback specific to underrepresented families is sought out via parent surveys.  To ensure their active engagement, care is taken to ensure there is representation on Advisory Committees. We are looking forward to reinstituting Family First parent information meetings, where we are able to connect with our underrepresented families."	"Stakeholders including students, parents, and staff engage in meaningful dialogue and provide input to Helix strategic planning through formal groups such as the Charter Board, Parent-Teacher Student Association (PTSA), English Language Advisory Committee (ELAC), Helix Teachers Association (HTA), Helix Classified Association (HCA), Restructuring Committee, Department Chair Council, Leadership Team and Staff Equity Team. Parent input and involvement in the development and annual review of schoolwide objectives occurs via participation in scheduled meetings and surveys as well as focus group sessions. The strategic planning and annual goal-setting process provide opportunities to assist parents with understanding expectations of the plans and how it impact their children. Continued refinement of focus group sessions will contribute authentic stakeholder input, including students and families from underrepresented groups,  and including methods for participation among families who speak a language other than English."	"During the 2022-23 school year Helix will be engaging our educational partners as we continue to refine our strategic plan, the Local Control Accountability Plan, based on our current finding. During this process, we will ensure input from all groups, including those that are underrepresented to inform the development of this plan."	We will continue existing practices that have been effective in ensuring the input from under-represented families is included and informs decision-making and we will ensure their participation in the strategic planning process.	5	5	4	5	5	4	5	5	4	3	4	3	Not Met	9/12/2022	2022
33670820000000	Hemet Unified	3	Parents and educational partners see strength in the extent to which parents feel welcomed at schools and student sense of connection to schools (70% and 76% respectively).  The District sees an opportunity to grow in the sense of inclusion in decision-making opportunities.	"The District plans to continue actions and services including parent outreach via the site and district-based parent liaisons.  Additionally, the district plans to strengthen program offerings in the district Wellness and Community Outreach Center."	"Coming out of the COVID-19 Pandemic (where online meetings were common), the District plans to reinstall a stronger in-person dialogue with both students and parents.  In-person meetings will be held periodically and formed through the membership of the District English Language Advisory Committee as well as the District Advisory Committee members.  Additionally, as discussed in the Local Control Accountability Plan, Community Engagement section, the District will continue to see input from parents of students with disabilities as well as other parent/student groups."	The district celebrates the continued expansion of the District Wellness and Community Outreach Center as a key structure in facilitating partnerships for supporting student outcomes.  This district-level structure integrates with site base parent liaisons to conduct outreach and facilitate improved parent interactions with sites.	A districtwide survey of parents (1343 or 1988 total responses) revealed that 74% agree that the district provides parents with information and resources to support student learning.  The district celebrates this outcome as an improvement over prior years yet sees an opportunity to improve in this area.  This information supports strengthening the current district and site-based community outreach structures in place.	"The District plans to continue current educational partner focus groups with a focus on returning to in-person venues as a means to improve the content of gathering meaningful input.  Additionally, the district is developing outreach efforts with under-represented families as a primary consideration."	"The District identifies increased alignment of the district LCAP process with the site-based School Site Plan development process as a tangible structure where in student needs and related allocation of resources are collectively considered in the development of the LCAP.  This systemic approach underpins an LCAP-delivered site allocation of resources.  Conversely, the district plans to bolster school-to-home communication structures, including of installation of new digital communication structures, as a venue to then offer and engage parents in decision-making opportunities."	A districtwide survey of parents (1343 or 1988 total responses) revealed that 62% of parents agree that they had opportunities available to them to participate in advisory groups and decision-making.   Open-ended survey feedback supported this finding by identifying the school as the primary venue for decision-making.  Anecdotal feedback in district-level advisory groups broadly supports this finding.	"As discussed above, the district plans to continue leveraging the impact of the Wellness and Community Outreach Center, as well as the renovation of methods to communicate with parents.  Through the strengthening of these channels, the district plans to improve the effectiveness of communication regarding existing opportunities for decision making and membership in advisory committees, but also increase input and a method of guiding and informing district goals, actions, and services."	3	4	4	4	3	5	4	3	4	4	3	3	Met	6/7/2022	2022
37680980101535	Heritage K-8 Charter	3	"Heritage K-8 Charter School (HK8) has labored diligently through the years to build trusting and respectful relationships with our students and their families. Timely and relevant communications help to create an atmosphere of openness and inclusiveness. Through Heritage Elementary Notes, the Heritage Junior High Notes and the Heritage Flex Notes, families are informed of upcoming events, important activities, and important messages related to their students experience at school. When special or timely communications are necessary, the school reaches out via email to all parents through Constant Contact.  In addition to one-way communication, the school also encourages teachers to reach out to parents to keep them informed of their student’s progress on a regular basis. Emails and phone calls keep parents in the loop and help build a good working relationship between home and school. Parents are also encouraged to attend Back-to-School night to learn about their student’s teachers and to review the academic expectations for the year.  Our administrative personnel are always available and ready to speak with parents. They greet the students in the morning and are present as they leave in the afternoon. In addition, the administration works with parent volunteers to help move the mission of the school forward. The School seeks to create a welcoming environment for our students. Class sizes are kept at a minimum (no more than 26 students), and our rooms are clean and inviting. We offer campus tours to prospective parents who might want to consider enrolling their students in our school. We also provide fun activities for our students like Family Fun Day at Heritage Elementary and dances for students at Heritage Junior High and Heritage Flex Academy.  At HK8, we seek to engage our families in ways that are clear and user-friendly to them. We provide Parent Education Seminars to help our parents understand how they can participate in their student’s education. We hold informal Coffee Chats, where parents can meet with educators and ask questions in a relaxed and friendly environment. The school also employs a safety text messaging system that ensures contact with all families via cell phone within minutes of a safety issue on campus."	"Current areas of focus for Heritage K-8 Charter School (HK8) include holding parent education seminars and continued improvement of the school’s foreign language support. Moving forward, HK8 will continue investing energy to learn more about our families, including their strengths, cultures, and goals for their students."	"Heritage K-8 Charter School (HK8) is committed to continuing its investment of energy and resources to learn more about our families, including their strengths, cultures, and goals for their students. Current engagement efforts include holding parent education seminars and continued improvement of the school’s foreign language support."	"At Heritage K-8 Charter School (HK8), we believe that parents are the primary educators of their children, and we partner with them to provide quality teachers, materials, and resources, so they can feel confident helping their students learn and grow in mind and heart. The school is always looking for ways to strengthen partnerships with families, and to help in matching their students with the ideal learning option. We offer a full range of educational options from the Traditional Learning Option at Heritage Elementary and Heritage Junior High to the Flex Learning Option at Heritage Flex Academy.   Through a range of policies and programs, the school is providing families with information and resources to support student learning and development in the home. At the beginning of each school year, planners are issued to each student. All homework assignments are posted online and updated daily so parents and students can all know when assignments are due. The 2022-2023 school year will mark the culmination of a two-year expanded focus on science and engineering across all of the school’s programs via the adoption of Project Lead the Way curriculum.  This initiative was undertaken, in part, in response to parent input. At Heritage Junior High School, students who need extra help getting work done can attend academic tutorials for an hour after school with their regular classroom teachers. At Heritage Flex Academy, Academic Advisers work with student services, students, and parents to outline and implement an educational plan that both satisfies state requirements and meets the family’s goals. All Independent Study curriculum is delivered online, making it accessible to people even at a distance.  HK8 provides several opportunities for teachers to meet with families and students to discuss student progress and to find ways to work together to improve student learning. Examples include New Parent Orientation meetings where parents learn about academic expectations, current policies, and receive answers to any questions they might have and parent/teacher conferences. Although not mandatory, the conferences are highly attended. Parent/teacher conferences are mandatory at Heritage Flex Academy to ensure that parents are aware of their responsibilities and can effectively partner with teachers to promote their student’s growth.  In addition to face-to-face communications, parents can access the school’s online grade book system to receive real time data on student performance. There are three grading periods in the semester to help parents gauge student progress and catch any potential issues early."	"As Heritage K-8 Charter School (HK8) seeks to improve our partnership with parents and boost student outcomes, our communication framework will continue to evolve to provide exceptional parent/school communications. In addition, expanded before and after-school tutorial and enrichment options are currently under development."	"As HK8 seeks to improve our partnership with parents and boost student outcomes, our communication framework will continue to evolve to provide exceptional parent/school communications. An area of emphasis, to support underrepresented families will include hosting community events for parents on topics of interest to the school’s educational partners."	"Heritage K-8 Charter School engages families through various advisory bodies and through parent representation on the school’s Governing Board. The Parent Volunteer Organization also interacts with the school’s administration to provide input on activities and projects. During the development of the Local Control Accountability Plan (LCAP) parents serve on a committee to review the draft document and make recommendations. The draft LCAP is made available to all of our families for review online and in print by request. Parents are encouraged to send in comments prior to the noticed public hearing, but they can also provide input directly to the Board at the hearing.  The school is currently implementing strategies to seek input from all families, including underrepresented groups in the school community. Heritage K-8 Charter School is using online parent surveys to provide information and seek feedback on issues throughout the year. The communications team plans to continue and expand its use of social media to reach all families, including underrepresented groups in the school community.  At Heritage Flex Academy, parents are fully involved in the decision-making progress. As an independent study program, parents participate in all decisions about their student’s education program. They also provide input on the types of enrichment activities they would like to see the school offer, and they work hand-in-hand with their student’s academic advisors. At Heritage K-8 Charter School, we work together to plan, implement, evaluate, and improve our family engagement activities. We are always seeking input from parents on how we can improve our current activities, increase the variety of activities, and ensure that we are inclusive of our underrepresented population.  As we move forward, we will focus our efforts on how to make it easier for family members to engage in advisory groups and the decision-making process, particularly those from underrepresented families."	"Heritage K-8 Charter School (HK8) is currently implementing strategies to seek input from all families, including underrepresented groups in the school community. The school is using online parent surveys to provide information and seek feedback on issues throughout the year. In addition, the communications team plans to continue and expand its use of social media to reach all families, including underrepresented groups in the school community.  At Heritage Flex Academy, parents are fully involved in the decision-making progress. As an independent study program, parents participate in all decisions about their student’s education program. They also provide input on the types of enrichment activities they would like to see the school offer, and they work hand-in-hand with their student’s academic advisors.  At HK8, we work together to plan, implement, evaluate, and improve our family engagement activities. We are always seeking input from parents on how we can improve our current activities, increase the variety of activities, and ensure that we are inclusive of our underrepresented population.  Moving forward, our efforts will focus on how to make it easier for family members to engage in advisory groups and the decision-making process, particularly those from underrepresented families."	"At Heritage K-8 Charter School (HK8), we work together to plan, implement, evaluate, and improve our family engagement activities. We are always seeking input from parents on how we can improve our current activities, increase the variety of activities, and ensure that we are inclusive of our underrepresented population.  The Heritage Flex Academy program (HFA) is a prime example of this cooperation. HFA parents are fully involved in the decision-making progress. As an independent study program, parents participate in all decisions about their student’s education program. This level of parent inclusion mitigates many of the factors that may cause families to be underrepresented. HFA families also provide input on the types of enrichment activities they would like to see the school offer, and they work hand-in-hand with their student’s academic advisors.  Moving forward, the school’s efforts will focus on continuing the process of making it easier for family members to engage in advisory groups and the decision-making process, particularly those from underrepresented families."	5	5	4	5	4	5	5	4	4	4	4	4	Not Met	9/28/2022	2022
34765050108415	Heritage Peak Charter	3	"Heritage Peak Charter School takes educational partners' feedback to identify areas for growth. Teachers meet weekly, bi-monthly, and monthly with families establishing trusting, respectful relationships beginning the first day of school. Families are invited and encouraged to attend a variety of events on and off site including Open Houses, College Nights, CTE Showcases, Park Days, etc.  Throughout individual family meetings, teachers engage with families learning about the unique culture as well as academic and social emotional goals for every child. Heritage Peak uses Swift Reach and Schoology to communicate with families on a regular basis. All families have access to their teacher and school administration via email, text, and phone. With the model of education set forth by HPCS, all families meet face to face, in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub groups, have the means to communicate with us."	"Heritage Peak Charter School teachers and administration work to provide support and create a partnership with all families through professional development to train teachers on best practices to work with families to support all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO, etc..  Families are provided with access to curriculum to use in their homes to support continual improvement of academic growth. 2-3 times per year, all students K-11 are testing in DIBELS (K-2) or in NWEA/MAP. These scores are reviewed and discussed with each family. These conversations are used to align learning goals and progress on previous goals. As in the previous narrative, with the model of independent study where teachers meet with every family/ student regularly, all educational partners are actively engaged."	"Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and annual student showcases (per CDPH COVID guidelines). Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school wide impact decisions."	"Heritage Peak Charter School teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO and Rosetta Stone. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. 2-3 times per year, all students K-11 are testing in DIBELS (K-2) or NWEA/MAP. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. As in the previous narrative, with the model of independent study where teachers meet with every family/ student regularly, all stakeholders are actively engaged."						5	5	4	5									Not Met		2022
19646000000000	Hermosa Beach City Elementary	3	"The 2021-2022 school year focused on analyzing our practices through an equity and inclusion lens in order to better service students across all sub-groups in conjunction with focusing on the whole child through the CASEL framework.  Through these focuses a number of key initiatives developed. Highlights strive to create more inclusive, supportive and safe learning environments where culturally responsive practices allow all students to experience academic success, develop positive social-emotional wellbeing, and increase a sense of belonging.  HBCSD continues to maintain an Equity and Inclusion Committee along with a Social Emotional Wellness Committee at the district level.  These committees are made up of parents, administrators, counselors and community educational partners.  The work of these groups focus on evaluating, revising, and improving the funding, curriculum, support services, policies, and climate for all. This is accomplished by evaluating clear and accurate student/district academic, school climate data and district practices to inform  goals, guide district efforts, support improvements, and fulfill the HBCSD’s vision for an equitable education system.  The district has been successful  and transparent in sharing its' work through the district Equity and Inclusion Dashboard which compiles district data in an objective way and allows for reporting in disaggregation format. The data allows for comparison across various student characteristics or attributes. The Equity Dashboard is intended as a tool to assist in understanding where inequities may exist.   The three areas of focus on the district's dashboard align with the 2021-22 and 2022-23 LCAP Goals: Achievement for All, and Diversity and Inclusion Social Emotional Wellness    The data collected for the HBCSD comes from various sources: student surveys, diagnostic assessments, formative assessment, summative assessment and district administered benchmarks.  The district, site administrators, teachers and staff work hard to build trusting relationships and create welcoming environments for all families in the community.  High parental involvement and participation is a unique characteristic of the Hermosa Beach City School District. The two schools within the district: Hermosa Valley and Hermosa View/Vista are supported by the same organizations. Both the Hermosa Valley/View/Vista Parent Teacher Organization (HVPTO) and the Hermosa Beach Education Foundation (HBEF) contribute to supporting our schools. Parents also actively participate in decision making and goal setting through School Site Council (SSC)and the LCAP Advisory Committee. All parents and community members are welcome to attend any school meeting or activity."	"Input from educational partners have provided the District with opportunities to improve building relationships between school staff and families.  Data was received from District and School Committees, Panorama Survey data and CA Healthy Kids Data.  -Based on learning loss from the COVID-19 pandemic educational partners and parents see a need for improvement in sharing curriculum mapping as related to grade level standards through weekly teacher newsletters.  -Provide families communication when Equity and Inclusion Dashboard has been updated. -Continue professional development pertaining to personal bias and looking/reaching beyond that to include all students.  -Continue to provide SEL surveys to students, staff, and parents in order to assess the “CASEL Framework” progress, awareness, and capacity."	"Strong parental involvement and communication is essential to build strong school communities and improve engagement, including our unduplicated families.  Staff engages parents of unduplicated students (i.e. English Learners (EL), socio-economically disadvantaged students, foster youth) in different ways.  This is done through: - Parent Teacher Conferences - Back to School Night - Open House - Student Study Team Meetings (SST) - Individual Education Plan (IEP) meetings - District English Learner Advisory Committee Meetings (DELAC) - Other Advisory Committees (SSC/LCAP, Social Emotional Wellness, Equity and Inclusion)  The largest unduplicated group at HBCSD is our English Learner (EL) community.  The district has dedicated funding to maintain an EL Teacher to build relationships between school staff and families.  The District's EL teacher provides professional development for staff on Guided Language Acquisition Design (GLAD) strategies and keeps parents informed with providing three District English Learner Advisory Committee meetings a year. HBCSD will improve engagement by developing a handbook for a ""New Family Handbook."""	"HBCSD continues to build staff capacity around how to build and maintain relationships and connections with parents and families through social-emotional wellness initiatives and through school based events and activities. Parent Teacher Conferences continue to be a strength and constant activity within both school sites.  Our district dedicates a week within our academic-year calendar designated as Parent Teacher Conference Week where families are invited into their child's classroom to meet and review progress.  The district is committed to supporting, developing and showcasing student outcomes alongside families with events such as Open House and Young at Art Showcase.   Hermosa View @ Vista and Hermosa Valley Schools continue to refine their Multi-Tiered System of Supports (MTSS) structure to support all stakeholders involved in student learning and outcomes. The workings of the MTSS structure and its components are overseen by site administrators who meet regularly with the district to evaluate the effectiveness of the system and its application toward the service of students.   Throughout the school year, teachers are able to refer students to a Student Study Team (SST) when there are visible signs of struggle for students either in academics or social-emotional. In this process, teachers, the student and the family meet together to learn what may be causing the issues and present some research based interventions that can be implemented and followed up on for progress checks.   Education Code (EC) 48980 requires school districts to notify parents or guardians of their rights and responsibilities at the beginning of the academic year. HBCSD provides annual notifications to parents when updating required back to school paperwork."	"Areas of Focus: 1. Provide professional development for staff on using iReady data to improve student performance on math and ELA content areas 2. Provide a focus on best practices for inclusion"" for the 2022-2023 school year 3. Continue to determine site-based Tier I-III best practices, strategies checklist, and build professional development schedule around support/implementation."	HBCSD will improve engagement of unduplicated families by: 1. Continuing to monitor unduplicated student progress on the Equity and Inclusion Dashboard and communicate data to families each trimester on the district website. 2. Provide academic and social emotional interventions as needed.	"HBCSD has taken a multifaceted approach to engage stakeholders, gather input and feedback as we returned to school in-person for the 2021-22 school year. Educational partners include the Board of Education, Hermosa Valley and View @ Vista Parent Teacher Organization (HVPTO), Hermosa Beach Education Foundation (HBEF), Hermosa Beach Educators Association (HBEA), Hermosa Beach City and Police Department, SSC/LCAP Advisory Committee, Equity and Inclusion Committee, Social Emotional Wellness Committee and English Language Learner Advisory Committee (ELAC). HBEA includes all staff including certificated and classified staff.   HBCSD administration utilizes written communication, video conferences, in-person meetings, surveys and email to communicate with various educational partners for feedback.   At the District Level: - Public Comment at Board Meeting - Monthly meetings with the  Superintendent and HBEA officers - Snacks with the Superintendent - Superintendents Advisory Committee - Focus groups with Hermosa Beach alumni at local high schools: Mira Costa and Redondo Union - LCAP Advisory Committee - Social Emotional Wellness Committee - Equity and Inclusion Committee - Surveys   At the site level: - Administrators meet regularly with school site leadership - Feedback from student council - Monthly meetings with union reps - Parent Education Nights - Grade level meetings - Student input through survey - School Site Council - Surveys"	This year HBCSD provided numerous opportunities for input through surveys.  As a result of numerous surveys provided to families and staff participation rates were lower than 2020-2021 school year.  The district will work on strategically  stagger surveys throughout the school year as to not oversaturate our educational partners for input.  The district will focus on quality not quantity of surveys.	"HBCSD will continue to recruit unduplicated families to participate in advisory groups, working committees and by soliciting input through our EL Coordinator, communication through site principals and classroom teachers."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/27/2022	2022
36750440000000	Hesperia Unified	3	"Hesperia Unified School District continues to prioritize improving communication with all of our families in their language. The LEA utilizes a digital platform for quick communication in various ways - text, social media, and phone calls. This communication tool is available and utilized by the district and each school site. The LEA also continues to utilize the Hesperia Unified School District information system to provide up-to-date and helpful information about grades and attendance right in families' hands. The district and sites utilize these systems to give news updates and announcements, from documents and forms to staff directories, from breakfast and lunch menus to athletic schedules.  The LEA has three Interpretation/Translation Specialists to support meaningful 2-way communication during IEP meetings, parent-teacher conferences, and other school events. All LEA communication to families is also sent in Spanish. To meet the needs of families who speak languages other than English and Spanish, the LEA also contracts with a company that provides translation and interpretation services in over 200 languages."	"Based on the analysis of educational partner input and local data, HUSD's focus is on improving Building Relationships Between School Staff and Families by increasing the use of our student information system by our staff, students, and families. Within the information systems, the school site staff posts the students' complete and incomplete assignments and grades. As well as academic monitoring, attendance monitoring, and teacher information. Families have access to monitor continually monitor their students' success with up-to-date information. Not all of our families know about the resources within the student information system or how to access the information."	"The Hesperia Unified School District information system provides up-to-date and helpful information about grades and attendance to families. The district and sites utilize this system to report on attendance, grades, staff contact, and announcements. The district and sites continue to offer one-on-one support, how-to descriptions, and communication to families. Continual information regarding the student information system is shared with families in an effort to increase the use of the student information system. Additional parent community liaisons have been hired throughout the district to support our underrepresented families."	"Schools with a Parent and Family Liaison and parent centers also focused on providing resources to parents and facilitating home and school communication. A focus for the 2022-2023 school year will certainly be to return to the level of services for parents and the community as the LEA experienced prior to the pandemic. Both district and school sites are focusing on increasing parent engagement activities through fun education fairs, workshops, and family events."	"The Family Resource Center partnered with local organizations to provide essential items and food boxes for families in need. The FRC became an integral point in distributing food boxes for the community during the entire 2020-21 school year and continues to distribute food boxes during the 2022-2023 school year. Another important resource provided through the Family Resource Center was their bi-monthly newsletters. The newsletters contained information regarding various community resources, pre-kindergarten registration, and how to access and contact services to address parents' and students' social-emotional needs. As we add additional parent liaisons, we ensure we have continued professional development for them to ensure our efforts as a district are coherent."	"The LEA will continue to work with parents, students, and the community to identify the changing needs within the community and implement interventions and services that can help address their needs, particularly for students and families that have been hit the hardest by the pandemic. In addition, it will be important to provide professional development opportunities to help staff increase parent participation and engagement through both in-person and virtual settings. The needs assessment that will be completed through our various parent groups will inform our efforts in reaching underrepresented families."	"Schools sites have received training on the importance of engaging families in various decision-making and advisory groups, such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), the District Advisory Committee (DAC), the District English Learner Advisory Committee (DELAC), African American Parent Advisory Committee (AAPAC), Title I Committee, and other advisory groups, as part of their comprehensive needs assessment in the development of their School Plans for Student Achievement (SPSA). All school sites have established these committees according to specified norms and regulations. These committees are integral to the school improvement process. They engage in analyzing data, identifying evidence-based interventions, monitoring student achievement progress, and evaluating the effectiveness of their strategies. This process often leads to open dialog between parents and school staff."	"While the district and school sites continue to encourage parent participation and address the language and cultural barriers, it is always a challenge to engage them in significant numbers. School sites feel that they still need to continue to find different ways to encourage greater parent engagement. The district will look for ways to provide more flexible and accessible meeting times for the parent committees."	"Translation and interpretation services are also available for all school site and district meetings. Parents are regularly encouraged to participate in advisory groups throughout the school year. Many events are provided in Spanish and English, such as College Awareness Night, to help encourage underrepresented families to attend. Parent input through various surveys has been valuable and utilized to develop district plans, such as the Expanded Learning Opportunities Grant, ESSER III, and the LCAP. We will continue to utilize surveys and collaborate with our parent groups to reflect on our programs and make improvements."	4	4	4	4	4	4	4	4	4	4	4	3	Met	6/13/2022	2022
37683380131565	High Tech Elementary	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37764710123059	High Tech Elementary Chula Vista	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37683386117683	High Tech Elementary Explorer	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day"	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37764710138776	High Tech Elementary Mesa	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37764710127605	High Tech Elementary North County	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37683383731247	High Tech High	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37764710114678	High Tech High Chula Vista	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37683380106732	High Tech High International	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	4	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37683380108787	High Tech High Media Arts	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37764710137067	High Tech High Mesa	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37764710114694	High Tech High North County	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
19647330100677	High Tech LA	3	"HTLA has great strengths in seeking input from parents/guardians in school decision-making our school hosts Parent Association Meetings Monthly which include LCAP advisory and School Site Council.  In addition, HTLA also sends regular emails to parents to keep them abreast of school wide events. Parents and teachers regularly community through Parent Square."	HTLA would like to improve upon supporting parents to be able to access and understand student progress using our SIS which updates student grades and progress live.	"HTLA will continue to provide translation into parents' preferred language.  HTLA hires staff members who speak multiple languages, especially those that are reflective of our community.  When a parent needs translation services, it is one of our own staff who can provide that, which helps parents build a stronger connection to the school.  We also provide extended support with our two counselors, our college counselor provides support with post high school placement and services, and our school counselor provides parents and students with socio-emotional support."	"Our teachers and staff receive training on recognizing symptoms and behaviors indicative of a child‘s need for additional supports, including issues relating to hunger, extreme poverty, and individual families’ challenges to meet their child‘s needs. Our Student Success Team is responsible for identifying students and families who might need additional resources or supports, including referrals to community service organizations. School is open for students at 7:00 am and after school tutoring is until 5:00pm, both to best serve our students’ needs and accommodate working families.  In addition to ensuring socioeconomically disadvantaged students are academically prepared, we also assist with families in need of uniforms or school supplies.  In addition, we connect with local non-profit agencies for referrals for social services if needed by our families.  We make our SIS and Google Classroom available to all parents through an app, so grades and progress are updated regularly.  We also send progress reports home every 5 weeks, and host parent/teacher conferences twice per year and are able to hold conferences in the native language of our parents.  Our students participate in the conferences as well."	We would like to grow in continuing to create more opportunities for parents to support their children's learning environment at home and supporting parent education.	"HTLA will improve engagement of underrepresented families by opening quarterly parent workshops throughout the school year.  Topics include but are not limited to - parents rights, accessing your child’s education, pathways to college and beyond."	"In order to accurately measure parent input in school decision-making, satisfaction and the requirements of Priority 3, the Principal distributed a survey in Spring 2021 parent survey to ensure accurate survey reporting and input from parents/guardians which is a part of the school’ LCAP process and adherence to Priority 3.  Our focus area for improvement is to get more families to respond to the survey.  One of the ways that we are working on this is to have all of our correspondences to families go out in English and in Spanish.  We also have a number of families that are Armenian, and we have Armenian translation as needed as well."	HTLA would like to increase participation in the family survey.	"HTLA will announce surveys at each parent event and promote engagement in parent communications, counselors will also reach out to families individually to obtain participation either on the internet or in direct conversation."	5	5	4	4	5	4	5	4	4	4	4	4	Met	6/14/2022	2022
19647330137471	High Tech LA Middle	3	"HTLA Middle School is in its fifth year of operation as of Fall 2022. We have great strengths in seeking input from parents/guardians in school decision-making our school hosts Monthly Coffee with the Principal events, LCAP Advisory Group in conjunction with School Site Council.   In addition, HTLA Middle School also sends weekly emails to parents to keep them abreast of school wide events. Parents and teachers regularly community through Parent Square."	HTLA MS would like to improve upon supporting parents to be able to access and understand student progress using our SIS which updates student grades and progress live.	"HTLA MS provides translation services into parents’ preferred language.  HTLA MS hires staff members who speak multiple languages, especially those that are reflective of our community.  When a parent needs translation services, it is one of our own staff who can provide that, which helps parents build a stronger connection to the school.  We also provide extended support with our counselor, who provides both academic and socio-emotional support."	"Our teachers and staff receive training on recognizing symptoms and behaviors indicative of a child‘s need for additional supports, including issues relating to hunger, extreme poverty, and individual families’ challenges to meet their child‘s needs. Our Student Success Team is responsible for identifying students and families who might need additional resources or supports, including referrals to community service organizations. School is open for students at 7:45  am and after school tutoring is until 4:00pm, both to best serve our students’ needs and accommodate working families.  In addition to ensuring socioeconomically disadvantaged students are academically prepared, we also assist with families in need of uniforms or school supplies.  In addition, we connect with local non-profit agencies for referrals for social services if needed by our families.  We make our SIS and Google Classroom available to all parents through an app, so grades and progress are updated regularly.  We also send progress reports home every 5 weeks, and host parent/teacher conferences twice per year and are able to hold conferences in the native language of our parents.  Our students participate in the conferences as well."	We would like to grow in continuing to create more opportunities for parents to support their children's learning environment at home and supporting parent education.  We would also like to increase our hours and provide a comprehensive after school program to support working families.	"HTLA will improve engagement of underrepresented families by opening quarterly parent workshops throughout the school year.  Topics include but are not limited to - parents rights, supporting your child’s changing behaviors, pathways to high school, college  and beyond.  HTLA MS will also offer a comprehensive after school program and summer program to support working families."	"In order to accurately measure parent input in school decision-making, satisfaction and the requirements of Priority 3, the Principal distributed a survey in Spring 2021 parent survey to ensure accurate survey reporting and input from parents/guardians which is a part of the school’ LCAP process and adherence to Priority 3.  Our focus area for improvement is to get more families to respond to the survey.  One of the ways that we are working on this is to have all of our correspondences to families go out in English and in Spanish.  We also have a number of families that are Armenian, and we have Armenian translation as needed as well."	HTLA MS would like to increase participation in the family survey.	"HTLA MS will announce surveys at each parent event and promote engagement in parent communications, counselors will also reach out to families individually to obtain participation either on the internet or in direct conversation."	5	5	4	4	5	4	5	4	4	4	4	4	Met	6/14/2022	2022
37683380101204	High Tech Middle	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37764710123042	High Tech Middle Chula Vista	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37683380107573	High Tech Middle Media Arts	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37764710138768	High Tech Middle Mesa	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37764710119271	High Tech Middle North County	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
34765050113878	Higher Learning Academy	3	HLA has a very active Parent Faculty Organization.  They work hard to support school goals and the school works hard to support their goals for their children. There are regular meetings and open communication with administration.	There is a need to use translation services more consistently to make sure all educational partners are engaged.  The school will also offer parent workshops on various topics and celebrate all cultures represented by the student body.	"To build relationships with underrepresented families, HLA is planning to offer additional bilingual support for students and families, both in print and in-person, to engage English Learner families.  HLA is also planning a more systematic attendance review process that will better support foster youth, homeless, and economically disadvantaged students."	"HLA has built strong, trusting relationships with families. Staff at all levels are able to both build and maintain trusting relationships with all families. HLA has also built and maintains a welcoming environment. During the pandemic, HLA quickly pivoted to online learning and provided Chromebooks to all students and hotspots to all students who requested them."	The focus area for improvement is to communicate more frequently on creating common goals for learning outcomes and improve report card and progress report so they provide detailed and meaningful information to families.	"HLA will update progress and report cards and communicate with families student outcome goals for ELPAC, CAASPP, and local i-Ready assessments."	"HLA provides all families multiple opportunities to provide input on policies, programs, strategies, and school improvement. The trusting relationships are an open door to giving input for decisions."	An area for improvement is to provide communication and opportunities for input in languages that allow all families to engage. HLA will provide more translation services for families.	The school will conduct surveys and work with the parent group to identify and break down barriers that limit underrepresented families' participation. The school will conduct home visits as a reengagement strategy.	4	4	4	3	2	3	3	2	3	4	4	3	Met	6/22/2022	2022
33669930127142	Highland Academy	3	"Highland Academy believes that successful collaborative relationships with all stakeholders - student, parents, and staff - have a positive impact on student learning and achievement.   Teachers reach out to all students and their families before the start of the school year to welcome them back or to welcome them for the first time at our Back-to-School Night.  Highland Academy hosts several parent engagement and community events that are primarily focused on academic and social-emotional learning and showcasing different ways our students have found their genius."	Areas of improvement include continuing to work with our families to increase parent participation at Board meetings and school events.  We will also continue to look for opportunities for parent volunteers to be involved both during school and at school sponsored events.	"Practicing equitable family engagement requires an intentional, long-term effort to change perceptions, beliefs, and regular practices of school staff. Ways we are engaging underrepresented families include: (1) Offering professional learning on cultural responsiveness for school staff, (2) Ensuring communications are accessible to all families, (3) Engaging with community organizations, and (4) Ensuring instructional practices are culturally responsive."	"Parents and students have many opportunities during the school year to meet with teachers and discuss student progress.   In our elementary program, parent-teacher conferences are held at the end of each quarter at which teachers discuss individual student performance and goals, grades, attendance.  In both elementary and middle school, parents and students are welcome to schedule a meeting with their teacher at any time in the year.   Additionally, teacher email and phone contact information are listed on the school website and shared with parents and students.  Additionally, the Student/Parent Handbook is provided at the beginning of the school year and are posted on the school website."	"Highland Academy will continue building partnerships with parents and students by continuing its current outreach opportunities that include: (a) surveys, (b) Board Meetings, and (c) an open door policy with teachers and administration."	Students deemed academically at-risk due to failing grades in their classes meet with our school's academic coach on a regular basis and participate in our tracking-program that informs parents of their student's weekly progress.  Our school continues to hold Student Success Teams (SSTs) and conferences for students in need of additional levels of support.	"Identified areas of strength in building relationships between school staff and families include: (a) continuing current practice of outreach to families (i.e. positive phone calls home), (b) continuing to train staff members on positive student and family communication, (c) continuing to promote parent participation in school board meetings, and (d) continuing to administer a survey at the end of the first and second semesters to gather feedback."	"Even though we are pleased with the progress we have made in this regard, we recognize that improvement can always be made.  Weekly administration meetings are scheduled to discuss best practices and communication with staff.  Fridays are early release days and provide our staff with time to conduct meetings and participate in professional development opportunities that increase staff participation and contribution to building a positive atmosphere."	"Highland Academy offers structures to listen to families. In addition to professional development, teachers and staff benefit from intentional structures that allow them to practice listening to families over time. Examples of this include Parent Teacher Conferences and our school's open door conference policy.  Typically communication is primarily initiated by the teacher; however, we strive to provide a variety of ways parents can reach out to the school."	5	4	4	4	5	4	5	4	5	4	4	5	Not Met	9/30/2022	2022
34765050130757	Highlands Community Charter	3	"Highlands is based on relationships between the student and the teacher. This relationship has a very high value and teachers receive coaching from their Principal on how to develop this relationship. Teachers provide mentorship to their students and are able to provide more than academic support as they work with students and meet with them on a regular basis. Many teachers are the only positive support system our students have, this relationship is cultivated and built over time. With time comes trust."	Teachers are provided with professional development on building relationships between staff and students.	"HCCS is committed to our student’s experience is a positive, encouraging and welcoming one. We understand and continue to seek an understanding of the challenges our students face to access education. Our faculty and staff have a deep respect for the various cultures that our students represent. Many of our students trust their teachers and see them as a representation of what it is to be viewed as a respectable member of society. We seek to understand and welcome families of all kinds, we seek to understand their needs and be very responsive to those needs. Our Navigators work with our community partners to assist with wrap-around services that reduce barriers and make attending school easier. Whether it’s locating childcare, learning the public transportation system, encouraging our students to attend their children’s Back-to-School Night or Parent-Teacher Conference, our ELD Navigators work to overcome any and all barriers to accessing education. We have a staff that speak 23 different languages and we’re always looking to build upon the languages we already have. All school-wide communication is translated into Spanish, Russian, Farsi, Dari, Pashto, and Vietnamese. This HCCS implemented a text program to contact our students and remind them of important upcoming dates and information."	"Highlands attends the Reaching At Promise Students Association ""RAPSA"" conference on an annual basis, this conference focuses on the students we serve. This professional learning opportunity has been found to be very beneficial to administration and teachers. We are focused on student outcomes and taking our students from survivability to sustainability."	With the growth and expansion of our school the teachers and principals are focused on ensuring that all of the new teachers are focused on the relationships between staff and students. During the interview process there is a strong emphasis on the relationships between staff and student.	With COVID restrictions lifting there are more opportunities for students to engage in person. CICA will utilize in-person educational partner feedback.	Highlands utilizes the educational partner feedback process and takes it very seriously. Students are surveyed on an annual basis and the data is reviewed by executive leadership.	Highlands will utilize formal educational partner feedback such as student surveys and opportunities for students to provide feedback. Highlands will re-introduce in person opportunities for educational partner feedback that includes dinner or lunch and an opportunity for students and all partners to be included.	Highlands will utilize formal educational partner feedback such as student surveys and opportunities for students to provide feedback. Highlands will re-introduce in person opportunities for educational partner feedback that includes dinner or lunch and an opportunity for students and all partners to be included. All of our students come from underrepresented communities.	4	5	5	5	3	4	4	5	5	5	5	4	Met	6/16/2022	2022
41689080000000	Hillsborough City Elementary	3	"HCSD continues to show strengths and progress in building trusting relationships, creating welcoming environments, and using language that is understandable and accessible to families. HCSD continues to have high levels of family engagement. Many family engagement opportunities are offered, including conferences twice per year, welcome back activities, parent group meeting and coffees, and school-based activities across the year."	"A focus area for this year will be around supporting staff to learn about each family's strengths, cultures, languages, and goals for their children with a lens on Diversity, Equity, and Inclusion. Some classes use parent surveys to help gather information about their students at the beginning of the year. This practice might be examined with the intention of spreading it systematically across all classrooms."	HCSD will continue this trend by specifically reaching out to underrepresented families to ensure they are engaged. HCSD is beginning to look more carefully at some student groups and will plan to develop action steps based on the findings.	"HCSD continues to show strength in policies and programs that allow teachers to meet with families and students to discuss progress and work together to support improved student outcomes. HCSD provides two conference periods and three report card periods throughout each school year. Additionally, K-5 students have Personalized Education Plans that help students, teachers, and parents set and track goals for each elementary student. Translation services are provided during conferences and any other meetings (ex. IEP, 504, Child Study Team meetings) where language may be a barrier."	A continued focus area for improvement this year will be to roll out the newly revised K-5 report cards. The team spent four years to make them more accessible and useful to families. HCSD will periodically gather feedback from families on the helpfulness of the new report cards.	HCSD will specifically reach out to underrepresented families for their feedback on all topics above.	"HCSD continues to show particular strength in supporting principals and staff to engage families in decision making and advisory groups and in providing staff opportunities to work alongside families to plan, design, implement and evaluate family engagement activities at the school and district levels. School sites have robust parent groups and information is shared with families during parent group meetings, principal coffees, and at Board of Trustees meetings. Parents and the community are also engaged in decision-making and planning. Families are also included in school site councils and help in developing the School Plan for Student Achievement."	"An area for improvement is in ensuring that all families, including underrepresented families, feel equipped to engage and provide input on policies and programs and to effectively engage in advisory groups and decision-making. Further data and reflection will support our ongoing work in this area."	HCSD will specifically reach out to underrepresented families to gather their input and feedback. We will also consider collecting some demographic data when reaching out to families to help us know if we're including more underrepresented families.	5	4	3	5	3	4	4	3	5	5	3	4	Met	6/21/2022	2022
24656980000000	Hilmar Unified	3	"Many opportunities for participation are provided in the primary language of the parents.  All communications to parents is provided in English and the primary language of our student population.  Superintendent Coffee broadcast are provided in English, Spanish, and Portuguese.  The district has about 98% of its parents enrolled in ParentSquare.  Parents are able to select the language in which they are most comfortable using.  Many parents attended the Parenting class held at Merquin school.  This class was taught in Spanish.  Parents requested further training with the possibility of having classes both in Stevinson and Hilmar.  Although HUSD did not allow parents on campus until the end of March, once the restrictions were lifted, parents were welcomed back on campus.  Many took advantage of the opportunity even though they were required to be COVID tested.  Parent conferences are well attended by all parents, regardless of language and SED status.  Interpreters are provided as needed.  All sites have made good progress in hiring Spanish and/or Portuguese-speaking office staff to better meet the needs of parents.  Mental Health services have been added to the resources provided to families and most of the services have Spanish-speaking personnel.  Some of the school counselors, as well as both psychologist, are fully bilingual and in some cases, tri-lingual.  Sites provide opportunities to value and celebrate home cultures through family nights such as Dia de la Familia, Noche de Orgullo, and Portuguese Immigrant Night."	"Hilmar USD needs to increase our participation of SED and English Learner and primary language families in all activities, especially in school leadership roles."	"-The district will offer more workshops and classes for all parents, especially underrepresented parents, covering a range of topics that meet parents' self-identified needs as well as building leadership capacity.   -HUSD will make sure make sure all of its school sites are more inclusive and welcoming by providing signage updates so that all signs at all schools are written in English and Spanish.  -Communications will continue in all languages of the parents. -Continue to provide daycare and flexible times/activities for parents to volunteer."	"HUSD has a strong partnership with parents and the communities it services.  Parent groups, such as PTA, as well as Booster Clubs, such as Ag Boosters and Football Boosters, are active and support schools both financially and through attendance at activities.  Parent committees such as ELAC and SSC have had good participation, even through the pandemic.  At the district level, parents are involved in advisory roles such as the Wellness Committee, DELAC, and DAC."	"Due to the COVID-19 pandemic, opportunities for partnering with parents on campus were very limited this past year.  As school resumed back to full in-person learning on campus, participation improved but not to pre-pandemic level.  Increase in participation will be a focus for this coming year.  According to LCAP Parent Survey, parents continue to indicate they are involved to the extent they want or can be.  However, HUSD will continue to look for ways to re-engage parents to the school setting.  A focus will be made to engage underrepresented families who have been especially impacted by the pandemic."	HUSD plans to improve engagement of underrepresented families by providing more opportunities for training on leadership and support.  This will also address the need parents shared regarding wanting to build a community of parents that can support and encourage each other.  Every effort will be made to help parents learn to advocate for their child's education.	"HUSD has a strong relationship with parents and community as is evident in the past through classroom volunteers, attendance at parent-student-teacher conferences, Back-to-School nights, Open Houses, parent meetings, sophomore-parent academic progress meetings, etc. The district has invested in professional development related to Positive Behavior Intervention and Supports and this year has focused on re-engaging students and families to school after the pandemic. HUSD also held parent workshops to teach parents how to be involved decision-makers in their child's education."	HUSD will continue to assure parents of under-represented students have a voice in decision making.	Engagement of underrepresented families will be done in various ways.  This will include electronic and hard-copy parent surveys.  School personnel will also reach to parents through informal settings such as student pick-up and drop-off.  Parents will be invited to be part of committees such as ELAC and SSC.	4	4	4	4	4	4	4	4	3	4	4	4	Met	6/29/2022	2022
35674700000000	Hollister	3	"The district has progressed in building relationships between staff and families in a variety of ways. Community forums were held at each school site throughout the year that included students, parents, staff, and community members. These educational partners engaged in discussions relating to student outcomes and sharing of ideas and information. Additionally, school and district committee meetings, such as DELAC, SSC, and PAC were held to enlist input from these stakeholders as well."	"In response to educational partner interest, the district has committed to bolstering relationships between schools and families. This will be achieved by deepening the implementation of Capturing Kids Hearts. The district will host family education nights to align families and staff in their initiatives. Additionally,  students, parents, staff, and community members are provided opportunities to engage with one another. These activities will include forums, surveys, site and district committee meetings, parent nights, and a robust parent communication platform."	"The district will leverage resources allocated by the Community Schools grant and other funding resources to recruit and increase the engagement of underrepresented families. Outreach at both the site and district levels will target this specific group in an effort to build relationships between underrepresented families and staff. Activities will include parent education nights, community meetings, and enlistment of advisory committee membership."	"During the 2021-22 school year, the Hollister School District administered several surveys and hosted multiple meetings to collect input from families and students about student outcomes. This well-received process afforded the district to capture the voices of educational partners and consider their input when updating programmatic plans.  Input was also gathered from school and district committees such as the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), and Migrant Parent Advisory Committee (PAC)."	"HSD has established specific areas of focus for improving partnerships for student outcomes. It is the goal of the district to ensure memberships of school and district committees are preserved. It is also a focus to further promote educational partnerships at community meetings, increasing responses to surveys, and monitoring the effectiveness of school and district communication platforms."	"In an effort to increase the engagement of underrepresented families in relation to building partnerships for student outcomes, the district will implement and strategically monitor participation in surveys, attendance at community events, and access to the district communication platform. Parent education forums will strategically be held to inform and educate underrepresented parents about programs, services, curricula, and to invite their feedback on student-related topics."	"The district is proficient in collecting a broad range of input from diverse groups of respondents. Accumulation and consideration of the input is a key piece in the planning and development of programs, including the LCAP. The district and individual schools recruit and elect parent representatives to fulfill critical input committees such as School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC). This diverse group provides oversight and guidance of programs pertaining to decision-making."	"The district will continue to fortify the input collection process. Providing multiple platforms and avenues for educational partners to respond with input will broaden with more intentional monitoring of responses and participation. Also, the use of the parent communication platform, PartenSquare, is intended to significantly increase parent and family awareness of opportunities to influence decision-making."	"Underrepresented families are an intentional target when gathering decision-making input. The district plans to leverage resources from the Community Schools grant, parent liaisons, community outreach, parent education nights, and other engagement activities to enlist input from all educational partners but particularly from underrepresented families."	4	4	3	4	3	2	4	4	4	4	4	4	Met	10/7/2021	2022
35674700127688	Hollister Prep	3	"Although the COVID pandemic was devastating for our entire nation, one of the rare silver linings was the need for stronger relationships between schools and families.  True partnerships were created between families and all staff. From distance-learning Zoom classes in kitchens to virtual town halls, weekly food pickups to technology and supplies home deliveries, and blended learning app support to COVID relief assistance, staff throughout Navigator Schools were available and accessible to families.  This multi-pronged system of support has evolved since students have returned to in person learning, but the foundation of these relationships has led to families feeling more connected to the schools and organization."	"As families transition from school being in their living room to returning to campus with increased opportunities for in-person family involvement, it is important for Navigator Schools to provide access and support for their ever evolving needs.  Schools became the hub for a variety of resources and Navigator needs to be able to create pathways for simultaneous educational excellence and family engagement and support."	"In addition to expanding outreach efforts to recruit more students who qualify for Free and Reduced Lunch, Navigator Schools is creating Community Schools to provide additional resources for families, especially underrepresented families.  This process will allow Navigator to truly engage the community in efforts to provide extra services and support they need.  The pandemic has highlighted areas of growth which center around opportunities for families to engage in on campus activities."	"Students at Navigator Schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access students’ academic progress. Parents also complete an annual family engagement survey which gauges, among other things, their understanding of their child's academic goals."	"Ensuring students are ready for the rigors of high school after they leave Navigator Schools is an area of growth. In order for this activity to be successful, families, staff, and students will need to work together on a path forward.  Site staff will work closely with the local high schools to provide reciprocal opportunities for students to both explore what is in store in high school while also continuing to access support from Navigator staff."	Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates ensures students and families feel supported and able to access the support they need.  Navigator will continue to provide home visits for students who are not staying engaged or needing additional support.	"Navigator has consistently been proactive in obtaining stakeholder input through surveys, family town hall meetings, staff meetings, Director and Chiefs weekly meetings, cross-site meetings, and daily site huddles.  Between formal feedback surveys to quick poll everywhere check-ins, Navigator employs numerous tools to solicit input."	Formalizing a plan for how to collect and share data with the leadership team is an area to improve.	"Presented in the various site charters is a number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with satisfaction rate scores under 80% being highlighted for action steps. These surveys are reviewed by the directors to inform an organizational focus on parent voice and engagement."	4	4	4	5	4	4	4	5	5	5	3	4	Met	6/29/2022	2022
13631490000000	Holtville Unified	3	"The LCAP writing and updating process begins with organizing committees of different educational partners. When these committees meet, we gather and review data to create and adjust LCAP goals and priorities. One strength is, being a small district, many of our educational partners have multiple roles in the district, giving them valuable insight from multiple perspectives. Additionally, district-wide, we provide many opportunities for all educational partners to provide input both in-person and online throughout the year."	"While we provide multiple opportunities throughout the year for educational partners to provide input, we struggle with higher attendance to in-person meetings. For example, we get the same parents to attend multiple meetings at different school sites, year to year. While that is a positive in building the relationships with those particular families and maintaining parents with experience, we would like to improve on getting newer or additional parents involved."	"We will work on improve parent attendance in committee meetings, especially parents of underrepresented families, by improving the accessibility of meeting information. For example, making individual phone calls, using mass email and text communication in their native language, and distributing flyers in their native language."	"Our strengths include providing families with information and resources to support student learning and implementing policies and programs for teachers to meet with families and students. Our teachers regularly distribute updates on student grades and progress, for example. They also provide families with resources to view daily lessons to assist students with their homework. Additionally, the district has set up back to school nights and parent conferences, early in the school year, on the district calendar. One night is designated per school site to hold a back to school and Title I presentation night to all families. Teachers share their classroom expectations and procedures. The district also designates one week in October, after the first quarter, for parent/teacher conferences."	"The district provides multiple professional learning opportunities throughout the year, both district-led and individual events staff may register for. The district also provides resource teachers that have time during the school day to provide professional learning to other teachers. While we have these structures in place, improving a school's capacity to partner with families is not one of the main topics in professional learning. Typically, the topics include student achievement, student assessment, and student safety with the principle of partnering with families embedded in those categories."	"The district can add to the availability of professional learning and include specific topics related to improving a school's capacity to partner with families. Furthermore, the district can recommend specific professional learning in those topics from outside vendors."	"District-wide, we provide many opportunities for all educational partners to provide input for decision-making. We provide these opportunities both in-person (i.e. committee meetings, individual conferences) and online throughout the year (i.e. online surveys, email). There are multiple methods and opportunities at different times of the day, increasing accessibility of these opportunities for input, including for parents who work during the day."	"While the district provides multiple methods for input for decision-making, the district can work on increasing attendance of parents of underrepresented students, including English learners and students with special needs."	"We will work on improve parent attendance in committee meetings, especially parents of underrepresented families, by improving the accessibility of meeting information. For example, making individual phone calls, using mass email and text communication in their native language, and distributing flyers in their native language."	4	4	4	4	3	4	4	3	4	4	4	4	Met	6/20/2022	2022
04615316112585	HomeTech Charter	3	Parents responded positively on multiple questions about creating environments that are welcoming and helpful.  HomeTech will continue to develop in-person outreach opportunities for parents.   The parent survey reported agreement with the following statements: HomeTech promotes academic success for all students:     100% HomeTech’s teachers are available to help students:    95%	"HomeTech will provide new/additional opportunities for parent and student engagement by increasing field trips in the K-8 grade spans, having schoolwide functions such as an ice cream social and end of year picnic and increasing teacher's personal outreach to parents via phone calls and meetings.  Our school counselor will also be scheduling parents and high school students to come in for graduation analysis and academic counseling appointments."	"HomeTech will make every effort to recruit and retain underrepresented families in the Paradise community and surrounding areas.  Personal outreach by advisory teachers, school secretary and school principal will also be key in building relationships with underrepresented families."	"Parents responded positively about HomeTech’s performance in keeping parents informed.  HomeTech will continue to develop and refine methods to keep parents informed. HomeTech communicates well with me about school activities, important dates, etc. 95% HomeTech promotes academic success for all students.     96%"	HomeTech's area for improvement in building partnerships for student outcomes is to analyze teachers' instructional needs and provide targeted professional development with year long follow up.	HomeTech will go beyond parent surveys and begin a Charter Advisory Council.  Underrepresented families will be proactively recruited to join the council.	"Post Camp Fire and COVID restrictions, HomeTech has not had formal advisory groups.    Most parent feedback is in one-on-one discussions with parents and staff in addition 2 parent surveys distributed in Winter and late Spring."	An area of improvement for HomeTech will be to start a Charter Advisory Council comprised primarily of parents.	Underrepresented families will be actively recruited to take part in the Charter Advisory Council.	5	5	5	5	4	5	5	5	3	3	3	2	Met	6/17/2022	2022
42692110000000	Hope Elementary	3	"Hope School District administered the CA Healthy Kids Parent/Guardian survey to all parents/guardians in both English and Spanish in the spring of 2022. The survey sought input to many topics such as satisfaction levels about the quality of education the schools are providing, priorities, areas for improvement, and areas where the schools are excelling.  The District has several groups implemented which were designed to engage stakeholders and get their input. In addition to regularly scheduled Board meetings, the District held fall and spring Town Hall meetings (in person with a Zoom option). These meetings are offered with Spanish translation and are designed to promote input from attendees. Other groups used for input are School Site Councils, DELAC and ELACS. The District also initiated the Responsive Schools Team, composed of school certificated and classified staff as well as at least two parents from each campus. The goal of the team was to examine school practices and policies for cultural responsiveness with the idea of ensuring that our district is focusing on the needs of all students. Hope Parent Advisory Committee (Hope PAC) is composed of at least one parent from each campus as well."	"The focus area for improvement for Hope School District will continue to be in engaging our non-English speaking families. We are continuing our work with the Responsive Schools Team, DELAC, and our PTAs in order to do ensure that all our families feel connected to our schools."	See above.	"The district provides a bilingual family advocate to help families needing community support to deal with housing, unemployment, and COVID related issues. The 2021-22 year was the inaugural year for the Responsive Schools Team. The results of this team were several shifts in policies and approaches designed to “open doors” for our students and families. Adding an evening conference night is one example."	"The district has joined with other local districts to examine and implement science based reading instruction. Additionally, the district has designated that intervention programs is a focus for improvement."	The district will spend the 2022-23 year examining the intervention programs and use the information from partnerships with other local districts about their efforts in science-based reading approaches to improve our student academic outcomes.	"The district initiated the Responsive Schools Team to address how to improve culturally responsiveness in our district to ensure that all stakeholders can feel comfortable participating in school district advisory committees and in the decision making process. This team, as well as the Hope PAC, are continining for the 2022-23 year."	The focus area will be to expand the existing committees and add a Dual Language Immersion Program task force as well as a Wellness Committee.	Specific bilingual outreach of phone calls to underrepresented parents will be used to improve engagement. The bilingual family advocate will help with this outreach.	4	3	3	4	3	4	4	4	4	4	3	4	Met	6/13/2022	2022
54719440000000	Hope Elementary	3	"The district has a strong certificated staff leadership team works together to plan for and calendar learning and experiential activities, to discuss and plan for activities to improve parent, student, and community engagement, and to develop strategies for building students’ learning capacity, motivation, and engagement in the school experience. These events are teacher run events which strengthens family connection to the school."	Focus areas for improvement include professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home.	"Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities."	"Strengths include administrative support for certificated staff. Parents report that Hope School provides a safe and welcoming environment for family engagement, with multiple opportunities for two-way meaningful communication between the school and parents of all student groups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children."	"A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children."	"Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities."	"A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making."	"The district will continue to recruit, train and facilitate active regular participation by all families in decision-making opportunities."	"The district will continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/15/2022	2022
49707630000000	Horicon Elementary	3	"Due to our rural area, lack of internet at home,  as well as the very high unduplicated population, there is a distinct lack of ability to support families in their home with progress for struggling students. Prior to COVID, we had a robust tutoring"	"Continue to provide outreach with our translator,  outreach and messages via class dojo,  and continue work with the local internet company to establish home wifi."	Partner with Sonoma Immigrant services and SBHIP to provide additional services to the underrepresented families.	"The LEA uses the OneCallNow system for weekly updates to families in both English and Spanish as well as teachers using it for regular updates by class. Additionally, each teacher sends daily messages and updates via ClassDojo, our regular informational direct messaging platform the school uses. We also communicate all school-related information on our district website as well as our Facebook page. This is also where all board agendas are shared. Lastly, we have monthly communication that is sent out to families via mail directly to parents, as well as a monthly newsletter (the Buzz) that highlights achievements for each class as well as upcoming events for the school."	Student goal setting and a more refined focus on student ownership of their learning and behavioral goals.	"The Leader in me, 7 habits of highly effective students is the first of a 3-year platform to increase home-to- school partnerships and better involve families in the education process."	"In the prior three years before COVID, the LEA had a successful platform for both Site Council, as well as the multiple opportunities for parents to participate in daily volunteering, programs such as Soul Shoppe, and events throughout the year which were inviting and an open opportunity to participate in the school regularly. During COVID, many of those opportunities were lost, and are now beginning to restart in full."	Rebuilding or previously robust site council.	"With the return of the site council,  the renewed soul Shoppe parental meeting,  and additional planned parent sessions,  we expect much improvement."	4	5	3	5	3	3	4	5	4	3	3	3	Not Met	9/12/2022	2022
54719510000000	Hot Springs Elementary	3	"Hot Springs is a Necessary Small School located in a rural mountain community and has only a few students. With only 7 families and 13 students the opportunity to get to know students and families is much easier than in large communities. The district uses regular parent/community member group meetings, electronic communication, notes home, and almost daily contact as parents bring students to school and pick them up after school. our teachers meet them each morning and afternoon. to communicate programs for improving student success."	We continually work to build and maintain good working relationships and try to make sure that each parent feels like a partner in the education process.	"With only 7 families and 13 students it is almost impossible for any family to get ignored. Most of the staff know each family on an out of school/community based as well as in school. Even though there is a close relationship with the learning partners, we still continually look for ways to improve and make families welcome at school."	"The district has a particular advantage in this area due to its small number of students and families. One particular strength is that all staff know the families and even see them at community events. All families feel very comfortable in giving input and suggestions. Hot Springs uses a local survey for parents and students that covers the required areas and local needs. The surveys are completed anonymously for parents and students. The results are compiled and reported to staff, parents, community and school board."	At the present time the district is focused on learning loss recovery. The district is working to address the learning loss due to the pandemic and proving each student with a lot of individual attention.	The district will continue to focus on individual students and families to make sure all are included and that their voices heard.	"Once again, since we are so few in numbers it is easy to contact and hear from each family. It's also easier to find the families if we do not hear from them. Our communication with partners is very strong."	The area of concern of the majority of partners is learning lost during the distance learning. All agree that this should be a major focus.	The district and staff will continue to focus on the almost daily contact with learning partners to keep them informed of their students' progress and to get their input.	5	4	4	4	4	4	4	4	4	4	4	4	Not Met	10/11/2022	2022
28662580000000	Howell Mountain Elementary	3	"Howell Mountain ESD has established a strong network to support building relationships between school staff and families. This includes on-going 2-way communication, automated calls, weekly notes home, special events, assemblies and ceremonies."	Howell Mountain ESD has established communicating with the English learner population as an area of focus. A school district liaison has been hired to support this endeavor. All communications are translated.	Underrepresented families identified during the self-reflection process are reached with the support from the district's bilingual liaison. District meetings are planned and are translated to support this on-going work.	"Howell Mountain is in the initial phase in relation to supporting families as advocates for their children. This work will continue in 2022-23. The district will plan opportunities to support this growth through parent education, parent conferences and planned events."	"Howell Mountain ESD utilizes parent/student/ teacher conferences, which are student led. This process provides a platform for parental understanding of what supporting student learning looks like at home."	Howell Mountain ESD will use the analysis of educational partner input and local data to drive decisions around engagement of underrepresented students and families. The district's analysis provides input on educational terminology. The district will utilize the bilingual liaison to break down unfamiliar educational terms so that communication is more understandable.	The Howell Mountain ESD will begin the work on building the capacity of underrepresented groups regarding decision-making. This will take place through collaborative ELAC planning sessions. Families will be instructed on how to provide feedback to the district that supports student engagement and learning.	Input will be sought during school site council and ELAC meetings. The smaller group interactions will be designed to build confidence in communicating opinions.	"Underrepresented families will be individually contacted and invited to participate. If families are unavailable, they will be provided with an option to communicate via email, phone or text, using ""School Messenger"" or ""Remind."""	4	5	3	3	4	3	4	3	4	4	3	3	Met	6/16/2022	2022
56724620000000	Hueneme Elementary	3	"The Hueneme Elementary School District (HESD) will annually use the self-reflection tool with our LCAP Stakeholder Committee in order to reflect on progress, successes, needs, and areas of growth in family engagement policies, programs, and practices. The results of this process will be used to inform our Local Control Accountability and the development process, to assess prior year goals, actions, and services as well as to plan or modify future goals, actions, and services.  Strengths/Progress in this Area: * Providing professional learning and support to teachers and site administrators in order to improve our capacity to partner with families. * Providing families information and resources to support student learning and development in the home."	Focus Areas for Improvement: * Supporting families to understand and exercise their legal rights and advocate for their own students and all students. * Creating welcoming environments for all families in the community. * Families as equal partners in their child's education.	* Utilize new position - Senior Director of Family and Community Engagement to improve engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families. * Identify underrepresented families and the barriers and constraints to strong relationships - work collaboratively with our parent/community groups to remedy.	"The Hueneme Elementary School District (HESD) will annually use the self-reflection tool with our LCAP Stakeholder Committee in order to reflect on progress, successes, needs, and areas of growth in family engagement policies, programs, and practices. The results of this process will be used to inform our Local Control Accountability and the development process, to assess prior year goals, actions, and services as well as to plan or modify future goals, actions, and services.  Strengths/Progress in this Area: * Many opportunities are being provided for family engagement (as outlined in our LCAP). * Positive response rate on annual LCAP Survey (from a variety of stakeholder groups). * District has made improvements in order to create welcoming school site environments for our families and community."	Focus Areas for Improvement: * Exploring ways to improve 2-way communication between families and school sites - increase opportunities for parents to meaningfully participate in meetings and as equal partners in their child's education. * Balancing safety concerns/procedures with family access to school sites.	* Utilize new position - Senior Director of Family and Community Engagement to improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes. * Identify underrepresented families and the barriers and constraints to strong relationships - work collaboratively with our parent/community groups to remedy.	"The Hueneme Elementary School District (HESD) will annually use the self-reflection tool with our LCAP Stakeholder Committee in order to reflect on progress, successes, needs, and areas of growth in family engagement policies, programs, and practices. The results of this process will be used to inform our Local Control Accountability and the development process, to assess prior year goals, actions, and services as well as to plan or modify future goals, actions, and services.  Strengths/Progress in this Area: * Increasing opportunities for stakeholders to work together and to provide input - at the site and district level. * Effective strategies to reach and seek input from our underrepresented groups in the school community."	Focus Areas for Improvement: * Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. * Evaluation strategies for family engagement activities at school and district levels.	* Utilize new position - Senior Director of Family and Community Engagement to improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making. * Identify underrepresented families and the barriers and constraints to strong relationships - work collaboratively with our parent/community groups to remedy.	3	3	4	4	3	3	3	2	4	3	4	3	Met	6/27/2022	2022
19646260000000	Hughes-Elizabeth Lakes Union Elementary	3	HELUS is experiencing a leadership transition. The new leader is being identified and will need to build relationships with all educational partners.	HELUS is experiencing a leadership transition. The new leader is being identified and will need to build relationships with all educational partners.	HELUS is experiencing a leadership transition. The new leader is being identified and will need to build relationships with all educational partners.	HELUS is experiencing a leadership transition. The new leader is being identified and will need to build relationships with all educational partners.	HELUS is experiencing a leadership transition. The new leader is being identified and will need to build relationships with all educational partners.	HELUS is experiencing a leadership transition. The new leader is being identified and will need to build relationships with all educational partners.	HELUS is experiencing a leadership transition. The new leader is being identified and will need to build relationships with all educational partners.	HELUS is experiencing a leadership transition. The new leader is being identified and will need to build relationships with all educational partners.	HELUS is experiencing a leadership transition. The new leader is being identified and will need to build relationships with all educational partners.	1	1	1	1	1	1	1	1	1	1	1	1	Not Met	10/11/2022	2022
50755490000000	Hughson Unified	3	"Current strengths are  -the opportunities available to get involved within the schools including, but not limited to; volunteering in classrooms at K-5, Parent Teacher Committees, DELAC/ELAC, Road to Kinder, Site Council Meetings, Ag Advisory Board, Focus Group Meetings, Board of Trustees Meetings.  Board Meetings and Focus Group meetings are held both in person and virtually.  They are recorded and posted on our You Tube Channel to be viewed for convenience.    -Parent Portal in Aeries offers parents and students the opportunity to be aware of grades and test scores at any time.   -All sites have a bilingual person in the office to assist non-English speaking families. -The district and sites have social media to promote and communicate events and recognize outstanding student and staff achievement."	Focus areas for improvement are -to continue to improve customer service in all offices and departments. -increase outreach to our Spanish speaking families.	To improve engagement of underrepresented families HUSD plans to -increase attendance at DELAC and ELAC meetings. -host Special Education Parent Meetings. -host Coffee with the Superintendent.	"Strengths: -implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, such as, Parent Teacher Conferences, SSTs and IEPs are utilized for parents to have the opportunity to discuss their child's progress.  Additionally, Aeries provides parents the opportunity to check their child's grade on a regular basis, in addition to regularly scheduled progress reports and report cards that are mailed home.  Hughson High also has student portfolios which allow students to set goals and participate in ongoing conversations with their teachers about their education."	"-Focus Group, DELAC, and Site Council meetings will now focus on one goal and its actions at each meeting to communicate progress and seek feedback.  This formalized process was introduced at the February DELAC and March Focus Group in 2022 and was well received by Educational Partners.   -Superintendent will hold Superintendent Roundtables and Coffee with the Superintendent to increase partnerships."	Coffee with the Superintendent was designed with increasing engagement with our Spanish speaking families in mind with the purpose to offer a non-intimidating environment for parents to provide feedback directly to the superintendent.	"HUSD seeks input for decision making in a variety of ways: -HUSD School Board Meetings are held the second Tuesday of each month in which the Board of Trustees, district and site administrators, and various educational partners attend.  Meetings are offered simultaneously live and virtual, and are recorded for the district YouTube Channel.  The community is available to make public comment in person or virtually by contacting the Superintendent's Office. -HUSD Focus Group Meetings are held three times a year and ask for feedback at each meeting about the ideas and progress discussed within the meeting.  All meetings are focused around the LCAP Goals and Actions, Budget, Facilities, Academics and Mental Health Supports. -DELAC/ELAC Meetings are held three times a year and attendees are specifically asked for feedback about the LCAP Goals and Actions and agenda topics. -Teacher Survey regarding Implementation of Academic Standards (LCFF Priority 2) is administered each spring. -Parent & Family Engagement Survey (LCFF Priority 3) is administered each spring. -Consultation with the SELPA is held about the LCAP Goals and Actions."	"Area For Growth: -Due to the participation increase through virtual meetings, HUSD is planning to continue both an in person and virtual meeting option, so that parents may choose the most convenient way to participate. -Superintendent's Round Table will be created to seek additional input from students at all sites."	Coffee with the Superintendent was designed with increasing engagement with our Spanish speaking families in mind with the purpose to offer a non-intimidating environment for parents to provide feedback directly to the superintendent.	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/14/2022	2022
12101240000000	Humboldt County Office of Education	3	"Our current strengths and progress in building relationships between school staff and families starts with our individual intake meetings upon enrollment. School staff and teachers set up individual intake appointments to meet with both the student and the family/guardians. At this meeting staff review school transcripts, create educational goals, identify any barriers and link families to resources to address barriers. At these meetings an individual learning plan is created for the student to support their academic achievement and progress."	"As a school we will continue to gather input, data and feedback from students, families, and parents to highlight areas needed for improvement. We will continue to work on providing more opportunities for student voice and feedback into decision-making."	"Our district continues to provide engagement opportunities for all of our families. Specifically in intake meetings, IEP meetings, Family Nights, Parent Advisory Committee Meetings, and School Site Council Meetings."	"Our district has strengths and progress in building partnerships for student outcomes. Our graduation rate shows growth and it typically 85-95%. We strive to educate the ""whole child"" and meet students needed by removing barriers."	"As a school we will continue to gather input, data and feedback from students, to highlight areas needed for improvement. We will continue to work on providing more opportunities for student voice and feedback into decision-making. The district has regular focus groups for enrolled students to measure student engagement. Our district administers the California Healthy Kids Survey to measure school engagement."	"Our district continues to provide engagement opportunities for all of our families. Specifically in intake meetings, IEP meetings, Family Nights, Parent Advisory Committee Meetings, and School Site Council Meetings."	"Currently our district works collaboratively with many educational partners. We have multiple quarterly planning and information sharing meetings that include representatives from community based organizations and local educational partners. They include DHHS, Two Feathers Native American Services, Children's & Family Family Services, College and Career Department, SARB Boards, and other partners."	"The district will continue to work on improving communication, cross collaboration and essential information sharing to ensure students who are engaged in services with multiple agencies are supported."	"Through surveys, LCAP Educational Partners Meetings, and Family nights we will continue to seek feedback for future decision making."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/6/2022	2022
10101080111682	Hume Lake Charter	3	"Hume Lake Charter School does a great job with building relationships between school staff and families.  In addition to communication that comes in various forms (i.e., email, newsletters, phone calls, conferences, etc.), there is a great deal of emphasis placed on getting parents involved in the school, whether as chaperones, attending board meetings, or offering input and asking questions."	Hume Lake Charter School would like to see an increased family presence at meetings and increased input regarding school decisions.  One way that this may be accomplished is to have personalized invitations to meetings rather than large group invitations.  This could be tailored to committees and topics that families have particular interest in.	Hume Lake Charter School will improve engagement of underrepresented families by increasing the amount and types of communication used in making families aware of opportunities and needs.	"Hume Lake Charter School has a Counselor who meets with families and students to discuss student progress.  During these meetings, they discuss where a student is at, what their future plans are, and what steps to take to get there.  The staff is also committed to meeting with families when areas of concern arise, and to communicate victories within the classroom.  In addition, Back to School Night, Parent Conferences, and Open House are presented to allow parents defined opportunities to take with teacher regarding student progress."	"An area of improvement identified by Hume Lake Charter School is to improve the level of participation of families in school-related groups, such as attendance at school board meetings."	"Hume Lake Charter School strives to improve engagement of underrepresented families by scheduling meetings to discuss ways to get involved, resources available for success, and to identify opportunities for students to achieve at higher levels."	Hume Lake Charter School consistently makes our educational partners aware of opportunities to engage in providing input for decision-making.	Hume Lake Charter School continues to identify ways to work with our educational partners to actually engage in these opportunities and provide more consistent feedback and input.	"Our underrepresented families are most likely to need decisions to be made to meet their needs, and so more targeted efforts to solicit their feedback, such as directed surveys and invitations, could be effective in improving this area."	5	5	4	5	4	4	5	4	4	3	4	4	Met	6/20/2022	2022
39686270126755	"Humphreys College Academy of Business, Law and Education"	3	"Building relationships with students and parents is a cornerstone of ABLE Charter’s instructional model and professional development program.  Teachers, staff members, and administrators are encouraged to build and maintain relationships from the moment they come on board.  Relationship building strategies are introduced during professional development sessions before every school year, and throughout the year.  The front office staff is of key importance in maintaining strong relationships.  Our office staff is excellent at helping families of all demographics feel welcome and supported.  They are integral in the communication chain between the school and our community. ABLE teachers, staff and administrators use a variety of communication tools including: robo-calls, all calls, emails, SMS text messages, school website, school newsletter, Remind App, Class Dojo, social media, etc."	"Based on input from our educational partners, we are creating an on campus, Parent Resource Center.  This center will be a central hub for parents to access additional resources they, their students, and their families need.  This center will employ a Parent Resource Director and a Family Engagement Specialist.  These individuals will serve the needs of families who come to the center on their own, but more importantly, they will perform outreach to raise awareness of the center and bring families to the center.  The Parent Resource Center will have the flexibility to target its programs and offerings to the immediate needs of our school community."	"Based on input from our educational partners, we are creating an on campus, Parent Resource Center.  This center will be a central hub for parents to access additional resources they, their students, and their families need.  There is a particular needs amongst of families of English Learners, foster youth, and low socioeconomic students, and this center will be designed to meet their needs and to lower any barriers to fully participating in their students’ education."	"ABLE partners with families to improve student outcomes.  Across all grade levels, TK-12, teachers and administrators monitor student progress and schedule meetings with the parents of students who are behind or struggling.  These meetings are designed to better understand the student’s outside of the classroom setting, to identify any barriers to their success, and to plan and implement strategies to improve student outcomes.  Parents are full participants in these meetings, and also have the ability to ask for such a meeting to occur.  Parents also have access to PowerSchool to monitor grades and attendance, and are regularly informed on their students CAASPP and ELPAC scores to see their progress.  Additionally, our counseling team regularly meets with students and families about academic progress, particularly towards the end of middle school and throughout high school."	"Based on input from our educational partners and local data, we have identified a need to better provide parents access to Renaissance data.  Renaissance is the platform we use to periodically assess our students mastery and growth (Star 360), provides students with a digital library (MyOn), and has systems for targeted instruction to fill in gaps (LaLiLo and Freckle.)  Parents have always been able to access their student’s progress, but we have room for improvement in early we provide access and the extent to which we publicize that access is available and why it is important."	"At the beginning of each school year we will mail Renaissance login instructions and an explanation of how to use Renaissance to the family of each student.  This will go along with a beginning of the year newsletter that covers how parents can use this system to support their students.  We will publicize this information prominently in our Back to School Night, parent nights throughout the year, and through our Parent Resource Center."	"Parents are sought for their input in school decisions on a regular basis. This includes formal and informal responses to outreach, such as through our school website, monthly newsletters, WASC self-study meetings, coffee with administrator events, and frequent meet and greats. Administrators, teachers, and staff members also enjoy regular interactions with parents and community members on a one-on-one basis which produce ideas, suggestions, and criticism that helps drive change on campus. ABLE also seeks input from educational partners through our English Language Advisory Committee, Charter Advisory Council, and through the Superintendent’s Liaison Group."	"ABLE will continue to seek new ways to seek and incorporate input from our educational partners in school decision making.  We have recently partnered with Panorama Education as a tool for collecting school climate and other information from teachers, parents, and students.  We will use information collected from this source and share it with our educational partners when making decisions."	"ABLE will continue to seek new ways to seek and incorporate input from our educational partners in school decision making.  We have recently partnered with Panorama Education as a tool for collecting school climate and other information from teachers, parents, and students.  We will use information collected from this source and share it with our educational partners when making decisions"	5	5	4	5	4	4	5	4	5	5	5	5	Met	6/29/2022	2022
30665300000000	Huntington Beach City Elementary	3	"In the Huntington Beach City School District, we recognize the value that all families bring to our  diverse community. Our staff (i.e. administrators, teachers, and classified staff) are encouraged to build  trusting relationships and build welcoming environments for all families in the community. We ensure  that all schools have a system in place to engage in regular two-way communication with parents and  community members on a regular basis. Within our district, we have an interactive website, availability  of interpretation/translation services, and parent surveys to measure school climate and provide  feedback on LCAP priorities and district initiatives."	We are working with our professional learning department to provide more staff training on specific strategies for parent/ family engagement and building upon our success with parent workshops to offer additional opportunities for 2-way communication and decision making.	HBCSD will increasing use of our community liaisons to provide outreach and engagement.	"The Huntington Beach City School District  provides all families with the opportunity to attend workshops to learn about district programs  and child development. These workshops help parents and families better understand our district  programs, adopted curriculum, child development milestones, and ways to support learning at home for  the whole child. Sites also offer family nights, parent organizations (i.e. Parent-Teacher Association (PTA)  and cultural groups), and conduct other activities to encourage and support parents. Additionally, sites conduct parent teacher conferences, host English Language Advisory Committees (ELACs), and utilize a  wide array of parent surveys in order to gather feedback from their local communities."	HBCSD will continue to work with principals and teacher leaders to improve their capacity to  collaborate with families for better student outcomes. This will include professional learning and providing training for parents concerning specific skills or  curricular targets.	"Providing additional opportunities for parent education in English and in Spanish in which staff provide information on how to support students at home, strategies and resources to increase involvement in the school, and increase resources available within the community."	"Within Huntington Beach City School District, we offer parents and families the opportunity to be a  part of many advisory committees through the district, both at the site and district levels. Parents are  also encouraged to join the School Site Council or attend Principal’s meetings at the site. Parents  provide input on the Local Control and Accountability Plan through the annual survey, committee work,  and participation in site-level activities. At the district level, we provide families with multiple  opportunities to provide input on policies and programs, including underrepresented groups within the  community. When providing these opportunities at the district level, we provide translation services so that all families know their voice is valued."	"Many departments within HBCSD are working with families to establish and sustain strong advisory  committees. These advisory committees are supporting families to understand their legal rights and  advocate not only for their own students, but for all students. Furthermore, the HBCSD Community Liaisons are working to provide opportunities to have families, staff, and other district  administrators come together to design, implement, and evaluate family engagement activities at all  levels."	"We will utilize parents who have participated and graduated from the Leading with Educational Attainment to help mentor other families to become partners in their child's education, to assist in advocating for their students' needs, and to increase parent outreach."	4	4	3	3	3	5	4	4	4	4	4	4	Met	6/21/2022	2022
30665480000000	Huntington Beach Union High	3	"Huntington Beach Union High School District (HBUHSD) recognizes the importance of building relationships between school staff and families. Schools provide parent communication in multiple languages and in a timely manner. Parent Square is utilized to reach all families in the HBUHSD community to provide emergency notifications, community outreach and attendance calls."	"The Annual Parent Survey measures parent perceptions related to family-school partnerships, welcoming environments, asset-based approaches, and home-school communication. Some key findings from the 2021-22 survey include: -84% of parent respondents agree/strongly agree their school has a welcoming culture that encourages parent participation. -89% of parent respondents agree/strongly agree they are kept informed about district and/or school activities and events. -99% of parent respondents agree/strongly agree that their school delivers communications in their preferred language."	"Focus areas for HBUHSD are to increase the rate of participation in the parent survey, particularly for those schools with the greatest number of underrepresented families, and communication about academic progress and performance."	"Huntington Beach Union High School District (HBUHSD) recognizes the importance of building partnerships for student outcomes.  Schools provide resources, materials and programs to help all students succeed."	"The Annual Parent Survey measures parent perceptions related to information and resources to support student learning, information regarding college and career pathways, and student programs contributing to student success. Some key findings from the 2021-22 survey include: -92% of parent respondents agree/strongly agree their school provides resources, materials, and programs to help their children succeed. -89% of parent respondents agree/strongly agree their school sets clear expectations for student performance."	"According to the survey results, one area of focus is to increase the information and communication to families regarding college and career planning, options, and pathways."	"Huntington Beach Union High School District (HBUHSD) recognizes the importance of seeking input for decision-making.  Parents are encouraged to participate in site-level committees such as PTSA/PTSO, School Site Council (SSC), Community Advisory Committee, and/or English Learner Advisory Committee (ELAC). Our District English Learner Advisory Committee (DELAC) continues to grow in membership and provide valuable insight into our educational programs and services for English learners. The LCAP Planning Committee, which includes parents and guardians, meets throughout the school year to annually review and revise the District LCAP."	The Annual Parent Survey measures parent perceptions related to engagement of families in advisory groups and decision-making. Some key findings from the 2021-22 survey include: -90% of parent respondents agree/strongly agree they are notified of opportunities to join district or school committees. -88% of parent respondents agree/strongly agree they are greeted with courtesy and respect by staff at their student’s school.	"According to the survey results, one area of focus is to increase communication around opportunities for parents to provide input into site or district decision-making."	5	5	4	5	4	4	4	4	4	5	5	4	Met	6/28/2022	2022
12628850000000	Hydesville Elementary	3	"In our first full year back from the pandemic, the district saw increasing parent participation in classrooms and will continue to expand on ways to get our families more involved in the school."	The District will continue to advertise for parent participation on committees and support organizations.	The District will continue to advertise for parent participation on committees and support organizations.	"Hydesville Elementary School District promotes parental participation in a variety of ways. The district encourages parent classroom volunteers, parent participation at school events, 100% parent attendance at parent-teacher conferences, etc. Though Hydesville elementary school district has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child's education."	"Hydesville Elementary School District promotes parental participation in a variety of ways. The district encourages parent classroom volunteers, parent participation at school events, 100% parent attendance at parent-teacher conferences, etc. Though Hydesville elementary school district has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child's education."	"Hydesville Elementary School District promotes parental participation in a variety of ways. The district encourages parent classroom volunteers, parent participation at school events, 100% parent attendance at parent-teacher conferences, etc. Though Hydesville elementary school district has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child's education."	"Hydesville Elementary school district seeks input from parents/guardians in a number of ways. HESD has a Parent Advisory Group, LCAP community input events, a Parent Group, and a booster club which will meet formally throughout the 2022/23 school year. Additional opportunities for input are available during board meetings and family events.  HESD also looks for input through the use of online surveys."	"Hydesville Elementary school district seeks input from parents/guardians in a number of ways. HESD has a Parent Advisory Group, LCAP community input events, a Parent Group, and a booster club which will meet formally throughout the 2022/23 school year. Additional opportunities for input are available during board meetings and family events.  HESD also looks for input through the use of online surveys."	"Hydesville Elementary school district seeks input from parents/guardians in a number of ways. HESD has a Parent Advisory Group, LCAP community input events, a Parent Group, and a booster club which will meet formally throughout the 2022/23 school year. Additional opportunities for input are available during board meetings and family events.  HESD also looks for input through the use of online surveys."	3	3	3	3	3	3	4	3	3	3	3	3	Met	6/29/2022	2022
19646340120303	ICEF Inglewood Elementary Charter Academy	3	"Here at ICEF Inglewood we create many opportunities for healthy, strong relationships between our school staff and families. At the beginning of the year each teacher sends a Welcome Letter home to families introducing themselves and their excitement and expectations for the year. This is followed by an early parent conference we call a “Student Success Conference.” In this conference parents and teachers work together to learn more about the child and their needs from the beginning. Throughout the year, the teachers and school utilize an app called “ClassDojo” which serves as a digital classroom picture and comment feed, behavior and portfolio tracking, and instant messaging system between parents and teacher. Parents have real time access to what’s going on in the classroom at all times. Teachers also have 2 additional parent conferences (at Trimester 1 and 2) to discuss student progress.  Throughout the year we foster a welcoming environment by having staff at various levels (administrators, classified, certificated) out at Morning Valet Drop Off and Supervision. This creates informal opportunities for parents to chat with staff. It also sets the tone for the day.  If any of our families need translation services, we have plenty of staff on hand ready to translate. Weekly school newsletters and messages are also translated for our families.  Two positions that also help support our families are our Community Relations Coordinator and ICEF Social Worker. These roles have been essential in helping our families find resources whether it's food, clothing, shelter, services, or help getting their child to school.  Throughout the year, we hosted various Family Meetings and Online Family Nights which included paint nights, yoga, and cooking. We also offered various information nights and Coffee With the Principal.  We have a dedicated staff that values and sees the benefits of having strong family and staff relationships. It truly takes a village to help raise children. All staff members respond to emails and messages within 48 hours."	"Due to effects of COVID-19, we cohorted students so that they didn’t intermingle with each other. By doing this, we needed teachers to supervise students in the classroom (rather than congregating on the yard) hence removing the teachers from our valet drop-off/pick-up. This was now a lost opportunity for teachers to see families informally and build casual rapport.  This year we did not allow any parents on campus, so all of our school meetings and events were hosted online. We would like to see an increase in family participation for our meetings and school events. We can’t wait to offer social events to build casual bonding and be able to host in-person events again.  We also need to provide new staff with Customer Service training.  We are here to serve not only students, but families as well. For some staff, this could be their first job, so we need to train them with how to have a customer service mentality."	"We are always looking for ways to improve our family engagement. One idea we have is to pre-set a variety of times when meetings are offered in various languages. This way, parents feel like home language is valued. Also, it takes the uncertainty away wondering if there’s going to be a translator at the event.  Another idea we started doing towards the end of the year, is recording all of our meetings so that they can be posted for parents to view after. This way, even if they missed the meeting, they can see what happened.  We also thought we could start to incentivize some of our school events. Maybe if they come to yoga night they could walk away with a yoga mat or if they come to paint night, they could go home with a set of watercolors. This way they can continue what they learned at home. They also might be more motivated to come to events for free giveaways.  We’ve also discussed creating various parent clubs based on interest. One idea is creating a “Mommy and Me” club for new mothers. We would host meetings where they could bring their little one and share parenting tips and get strategies for early literacy. Another club that was mentioned was “Monday Night Football” where we could air the national televised game and come watch as families. By creating these interactions with families, they will feel more connected with the school and start to come to more school events."	"Our teachers play a key role in building partnerships for student outcomes. They are comfortable messaging and communicating with families with updates on their child’s progress. They do this in a number of ways: messages via email, text, apps; sending home progress reports, classwork, assessments; giving virtual access to gradebooks; setting up parent conferences and student success conferences.  Our staff also meets during the year on specific days completely dedicated to looking and analyzing data. We call these our “Data Days.” During these days we collaborate on student’s current work and assessment results while determining next steps in instruction and intervention. These plans are shared not only with students, but their families as well.  If we see students struggling in attendance, academics, and/or behavior we begin our Student Support and Progress Team. This team meets collectively with the teacher, parent, interventionist(s), and school administrator to determine appropriate next steps. This is a collaborative effort with multiple people involved for the ultimate goal of student success.  We have a strong Intervention Team that work collaboratively and community well with families. First, good instruction begins in the classroom with the teacher. Each teacher has an instructional aide to help support a workshop model and small group instruction. Beyond that, we have Language and Literacy Specialists who do small group pull-out interventions as well as support and train teachers in English Language Arts instruction. We also have a Math Intervention Teacher that supports our upper grades with math. We have a school counselor that supports DIS caseload students as well and general education counseling."	"Based on parent feedback, we find a need to teach parents how to read and interpret their child’s data. Parents admit they receive communications, but they don’t necessarily know what they are looking at or what the report is exactly telling them.  As an admin team, we would like to have more opportunities to schedule regular data conferences with teachers. As mentioned above, we do have 3 Data Days scheduled throughout the year, but in between those Data Days, we see a need to check in to make sure plans aren’t forgotten or that plans are consistently being implemented. Regular data check ins would also give administrators a clue to what data inputs teachers are valuing and what they need more training in.  One last area of improvement is to create Professional Learning Communities centered around lesson planning. As we dig deeper into our curriculum guides, teachers can center their lesson planning based on the 4 guiding questions of a PLC: What do we want all students to know and be able to do? How will we know if they learn it? How will we respond when some students do not learn? How will we extend the learning for students who are already proficient? Right now, our staff does a great job with questions 1 and 2, but can further their discovery in questions 3 and 4. This will be done collaboratively with teacher teams and cohorts."	"One thing we started to explore, but haven’t found much success yet, is determining the most appropriate time to host meetings with families. We thought if we schedule the meetings later in the evening, more parents would be able to attend because they wouldn’t be working. But now they have their children, and their focus was not on our information.  As mentioned above, we have 3 Data Days that are scheduled during the year for staff and students to analyze data and next steps. We have always shared data with parents after our analysis. It would be really awesome if we can find ways to include parents in the data analysis portion so that there’s more buy in.  We would also like to create more consistent habits of sending resources home that would benefit our various subgroups. This came up as feedback from our ELAC committee. Some of these resources could include Mirroring Folders with planned activities that families could do that mirror what the teacher and instructional aide are doing in the classroom.  Another resource could be questions/pictures for English Learners to discuss with members at their home."	"At ICEF Inglewood we actively seek and listen to all stakeholders. We do this by offering formal and informal surveys throughout the year. We host a variety of meetings to collect data and input before making schoolwide decisions. Our school also has a Parent Advisory Council and ELPAC that meets during the school year.  We have a Student Council that meets regularly to give student input, suggestions, and actions plans attention. They create school goals and projects that they work on during the year. They report back to their homeroom classes to monitor progress and collect feedback. It has been a great way to collect student voices on campus.  We collect teacher feedback to inform Professional Development needs. This is monitored by focus groups, surveys data collected, and teacher scores on our Teacher Effectiveness Framework."	"We do a great job at sending surveys, but a way we could take that to the next level is to actually interview different stakeholders to collect anecdotal data. We could ask further questions and dig deeper into what stakeholders are really trying to say that can’t be captured in a survey.  Another thing we could do is to share various data points with all stakeholders more regularly. We’ve done this with academic data with their individual child, but how is the whole school doing? We also share data points with certain committees and parent groups, but what can we share more and on a regular basis? Sharing data more broadly will create more questions and comments from different stakeholders and push us to creating a better program overall for students."	"In order to get more underrepresented families to attend our events, thus being able to give more input to aid in our decision making, we thought we could incentivize school meetings. Some ideas are we can provide food (dinner) during after school meetings. Another could be to provide child care so parents can attend meetings and focus on the content. We also thought we could involve guest speakers depending on the topic so parents are educated and can give thoughtful input."	5	5	5	4	5	4	5	5	5	4	5	4	Met	6/16/2022	2022
19647330117952	ICEF Innovation Los Angeles Charter	3	"Summer Teacher Meet and Greet- During the month of July we hold an event where current and incoming families are encouraged to attend.  During that event they will have the opportunity to meet their new teacher and get information about school policies. Student Success Conferences-At the beginning of the school year teachers schedule individual conferences with their students' families and review their expectations and ways they could support their scholars' success. Parent Square-Important information about the school, events, or resources in the community are shared with parents through text or voice recordings. ClassDojo-Is used by teachers, staff, and parents to communicate with each other about their students' progress or any questions they might have.  Important information, events, or resources are also shared through this platform.  Weekly Newsletters- The school sends out weekly newsletters to keep parents informed about the school and are provided with resources from the community.  Student, Parent, Teacher Conferences-Are held twice per year  Parent Engagement: - Cooking Night - Game Night - Paint Night - Winter Program - Black History Performance - Spelling Bee - Oratorical Contest - Career Day - Mother Son Dance, Father Daughter Dance"	"Our focus area for improvement is parent participation in school wide events and school parent meetings. We plan to continue to provide opportunities for parents, staff, and teachers to interact to help form relationships among all stakeholders."	"We have formed a Parent Ambassador group for the purpose of developing them, so they can engage other parents, particularly those parents that shy away from engaging with the school site. It is our hope that this group will be an extension of us. They will communicate with parents and family to find out the barriers for them actively engaging with the school community and determine what is needed to change that. We are also exploring different times to hold events, ways to collect data about those events that interest families, and holding events at different times and collecting data on the number of parents that attend and when. Being that there continues to be an increase in our EL population each year, we ensure that all communications coming from the school are also translated into Spanish. We continue to encourage teachers and other staff to build relationships with families, so that families feel comfortable engaging with the members of the staff."	Students participate in student-led conferences where they are able to showcase what they know to their parents. RTI-Teachers identify students who need support either behaviorally or academically and meet with the families to come up with strategies on how to best support the student. SSPT meetings are held for students who need additional support aside from the RTI plan. Interventions are created and monitored for a period of 6 weeks and are updated as necessary. Teacher Student Data Review-teachers constantly review data with their students and review misconceptions.  Students and teachers come up with next steps to help improve their learning based on the data.  Data Talk With Teachers-Teachers participate in weekly data talks with their grade level chairs or Admin.  They reflect on reteaching strategies and best practices.	Our focus area for improvement is to provide workshops for parents on ways they can support their students' learning and share with them resources they can use at home.  We also want to encourage parents to attend all parent teacher conferences and empower our teachers to reach out and provide updates on student achievement on a regular and on-going basis.	"In order to improve engagement of underrepresented families our LEA will send out an interest survey to families in which they can share the topics they would like to be discussed, times that work for them, and if they prefer virtual or in person meetings. We will also implement quarterly teacher surveys so they can inform us of professional development needs and give feedback on areas that need improvement as it relates to policies and procedures on our campus and interactions and engagement with our families."	"We provide several opportunities for all stakeholders to participate in the decision-making process. All stakeholders engage with the Principal and other members on the Leadership Team on a regular basis. It is through these various meetings that stakeholders are able to give input and feedback and ask any questions they may have. Meetings with teachers and staff occur weekly or every other week. Meetings with families and students happen monthly, bi-monthly, or quarterly. We ensure there are many ways and various times for families to engage with the school community."	"We find that our families do not participate as much in the virtual setting. At times we find that technology can be a barrier to family participation and engagement, especially for our EL population. With this, we are hoping to get our meetings back on campus and we will continue to communicate to families the importance of having their input."	"It is important for us to first determine who the underrepresented families are. Once we have identified the families, we will have to survey them to find out topics of interest, so that we can incorporate these topics into our various meetings. Communication is also a key factor in engaging the underrepresented families. We will have to stay in constant communication, so the families continue to feel valued and welcomed in the school community."	5	5	4	4	4	5	5	4	5	5	4	4	Met	6/16/2022	2022
19647336117048	ICEF View Park Preparatory Elementary	3	"Based on the analysis of data, VPES has multiple strengths as it relates to building relationships between the school staff and families.  All teachers and many support staff members send home a welcome letter to parents introducing them to the school and providing parents with the necessary information needed for their scholar to be successful in class.  The teachers share classroom expectations as well as contact information so that the parent is aware of what is expected and can contact the teacher if they have any questions or concerns.  At the beginning of each year, orientation meetings are set up to provide parents with all of the necessary information about the schoolwide rules, expectations and opportunities offered to their school.  Once the school year begins, beginning of the year Student Success Conferences are scheduled to ensure that each individual scholar’s needs are being met and individualized plans can be developed to create a pathway to success.  Follow up parent conferences are scheduled twice a year to keep students on track and intervene if scholars deviate from their plans.  Translators are made available for parent meetings and communications with the front office staff to ensure that every parent has equitable access to information about their child.  All teachers and parents are connected through the ClassDojo App allowing two-way communication at any time from either party.   VPES work to create a warm, welcoming environment so that parents feel comfortable asking questions and voicing concerns.  Our staff does their best to ensure that parents receive quality service during every interaction they have with the school.  ICEF’s social worker intervenes when the needs of the parent are outside of the scope of the school.  The social worker helps with students exhibiting behavior and/or attendance challenges and well as supports families in need; to connect them to outside resources.  All View Park staff attempt to respond to all parent inquiries and requests within 48 hours of receiving them.   VPES parents have opportunities to connect with the school through a number of venues.  Our Knights of the Roundtable are a group of dedicated parents committed to helping the school plan, fundraise, promote, recruit and do any other tasks that the school requires.  The PAC assists with making decisions about the direction that they would like to see the school move toward.  They get regular updates and provide input to the school on what they feel is going well and what concerns the school needs to be aware of.  We hold regular virtual Coffee with the Principal Meetings, which allow any parent to receive updates and provide input about what is happening at the school.  The school holds Parent Empowerment Programs, Family Engagement Nights and Parent Workshops to build capacity amongst our parents and strengthen the teacher-parent partnerships."	"Based on input from parents, the school is focused on improving the methods of how we communicate what is happening at the school.  Increased communication will increase the amount of participation that we get for each of our events.  We have a lot of opportunities for parents and staff to connect with one another.  The goal is to increase the quality of each program and how they are communicated so that they will be better attended and therefore more impactful.  We are also working on being able to offer more in-person events.  Having parents come onto campus with, help  parents feel more knowledgeable and therefore more comfortable with the school.  View Park Prep Elementary School teachers and staff will continue to receive more professional development on how to best communicate with parents and learn best practices for increasing engagement."	"View Park Elementary School will design events that welcome underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families."	"View Park Elementary School holds Student Support and Progress Team (SSPT) meetings to collaborate with the appropriate school personnel and families to ensure successful outcomes for students.  The SSPT process is designed to allow the admin, school psychologist, school counselor, instructional specialists, interventionist and teachers to come together with the parent to develop a plan of support for students who may fall behind.  View Park Elementary School has an Attendance team which consists of an administrator, counselor, community relations coordinator and social worker that intervenes with tiered attendance re-engagement strategies to help students and families overcome obstacles for getting to school.  We designate time on our calendar for Student Success Conferences three times a year, to ensure that our parents and teachers are collaborating to do what is best for our scholars."	"At View Park Elementary School we hold Teacher Data Days three times a year focused on the analysis of data, action planning and professional development.  Immediately after the Teacher Data Days we hold Student Data Days where teachers review class-wide data with students.  Students then have the opportunity to review and reflect on their personal performance as well as celebrate successes and set goals for improvement.   School admin and instructional specialists have regular Data Conferences with Teachers. During this time the school admin and instructional specialists meet with grade level teams to create Professional Learning Communities centered around lesson planning and reviewing formative/summative assessment data.  View Park Prep Middle school teachers also create parent workshops focused on teaching parents how to understand their child’s data so that they can be active participants in supporting scholars’ growth."	"View Park Elementary School will improve engagement by designing events that welcomes underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making."	"View Park Prep Elementary School offers multiple opportunities for parents to ask questions, be heard and contribute to the decision-making process.  These include Coffee w/the Principal, Knights of the Roundtable Meetings, Parent Advisory Council, School Surveys and other formal and informal methods.     Regular Teacher/Staff Surveys - school-wide academic and social emotional needs, professional development needs tied to improved practice."	"View Park Prep Elementary School is developing a parent focus group to have conversations with a diverse group of parents to discuss topics which concerns them. During our regularly held meetings, we want to share more data with parents so that they understand where the school stands both qualitatively and quantitatively.  This will help all parties make more data informed decisions."	"View Park Middle School will improve engagement by designing events that welcomes underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making."	5	5	5	4	5	4	5	5	5	4	5	4	Met	6/16/2022	2022
19647330101196	ICEF View Park Preparatory High	3	"ICEF VPPHS provides direct communication to families before the school year starts with email and written correspondence from the administration and/or teachers.  A parent orientation is held to provide information to families about school plans, policies, initiatives, for the school year.  Building connection is continued in our student success conferences. Parents have access to interact with staff during PEM meetings, Teacher and Student Led conferences, Coffee w/ the principal, as well as Family Nights (only online post pandemic).  Parents are welcomed to participate in Parent Advisory Council and serve as grade level representatives to help inform grade level specific opportunities for students."	"We have identified the following areas of improvement which will be our focus for the next and upcoming school years: - Improve student and family feeling of school connectedness as measured in survey data and direct stakeholder feedback.  Expand opportunities for parents to “get involved” in school events. - Increase parent participation in engagement opportunities and have a mix of school related, civic minded, and social events so families embrace partnership in the View Park Committee - Actively seek Community partnerships so that the community actively endorses the mission of the school and supports it by providing services to our families regularly.  Using the community schools model, we want to direct families to our community partners who can provide access to health and wellness care, academic support, financial services, resources, etc."	"In response to feedback provided by stakeholders there is greater work to be done to ensure that all families are connected to and value the staff of VPHS as partners in the development of each student.  For the upcoming school year we will begin our outreach to parents during the summer, connecting with each family so they are aware how they can access the school in areas of academic support for their students as well as other services to assist families throughout the school year.   In addition to expanding the input received during parent advisory council meetings, we want to begin a series of town hall styled events (Quarterly) called S.O. S .which stands for the Solution Oriented Series.  THe purpose would be to give families an active role in improving areas identified through feedback as areas for school growth.   We will also continue our practice of student support conferences, where each family will have an opportunity to engage with leadership and teaching staff.  To improve this practice we will create student groups through teacher advisories that will include both certificated and classified staff with the intent that each student/family can identify at least one mentor/advocate on campus to share concerns as well as triumphs."	"There are defined procedures provided by our district leadership that we ascribe to to ensure that parents are welcomed participants in the development of plans that are focused on improving student outcomes.  These items include our SSPT process, development of IEP/504 support for students, student success conferences, and the development of plans that support the behavior of SWD and Gen Ed students. Another strength is parent access to platforms such as parent square and Google Classroom that keeps them abreast of student progress.  We also provide regular cycles of digital and hard copy progress reports for all students as well as parent and student led conferencing each quarter."	Areas of improvement are: - Progress monitoring in the RtI plan for all tiers and being responsive when strategies need to be adjusted or strengthened for each identified student. - Including the student as a partner in monitoring effectiveness of strategies used to improve student outcomes.  We want to leverage “advisory time” for teachers to have regular check in (conference) time to notify students of their progress - Improved access to counselors for students to monitor grad plans and current academic progress - Consistent use of SEL programs to support non academic challenges.	"Most of our school demographic align with common underrepresented populations so Universal engagement opportunities would benefit our entire school.   Although we don't have a significant Spanish speaking population, we have an emerging one.  We will ensure that we have Spanish speaking staff support with communication with latinx families so they are not disconnected with school.  We will also ensure that we provide direction or access to accelerated programming for students who are academically gifted and require appropriate differentiation."	"IVPPHS actively engages parents through Parent Advisory Council, Parent Grade level Representatives, and Coffee with the Principal.  Parents are encouraged to provide feedback on LCAP development and school policies as well as other activities for the school.  Parents can also provide feedback using survey instruments such as Panorama or Google (for immediate feedback)."	We would like to improve our communication platforms to include better social media aspects that can quickly provide information to families We also endeavor to provide varied opportunities for parents to provide feedback as well as a platform to share data other than communicating in our PEM meeting.	"Our traditional methods for seeking input has always been gathering information from surveys and/or direct feedback from parents during parent engagement meetings.  In our analysis the percentage of feedback from parents has declined recently through our normal methods.  We intend to conduct direct focus groups (parents/students/teachers) to gather feedback to directly inform our practices relating to overall engagement from all stakeholders. This year we are in the development and planning process of incorporating a community school model where we directly connect community resources with our school population in hopes of the school being a place to meet the diverse needs of our students and families. In our planning process we have created a new position (the community schools coordinator) to directly work with our families and be a liaison between them and the resources we have available to and for them (counseling, social worker, etc.).  Our school wellness center will be fully operational for underrepresented students to access the non-academic supports that may contribute to poor academic performance. The final piece to this is to clearly communicate the availability of resources to our families so that they are able to take advantage of them and can adequately and regularly provide feedback on the usage and usefulness of school resources and the impact they have on their household and overall growth of their students."	5	4	5	4	4	4	5	5	5	5	4	5	Met	6/16/2022	2022
19647336121081	ICEF View Park Preparatory Middle	3	"Based on the analysis of data, VPMS has multiple strengths as it relates to building relationships between the school staff and families.  All teachers and many support staff members send home a welcome letter to parents introducing them to the school and providing parents with the necessary information needed for their scholar to be successful in class.  The teachers share classroom expectations as well as contact information so that the parent is aware of what is expected and can contact the teacher if they have any questions or concerns.  At the beginning of each year, orientation meetings are set up to provide parents with all of the necessary information about the schoolwide rules, expectations and opportunities offered to their school.  Once the school year begins, beginning of the year Student Success Conferences are scheduled to ensure that each individual scholar’s needs are being met and individualized plans can be developed to create a pathway to success.  Follow up parent conferences are scheduled twice a year to keep students on track and intervene if scholars deviate from their plans.  Translators are made available for parent meetings and communications with the front office staff to ensure that every parent has equitable access to information about their child.  All teachers and parents are connected through the ClassDojo App allowing two-way communication at any time from either party.   VPMS staff work to create a warm, welcoming environment so that parents feel comfortable asking questions and voicing concerns.  Our staff does their best to ensure that parents receive quality service during every interaction they have with the school.  . ICEF’s social worker intervenes when the needs of the parent are outside of the scope of the school.  The social worker helps with students exhibiting behavior and/or attendance challenges and well as supports families in need; to connect them to outside resources.  All View Park staff attempt to respond to all parent inquiries and requests within 48 hours of receiving them.   VPMS parents have opportunities to connect with the school through a number of venues.  Our Knights of the Roundtable are a group of dedicated parents committed to helping the school plan, fundraise, promote, recruit and do any other tasks that the school requires.  The PAC assists with making decisions about the direction that they would like to see the school move toward.  They get regular updates and provide input to the school on what they feel is going well and what concerns the school needs to be aware of.  We hold regular virtual Coffee with the Principal Meetings, which allow any parent to receive updates and provide input about what is happening at the school.  The school holds Parent Empowerment Programs, Family Engagement Nights and Parent Workshops to build capacity amongst our parents and strengthen the teacher-parent partnerships."	"Based on input from parents, the school is focused on improving the methods of how we communicate what is happening at the school.  Increased communication will increase the amount of participation that we get for each of our events.  We have a lot of opportunities for parents and staff to connect with one another.  The goal is to increase the quality of each program and how they are communicated so that they will be better attended and therefore more impactful.  We are also working on being able to offer more in-person events.  Having parents come onto campus with, help  parents feel more knowledgeable and therefore more comfortable with the school.   View Park Prep Middle School teachers and staff will continue to receive more professional development on how to best communicate with parents and learn best practices for increasing engagement."	"View Park Middle School will design events that welcome underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families."	"View Park Middle School holds Student Support and Progress Team (SSPT) meetings to collaborate with the appropriate school personnel and families to ensure successful outcomes for students.  The SSPT process is designed to allow the admin, school psychologist, school counselor, instructional specialists, interventionist and teachers to come together with the parent to develop a plan of support for students who may fall behind.  View Park Middle School has an Attendance team which consists of an administrator, counselor, community relations coordinator and social worker that intervenes with tiered attendance re-engagement strategies to help students and families overcome obstacles for getting to school.  We designate time on our calendar for Student Success Conferences three times a year, to ensure that our parents and teachers are collaborating to do what is best for our scholars."	"At View Park Middle School we hold Teacher Data Days three times a year focused on the analysis of data, action planning and professional development.  Immediately after the Teacher Data Days we hold Student Data Days where teachers review class-wide data with students.  Students then have the opportunity to review and reflect on their personal performance as well as celebrate successes and set goals for improvement.   School admin and instructional specialists have regular Data Conferences with Teachers. During this time the school admin and instructional specialists meet with grade level teams to create Professional Learning Communities centered around lesson planning and reviewing formative/summative assessment data.  View Park Prep Middle school teachers also create parent workshops focused on teaching parents how to understand their child’s data so that they can be active participants in supporting scholars’ growth."	"View Park Middle School will improve engagement by designing events that welcomes underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making."	"View Park Prep Elementary School offers multiple opportunities for parents to ask questions, be heard and contribute to the decision-making process.  These include Coffee w/the Principal, Knights of the Roundtable Meetings, Parent Advisory Council, School Surveys and other formal and informal methods.     Regular Teacher/Staff Surveys - school-wide academic and social emotional needs, professional development needs tied to improved practice."	"View Park Prep Middle School is developing a parent focus group to have conversations with a diverse group of parents to discuss topics which concerns them. During our regularly held meetings, we want to share more data with parents so that they understand where the school stands both qualitatively and quantitatively.  This will help all parties make more data informed decisions."	"View Park Middle School will improve engagement by designing events that welcomes underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making."	5	5	5	4	5	4	5	5	5	4	5	4	Met	6/16/2022	2022
19647330117937	ICEF Vista Elementary Academy	3	"Based on input and local data, ICEF Vista Elementary Academy has many strengths when it comes to building relationships between school staff and families. IVEA has several systems in place to support this endeavor. To begin, we use Class Dojo as our main form of two way communication between staff and families. All staff and families are signed up for the program, and the program translates messages from English to Spanish to support those with translating messages. Additionally, the school uses a portal called Parent Square that allows IVEA to send messages in email and text form to families. Finally, the school uses email and phone calls to communicate.  Teachers build relationships with families through consistent communication using the systems mentioned above. Additionally, the school plans Parent Information Meetings once a month. These meetings are teacher led and are used to keep families informed about classroom activities and give them an opportunity to ask questions."	"The LEA is going to focus on the following when it comes to building relationships between staff and families: 1) Proactive communication: While we communicate often, we want to begin practicing proactive communication with families. This means not communicating before issues arise, but rather align our messages to our proactive PBIS system so families are included in this effort!  2) Lead Parents: We would like to include families in helping grow partnerships. To do this we are going to ask for volunteer lead parents in each class. THeir responsibility will be to work with other families and the teacher to help build a strong classroom culture and community.  3) More parent and staff training: Through a grant by Great Public Schools Now, we are partnering with Families in Schools to provide workshops for both teachers and families on how to build relationships and stay involved."	The LEA will improve engagement of underrepresented families through the following methods: 1. Ensure 100% of families are connected to Class Dojo and know how to use the program. 2. Provide events at alternate times that make it easier for families to attend 3. Provide meetings in a hybrid format so families can choose to log in online or attend in person 4. Ensure that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.	Current strengths for building partnerships for student outcomes include: - Regular parent conferences for families at each trimester break - Parent access to online grade portal (PowerSchool) to regularly check student grades - Parent workshops through Families in Schools - Student success conferences for 100% of students to discuss grading/school policies	Current areas of improvement for building partnerships for student outcomes: - Earlier referral for students into the student success program - Additional counseling resources for students - wrap-around support for families through community partnerships	LEA will improve engagement of underrepresented families by: ? Ensure 100% of families are connected to Class Dojo and know how to use the program. ? Provide events at alternate times that make it easier for families to attend ? Provide meetings in a hybrid format so families can choose to log in online or attend in person ? Ensure that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.	LEA’s current strengths in seeking input for decision making include: - The use of Panorama Survey during Winter and Spring - Regular coffee with the principal meetings to get feedback - The use of surveys after events/meetings - Parent Advisory Committee and ELAC/DELAC	The following are areas of improvement in seeking input for decision-making - Higher response rate for Panorama Survey - A wider range of families attending events (Same families)  - Events held at different times to make sure families can join - Events held in hybrid format	The LEA will improve engagement of underrepresented families for decision-making by: - Offering alternate times for events (later and earlier in the day)  - Offering events/meetings in a hybrid format  - Reaching out personally to families who are underrepresented to ask them to attend - Partnering with community groups to provide resources to families	4	4	4	5	4	4	5	4	4	4	5	4	Met	6/16/2022	2022
19647330115287	ICEF Vista Middle Academy	3	"Based on input and local data, ICEF Vista Middle Academy has many strengths when it comes to building relationships between school staff and families. IVMA has several systems in place to support this endeavor. To begin, we use Class Dojo as our main form of two way communication between staff and families. All staff and families are signed up for the program, and the program translates messages from English to Spanish to support those with translating messages. Additionally, the school uses a portal called Parent Square that allows IVMA to send messages in email and text form to families. Finally, the school uses email and phone calls to communicate.  Teachers build relationships with families through consistent communication using the systems mentioned above. Additionally, the school plans Parent Information Meetings once a month. These meetings are teacher led and are used to keep families informed about classroom activities and give them an opportunity to ask questions."	"The LEA is going to focus on the following when it comes to building relationships between staff and families: - Proactive communication: While we communicate often, we want to begin practicing proactive communication with families. This means not communicating before issues arise, but rather align our messages to our proactive PBIS system so families are included in this effort!  - Lead Parents: We would like to include families in helping grow partnerships. To do this we are going to ask for volunteer lead parents in each class. THeir responsibility will be to work with other families and the teacher to help build a strong classroom culture and community.  - More parent and staff training: Through a grant by Great Public Schools Now, we are partnering with Families in Schools to provide workshops for both teachers and families on how to build relationships and stay involved."	The LEA will improve engagement of underrepresented families through the following methods: 1. Ensure 100% of families are connected to Class Dojo and know how to use the program. 2. Provide events at alternate times that make it easier for families to attend 3. Provide meetings in a hybrid format so families can choose to log in online or attend in person 4. Ensure that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.	Current strengths for building partnerships for student outcomes include: - Regular parent conferences for families at each trimester break - Parent access to online grade portal (PowerSchool) to regularly check student grades - Parent workshops through Families in Schools - Student success conferences for 100% of students to discuss grading/school policies	Current areas of improvement for building partnerships for student outcomes: - Earlier referral for students into the student success program - Additional counseling resources for students - Wrap-around support for families through community partnerships	LEA will improve engagement of underrepresented families by: - Ensure 100% of families are connected to Class Dojo and know how to use the program. - Provide events at alternate times that make it easier for families to attend - Provide meetings in a hybrid format so families can choose to log in online or attend in person - Ensure that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.	LEA’s current strengths in seeking input for decision making include: - The use of Panorama Survey during Winter and Spring - Regular coffee with the principal meetings to get feedback - The use of surveys after events/meetings - Parent Advisory Committee and ELAC/DELAC	The following are areas of improvement in seeking input for decision-making - Higher response rate for Panorama Survey - A wider range of families attending events (Same families)  - Events held at different times to make sure families can join - Events held in hybrid format	The LEA will improve engagement of underrepresented families for decision-making by: - Offering alternate times for events (later and earlier in the day)  - Offering events/meetings in a hybrid format  - Reaching out personally to families who are underrepresented to ask them to attend - Partnering with community groups to provide resources to families	4	4	4	5	4	4	5	4	4	4	5	5	Met	6/16/2022	2022
43696176048045	Ida Jew Academies	3	"Ida Jew Academy actively supports parent participation and parent engagement in meeting the needs of our learning community. This year in response to the pandemic we were cognizant of the impact of COVID-19 on our students, teachers/staff, and families and the need for support and social interaction. In the partnership with our parents and community, we have provided the following to best support and collaborate with our families.  The Ida Jew Academy continues to provide a consistent line of communication that included partnership with community resources, safety & wellness needs, and access to programs and services. A great deal of our work this year also involved parent outreach and support, as most of our parents/guardians expressed individual needs in regards to the level of training, support, and resources. Actions taken to address identified needs include hiring additional mental health counselors, working with outside counseling agencies, providing staff development on mental health support, and anti-bullying rallies and assemblies. Also, the campus supervisor continues to support students in support of connection to school culture. Family case manager will also be working with identified student families to provide outreach support to connect them to additional services as needed. Ida jew Academy continues to provide a bi weekly newsletter in support of involving parents into the efforts to create and develop around the school theme Together, in connection, collaboration and community."	MPESD is planning to do the following to improve relationships between school staff and families: • Provide academic workshops or training to parents to better communicate what students are expected to learn by grade level and share strategies and recommendations on what parents can do to assist their students or seek resources from their child’s school. • Training will be held in person as well as virtually. • Ida Jew Academy will have parent workshops for ALAS (dual immersion) parents to communicate expectations of a Dual Immersion program and provide strategies for assisting their students in becoming successful multilingual and bi-literate students. The District will support the request from parents and students to increase student voice and agency in the following ways: • Continue to implement Mindfulness in grades TK-8 and offering in Spanish as well to ALAS students when possible.  • Begin the implementation of CREW from EL Education	"Ida Jew Academy in collaboration with Mount Pleasant Elementary School District continues to provide training to English learners' parents to understand the redesignation criteria, understand the ELPAC assessment results, and understand the supports available for students in the district to provide additional access to grade-level content. Ida Jew Academy will meet annually with parents of students who are at risk of becoming Long Term English Learners. • Individual meetings will be held with students who have been identified as Long Term English Learners to develop plans for individual support and improvement. Ida Jew Academy will conduct meetings where translation in different languages will be provided such as Spanish and Vietnamese. Parents were also invited to participate in the MPESD Budget Advisory Committee and Superintendent Forums that were held in Spanish and Vietnamese. The family case manager will continue to build relationships with the under-represented families and connect them to resources. The district will continue to hold DELAC/ELAC meetings where we value the parents' input and put them into action. We also will hold on-site mini Parent Academic Fairs and include opportunities for parents to participate virtually in Parent Professional developments provided by CABE and SCCOE and the School 2 Home program. Ida Jew Academy will continue to offer classes such as social-emotional skills to cope and manage everyday stress or traumatic experiences and technology literacy training for parents to help support their students and have greater access to school and community resources (internet, devices, social media)."	"In collaboration with the MPESD and Ida Jew Academy, we are planning the following: - Include parent training on social, emotional, and physical well-being. - Partner with Santa Clara County Office of Education to train district employees and parents to collaborate on improving parent engagement.   -Ida Jew Academy  will also be partnering with an outside agency to provide parent training and encourage parents to join the school and District's advisory groups"	"Actions taken to address identified needs include the hiring of additional mental health counselors, working with outside counseling agencies, providing staff development on mental health support, and anti-bullying rallies and assemblies. Also, campus supervisor will be in support of the PBIS team committee. The Family Case manager will also be working with identified students' families to provide outreach support to connect them to additional services if needed."	"In support we have begun the implementation to expand the opportunities for Extended Learning (Before School, After School, and Extended Year) by including: Continue to prioritize students who are Low income, English Learners, Foster Youth, and Homeless students who are at risk to have priority to enroll in the ASES After School Program (MPAS) and provide additional tutoring support in small groups to complete homework assignments and provide small-group intervention support.  To address issues identified related to diversity, equity, inclusion, and belonging, which impact student engagement, school climate, and even academic achievement, the Ida Jew Academy in collaboration with MPESD will continue to contract with CircleUp Education to facilitate the work that the committee members will be engaged with to implement systemic change, for example, some members of the DEIB committee will be working on project-based units for Black History, others will be gathering resources to augment the curriculum make it more culturally relevant for the students in the district. Other committee members will be working to develop a district plan of outcomes to address systemic issues of racism, inequalities, and exclusion. Professional Development will be provided to administrators and addressing incidents of discrimination, bias, or racism and provide professional development to school staff regarding identifying implicit bias, micro-aggressions, and conducting community circles in the classroom."	"The Ida Jew Academy in collaboration with the MPESD has advisory committee representation with the other schools in the District. For example, the Local Control Accountability Plan/Budget Advisory Committee seeks broad representation; the school recruits a PTA, School Site Council, Coffee with the Principal and Coffee with Superintendent, Parent Teacher Conferences, In-Person Reopening Parent Meetings, School Consolation Transition meetings between different sites, Budget/LCAP Advisory Committee meetings and DELAC/ELAC meetings.  - The Ida Jew Academy in collaboration with the MPESD will be providing training for parents to encourage them to participate in Advisory groups. - Language interpretation and written translation are provided whenever possible at meetings. Superintendent's Forums were also held in Spanish and Vietnamese. Additional parent feedback was collected through the WestEd School Climate Parent Survey, distributed to all parents in the district. Student feedback was collected: Through the WestEd CA Healthy Kids Survey (CHKS and CREW surveys); the survey is administered annually. Additional student feedback was gathered through surveys to gather students' feedback on how certain initiatives, such as creating a sense of belonging for all students and students' social emotional needs, were being implemented. Staff input was gathered: Utilizing the WestEd CA Staff Climate Survey."	"We are exploring different ways to involve as many parents as possible, especially those parents of multilingual learners by contacting them to get involved by in-person communication, social media, texts, blasts, letters, and with family case managers. Ida Jew Academy will support the request from parents and students to increase student voice and agency through regular assessment and need."	"Ida Jew Academy is working with the underrepresented families in decision making by seeking input with LCAP Advisory Committee meetings and DELAC/ELAC meetings. We are also involving those parents of multilingual learners by contacting them one-to-one via phone or in-person to get involved in decision making. We are also in communication by social media, texts, blasts, letters, and with family case managers. We also received feedback from  WestEd CA Healthy Kids Parent Survey. In all meetings and in communication, we continue to provide translations in Spanish and Vietnamese."	4	4	3	3	3	4	4	3	4	3	3	3	Met	6/22/2022	2022
36678760121343	iEmpire Academy	3	"Current strengths include ongoing communication with families using tools such as Class Dojo which have been deemed as the best method of communication per our families.  We utilize this tool to communicate information regarding school wide events, community events, and/or available resources. In addition at the classroom level, teachers utilize this tool to communicate classroom specific news and events, student celebrations, as well as 1-1 messaging in order to communicate student specific information.   At IEmpire, we create welcoming environments for all families in the community through our monthly family nights as well as though the adoption of our various school councils on campus (i.e. School Site Council, African American Parent Advisory Council, English Learner Advisory Committee.) We know the impact of first impressions. For this reason, we hold a “Meet the Teacher Night” and always post signs in home languages.  As a school, we set expectations for what our classrooms should look like. When entering classrooms, students are welcomed with a nicely maintained classroom that consists of useful resources for them to be successful."	"Our administration and teachers do well with building relationships with parents by maintaining good communication and attending family events that bring the community to our campus. An area for improvement would be to better develop the capacity of our classified staff to build trusting relationships with our families. We attribute this weakness to the fact that we continuously have new staff that require ongoing professional development needs.  Another area we would like to improve in is to increase the amount of parent participation and attendance at our monthly family events. Now that we have begun implementing refined systems for collecting and tracking attendance rates of our families, we may now be able to begin to create goals and action steps in order to foster relationships between our families as a result of increased parent engagement in school events and activities."	"Based on analysis of educational partner input and local data, strategies for improving engagement of underrepresented families include surveying our parents to gain a deeper understanding of what types of events would interest them, as well as what factors have impact their attendance to said events in the past (i.e. day/time of event, topic was low interest, etc.). In addition, we will implement a campaign on our campus aimed at increasing parent volunteerism opportunities on campus as this has been an area of deficit since the COVID-19 pandemic."	"Based on the analysis of our data, we provide families with information and resources to support student learning and development in the home including but not limited to: best practices to support improved literacy and math skills via parent training at previous family nights, as well as walkthroughs of various platforms families can utilize to support their student at home (i.e. Unite for Literacy reading platform, Swun Math fact fluency platform, etc.)     In addition, we hold parent teacher conferences twice each school year where classroom teachers provide detailed information regarding student progress including areas of strength, growth, and possible resources families could utilize with students to improve on areas of growth."	"One area for improvement would be to increase the number of community partnerships. Due to the pandemic, we were unable to maintain connections with local businesses and community members. To be able to improve this area we would need to identify how we could create partnerships that are equitable and beneficial to all parties. As a result, we would hope there will be more meaning and impact derived from the school’s relationships with the community."	"Based on the analysis of educational partner input and local data, we will improve engagement of underrepresented families through the efforts of our Parent Involvement and Community Connections site team. Throughout the school year, the team will create quarterly goals and action steps aimed towards fostering increased school and parent collaboration, parent awareness around the information and resources available to them to support student learning and development in the home. In addition, the specific policies and programs in place at the school site to support students and the steps families can take to advocate for said supports for their student."	"Current strengths of iEmpire around seeking input for decision making is in regards to the frequency and multiple methods we utilize in order to engage our families and elicit their input and feedback. We regularly send out surveys to families (both electronic and paper) regarding feedback on school wide initiatives, programs/policies and the action steps we have put in place to meet our LCAP goals. Requests for information from families are shared on Class Dojo, during family nights, parent-teacher conferences, and school council meetings."	"Our area of focus for improvement is to identify alternate opportunities for families to provide input on policies and programs in addition to the planning, design, and implementation of initiatives that require decision making from all stakeholders. In addition, consistent attendance from families to our school wide council meeting as well as higher completion rates of parent surveys  is also an area of focus for us."	"In order to increase family input and decision making on campus, we will begin to implement various incentives (i.e. raffles) to foster increased participation in completing surveys. In addition, we will award students of families who attend family events, council meetings, etc. and share input on decision making initiatives with “points” toward their assigned House."	4	4	4	5	3	4	5	3	3	3	4	4	Met	6/22/2022	2022
45700290000000	"Igo, Ono, Platina Union Elementary"	3	"Igo Ono has adopted a school-wide messaging platform. There are numerous relationship building activities, such as Back to School night (in which learning outcomes are shared and discussed), Open House (in event that celebrates student work and achievement), and  annual Parent Conferences held by the teacher to discuss each child served."	"Continue to work with the whole school community, students, parents, and staff, to increase involvement and input in the Local Control Accountability Plan, District Advisory Committee, and Parent Advisory Committee."	The LEA will continue to learn about meeting the needs of underrepresented families through professional development opportunities.	"Annually parents are given a District Standards booklet that informs parents of the learning outcomes for the grade level of their child. In addition, resources and support for student learning are provided to the family at the annual parent conference meeting. During the first week of school, all families are distributed a booklet titled, Parent Rights Handbook. For those parents/community members involved in the District Advisory Committee or the School Site Council, Uniform Complaint Procedures are distributed at the first annual meeting."	Continue to build the capacity of involving families and students in the learning process and outcomes.	Each 6th-8th grade student will have the opportunity to give feedback via a district assigned device through a pop up survey application. By providing the tools for ease of access the intent is to increase participation in order to get feedback.	"The District actively solicits parental involvement through newsletters, flyers, messaging apps, and site level conversations. We have many areas in which family, community, and staff can be involved. We have community engagement through various means: Parent Advisory Council, District Advisory Council, District English Learner Advisory Committee, as well as site level committees such as School Site Council and the English Learner Advisory Committee."	"The LEA will continue to seek parental input in regards to the School Plan for Student Achievement, the Local Control Accountability Plan, District Advisory Committee, and the Parent Advisory Committee."	"The District will continue to reach out to families via messaging, newsletters, and personal contacts."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/27/2022	2022
19753090138297	iLead Agua Dulce	3	"Agua Dulce builds relationships and community with intentionality. Agua Dulce provides many hands-on activities and events that promote learner and family engagement. This includes play-based learning, farm animals, PBL projects, Presentations of Learning, Learner-led Conferences, Individualized Learning Plans co-created with facilitators, learners and families as well as aerospace opportunities. The results of these endeavors is positive student engagement and school climate, as confirmed by our Educational Partner Survey results indicating strong favorable responses for our Teacher-Student Relationships and School Climate."	"iLEAD Agua Dulce will generate active engagement between parents, families, and the school as well as connections with the community, to promote learner achievement and communication among all educational partners as defined in our LCAP Goal #3. This goal addresses the need for a strategic focus on learner well-being and family engagement in school activities. The charter school will continue to strengthen, support and expand opportunities for learners to understand how to succeed academically and social-emotionally, develop supportive relationships, foster a positive school culture, and increase school engagement. A renewed emphasis will also be placed on family involvement and parent education to increase learner and family connectedness in a safe, supportive, and stable learning environment."	"Based on our analysis of the Panorama Educational Partner input and local data, the LEA plans to improve engagement of underrepresented families in relation to Building Relationships Between School Staff and Families in the following ways: Educational Partner meetings, Family Education opportunities such as the Special Education Student Symposium, and Parent University webinars or in-person meetings to promote engagement.  iLEAD Agua Dulce will continue to incorporate multiple ways for families to engage, connect with the community through volunteer and outreach strategies, and provide communication amongst all educational partners to promote learner engagement and awareness of the mission and vision of iLEAD Agua Dulce. The school will conduct an annual survey for input on the school and its programs to determine our strengths and areas of growth.   iLEAD Agua Dulce will provide ongoing family education and additional resources (through counseling support, community partnerships and/or additional resources based on individual need) and will be dedicated to support all learners through the guidance of school counselors, liaisons and coordinators. Underrepresented families and those with unduplicated learners are often less connected to school and sometimes need additional support on how to support their learners in the home typically resulting in higher rates of chronic absenteeism and lower graduation rates."	"iLEAD Agua Dulce has conducted surveys and analyzed data from our educational partners, as well as state and local assessments to determine our current strengths and progress in Building Partnerships for Student Outcomes. will provide all learners with a rigorous, creative, and broad curriculum to maximize academic achievement and college/career readiness, as defined in our LCAP Goal #2."	"iLEAD Agua Dulce LCAP Goal #2 emphasizes a continued focus on student achievement across all student groups to include increased ELA and math achievement on both state assessments and NWEA MAP (a California Department of Education (CDE)-approved, internal diagnostic assessment). The goal is to prepare learners academically and social-emotionally through project-based learning and/or personalized learning opportunities that align with state standards. Learner and credentialed teacher (facilitator) feedback on the iLEAD Comprehensive Growth Card, a measure on social-emotional, academic and personal goal-setting, also indicate a need for growth in academic achievement. Additionally, there is a need to concentrate efforts on the percentage of high schoolers graduating as prepared as indicated on the California School Dashboard's College/Career indicator.  During the 2021-22 school year, iLEAD Agua Dulce’s high school began with a freshman class of learners. School staff is working to ensure learner voice and choice and that all courses being offered are A-G. Both middle schoolers and high schoolers utilize CPM curriculum which is rigorous and PBL-based. The school will continue to develop its high school program so that learners graduate college and career ready as measured by the CA School Dashboard. The school continues to monitor student achievement across student groups."	"After a careful analysis of our educational partner input, as well as state and local data, iLEAD Agua Dulce will continue to work on improving engagement of underrepresented families and learners in relation to Priority 3: Building Partnerships for Student Outcomes. School staff will support and track all learners, including Special Education, Socioeconomically Disadvantaged, Foster/Homeless, etc.) in their mastery of standards through integrated core projects and curriculum as reflected on state assessments and other internal measures. School staff will work to ensure there is a high percentage of all learners who participate in internal and state assessments.   The EL Coordinator and other school staff will utilize professional development principles in ELD and regularly analyze data to provide targeted support with a focus on increased English proficiency in reading, listening, speaking, and writing to ensure progress is being made towards reclassification.  Through a variety of strategies including professional development sessions, learner-led conferences and/or learning period meetings, school staff will work with learners to create goals and action plans to improve academic performance and social-emotional learning (SEL). Additionally, school staff will provide SEL strategies to support learners in achieving their personal goals.  The school plans to monitor these identified student groups both academically and social-emotionally in order to provide additional, targeted support to promote learner achievement and college and career readiness. As iLEAD Agua Dulce’s new high school program evolves, the school will also increase counseling, monitoring and support to ensure unduplicated are utilizing opportunities and coursework in order to graduate prepared as indicated on the CA School Dashboard."	"iLEAD Agua Dulce is committed to the meaningful engagement of its educational partners and regularly seeks input in the decision-making process. For example, we cultivate their feedback in the development of the LCAP. For the annual update, feedback from families, learners, community members, board members, learners, and iLEAD Agua Dulce staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Upon careful examination of the input received, action steps under iLEAD Agua Dulce's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings modified to further learner achievement and continue the development of program offerings."	"During the 2021-22 school year, monthly iSUPPORT meetings were held to allow opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through family involvement at schoolwide events. Additionally, monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program.   The WASC substantive change visit (to add a grade level) occurred in the fall of 2021. Feedback from that visit included preparing future graduates to graduate as college and career prepared through the coursework and opportunities provided by iLEAD Agua Dulce.  Twice a year, iLEAD Agua Dulce learners and staff completed the iLEAD Comprehensive Growth Card, a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership meetings were held monthly to discuss the program,learner progress, and gather/reflect on suggestions for improvements. Parent and learner surveys regarding aspects of the program were sent in the spring of 2022 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps). Additionally, in the spring of 2022, iLEAD Schools’ Equity Task Force also conducted listening sessions and/or facilitated surveys of staff, leadership and learners. Monthly board meetings were held virtually and in-person with the opportunity for anyone from the public to attend (including staff, parents and learners). On June 22, 2022, a public hearing was held for additional feedback before the LCAP was board approved on June 29, 2022."	"When developing each action for iLEAD Agua Dulce, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The actions developed are important for all learners, especially foster youth, English learners and low-income students. The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data.   iLEAD Agua Dulce assigned a family liaison to support foster youth, English learners and low-income students with community resources, school-wide resources and regular check-ins for any specific social-emotional or academic needs. Additionally, the school plans to open a Wellness Center and utilize MTSS to support learners. Academic provisions such as additional tutoring and after school workshops will be provided to support academic growth in English Learners, Foster Youth and Low Income Learners."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/25/2022	2022
19753090131987	iLEAD Hybrid	3	"iLEAD Hybrid's families continue to indicate that overall they feel supported by staff and the school environment. During the 21-22 school year, schoolwide staff training was provided in diversity, equity and inclusion to further support all families. Additionally, new high school clubs were formed to celebrate and support students from differing backgrounds. New clubs included, LGBTQ+, Student Organizing Against Racism (SOAR), Black Student Union, and many more. Our monthly newsletter highlighted different cultures and how customs and traditions are celebrated around the world. Furthermore, all students created an individualized learning plan in collaboration with the facilitator and family, which included academic and personal goals. A family liaison was hired to offer direct support to foster/homeless youth. Resources were offered to families and the monthly newsletter was translated into Spanish. To further engage with families, directors held three Town Hall meetings that provided program updates, offerings, and held ample time to engage with educational partners and answer questions."	"During the 22-23 school year, Hybrid will adopt a school-wide communication platform (ParentSquare) with consistent messaging. ParentSquare will allow schoolwide communications to be translated into multiple languages. Additionally, more staff members will participate on the Equity Task Force and the team will incorporate techniques/information into monthly staff meetings to help staff better understand the needs of the families enrolled in our program. Furthermore, we would like to increase the hours of our Family Liaison to full time so she is more accessible to families. Lastly, we would like to increase the number of in-person activities to help connection between staff and families and make sure families feel welcome."	"iLEAD Hybrid has developed goals and an action plan to improve engagement of underrepresented families in relation to Building Relationships Between School Staff and Families, which was included in their LCAP. When developing each action for iLEAD Hybrid, the needs of all learners were considered by looking at the CA School Dashboard, NWEA MAP results, SST, and attendance data by sub-populations. Feedback from our educational partners regarding safety, school events, diversity, equity and inclusion (DEI) was also considered to develop a well-rounded plan that ensured the needs of all learners were being met."	"Monthly staff meetings were held to share best practices for synchronous instruction during the 2021-2022 school year. Members of the leadership team attended independent study focused conferences that shared best practices for charter schools and strategies to help students grow. Hybrid implemented weekly check-ins between facilitators and families to support the progress of individual learners, and provide additional support in areas of need. The weekly communication between facilitators and families strengthened student outcomes. Facilitators offered synchronous instruction to learners, and provide multiple opportunities for live interaction including Lunch Bunch, field studies events, counselor meetings, and park days. Monthly learning period meetings provided opportunities for facilitators to review the learner's individualized learning plan (ILP) and discuss next steps incorporating learner voice/choice. Weekly newsletters were shared highlighting opportunities in various locations and resources to support learning. The Learning Period Post, a monthly newsletter, highlights available resources and opportunities for learners, including a section on resources targeting diversity/cultural awareness. Tiered re-engagement steps were put in place to ensure student participation and growth, and learner progress meetings continued for students identified as not meeting expectations. MTSS protocols continue to ensure all students succeed. High school learners have access to academic counselors, the college and career advisor, and platforms, such as Scoir and YouScience, to promote college and career readiness. Families are informed of their rights through our Master Agreement, Acknowledgement of Responsibilities, Learner/Family Guidebook, Board Policies accessible on our website, and the school communication platform that was adopted this year, ParentSquare."	"iLEAD Hybrid's focus area for improvement is a greater impact on our CCI indicators through increased communication and resource sharing/accessibility. The LEA will improve the engagement of underrepresented families by sharing targeted resources through our Family Liaison, celebrating diversity through our school newsletters, and through increased training for staff in cultural responsiveness."	"iLEAD Hybrid has developed goals and an action plan to improve engagement of underrepresented families, which will help build Partnerships for Student Outcomes. The actions developed are important for all learners, especially foster youth, English learners and low-income students. The action steps include growth for educators (professional development in DEI, best practices, suicide intervention) and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including educational partner feedback, parent meetings, academic, SST, and social-emotional data."	"iLEAD Hybrid created a School Site Council to engage educational partners in the decision making process of the school. Three Town Hall meetings were held that provided educational partners the opportunity to hear directly from directors and school leaders to learn about updates and plans for the school and to get input. Questions were collected prior to the meetings to ensure ample time was given to addressing the questions of educational partners. Additionally, time was given at the end of each presentation for questions to be asked. To further engage educational partners, Hybrid Exploration sends out a yearly Educational Partner surveys to gather feedback from families and learners on their satisfaction with the program and how we can best support each individual. Our program hosts ELAC meetings that give families of English Language Learners the opportunity to advise school officials on English learner programs and services. The Family Liaison hosted weekly office hours to hear from families that needed additional support and to better understand the needs of our families and learners. iSupport, offered by Exploration sites, allows families to connect on a school campus, and have input on the programs and services offered to learners."	"The identified focus area for improvement is to increase participation and support from educational partners by offering advanced notice of meetings, and use ParentSquare to ensure families are receiving surveys in their language preference. A monthly coffee chat with the Exploration Site Director, Lead Facilitator and educational partners will be offered monthly."	"iLEAD Hybrid has developed goals and an action plan to improve engagement of underrepresented families in Seeking Input for Decision-Making. iLEAD Hybrid hired a family liaison to support foster youth, English learners and low-income students with community resources, school-wide resources and regular check-ins for any specific social-emotional or academic needs. Additionally, the school plans to utilize translators, MTSS, SST, and school counseling groups to support learners. Academic provisions such as additional tutoring and EL pull-out groups will be provided to support academic growth. The staff will be trained in DEI and suicide prevention to build mindfulness of all populations within the school."	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	10/5/2022	2022
19646670125559	iLEAD Lancaster Charter	3	iLEAD Lancaster's area of strength is that we have healthy parent participation in the Individual Learning Plan (ILP) process.	"Our area of improvement would be parent participation with iSUPPORT, which is our parent group. We have roughly 10-12 parents participate monthly, but we are striving for 20 minimum. In order to improve the participation with iSUPPORT, facilitators will send personal invites to families, we will continue to post in the Monday Message and Parent Square, and we will maintain consistent advertisement during valet."	"When developing each action in our LCAP for iLEAD Lancaster, the needs of all learners were considered by looking at the CA School Dashboard, NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.  The actions developed are important for all learners, especially foster youth, English learners and low-income students. The action steps include growth for educators (professional development in DEI, best practices, and SEL) and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data."	??iLEAD Lancaster's strength is a well developed ILP (Individual Learning Plan) where facilitators partner with families to discuss student progress and determine yearly goals for student success.	"Our area of improvement would be to provide families with relevant resources on how they can support struggling learners at home. To aid in providing resources, we will hold monthly Parent Workshops to provide at-home tools to support academic and social/emotional learning."	"When developing each action in our LCAP for iLEAD Lancaster, the needs of all learners were considered by looking at the CA School Dashboard, NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.  The actions developed are important for all learners, especially foster youth, English learners and low-income students. The action steps include growth for educators (professional development in DEI, best practices, and SEL) and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data."	iLEAD Lancaster's strength is utilizing SEL and PBL to increase student outcomes at school and home.	"Our area of improvement would be providing consistent and timely progress toward academic and social emotional goals. We will continue to communicate regularly with weekly facilitator updates, quarterly check ins, use of the Student information System to track progress toward learner outcomes, and assessments data (MAP, MAP Reading Fluency)."	"When developing each action in our LCAP for iLEAD Lancaster, the needs of all learners were considered by looking at the CA School Dashboard, NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.  The actions developed are important for all learners, especially foster youth, English learners and low-income students. The action steps include growth for educators (professional development in DEI, best practices, and SEL) and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data."	5	5	4	4	4	5	5	5	5	5	5	5	Not Met	10/27/2022	2022
19753090136531	iLEAD Online	3	"The organization aims to strengthen the staff's, learners’, and family members' experience of choice and recognize that every person's experience is unique and requires an individualized approach. This includes a belief in resilience and in the ability of individuals, organizations, and communities to heal and promote learning. This builds on what learners, staff, and communities have to offer, rather than responding to perceived deficits.  A weekly email newsletter called the Friday Update is sent to the entire team and contains important reminders that come from iLEAD’s various departments (investment teams, business office, Student Support, Lower School, Upper School, office team, facilitators and academic coaches). These structures assist in keeping the large, growing staff in alignment. Additionally, iLEAD Online Charter School has a highly active SLACK group for the staff in which the team can ask questions, search for answers, and seek clarification from co-workers and leadership team. The 7 Habits are highly encouraged and practiced for conflict resolution strategies, proactivity and finding win-win solutions.  Learners have the option of joining many activities including: field trips, clubs, park days, movie nights, service projects, workshops, webinars, graduation activities and ceremonies, beginning of the year meetups, craft fairs, talent shows, seasonal events and community college courses. All of these events are coordinated by iLEAD staff."	"iLEAD Online has a clear and coherent vision, mission, and Student Learning Outcomes (SLOs), which are strategically communicated to the school community and embraced by our school staff, learners, and families. There are effective, collaborative processes in place to include stakeholders in the review and refinement of the school’s vision, mission, and schoolwide learner outcomes which lead to iLEAD’s learners graduating as prepared learners, activists and creators.   Learners will have the option of joining many activities including: field trips, clubs, park days, movie nights, service projects, workshops, webinars, graduation activities and ceremonies, beginning of the year meetups, craft fairs, talent shows, seasonal events and community college courses. All of these events are coordinated by iLEAD staff."	"Learners are supported with services that effectively meet their academic and personal needs. From enrollment through graduation, learners are offered individualized support from highly trained academic coaches who honor individual learner needs and values. Coaches, facilitators, tutors, parents and learners work together to support meaningful courses and extracurricular activities that will support the unique needs and goals of each learner while also meeting academic content standards.   In addition to customized academic support, learners also receive personal support from their coaches, facilitators, and tutors as they navigate their academic path. During meetings, coaches and facilitators communicate directly and caringly with parents and learners to assess what is working, explore any shifts that could benefit the learner, and implement strategies to best support academic and personal success. Learners’ social-emotional growth is encouraged along with their academic and physical fitness growth."	"The vision, mission, and SLOs are integrated in a variety of ways among the school community, such as through home-school communications, professional development topics, lesson objectives discussed during Campfires/Advisories and infused within PBL.In addition to customized academic support, learners also receive personal support from their coaches, facilitators, and tutors as they navigate their academic path. During meetings, coaches and facilitators communicate directly and caringly with parents and learners to assess what is working, explore any shifts that could benefit the learner, and implement strategies to best support academic and personal success. Learners’ social-emotional growth is encouraged along with their academic and physical fitness growth.  Learners engage in a variety of co-curricular activities. Virtual college fairs, film festival submission opportunities, and cultural social movie nights were just a few experiences that its community was offered. Many other learners work professionally in the entertainment industry and compete in various athletic sports and teams. Some learners are entrepreneurs starting their own businesses. The ability to participate in these activities connects to the iLEAD culture through the various leadership, entrepreneurial development, the various arts, and nurtures design thinking."	"iLEAD has an established focus on career and college readiness and continues to grow in its capacity to prepare its learners for life after iLEAD. The vision, mission, and SLOs are integrated in a variety of ways among the school community, such as through home-school communications, professional development topics, lesson objectives discussed during Campfires/Advisories and infused within PBL."	"Based on the analysis of our educational partner input and local data, iLEAD Online seeks to improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes. All learners are encouraged to engage in a variety of co-curricular activities. Virtual college fairs, film festival submission opportunities, and cultural social movie nights were just a few experiences that our school community has offered to learners, including those who are underrepresented. The ability to participate in these activities connects to the iLEAD culture through the various leadership, entrepreneurial development, the various arts, and nurtures design thinking."	"Decision-making and school-wide planning are conducted in a collaborative and inclusive manner at iLEAD Online. iLEAD Online enjoys a variety of curricula, assessment systems, digital tools and apps which provide ample opportunities to assess student achievement."	"iLEAD Online’s school-wide action plan, LCAP and SPSA are driven by the school’s analysis of learner achievement data. There are structures in place to review learner achievement data collectively with shared accountability, including through regular school-wide meetings and departmental meetings."	"iLEAD Online utilizes the proportionate share of the total Local Control Funding Formula (LCFF) Supplemental and Concentration Grant allocations to ensure our English learners, low income, foster/homeless youth as well as all other identified subgroups are provided additional opportunities to achieve academic excellence that prepares them for success now and into the future. These funds are principally directed towards and effective in meeting the goals for unduplicated learners in the state priority areas in an effort to reach all learners in need of additional support.  Our MTSS teams and Think Tank staff weekly meetings have proven to be an essential communication tool for goal setting and refinement of operations in particular for our EL, Foster and low income learners. iLEAD Online operates a very collaborative model. Everyone works together to support learners. iLEAD Online Charter School also contracts with iLEAD to provide services from an English Language Coordinator to ensure best practices and compliance for English Language Program mandates.  The organization actively moves past cultural stereotypes and biases (e.g., based on race, ethnicity, sexual orientation, age, geography), offers gender responsive services, leverages the healing value of traditional cultural connections, and recognizes and addresses historical trauma.  Based on staff and stakeholder feedback and research on effective practices we are targeting our efforts to increase or improve services for the low income (LI), English learner (EL) and Foster Youth (FY). Targeted support for the EL, LI, and FY learner group’s academic, social emotional and behavioral needs is provided as a part of each of our LCAP Goals."	4	4	4	4	3	3	4	4	2	2	2	2	Not Met	10/20/2022	2022
33103300125385	"Imagine Schools, Riverside County"	3	"Our re enrollment rate is about 90%.   We do have a high mobility rate for migrant students as they spend part of their year in Northern California.    Through surveys and interviews, parents expressed satisfaction with communication from staff and overall were positive.  SEPR Team suggested that the school staff be proactive by commencing to explore options in increasing academic supports and providing additional enrichment options for students.       We had 100% parent responses.   471 surveys were sent out and 471 surveys were completed.   We have never seen this kind of participation.   We attribute our success to the continued communication via coffee and donut parent meetings and flier distribution as well as our distance learning program.   Our families maintained their ties/connections with all of our staff during the most difficult times of COVID-19. We continue to find ways to establish communication with parents via parent square, class dojo, robo calls, and our school website.    Efforts to consult with stakeholders that represent our school community was made through parent, staff (teacher & support staff) and student surveys.    In addition, information was disseminated via parent committee groups such as ELAC and School Site Council.    Principals at both campuses host monthly “coffee with principal” events (virtually or in person following COVID Safety Protocols) to share important information with families and listen to the ideas, insights, needs and questions parents/families identify. Likewise, principals at both campuses routinely meet with grade level lead teachers -- providing consistent opportunities for teachers to discuss the needs of students (based on data and observations) and share ideas on how to best address them.    The efforts for communication and input stated above include intentional communication with parents of homeless, foster youth and migrant students.   The list of our subgroups is reviewed monthly and our parent liaison reaches out via phone and/or email to ensure they receive the information shared at the events mentioned above.   The parent liaison also sends intentional reminders of the meetings and surveys that need to be completed so that the parents of these students can share their thoughts, ideas and be apprised of support services available for our foster youth, migrant and homeless students and families."	"An area that we need to work on is providing training for parents on the academic programs and platforms used at the school.   We do provide usernames and passwords for the use of digital resources and accessing their child's work, but we have not provided training in any of the programs we use.   This year we scheduled an in-person orientation where parents received all the passwords to platforms, but we need to provide training on what they are able to view and how they can help their children."	"The school convenes an annual meeting to inform parents of Title I students about Title I requirements and about the right of parents to be involved in the Title I program.  The meeting is held one week prior to the beginning of the school year and parents are informed of the new school programs The school offers a flexible number of meetings for Title I parents, such as meetings in the morning or evening.  The meetings held at the school include:   Monthly donut with principal morning meeting   Monthly SSC meeting in the evening   2-3 LCAP meetings in the evening The school involves parents of Title I students in an organized, ongoing, and timely way, in the planning, review*, and improvement of the school’s Title I programs and the Title I parental involvement policy.**   Monthly donut with principal morning meeting   Monthly SSC meeting in the evening-item on agenda to request parents input for      the development of the Single Plan and LCAP   2-3 LCAP annual meetings in the evening   LCAP Parent Survey    Shared Values Parent Survey online and paper       The school provides parents of Title I students with timely information about Title I programs. The parents are informed of the programs offered to their children through the communication vehicles listed above as well as our annual letters and monthly newsletters.   Some of the information may be communicated via our phone blast system, paper notices/reminders, website and the school’s Facebook account.   The school provides parents of Title I students with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet.   SARC   Annual Parent Meeting prior to beginning the school year   Parent Conferences   Academic Parent Teacher Teams (APTT)   SSC meetings   PTO If requested by parents of Title I students, the school provides opportunities for regular meetings that allow the parents to participate in decisions relating to the education of their children.   Parent Conferences    Student Study Team (SST)   Individualized Educational Plan (IEP) meetings   504 Plan meeting  *It may be helpful to include the parental involvement policy review in the annual review of the Single Plan for Student Achievement.  **The policy must be updated periodically to meet changing needs of parents and the school. If the school has a process in place for involving parents in planning and designing the school’s programs, the school may use that process if it includes adequate representation of parents of Title I children. [20 USC 6318 Section 1118(c)(3)]  School-Parent Compact Imagine Schools Riverside County distributes to parents of Title I students a school-parent compact. The compact, which has been jointly developed with parents, outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. It describes specific ways the school and families"	"As a part of the parent/school agreement, students identified as “at risk” in one or more subject areas will be required to seek academic support.  Students will be identified using multiple assessments in English and Spanish such as the Diagnostic Reading Assessment, math assessments, portfolio, and CAASPP scores in third through eighth grades.  The earlier students are identified and supported in their learning struggles the greater the potential success of the individual student. Students who are identified as having gaps in learning will be entered into the SST process and the following intervention programs.   Mentoring program - Each teacher will be responsible for mentoring at least two students each year. Students can be referred by teachers or parents because of low achievement, social or behavioral needs. If there are more referred students than staff, a priority list based on need will be established by the principal. Mentors will regularly make weekly contact with their mentee during school hours and will provide moral support. Mentored students not doing his/ her own personal best on any assignment or assessment will be sent to talk to their mentor. On the contrary, any student who exhibits exemplary behavior or exhibits commendable effort or success on any academic assignment or assessment will also be sent to share the information with their mentor.  Mentors will publicly acknowledge students accomplishments during school wide events and gatherings.  Intervention plan - Any student who is below grade level or at risk of failure by the first conference period will be put on an intervention plan.  Parents will receive a bi-weekly report from teachers which must be signed and returned the following day.  Failure to return the form will trigger a call home by the teacher for follow up. The administrator or teacher will call home if these follow up efforts fail.   Parents also play a vital role in intervention at these schools. Among their roles is tutoring students. After school success center - An after school homework center will be open for students who need help to complete their homework.  The center will provide extra tutoring in English and Spanish by a staff member, parent volunteers and student tutors."	"Parents, students, and staff collaborate in developing and monitoring individual student progress. At Imagine Schools, Riverside County, we do many things to collaborate and communicate with parents and students, including, but not limited to: Progress Reports, Phone Blasts, Monthly Calendars, Academic Parent-Teacher Team (“APTT”), Parent Conferences, Back to School Night, Renaissance Home-Connect, PowerSchool Parent Portal, Student Success Teams (“SST”), IEPs, 504 Plans, Parent Teacher Organization (“PTO”), English Learners Advisory Committee (“ELAC”), and School Site Council.    Progress Reports are a daily and weekly communication tool with parents to provide them with updates on behavior and academics.  Phone Blasts and Monthly Calendars are used to communicate events that are happening at the Charter School including testing windows, award assemblies, and parent events.  APTT, Parent Conference, Back to School Night:  During APTT, grade levels meet to identify a skill that their grade level needs to focus on.  Teachers then train parents, analyze student data, and develop goals for their individual children.  They also provide parents with activities that they can do at home to focus on that specific area.  A follow up meeting takes place after ninety days to review the outcome of the strategy and to monitor student progress.  At this meeting, parents and teachers discuss other possible interventions to help students at home, and also to set future goals.  Parent conferences are useful to communicate individual student data, such as academics and behavior.  Back to School Night provides teachers and parents with an opportunity to get to know each other and to become partners in the learning of their child.  Teachers also provide parents with emails, school phone numbers, and cell phone numbers for effective communication throughout the year.    Renaissance Home-Connect and PowerSchool Parent Portal are great resources for parents to monitor student grades, behavior, and academic progress.    SSTs, and IEPs, and 504 Team meetings are meetings that are individualized based on students’ needs.  In SSTs we focus on students who are having academic, behavioral or attendance issues. IEPs are meetings held for students that are receiving special education and related services. Both of these meetings involve parents, teachers and administrators who come together to develop a plan of action for the students.  504 Team meetings are held to develop a plan for a student who is in need of specific modifications, such as a student diagnosed with a medical condition.   PTO, ELAC, and School Site Council hold monthly meetings in which all stakeholders collaborate to plan activities, discuss budget, develop single plan for student achievement, and improve academic programs and facilities."	Foster Youth/Low Socio-Economic Students: 1. Review of current student populations needs and attendance. 2. Survey to parents to find out if they need additional service.  3. Missing in Action procedures-Our leadership team met and developed a Missing in Action Protocol that allows our Resource team to conduct homevisits and find out if students fall under the foster youth system or have other needs. 4.  Prepared with systems in place to support our foster youth with priority to providing the following as needed: ? Transportation ? Uniforms ? Breakfast and Lunch ? In school tutoring help ? SST process if academics decline or absences become prevalent.	"Parents are fully informed that their children need to devote significant effort towards their academic success. Parents are true partners in their children’s educational endeavors. Parents, students, and staff collaborate in developing and monitoring individual student progress. At Imagine Schools, Riverside County, we do many things to collaborate and communicate with parents and students, including, but not limited to: Progress Reports, Phone Blasts, Monthly Calendars, Academic Parent-Teacher Team (“APTT”), Parent Conferences, Back to School Night, Renaissance Home-Connect, PowerSchool Parent Portal, SST), IEPs, 504 Plans, Parent Teacher Organization (“PTO”), English Learners Advisory Committee (“ELAC”), In addition, we do annual surveys for parents, students and staff so that we can gather all stakeholders in the decision-making process.   We hold meetings with each of the stakeholders mentioned where we discuss current data and ask for their input in purchasing needed items as well as safety features, curriculum, technology and other needs as specified in the surveys and meetings."	"Parent meetings are held on a regular basis with each grade levels’ parents to address their specific concerns, ideas and communication to provide updates and information.   In addition, annual parent surveys are distributed to parents to further gather information regarding their ideas, concerns and recommendations.    Parents’ responses and ideas from the survey and monthly parent meetings are collected and analyzed to develop goals and actions for the LCAP.   ISRC engages educational partners by setting up parent meetings to seek their advice.  Parents have influenced several decisions made a the school.   Parents requested that their children have access to a counselor as indicated in a parent survey.  ISRC hired a full-time counselor for the 2021/22 school year and have increase this position to a full-time, fully licensed counselor to enhance direct services to students and implement class presentations for students.   The presentations include preventative conversations and solutions to potential issues students are faced with on a daily basis.   ISRC engages staff, teachers and community members in the decision making process by holding monthly board meetings, meetings with community members and weekly meetings with staff and teachers.   The board members advise is sought out an collected during board meetings where ongoing updates are provided and needs are communicated.  ISRC seeks continuous feedback to finalize LCAP goals and actions.    Staff and Teachers provide input during monthly whole group and weekly department and grade level groups.   These committees have been established to provide opportunities for staff to share their ideas and be involved in the decision-making process.     These committees hold regular monthly meetings as well as meetings based on needs and emerging situations.  The purchase of curriculum programs and/or hiring of additional aides, etc. is discussed in these committees.   The curriculum committee adopted the Houghton Mifflin reading program after vetting several other programs.   The procedure for engaging all educational partners in vetting curriculum is by allowing groups or individuals to take their curriculum ideas to the committee and after the committee does the research and it meets the academic requirements as outlined by the curriculum form the information is taken to leadership team and for board approval if needed."	"We make every effort to engage all educational partners, specifically, our underrepresented individuals.   We seek these individuals out by first identifying them and taking the time to contact them via phone or when they pick up their children.   We have other parents help with seeking out those underrepresented partners, such as, foster youth, low socio economic and El students' families."	4	5	4	4	4	4	4	4	5	5	5	5	Met	6/23/2022	2022
37683956040505	Imperial Beach Charter	3	"IBCS has started the process of organizing in person school events that promote community building between staff and families. A listening tour with our Superintendent will take place in person as well. Our ELAC, SSC, Coffee with the Principal, IEP meetings, Back to School Night and Parent/Teacher Conferences are being held in person. Our PTA has been instrumental in organizing school events for our families that promote unity, community and create in person opportunities for our staff and families to collaborate and interact with each other."	"Due to the pandemic and being virtual for an entire school year, it is imperative that we work to re-establish our relationships between staff and families. Being in person will provide us with the opportunity to re-introduce our staff, our school environment and our familiar structures and routines that we had in place pre-pandemic. ELAC feedback included mentorships to increase family engagement and participation. The need to hold routine and consistent meetings in person such as Coffee with the Principal, IEP Meetings, School Site Council and ELAC Meetings will help renew the relationships between staff and families. Holding our Back to School Night and parent/teacher conferences in person will help strengthen the relationships. It will provide for the opportunity to dialogue and build that strong professional relationship."	"Our family communication is now consistent and ongoing through a variety of modes of communication which include digital newsletters, emails, in person communication, phone calls, automated messages and flyers that promote school events, but community events and resources that are available in the community as well. By hosting school events that promote a sense of community and belonging, families will feel invited to participate as an integral part of our school.  Although school closures, distance learning, and illness during the pandemic has limited these opportunities for families and students, it is a priority to plan such events for the 2022-2023 school year through renewed partnerships with our PTA, staff, and families."	"Pre-pandemic, IBCS made some strides across all student groups in the core areas of English Language Arts and Math.  While the pandemic and distance learning presented unique challenges,  for the three years prior, IBCS students gained exceeded other schools in both the district and state.  Post-pandemic, local data from FastBridge, Fountas and Pinnell and classroom level data measures including student work samples, indicate that students are regaining their pre-pandemic achievement levels."	"With persistent underachievement of 50% of IBCS students, this goal is critical to support further literacy and language development, in addition to ensuring a well-rounded educational experience that is responsive and engaging for all students. Overall, the assessment data indicate a trend of 53% of students meeting and exceeding English Language Arts standards and 50% of students meeting and exceeding Math standards.  This data trend downward for students with known disabilities, English Learners, and Hispanic students.  The goal is to eliminate the persistent achievement gaps across all student groups. We will develop partnerships to leverage our resources with all educational partners to focus our human capital on the needs of students to increase academic achievement and social and emotional success. We will provide a differentiated, responsive, and well-rounded academic experience based on instructional practices that make a significant difference in the lives of all students. We will ensure excellence and equitable learning results for all students, including access to rigorous and responsive curricula, responsive instructional practices, and engaging learning environments. The RIT provides intervention support by directly teaching student groups and by researching appropriate materials and resources to support students in foundational strategies. Dashboard data along with local measures including classroom level data indicate that in both ELA and Math, students would benefit from intervention support in foundational skills. Certificated personnel will provide before/after school intervention addressing targeted skills in ELA and/or Math as indicated by local data measures including anecdotal data gathered by student work samples. Data collection and analysis will be conducted to determine the effectiveness of the intervention supports including academic progress and attendance."	"Our family communication is now consistent and ongoing through a variety of modes of communication which include digital newsletters, emails, in person communication, phone calls, automated messages and flyers that promote school events, but also community events and resources that are available in the community as well. By hosting school events that promote a sense of community and belonging, families will feel invited to participate as an integral part of our school.  Although school closures, distance learning, and illness during the pandemic has limited these opportunities for families and students, it is a priority to plan such events for the 2022-2023 school year through renewed partnerships with our PTA, staff, and families. We will purchase quality print or digital materials and supplies that support the Before and After School Intervention for English Learners and inform our families of their progress. Back to School Night and Parent/Teacher Conferences provide the opportunity to check in with families and provide an update on student progress. Through our ELAC and IEP meetings, we will inform families of their educational rights and provide additional strategies and supports that they could implement at home to help support their child. This will build the home to school connection which in turn will benefit and support student outcome."	"Imperial Beach Charter School participated in a feedback protocol with both staff, colleagues, and families. While the feedback received prior to closure is relevant, District-wide input protocols were used for the following: All Staff LCAP Input Session on February 23, 2022; IBCS Staff input on April 27, 2022; SSC on May 12, 2022, and ELAC on May 17, 2022.  Few elementary parents and students completed the California Health Kids Survey; a robust number of middle school students completed the CHKS survey.  Additionally, anecdotal feedback was gathered in small and whole group settings. Across the District and including educational partners from IBCS, the protocol for the spring 2022 input included a reflection tool to identify successes, challenges, and suggestions moving forward. District-wide input protocols were used for the following: All staff LCAP Input Session on February 23, 2022, District Leadership Team comprised of Principals, Directors, Coordinators, and Executive Team members on February 7, 2022; February 16, 2022; February 17, 2022; and March 7, 2022, LCAP Parent Advisory Committee meetings on March 14, 2022; April 11, 2022; and May 16, 2022, Certificated bargaining unit on February 23, 2022, DELAC on November 9, 2021 and January 25, 2022, District Director of Special Education met with SELPA Director on August 19, 2021 to consult on LCAP. Students, families, and staff participated in the California Healthy Kids Survey as a means of educational partner engagement and input during the months of March and April of 2022. Opportunities for public comment and written feedback were provided through the district website."	"A focus area for improvement in Seeking Input for Decision-Making is to increase family engagement and the collection of data. The total number of responses received should amount to most educational partners of our school community.  The data could include formal surveys such as the CA Healthy Kids Survey, but also through anecdotal notes which can include hosting meetings such as Coffee with the Principal that allows for parents to provide input. Being able to analyze significant amount of data from all educational partners will allow for a more realistic picture that will help determine next steps and actions."	"Although school closures, distance learning, and illness during the pandemic has limited these opportunities for families and students, it is a priority to plan such events for the 2022-2023 school year through renewed partnerships with our PTA, staff, and families. This will increase the participation of educational partners in completion of surveys and will be inclined to participate and have a more active role on a school committee such as ELAC, SSC or PTA where all provide an opportunity for input and decision making that will best serve the needs of the students. Our family communication is now consistent and ongoing through a variety of modes of communication which include digital newsletters, emails, in person communication, phone calls, automated messages and flyers that promote school events and community resources. By hosting school events that promote a sense of community and belonging, families will feel invited to participate as an integral part of our school."	3	3	3	3	5	4	5	4	5	5	4	4	Met	6/9/2022	2022
13101320000000	Imperial County Office of Education	3	"Parental involvement is important in promoting student achievement and success for both our Alternative Education and Special Education programs.  Building positive relationships with students, parents and staff dramatically enhances students' level of motivation and promotes learning.  Daily communication, annual parent handbook, school site council,  seasonal events, and parent-teacher organizations are some of the ways utilized to maintain and build relationships between school staff and families. We constantly encourage feedback from our families and staff in order to monitor our progress in sustaining and enhancing these vital relationships."	"ICOE strives to improve relationships amongst staff and families. Based on educational partner input and data, ICOE will strive to incorporate non-conventional (i.e. early morning, zoom polls, meeting parents in drop-off line) methods to continue to connect with parents and families in order to increase participation and input, while sustaining our more traditional methods of communication. Another significant need is to re-engage parents, families and our community in those opportunities and events that have not been as prevalent and available due to the pandemic. Re-creating the space for our staff, students, families, and community to come together in events such as the Harvest Festival, Winter Program, Parent and Student ""Posadas"", job training and Back to School nights foster parental and community involvement and participation."	"In order to build and improve engagement of underrepresented families, ICOE commits to inviting families and staff to participate in focus groups and equity data walks.  In addition, transportation for parents will be offered to enable them to attend school meetings, training sessions, and parent and community events."	"ICOE strives to build and maintain partnerships that support student outcomes.  Our ICOE Alternative Education program partners with Imperial Valley College, Imperial County Department of Social Services, Imperial County Department of Behavioral Health, American Job Center (One Stop), Imperial Valley Food Bank and Imperial Valley Regional Occupational program (IVROP), as well as various medical facilities, barbershops, and heating ventilation and air conditioning businesses to support our high school students.  Our ICOE Special Education program also partners with many of the aforementioned businesses, with the addition of San Diego Regional Center.  Many local businesses community-wide provide opportunities for work training for many of our students with disabilities."	"ICOE strives to increase parent communication and participation through school and district meetings, parent workshops and community events.  Research shows that increased parent involvement is correlated to increased student success. We are also vested in continuing to build and strengthen partnerships amongst our Imperial County communities and businesses in order to expand support for our students."	"ICOE programs have English Learner Advisory Committees that continue to serve their respective School Site Councils (SSC).  These committees play a vital role in providing our SSCs, staff and community with feedback and input in relation to specific EL needs.  We will continue to partner with our Homeless Liaison and Foster Youth coordinator to improve support to these underrepresented groups for the purpose of improving student success."	"Our sites' ELACs continue to provide space for input and feedback, not only from its members, but from the community at large.  Our SPED program prides itself on its Parent-Teacher Organization.  Alternative Education continues to house a strong School Site Council (SSC) that provides opportunity for feedback and input on a variety of school-related topics.  We also provide surveys and forum meetings throughout the year to provide opportunities for feedback and input on a variety of areas, including LCAP, SPSAs, and Parent Connectedness.  Both of our sites have also participated in the continuous improvement process which has allowed an opportunity to create a system of shared decision-making."	"We strive to support a process with an embedded structure that systematically checks for feedback and input that indicate opportunities for improvement, and monitoring adjustments on a continual basis."	"In order to boost engagement of our underrepresented families in relation to seeking input for decision making, there will be a concerted effort for our district to build our understanding of the culture and dynamics of our surrounding communities; as well as value and respect the communities' role in student learning through encouragement and support of participation in school events and school leadership structures."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/27/2022	2022
13101320134379	Imperial Pathways Charter	3	"Building a positive relationship with students, parents, and school staff dramatically enhances students’ levels of motivation and promotes learning. IPCS staff communicates with students and parents daily to ensure students stay motivated and on track to graduate. Ongoing school events such as the Parent and Student Posada, Student Awards Ceremony, job trainings and financial aid workshops provide relationship building opportunities in settings where everyone feels comfortable and welcome. Communication in English and Spanish takes place frequently via parent conferences, events, and surveys."	"IPCS will continue to work diligently to develop relationships with our students and their families.  Our focus area is to consider and utilize these relationships to assist us in understanding the needs of our students, their work schedules and family obligations, in order to craft individualized plans and solutions that work with our diverse community of adult learners."	"The IPCS staff is continuously self-reflecting on our programs and student success.  Flexibility is the key to improving the engagement of underrepresented families and working with adult students and their individualized plans.  Our population of students have diverse family and work schedules, so we continue to seek ways to be fluid and flexible by increasing their ability to provide us input and increasing our ability to listen to our students in order to best serve them and their families."	"Imperial Pathways Charter School continues to focus on building community partnerships to ensure the success of all students. We continue to partner with Imperial Valley Regional Occupational Program to offer Career Technical Education pathways such as Patient Care, Personal Services, Design, Visual and Media Arts, and Mechanical Systems Installation and Repair. In addition, we partner with the Imperial County Social Services, Imperial County Behavioral Health, Imperial Valley Food Bank, and America‘s Job Center. We continue to partner with multiple CTE industry partners such as 25 medical facilities, barber shops, and HVAC business to support student internship hours."	"IPCS will focus on the programs and resources we currently provide by utilizing the continuous improvement process, educational partner input, and data to ensure we are meeting the needs of our students and families.  Additionally, we also continue to assess the ongoing needs of our students, especially to increase their post secondary options for college and career success, by listening to their feedback and determining if CTE program expansions and/or additions are needed and feasible."	"As we continue to assess our students' needs, we are mindful of ensuring that we are including and receiving input from all students and their families, including those that are underrepresented.  The vast majority of our IPCS students are over the age of 18, so much of the feedback comes directly from our students themselves."	"Imperial Pathways Charter staff encourages students and parents to participate in advisory groups such as School Site Council and the Ambassador program. Family involvement is important to promoting student achievement and success in the classroom and community. Instructional staff keep students and parents informed as to student’s progress and attendance by conducting daily phone calls and/or communicating via Remind or electronic mail.  The vast majority of our IPCS students, however, are over the age of 18, so much of the input and communication comes directly from our students themselves."	"Now that our site is again holding in person meetings, we will focus on ways to improve attendance, but also continue to provide virtual supports such as zoom, surveys, and Google Classroom to ensure we gather as much input as possible to inform our own successes and needs to assist with decision making.  We value and rely on all available resources in the school and community to assist students in their personal and academic development."	"The vast majority of our IPCS students are over the age of 18, so much of the input and communication we use to assist us with decision making comes directly from our students themselves. Indeed, many of the actions and services in our current LCAP were and will continue to be shaped, monitored and evaluated by student recommendations from all of our students, including those that are underrepresented and their families."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/27/2022	2022
13631640000000	Imperial Unified	3	"The District has taken input from families and has implemented new processes for communication. In 2021-2022, the District sent out two newsletters to the community highlighting students, staff, and building projects. To streamline our communication, we will move to a District-wide communication tool for students, families, and staff."	"The District is focusing on consolidating all communication to one platform to allow for consistency across schools in the district. Additionally, the District has adopted Capturing Kids Hearts to build relationships with students and staff. The District will begin with training the school and District Administration.  In August, all school personnel will be trained in Capturing Kids Hearts. This will be an ongoing initiative, and the District will receive additional professional development and support."	The District and school sites will hold parent nights and meetings to engage families. The high school will continue Tiger Talks and a CTE Fair.	The District has been successful in implementing policies and programs that promote teacher/ parent meetings to discuss student progress and promote student outcomes. Minimum days have been reserved for parent/ teacher conferences district-wide. These meetings have been well attended.	"Using our newly adopted communication tool, teachers will be able to provide timely feedback and communication to all families in a language they understand. This tool will allow parents to communicate directly with teachers using the translation feature."	"Using our newly adopted communication tool, the District will be able to target students and families from underrepresented groups. This tool has the capability of on-demand translation and two-way messaging."	"Each school site has calendared parent meetings for the year. There are opportunities to participate in both School Site Council and ELAC. Each parent group elects representatives that receive training on the roles, rights, and responsibilities."	"The District will increase the frequency and advertisement of the meetings in the 2022-2023 school year. The District will announce meetings and target a larger audience more frequently using the new communication tool. Additionally, the District will also have multiple methods of attendance in these meetings. There will be in-person, virtual, and hybrid opportunities."	"The District will announce meetings and target a larger audience more frequently using the new communication tool. The District will calendar more frequent DELAC and LCAP input meetings as well as use surveys for input. Additionally, the District will also have multiple methods of attendance in these meetings. There will be in-person, virtual, and hybrid opportunities."	3	4	3	4	3	3	4	3	4	4	3	3	Met	6/16/2022	2022
13631230122663	Imperial Valley Home School Academy	3	Imperial Valley Home School Academy specializes in building relationships with families including building staff capacity in this area and continually working with families on their needs. Families meet monthly with teachers during Documentation Days which include in depth two-way communication regarding student and family strengths and needs.	The focus area for improvement is a more structured family networking opportunities.	Provide more structured family networking opportunities.	Imperial Valley Home School Academy specializes in building partnerships for student success with their families. Monthly Documentation Days are dedicated to providing families with information and resources to support student learning as well as discussing student progress.	The focus area for improvement is to share outside resources between families.	Provide this information in the weekly digital newsletter sent to all families.	Imperial Valley Home School Academy specializes in building relationships and seeking input for decision making with their families. Families provide continued input in all activities and policies and programs.	The focus area for improvement is to continue to strengthen the LCAP Parent Advisory Committee.	Continue to strengthen the LCAP Parent Advisory Committee.	4	5	4	4	5	5	5	4	4	4	4	5	Met	6/28/2022	2022
36677360130948	Independence Charter Academy	3	Through Annual surveys it was determined that the current strengths are a centralized curriculum where parents are aware of what the curriculum is. The LEA is building a stronger Site Council this year with parent and student input opportunities happening on a monthly basis.	The LEA is focusing on greater parent and student input on programs by building a stronger site council.	By inviting families to attend meetings and one on one teaching opportunities with students the LEA is working on having all students and families have a voice in the learning opportunities for students.	"By working with the community, documentation of work permits are a strength of the school. Students must show progress in their school work before being able to work outside the school in a job."	By having more students either work on acquiring work outside of school work hours or attend college in order to prepare for work outside of school work hours.	"Families who are underrepresented are invited to attend school functions such as ROTC, Site Council and any other activity that is voluntary for parents to attend."	"ICA reaches out to parents to attend or give input on site council and school board issues. Parents are encouraged to attend meetings, give input to members of site councils and school boards in an effort to improve any feelings of detachedness that may have occurred."	"ICA reaches out to parents to attend or give input on site council and school board issues. Parents are encouraged to attend meetings, give input to members of site councils and school boards in an effort to improve any feelings of detachedness that may have occurred."	"ICA will continue to reach out to parents to attend or give input on site council and school board issues. Parents will continue to be encouraged to attend meetings, give input to members of site councils and school boards in an effort to improve any feelings of detachedness that may be felt."	4	3	4	4	4	4	4	4	3	3	3	4	Met	6/29/2022	2022
09618950000000	Indian Diggings Elementary	3	"Our staff lives and works in the small rural community and has multiple interactions with our 9 to 10 families daily. Our certificated staff member is reachable on a 24-hour basis and meets one on one and in groups with parents throughout the year at scheduled meetings and as needed. Parents, staff, and students are included in decision making at all times."	Our focus area for improvement would be the sustainability of this communication should the certificated staff member retire.	To this end the certificated staff member works with classified staff to continue building a culture of communication that will pass to new staff in the future. With such a small number of families we are able to make sure no one is underrepresented and all families feel connected to the school.	"The district’s strength is in its size. With a staff of 4 we can customize professional development to a high degree. Staff gets exactly what they need when they need it. Likewise, it is possible to meet weekly with parents to support them and their students with resources and knowledge."	The district will continue to focus on customized training to support staff and community.	Surveys and conversations will continue to be provided and the LEA will respond with relevant training and support.	All 9 to 10 of our families have equal and multiple opportunities to be involved in planning and decision-making. All meetings revolve around our Regular Board Meetings. Parents are invited to attend monthly where we take input and discuss our district plans. Our focus is always to increase the number of parents attending these meeting.	We will continue to focus on increasing the number of parents and community attending meetings where input is taken.	Communication will continue to be improved to increase attendance at meetings.	4	4	4	5	5	4	5	4	4	4	4	4	Met	6/8/2022	2022
19647330121137	Ingenium Charter	3	"With the return to in-person instruction, the school promoted opportunities for families to join events physically as well as virtually in order to accommodate all preferences. A large component of learning for all staff has been on recognizing and valuing all of stakeholder identities, with a focus on students and their families. Two-way communication has also continued to improve thanks to applications like Parent-Square and others."	The largest area for improvement is around family engagement in activities and school functions. There were less opportunities than in the past due to the nature of reopening and continuing some virtual events.	"One way to help improve engagement of underrepresented families will be through the connection with their students. This includes personal connections through student conferences, and a more detailed school event calendar that will provide access points like workshops, fun events, etc."	"The biggest strength that the school currently has is around the process for student conferences. These tend to have the highest participation rate of all events, and serve as touch points with families around celebrating student progress and acknowledging the work of families and school staff in a partnership to support students."	One of the larger opportunities for improvement is around the how the school can provide greater access to families around their legal rights and encourage more advocacy.	"The school is currently working, and will continue to work on building out a series of family workshops outside of student conferences that can support families with more resources."	"The school holds regular SSC and ELAC/DELAC meetings as well as family meetings in which all are welcome to provide feedback and input on school initiatives, etc."	A focus for improvement is the effectiveness of the family advisory groups and training and support to ensure they are running smoothly and engaging as many members as possible.	"The school will work on building capacity of the SSC and ELAC/DELAC groups. In addition, feedback on larger projects, LCAP, and more, will be encouraged from larger groups of families."	3	3	3	3	2	3	4	2	3	2	2	2	Met	6/20/2022	2022
19647330127985	Ingenium Charter Middle	3	"With the return to in-person instruction, the school promoted opportunities for families to join events physically as well as virtually in order to accommodate all preferences. A large component of learning for all staff has been on recognizing and valuing all of stakeholder identities, with a focus on students and their families. Two-way communication has also continued to improve thanks to applications like Parent-Square and others."	The largest area for improvement is around family engagement in activities and school functions. There were less opportunities than in the past due to the nature of reopening and continuing some virtual events.	"One way to help improve engagement of underrepresented families will be through the connection with their students. This includes personal connections through student conferences, and a more detailed school event calendar that will provide access points like workshops, fun events, etc."	"The biggest strength that the school currently has is around the process for student conferences. These tend to have the highest participation rate of all events, and serve as touch points with families around celebrating student progress and acknowledging the work of families and school staff in a partnership to support students."	One of the larger opportunities for improvement is around the how the school can provide greater access to families around their legal rights and encourage more advocacy.	"The school is currently working, and will continue to work on building out a series of family workshops outside of student conferences that can support families with more resources."	"The school holds regular SSC and ELAC/DELAC meetings as well as family meetings in which all are welcome to provide feedback and input on school initiatives, etc."	A focus for improvement is the effectiveness of the family advisory groups and training and support to ensure they are running smoothly and engaging as many members as possible.	"The school will work on building capacity of the SSC and ELAC/DELAC groups. In addition, feedback on larger projects, LCAP, and more, will be encouraged from larger groups of families."	3	3	3	3	2	2	4	2	3	2	2	2	Met	6/20/2022	2022
19734370137240	Ingenium Clarion Charter Middle	3	"With the return to in-person instruction, the school promoted opportunities for families to join events physically as well as virtually in order to accommodate all preferences. A large component of learning for all staff has been on recognizing and valuing all of stakeholder identities, with a focus on students and their families. Two-way communication has also continued to improve thanks to applications like Parent-Square and others."	The largest area for improvement is around family engagement in activities and school functions. There were less opportunities than in the past due to the nature of reopening and continuing some virtual events.	"One way to help improve engagement of underrepresented families will be through the connection with their students. This includes personal connections through student conferences, and a more detailed school event calendar that will provide access points like workshops, fun events, etc."	"The biggest strength that the school currently has is around the process for student conferences. These tend to have the highest participation rate of all events, and serve as touch points with families around celebrating student progress and acknowledging the work of families and school staff in a partnership to support students."	One of the larger opportunities for improvement is around the how the school can provide greater access to families around their legal rights and encourage more advocacy.	"The school is currently working, and will continue to work on building out a series of family workshops outside of student conferences that can support families with more resources."	The school holds regular SSC and ELAC/DELAC meetings.	A focus for improvement is the effectiveness of the family advisory groups and training and support to ensure they are running smoothly and engaging as many members as possible.	"The school will work on building capacity of the SSC and ELAC/DELAC groups. In addition, feedback on larger projects, LCAP, and more, will be encouraged from larger groups of families."	3	3	3	3	2	2	4	2	2	2	2	2	Met	6/20/2022	2022
19646340000000	Inglewood Unified	3	"The District invested in Community Liaisons for every school site, with the goal of developing a parent center at each site. Community Liaisons offered training and resources in the Parent center. Along with recruitment of parents for advisory groups and  conducting Family engagement activities. At the District level the IUSD Parent center offered resources and workshops district wide for all families. There was an increase in Family and student engagement opportunities. The District provided multiple opportunities for students to thrive and shine, while encouraging staff and family support. The Cultural Series was a new edition this year. These events highlighted art, music and literacy."	"While the Community Liaison component is successful. There is a need to improve home school communication at the site level between parents and teachers. In an effort to improve this, the district will be launching Parent Square, a two way communication application, to improve communication."	During the self reflection process all of the District level and Site Level Parent Advisory groups participated in sessions reviewing the tool and giving feedback.	"The District level Advisory groups spend a lot of time discussing student achievement and student outcomes. Of all Advisory groups the LCAP committee is the most thorough at reviewing student data, goals, actions, and strategies to improve student achievement. The Community Liaisons also play a role in encouraging parent involvement in the learning process. The District Parent Center supports and  provides training for parents on how to engage with school personnel has been helpful"	At the site level support there appears to be a need to strengthen school to home communication.  All teachers need access to School messenger or parent Square to increase their ability to frequently and consistently communicate with parents. More parents need training on the Aeries portal to track their students' grades and assignments.	"Additional Parent advisory groups have been identified to allow additional parent voices at the District Level: County Administrators Advisory Committee, District Parent Advisory Committee, Special Education Parent Advisory Committee and Student Advisory Committee. These additional groups have provided a unique perspective to student needs. These groups in addition to our standing committees: District English Advisory Committee and the Local Control Accountability Plan (LCAP) Committee have sessions to give feedback on the reflection tool."	"The Inglewood Unified School (IUSD) has worked in consultation with the community and Educational partners to get input and feedback. The Educational partners consisted of students, parents/guardians, school and district administrators, teachers, support staff, site English Language Advisory Committees, School Site Councils, District English Language Advisory Committee (DELAC), District Parent Advisory Committee, Southwest-Special Education Local Plan Area (SELPA), Parent Teacher Associations (PTA), Parent Teacher Association President’s Council, Inglewood Teachers Association (ITA), Inglewood Management Association (IMA), Classified Employees, and Inglewood community members. The platforms used to solicit meaningful feedback from the IUSD community included: parent, student, staff and community surveys via Google form for each funding source, virtual community forums, in-person/virtual committee meetings and focus groups.   Our Educational partners participated in a highly collaborative process. However, the most impactful interactions were during the LCAP committee meetings. The LCAP committee meetings were open to the IUSD Community. The committee consisted of representatives of all of the Educational partners listed above. The LCAP committee meetings were designed to allow Educational partners to be a part of the planning and discussion. Each participant brought their own level of expertise and experiences in or with the Inglewood Unified School District. Each meeting began with a problem of practice (focus). The participants were provided with district data from state and local indicators, as well as current status reports on the state of the district. The discussion process involved the participants working in breakout groups (virtual meetings). The feedback elicited from the group discussions and the corresponding data was used as the basis for the actions items that appeared in all of the District plans (LCAP, LCP, ELO, ESSER III etc.). The meetings were progressive and the focus was to walk the committee through each part of the plans, from data collection to completion."	There is need for improvement to include more parent engagement in the decision making process at the site level. Community Liaisons have been deployed to all of the school sites to encourage parent engagement.	"The District will continue to add parent advisory groups to expand the reach and voices of parents. In the 2022-2023 school year a new group will be added, the  Gifted and Talented Education (GATE) Advisory Committee. There is an effort to make sure that the needs of Homeless and foster youth are addressed as well."	3	2	2	3	2	2	3	2	3	3	3	3	Met	6/29/2022	2022
36679590114256	Inland Leaders Charter	3	"Educational partners’ survey data indicates strong relationships between families and school staff.  Survey results indicate very positive results. 98% of parents feel welcome at ILCS. 99% of parents are happy their child/ren attend ILCS. Current strengths include a trust from parents in regards to their student’s safety at school and the efforts the school makes in creating an orderly environment. In addition, parents are extremely satisfied with the level of instructional quality delivered.  Other strengths include the intentional positive leadership culture that parents feel are of great significance in the development of their student’s social-emotional skills."	Focus areas include better communication in languages other than English and parent workshops to aide in their efforts of helping their students learn to read.	"ILCS will improve engagement of underrepresented by implementing parent nights that meet the needs of their families in areas such as the safe use of student technology at home and literacy nights. In addition, parents will continue to be recruited to participate in district and school-wide committees that help determine the LCAP and decisions that impact their students."	"Student feedback has been very strong with positive responses to curriculum/instructions questions, culture/safety questions and overall experiences in school as averaging in the 75% to 90% satisfied range.  In 1st through 6th grades, 86% of students feel “engaged in the class lessons.” 78% of students like coming to school.  90% feel there is an adult they trust to help them with any issues.  90% feel the teachers treat them with respect.  94% agree that the adults at the school care about them.  91% know what they need to do in order to improve their grades/learning.  90% feel school is a friendly place for them."	"There may be a need in the area of student culture, especially focused on middles school.  Survey data indicates students' perception of liking school (I like coming to school) has decreased.  In elementary school 78% of students indicate liking school compared to the previous year of 84%, a 6% decrease.  In middle school only 61% of students indicate liking school compared to the previous year of 73%, a 12% decrease. In the area of kindness, data indicates that 74% of elementary students feel students are nice, leaving 26% that do not believe students are nice."	"ILCS has developed an extensive system to build partnerships for student outcomes and is demonstrated by the strong performance of our students. The schools continue to maintain an open-door policy and not only encourages but actively recruits families to volunteer in the classrooms. All administrators engage in weekly professional development targeting leadership building at their sites and departments. The administration then trains teachers in Professional Learning Communities in topics such as building trust with underserved populations, evaluating the effective use of volunteers and developing strong classroom communication with the home and other student support providers. On-going parent and student contact is critical to the ILCS program and is an expectation for staff. ILCS recognizes that an area of improvement is the increased training of parents and volunteers to support student academic needs. In addition, ILCS will need to make an intentional plan to support at-risk students and their families with improved academic counseling, career counseling and connecting them with community resources.  ILCS has taken steps recently to provide a parent literacy night for parents.  Finally, ILCS has provided mental health counselors and supports to respond and be pro-active in assisting students dealing wtih mental health issues."	"ILCS has relied heavily on the feedback provided by our educational partners.  Our spring season surveys demonstrate that 90% of responding parents feel “my voice or input matters at ILCS.”  93% of parent responders agreed that “ILCS does a good job with community building activities.” 89% responded, “ILCS gives me the opportunity to voice ideas that will enhance the school’s programs/procedures.”  93% indicated, “ILCS gives me the opportunity to voice ideas that will enhance my child’s success.”  Staff surveys also demonstrate a strong sentiment that they are involved in decision-making at most levels and that their voices are valued."	"The data does reveal a need for ILCS to engage with students to provide “more seats at the table” in regards to decision-making.  Students are convened for policy decisions such as the dress code, but are not systematically included or engaged in many of the conversations that most impact them such as budget development or after-school elective options."	"ILCS has committed to training students to be leaders and thus, has committed to providing more opportunities for underrepresented students to be a part of leadership teams that impact their school day.  These teams/committees will include budget committees, curriculum committees, and culture/safety committees, among others."	5	5	5	5	5	5	5	4	5	4	4	4	Met	6/27/2022	2022
37683380118083	Innovations Academy	3	"Our educational partners are very pleased with our progress towards building relationships through the pandemic. They have expressed that our director’s weekly communication and teachers’ weekly communications are both informative and contribute to a feeling of being included in their child(ren)’s education. This year we were also able to bring back more of our in-person schoolwide events that contribute towards our goal of building relationships between school staff and families. We were able to host the following in-person events this year: back to school night, student-led conferences, Halloween fest, Science Night, book fair, High School Info Night, two Exhibition Nights, two school drama performances, portfolio reviews, Math Game Night, talent show, and presentations of learning. We also were able to return to monthly field trips and utilized parent drivers for these, which also contributed to strengthening relationships between staff and families."	"After making many adjustments according to COVID requirements, we are eager to open up our campus to families to freely come and go as they please. We have had to restrict adult access on campus to prevent the spread of COVID and are hoping to open up the campus next year for more family volunteers and visits."	We will continue to exhibit special effort (targeted invitations and phone calls) to involve underrepresented families to strengthen their participation in our school community and in our relationships with them.	"Our school communicates very frequently with families about their student’(s) progress towards expected outcomes. Teachers are in constant communication with families (a minimum of one communication per week), and also communicate through more formal avenues throughout the school year. All families participate in student-led conferences, two exhibition nights, portfolio reviews, and presentations of learning. Our director also takes a very hands-on approach to partnering with our families to elevate student outcomes. One area she has targeted is meeting with all families of students with chronic absences to see how we can support these students in attending school."	"We are seeking a way to best communicate about student progress with families, perhaps in place of a report card. We believe that in-person meetings may be more effective to communicate student progress rather than the traditional report card. We will continue to investigate our educational partners’ perspectives and experience on this issue."	"We will communicate with underrepresented families about their experiences when we can, often informally in the school pick-up line."	"Being a charter school means that our families are inherently giving input in our decisions by choosing to send their children here. Families send their children to our school because they support our pedagogy and philosophy, so they often don’t have as much input when we send out surveys regarding decisions like the LCAP. With that being said, the director makes herself very available to anyone with questions or feedback. She holds weekly meetings, open for anyone to attend. She also includes information about upcoming decisions in our weekly e-mails and gives her cell phone number for those who are interested in giving feedback."	"As a charter school, we have parents who are choosing our school and they also choose strong participation. While it is a strength that our educational partners trust in our decision-making and have chosen our school for our philosophy and structure and don’t always feel the need to fill out surveys/ attend input meetings, we are always seeking ways to increase participation in these opportunities for feedback. We have learned to look at informal feedback such as daily conversations and regular emails as possible forms of input."	"We have found an effective way to connect with underrepresented families is in-person at times like after-school pick-up, at the end of after care and when those parents check in with the teacher about a student issue. This has helped us gather information from a variety of our internal communities."	5	5	5	5	4	5	5	4	5	5	5	5	Met	6/28/2022	2022
33671996105571	Innovative Horizons Charter	3	"Strengths include the diverse parent involvement and engagement opportunities. These opportunities are provided through SAC, CABE, FIT, and Coffee with the Principal.  This year, AAPAC has started for the first time. Parents also have the opportunity to be meaningfully involved in decision making through SAC, ELAC, DPAC, and the LCAP development process. Additionally, there are diverse platforms that are utilized to ensure home to school access. These include the traditional modes of communication (i.e. phone calls, flyers, or paper documents) as well as the school website, ParentLink, Class Dojo, and social media (i.e. Facebook, twitter, and Instagram).  Through the district, parents of foster youth will be provided with more consistent engagement opportunities. Monthly SAC meetings take place to discuss the LCAP development process."	"Innovative Horizons Charter School seeks active Involvement from parents, students, employees, and community members. To meet statutory requirements for stakeholder engagement, including engagement with representatives from the community and parents as identified in Education Code section 42238.01, Innovative Horizons sought input through committee meetings (ELAC and SAC) and surveys.  IHCS parent and community engagement includes meetings and gatherings for the following purposes: AVID, ELAC, SAC, FIT, Title I, CABE, Friday Flag Presentations, and Student Attendance Celebrations. Parents are further involved through our athletics and our visual and performing arts programs. These programs allow parents to observe the well-rounded and child-centered education our students receive while participating In physical activities and artistic performances. We also offered a school-wide opportunity for parents to come and use our technology to complete the Parent LCAP Survey."	"Strengths include surveying stakeholders on a regular basis. The surveys are provided by the district and IHCS. Some of the surveys include the LCAP Survey,Title I, Surveys, and district and site workshop surveys all for the purpose of increasing stakeholder participation in the decision making process.IHCS will continue to provide opportunities for feedback via surveys. Refresher trainings will continue to be offered and include strategies on effectively engaging in advisory groups and decision making."	"Innovative Horizons Charter School seeks active Involvement from parents, students, employees, and community members. To meet statutory requirements for stakeholder engagement, including engagement with representatives from the community and parents as identified in Education Code section 42238.01, Innovative Horizons sought input through committee meetings (ELAC and SAC) and surveys."	Data needs to be shared during all parent presentations or events.	"IHCS will work diligently to ensure underrepresented families' input is being considered. In cases where the input is a high priority and attainable, action plans will be discussed."	"Strengths include surveying stakeholders on a regular basis. The surveys are provided by the district and IHCS. Some of the surveys include the LCAP Survey,Title I, Surveys, and district and site workshop surveys all for the purpose of increasing stakeholder participation in the decision making process"	IHCS will continue to provide opportunities for feedback via surveys. Refresher trainings will continue to be offered and include strategies on effectively engaging in advisory groups and decision making.	"IHCS will work diligently to ensure underrepresented families' input is being considered. In cases where the input is a high priority and attainable, action plans will be discussed."	4	4	2	5	4	4	3	4	4	4	4	4	Met	6/16/2022	2022
37684030125401	Insight @ San Diego	3	"Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight has also created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns.  Social media platforms such as Facebook, Instagram, and Tik-Tok have been a highlight for the 2021-2022 school year.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms.  The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.  Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school."	"Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight has also created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns.  Social media platforms such as Facebook, Instagram, and Tik-Tok have been a highlight for the 2021-2022 school year.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms.  The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.  Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school."	"Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight has also created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns.  Social media platforms such as Facebook, Instagram, and Tik-Tok have been a highlight for the 2021-2022 school year.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms.  The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.  Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school."	"Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported."	"Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported."	"Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported."	"Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful for the 2021-2022 school year based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to increase due to the new schedule created in the 2020-2021 school year.  Insight continues to provide opportunities for outings, however, all outings for the 2021-2022 school year were held virtually.  Due to this virtual component, more students were able to attend as they did not have to struggle with logistics.  Insight will continue to offer this as an option due to its success this year. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.  Insight will continue to offer this as an option due to its success this year."	"Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful for the 2021-2022 school year based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to increase due to the new schedule created in the 2020-2021 school year.  Insight continues to provide opportunities for outings, however, all outings for the 2021-2022 school year were held virtually.  Due to this virtual component, more students were able to attend as they did not have to struggle with logistics.  Insight will continue to offer this as an option due to its success this year. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.  Insight will continue to offer this as an option due to its success this year."	"Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful for the 2021-2022 school year based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to increase due to the new schedule created in the 2020-2021 school year.  Insight continues to provide opportunities for outings, however, all outings for the 2021-2022 school year were held virtually.  Due to this virtual component, more students were able to attend as they did not have to struggle with logistics.  Insight will continue to offer this as an option due to its success this year. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.  Insight will continue to offer this as an option due to its success this year."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/13/2022	2022
39686270133116	Insight @ San Joaquin	3	"Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight has also created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns.  Social media platforms such as Facebook, Instagram, and Tik-Tok have been a highlight for the 2021-2022 school year.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms.  The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.  Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school."	"Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight has also created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns.  Social media platforms such as Facebook, Instagram, and Tik-Tok have been a highlight for the 2021-2022 school year.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms.  The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.  Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school."	"Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight has also created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns.  Social media platforms such as Facebook, Instagram, and Tik-Tok have been a highlight for the 2021-2022 school year.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms.  The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.  Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school."	"Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported."	"Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported."	"Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported."	"Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful for the 2021-2022 school year based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to increase due to the new schedule created in the 2020-2021 school year.  Insight continues to provide opportunities for outings, however, all outings for the 2021-2022 school year were held virtually.  Due to this virtual component, more students were able to attend as they did not have to struggle with logistics.  Insight will continue to offer this as an option due to its success this year. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.  Insight will continue to offer this as an option due to its success this year."	"Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful for the 2021-2022 school year based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to increase due to the new schedule created in the 2020-2021 school year.  Insight continues to provide opportunities for outings, however, all outings for the 2021-2022 school year were held virtually.  Due to this virtual component, more students were able to attend as they did not have to struggle with logistics.  Insight will continue to offer this as an option due to its success this year. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.  Insight will continue to offer this as an option due to its success this year."	"Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful for the 2021-2022 school year based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to increase due to the new schedule created in the 2020-2021 school year.  Insight continues to provide opportunities for outings, however, all outings for the 2021-2022 school year were held virtually.  Due to this virtual component, more students were able to attend as they did not have to struggle with logistics.  Insight will continue to offer this as an option due to its success this year. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.  Insight will continue to offer this as an option due to its success this year."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/13/2022	2022
15636280127209	Insight School of California	3	"Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight has also created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns.  Social media platforms such as Facebook, Instagram, and Tik-Tok have been a highlight for the 2021-2022 school year.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms.  The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.  Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school."	"Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight has also created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns.  Social media platforms such as Facebook, Instagram, and Tik-Tok have been a highlight for the 2021-2022 school year.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms.  The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.  Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school."	"Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.  Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight has also created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns.  Social media platforms such as Facebook, Instagram, and Tik-Tok have been a highlight for the 2021-2022 school year.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms.  The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.  Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school."	"Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported."	"Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported."	"Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.  The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.  Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported."	"Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful for the 2021-2022 school year based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to increase due to the new schedule created in the 2020-2021 school year.  Insight continues to provide opportunities for outings, however, all outings for the 2021-2022 school year were held virtually.  Due to this virtual component, more students were able to attend as they did not have to struggle with logistics.  Insight will continue to offer this as an option due to its success this year. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.  Insight will continue to offer this as an option due to its success this year."	"Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful for the 2021-2022 school year based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to increase due to the new schedule created in the 2020-2021 school year.  Insight continues to provide opportunities for outings, however, all outings for the 2021-2022 school year were held virtually.  Due to this virtual component, more students were able to attend as they did not have to struggle with logistics.  Insight will continue to offer this as an option due to its success this year. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.  Insight will continue to offer this as an option due to its success this year."	"Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.  The consistency in the live session scheduled continues to be successful for the 2021-2022 school year based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to increase due to the new schedule created in the 2020-2021 school year.  Insight continues to provide opportunities for outings, however, all outings for the 2021-2022 school year were held virtually.  Due to this virtual component, more students were able to attend as they did not have to struggle with logistics.  Insight will continue to offer this as an option due to its success this year. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.  Insight will continue to offer this as an option due to its success this year."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/10/2022	2022
04614240120394	Inspire School of Arts and Sciences	3	"The school leadership has employed multiple strategies to keep all stakeholders informed with a wide range of platforms for communication and engagement. Stakeholders are informed of events, clubs, safety plans, and changes to the school programs. Families are encouraged to get involved on and off campus through fundraising and events. Student showcases are a way for parents/guardians to see what students have been learning. Inspire uses multiple online platforms to keep parents informed and updated."	"One area for improvement is Inspire's outreach to Spanish-speaking families. We need to ensure communication to families in their preferred language, direct outreach to engage them in decision-making, and support for their language needs when they reach out to us."	"Last yearr, the school hired a Spanish-speaking liaison to serve as a support for parents and to provide translation services when needed. We are working on promoting our Spanish language programs in the community, targeting parents who are native speakers, but may want their children to build their bilingual skills. We are also working on translating our promotional materials to Spanish with the goal of building our Hispanic demographic."	"Parents are regularly asked for feedback and back to school nights and information sessions are held for parents to get more involved. To refer a student to the MTSS process, the teacher must show that they have contacted parents first. Parents also have the option to opt-in to a weekly progress report email that comes straight from their student information system. Staff feedback indicated that since they are a small school, they know most of their parents and have a good working relationship with them."	"One area of improvement Inspire can work on is the need for a formalized advisory board that includes parent involvement. While we regularly include parents in all aspects of decision-making, we have a need for a formalized advisory board that includes parents of students from underrepresented groups."	"Inspire plans to enlist our Bilingual Liaison in reaching out directly to underrepresented families for support in completing our climate surveys. We also want to make our new Inspire Education Partner Council--made up of parents, students, and staff--more accessible to families who have difficulty getting time off work or traveling to school by offering multiple time slots and meetings via Zoom."	"Inspire regularly seeks parent input in the decisions that affect families the most. We consistently utilize surveys to gather data, and we hold meetings via Zoom to communicate key information and to elicit feedback regarding parent concerns. Last year, we also implemented an Education Partner Council, engaging parents, students, and staff in analyzing our student outcomes, identifying key strengths and weaknesses, and developing solutions to school challenges."	Our challenge lies in engaging parent parent partners that represent our student demographics. The structure of the Education Partner Council presents a challenge for those who can't easily make it to an after-school meeting. We are also cognizant that parents may not feel comfortable sharing openly in a meeting where they are in the minority.	"We plan to restructure the Education Partner Council meetings so that parents who work can more easily attend. We also plan to offer more direct outreach to parents from underrepresented groups to ensure they have a voice on our school board, parent council, and in other decision-making bodies."	4	4	4	4	4	3	4	3	3	3	4	4	Not Met	10/10/2022	2022
37682210101360	Integrity Charter	3	"The current strengths include family events that engage families into the school environment such as: Family Friday's, Fall Festival, Winter Concert, Family Picnic, and open door policies for meeting with administration. Teachers communicate with families through Class Dojo, phone calls, and in-person. There are opportunities to meet on Zoom as well as in-person depending on parent needs. Social media platforms are also utilized to promote school events and daily happenings."	"The focus area for improvement is gathering data that makes more of an impact regularly. For example, we collect an end of year survey from families, and that helps guide decisions for the upcoming school year. But, it would be important to collect data more frequently in order to make improvements throughout the school year. This could lead to a co-construction between families and school around school improvement."	Integrity will make more of an effort to gather information and input from underrepresented families through different means of communication. Family Fridays are being adjusted to gain more family voice than in previous years. Surveys for families will go out more frequently. There will be a better look at data to see which families are not engaging and an effort will be made to reach out to them in various ways.	Per our End of Year Parent Survey given out in May/June 2022; the data shows that: 98% of families feel that Integrity works with them to help their children do their best in school. 97.9% of families feel that teachers and staff reach out to them when their children need help in school. 97.9% of families feel that Integrity provides the learning materials necessary for their children to learn. 98.7% of families feel that their children receive a good education at Integrity.	"Per the survey open-ended question to provide more comments, there were several comments about families wanting to be able to come on to campus again and to participate in ""in-person"" activities like they had in the past. It was stated that they understood that COVID had a part to play, but, would like to go back to ""normal"". This school year, we are returning to in-person events."	"Integrity will improve engagement of underrepresented families by making an effort to reach out to them and invite them to Family Friday events where families voice is encouraged to share. We will make note of who those specific families are and ensure that staff, teachers, and admin personally invite them to attend events or ask for their feedback."	"291 families participated in the End of Year survey. Our total number of students was 392. Many of our students belong to the same family. Therefore, we had a very high percentage of participation for family input. We send the surveys in different ways to encourage as much input as possible. We send the surveys in paper form, digitally, and also have asked over the phone or in person if needed and then we transfer all of the answers onto the Google form to gather all of the data."	An improvement that we need to make is to survey families more often for input. It would be beneficial to gather their input throughout the year to take their ideas into consideration rather than waiting until an end of year survey to make changes or improvements for the following year.	We will engage our underrepresented families by ensuring that we are gathering input from all families. We will do a thorough job of gathering information from each classroom to be able to know that all students' families in each class have participated or engaged in providing some sort of feedback.	5	5	5	5	5	5	5	5	5	5	4	5	Met	6/13/2022	2022
19101990134346	Intellectual Virtues Academy	3	99% of parents state satisfaction with engagement and communications.	We would like fuller participation and engagement from our Family Alliance.	Using our families to engage our community.	99% of families are satisfied with engagement with families in feedback and reflection cycles.	A strong Family Alliance that goes deeper.	More fully recruit and engage the Family Alliance.	99% of parents are satisfied with staff reception to parent feedback.	"Not much room for growth here, we are doing well."	"Not much room for growth here, we are doing well."	5	5	5	5	4	4	5	5	4	4	4	4	Met	6/22/2022	2022
19647250127506	Intellectual Virtues Academy of Long Beach	3	"IVA works closely with our PTA to organize multiple opportunities for families to connect with staff and each other to become comfortable with our school's mission and how families can receive support and give support to their students. Our school hosted family events include family orientation and multiple Parent Academies scheduled throughout the fall especially to support onboarding new families. In addition, our Parent-Student-Teacher Character Conferences scheduled throughout the year support close connections between the family and teachers. IVA utilizes our two way communication platform, ParentSquare, to provide weekly newsletters, updates from teachers, and opportunities to connect. Our office works carefully at the beginning of the year to ensure that 100% of our families are connected on ParentSquare to connect with the school. Based on educational partner feedback and surveys, continue to connection and engagement.  LCAP Goal #3: IVA staff, together with the parent leaders will provide access and welcome for parent involvement and educational partner participation. IVA continues to provide refined and quality engagement for families in the areas of requested support including:  Development of Adolescents, Home to School Support (such as How include parent seminar on specific programs (e.g. Growth and to help your child with POWs in math, how to use technology, encourage ""apprenticeship"" support of students and assuming positive intent in teacher communication and relationship. IVA continues to host events to provide educational partners with information and to solicit their feedback. In addition, IVA implement parent input feedback to prioritize implementing quality and/or new services either through the school or the PTA.   This year IVA has grown our parent opportunities for deep engagement through our Advisory Program, which includes training of parent and community members to support the personal engagement of students in small groups."	"IVA will continue to refine and develop our opportunities especially ensuring that families that might feel disconnected from the school have access and connection. The school is implementing opportunities with families on three fronts:  1) more opportunities for families to feel connected to the school through family events. In particular, IVA's PTA is working to create regular opportunities to connect with families so that they have points of contact both among the parent community and the school community.   2) The school will continue to provide Parent Academies that give families a guide to process their roles and responsibilities and how the school can be partners in their child's education. The first of such events is our Parent Academy for how families can support students with deep extended mathematical thinking at home.   3) The school continues to refine the narrative character profile of our students including character comments on report cards, the students' own character comments and goals, and bringing that feedback into the Parent-Student-Teacher character conferences that are scheduled throughout the year. Since IVA's mission is to support the meaningful growth of students' intellectual character, we are working to refine and invite parents into these conversations."	"IVA promotes strong and connected parent, family, and community engagement through collaborative and inquiry-based professional development practices that focus on IVA's values which result in faculty and staff welcoming feedback and participation in decision-making.  Most importantly, the Parent Academies that IVA offers other events and conversations are collaboratively led by teachers and staff. The preparation for these events are created and feedback collected through IVA's professional development model. These cycle of inquiry practices provide ongoing education and engagement in professional development for teachers, support personnel, and other staff in the value and utility of parent contributions including how to reach out to parents, communicate and work with parents as equal partners implement and coordinate parent programs, and build ties between parents and the school. This educational rhythm of inquiry, research, discussion, and collaborative problem-solving is a practice IVA values in a thoughtful community that is a Culture of Thinking that practices Self-Knowledge through Openness and Respect believing in a Growth Mindset through our events.  IVA builds capacity for parent and family engagement that helps parents understand standards, monitor child's progress, and work with educators through multiple measures. These measures include materials and training to foster involvement beginning with a new family orientation in the fall of each year, a parent-student handbook, and a set of on-boarding Parent Academy meetings to help parents become comfortable with the practices, contribute in decision-making, and access resources offered at the school site.  IVA's collaboratively created Parent Academy agendas guide IVA's educators and parents into asking questions and contributing together with faculty and staff results in deeply ingrained staff participation and practice where all participants seek to practice a Culture of Thinking. Parent Academies include Back to School Night, four beginning of the year new parent, and a Parent Academy on encouraging Healthy Relationships among others.  IVA is growing in its implementation of offering Parent Academies and communication in the families' preferred method. This element of communication will continue to strengthen the sustainable level that the school is able to create welcoming environments for all families in the community."	"IVA’s professional model of intellectual character development allows it’s faculty, staff, and administration to be the first to practice the values of the school including Aligning Decision Making with the Model, Culture of Thinking, Self-Knowledge, Openness and Respect, and a belief in the Growth Mindset not just of our students but of ourselves first.  While opportunities for input and decision-making exist and are open meetings, IVA believes it can continue to grow in notifying families in their own language to encourage welcome and participation."	"IVA continues to grow our after school and before school academic support program access for students. As IVA implements the Expanded Learning Opportunities Grant, the school provides access to students at all grade levels for additional support. This expanded support is a program in progress and while it is being implemented this year the school is working on ensuring that this program and its offerings moves toward full implementation and sustainability."	IVA intentionally reachers out to families who have not yet completed input for our annual surveys by reaching out to specific student groups that are underrepresented.	"IVA is a small and personalized school that is able to be highly responsive to parent needs through multiple methods of collecting feedback and seeking parents to be decision-makers in their child's education progress. IVA began through creating Parent Academy education nights based on feedback requests that in their event collect feedback and help improve the faculty’s implementation of our model. In addition, IVA has implemented restorative circle discussions with parents related to timely topics of concern. These responsive events are well publicized in both the weekly parent newsletter, that around 50-60% of parents open along with school messenger contacts by phone, text, and email. IVA has hired staff members who are Spanish speaking and ensure that each parent education night provides Spanish translation opportunities. IVA continues to be exemplary in its parent education, access, and invitation to the decision-making process at the school site. In addition, IVA continues to implement topics based on parent survey result feedback, feedback from parent meetings and other casual conversation, and after major school events to seek input and future adjustments. IVA continues to implement additional Advisory Committee meetings to seek parent input."	"At regular parent meetings IVA will intentionally seek decision-making by asking for input, concerns, and considerations. Throughout the year both in school-directed meetings, through our newsletter, and through our PTA directed meetings and events feedback and stakeholder input is sought. Any feedback that is collected is added to a school year tracking process that is reviewed formally as the school moves into the LCAP writing process."	"IVA builds capacity for parent and family engagement that helps parents understand standards, monitor child's progress, and work with educators through multiple measures. These measures include materials and training to foster involvement beginning with a new family orientation in the fall of each year, a parent-student handbook, and a set of on-boarding Parent Academy meetings to help parents become comfortable with the practices, contribute in decision-making, and access resources offered at the school site. As IVA collects family feedback we review any ideas for improved engagement and implement them within our LCAP plan. Any ideas that can be immediately implemented are considered by the leadership team and implemented quickly. IVA is responsive and able to nimbly implement adjustments and feedback.   IVA is growing in its implementation of offering Parent Academies and communication in the families' preferred method. This element of communication will continue to strengthen the sustainable level that the school is able to create welcoming environments for all families in the community. Currently IVA is implementing offering in-person and zoom meetings to ensure that families have access to when the meetings are held."	5	5	5	4	5	5	5	5	5	4	5	5	Met	5/25/2022	2022
30103060139469	International School for Science and Culture	3	"ISSAC has developed several tools to communicate with our educational partners. From School Site Council monthly meetings, PTO, Class Dojo, monthly chats with the Executive Diretor, student daily planner with communication with the parents as well as weekly newsletters."	"ISSAC had a full 10 days professional development before the school year to ensure that school staff who understand the methodologies of the school. Moreover, every Wednesday the staff host professional development to support the student's development and communication with the parents."	ISSAC will continue supporting underrepresented families by listening to the needs and provide free services for students and families who need additional support.	"ISSAC uses different methods to analysis data from students - IXL, NWEA Map, Renaissance Star 360, SBAC, ELPAC."	Having weekly assessment to understand where each student is at.	ISSAC will continue supporting underrepresented families by listening to the needs and provide free services for students and families who need additional support.	ISSAC provides montly meetings for parents to submit feedback and be part of the decision making.	ISSAC is focused on providing additional spaces for parent engagement within clubs and other students activities.	ISSAC will continue supporting underrepresented families by listening to the needs and provide free services for students and families who need additional support.	4	4	5	5	4	4	4	4	4	4	4	4	Not Met	9/29/2022	2022
27660926118962	International School of Monterey	3	"Based on the analysis of educational partner input and local data, our current strengths and progress in Building Relationships Between School Staff and Families center on the implementation of our charter.   As noted in our charter, we have built ISM on a foundation of open exchange within a culture of family involvement. “There is a pervasive sense throughout our community that the success of this endeavor stems from working toward common goals including funding and continuous school improvement.” Toward this end, we encourage communication and exchange of ideas among students, families, faculty, staff, and trustees as our major stakeholder groups, as well as various subgroups including underrepresented students and families. Thus, consistent with the guidelines for effective family engagement articulated in the Family Engagement Toolkit developed by the CDE, ISM has developed “an intentional and systemic partnership of educators, families, and community members... [who] share responsibility for a student’s preparation for school, work, and life...” [Weiss, Lopez & Rosenberg, 2010]. ISM stakeholders work to continuously strengthen the two critical dimensions of family engagement identified in the Toolkit. For the first of these—trusting relationships between educators and families— ISM’s particular strength include relationship-building activities."	"ISM's focus area(s) for improvement in Building Relationships Between School Staff and Families centers around continuing to provide relationship-building activities with all members of our educational community.  So examples of those activities that we are focusing on are the following:  One ORIENTATION in spring for incoming kindergarten families, and another in late July for new grade 1-8 students and families. (These were converted to a single ongoing virtual orientation during the pandemic.) A July POOL PARTY for new families and a WELCOME COFFEE on the first day of school. Both of these are offered by the ISM Community Connection, an active group of parents committed to the ISM mission and community. Individualized KINDERGARTEN READINESS ASSESSMENTS that include a parent input/learning component. Administrators and staff members WELCOMING students and families as they arrive in the morning and saying goodbye at the end of the school day; and teachers greeting students at classroom doors at the start of each school day. Emphasis on COMMUNITY BUILDING in each classroom during the first three weeks of school as part of ISM’s responsive classroom expectation."	"ISM plans to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families through the following approaches and activities:  Completing IDENTITY-RELATED UNITS OF INQUIRY under the transdisciplinary theme of “Who We Are” in the IB Primary Years Programme and “Identities and Relationships” in the IB Middle Years Programme to learn about each family’s strengths, cultures, languages, goals, and much more. Implementation of the PARENTSQUARE platform to support regular two-way communication between school and home, including automatic translation into each family’s home language of choice. Our current focus for this dimension is to find ways to sensitively draw in families of underrepresented students so they continue to feel included in our school family as a whole while their unique voices and perspectives are better understood and acted upon. This includes ongoing efforts to fully understand barriers to connection such as meeting times and childcare."	"Based on the analysis of educational partner input and local data, ISM's current strengths and progress in Building Partnerships for Student Outcomes are based on the CDE's Toolkit.   On the second critical dimension of family engagement identified in the CDE’s Toolkit—the connection of family engagement activities and efforts to student learning—ISM’s particular strengths include these programs and activities: ISM asks each family to contribute three FAMILY HOURS per month for the first student enrolled at ISM and one additional hour for each additional child. In response, families contribute 13,000-14,000 hours of service each year. Many of the volunteer activities, such as classroom support, Schoolwide Enrichment Model teaching, fieldtrip driving and chaperoning, and library support engage parents and grandparents directly in the learning process. ISM contracted with AmeriCorps for three years to provide a Volunteer Infrastructure Program (VIP) Fellow to further refine the matching of volunteer roles with parent interests."	"ISM's focus area(s) for improvement in Building Partnerships for Student Outcomes is based on the following approaches.  These represent current practices that we are reviewing for more efficient and effective outcomes.   ISM releases students at 12:55 every Wednesday. The ISM staff then engages in a variety of PROFESSIONAL DEVELOPMENT AND PLANNING activities until 5:00pm. This includes trainings that increase the ability of teachers and the principal to increase their capacity to partner with families, recently including Multiple-Tiered Systems of Support (MTSS) and Implicit Bias trainings.  ISM conducts formal CONFERENCES twice per year: teacher-led conferences in the fall, and student- led conferences in the spring. ISM also releases student REPORT CARDS twice per year: January and June.  Beyond the formal, ISM has a clear open-door policy for families to access teachers and administrators to discuss any concerns and requests."	"ISM provides multiple ONLINE PLATFORMS where parents can see and track their students’ work. These include SeeSaw, a portfolio-management solution and ManageBac, a learning management and reporting platform specifically designed to support International Baccalaureate schools. Our focus area for improvement on this dimension is to go beyond our current standard of providing multiple opportunities for student and family input to inviting them to engage in advocacy for themselves and for all students, particularly for those with specific needs such as special education services, language learning support, and behavioral intervention. This will include both required and supplemental annual notices regarding student and parent rights, such as parents’ right to see their children’s student records."	"Since opening, involving families in ISM decision making has been a strength of our school as evidenced by the following:   Per our charter, at least half the members of the ISM BOARD OF TRUSTEES must be parents. During 2021-2022, 7 of 10 trustees were parents of current students. As such, the trustees represent our families while also exercising their authority to make major decisions for the school.  Each of the 8 scheduled BOARD MEETINGS each year serves as an opportunity for family members to provide input to the board during designated public comment times as well as direct participation in the action item discussions.  The STRATEGIC ADVISORY TEAM guides an annual update of the ISM LCAP. The SAT comprisesrepresentatives of these stakeholder groups: families, teachers, non-teaching staff, administration, board, ISM Foundation, ISM Community Connection, and community partners. These representatives consider multiple data sources in proposing annual updates for board approval. This includes annual assessment of progress toward LCAP and California School Dashboard target outcomes that address all state and local priorities."	"Based on the analysis of educational partner input and local data, ISM's focus area(s) for improvement in Seeking Input for Decision-Making focus on the following current practices.  We will monitor and improve these practices to increase efficiency and effectiveness in our use of the data.  ISM administers SURVEYS for students, parents, and staff near the end of the school year. These surveys target feedback regarding specific areas of the academic program and overall operations through questions about what stands out and what needs improvement.  Weekly COFFEE WITH THE ADMIN sessions provide opportunity for parents to meet with the ISM director and other administrators for updates, questions, and answers. Specific topics change monthly; however, the overall focus always remains on providing each ISM student with a great school experience. In 2022, several of the coffees specifically invited input into the LCAP, family engagement, and Dashboard from attending parents. ISM invites parents to attend for the whole 45 minutes or to drop in for any part. The discussion is conducted in English with concurrent Spanish interpretation upon request."	"ISM will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input   or Decision-Making through the following approaches.  Because, under non-pandemic circumstances, ISM welcomes family presence in classrooms and on campus, extensive opportunity exists for INFORMAL INTERACTION among ISM trustees, administrators, staff, students, and parents. Within an atmosphere of continuous improvement, this results in extensive input regarding what is working and what might make ISM better.  Though we see overall ISM community involvement in decision making as a significant strength, we recognize the need to increase involvement for specific subgroups including underrepresented students and families. Thus, our current focus for improvement in this area is to establish a Family Engagement Team built on the foundations of our current Climate, Culture, and Community Team, student support services, the ISM Community Connection, and other current groups and programs to further strengthen family involvement by articulating core beliefs about engagement and recommending related policy to the ISM Board of Trustees.  OVERALL- MET"	4	4	4	4	3	4	5	3	4	3	3	3	Met	6/14/2022	2022
07100740137026	Invictus Academy of Richmond	3	"Every year in professional development in the summer, teachers are trained on how to track parent communication. Our school invests in parent communication and proactive parent relationship-building. The school provides training to teachers in how to communicate positive feedback about students with parents in the summer and provides time in professional development throughout the year to be able to make phone calls, texts, and emails home.  Parent survey data indicates that Invictus parents feel well-informed about their child’s progress at school."	"This year, we were unable to host many in-person community events. We look forward to being able to host more in-person events for community building in the next school year. It was difficult this year for us to maintain two-way parent communication with parents of students who were chronically absent."	We will develop more systematic and proactive with parent communication of students who are chronically absent.	"A weekly progress report sent home for parents to stay updated on student progress (includes grades, attendance, and behavior data).  Parent conferences are mandatory for all students and families and happen twice per school year. A focus for parent conferences is how to support learning at home. Teachers spend time sharing strategies with parents for how to support students at home. We also hosted college access nights for high school families."	"We will focus on college access more next year, especially for our first 11th grade class."	"For families who are unable to attend parent conferences, we will be more proactive in communication and direct outreach."	"The School Site Council has meaningful input into school budgeting and long-term planning. If we have a large decision to make as a school or adjust the program, we hold opportunities to collect parent input like a Google Form or a town hall. For example, we adjusted the bell schedule to add an additional minimum day to the schedule this year, and asked parents for feedback on the plan via Google survey. We use family survey data (administered 2x/year) to inform program planning for the following year."	We would like to involve more parent feedback as we continue the high school design.	We will ensure that coffee and donuts with the principal is reinstated in person for the next school year. We will also provide opportunities for input in decisions during this time.	4	4	4	4	4	4	4	4	4	3	4	3	Met	6/22/2022	2022
14101400000000	Inyo County Office of Education	3	"Because of our small size and the skill and commitment of our staff, this priority is an area of strength for the Jill Kinmont Booth School. Building partnerships and creating trusting relationships are essential for our goals and mission. We work hard to develop trusting relationships with our parents and guardians and make a point to communicate directly with our parents and guardians weekly on an individual basis."	JKBS is going to improve staff cultural awareness and accompanying proficiencies in order to improve culturally responsive and effective communication strategies with all of our families - but particularly our Native American families who are the majority of our Educational Partners.	The JKBS team will make a concerted effort to improve relationships and build trust with our underrepresented families through transparent and consistent communication about student progress and always work with families in a collaborative manner as equal members of a team focused on student success.	JKBS's strengths lie in our strategic approach to improving academic and affective outcomes. We focus on personalized academic pathways that address individual student learning gaps. We provide one-on-one support and targeted interventions for every student. Our focus on affective growth has centered on introducing more SEL into our program.	"A focus area for improvement is developing opportunities to help parents learn how to support their student’s growth in the affective, academic, and social/emotional domains at home. In addition, we need to improve the flow of information and seek opportunities to help families build the capacity to effectively exercise their legal rights and advocate for their own and all students."	"The intake process at JKBS is a critical component for engaging our educational partners to produce positive student outcomes. We seek to have a seamless and positive transition to the community school through an intake process that identifies the academic and behavioral supports needed to sustain student academic and affective progress and growth. The goal is always matriculation back to the district of residence. The intake process clearly outlines the goals, available support, and overall policies and expectations so students and their families know how to navigate the available resources to achieve success. It is important that our families know they have an open-door policy to access a teacher and/or administration and counseling so all can collaborate to support improved student outcomes. All of our families are underrepresented and disadvantaged. We are focusing on improving parent attendance at PAC and other meetings so we can gain insight and garner input from them in order to meet the individual needs of every student to produce positive student outcomes."	1:1 communication with both students and families maintaining consistent communication which allows for multiple opportunities to facilitate and receive input. All stakeholder involvement and support is valued by staff. We have made progress in the 2021-22 school year in facilitating educational partner input as we had parent attendance at our two PAC meetings for the first time ever.	Our focus area last year was to improve parent attendance at PAC meetings and increase the number of these meetings. We have improved in this area. Our strategy included providing food and other strategies that elicit input from our educational partners for the LCAP development process. We will continue this focus for the 2022-23 school year.	"As noted above, all of our families are underrepresented and disadvantaged. All the aforementioned engagement strategies will hopefully build trust and transparency with our Educational Partners so they feel more comfortable and confident that they have valuable insight and ideas that are critical to the continued growth of our program and helps us meet the needs of every individual student."	5	4	3	2	3	3	4	2	3	3	3	3	Met	6/28/2022	2022
19734520120600	iQ Academy California-Los Angeles	3	Family and student relationships are a core foundation that is necessary for our program’s success. IQ academy assigns teachers a homeroom where onboarding and support is offered to assigned students. Homeroom teachers make enduring connection calls with families every month to learn about each family/student and provide any additional supports needed. A variety of student data is monitored by the homeroom teacher including attendance and progress and is used to develop working relationships with families. Homeroom teachers will meet with families for parent teacher conferences in quarter 1 and quarter 3 to review student progress in depth with families. The school staff remains accessible at all levels with an expectation that all families receive a response to address any concern within 48 hours. We provide a variety of virtual and in-person socialization activities throughout the year and student run clubs provide regular engagement opportunities for students outside of our school day.	The school continues to solicit feedback from families regularly using surveys to measure satisfaction/preparation and provide administrative support for families who have an identified need. We also hold many live meetings for educational partners to participate in the development of the schools LCAP. We want to develop more community oriented in-person outings for student and family socialization. COVID has made this a challenge and we are hoping that guidance relaxes and allows for development of in-person outings in the near future.	IQ has utilized a team of support staff to support the engagement of underrepresented families through our Compass program.	"As an independent study charter school, a parent's role in education is critical, and IQ Academy must involve parents, successfully in their child’s educational program. Teachers regularly conference with families on student progress and expectations, and IQLA internal systems give parents access to student grades, assessments, and online school activities. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students."	"IQ Academy has as of 19-20 launched a PLC structure based off the Solution Tree PLC model to ensure staff is engaged in professional dialogue around achievement and support. IQ Academy has in 21-22 summer term began implementation of a dual enrollment program, called PantherPath2College, which offers dual enrollment for high school students. IQ academy also offers Stride Career Prep (SCP), a career readiness education program, allowing IQ students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. During the 21-22 SY, sixth, seventh and eighth-grade students can participate in career exploration and technology courses."	"Through our schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, K12 LC App (social platform for families to connect), and the IQ Academy website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for their student and all students."	Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions.	"The school has engaged Educational Partners during the 2021-22 school year as follows: Below, Educational Partners refers to parents, learning coaches, students, teachers, principals, administrators, and other school personnel. • Educational partner meeting to discuss the ESSER III Plan (September 2021) and a survey was also sent to educational partners (August 2021). • Educational partner meeting to share progress towards meeting the LCAP goals, review and update the Comprehensive School Safety Plan, and discuss the ESSER III Plan (October 2021) • Teacher Effectiveness Block Grant Expenditure Plan was presented at a public hearing during a board meeting in November 2021. • EL parent meeting to discuss EL program and gather feedback from parents (December 2021). A Spanish translator was present. • Title I parent meeting to discuss Title program and gather feedback from parents (February 2022). An additional meeting was held in Spanish. • Educational partner meeting to discuss Dashboard results, the Annual Update to the 2021 LCAP, needs assessment for 2022 LCAP, review and update the Parent & Family Engagement Policy (March 2022). An additional meeting was held in Spanish. • Educational partner meeting to review and discuss the draft 2022 LCAP (May 2022). • SELPA meeting (The SELPA administrator was consulted about supports for SWD) • English Learner Advisory Committee (ELAC) meeting to discuss LCAP goals and actions • LCAP Survey was sent to educational partners in May 2022. • The leadership team, including administrators, principals, and teacher leaders participate in a root cause analysis to identify potential causes to current outcomes at the end of each quarter. • PLC structure, including meetings, ensure staff is engaged in professional dialogue around achievement and support. • Schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, K12 LC App (social platform for families to connect), and the IQLA website ensure families understand their rights, have opportunities to build relationships, and are encouraged to advocate for their student and all students. • Parent Connections, including parent trainings, open house, meet and greets, and orientations to provide opportunities for formal and informal feedback. • Panther Tracks weekly community newsletter highlights events and activities sent to staff and families."	"Through our schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, K12 LC App (social platform for families to connect), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for their student and all students. In the 21-22 SY, IQ launched the Family Teacher Organization (FTO). The goal of the FTO is to strengthen student support by increasing partnership between home and school."	4	4	4	4	4	4	5	5	4	4	3	4	Met	6/20/2022	2022
30736500000000	Irvine Unified	3	"The Irvine Unified School District (IUSD) has established the Irvine Parent Education Program, which provides all families the opportunity to attend workshops to learn about district programs and child development. These workshops help parents and families better understand our district programs, adopted curriculum, child development milestones, and ways to support learning at home for the whole child. Sites also offer family nights, parent organizations (i.e. Parent-Teacher Association (PTA) and cultural groups), and conduct other activities to encourage and support parents. Additionally, sites conduct parent teacher conferences, host English Language Advisory Committees (ELACs), and utilize a wide array of parent surveys in order to gather feedback from their local communities.  Overall, IUSD continues to work with site administrators and teacher leaders to improve capacity to collaborate with families for better student outcomes. This includes professional learning, providing support with establishing advisory committees, and providing training for parents concerning specific skills or curricular targets."	"In the Irvine Unified School District, we recognize the value that all families bring to our diverse community. All staff are encouraged to build trusting relationships and welcoming environments for all families in the community. We ensure that all schools have a system in place to engage in regular two-way communication with parents and community members on a regular basis. We have an interactive website, availability of interpretation/translation services, and parent surveys to measure school climate and provide feedback on LCAP priorities and district initiatives.  We continue to provide more staff training on cultural responsiveness and specific strategies for parent/ family engagement. Additionally, our Parent and Family Engagement team has established a Parent Resource Center as a place of inclusion that works in collaboration with the community to provide families with access to resources that create a positive influence on student achievement and behavior."	"Many departments within IUSD work with families to establish and sustain strong advisory committees. These advisory committees provide support to families to understand their legal rights and advocate not only for their own students, but for all students.  The IUSD Parent and Family Engagement team works to provide opportunities for families, staff, and other district administrators to come together to design, implement, and evaluate family engagement activities at all levels."	"IUSD has invested in website upgrades, video and communications tools to support ongoing, effective communications with families. 99% of IUSD families have registered for a Parent Portal account. This account allows parents and guardians to view students’ grades, assessment results and other academic information. Additionally, IUSD has expanded its implementation of Canvas, our Learning Management Solution, to provide students and families with classroom updates, assignments, and information on students’ progress. IUSD provides direct technology support to all of our families."	"IUSD is piloting a new school-to-home direct communications tool. The district plans to implement the tool districtwide in the 2022-23 school year. The new tool will enable schools and teachers to target messaging to specific classroom and student groups. The communications tool is directly linked to our student information system, allowing families to manage their communication preferences (including correspondence language). The new features will help our schools easily connect with any families that may not be receiving messages because of missing or outdated contact information."	"We recognize the value that all families bring to our diverse community. All staff are encouraged to build trusting relationships and welcoming environments for all families in the community. We ensure that all schools have a system in place to engage in regular two-way communication with parents and community members. We have an interactive website, availability of interpretation/translation services, and parent surveys to measure school climate and provide feedback on LCAP priorities and district initiatives.  We continue to provide more staff training on cultural responsiveness and specific strategies for parent/ family engagement. Additionally, our Parent and Family Engagement team has established a Parent Resource Center as a place of inclusion that works in collaboration with the community to provide families with access to resources that positively influence student achievement and behavior."	"IUSD partners with Hanover Research to implement a district-wide survey to gather input and feedback from our students, staff, and families. Hanover Research also provides an Executive Summary for each school that captures the most compelling findings and provides a comprehensive overview of site results and comparisons to previous survey administrations. For the 2020-21 Annual Survey, 20,234 students, 6,446 parents and 1,892 staff participated.  In addition, the district employs a variety of groups, activities and surveys to solicit the input from all education partners and to ensure that their voices are a part of our approved LCAP. The district provided the following opportunities for educational partners to participate in the LCAP development process. During the 2021-22 school year, educational partners provided quantitative and qualitative data to identify actions they considered to be the highest priority for ongoing funding and sustainability in a ThoughtExchange LCAP activity. Based on feedback, actions and services were funded that reflected stakeholder input, fiscal impact, and the ability to meet district goals."	"The district uses a variety of groups, activities and surveys to solicit the input from all education partners and to ensure that their voices are part of our decision-making process. The district provided the following opportunities for education partners to participate in the LCAP process: 1. Education/Engagement of education partners on LCFF, LCAP, and reviewing current LCAP actions 2. Annual district-wide climate survey, administered to students, parents, and staff 3. California Healthy Kids Survey (CHKS) 4. Education partner input activity for the Local Control and Accountability Plan (LCAP).  This input assists administrators in planning the LCAP aligned School Plan for Student Achievement (SPSA) and developing measurable goals for continuous improvement. For the 2022-23 school year, education partners identified the following themes: 1. Student mental health and social emotional learning 2. Staff support 3. Student learning"	"Many departments within IUSD work with families to establish and sustain strong advisory committees. These advisory committees help families to understand their legal rights and advocate not only for their own students, but for all students.  The IUSD Parent and Family Engagement team works to provide opportunities for families, staff, and other district administrators to come together to design, implement, and evaluate family engagement activities at all levels."	4	4	4	5	3	5	5	5	5	5	5	5	Met	6/28/2022	2022
19734370134338	ISANA Achernar Academy	3	"ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication."	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	"Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcomed to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families to understand and exercise their legal rights and advocate for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish."	"One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we are communicating with each family in the most effective way possible and establishing authentic connections."	"We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities."	"The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees."	We continue to work on working with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	"As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings."	4	5	4	5	4	4	5	4	4	4	5	4	Met	6/14/2022	2022
19647330123984	ISANA Cardinal Academy	3	"ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication."	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	"Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcomed to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families to understand and exercise their legal rights and advocate for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish."	"One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we are communicating with each family in the most effective way possible and establishing authentic connections."	"We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities."	"The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees."	We continue to work on working with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	"As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings."	4	5	4	5	4	4	5	4	4	4	5	4	Met	6/14/2022	2022
19647330135954	ISANA Himalia Academy	3	"ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication."	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	"Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcomed to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families to understand and exercise their legal rights and advocate for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish."	"One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we are communicating with each family in the most effective way possible and establishing authentic connections."	"We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities."	"The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees."	We continue to work on working with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	"As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings."	4	5	4	5	4	4	5	4	4	4	5	4	Met	6/14/2022	2022
19647330108910	ISANA Nascent Academy	3	"ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication."	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	"Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcomed to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families to understand and exercise their legal rights and advocate for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish."	"One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we are communicating with each family in the most effective way possible and establishing authentic connections."	"We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities."	"The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees."	We continue to work on working with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	"As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings."	4	5	4	5	4	4	5	4	4	4	5	4	Met	6/14/2022	2022
19647330122655	ISANA Octavia Academy	3	"ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication."	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	"Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcomed to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families to understand and exercise their legal rights and advocate for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish."	"One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we are communicating with each family in the most effective way possible and establishing authentic connections."	"We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities."	"The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees."	We continue to work on working with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	"As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings."	4	5	4	5	4	4	5	4	4	4	5	4	Met	6/14/2022	2022
19647330123166	ISANA Palmati Academy	3	"ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication."	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	"Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcomed to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families to understand and exercise their legal rights and advocate for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish."	"One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we are communicating with each family in the most effective way possible and establishing authentic connections."	"We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities."	"The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees."	We continue to work on working with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	"As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings."	4	5	4	5	4	4	5	4	4	4	5	4	Met	6/14/2022	2022
16639336010466	Island Elementary	3	"This year the COVID protocols and restrictions limited our ability to fully implement our parent volunteer program.  However we continued to create a welcoming community that provides parents and community members multiple opportunities to get involved in our school and in their child’s education. We had monthly Boosters’ Club (parent club) meetings held outside so that all could safely attend.  We had our Back to School Night outside as well.  We had our parent conferences for 100% of our students in person. We had out annual Variety Show outside in March and had enormous support from the entire community. We invited parents and families to the end of year: awards assemblies, talent show, and kindergarten and 8th grade graduations all held outside.  We strive to build strong relationships with families and have been successful with most, but we will continue to implement further suggestions and strategies that will encourage all parents to be involved. We are also planning activities that will promote cultural awareness and education to strengthen our relationships with our families. Parent volunteerism was not allowed during COVID. However, we are preparing to campaign for parents to return to campus soon and implement activities allowing them to participate. We had several different surveys to allow for parent input throughout the year.  Teachers communicated regularly with their students’ parents through Dojo or email making sure the parents were kept informed with all that was going on with their students."	"Our input from our School Site Council, Boosters Parent meetings, certificated and classified unions state a desire to bring parents back onto our campus in anyway we can.  We strive to commit to building a welcome community that all can take part in.  We will attempt to provide more opportunities in the 2022-23 school year now that Covid restrictions have lightened."	We are planning activities that will promote cultural awareness and education to strengthen our relationships with our families especially our underrepresented families. Parents will be surveyed twice a year to get input and determine if the input helped improve our relationship and our community involvement throughout the year.	"We had parent, student, teacher conferences throughout the year as well as numerous at-risk meetings for students who were struggling in any way to formulate a plan for the students’ improvement. The Learning Coordinator or Principal met with the teacher and parent of specific students who were struggling in a variety of areas: academic, attendance, behavioral, to formulate a plan for each of these individual students."	"Due to the input and data we were given we have implemented more strategic intervention groups for specific students who are in need for reading, math, social skills and cultural awareness. For example, EBLI reading intervention, OG reading intervention, social skill groups,"	"Since we found this beneficial we will continue the early conferences as well as each progress report/report card period so that we are proactive in assisting the students and parents, working as a team, to support successful academic performance and progress. This year we are putting emphasis on the social emotional well being of our students as well as staff. We will be providing continued training and support throughout the year for cultural awareness and equity training for students, staff, and school board. We will continue to work on finding more, and different, ways to get the parents who don’t get involved, involved."	"Currently, we receive input from a multitude of parents who are from a variety of backgrounds. We surveyed all parents multiple times this year. We currently do not have an ELAC due to the EL subgroup too small to require one. Our parents of EL's were personally called and given the survey to be sure to get their input.  Island has advisory groups, such as Boosters and SSC, who are given opportunities to make suggestions on programs and policies. We will continue to reach out to those parents who do not give input about their concerns and all students' needs."	"We will continue to survey the parents twice a year.  We have 100% participation in our parent conference in September and have them survey then to make sure every child's parent is able to give input.  We will verify all do, and if not make a personal call to get input."	"This year we are putting emphasis on the social emotional well being of our students as well as staff. We will be providing continued training and support throughout the year for cultural awareness and equity training for students, staff, and school board. We will continue to work on finding more, and different, ways to get the parents who don’t get involved, involved."	4	4	2	4	3	4	4	4	4	4	4	5	Met	6/22/2022	2022
19647330106351	Ivy Academia	3	"Ivy Academia recognizes the importance of family engagement for student success and how COVID-19 pandemic impacts have magnified that importance. During the 21-22 school year, COVID-19 regulations made it difficult to develop relationships between school staff and families beyond digital connections. As those regulations began to decrease, opportunities were created for parent volunteers to return to campus and to host on ground family engagement events including end of year activities and ceremonies. For the 22-23 school year it is a priority of Ivy Academia to expand parent engagement opportunities and continue to build relationships between school staff and families."	"Ivy Academia's move to a new, permanent campus and return from COVID-19 distance learning presents opportunities to re-establish family engagement and welcome involvement on campus. A focus has been placed on school to home communication and invitations extended personally to families for engagement opportunities. Ivy Academia will continue to solicit feedback from families to determine how they can better support families in their connectedness for student success."	"Ivy Academia is focused on building family partnerships, particularly underrepresented families, through direct communication. All staff has prioritized personal communication and outreach to re-engage families and meet them with what they need to be successful participants in the school community. This has included working with families to learn how set up and use email, access school programs, reach out to a teacher for feedback regarding their student as well as obtain information regarding available community resources through the counseling department."	"Our current strengths are in English Language Arts. Going into our fourth year of the adoption of Benchmark Advance for Elementary and Collections for Secondary students, we see our students improving overall in ELA. We are expanding our PLC's to better analyze assessment data to implement real-time intervention strategies and lessons by standard."	"We are working to improve our math scores. We purchased Math 180 for our two secondary math intervention classes. Additionally, we have adopted NWEA MAP Accelerator which has partnered with Khan Academy for students in grades 3-8. This allows teachers to identify students standards proficiency in real time and develop a learning path for them to progress toward mastery."	"We have instituted many additional engagement opportunities for underrepresented families. School messaging is in the family's home language, certified interpreters attend IEP meetings where applicable and we continue our outreach to staff our School Site Council (SSC) and English Language Advisory Committee (ELAC) with underrepresented families."	"Ivy Academia continues to focus efforts on expanding further our membership of the School Site Council (SSC), English Learner Advisory Committee (ELAC), School Wellness Committee (SWC) and Safety Committee (SC) to reflect the diverse school community and community at large."	Ivy Academia is focused on expanding it's outreach to community partnerships in an effort to bring additional resources and opportunities for connectedness to the school community. This includes the West San Fernando Valley Rotary Club as well as the West Hills/Woodland Hills Chamber of Commerce.	"Ivy Academia hopes to improve engagement of underrepresented families through direct outreach to solicit feedback as well as to offer assistance with completion of surveys or other methods and opportunities for input. Following the heavy reliance on technology during distance learning and the return to campus with COVID-19 restrictions, Ivy Academia has prioritized in person engagement opportunities for the 22-23 school year. In addition to standing events such as Orientation and Back to School Nights, open access meetings with Directors, Principal, Parent Universities and Tech Talks will be held throughout the year."	5	5	3	5	4	4	5	5	4	4	5	4	Not Met	10/6/2022	2022
19647330115113	"Ivy Bound Academy of Math, Science, and Technology Charter Middle"	3	"One of the strengths of IBSO is that the school keeps the lines of communication open between staff and faculty and families.  Providing communications (both written and verbal) in the language of each family will continue to support the underrepresented families.  The principal is a resource to teachers with respect to knowledge about students and families, helping teachers to understand the needs and family dynamics of particular students. Having people in the school community that are able speak and translate a variety of languages is a strength of the school.  The monthly Zoom meetings are great.  Teachers work hard to educate the students, not a simple thing with middle schoolers.  They explain and demonstrate great ways to engage the children attending the school. They encourage them to do their best.  The office staff are great!  They are responsive and helpful with any request.  COVID made it hard for normal school and home relationships to be in place."	The LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families are continuing outreach to parents and ensuring that office staff is helpful and supportive.	"Some of the teachers are really behind with grading the students’ work. So the posted grade gives an inaccurate picture of the grades at a given time.  The monthly Zoom meeting are great but poorly attended.  The school could look for ways of improving the family involvement.  Perhaps pairing established families with incoming families, or student buddies could be helpful. Once in-person events are available, it would be great to have an adult/parent evening as a fundraiser.  The school must continue to provide communications (both written and verbal) in the languages of all of families."	"IBSO provides Student Success Teams to ensure each student's academic needs are met.  Most supplies for the students are provided by the school. In addition, students are provided with tools needed to complete and finish their studies.  All student assignments and grades are online, making a strong connection between school and home possible.  Families that want to be back on campus as well as the families that want to stay home have been supported: Zoom meetings and weekly check-ins.  Hard copies of the textbooks have been provided to the students who are continuing to do distance learning."	The LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes will include more frequent communication between teachers and parents.	Social Emotional Learning (SEL): the school could improve in this area by checking in with under-represented families and helping them identify where they can get the help they may need from resources available outside of school.	"Not only are the students informed of the events and changes, IBSO informs parents of the students and seeks to engage with them with respect to changes and activities. Sometimes parents are given the opportunity to have their voices heard with respect to changes and activities.  IBSO needs to develop programs that encourage more family participation and engagement.   While COVID has made whole school activities difficult, there are plans in place for an activities packed spirit week just before Spring Break.  In addition, numerous parent-organized fundraisers have taken place in the last year."	The LEA’s focus area(s) for improvement in Seeking Input for Decision-Making will be to have continued parent participation in SSC and other decision making bodies.	The LEA will increase outreach to parents of unduplicated students through phone calls and emails from teachers and administrators.	5	5	5	5	4	4	4	4	4	4	4	4	Met	5/19/2022	2022
56739400121426	IvyTech Charter	3	"IvyTech provides each household with its own progress monitoring access through a digital Learning Management System. Parents/guardians can access student progress/achievement information at any time, from anywhere with a device and an internet connection. Instructors regularly email home information about student progress and upcoming events/projects/exams/deadlines keeping open clear lines of communication. IvyTech has an established system for providing interventions for students, engaging family members in conversation about their student(s), and growing a strong relationship between school and home."	"IvyTech's focus area for improving relationships between the school and families is to redesign the school's website to improve the accessibility and usability of the information and resources. The school has increased the resources available to families through this online portal and more efforts need to be made to educate our partners on how to best use these, regularly-updated, materials and information."	"IvyTech staff has increased the number of bilingual staff members allowing for more engagement with underrepresented families. Resources that are offered by the school are being translated into Spanish to increase accessibility for non-English speaking families. IvyTech has also sought out translation tools/resources to help bridge communication gaps with families that have another language, other than English or Spanish, spoken at home."	"IvyTech has a well-established orientation system that allows each family a complete and intimate view of how schooling works at this institution. Each family is individually met and oriented by a representative of the administration. The school provides each household with access to a student monitoring portal, and each student is provided a school email address. These measures allow for clear communication that is understandable and accessible to students and their families."	"IvyTech has identified an area for improvement for building partnerships for student outcomes that revolve around increased family engagement and education. The school has timed the annual Back-To-School night to coincide with the timeline that most families fall into, especially when starting with IvyTech for the first time. Usually, 3-4 weeks into being newly enrolled at IvyTech, families have questions, concerns, and usually, a bit of confusion about all of the aspects/supports that the school provides. The school will be developing resources to improve family knowledge on how to monitor their student(s) progress."	"IvyTech has partnered with counseling software, UR Turn, which helps families monitor student progress towards graduation and for formulating post-secondary education plans. This program allows families to set goals, provides easily understandable visualizations, and provides tips for students to reach their educational objectives. This tool is accessible through the school's website, and based upon its user-friendly, graphics-rich interface increases its usability by underrepresented families."	"IvyTech has strengthened lines of communication between the school and home, especially in light of the unique situations presented by Covid-19. The school provides surveys and conducts interviews with a diversified array of stakeholders to ascertain the efficacy of policies, and engagement in school activities."	IvyTech's focus area for future improvement is to further formalize the aforementioned tools. IvyTech would like to establish a regular committee of stakeholder advisors to provide input on perspective areas of growth for the school.	IvyTech will improve the engagement of underrepresented families in seeking input for decision-making by sending out home surveys in the language that's spoken in each home.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/30/2022	2022
12628930000000	Jacoby Creek Elementary	3	"Although during the 2021-2022 school year parent volunteers were not allowed to volunteer with students on campus due to COVID-19 concerns many parents volunteered on committees, helped teachers with preparation projects, and helped with fundraising.  The School Site Council serves as  the LCAP Advisory Committee and offered two Focus Group meetings and parent survey opportunities to gather data."	Jacoby Creek School looks forward to welcoming parent volunteers back on campus for the 2022-2023 school year.	Teacher and administration will reach out directly to underrepresented families.	"JCS Administration uses our school information system, weekly notes, and monthly bulletins to communicate with families."	"JCS partners with the Humboldt County Office of Education, SELPA, Humboldt County Public Health, and the Humboldt County Bridges to Success Program to support student outcomes."	The district was awarded the Community Schools Grant and in the 2022-2023 school year a Student Support Teacher will help facilitate community and caregiver partnerships.	The School Site Council serves as  the LCAP Advisory Committee and offered two Focus Group meetings and parent survey opportunities to gather data.	The LCAP Advisory Committee will begin data collection with a parent surveys. The results of the survey will provided data needed to decided what topics are needed for deeper focus group conversations.	"Student support teacher, administration, and teachers will contact families of underrepresented families directly."	5	5	4	5	4	4	5	5	4	5	4	4	Met	6/13/2022	2022
19647330109884	James Jordan Middle	3	Parents feel welcome and included in the decision-making process at JJMS.  202122 Parent Survey results included 90% of parents stated that “This school includes me in important decisions about my child's education”.   92% of parents feel that they are welcome to participate at school. 91% parents say that the school provides information that they can easily understand.	"JJMS should continue to use technology to make parent events accessible for increased parent engagement.  89% of parents responded that offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school.   JJMS should provide more training for parents in an easily accessible format. The lowest score on the survey was 77% agreeing with the statement that the school  provides useful training for parents."	"Additional recruitment for ELAC and SSC meetings JJMS should continue to use technology to make parent events accessible for increased parent engagement.  89% of parents responded that offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school.   JJMS should provide more training for parents in an easily accessible format. The lowest score on the survey was 77% agreeing with the statement that the school  provides useful training for parents."	Parents report that they are aware of the variety of additional instruction and tutoring available for their children.	"During the 2022-23 school year, JJMS will offer extended learning opportunities including a morning program, and increase instructional time during Intersession for Winter and Spring breaks.  JJMS also plans to offer more parent education about the A-G required courses in High School and how to prepare for high school success during middle school years."	"During the 2022-23 school year, JJMS will offer extended learning opportunities including a morning program, and increase instructional time during Intersession for Winter and Spring breaks.  JJMS also plans to offer more parent education about the A-G required courses in High School and how to prepare for high school success during middle school years."	Parents feel welcome and included in the decision-making process at JJMS.  202122 Parent Survey results included 90% of parents stated that “This school includes me in important decisions about my child's education”.   92% of parents feel that they are welcome to participate at school. 91% parents say that the school provides information that they can easily understand.	"JJMS should continue to use technology to make parent events accessible for increased parent engagement.  89% of parents responded that offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school.   JJMS should provide more training for parents in an easily accessible format. The lowest score on the survey was 77% agreeing with the statement that the school  provides useful training for parents."	"JJMS should continue to use technology to make parent events accessible for increased parent engagement.  89% of parents responded that offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school.   JJMS should provide more training for parents in an easily accessible format. The lowest score on the survey was 77% agreeing with the statement that the school  provides useful training for parents."	5	4	3	5	5	5	5	5	5	5	5	5	Met	6/16/2022	2022
55723630000000	Jamestown Elementary	3	Our strengths are that Jamestown School District has the Jamestown Family Resource Center as a community source of resources and supports for those families in need. This in turn helps support student learning and development within the home. The work with trauma informed practices continues to positively affect progress toward closing the achievement gap and improve learning for all students. We have implemented policies and procedures to meet with families in our School Attendance Review Teams and added home visits as part of our tiered intervention strategies in order to help support families with issues surrounding barriers to regular attendance. The Student Study Team and Response to Intervention protocols are utilized to give more specific information on tiered interventions available and used to help support student success.	"Areas of improvement are that we need to increase our parent participation within our school programs and increase opportunities for parent education especially in the areas of MTSS, learning outcomes for each grade level, social emotional learning, and the importance of regular school attendance."	"The District needs will improve equitable engagement of underrepresented families by making our activities meaningful and by promoting a school culture that is approachable, friendly, and receptive to concerns. We need to do more outreach to meet our families where they are through the provision of flexible engagement options such as changing the time of day for meeting or functions. One function of our Jamestown Family Resource Center would be to create a family engagement committee that would include representation from underrepresented families."	"Jamestown School District welcomes parents and families on our campuses and this is a strength. Staff is present in the mornings to greet students and families and at dismissal time. Classroom teachers communicate through technology apps, email, blogs and class newsletters. Positive behavior support and communication is handled through personal phone calls, Panther and Dragon Prides, HERO points and positive referrals. Site administration is visible and accessible on campus and responsive in a timely manner to address parent needs and concerns as well as building positive, collaborative relationships. The District will resume Family Fun Nights to both engage and educate parents and families which has been very successful in the past. The Jamestown Family Resource Center will distribute flyers at the beginning of the school year to all families to inform them of outside resources ad supports available, especially to our underrepresented families. There has been an increase in our bilingual staff and documents are being translated into Spanish, along with our bilingual liaison making personal phone calls and outreaching to our Hispanic families."	"The District can improve our opportunities for engagement of our families by providing more opportunities for parents to be involved during the school day and finding other regular times for parents to engage in conversation with administration. We need to continue to educate our families on attendance and ways in which to support increased student academic achievement at home. It is also important for us to better understand the needs of our families and assist them in locating outside resources and supports. Finally, we have made strong efforts in translation of the more important documents, but this needs to be a regular component for all district communication."	We need to act and reach out to those parents that have identified that they would like to be involved in our back to school volunteer form and connect them with the appropriate school staff.	"Jamestown School District meets regularly with the various educational partner groups and uses frequent surveys to gain input for decision making. Surveys for both input and evaluation of activities are utilized and are used in planning and designing activities and programs.The district uses Google surveys and our autodialer system as an avenue to seek input and feedback on particular topics, along with district committees such as School Site Council, Management and Leadership Team Meetings."	We need to publicize more effectively to our families the various opportunities to provide input. The district can collaborate more regularly with the Parent Teacher Organization to seek feedback and input on policies and programs as well as in the planning and implementation of family engagement activities and educational opportunities.	"We can improve upon actively reaching our underrepresented families by reaching out and seeking verbal feedback instead through traditional paper or email surveys. We will continue to distribute flyers in our registration process to inform families of resources and supports that the Jamestown Family Resource Center can provide, along with a needs assessment. We will also continue to distribute a volunteer survey to more actively connect volunteers to the right school personnel."	4	4	4	4	3	3	4	3	4	3	3	3	Met	6/29/2022	2022
37681550000000	Jamul-Dulzura Union Elementary	3	"Based on the analysis of educational partner input and our local data, JDUSD’s current strengths and progress focus around the rejuvenation of our on campus Family Nights. As JDUSD was able to return to on campus events during the Spring of 2022, we started having our traditional Family Nights with a district wide Family Financial Literacy Night which was sponsored by the San Diego Council of Economic Education. We also worked with Jamul Community Church (JCC) to host their Sunshine Club on campus afterschool.  JDUSD has also ensured that families are involved in our Strategic Planning, School Site Councils, ELAC/DELAC, and Parent Advisory Groups.  Moving into the 2022/23 school year, JDUSD has already hosted a Parent IEP Education and Networking event with the East County SELPA. We have also begun planning our annual Family Literacy Night, Pi Night, Movie Night, Night at the Museum (for National History Day), and other community events. In addition the JCC brought their Common Thread clothing exchange to the elementary school Back to School Night."	"Based on the analysis of educational partner input and our local data, there are two areas for improvement as JDUSD builds relationships between school staff and families.  First, we need to offer more community building opportunities at the middle school level in order to encourage those relationships.  Second, we need to encourage voice, build capacity, and have parents/families take ownership of our Parent Groups such as PTA/PTSA and ELAD/DELAC."	"Based on the analysis of educational partner input and our local data, JDUSD will improve the engagement of underrepresented families in many ways which are listed in our LCAP Goal 3. In addition, we are offering free targeted informational night/events such as the one above for special education parents and our English classes for families and community members. These events/offerings are specifically designed to facilitate community building and educational partnerships."	"Based on the analysis of educational partner input and our local data, JDUSD’s strengths for building partnerships for student outcomes are that we have multiple committees for families to serve on, that we offer as many meetings as possible at multiple times in order to facilitate participation, we translate meetings and materials, and we offer parent/teacher conferences to all families twice a year."	"Based on the analysis of educational partner input and our local data, JDUSD’s focus area for improvement is to provide further educational opportunities for staff and families to work together."	"Based on the analysis of educational partner input and our local data, JDUSD will improve engagement of underrepresented families through the actions written in our LCAP for Goal 3. In addition we will increase our outreach and continue offerings with focused groups to help build their understanding of their role in their child’s education."	"Based on the analysis of educational partner input and our local data, JDUSD has multiple strengths for seeking input for decision making. Frist we have a strong Strategic Planning Team made up of staff, school board, families, and community members. The Strategic Planning Team is the groups who looks at data and gives direct input to the LCAP. In addition, JDUSD offers multiple opportunities for other groups to give feedback for decision making by having meetings take place at different times throughout the day, by offering the option to zoom in, and by having translators available for input meetings throughout the year."	"Based on the analysis of educational partner input and our local data, JDUSD’s focus area for improvement is really to broaden participation in the above meetings. We have a strong tight knit group who attend everything, but we need to increase the urgency of others to join their voices so that there is representation from all groups AND so that one group is not represented by a small but vocal number of people."	Please see our LCAP Goal 3.	3	3	3	4	2	4	4	4	4	3	4	4	Not Met	7/22/2022	2022
19101990106880	Jardin de la Infancia	3	"Jardin offers a Parent/Student Orientation prior to the start of the school year to discuss schoolwide expectations, resources, instructional models, and opportunities to volunteer. Monthly parent meetings to discuss various topics including student progress, LCAP goals, assessment results, and opportunities for parent education.   Class Dojo is used school-wide to allow parent-teacher communication in any language."	Since Jardin moved its physical location as we returned from distance learning an effort on building community at our new location and building a presence within the community in our focus area.	Jardin will continue to assess the needs of our families.  The school Director will contact families directly to support families that face obstacles attending school.	"Jardin provides Parent/Student Orientation prior to the start of the school year to discuss schoolwide expectations, resources, instructional models, and opportunities to volunteer. Monthly parent meetings to discuss various topics including student progress, LCAP goals, assessment results, and opportunities for parent education."	"Weekly check-in logs will be sent home with every student that will include the following: behavior, academic, and social-emotional well-being. School Director will contact families to support families faced with obstacles to attend school."	"Family Outreach is dedicated time with families to support our low-income students, English Learners, and foster youth. This action supports the building of strong family-school relationships in support of students through opportunities and engaging events for families providing increased or improved services for foster youth, English Learners, and low-income students."	"The school director greets families daily at drop off, this accessibility to parents provides an opportunity to discuss ideas/concerns without waiting for a parent meeting or conference.  School-wide participation in Class Dojo also allows for parents to ask questions to teachers and administration."	"Having a better understanding of Covid transmission, we are eager to have parents join us for in-school activities, such as on-site learning presentations; Wildlife Learning, Mad Scientist, and Art/Cultural events."	"Family Outreach is dedicated time with families to support our low-income students, English Learners, and foster youth. This action supports the building of strong family-school relationships in support of students through opportunities and engaging events for families providing increased or improved services for foster youth, English Learners, and low-income students."	4	4	4	5	4	4	4	4	4	4	4	4	Met	6/16/2022	2022
37681630138628	JCS - Cedar Cove	3	"JCS-Cedar Cove utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal setting conferences, conferences throughout the year, and project week presentations of learning. The way in which we tried to engage underrepresented families was through in-person conversions as pick-up/drop-off, personal phone calls and personal emails."	Our school staff is strong in developing relationships with families and understanding their goals for their children. This is a core strength of our school as we strive to personalize education.	We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters and providing supports to those teachers in identifying strategies to engage those families.	"JCS-Cedar Cove provided professional learning opportunities to teachers and principals, such as ""How Children Learn"" with literacy coach/consultant Debra Crouch. In terms of resources for parents, teachers provided curriculum, activities, and lessons to be worked on in the home during home study days. JCS-Cedar Cove staff regularly met with families & students to discuss progress during student-led goal setting conferences, regular parent teacher meetings, and project Presentations. JCS-Cedar Cove provides a Parent Handbook that addresses their legal rights and how to advocate for their own children. Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication to families up to four days per week, or our home study model where teachers meet individually with families once every 20 days. Our school also provides high-quality resources for learning and development in the home."	N/A	Our school will improve engagement by developing clearly outlined assignments and individual learning plans for underrepresented students.	"JCS-Cedar Cove has regularly scheduled School Site Council meetings composed of parents, classified staff, certificated staff, and students. During these meetings stakeholders provide input into the development of policies and programs. JCS-Cedar Cove actively engages the whole community by surveying all stakeholders. Our school actively recruits participation in our School Site Council and promotes meetings for the public to attend."	Our guiding plans are all developed by considering input from our educational partners. Our focus is on maintaining our commitment to use input from our partners to develop our plans.	"To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth. We will also be conducting surveys for our EL parents and parents of Students with Disabilities to seek input about our curriculum and programs."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/10/2022	2022
37103710138792	JCS - Manzanita	3	Our school staff is strong in developing relationships with families and understanding their goals for their children. This is a core strength of our school as we strive to personalize education.	"We need to continue to increase communication and confirmation that communication is received regarding student progress in coursework. Also, we need to increase communication and confirmation that communication is received regarding opportunities available for students."	We can improve the engagement of underrepresented families by providing supports to teachers in identifying strategies to engage those families.	"Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication to families one-two days per week, or our home study model where teachers meet individually with families once every 20 days. Our school also provides high quality resources for learning and development in the home."	An area of focus for improvement would be in identifying additional strategies to connect and engage with underrepresented families.	Our school will improve engagement by developing clearly outlined assignments and individual learning plans for underrepresented students.	"Our school actively recruits participation in our School Site Council and promotes meetings for the public to attend. We often survey our stakeholders to seek feedback. To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth."	Our guiding plans are all developed by considering input from our educational partners. Our focus is on maintaining our commitment to use input from our partners to develop our plans	"To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth. We will also be conducting surveys for our EL parents and parents of Students with Disabilities to seek input about our curriculum and programs."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/10/2022	2022
37681630138156	JCS - Mountain Oaks	3	"JCS Mountain Oaks utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal setting conferences, conferences throughout the year, and end of the year Scholarly Presentations of learning. The way in which we tried to engage underrepresented families was through personal phone calls and personal emails."	"JCS Mountain Oaks plans to improve in building relationships between school staff and families. One way for which we plan to improve our community is through our PTO. Teachers will regularly attend events and meetings and both parties will share input on how to build a positive community. Teachers and staff will continue to offer office hours and be made available to families, to offer support. JCSMO PTO is planning events for the upcoming school year that will build community such as park days, movie nights, family nights and more. JCS MO staff will regularly survey families regarding the relationship, creating a needs assessment and plan. JCS MO staff will offer before school assessment days, student led conferences, office hours, attend PTO sponsored events when they can, and continue to lead Scholarly Presentations. Directors will host “coffee chats” or “afternoon teas” or “book clubs” to be available for face to face time with families. JCS Mountain Oaks will hire a site office manager to help create community needed for our campus."	JCS Mountain Oaks will continue to reach out to our community to support underrepresented families. We will continue to survey and make personal phone calls our families and to improve engagement with underrepresented families.	"JCS Mountain Oaks provided professional learning opportunities to teachers and principals, such as Nancy Fetzer writing training and Cognitively Guided Instruction in mathematics training. In terms of resources for parents, teachers provided curriculum, activities, and lessons to be worked on in the home during home study days. JCS Mountain Oaks staff regularly met with families & students to discuss progress during student-led goal setting conferences, regular parent teacher meetings, and end of year Scholarly Presentations. JCS Mountain Oaks provides a Parent Handbook that addresses their legal rights and how to advocate for their own children."	"JCS Mountain Oaks will continue to provide professional development opportunities for staff specifically in the areas of Math and Writing. Teachers, staff and directors will continue Cognitively Guided Instruction PD for Math and will use No Red Ink as a writing resource. JCS Mountain Oaks will continue to utilize an intervention teacher and paraprofessional to support all students and student progress."	Our school will improve engagement by developing clearly outlined assignments and individual learning plans for underrepresented students.	"JCS Mountain Oaks has regularly scheduled School Site Council meetings composed of parents, classified staff, certificated staff, and students. During these meetings stakeholders provide input into the development of policies and programs. JCS Mountain Oaks actively engages the whole community by surveying all stakeholders."	"JCS Mountain Oaks will continue with our regularly scheduled School Site Council meetings which will consist of parents, classified staff, certificated staff, and students. JCS Mountain Oaks will continue to attend JCS PLC PTO meetings composed of parents and staff to seek input from stakeholders as well. JCS Mountain Oaks will regularly survey the community to seek input regarding decision making."	"To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth. We will also be conducting surveys for our EL parents and parents of Students with Disabilities to seek input about our curriculum and programs."	5	4	5	5	5	5	5	5	5	5	5	5	Met	6/10/2022	2022
33103300138602	JCS - Pine Hills	3	Our school staff is strong in developing relationships with families and understanding their goals for their children. This is a core strength of our school as we strive to personalize education.	"We need to continue to increase communication and confirmation that communication is received regarding student progress in coursework. Also, we need to increase communication and confirmation that communication is received regarding opportunities available for students."	We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters and providing supports to those teachers in identifying strategies to engage those families.	"Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication to families one-two days per week, or our home study model where teachers meet individually with families once every 20 days. Our school also provides high quality resources for learning and development in the home."	Our school needs to increase communication regarding student progress. Our school also needs to improve communication regarding curriculum options and make them more accessible to our home study families.	"To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth."	Our school actively recruits participation in our School Site Council and promotes meetings for the public to attend. We often survey our stakeholders to seek feedback.	Our guiding plans are all developed by considering input from our educational partners. Our focus is on maintaining our commitment to use input from our partners to develop our plans.	We will also be conducting surveys for our EL parents and parents of Students with Disabilities to seek input about our curriculum and programs.	5	5	5	5	5	5	5	5	4	4	4	4	Met	6/10/2022	2022
37682130138636	JCS - Pine Valley	3	"Building relationships is a strength for JCS-Pine Valley. With small classes and student teacher ratios, our teachers get to know students and families well and build trusting and respectful relationships. Communication with families happens daily either in-person, over the phone, or via email. Parent surveys are sent out via Google Forms. We utilize Parent Square to push out information to families."	"Our focus area will be in developing multiple opportunities to engage in meaningful communication with our families especially our Spanish speaking families. We would like to see even more participation in our School Site Council and family surveys. Due to COVID concerns, we have not allowed parent volunteers on campus. We hope to reinstate this and our PTO program to foster a welcoming environment for all stakeholders."	We are celebrating culture of all students with our “Respect for Self and Others” campaign. We will seek out opportunities for underrepresented families to be highlighted. We plan to have guest speakers from different sectors come and speak to students.	JCS-Pine Valley has varied curriculum and support resources to support student learning. Assessments are in place to inform decision making strategies when meeting with families and students in order to support improved student outcomes. Families are integral to student learning and partners in education. Families are aware of their rights and advocates for students.	Our focus area will be on providing professional development to better use the MTSS supports available. This will include training for staff and parents. New staff will need training and current staff will be able to dig deeper into support strategies to improve student outcomes. We were able to purchase new components to better implement our MTSS system. Additional training is needed for some of these new components as we analyze data.	Our school will improve engagement by developing clearly outlined assignments and individual learning plans for underrepresented students. We will analyze data to determine areas where underrepresented students need additional supports to reach achievement goals.	"Although we have developed routines and opportunities for staff and families to engage in decision making, numbers of participants are low. We struggle to have multiple parents on our School Site Council. This year is a WASC self study, and engaging stakeholders is a high priority. We will offer meetings at multiple times with both in-person and virtual options. Information sent out will be family friendly. Meetings will be kept to shorter times with clear goals and targets. Input from staff was crucial and very strong. Input from students was stronger and more representative. Input from parents continued to be low, but was still useful in decision making."	"We will offer multiple ways for educational partners to contribute to decision making including via email, phone conversations, and in person."	"To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth. We will also be conducting surveys for our EL parents and parents of Students with Disabilities to seek input about our curriculum and programs."	5	4	5	3	3	4	4	5	3	3	3	4	Met	6/10/2022	2022
39685440000000	Jefferson Elementary	3	JESD current strengths include PBIS Training for school teams. Staff engage students and families with lessons on preventing bullying and harassment behaviors early on in the school year to make schools a welcoming place where all students know their rights and how to help others. Second Step program and Peaceful Playgrounds are also utilized to encourage positive behavior and interactions.	"Based upon the analysis, JESD needs to continue to utilize technology to provide parents with what is happening in the classroom, areas that they can support their student, and how to be more involved in their student's education."	"JESD will continue to reach out to all families through SSC, PFA, ELAC in their home language to encourage and make accessible participating in their student's education."	"JESD administers the CA Healthy Kids Survey to parents annually. The data was used to complete this self-reflection tool to reflect on progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable the district to engage in continuous improvement and determine next steps to make improvements in the areas identified. JESD will share the results with all stakeholders to inform the LCAP and the development process, to assess prior year goals, actions and services as well as to plan or modify future goals, actions, and services in the LCAP. LEA current strengths include: 96% of parents indicated that the school encourages parents to partner with the school in educating their child and 85% feel welcome to participate in the school. 96% of parents feel the school is a safe place. 93% feel that the school motivates students to learn and that the adults care about the students. 93% of parents feel the school keeps families well informed about school events. School events, class events and parent-teacher conferences are well attended by families."	"A focus area of improvement would be to increase opportunities for parents to provide input before making important decisions as only 46% of parents felt they had input on decisions. Parents would also like more information on how to help their child at home, more information on their expected role. Families would also like to see increased programs for children with special talents, gifts, or special needs."	"JESD will continue to work on building relationships with diverse stakeholders. The LEA will engage and encourage families to participate in the self-reflection process in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students."	"The JESD continues to explore ways of improving parent input for decision making. JESD current strengths include family participation in advisory groups: LCAP Parent Meetings, School Site Council, ELAC, DELAC, and GATE Parent Advisory."	JESD continues to look for ways to engage parents beyond key advisory committees. JESD plans to do micro-surveys (a few questions) to provide easy access for parents to provide feedback into key decisions of the district.	JESD continues to work to improve translation services both oral and written to make entry into the educational community more accessible for parents.	5	4	3	4	4	4	4	4	4	4	4	4	Not Met	10/11/2022	2022
41689160000000	Jefferson Elementary	3	Maintains required District Parent Groups District English Language Advisory Committee  (DELAC) Parent Involvement Advisory Committee (PIAC) Sites maintain School Site Council (SSC) and English Language Advisory Committee (ELAC) in addition to Parent Teacher Association (PTA) or Parent Teacher Organization (PTO) PIAC annually reports to the Board and provides input on LCAP Actions and Services	JESD is increased access to translation services that are both timely and extensive.  Our school sites provide community building events for families throughout the school year and continually seek feedback from families on how to design these events that are culturally inclusive.	"Through the use of additional translation services and school site parent liaisons, we are making concerted efforts to reach out to our families that are underrepresented.  We will continue to host monthly virtual parent cafes as well."	Maintains required District Parent Groups District English Language Advisory Committee  (DELAC) Parent Involvement Advisory Committee (PIAC) Sites maintain School Site Council (SSC) and English Language Advisory Committee (ELAC) in addition to Parent Teacher Association (PTA) or Parent Teacher Organization (PTO) PIAC annually reports to the Board and provides input on LCAP Actions and Services	"When families are more connected and engaged with the school community, student performance improves.  We are working to rebuild our existing structures for parent engagement that were more challenging due to the pandemic."	"When families are more connected and engaged with the school community, student performance improves.  We are working to rebuild our existing structures for parent engagement that were more challenging due to the pandemic."	Maintains required District Parent Groups District English Language Advisory Committee  (DELAC) Parent Involvement Advisory Committee (PIAC) Sites maintain School Site Council (SSC) and English Language Advisory Committee (ELAC) in addition to Parent Teacher Association (PTA) or Parent Teacher Organization (PTO) PIAC annually reports to the Board and provides input on LCAP Actions and Services	JESD continues to communicate broadly regarding Governing Board meeting agenda topics that include opportunities for parent input.  School Site Councils will continue to seek out parent representatives to ensure all voices are present.	JESD continues to communicate broadly regarding Governing Board meeting agenda topics that include opportunities for parent input.  School Site Councils will continue to seek out parent representatives to ensure all voices are present.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/22/2022	2022
35674880000000	Jefferson Elementary	3	"On the yearly surveys, 100% of parents and students rate Jefferson as a safe place to learn and that the teacher creates a welcoming environment at the school. This is due, in part, because the Teacher/Principal has completed four years of service at Jefferson, and she continues to teach the same group of students year after year in our small, multi-grade setting. She has in depth knowledge of the needs, strengths, and challenges of each family."	"The LEA's focus area for improvement in Building Relationships Between School Staff and Families is to maintain the strong communication through flyers, parent teacher conferences, text messages, parking lot chats, and monthly parent meetings to discuss student progress."	"The Teacher/Principal uses Google translate, bilingual students, and bilingual parents to communicate with parents in their home language, but speaks limited Spanish herself. To that end, she participates in a daily language study to build her proficiency in Spanish."	"The Teacher/Principal regularly engages in two-way conversation with every family through weekly folders, daily communication through “parking lot chats,” two formal parent teacher conferences to go over students’ academic progress, and monthly updates associated with the School Board meetings.  Because of the small number of families, every parent is equally represented in our school."	Jefferson's focus area for improvement in Building Partnerships for Student Outcomes is to partner with local community organizations such as Community Solutions and the county Mental Health therapist to bring SEL supports to students and parents .	"Jefferson currently serves two families in the district, and both families are consulted on a regular basis through regular parking lot chats, parent meetings, etc. One family has lived in the district for over twenty years and is well established in the community. The other family has a parent that attends the local School Board meetings and will appointed into a governing position during the 2022-2023 school year. Additional outreach efforts will be made should new families move into the district."	"The Teacher/Principal has targeted this as an area of need over the last four years and has grown in her ability to create an effective school-parent advisory board. The current model that was utilized in the 2021-2022 appears to be effective in meeting the goals described in this section.  The model was created through training provided from the county office and   through several one-on-one conversations with all families.   The model is simple: the teacher arranges a time to meet with each family prior to the monthly school board meeting to present the Principal Report. The families provide feedback when applicable. Their input is then provided to the School  Board. If the parents are unable to meet prior to the School Board meeting, they meet with the Teacher/Principal as soon as possible after the School Board meeting. This has led to several meaningful discussions and much needed feedback and support from the parents to the school."	Jefferson focus area for improvement in Seeking Input for Decision-Making is to provide advisory data and solicit input for Decision-Making during Fall and Spring parent teacher conferences. Additional parent meetings will be held prior to School Board meetings with both families to share agenda items and to solicit feedback concerning School Board decisions.	"Jefferson currently serves two families in the district, and both families are consulted on a regular basis through regular parking lot chats, parent meetings, etc. One family has lived in the district for over twenty years and is well established in the community. The other family has a parent that attends the local School Board meetings and will appointed into a governing position during the 2022-2023 school year. Additional outreach efforts will be made should new families move into the district."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/15/2022	2022
41689240000000	Jefferson Union High	3	"JUHSD values the relationships built between staff and families by creating welcoming environments. One area to highlight is the intake process for our students learning English new to the District. We have bilingual staff that are available to assist and walkthrough families in the online registration process. The staff also talks to families and gather information on the student's educational background, their strenghts and their needs. This information is then shared with the school site staff members and the student's teachers to ensure that support is provided to the greatest extent possible.   In addition, the weekly communication from the Superintendent also creates an avenue for families to be aware of district events and initiatives. Social media posts also promotes awareness and familitary with the schools and the District. At the school site level, the principals send out regular newsletters.  School events are also held throughout the year to bring families to school."	"The District highlights the intake process for students learning English and is proud that its staff learns about family's strengths and cultures. However, we would like to see this expanded to more student groups and families. A 1:1 intake process for all new students may be challenging in the upcoming year, but a group intake process could help gather information on our students and families. In addition, more professional learning would be ideal to increase the staff's understanding of families' backgrounds and cultures. We also need to continue to coordinate resources with our partner organizations to help provide services and training to our staff."	"Direct phone calls and outreach have helped engage our underrepresented families. Also, providing various ways to engage like focus groups, surveys, in-person meetings, have also been helpful."	"The communication from the principals have included ways to build partnershop for student outcomes. However, this has not been consistent and a regular reminder to site and district leaders is needed throughout the year."	Professional learning and support to staff to improve a school's capacity to impove partnerships for student outcomes is an area that District can focus on for the upcoming year. In addition the District needs to review and potentially update its policies or programs from teachers to meet with families and students.	"Direct phone calls and outreach have helped engage our underrepresented families. Also, providing various ways to engage like focus groups, surveys, in-person meetings, have also been helpful."	"The District Advisory Committee and the District English Language Advisory Committee have provided input on the Local Control and Accountability Plan. In 2021-22, parents of students with IEP were also asked for input regarding the District's plan."	"Helping the parent advisory committees understand the District and the school plans is an area that can be improved upon. Often times, accountability measures change and the District need to make sure that educational partners understand these changes."	"Direct phone calls and outreach have helped engage our underrepresented families. Also, providing various ways to engage like focus groups, surveys, in-person meetings, have also been helpful."	3	3	3	3	2	2	1	2	3	2	2	2	Met	6/21/2022	2022
39685856117675	Joe Serna Jr. Charter	3	"Joe Serna Jr. Charter School (JSJCS) does provide regular communication with parents to ensure they are being informed of essential activities that enhance building relationships between the staff and families. All communications are provided in English and Spanish. Care is taken to make the language understandable and accessible to families. In addition to traditional forms of communication, i.e. flyers and newsletters, the district uses several new applications to support two-way communication with parents. Some examples include email, robo calls, and text messages via BlackBoard Connect. We also communicate using Class Dojo and Aeries parent portal."	"JSJCS is working hard to improve the engagement of our underrepresented families through activities such as recruitment and participation in PTA, Jump Into English, and Parent Project. Bringing back science, math and reading nights with parents. We will also to host on site events to build relationships with parents and staff which include the Fall Festival, Family Movie night, a winter festivity, and many more. Additionally, we will continue to have Principal meet and greets along with monthly principal chats with the parents."	JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities.	"Although there were no parent surveys completed during the 2021-2022 school year, JSJCS will continue to focus on communicating and partnering with families to build partnerships for student outcomes. Parents participated in Advisory Committee meetings and PTA meetings which brought events that supported building partnerships on site. Staff reached out to parents to encourage participation in PTA events which included a winter drive-thru and parade of lights. Our English learner parents have requested classes on learning English.  We have been very successful with Jump Into English.  This program continues to grow by parent request. In addition, teachers and parents met quarterly throughout the year during parent conferences to discuss every student in their class and shared strategies with parents so that they can use to help support their child in all academic content areas and other areas."	"JSJCS supports parents in the knowledge of their rights and advocating for their students through the site by providing committees for them to join which include the Advisory Committee, PTA, and Monthly Principal Chats with the Parents.  Parents will have the opportunity to join Parent Project which is a program that provides support and education to parents/guardians who face challenges parenting. We will continue to partner with Jump into English to provide families the opportunity to learn English. JSJCS will also continue its collaboration with PTA and identify events and activities where we can build partnerships with parents with student outcomes."	JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities.	"Parents are encouraged to participate in the Advisory Committees, PTA, and parent surveys.  Parents are asked to provide input and recommendations on the Parent Handbook and other information. Parents use the advisory committee and monthly PTA meetings to communicate successes and challenges parents encounter at the site.  Jump Into English workshops are another way JSJCS encourages and provides parents with information on district policies and encourages their input. Parent Project provides highly effective, affordable strategies for parents raising difficult or out of control children. Its mission is to change destructive adolescent behavior."	"Based on educational partner input, JSJJC has increased staffing to serve underrepresented students to achieve proficiency."	JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities.	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	9/26/2022	2022
09100900136036	John Adams Academy - El Dorado Hills	3	"John Adams Academy is a servant leadership institution and the most visible sign of servant leadership is parent involvement. Through the actions of each John Adams Academy family being actively involved, many of the core principles of the Academy are modeled and reinforced within the scholar. As we partner in the education of our children, parents demonstrate their role as the primary and fundamental teachers by exemplifying public and private virtue. This pattern fosters creativity in identifying ways to serve, models what we teach, and helps to create abundance within the John Adams Academy community. It is only through the active participation of all of our families, dedicated to these core values that we are able to build a culture of greatness. While parents are not required to participate in the Academy, it is highly encouraged. Parents are provided an extensive amount of opportunities to be involved and engaged in their scholar’s education and academic outcomes. Parents are an integral stakeholder in the performance and success of academic programs in their children's school. As such, parents are given opportunities throughout the year to provide insight, feedback, and recommendations on Academy programming and school-wide plans. An academy-wide communication tool is used to connect administrators, parents, and teachers along with a grading portal that that allows parents real-time access to monitor their scholar's progress. Parents and scholars have access to their teachers through various forms of communication including but not limited to Parent Square, Google Classroom, email, phone calls & conferences. Parents have opportunities to volunteer in class, help with after-school activities, and serve as mentors. The Parent Service Organization (PSO), is a fundamental driver of a parent's experience at the Academy. Parent teams support classroom teachers, are involved in the day to day operations that include traffic docents, fundraising, and hospitality. Parents play a significant role in creating the uniqueness of our community. The PSO's primary objective focuses on our Academy’s 7th Core Value: Modeling what we Teach. As they strive to develop servant leaders, they set an example for our children through the offering of meaningful service, thereby putting into practice the very values we uphold, strengthening bonds between scholars, teachers, and families. Objectives of the PSO are: To provide supplemental supplies, programs, and activities for the benefit and use of scholars and staff. To assist and encourage service opportunities, promoting student leadership and strengthening bonds between families, staff and community members. To implement a form of communication between teachers, parents and the administration of John Adams Academy."	"The Academy made use of an overall satisfaction survey, which allowed families to comment on any issue that they wanted to address. Multiple parent surveys and other opportunities for communication were available to our community. Feedback focused on their comfort and satisfaction with distance learning and in-person learning, as well as their overall satisfaction with recent changes in programming. Stakeholders also provided comments on any issues or concerns regarding the Academy’s operations, academics, culture, and communication. In addition to the feedback regarding COVID-19 programming and procedures, input showed a direct need for the Academy to fortify stakeholder’s connectedness and reinforce the strong, positive, cultural environment the Academy has provided for so many years. With a large interruption in the lives of our scholars and families, it is clear that all stakeholders will benefit from stronger relationships with their mentors and the school environment. John Adams Academy's focus area is to re-introduce and to continue our special events such as: Grandparent’s Day, Constitution Day, Veteran’s Day, and Graduation."	"The Expanded Learning Opportunities Program (ELO-P) will be provided to all scholars with a focus to include those in one or more of the following groups: low-income, English learners, foster youth, homeless scholars, scholars with disabilities, and scholars who are below grade level.  JAA will provide expanded learning opportunities for all scholars by offering access to enrichment programs through culturally and linguistically effective and appropriate communication channels. This method will invite diverse participation and use research recommendations to reach a broad network of scholars.   JAA will prioritize the distribution of information regarding the program and enrollment forms to priority families. Priority families include scholars in foster care, families experiencing homelessness, low-socioeconomic families, and English Learner families. In addition, JAA recognizes these identified families for priority registration for program participant and will be invited through informational meetings, invitation, school newsletters, and telephone calls.  Registration forms will be on file as we provide access to families who are enrolled in ELO-P.  Extended School Day and Summer:  • Diversity-Tailoring programming to meet specific needs and enhance the learning experiences of all the scholars in our programs through exposure to diverse cultures * Equity: We accept all scholars into programs and work closely with families to ensure access to program. • Inclusion Instructional Support for Scholars with Special Needs – Understanding the perspective of the children with special needs and their family, we will facilitate social-emotional growth and integration into the community teaching through an anti-bias lens and culturally responsive teaching respecting and embracing our differences and acting against bias and unfairness. Anti-bias education focuses on four core goals that are embedded throughout our curriculum. • Self-Identity – Scholars will demonstrate a strong sense of self-identity and confidence, which leads to more tools for social, emotional, and academic success. • Empathy and respect for diversity – Scholars will express empathy and respect for human diversity, which is at the heart of learning how to treat all people with care and kindness. • Fairness and justice – Scholars will understand fairness and justice by using critical thinking to identify and resist harmful actions towards others. • Activism – Scholars will demonstrate the ability to stand up for themselves and others, which reinforces their sense of self-worth and their understanding of the importance of taking action against injustices."	"At John Adams Academy, we believe that all scholars can achieve and we are committed to engaging scholars at all levels of learning. Through strong first instruction, with curriculum aligned to CCSS, the Academy provides instruction in core academic skills with a focus on classical education. In the classroom, teachers implement multiple instructional strategies and methods including small groups, guided instruction, modeling, questioning, Socratic discussion, independent and supported practice and one-on-one academic conferences to meet the needs of all learners. A strong MTSS program provides responsive, targeted interventions provided by the classroom teacher, instructional aides and other support personnel. Designated intervention and support times allow for implementation of targeted intervention supports. When additional supports are required, an SST process ensures partnership with the scholar, instructional team and parents."	"A new program was implemented called NWEA is a research-based, that supports students and educators by creating assessment solutions that precisely measure growth and proficiency—and provide insights to help tailor instruction. Ongoing review of assessment and benchmark scores provides the data necessary to build support plans, and instructional teams. General Education Staff, Administration, Counseling, School Psychologist, Special Education Staff and Contracted Service Providers work in partnership to ensure the needs of all learners are met."	JAA will provide expanded learning opportunities for all scholars by offering access to enrichment programs through culturally and linguistically effective and appropriate communication channels. This method will invite diverse participation and use research recommendations to reach a broad network of scholars. Holding regular scheduled meetings for all underrepresented families will also encourage and improve engagement.	"John Adams Academy has high levels of family engagement, and it is the Academy’s belief that a continued partnership with families is critical to our mission of Restoring America’s Heritage by Developing Servant Leaders. The Academy will continue pursuing practices that support family and school collaboration. Two-way communication between families and the Academy is fostered using surveys, and formal and informal parent input meetings, such as Parent Service Organization (PSO) meetings, English Language Advisory Committee meetings, and Town Hall meetings."	The focus area for improvement in seeking input for decision-making is to increase stakeholder involvement and attendance at committee and advisory meetings.	In order to improve engagement of underrepresented families we have utilized more communication tools in native languages and in a variety of ways. JAA offered multiple forms of Stakeholder meetings to engage stakeholders in the LCAP and school development process. JAA strives to involve more stakeholders in the process of supporting all students. Through increased community partnerships and survey opportunities.	4	4	4	4	4	4	4	3	4	4	4	4	Not Met	10/20/2022	2022
31669510135871	John Adams Academy - Lincoln	3	"John Adams Academy is a servant leadership institution and the most visible sign of servant leadership is parent involvement. Through the actions of each John Adams Academy family being actively involved, many of the core principles of the Academy are modeled and reinforced within the scholar. As we partner in the education of our children, parents demonstrate their role as the primary and fundamental teachers by exemplifying public and private virtue. This pattern fosters creativity in identifying ways to serve, models what we teach, and helps to create abundance within the John Adams Academy community. It is only through the active participation of all of our families, dedicated to these core values that we are able to build a culture of greatness. While parents are not required to participate in the Academy, it is highly encouraged. Parents are provided an extensive amount of opportunities to be involved and engaged in their scholar’s education and academic outcomes. Parents are an integral stakeholder in the performance and success of academic programs in their children's school. As such, parents are given opportunities throughout the year to provide insight, feedback, and recommendations on Academy programming and school-wide plans. An academy-wide communication tool is used to connect administrators, parents, and teachers along with a grading portal that that allows parents real-time access to monitor their scholar's progress. Parents and scholars have access to their teachers through various forms of communication including but not limited to Parent Square, Google Classroom, email, phone calls & conferences. Parents have opportunities to volunteer in class, help with after-school activities, and serve as mentors. The Parent Service Organization (PSO), is a fundamental driver of a parent's experience at the Academy. Parent teams support classroom teachers, are involved in the day to day operations that include traffic docents, fundraising, and hospitality. Parents play a significant role in creating the uniqueness of our community. The PSO's primary objective focuses on our Academy’s 7th Core Value: Modeling what we Teach. As they strive to develop servant leaders, they set an example for our children through the offering of meaningful service, thereby putting into practice the very values we uphold, strengthening bonds between scholars, teachers, and families. Objectives of the PSO are: To provide supplemental supplies, programs, and activities for the benefit and use of scholars and staff. To assist and encourage service opportunities, promoting student leadership and strengthening bonds between families, staff and community members. To implement a form of communication between teachers, parents and the administration of John Adams Academy."	"The Academy made use of an overall satisfaction survey, which allowed families to comment on any issue that they wanted to address. Multiple parent surveys and other opportunities for communication were available to our community. Feedback focused on their comfort and satisfaction with distance learning and in-person learning, as well as their overall satisfaction with recent changes in programming. Stakeholders also provided comments on any issues or concerns regarding the Academy’s operations, academics, culture, and communication. In addition to the feedback regarding COVID-19 programming and procedures, input showed a direct need for the Academy to fortify stakeholder’s connectedness and reinforce the strong, positive, cultural environment the Academy has provided for so many years. With a large interruption in the lives of our scholars and families, it is clear that all stakeholders will benefit from stronger relationships with their mentors and the school environment. John Adams Academy's focus area is to re-introduce and to continue our special events such as: Grandparent’s Day, Constitution Day, Veteran’s Day, and Graduation."	"JAA will provide expanded learning opportunities for all scholars by offering access to enrichment programs through culturally and linguistically effective and appropriate communication channels. This method will invite diverse participation and use research recommendations to reach a broad network of scholars. JAA will prioritize the distribution of information regarding the program and enrollment forms to priority families. Priority families include scholars in foster care, families experiencing homelessness, low-socioeconomic families, and English Learner families. In addition, JAA recognizes these identified families for priority registration for program participant and will be invited through informational meetings, invitation, school newsletters, and telephone calls.  Registration forms will be on file as we provide access to families who are enrolled in ELO-P.  Extended School Day and Summer:  • Diversity-Tailoring programming to meet specific needs and enhance the learning experiences of all the scholars in our programs through exposure to diverse cultures * Equity: We accept all scholars into programs and work closely with families to ensure access to program. • Inclusion Instructional Support for Scholars with Special Needs – Understanding the perspective of the children with special needs and their family, we will facilitate social-emotional growth and integration into the community teaching through an anti-bias lens and culturally responsive teaching respecting and embracing our differences and acting against bias and unfairness. Anti-bias education focuses on four core goals that are embedded throughout our curriculum. • Self-Identity – Scholars will demonstrate a strong sense of self-identity and confidence, which leads to more tools for social, emotional, and academic success. • Empathy and respect for diversity – Scholars will express empathy and respect for human diversity, which is at the heart of learning how to treat all people with care and kindness. • Fairness and justice – Scholars will understand fairness and justice by using critical thinking to identify and resist harmful actions towards others. • Activism – Scholars will demonstrate the ability to stand up for themselves and others, which reinforces their sense of self-worth and their understanding of the importance of taking action against injustices."	"At John Adams Academy, we believe that all scholars can achieve and we are committed to engaging scholars at all levels of learning. Through strong first instruction, with curriculum aligned to CCSS, the Academy provides instruction in core academic skills with a focus on classical education. In the classroom, teachers implement multiple instructional strategies and methods including small groups, guided instruction, modeling, questioning, Socratic discussion, independent and supported practice and one-on-one academic conferences to meet the needs of all learners. A strong MTSS program provides responsive, targeted interventions provided by the classroom teacher, instructional aides and other support personnel. Designated intervention and support times allow for implementation of targeted intervention supports. When additional supports are required, an SST process ensures partnership with the scholar, instructional team and parents."	"A new program was implemented called NWEA is a research-based, that supports students and educators by creating assessment solutions that precisely measure growth and proficiency—and provide insights to help tailor instruction. Ongoing review of assessment and benchmark scores provides the data necessary to build support plans, and instructional teams. General Education Staff, Administration, Counseling, School Psychologist, Special Education Staff and Contracted Service Providers work in partnership to ensure the needs of all learners are met."	JAA will provide expanded learning opportunities for all scholars by offering access to enrichment programs through culturally and linguistically effective and appropriate communication channels. This method will invite diverse participation and use research recommendations to reach a broad network of scholars. Holding regular scheduled meetings for all underrepresented families will also encourage and improve engagement.	"John Adams Academy has high levels of family engagement, and it is the Academy’s belief that a continued partnership with families is critical to our mission of Restoring America’s Heritage by Developing Servant Leaders. The Academy will continue pursuing practices that support family and school collaboration. Two-way communication between families and the Academy is fostered using surveys, and formal and informal parent input meetings, such as Parent Service Organization (PSO) meetings, English Language Advisory Committee meetings, and Town Hall meetings."	The focus area for improvement in seeking input for decision-making is to increase stakeholder involvement and attendance at committee and advisory meetings.	In order to improve engagement of underrepresented families we have utilized more communication tools in native languages and in a variety of ways. JAA offered multiple forms of Stakeholder meetings to engage stakeholders in the LCAP and school development process. JAA strives to involve more stakeholders in the process of supporting all students. Through increased community partnerships and survey opportunities.	4	4	3	4	4	4	4	3	3	3	4	3	Not Met	10/20/2022	2022
31669280121418	John Adams Academy - Roseville	3	"John Adams Academy is a servant leadership institution and the most visible sign of servant leadership is parent involvement. Through the actions of each John Adams Academy family being actively involved, many of the core principles of the Academy are modeled and reinforced within the scholar. As we partner in the education of our children, parents demonstrate their role as the primary and fundamental teachers by exemplifying public and private virtue. This pattern fosters creativity in identifying ways to serve, models what we teach, and helps to create abundance within the John Adams Academy community. It is only through the active participation of all of our families, dedicated to these core values that we are able to build a culture of greatness. While parents are not required to participate in the Academy, it is highly encouraged. Parents are provided an extensive amount of opportunities to be involved and engaged in their scholar’s education and academic outcomes. Parents are an integral stakeholder in the performance and success of academic programs in their children's school. As such, parents are given opportunities throughout the year to provide insight, feedback, and recommendations on Academy programming and school-wide plans. An academy-wide communication tool is used to connect administrators, parents, and teachers along with a grading portal that that allows parents real-time access to monitor their scholar's progress. Parents and scholars have access to their teachers through various forms of communication including but not limited to Parent Square, Google Classroom, email, phone calls & conferences. Parents have opportunities to volunteer in class, help with after-school activities, and serve as mentors. The Parent Service Organization (PSO), is a fundamental driver of a parent's experience at the Academy. Parent teams support classroom teachers, are involved in the day to day operations that include traffic docents, fundraising, and hospitality. Parents play a significant role in creating the uniqueness of our community. The PSO's primary objective focuses on our Academy’s 7th Core Value: Modeling what we Teach. As they strive to develop servant leaders, they set an example for our children through the offering of meaningful service, thereby putting into practice the very values we uphold, strengthening bonds between scholars, teachers, and families. Objectives of the PSO are: To provide supplemental supplies, programs, and activities for the benefit and use of scholars and staff. To assist and encourage service opportunities, promoting student leadership and strengthening bonds between families, staff and community members. To implement a form of communication between teachers, parents and the administration of John Adams Academy."	"The Academy made use of an overall satisfaction survey, which allowed families to comment on any issue that they wanted to address. Multiple parent surveys and other opportunities for communication were available to our community. Feedback focused on their comfort and satisfaction with distance learning and in-person learning, as well as their overall satisfaction with recent changes in programming. Stakeholders also provided comments on any issues or concerns regarding the Academy’s operations, academics, culture, and communication. In addition to the feedback regarding COVID-19 programming and procedures, input showed a direct need for the Academy to fortify stakeholder’s connectedness and reinforce the strong, positive, cultural environment the Academy has provided for so many years. With a large interruption in the lives of our scholars and families, it is clear that all stakeholders will benefit from stronger relationships with their mentors and the school environment. John Adams Academy's focus area is to re-introduce and to continue our special events such as: Grandparent’s Day, Constitution Day, Veteran’s Day, and Graduation."	"The Expanded Learning Opportunities Program (ELO-P) will be provided to all scholars with a focus to include those in one or more of the following groups: low-income, English learners, foster youth, homeless scholars, scholars with disabilities, and scholars who are below grade level.  JAA will provide expanded learning opportunities for all scholars by offering access to enrichment programs through culturally and linguistically effective and appropriate communication channels. This method will invite diverse participation and use research recommendations to reach a broad network of scholars.   JAA will prioritize the distribution of information regarding the program and enrollment forms to priority families. Priority families include scholars in foster care, families experiencing homelessness, low-socioeconomic families, and English Learner families. In addition, JAA recognizes these identified families for priority registration for program participant and will be invited through informational meetings, invitation, school newsletters, and telephone calls.  Registration forms will be on file as we provide access to families who are enrolled in ELO-P.  Extended School Day and Summer:  • Diversity-Tailoring programming to meet specific needs and enhance the learning experiences of all the scholars in our programs through exposure to diverse cultures * Equity: We accept all scholars into programs and work closely with families to ensure access to program. • Inclusion Instructional Support for Scholars with Special Needs – Understanding the perspective of the children with special needs and their family, we will facilitate social-emotional growth and integration into the community teaching through an anti-bias lens and culturally responsive teaching respecting and embracing our differences and acting against bias and unfairness. Anti-bias education focuses on four core goals that are embedded throughout our curriculum. • Self-Identity – Scholars will demonstrate a strong sense of self-identity and confidence, which leads to more tools for social, emotional, and academic success. • Empathy and respect for diversity – Scholars will express empathy and respect for human diversity, which is at the heart of learning how to treat all people with care and kindness. • Fairness and justice – Scholars will understand fairness and justice by using critical thinking to identify and resist harmful actions towards others. • Activism – Scholars will demonstrate the ability to stand up for themselves and others, which reinforces their sense of self-worth and their understanding of the importance of taking action against injustices."	"At John Adams Academy, we believe that all scholars can achieve and we are committed to engaging scholars at all levels of learning. Through strong first instruction, with curriculum aligned to CCSS, the Academy provides instruction in core academic skills with a focus on classical education. In the classroom, teachers implement multiple instructional strategies and methods including small groups, guided instruction, modeling, questioning, Socratic discussion, independent and supported practice and one-on-one academic conferences to meet the needs of all learners. A strong MTSS program provides responsive, targeted interventions provided by the classroom teacher, instructional aides and other support personnel. Designated intervention and support times allow for implementation of targeted intervention supports. When additional supports are required, an SST process ensures partnership with the scholar, instructional team and parents."	"A new program was implemented called NWEA is a research-based, that supports students and educators by creating assessment solutions that precisely measure growth and proficiency—and provide insights to help tailor instruction. Ongoing review of assessment and benchmark scores provides the data necessary to build support plans, and instructional teams. General Education Staff, Administration, Counseling, School Psychologist, Special Education Staff and Contracted Service Providers work in partnership to ensure the needs of all learners are met."	JAA will provide expanded learning opportunities for all scholars by offering access to enrichment programs through culturally and linguistically effective and appropriate communication channels. This method will invite diverse participation and use research recommendations to reach a broad network of scholars. Holding regular scheduled meetings for all underrepresented families will also encourage and improve engagement.	"John Adams Academy has high levels of family engagement, and it is the Academy’s belief that a continued partnership with families is critical to our mission of Restoring America’s Heritage by Developing Servant Leaders. The Academy will continue pursuing practices that support family and school collaboration. Two-way communication between families and the Academy is fostered using surveys, and formal and informal parent input meetings, such as Parent Service Organization (PSO) meetings, English Language Advisory Committee meetings, and Town Hall meetings."	The focus area for improvement in seeking input for decision-making is to increase stakeholder involvement and attendance at committee and advisory meetings.	In order to improve engagement of underrepresented families we have utilized more communication tools in native languages and in a variety of ways. JAA offered multiple forms of Stakeholder meetings to engage stakeholders in the LCAP and school development process. JAA strives to involve more stakeholders in the process of supporting all students. Through increased community partnerships and survey opportunities.	4	4	4	3	4	4	4	4	4	4	4	4	Not Met	10/20/2022	2022
49708056111066	John B. Riebli Elementary	3	"The success of our learners depends upon the depth of relationships and collaboration between our students, their families, and our school staff.  Our LEA has made it a priority to consistently work to foster and develop these relationships.  One of the ways we develop and continue to make progress in this area is by providing opportunities for families to engage and participate in a variety of ways.  As an LEA focused on continuous improvement, we actively seek out feedback and obtain input for all of our families and in many different areas such as academics, wellness, and engagement.  One method we utilize are surveys that specifically ask our families for input regarding what successful engagement practices we can use to work together to support student learning in class and at home.  In addition, we collect feedback regarding ways to improve how we inform families.  Our modes of communication have expanded to allow for multiple methods of obtaining information such as social media, websites, email, school messengers, and education apps.  Staff work hard to have open communication and strong relationships.  One family in our district described it as a ""family"" feeling.  This is another strength of our district that we take pride in along with our resilience and ability to rebound from natural disasters and the pandemic."	"Gathering input from our educational partners led to the development of our LEA's Strategic Plan.  As a result of analyzing this input in addition to examining local data, a committee of educational partners that included parents and families developed recommendations.  One area of focus that demonstrates our commitment to the relationships between school staff and families is engagement.  Although our LEA does possess many strengths in this area, families have shared areas that we can make improvement such as increasing consistency in our communication.  For example, using consistent apps.  Families also expressed a desire to learn more about strategies they can utilize to help and support their students.  Specifically, we received feedback about the usefulness of videos parents could use or watch to help with such subjects as math in both English and Spanish.  Another way of improving and increasing engagement would be to have more family nights now that health guidelines are allowing for more in person events.  By increasing engagement in our LEA, we will improve and strengthen our relationships with our families."	"Our  LEA will improve engagement of underrepresented families that were identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by examining our engagement strategies, increasing our learning of equity related issues and focusing on continuous improvement through an equity lens.  We have reflected on the input from our Spanish speaking families.  While they report many positive feelings and thoughts related to their children's school experience, there is work to be done to build and strengthen these relationships.  One way that we fill better foster these relationships with underrepresented families is to welcome and engage them as soon as they join our district, e.g. Kindergarten.  Our LEA will review and revise when necessary our mission and vision statements, policies and procedures, as well as communication methods to ensure that we have inclusive practices through the school system.  Lastly, we continually participate in professional learning that focuses on equity.  One resource our LEA will be learning from is a Family Engagement Toolkit.  We will begin to implement more and more of the suggested strategies from this equity focused resource."	"When families, community members, and schools form partnerships in which each benefits from and supports the others.  Trusting community partnerships are fostered and support student outcomes.  Our LEA possesses strengths in this area including engaging with our community.  For example, we created a Strategic Planning Committee inclusive of staff, families, and community members.  This partnership was focused on identifying recommendations gathered throughout the MWUSD engagement process and preparing an advisory planning report that guided the identification of five strategic priorities that drive improvement.  These five strategic priorities: 1) Student Achievement, Programs, and Opportunities; 2) Student Well Being; 3) Professional Growth and Positive Staff Culture; 4) Parent and Community Involvement; and 5) Financial Sustainability.  Clear priorities are a strength that allows our LEA to improve student outcomes.  These priorities were developed through the partnerships we have built through the Strategic Planning process."	"The LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes, which is based on the analysis of our educational partner input and local data, consists of engaging in the process of continuous improvement through a four phase cycle.  The phases include Plan, Do, Reflect, and Adjust.  A team of educational partners will work on building capacity for educators, families, and community partnerships.  Furthermore, while we have strengths in one of the two critical dimensions of family engagement and building partnerships, which is building trusting relationships,  an area of improvement will be to ensure that as we make our connections with education partners, including family engagement activities, that they are linked to our students' learning.  Specifically, our engagement activities will be aligned with our district goals for student outcomes and help families to provide support at home for learning.  One of our LEA goals will be to have educators and partners such as family leaders collaboratively plan for interactive opportunities such as trainings for family members to support student outcomes and allow for opportunities to dialogue and to develop skills and knowledge."	"In relation to Building Partnerships for Student Outcomes, our LEA will improve engagement of underrepresented families identified during the self-reflection process including families of our Multilingual Learners, students receiving special education services, and students with low socioeconomic backgrounds.  In order to improve our engagement, we will examine and utilize several of the tools and strategies outlined in the California Department of Education's Family Engagement Toolkit: Continuous Improvement through an Equity Lens.  One such strategy is the development of  a district family engagement team that includes parent leaders from a variety of student groups including underrepresented families.  This family engagement team could participate in gathering further data, especially from the families of our Multilingual Learners, students receiving special education services, and students with low socioeconomic backgrounds that provide information about their strengths and challenges.  Upon learning and understanding these families, our LEA will implement an assets based approach that builds upon existing strengths within our families and within our LEA.  Further, our LEA can use this information to identify opportunities to partner with community-based organizations and promote equitable opportunities for all students.  In addition, our district will be participating in the Expanded Learning Opportunities Program (ELO-P) for afterschool and summer school enrichment programs for kindergarten (including transitional kindergarten) through 6th grade.  Our LEA will work towards offering a comprehensive after school and intersessional expanded learning opportunities to all of our unduplicated students, which includes Low Income (measured by Free/Reduced Lunch eligibility), English Learner, and Foster Youth.  The Expanded Learning Opportunity Program (ELO-P) involves partnering with outside organizations within our community."	"Engaging with educational partners to gather input and feedback is only one part of the process to ensure strong, trusting relationships.  It is equally important to allow their voices to be part of our LEA's decision making process.  Our current successes and progress in this area provide a good foundation for us to build upon as an LEA that is focused on continuous improvement.  Based on our educational partner input and local data, it is evident that we have strong advisory groups and processes that allow for principals, staff, families, and community members to participate in the process of decision making.  Examples of our advisory groups include School Site Council (SSC), District English Language Advisory Committee (DELAC), and Parent/Teacher organizations.  Every three to five years, our LEA participates in a Strategic Planning process that includes a committee representative of all of our educational partners that participate in the decision making process of developing the goals and objectives that prioritize and focus our work in improving student outcomes for all of our learners."	"Our LEA is committed to reviewing the input received through our local measures and educational partner input to examine and identify areas for improvement.  When specifically determine areas of focus to improve ways we seek input for decision making, our LEA found that there is progress to be made in how often we are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  Specifically, during the strategic planning process when we actively engaged our educational partners, our LEA received feedback related to community events.  For example, while we do often have parent workshops, a desire for more family nights in the areas of technology, mathematics, and reading was expressed.  Now that health guidelines are allowing more in person events, this will be an area of focus for our LEA that is directly related to information gathered from our educational partners."	"Creating an environment that builds trusting relationships for all families is an ongoing process throughout every school year.  Our first priority will be to work on identifying who our underrepresented families are and building our capacity to support our educators to learn more about these families.  Part of this process will be reflecting and gathering information pertaining to which families are participating in family engagement activities and decision making opportunities such as advisory committees.  Our LEA will work to have conversations and seek information around equity from our educational partners that allow us to listen to the experiences of our families and plan targeted outreach.  In order to build our educators' capacity we will work to ensure that we have informational materials in multiple languages.  It will also be important to examine how easily the terminology can be understood by our underrepresented families and explain acronyms as well as avoid jargon that is typically used by educators.  provide professional learning opportunities to all staff that incorporate cultural responsiveness, and provide our site administrators with strategies for engaging diverse families.  In addition, we will continue to engage with our families and dialogue about our program options for our multilingual learners including our reclassification process and goals for English language acquisition.  Lastly, we will work to ensure that our staff and all families know what they can do if they want more information, who to talk to if they have questions, and ways to engage, participate, and become more involved if they wish to do so in our LEA.  Our LEA believes these efforts will strengthen the ties in our community especially with our underrepresented families and lead to higher levels of student achievement."	5	4	4	3	4	3	4	4	4	4	4	3	Met	6/9/2022	2022
29102982930147	John Muir Charter	3	"As 90% of our student body is over the age of 18, parent involvement at JMCS is minimal. Our program partners serve in the role as advocates for students and we work closely with these partners to develop, maintain and revise programming to meet students’ needs. Students have access to curriculum and technology to access learning from home and teachers have effectively supported this learning over the past year. JMCS uses standard Student Achievement Plans across all sites and regular student progress meetings to ensure students and their advocates are aware of student progress and ways to support improved student outcomes."	"One focus area for improvement is to ensure consistent messaging and implementation of Student Achievement Plans (SAPs) across all JMCS classrooms. In 2022-23, JMCS will focus on rebranding and revisiting SAPs to support student understanding of progress and achievement. In addition, JMCS will focus on improving communication and practices regarding student support at all sites to address student retention and academic achievement."	"MCS continues to endeavor to support language access for all families through leveraging embedded structures and employee language skills to serve as translators when needed. As most students are of age and most families of our minor students are not actively present in students’ lives, our partners serve important roles in advocating for students and together we are working to increase access to classrooms and programs for families through open houses, increased communication methods and other site events."	"As 90% of our student body is over the age of 18, parent involvement at JMCS is minimal. Our program partners serve in the role as advocates for students and we work closely with these partners to develop, maintain and revise programming to meet students’ needs. Our partners participate in regular meetings with JMCS administration, give feedback on our goals and schoolwide progress and receive site-level and student-level achievement data to ensure clear lines of communication. For those sites who do serve minors, we reach out to families consistently and offer opportunities for participation in conferences, classroom activities and student progress updates, for example. Parents participate in any IEP or special education processes as well as in parent-student-teacher conferences throughout the year."	One focus area for improvement is to increase opportunities for parents to visit classrooms and get to know our programs better. We will strengthen this area through planned open houses throughout the year at all sites with minors and intentional parent outreach and recruitment. An additional focus area is increasing opportunities to share best practices related to ongoing student learning and students’ legal rights with our program partners to ensure students receive well-rounded programmatic support.	"JMCS will continue to engage underrepresented families through intentional outreach at sites with minors, ensuring proper language support and providing multiple access points for engaging in our programs."	"As 90% of our student body is over the age of 18, parent involvement at JMCS is minimal. Our program partners serve in the role as advocates for students and we work closely with these partners to develop, maintain and revise programming to meet students’ needs. Teachers also build close relationships with students and work directly with students to seek input and, when possible, collaborate to make decisions that will impact programming and the student experience. JMCS has a strong focus on creating safe, inclusive classrooms where teachers and students work together to support student success."	One focus area of improvement is for JMCS to strategically leverage student advisory groups run by our program partners for schoolwide use to increase student voice in our programmatic decisions. We will work to increase student voice and student choice in our classrooms through increasing the use of student advisory groups and gathering student feedback on a more regular basis.	"JMCS will continue to engage underrepresented families through intentional outreach at sites with minors, ensuring proper language support and providing multiple access points for engaging in our programs."	5	5	5	3	5	3	4	3	3	3	4	4	Met	6/8/2022	2022
07616970000000	John Swett Unified	3	"The District understands the importance of parent involvement and has offered different ways for all parents and community members to be engaged.  The District's Parent Advisory Council (PAC) was designed to improve parent engagement and involvement and build relationships with our parent community. Separate (PAC) meetings are held for our Spanish speaking parents so they can address issues unique to their community and needs. The District has brought translators to school meetings and to SST and IEP meetings, and availability of translation services is becoming more known to parents."	PAC meetings are held to encourage activism among parents and empower parents who have not always felt welcomed or included.  This committee meets monthly and is headed by parents and/or community members.  The PAC is active in discussing needs at the schools and in proposing actions to improve student outcomes. They have been especially important as we determined how to spend our Cares Act funds.	"The District successfully negotiated translation services into our Collective Bargaining Agreement with CSEA (our classified employees union) and has created a new position: Bilingual Community Liaison. Finally, the District was just awarded a $200K grant to implement the Community Schools Model in our District."	"We believe that partnerships with our families are essential for supporting student learning and JSUSD has worked to improve parent and family engagement over the past year. This has been especially important as we traversed issues related to the Coronavirus pandemic. Through the development of a Parent Advisory Council, administrators, teachers and classified staff, parents and other community members are now meeting monthly to discuss issues of importance to the group, such as developing after school tutoring support and arts education. Another group, formed by the teachers' union, JSEA, is the Social Justice Activities Committee, a group that has invited the entire community to learn and talk about issues of equity. The District's DELAC (District English Learner Advisory Committee) has become more active this year in inviting parents to participate in decision-making regarding reclassification of English learners and other issues related to their children's educations."	"In these meetings (SJA, DELAC, PAC), conversations are being held regarding doing a better job learning about each family's cultures, strengths, languages, and goals for their children. Individually, teachers have traditionally met with families during parent/teacher conferences, but it is a goal for the District that a more focused and systemic approach will be taken. Celebrating students' cultures has been a topic discussed. This year, cultural recognition has improved within the District significantly."	The LEA is engaging in 2-way communication between families and educators using language that is understandable and accessible to families. Translation services are offered in all formal meetings.  We are also using social media to reach out to parents and families. Our District Facebook page has over 400 followers and is updated frequently.	"The Parent Advisory Council (PAC), formed during the 2018/19 school year, has developed into a diverse group of parents who advise the district on issues of importance to them and their children. The group's meetings are open to all families, and the turnout has been steady. Parents from all sites, from different socioeconomic, ethnic and language groups, are in attendance and participate in all discussions. The DELAC, strengthened this year, has been tasked with advising the district on English Learner issues, and has also developed into a regular group of parents willing to engage in advising the district and helping to make decisions. While the expansion of our Parent Advisory Council is a good start, we still have more to accomplish."	"Specifically, we want to make sure our underrepresented and traditionally marginalized families can be engaged in multiple ways including increased involvement on our School Site Councils, PTAs, and fundraising groups. Our District is engaged in extensive work in the area of anti-racism and equity and is currently conducting an equity audit."	Our equity work includes working with various consultants who are helping us figure out how best to connect with our underrepresented and traditionally marginalized parents and families. Our plan is to use these learned strategies to expand our ability to garner more parental input on our decision-making.	3	3	3	3	3	4	4	3	4	4	4	3	Met	6/8/2022	2022
18641130000000	Johnstonville Elementary	3	"One hundred percent (100%) of our parents who participated in the California School Parent Survey (CSPS) either strongly agreed or agreed that Johnstonville Elementary School District creates a welcoming atmosphere and that they are treated with respect by school personnel.   Johnstonville Elementary School District uses multiple ways to communicate with families, such as ClassDojo, the school website, Facebook postings, Instagram, and telephone messages. Teachers and main office staff regularly send out communications to our families."	The district desires to increase the percentage of families participating in the survey from 15% to approximately 50% over the next two years. This would allow for better insight into parental and family feelings regarding the ability of the school to develop a positive relationship with families.	"Johnstonville will fully implement its Parent Engagement committee to reach out to families and seek their input. In addition, The Johnstonville School Community Association and the School Site Council will have tables Back-to-School Night that are staffed by parents to encourage increased participation."	"One hundred percent (100%) of our parents who participated in the California School Parent Survey (CSPS) either strongly agreed or agreed that Johnstonville Elementary School District encourages an active partnership with parents and families to the benefit of students. The district desires to increase the percentage of families participating in the survey from 15% to approximately 50% over the next two years. This would allow for better insight into parental and family feelings regarding the ability of the school to build active partnerships with families.   A strength of Johnstonville Elementary School District is the embedded methods for families and students to discuss student progress. Report cards, progress reports, parent-teacher conferences, and ClassDojo messages were utilized to develop, and improve, school/parent partnerships that enhance student outcomes. Additionally, parents are notified of their rights at the beginning of the school year and parents of students with disabilities are given regular notices of their legal rights."	"Improving the socioemotional counseling offered to students will remain the main focus for improving in Building Partnerships for Student Outcomes. Students continue to demonstrate, and express, a lack of disconnectedness with the school and loneliness."	"LCAP funds are used to provide counseling services for students, with a special focus on unduplicated students, across all grade levels. Johnstonville Elementary School District’s counselor helped meet the socioemotional needs of over ten percent (10) of the school’s student population during the 2021-22 school year. Supporting students during times of crises will help to ensure all students will leave Johnstonville Elementary School District ready for success in the high school. The decision to use the funds for counseling services was based primarily on input from parents, students, and staff."	Seventy percent (70%) of our parents who participated in the California School Parent Survey (CSPS) either strongly agreed or agreed that Johnstonville Elementary School District allows for input and welcomes parental contributions regarding the district operations.	The district desires to increase the percentage of families participating in the survey from 15% to approximately 50% over the next two years. This would allow for better insight into how parents and families desire to provide input into the District's decision-making process.	"The District continues to explore ways to diversify the ability for parents to be able to provide input into the District's decision-making process. An example is the implementation of Johnstonville Elementary School District’s  Johnstonville School/Community Virtual Round Tables during the 2021-22 school year. Three events where held during the 2021-22 school year and a total of nine (9) parents participated. While this is only a small number of Johnstonville’s families, it represents more family input than all of the input nights from the past two years combined."	3	2	2	3	3	2	3	3	3	2	2	2	Met	6/8/2022	2022
30664646117758	Journey	3	#NAME?	#NAME?	#NAME?	"Journey provides all teachers free access to a Waldorf certification program, a training focused on supporting a developmentally appropriate curriculum focused on relationship driven education and parent partnership."	Developing extended learning opportunities and engaging parents/offering tutoring support at home to derive student outcomes.	Specific outreach and communications will be tailored to underrepresented families outlining the opportunities that are available for them.	Administration regularly meets with PLCs and other committees on campus to seek input for decision making.  Administration regularly meets with parent groups and the PTA (Parent Cabinet) to seek input for decision making.	The school plans to develop additional surveys and data collection tools from various stakeholders to help support decision making.	Specific surveys and data gathering in home languages will be made available.	4	4	4	3	4	4	4	2	4	4	4	4	Met	6/15/2022	2022
33103300138024	Journey	3	"At Journey, we want to make sure that students start their year with a great first impression and a welcoming environment. Before school starts, Journey hosts a “Meet the Teacher Night” where students are able to meet their new Teachers, see their new classrooms, meet their new classmates, take pictures with our mascot, meet the counselor and PE teacher, get free books and supplies, and engage in fun family activities. This helps get students motivated and excited to start school for the year.   Parent communication is also pivotal for Journey so we make sure to send weekly parent newsletters and use Class Dojo to communicate with parents and families about important events and school updates.  Journey also hosts monthly Family Night Events that incorporate literacy and focus on family connection and relationships, such as Literacy Night, Princess Ball, Son Plus One, and others. We offer a Parent Academy where parents and community members can participate in such as the School Site Council, African American Parent Advisory Council and the English Language Advisory Council."	Our administration and teachers do well with building relationships with parents and families by maintaining good communication and by being responsive to parent concerns. An area for improvement would be to better develop the capacity of our classified staff to build trusting relationships with our parents and families. Ongoing professional development and coaching is being implemented this year to help strengthen those relationships with our parents and families.	"Based on analysis of educational partner input and local data, strategies for improving engagement of underrepresented families include the incorporation of Solutions Teams to target areas of need. Journey has Solutions teams made up of staff members with the goal of engaging families and Building Partnerships for Student Outcomes. Journey has Solutions teams to focus on the following areas: Attendance, Cooperative Culture, Family involvement, and Community Involvement. Each of these teams has a goal of giving families the resources needed to address the needs of their students; however, the parent and family involvement committee specifically targets improving our communication with families as well as getting parents more involved within our school community. In addition to our Solutions Teams, we also hold family night events once a month with a high turnout each with a different focus. At these events Journey addresses any updates and important information regarding the school that we want to relay to our parents."	"At Journey, Teachers conduct quarterly ongoing assessments to continuously identify student needs. Teachers use this data to plan lessons that will cater to students’ areas of need. Parents and families are continuously informed on students’ progress and growth and resources are provided to families to help support student learning and development at home. Student learning is also supported through: best practices to support improved literacy and math skills via parent training at previous family nights, walkthroughs of various platforms families can utilize to support their student at home (i.e. IXL Reading and Math, Swun Math fact fluency platform, etc.)    Additionally, Journey uses SFA and SWUN comprehensive school curricula that are evidence-based and focused to help improve student literacy and math levels. Teachers also engage in a 2 week Professional Development Training prior to the beginning of the school year, along with weekly and monthly Professional Development days that focus specifically on improving teaching and learning practices that will help our students achieve student outcomes."	"Journey would like to work on expanding out more to the community. This means involving the local business community and other members that can help support our families, students and school staff. Journey would like to gain more resources from local county organizations to help improve the lives of our students and families."	"Based on analysis of educational partner input and local data, strategies for improving engagement of underrepresented families include the incorporation of Solutions Teams to target areas of need. Journey has Solutions teams made up of staff members with the goal of engaging families and Building Partnerships for Student Outcomes. Journey has Solutions teams to focus on the following areas: Attendance, Cooperative Culture, Family involvement, and Community Involvement. Each of these teams has a goal of giving families the resources needed to address the needs of their students; however, the parent and family involvement committee specifically targets improving our communication with families as well as getting parents more involved within our school community. In addition to our Solutions Teams, we also hold family night events once a month with a high turnout each with a different focus. At these events Journey addresses any updates and important information regarding the school that we want to relay to our parents."	"Current strengths of Journey around seeking input for decision making is the frequency and multiple methods we utilize in order to engage our families and elicit their input and feedback. We regularly seek feedback and suggestions from our families through our monthly Parent Academy Groups: School Site Council, African American Parent Advisory Council or English Language Advisory Council, to discuss school initiatives, provide feedback, and identify areas of need at our school. Additionally, Families are asked to complete surveys during family events and parent conferences, to provide feedback on where we can better improve as a school."	"Our area of focus for improvement is to identify alternate opportunities for families to provide input on policies and programs in addition to the planning, design, and implementation of initiatives that require decision making from all partners. In addition, consistent attendance from families to our school wide council meeting as well as higher completion rates of parent surveys  is also an area of focus for us."	"In order to increase family input and decision making on campus, we will begin to implement various incentives (i.e. raffles) to foster increased participation in completing surveys. In addition, we will award students of families who attend family events, council meetings, etc."	5	5	5	5	5	5	5	5	4	4	4	4	Met	6/22/2022	2022
33103300137851	Julia Lee Performing Arts Academy	3	"JLPAA will continue to build partnerships with the Lake Elsinore community.  The parents/families receive information from the charter school via Parent Square as well as other web 2.0 tools from the classroom teachers.  One such activity the families participate in is the annual Harvest Fest at the end of October.  Each classroom teacher engages their families in donating items or participating on the day of the event.  Families have assisted in selling items, creating games, and participating in various visual and performing arts activities.  It is a great team building events for all involved."	"JLPAA seeks to engage all families enrolled at the charter school.  Our families are predominantly from underrepresented communities for this reason JLPAA focuses on all families.  The parents are engaged in several ways: open communication informally during drop-of and pick-up in the mornings and afternoons, by the teachers, principal, and the CEO.  All the adults employed at JLPAA are in the parking lots at dismissal.  The parents are enrolled in the school-wide system, Parent Square, where school official messages are sent via text and email.  The classroom teachers use additional web 2.0 tools to engage their classroom families.  The parents and invited to attend meetings via Zoom by grade level, specific issues are discussed at those meetings."	"Over 70% of the families at JLPAA are from under representative communities. As a result of the demographics of the family population and self-reflection JLPAA has instituted a few changes: the most recent change to support families is by grade level. The principal holds meetings in the evening by grade level. The evening meetings were requested by the fathers. They would like to participate in the discussions and this time allows them to participate. The grade level meetings allow the families/parents to participate in a small, targeted session."	"Julia Lee Performing Arts Academy (JLPAA) current strengths are creating partnerships with the Lake Elsinore community.  Last school year (2021-2022) JLPAA had its first graduating 8th grade class.  As a result, JLPAA partnered with LEUSD’s Special Education Department to ensure that the student’s that would be attending LEUSD’s high school had a smooth transition upon entering as a 9th grade student.  This school year the new superintendent of LEUSD was invited to JLPAA for an on-site visit. He was engaged in conversation by the school’s leadership. This is a positive step as we share some of the same families and the community.  This partnership building assists the students in equitable and seamless transitions between the charter school and the district."	JLPAA would like to continue to build partnerships with the school district as well as mental health community organizations in the Lake Elsinore area.  These partnerships are beneficial to the well-being of the students as well as their educational outcomes.  JLPAA has engaged a new mental health partner and a full-time counselor for the 2022-2023 school year.  The major improvement goal is to address the total child’s needs.	"Last school year, JLPAA held parent meetings by grade level.  This proved to be beneficial for both the parents and the administration.  JLPAA would like to continue that practice this school year.  The smaller focused sessions allow the parents to address concerns pertinent to their child’s needs.  JLPAA’s major student demographic are students from underrepresented backgrounds.  Therefore, JLPAA seeks to engage all families.  The smaller meetings much like the English Learner Committee meetings allow families to participate and engage in a more intimate setting.  Evening meetings were requested by the fathers several years back as a means of allow them to participate.  We continue to refine the family engagement sessions as requests are shared."	"JLPAA will continue to disseminate the annual surveys at the end of the school year. At the beginning of the school year (2022-2023) JLPAA released its first After School (Rising Stars) survey. JLPAA will distribute its first survey to the middle school students asking, seeking to information about curriculum, instruction, and student engagement."	"JLPAA realized an area where additional information that would be useful to the educational program are surveying the students. As previously stated, the middle school students offer another opportunity for self-reflection and improvement. The end of school year survey allows for input from the educational partner most affected by the educational program at JLPAA. We look forward to their input."	"Over 70% of the families at JLPAA are from under representative communities. As a result of the demographics of the family population and self-reflection JLPAA receives input for Decision-Making via the different meetings both required by the state, the charter and those meetings designed by the school."	5	5	5	5	4	3	4	4	3	3	3	3	Not Met	9/30/2022	2022
37681633731239	Julian Charter	3	"We use ParentSquare as our primary communication with parents. ParentSquare can also be viewed in Spanish for our Spanish-speaking population. In addition, we have bi-weekly meetings with parents/guardians, as well as dates with the director each month to review growth mindset and build a community. We also have a PTO that supports all families. Parents are an integral part of our community and we work together as a team to support each student."	We have developed a Parents as Partners group to build more collaboration within our school community. We desire to have more input from our parents.	Our Parents as Partners group will respond to any under represented families. We are building stronger relationships within the school and have asked parents to mentor other parents during their first few months with the school. We will also hold monthly community meetings.	JCS-LIVE teachers continue to develop strategies for working with all parents in a virtual environment. Creating these relationships is paramount to our success as a thriving school. We maintain an updated parent and student handbook to help all parents understand and their role and how to advocate for their student or themself (student).	N/A	Our school will improve engagement by developing clearly outlined assignments and individual learning plans for underrepresented students.	"JCS-LIVE maintains a School Site Council, which meets three times per year. During these meetings we review, discuss, and vote on policies and procedures that impact the school. All parents and students are invited to the SSC via ParentSquare and Google Calendar. In addition, parents and students are invited to the JCS-Family Board Meeting, which occur each month. Parents and students are also encouraged to participate in the JCS-LIVE PTO as well as the Parents as Partners community group."	N/A	"To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth. We will also be conducting surveys for our EL parents and parents of Students with Disabilities to seek input about our curriculum and programs."	5	5	5	4	4	4	5	4	4	4	4	4	Met	6/10/2022	2022
53717380000000	Junction City Elementary	3	"According to the local survey given to our educational partners, 100% of our partners agree or strongly agree that our school has a good public image, 93% feel welcome at the school, and 93% know what is going on at the school. 98% agree or strongly agree that teachers/staff are available to them when they have questions or concerns. 95% agree or strongly agree that they are comfortable talking to teachers/staff about their questions or concerns."	"Although 93% of our educational partners feel welcome at the school, we want all families and community partners to feel welcome. We plan to host more family and community events to help strengthen the relationships between our school and our educational partners."	We will continue to reach out to our underrepresented families to encourage them to participate in school activities and events. We will make sure that all of our families feel included and welcome at our school.	"96% of our parents attended teacher/parent conferences in the fall of the 2021-2022 school year. According to the local survey given to our educational partners, 96% agree or strongly agree that they are informed of their child's academic progress. 82% agree or strongly agree that they are kept informed of how they can participate in their child's education."	"Our focus area is to increase the percentage of parents who feel they are kept informed of how they can participate in their child's education from 82% to at least 95%. In addition, we would like to increase the percentage of parents who feel that their child has a reasonable amount of homework from 78% to at least 90%. We would like our parents to feel comfortable about the amount of homework that is assigned, and hope to partner more closely with our parents in assisting their children with with homework."	We will improve engagement of underrepresented families by personally reaching out to those families to discuss how their children are doing and how to work together to support their children.	"According to the local survey given to our educational partners, 98% agree or strongly agree that they are given opportunities to take part in school decisions. 94% indicated that they are given opportunities to be involved in school activities and events."	"We feel really good about the amount of parent involvement in the decision-making at our school. We want to maintain the high level of involvement, so we will continue to reach out to parents and solicit their input."	"We will improve engagement of underrepresented families by personally reaching out to those families to solicit their input when making decisions. We will also encourage their participation at our educational partner meetings, such as School Site Council/LCAP Advisory Committee Meetings."	5	4	4	4	4	4	4	4	5	4	5	4	Met	6/24/2022	2022
45700450000000	Junction Elementary	3	"We have many opportunities throughout the year to build relationships with families.  We have held both virtual and in-person school gatherings that have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet.  This said, our presence on social media and our newly launched website has been successful.  In addition, we have implemented SEL that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel, even during COVID."	"Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events."	"Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, Attendance Coordinator that connects families to local resources, and reading/math labs."	"We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples. . Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved Student Outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes."	"We meet regularly with our School Site Council and LCAP Committee to review student outcome data and set goals/actions based on identified needs. Parent conferences are held several times a year and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication, student attendance and additional support for students."	"Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We have also added a part-time assistant superintendent to assist with plan development and state/federal guidance, COVID substitutes to fill in where needed, a PE teacher, a counselor, Special Education staff, and support staff positions throughout the district."	"We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, the LCAP Committee and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs."	"Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school app, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes."	"We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc."	4	4	3	4	3	3	4	3	3	3	4	4	Met	6/21/2022	2022
33670900000000	Jurupa Unified	3	"The COVID-19 pandemic truly exposed how vulnerable our families and communities are and the Parent Involvement & Community Outreach (PICO) team provided support to families by engaging in person when appropriate and provided opportunities for basic support such as clothes, hygiene kits, schools supplies, and food boxes.   -Referrals through Project HeART “Healthy and Ready to Learn” increased and were accepted directly by parents and the community.  Donations through partners continued at the level of 2020/21 to meet the demand which did not subside.  Contracts and funding for services increased allowing the department to hire additional staff and bill for approximately $1.65 million in services provided during the 21/22 school year.   -Professional Development:  Suicide prevention training was provided to counselors and secondary administrative staff.  Presentation of trauma and mental health services were provided at various school sites.  Social media was used to support training for parents through our community partners. -Community School Model and increase services:  Resources and services are brought to every school site elevating the importance of schools as “community hubs.”  We continued when appropriate with Borrego Health for drive-through back-to-school wellness exams, dental visits, Covid-19 testing, and Covid vaccinations.  Care Closet supplies were provided through the “Children and Family Services” center or at school sites.  -Communication: Services and programs are communicated to families via Peach Jar, social media, presentations to school sites, outreach events, and from our Parents as Leaders (PALs) who teach classes throughout the district.  Every program has additional outreach connecting families to all our programs and services. -Bicycles for Children: Annually every elementary site participates in a program “bicycles for children.”  Five bicycles at each school site are donated to students for the sole purpose of building stronger student/family to school relationships.  There are no criteria other than needing a bike and needing a stronger connection to the school."	"Further engaging families with the school sites will continue to be a focus area for improvement in building relationships between school staff and families. To this end, Jurupa Unified will refine and expand the “Peer Specialist” positions to support further engaging families and working with school sites.  This position is funded through County Behavioral Health and the Elementary and Secondary School Emergency Relief Fund (ESSER) will be integrated into our Parent’s As Leaders initiative."	"Further engaging families with the school sites will continue to be a focus area for improvement to improve the engagement of underrepresented families.  To this end, Jurupa Unified will refine and expand the “Peer Specialist” positions to support further engaging families and working with school sites.  This position is funded through County Behavioral Health and the Elementary and Secondary School Emergency Relief Fund (ESSER) will be integrated into our Parent’s As Leaders initiative."	"Multiple partnerships have been developed to address barriers to learning and support student outcomes. -Health Access:  Lack of Health Access not only impacts student achievement due to poor health but also through missed school.  In Jurupa, we have a strong partnership with Borrego Health and initiated a partnership with Neighborhood Health.  The school-based community clinic closed this year due to staff shortages.  However, mobile vaccination events continued with Borrego, Neighborhood Health, Kaiser Mobile Services, and RUHS - Public Health to vaccinate over 5,000 individuals throughout the year.  The school-based dental program continues to serve over schools from Head Start / Preschool to 12th grade.   -Behavioral Health: Years of building systems and relationships have led to a robust referral system and multiple partners providing mental health services throughout the school districts to the tune of over 2 million dollars in services annually from four different non-profit providers.  Jurupa Unified continues to work with the county and community providers; however, also expanded its own contract with Riverside University Health Systems - Behavioral Health with an expanded contract of $800,000. -Mental Health Service Act: Services available through the Mental Health Service act are provided directly to our students and parents by those grant-funded providers.  Our district is directly funded as well to provide treatment services for students exposed to and impacted by trauma. -Parent and Early Childhood: With LCAP as a launching point, parent and early childhood programs were launched.  Now with grant funding, this department provides home visitation to over 230 families, center-based programs to over 200, and infant mental health consultation to head start and preschool families and teachers.  These services exist through funding and partnerships with FIRST 5 Riverside and Riverside University Health Systems – Behavioral Health. -Graduate Universities: Our Student Assistance Program uses graduate-level social work interns to provide such student supports as mentoring, counseling, and group supports for social-emotional wellness.  Interns are made available to every school campus."	"Jurupa Unified will continue to foster its relationship with Riverside University Health System - Behavioral Health to expand services under its EPSDT (Early and Periodic Screening, Diagnosis, and Treatment) / Medi-cal contract and the Mental Health Service Act.  We fully expect our services/contract to increase for EPSDT to over $1.5 million and to continue to apply and be funded for Mental Health Service Act services."	We expect to continue with CBITS services and a new evidence-based program “Peace 4 Kids” targeting our middle school students and parents.  We also continue to expand 0-5 services in partnership with FIRST 5 Riverside and Riverside University Health System - Behavioral Health by training additional clinicians for this specialty area as well as continuing the level of services for home visiting for ages 0-5.	"To promote and inform parents and the community about district-wide programs and resources, the District opened a Parent Center in the fall of 2017.  Services and resources offered through the Parent Center include centralized registration, administration of language assessment for our new English learners, immediate support for new students with an IEP, homeless students, and foster youth.  Additionally, the Parent Center staff works with parents to connect them with district and community assistance."	"Annually, administrators are trained on advisory committee regulations, implementation of School Site Councils, Roberts Rules, and Greene Act regulations, use of survey and data results to impact decision-making, and development of Parent Engagement and Partnership policies and programs."	"We annually administer an LCAP survey that goes to all parents, staff, and students.  We use the LCAP survey results to assist in identifying areas of strengths and weaknesses.  Additionally, an annual department of health care services (DHCS) survey is provided to all parents of students receiving EPSDT services and all students aged 13 and older.  The District will continue to engage families and facilitate input through multiple modalities to promote the representation of underrepresented families."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/27/2022	2022
48705730129494	Kairos Public School Vacaville Academy	3	"Kairos Public School administers a Parent/Guardian Survey every Spring in order to seek input and feedback from parents/guardians in school decision-making. Additionally, every month Kairos administration meets with its Parent Advisory Council (PAC) seeking input and feedback from parents/guardians. The school also has participation from parents in the development and review of the school’s Local Control Accountability Plan (LCAP). In the Fall of 2019, the school went through a 5-year strategic planning process involving all stakeholders, including parents, in developing the direction and decision making of the school over the next 5 years. In addition, 3 of the Kairos Board of Directors are parents or grandparents of Kairos Public Schools scholars. In our annual Parent Survey, the key findings of the survey showed that 97% of respondents stated the school provides opportunities for parents to be involved. The school logs over 10,000 hours of parent volunteering every year. Kairos offers a Parent University training/workshop seven times per year in order to get parents involved in their child’s education and train them in ways to support their scholar. According to the Spring, 2022 survey, 95% of parents responded that they are satisfied with their child's development at Kairos. 94% of parents responded that they are satisfied with the impact the school is making in the local community. 89% of respondents stated they participate regularly in school activities. 98% of respondents stated they feel the school is a safe school for their students. Kairos selected the annual survey as one measure of our progress on this local indicator because it is one of the measurements listed in our charter document. The finding relates directly to our charter goals and established measurable goals and our Local Control Accountability Plan (LCAP). The survey is altered and revised every year in order to gather additional input from our stakeholders."	The Kairos Board of Directors annually develops and adopts measurable board goals. Progress towards these goals is monitored and reported out in public board meetings throughout the school year. Kairos Public School provides all its stakeholders a survey on a yearly basis.  The school believes in voice and choice of its stakeholders at all age levels. 95% of staff report they are satisfied working at Kairos Public Schools. Over 92% of staff reported that Kairos clearly conveys its mission to its team members and approximately 91% of staff reported they feel they have the training needed to do their job. The Board of Directors has adopted a yearly board agenda calendar which schedules reports from every stakeholder group on an annual basis. This is an opportunity to have their voice heard throughout the organization.	"Kairos Public Schools is a small community school with a large amount of parent/guardian involvement. A large amount of Kairos leadership, including Board Members, Administration, and staff have children in the school. When making decisions, they are able to gather feedback from our parent community through both formal and informal means. The school gathers feedback from families at the monthly Parent Advisory Council meetings. The Parent Advisory Council has between 20 and 40 parents who attend regularly. The Board of Directors currently has 3 members who are parents or grandparents of Kairos Scholars. Kairos Public Schools continues to engage in efforts to reach underrepresented stakeholders within the school community.   The school engages administration and staff in implementing and evaluating family engagement through its Instructional Leadership Team (ILT) meetings, a group of teacher leaders and administration, Through Cabinet Meetings (Administrative) and Board of Directors meetings. Overall, Kairos Public Schools feel parents are very involved in the decision making at the school."	"Kairos Public School administers a Parent/Guardian Survey every Spring in order to seek input and feedback from parents/guardians in school decision-making. Additionally, every month Kairos administration meets with its Parent Advisory Council (PAC) seeking input and feedback from parents/guardians. The school also has participation from parents in the development and review of the school’s Local Control Accountability Plan (LCAP). In the Fall of 2019, the school went through a 5-year strategic planning process involving all stakeholders, including parents, in developing the direction and decision making of the school over the next 5 years. In addition, 3 of the Kairos Board of Directors are parents or grandparents of Kairos Public Schools scholars. In our annual Parent Survey, the key findings of the survey showed that 97% of respondents stated the school provides opportunities for parents to be involved. The school logs over 10,000 hours of parent volunteering every year. Kairos offers a Parent University training/workshop seven times per year in order to get parents involved in their child’s education and train them in ways to support their scholar. According to the Spring, 2022 survey, 95% of parents responded that they are satisfied with their child's development at Kairos. 94% of parents responded that they are satisfied with the impact the school is making in the local community. 89% of respondents stated they participate regularly in school activities. 98% of respondents stated they feel the school is a safe school for their students. Kairos selected the annual survey as one measure of our progress on this local indicator because it is one of the measurements listed in our charter document. The finding relates directly to our charter goals and established measurable goals and our Local Control Accountability Plan (LCAP). The survey is altered and revised every year in order to gather additional input from our stakeholders."	The Kairos Board of Directors annually develops and adopts measurable board goals. Progress towards these goals is monitored and reported out in public board meetings throughout the school year. Kairos Public School provides all its stakeholders a survey on a yearly basis.  The school believes in voice and choice of its stakeholders at all age levels. 95% of staff report they are satisfied working at Kairos Public Schools. Over 92% of staff reported that Kairos clearly conveys its mission to its team members and approximately 91% of staff reported they feel they have the training needed to do their job. The Board of Directors has adopted a yearly board agenda calendar which schedules reports from every stakeholder group on an annual basis. This is an opportunity to have their voice heard throughout the organization.	"Kairos Public Schools is a small community school with a large amount of parent/guardian involvement. A large amount of Kairos leadership, including Board Members, Administration, and staff have children in the school. When making decisions, they are able to gather feedback from our parent community through both formal and informal means. The school gathers feedback from families at the monthly Parent Advisory Council meetings. The Parent Advisory Council has between 20 and 40 parents who attend regularly. The Board of Directors currently has 4 members who are parents or grandparents of Kairos Scholars. Kairos Public Schools continues to engage in efforts to reach underrepresented stakeholders within the school community.   The school engages administration and staff in implementing and evaluating family engagement through its Instructional Leadership Team (ILT) meetings, a group of teacher leaders and administration, Through Cabinet Meetings (Administrative) and Board of Directors meetings. Overall, Kairos Public Schools feel parents are very involved in the decision making at the school."	"Kairos Public School administers a Parent/Guardian Survey every Spring in order to seek input and feedback from parents/guardians in school decision-making. Additionally, every month Kairos administration meets with its Parent Advisory Council (PAC) seeking input and feedback from parents/guardians. The school also has participation from parents in the development and review of the school’s Local Control Accountability Plan (LCAP). In the Fall of 2019, the school went through a 5-year strategic planning process involving all stakeholders, including parents, in developing the direction and decision making of the school over the next 5 years. In addition, 3 of the Kairos Board of Directors are parents or grandparents of Kairos Public Schools scholars. In our annual Parent Survey, the key findings of the survey showed that 97% of respondents stated the school provides opportunities for parents to be involved. The school logs over 10,000 hours of parent volunteering every year. Kairos offers a Parent University training/workshop seven times per year in order to get parents involved in their child’s education and train them in ways to support their scholar. According to the Spring, 2022 survey, 95% of parents responded that they are satisfied with their child's development at Kairos. 94% of parents responded that they are satisfied with the impact the school is making in the local community. 89% of respondents stated they participate regularly in school activities. 98% of respondents stated they feel the school is a safe school for their students. Kairos selected the annual survey as one measure of our progress on this local indicator because it is one of the measurements listed in our charter document. The finding relates directly to our charter goals and established measurable goals and our Local Control Accountability Plan (LCAP). The survey is altered and revised every year in order to gather additional input from our stakeholders."	The Kairos Board of Directors annually develops and adopts measurable board goals. Progress towards these goals is monitored and reported out in public board meetings throughout the school year. Kairos Public School provides all its stakeholders a survey on a yearly basis.  The school believes in voice and choice of its stakeholders at all age levels. 95% of staff report they are satisfied working at Kairos Public Schools. Over 92% of staff reported that Kairos clearly conveys its mission to its team members and approximately 91% of staff reported they feel they have the training needed to do their job. The Board of Directors has adopted a yearly board agenda calendar which schedules reports from every stakeholder group on an annual basis. This is an opportunity to have their voice heard throughout the organization.	"Kairos Public Schools is a small community school with a large amount of parent/guardian involvement. A large amount of Kairos leadership, including Board Members, Administration, and staff have children in the school. When making decisions, they are able to gather feedback from our parent community through both formal and informal means. The school gathers feedback from families at the monthly Parent Advisory Council meetings. The Parent Advisory Council has between 20 and 40 parents who attend regularly. The Board of Directors currently has 4 members who are parents or grandparents of Kairos Scholars. Kairos Public Schools continues to engage in efforts to reach underrepresented stakeholders within the school community.   The school engages administration and staff in implementing and evaluating family engagement through its Instructional Leadership Team (ILT) meetings, a group of teacher leaders and administration, Through Cabinet Meetings (Administrative) and Board of Directors meetings. Overall, Kairos Public Schools feel parents are very involved in the decision making at the school."	4	5	4	5	4	4	4	4	4	4	4	4	Not Met	10/4/2022	2022
37683380126730	Kavod Charter	3	"Based on parent feedback, the community generally feels free to communicate with staff and provide feedback regarding the program. However, as a school we continue to work with families to more formally work as engagement partners and serve on committees and advisory groups."	"The school has had a focus on informing the community at large who primary contacts are and their roles and responsibilities to more quickly address family needs. As a school that has experienced consistent growth, we feel it is imperative families are able to more quickly identify who to refer to. We believe this is a vital step so that we can move forward and continue building relationships."	"We believe that if families are aware who to contact we will 1) get a higher overall satisfaction rate as per parent surveys and 2) more successfully identify targeted families such as homeless youth, free & reduced lunch, Special Education..etc."	"Kavod Charter is fortunate in having a plethora of families and community organizations wanting to support the school. In fact, we often have more parent volunteers than we have tasks at hand. The school has established opportunities to support students both in school and at home (i.e. restorative circles, counseling sessions, parent classes..etc.)."	The more immediate school-wide focus was addressing student mental health beyond the pandemic. Consequently we hired a second full-time counselor to support students.	"Given the size of our LEA, underrepresented families are also the minority of students at our school. We’ve continued to improve child-find practices to more quickly identify students upon enrollment, automatically upfront more rights and responsibilities information upon enrollment and established more opportunities for families to engage with school officials by providing additional times and slots for back to school night, orientation and parent conferences."	"The LEA continues to solicit input from all site directors to more effectively address program concerns and planning. Additionally, at the end of the 2021-2022 school year it initiated the Instructional Leader Liaison Committee (ILLC) which postulates teachers as representatives for grade cohorts to provide a two-way mechanism to solicit overall teacher input and provide context for decision making."	"Since 2021-2022 had Kavod Charter receiving Title I funds, there was a concentrated focus for leadership to solicit input from families and staff beyond the norm through School Site Council (SSC) and English Language Advisory Committee (ELAC)."	"The LEA intends to train teachers serving on the Instructional Leader Liaison Committee (ILLC) to better inform remaining staff on program elements. Additionally, the LEA will conduct more formalized professional development for engagement partners serving on the SSC and ELAC."	5	5	4	5	5	5	5	5	4	4	4	4	Not Met	10/11/2022	2022
37683386039812	Keiller Leadership Academy	3	The school leadership team employs a wide range of culturally sensitive strategies to encourage family and community involvement especially with the learning and teaching process. Numerous opportunities for parent involvement are in place and communication between school and families is frequent and consistent. KLA is working towards maintaining it's systems and strategies in place so that they can continue to uphold positive relationships between school staff and families.	KLA will continue to maintain its' practices to uphold its' positive impact it has on building relationships between school staff and families.	"KLA provides opportunities for parent and community engagement. Such activities include: monthly Parent Series, Parent Conferences, ELAC Parent Group, Open House, Back to School Night, and the Parent Volunteer Team (PVT). Parents also volunteer to support breakfast supervision and in the lab, as well as help with reading and Friday activities. Additional opportunities include participation in the school book fair and serving as chaperones for school field trips.   KLA meets monthly with the School Site Council to discuss various school-wide initiatives, the budget, LCAP, SPSA, and such. In interviewing the parent group, the Visiting Committee determines that the school provides adequate opportunities for parent involvement and input. Parents complete a “Needs Assessment” in the spring of each school year, the school then analyzes the data to determine areas of improvement to be addressed the following school year.   KLA utilizes Parent Square to communicate regularly with parents. This platform also allows parents to access their child’s grades through Infinite Campus. Parents are encouraged to participate in a yearly school climate survey where data is gathered for the school to determine areas for improvement."	"KLA has developed a culture that is characterized by trust, professionalism, equity, and high expectations for all students. At the beginning of each year, families are provided with both a Student and Parent Handbook. The Student Handbook includes the school rules and expectations, dress code, attendance policy, the Schoolwide Learner Outcomes Rubric, grading policy, Academic and Citizenship Expectations, Health and Wellness Policy, the Behavior Intervention Plan, Internet Safety Policy, Acceptable Use Policy and Contract. Students are required to carry their Handbook with them at all times and can be asked to show any adult who may ask to see it.   KLA has developed a culture that makes students accountable for their learning and actions. Students are referred to as “KLA Leaders” with the reminder that “everything you say and do sends a message.”   KLA has developed and implemented a list of 14 school rules and expectations. Some classrooms have these visibly posted in their classrooms. While conducting observations, it was apparent that students are aware and following the school rules and expectations. A Behavior Intervention Plan has been developed in response for students failing to follow the rules and meet the expectations. Part of this plan includes the students completing a “Think Sheet.” KLA implements Restorative Justice practices when working with students to address behavioral concerns.   KLA has developed and implemented a Respect, Enthusiasm, Achievement, Citizenship, and Hardwork “REACH” class that is a 45 minute character development class where students are given the support and tools to hone in on their leadership, academic, and citizenship skills. The classes take place at the end of each day. Students in the secondary grade levels also complete SMART goals that are reviewed every three weeks. Their REACH teacher reviews the student’s goals and progress in reaching them and works with each student to develop a new SMART goal at the end of the third week. This work is the on going basis of communication between all partnerships for Student Outcomes."	"The school leadership focuses on continuous school improvement by providing a safe, clean, and orderly place that nurtures learning."	"KLA conducted a needs assessment in the spring of 2022 to determine student learning needs, as well as examined data. The school’s report includes information about the assessments that the school uses to measure student learning and these include both state and local measurements. The report mentions that staff are asked to record student progress using a variety of formal and informal assessments. The Instructional Leadership Team is the primary group that examines and monitors student learning data. The school employs and revises its comprehensive assessment system and uses the administration of assessments to drive intervention. This work also includes the engagement of SSC, ELAC, parent and student surveys, and Town Hall meetings."	The KLA Action Plan/SPSA is driven by the analysis of student achievement data. School leadership and staff demonstrate shared-decision making and self-reflection and accountability for programs that support student learning.  Community partners are involved in the review of the long-range financial plan and that the school engages in a yearly audit of its finances to ensure appropriate and legally required reserves are in place. KLA has contracted with a 3rd party organization to manage its financial reporting to the Board of Directors and to track the fiscal health of the school in coordination with the Board of Directors.	KLA will continue to seek recent and relevant resources to maintain its' effectiveness of encouraging input for Decision-Making.	"KLA has many collaborative groups in place for both staff and families. These include the Instructional Leadership Team, PLC’s, SSC, and ELAC. The needs assessment takes place annually where all stakeholders participate in the LCAP and School Action Plan.  KLA has consistent communication of which engages families with the use of surveys and open forums to gather feedback. KLA utilizes weekly newsletters and parent groups and parent education options to connect with families and connect them with the school."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/14/2022	2022
17640140000000	Kelseyville Unified	3	"Kelseyville USD has a District Welcome Center, which is a one-stop, full-service facility focused on providing both new and returning district families everything they need for a successful start to each school year.  All school sites and the District Office employ bilingual (English and Spanish) staff who are readily available for providing information and translating conversations for our Spanish speaking families.  All communication, both written and verbal, are provided in English and Spanish."	"Kelseyville USD has identified developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families and providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."	"Through the newly established Wellness Committee, Kelseyville will be implementing monthly Family Nights throughout the school year as a way to build positive relationships with our families and increase parent engagement.  Family Nights topics will be parent driven and offered in both English and Spanish.  We will be specifically targeting our underrepresented families for these events.  We will continue to host the NAAC, DELAC, DAC, and Wellness Committees and actively recruit more parents for these committees as a way to build positive relationships with families."	"All school sites provide a variety of opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes including Back to School nights, regularly scheduled parent-teacher conferences, and encouraging parent requests for meetings with individual teachers."	"In 2022-23, Kelseyville USD will be holding monthly Family Nights that address a variety of topics chosen by parent input.  Each Family Night will provide families with some tools or resources to take and use at home.  Topics will include Positive Behavior at School and Home, Homework Help, How to Access and Use PowerSchool, etc."	"Kelseyville USD will continue to work with administrators to actively recruit underrepresented families to participate in our DELAC, NAAC, DAC, Wellness Committee, and Site Councils.  Additionally, Kelseyville USD will survey families during the self-reflection process to allow for input from as many families as possible."	"Kelseyville USD utilizes a variety of tools to gather input when making decisions, including town hall meetings, electronic surveys that emailed out and posted on our website, and presentations to all district committees and site councils."	"Kelseyville USD has identified town hall meetings as a focus area. Specifically, the district plans on holding town hall meetings that seek input from families and community members off campus and in different locations throughout the community.  We also plan to offer food and child care at these meetings this year."	"As stated above, the district plans on holding town hall meetings that seek input from families and community members off campus and in different locations throughout the community.  We also plan to offer food and child care at these meetings this year."	4	4	3	4	4	3	4	4	3	4	4	4	Met	6/14/2022	2022
21653340000000	Kentfield Elementary	3	The relationship between school staff and families was strengthen in teh 2021-22 school year through increased opportunities of engagement and interaction.  Through surveys and intentional outreach relationship building was fostered across the school sites.  This continues to be an area of focus for our school district.	Parent feedback showed an interest in increased school to home communication.  Parents seemed to want to better understand what their child/ren was learning and how they could support their progress.  With the use of standards based grading site staff is increasing the visibailty of student performance and progress.	Through our district's family liaision and teacher/staff intentional outreach we are improving parent engagement among our underrepresented families.  Offering listening sessions and access to information in their home language offers more opportunity to be engaged and connect with the school community.	The KSD works closely with educational communty partners to leverage opportunities for families and students.  The strength of our community is an assest to organizational operations.	We intend to focus on educational partner's expertise to  increase community engagement and support our families in feeling an authentic sense of belonging.	Through our district's family liaision and teacher/staff intentional outreach we are improving parent engagement among our underrepresented families.  Offering listening sessions and access to information in their home language offers more opportunity to be engaged and connect with the school community.	Through outreach via surveys and listening sessions we are able to get feedback and engage families in being a part of the district decision making process for various school operations.	Through increased opportunities to gain feedback we will improve access to input from families to inform decisions.	"Through outreach via surveys and listening sessions with our familiy liaision and in small group settings we are able to get authentic feedback from families, which will inform the district decision making process for various school operations."	3	3	3	3	2	2	3	2	3	3	3	3	Not Met	10/11/2022	2022
49707890000000	Kenwood	3	"As we see the effects of the COVID pandemic begin to fade, parents report that they are beginning to feel more comfortable coming to the school to volunteer in the classrooms, on field trips and to participate in school-wide events such as Pasta Feeds and Jog-a-Thons. This increase engagement is important for our students and school community as families are better able to connect. and support academics as well as social-emotional health in our students. Kenwood School District's strengths have always been directly connected with strong community support and we are happy that parents and community members are beginning to look for more ways to be contributing partners in our student's success. With a student population of 115, having a family-like atmosphere in which parent groups and education foundations made up of close partners can create a community of like minded individuals dedicated to our students."	"Through an analysis of local data such as surveys and participation rates, as well as input from our educational partners, we have determined that ""more communication"" is desired by some community members. The COVID pandemic has isolated many families and attaining information has become more challenging. We have begun blasting out more school information, increased the amount of content in our bi-weekly newsletters and will begin a monthly ""Coffee With the Principal"" meeting to discuss any and all aspects of the school. Already we are seeing larger turn outs for school-wide events and hope to build upon this success."	"Our staff has worked hard to create open, two-way communication with families. Our teachers use a variety of techniques such as email, newsletters, phone calls and text messaging, in order to find the easiest and most successful ways to communicate with families. We have found that our EL coordinator and School Counselor, both of whom are bi-lingual, are great assets in ensuring our underrepresented families are receiving and understanding how their students are achieving, how to become involved in our school and to answer questions that would not otherwise be asked."	"Currently, Kenwood School has created a recipe for success for Student Outcomes. Our dedicated staff works hard to get to know each student and finds ways to support all learners. Last year we began the process of shifting our attention to inclusion and respect of all students. We have frequent class meetings to discuss such issues in a directed and researched based process call Restorative Practices. We have also used local support in the form of assemblies from Common Ground Society to bring awareness to students in these areas."	"Kenwood School's annual Parent Survey has indicated that educational partners are looking for more educational options at our school. This year we will implement more after school opportunities for our students. These enrichment programs include, band, Chess for Kids, Girls Running Club, Spanish, Art and Cooking. We realize the importance of well run enrichment programs that offer a variety of interests and allow students a chance to find activities that best fit their personalities while allowing them an opportunity to build relationships with a variety of other students."	"Kenwood School will use a variety of strategies to improve engagement with underrepresented families. First, both our EL Coordinator and School Counselor will not only continue their outreach but will step up efforts to build and foster relationships with all underrepresented families, including families of students with disabilities and English Language Learners. We will also revamp our attendance procedures to ensure all families are personally contacted when their student misses school. We hope to instill the concept that school is important and we miss the students when they are absent. Finally, when we send out family surveys, we will ensure that our underrepresented families are given multiple reminders to add their comments or concerns so that we can better support all students."	"Gathering educational partner feedback has been the cornerstone of new and returning programmatic options for our students.  Through monthly board meetings, staff meetings, committee work as well as staff, student and parent feedback, we have been able to create avenues for our school community to voice their opinions."	"As each new school year begins, we are always looking for ways to improve. Lessons learned from the past, feedback from educational partners and common sense decisions play a vital role in moving forward. This year, our focus is improved communication through a variety of options. Both our education foundation and parent group have been able to increase parent participation in both the decision making as well as volunteerism. Meanwhile, our principal is offering a monthly meeting to all parents in which any and all school topics can be discussed. We will also send frequent surveys to continue to gather feedback and help direct decision making in a direction that makes sense to families."	"As the new school presents opportunities for school wide growth and improvement, we always reflect on what worked well in the past. By combining the past successful strategies with new areas of need, we can find ways to improve engagement with the underrepresented families. We know that the use of both our EL Coordinator as well as our School Counselor has worked well in the past for outreach. These two individuals are also bilingual and have the ability to speak to a multitude of school issues. We will also use our bi-weekly newsletters to highlight areas of concern for our underrepresented families. Various committees, parent conferences and classroom newsletters are all areas in which we think we can improve engagement with all families."	5	5	5	5	5	5	5	5	4	4	4	4	Not Met	9/1/2022	2022
10101080127514	Kepler Neighborhood	3	"The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services, as needed, to parents who are English Learners. To parents and families with disabilities, Charter School provides reasonable accommodations as needed. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. Kepler works with each family to accommodate their unique needs. The process of addressing requests from parents of Title I students for additional support may include a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs. Additionally, Kepler does the following to ensure the engagement of underrepresented families: • Administer Annual Parent survey • Provide Oral and Written Translation to parents who speak a language other than English • Coffee Talks- informal meetings with parents to discuss school-wide events, issues and concerns. • Provide consistent communication through Remind email, phone calls, and text notification. Send newsletters home every other week. • Parents participate on the Parent Advisory Committee (PAC) to advise the Board • Teachers will utilize an application like Remind for daily/weekly to communicate with parents about their child • Charter School will use social media to inform parents/public about school-wide events • Charter School provides parent workshops on Title I Parent Rights Meetings, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish as needed. • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement. A parent serves on the Charter School Board. • Family Meetings (Parent, Teacher, Student Conferences) are held once per year."	"The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services, as needed, to parents who are English Learners. To parents and families with disabilities, Charter School provides reasonable accommodations as needed. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. Kepler works with each family to accommodate their unique needs. The process of addressing requests from parents of Title I students for additional support may include a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs. Additionally, Kepler does the following to ensure the engagement of underrepresented families: • Administer Annual Parent survey • Provide Oral and Written Translation to parents who speak a language other than English • Coffee Talks- informal meetings with parents to discuss school-wide events, issues and concerns. • Provide consistent communication through Remind email, phone calls, and text notification. Send newsletters home every other week. • Parents participate on the Parent Advisory Committee (PAC) to advise the Board • Teachers will utilize an application like Remind for daily/weekly to communicate with parents about their child • Charter School will use social media to inform parents/public about school-wide events • Charter School provides parent workshops on Title I Parent Rights Meetings, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish as needed. • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement. A parent serves on the Charter School Board. • Family Meetings (Parent, Teacher, Student Conferences) are held once per year."	"The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services, as needed, to parents who are English Learners. To parents and families with disabilities, Charter School provides reasonable accommodations as needed. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. Kepler works with each family to accommodate their unique needs. The process of addressing requests from parents of Title I students for additional support may include a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs. Additionally, Kepler does the following to ensure the engagement of underrepresented families: • Administer Annual Parent survey • Provide Oral and Written Translation to parents who speak a language other than English • Coffee Talks- informal meetings with parents to discuss school-wide events, issues and concerns. • Provide consistent communication through Remind email, phone calls, and text notification. Send newsletters home every other week. • Parents participate on the Parent Advisory Committee (PAC) to advise the Board • Teachers will utilize an application like Remind for daily/weekly to communicate with parents about their child • Charter School will use social media to inform parents/public about school-wide events • Charter School provides parent workshops on Title I Parent Rights Meetings, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish as needed. • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement. A parent serves on the Charter School Board. • Family Meetings (Parent, Teacher, Student Conferences) are held once per year."	"The Charter School continues to focus on an LCAP goal that addresses State Priority 3 which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school. Charter School is committed to foster a strong and supportive school culture, increased family communication and instructional excellence. The increased or improved services are: 1.2 Culturally Responsive Strategies PD 1.3 Professional Learning Communities 1.4 Administrative PD and Coaching 1.12 Intervention Teachers 1.13 Paraprofessionals 1.14 After-School Program and Tutoring  1.15 Intervention Instructional Materials 1.16 Instructional Coach 2.6 Behavior Team 2.8 School Counselor 2.9 Administrative Mentorship 2.10 School Supplies 2.12 Advisory Courses"	"The Charter School continues to focus on an LCAP goal that addresses State Priority 3 which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school. Charter School is committed to foster a strong and supportive school culture, increased family communication and instructional excellence. The increased or improved services are: 1.2 Culturally Responsive Strategies PD 1.3 Professional Learning Communities 1.4 Administrative PD and Coaching 1.12 Intervention Teachers 1.13 Paraprofessionals 1.14 After-School Program and Tutoring  1.15 Intervention Instructional Materials 1.16 Instructional Coach 2.6 Behavior Team 2.8 School Counselor 2.9 Administrative Mentorship 2.10 School Supplies 2.12 Advisory Courses"	"The Charter School continues to focus on an LCAP goal that addresses State Priority 3 which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school. Charter School is committed to foster a strong and supportive school culture, increased family communication and instructional excellence. The increased or improved services are: 1.2 Culturally Responsive Strategies PD 1.3 Professional Learning Communities 1.4 Administrative PD and Coaching 1.12 Intervention Teachers 1.13 Paraprofessionals 1.14 After-School Program and Tutoring  1.15 Intervention Instructional Materials 1.16 Instructional Coach 2.6 Behavior Team 2.8 School Counselor 2.9 Administrative Mentorship 2.10 School Supplies 2.12 Advisory Courses"	"At the Charter School, parent input in decision-making will take place through the following:  • Parent Advisory Committee (PAC) (advisory committee to the board) - comprised of parents, teachers and community members • Parent serves on the Charter School Board • Newsletters • Surveys"	"At the Charter School, parent input in decision-making will take place through the following:  • Parent Advisory Committee (PAC) (advisory committee to the board) - comprised of parents, teachers and community members • Parent serves on the Charter School Board • Newsletters • Surveys"	"At the Charter School, parent input in decision-making will take place through the following:  • Parent Advisory Committee (PAC) (advisory committee to the board) - comprised of parents, teachers and community members • Parent serves on the Charter School Board • Newsletters • Surveys"	3	4	3	4	3	4	3	3	4	4	3	4	Met	6/15/2022	2022
19646420000000	Keppel Union Elementary	3	"Our educational partners believe in our commitment to excellence and educating the whole child, which reflects our Mission Statement: Seek Education, Strive for Excellence, and Aspire to Greatness, which will meet the needs of all students in our District. Keppel Union School District has chosen to strengthen the academic program and provide enriched opportunities through professional development, collaboration, data analysis, and strong support. Additionally, we recognize the need to improve specific achievement outcomes for students identified as low-income, foster youth, and English learners. These students, unduplicated, comprise 91.70% of our student population. The needs of foster youth, English learners, and low-income students and their families were considered based on the baseline gaps identified through iReady assessments and parent needs assessments."	"Parent Learning Opportunities - During the 2021-2022 school year, 100% of our schools reported parent input was provided around school improvement. Based on these results there is a need to provide more parent education learning opportunities to build parent capacity, increase family engagement in decision making and input through workshops and parenting classes for our unduplicated families. Many of the parents of these students do not always feel comfortable participating in school programs or understand how to support their children in school. This will increase low income students' achievement and success in school as measured by increased attendance of parent participation. The District will provide parent learning opportunities in the areas of: English language acquisition, early learning, LCAP engagement workshops, special education, English learners, nutrition, behavior and discipline workshops in the English and Spanish languages. In addition, leadership training opportunities will be provided to parents through our Keppel Parent Center (KPC).  Outreach - The District will promote parent participation in programs for the unduplicated pupils and individuals with exceptional needs by using outreach and recruitment of parents, and community members to join the District Advisory Committee (DAC), Parent Advisory Committee (PAC), and District English Learner Advisory Committee (DELAC)."	The District recognizes that dedicated resources must focus on how to identify learning gaps for unduplicated students and their families. The considerations above will provide individualized services to promote equity and educational access to improve engagement of our unduplicated families here in the Keppel Union School District where we strive to open doors to infinite possibilities for all educational partners.	"Parents, staff, and students completed a needs assessment. The needs assessment indicated the following: Over 92% of teachers, staff, parents, and students felt schools are available for needed school-home communication and that stakeholders were included in the decision-making process."	"The staff worked to continually improve relationships with students. These relationships contributed to 82.7% of students indicating they regularly looked forward to attending school while only 4.1% strongly disagreed. Students also held positive views on classwork and instruction/instructional materials with over 87% of students stating they felt their classwork was interesting, challenging, and provided opportunities for them to share ideas about learned information. 82.3% of students felt the instruction they received was relevant to real-world applications.  Over 88% of both certificated and classified staff reported that students listened to and respected adults. A similar number of staff indicated that adults felt responsible for ensuring a safe and supportive school environment and did a good job of supervising the school building and grounds. The hard work was supported by the results that indicated that 87.3% of students believed that the adults at their school felt a responsibility to ensure a safe and supportive school environment with nearly the same number of students reporting that school staff excelled at supervising the school and implementing safe school practices.  82.15% of survey respondents agreed that administrators, staff, and students respected each others’ gender, race, ability, and cultural differences. Additionally, over 91% of staff stated that District schools promote health and wellness for students."	"The District will promote parent participation in programs for underrepresented families by using outreach and recruitment of parents, and community members to join the: District Advisory Committee and District English Learner Advisory Committee and access to our Keppel Resource Center which offers the necessary materials to support student projects and other activities. In addition, learning opportunities in the areas of: English language acquisition, early learning, engagement workshops, special education, English learners, nutrition, behavior, and discipline workshops in English and Spanish. Lastly, we will update parent/guardian contact phone numbers/email addresses for the District's rapid alert emergency broadcast systems using a variety of communication platforms to ensure all families receive communications.  As we continue to build relationships with our underrepresented families, we are simultaneously opening doors to infinite possibilities for our students within the Keppel Union School District."	"Keppel Union School Districts (KUSD) recognized the importance of working together with educational partners representing teachers, classified, parents, students, community members, bargaining units, and administrators in the development of the district goals.  KUSD, engaged our educational partners in the decision making process through various opportunities and the following occurred:  ENGAGEMENT Provided tools for families to support student learning at home. newsletters, and an updated District website. Parents and Students Built a strong school-family level of communication. - Parents Provided the resources and support needed to be successful at school. - Teachers, Parents and Students, Provided professional development to maintain the quality instruction and care by teachers. - Parents Continued teacher to teacher and parent to teacher, teacher to student, student to student collaboration. - Teachers, Parents and Students  Through this process we were able to gather significant input to engage our parents for the decisions necessary for the 2021-2022 school year."	"While KUSD parents participated in virtual meetings and completed over 661 surveys, the District will continue to keep increasing the percent of educational partners' engagement in the decision-making process through the following ways:  Work with the school sites to inform parents of upcoming meetings Promote parent participation in programs for the underrepresented families by using outreach and recruitment of parents, and community members to join the: District Advisory Committee and District English Learner Advisory Committee Provide underrepresented families with learning opportunities in the areas of: English language acquisition, early learning, LCAP engagement workshops, special education, English learners, nutrition, behavior and discipline workshops in English and Spanish Provide leadership training opportunities to parents through the Keppel Resource Center Provide a Community outreach campaign in English and Spanish to encourage community engagement and feedback"	"The Keppel Resource Center will be used as a parent engagement training facility, recruitment call center, community resource center, early learning enrollment support, and volunteer fingerprinting services to ensure equity and access to all families as we continue to open doors to a world of infinite possibilities to our families."	4	4	3	4	4	4	4	3	4	4	4	4	Met	6/14/2022	2022
10739990000000	Kerman Unified	3	"During the 2021-2022 school year, the District held several town hall meetings to help build the relationships between school staff and families. The town halls were held in English and Spanish. Many of the meetings were held virtually, eliminating the barriers of childcare issues noted as a reason for not attending meetings on the EL Parent  Needs Assessment. Additional data from the EL Parent  Needs Assessment, the Healthy Kids Parent Survey, and feedback from the town hall meetings indicate the parents feel that schools in Kerman are welcoming places. The administration invites comments, suggestions, and concerns. Overall, parents feel that the schools in Kerman are doing a great job and trust that the district makes decisions in the best interest of the students. Parents also feel they are kept informed of their child's progress and school events via emails, newsletters, parent conferences, and phone calls."	"Some areas that need more attention include parent training on technology, the importance of attendance and grades, discipline, and college readiness. Parents appreciate the Parent Square communication system; however, they also feel that personal calls from teachers and administrators would be greatly appreciated. Although we hold our meetings in Spanish and English, one area to improve upon is having translators/interpreters in languages other than Spanish to be more inclusive."	"Based on the feedback from surveys and the town halls, Kerman Unified will continue to offer meetings virtually so that more parents can participate without worrying about child care.  A specific Parent Workshop Survey will be distributed to families to determine which areas noted in the surveys have the most interest. The survey will be translated into Spanish and Punjabi (about 4% of the student population). The results will be used to plan monthly parent workshops. EL, LI, and FY parents will be personally invited to the workshops via phone calls from the District, emails, and/or letters sent home."	"All KUSD schools hold a Back to School Night at the beginning of the year so families can meet the teachers and administrators. Online registration and Parent Portal afford families easy access to students’ grades, courses, discipline, Parent-Student Handbook, annual Parent Notification, and required district forms and documents. KUSD schedules parent-teacher conferences twice a year at the K-6 school sites. Spanish, Punjabi, and Arabic interpreters are available to ensure engagement with families whose primary language is not English. Parents are encouraged to make appointments with teachers, counselors, or administrators to discuss student progress. Progress reports/report cards are mailed home every five weeks. Many teachers also use a variety of apps (e.g., Remind) to stay in touch with parents.  Student Success Teams are held with staff and parents to address ways to help struggling students succeed. Although limited this year due to COVID, school sites held parent information meetings to offer tips on how to help their children succeed in school."	"Areas for improvement in building partnerships for student outcomes include offering parents workshops districtwide (instead of by sites) on how they can help their children succeed in school. One of the concerns from the survey was sometimes limited communication between parent and teacher and parent and administration at the secondary levels. Parents noted that students would often receive emails about school events, but parents do not receive those same emails. Therefore, parents do not know about special events unless the student keeps his/her parent informed. Parents also requested workshops on how to help their children academically."	"Kerman Unified will provide professional development for teachers and administrators on the importance of partnering with families to support student learning. There will also be ""customer service"" training for all district secretaries so that families feel welcomed and respected when they call or come to the school with concern. Parents of migrant students will be personally emailed invitations to PAC meetings and other migrant events (e.g., the Migrant Mini-Conference). Personal phone calls will also be made as a follow-up reminder. The Parent Advisory Committee for the LCAP consists of at least one EL, one LI, and one FY parent from each site. Parents are called before each meeting, inviting them to the event. The DELAC committee receives both email invitations and phone calls to all meetings."	"The addition of online town hall meetings allowed parents to provide input for decision-making at the district level. By holding two separate meetings - one in English and one in Spanish, more parents have the opportunity to share their concerns and ideas in a welcoming setting. In addition to asking questions aloud during the meetings, a designated administrator oversees the chat room so that parents who don't want to talk can still express their thoughts. DELAC meetings are held in person. The agendas, minutes, and all supporting documents are provided in both English and Spanish. If requested, they will also be provided in Punjabi. The District English Learner Advisory Committee (DELAC) members provide input, mainly for the EL program. However, the discussions at the meetings are open to parents' concerns. The Migrant PAC meetings are still being held virtually based on member feedback. The Assistant Superintendent of Educational Services attends meetings to update members on school events. The Assistant Superintendent also presents the LCAP and elicits feedback. The District LCAP PAC consists of EL, LI, and FY parents. The parents can provide suggestions as to how the school can best serve the unique needs of their children.  Each school has an active School Site Council (SSC) and English Learner Advisory Committee at the site level. (ELAC). The agendas, notes, and supporting documents are in both English and Spanish, and there is always someone at the meeting who can interpret them as needed. These committees review the School Plan for Student Achievement, the school compact, and the parent involvement policy each year. They help decide which programs or materials will be purchased with categorical funds."	"Although the District provides many opportunities for parents to provide input for decision-making, the number of parents participating in the various meetings throughout the year is not as high as the District would like. The participants tend to be the parents involved at the school sites, either as volunteers or District employees. When asking parents why they think more parents are not involved in meetings, some reasons provided were lack of childcare, inconvenient time of the meetings, lack of communication regarding the date and time of the meetings, and being afraid to share their ideas and concerns, especially if English is not their first language. The District will focus on removing these barriers to get more parents involved in decision-making."	"KUSD will intentionally improve engagement with EL, LI, FY, and SWD families. The steps will include informing parents of meetings and events in as many ways as possible. It will include emails, phone, and text messages via Parent Square, letters mailed home, postings on Facebook and other social media outlets, and personal phone calls to EL, LI, FY, and SWD families. When creating SSC, ELAC, DELAC, and the LCAP PAC, special care will be taken to have EL, LI, FY, and SWD representation on the committees. The District will send out a parent survey over the summer to get ideas for workshop topics. The survey will include questions about the best days and times, whether child care is needed, and the preference between in-person and online meetings. The information from the survey will help with the planning of the 2022-2023 meetings and workshops."	5	5	4	5	4	5	5	4	5	5	5	4	Met	6/16/2022	2022
15101570000000	Kern County Office of Education	3	"The Alterative Education program believes that building relationships with students and their families is the foundation for students’ educational success.  Program staff regularly connect with parents/ guardians through phone calls and strive to make families feel welcome during each visit to campus.  Due to short enrollment periods in Community School, creating long-term and lasting relationships with families can be challenging.  Court School restrictions typically limit access to parents/guardians outside of events such as Back to School Night and various meetings.  An area of growth needed related to building relationships is supporting staff in their understanding of each family’s unique dynamics.  However, the high turnover in enrollment can make this level of understanding of each family difficult."	"The Alternative Education program is committed to continuing to foster positive relationships with parents/guardians through regular communication and invitations to school events.  During the 2021-22 school year, a Parent Engagement Team was formed.  A continued focus in this area is securing parents/guardians to participate in various advisory committee meetings, including Court and Community School Site Councils and Court and Community English Learner Advisory Committees.  As part of a cohort, the program will be participating in the grant-funded Student Behavioral Health Incentive Program (SBHIP).  A component of this grant is providing services to parents/guardians and families.  Through SBHIP, the program will strengthen its parent/guardian engagement and involvement."	"As mentioned previously, due to the short enrollment periods of students and the lack of ability to engage with most Court School parents/guardians, securing parent/guardian involvement in the Alternative Education program is a challenge.  With services provided through the SBHIP grant, the program goal is to increase and improve the engagement of all families, including those that are underrepresented."	"According to the 2022 LCAP survey, 86.27% of parents/guardians who participated in the survey agreed with the statement, “My school values parents/guardians as important partners in their student’s education,” with an additional 11.76% being undecided.  Each Community School site has an open door policy related to meeting with parents/guardians to discuss student progress and determine ways to work together to support student success, both behaviorally and academically.  Administrators schedule meetings with the families of students who are struggling in order to determine any barriers to success and what the school can do to support the student and their family."	"Through the SBHIP, the Alternative Education program plans to support staff in their efforts to partner with parents/guardians to improve the social emotional and academic well-being of their children.  Through surveys, focus groups, and parent workshops, the program will determine what parents/ guardians indicate is needed for them to appropriately support their children academically."	"The Alternative Education program will continue to build on the work that is already in place to ensure that the program is building partnerships to benefit student outcomes, including with those families that are considered underrepresented.  These measures include invitations to all school events and communication through Parent Portal and School Messenger.  In addition, the positive impacts of participating in the SBHIP grant will further support these efforts."	"The Alternative Education program encourages parents/guardians to participate in committees in order to help the program make decisions that impact students.  The program actively recruits parents/ guardians to participate in the Court and Community School Site Councils and the Court and Community English Learner Advisory Committees.  Parents/guardians are invited to attend annual Town Hall meetings where the Local Control and Accountability Plan (LCAP) survey is made available for parents/guardians to provide input.  Parents/guardians of students who receive Special Education services are invited to attend and actively participate in all IEP meetings.  Results from the 2022 LCAP survey indicate that 82.35% of parents/guardians surveyed agreed with the statement, “My school actively seeks parent/guardian input into decisions related to their student’s education through surveys, IEP meetings, parent conferences, etc.,” with an additional 13.73% being undecided.  The high turnover rate in both Court and Community Schools makes it challenging to have continuous parent/guardian involvement."	"Through parent/guardian conferences, IEP meetings, School Site Council meetings, and school-based events, the Alternative Education program intends to continue to encourage parents/guardians to become involved in the decision-making process for their child’s school.  The outreach that will take place through the SBHIP grant will also support these efforts."	"All actions the Alternative Education program takes to improve parent/guardian engagement will include the engagement of underrepresented families.  Due to the program’s highly transient population and the limited access the program has to Court School parents/guardians, ensuring parents/guardians understand the critical importance of their involvement in decision making can be challenging.  However, the program will continue to make every effort to involve parents/guardians in the schools’ decision-making processes."	5	4	3	4	2	3	4	4	4	4	3	2	Met	6/14/2022	2022
15635290000000	Kern High	3	"Parents/guardians are valued partners and are critical to student, school, and district success. Kern High School District (KHSD) is committed to working closely with parents and parent groups to deepen understanding and mutual respect, and strengthen the community. Each comprehensive site has a Parent and Family Center that provides meaningful resources to help parents become strong educational advocates for their children. The KHSD collects and maintains data regarding parent/guardian visits to the centers. The following data reflects parent visits to Parent and Family Centers in the last four years. 8/2018 to 6/2019 - approximately 14,965 visits 8/2019 to 6/2020 - 10,341 visits. In March 2020, Parent and Family Centers were closed to in-person visits due to the pandemic. 8/2020 to 4/2021 - Although no in-person visits took place, parents and families continued to receive assistance. Collectively, 28,321 services were provided via calls, emails, virtual meetings, etc. Support provided included technology, school forms and information, translation, attendance, community referrals, ELD, college/university, home visits, and health and nutrition.  8/2021 to 3/2022 - Parent and Family Center staff provided 32,766 services to families via calls, emails, Remind messages, social media messages, virtual meetings, etc. Services included school forms and information, student attendance, community referrals, technology, college/university/FAFSA, and translations. Regular feedback through site and district meetings is essential and is structured to foster parental engagement. The meetings include public and student forums, parent advisory committees, school site councils, information sessions, college nights, and meetings with staff. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. KHSD communicates with parents in a variety of ways, such as the KHSD website, weekly and annual newsletters, the KHSD (Internet) broadcast, traditional mailers, meetings, calls, Remind messages, Twitter, Blackboard, ParentVue, Parent Canvas, and the Achieve magazine. KHSD values two-way communication between families and educators and provides interpreting services at all meetings. Staff (social workers, counselors, interventionists, etc.) supports the social and emotional wellbeing of all students and further strengthens the district’s relationship with parents/guardians."	"Areas for improvement identified by the Parent and Family Self-Reflection Tool include the need for professional learning for staff to cultivate better relationships with families through a greater awareness of their culture, language and goals for their children. KHSD staff will investigate opportunities to increase communication and provide services/materials in languages other than English and Spanish. We will continue to increase family engagement through personal conversations and invitations to parents to participate and offering more targeted parent workshops."	"Building relationships and improving engagement of underrepresented families is an on-going process. KHSD will continue to host workshops and opportunities for Parent and Family Center Liaisons to collaborate, network, participate in professional development, and share best practices. Parent and Family Center Liaisons will continue to share information with families through a variety of platforms including phone calls, emails, newsletters, social media, and mailers. Parent and Family Center Liaisons will continue to support opportunities for families to participate in community events to connect with families, share Parent and Family Center resources, and invite families to Parent and Family Centers. Many Parent and Family Centers host events like Coffee with the Principal  or Pizza with the Principal to allow families the opportunity to engage with site administrators throughout the year.    KHSD staff continues to be intentional in their efforts to engage and collaborate with underrepresented families.The district and school sites receive regular feedback through public forums, parent advisory committees, school site councils, information sessions, college nights, and meetings with staff. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. KHSD meets regularly with district parent advisory committees, including the District English Learner Advisory Committee (DELAC) and the African American Parent Advisory Council (AAPAC), to obtain feedback and input about district initiatives, plans, budgets, and student and family needs."	"Providing parents/guardians with information and resources to assist their student(s) is an on-going, significant effort.   The annual Parent and Student Handbook (available in both English and Spanish), provided to all parents/guardians, informs parents of the following: Educational rights Graduation and college-going requirements Guidelines for academic and social-emotional success Available support services Extra-curricular and co-curricular opportunities Appropriate behavior and disciplinary actions as per KHSD Board Policy and the California Education Code   The KHSD website also posts board policies, which include policies on non-discrimination, student discipline, sexual harassment, and the Uniform Complaint Procedure, available in numerous languages using Google translate.     In addition, KHSD implements a variety of programs in collaboration with community organizations to support the engagement of underrepresented families. These programs include the following: After-school tutoring for low-achieving and at-risk students in math and reading, provided by university/college students    Mentoring of Hispanic students by KHSD staff and Kern County community leaders Mentoring of African-American students by KHSD staff and Kern County community leaders Training and support for Latino youth and their families through the Juntos program, which engages the entire family by providing knowledge and skills to bridge the gap between high school and higher education Recruiting and coordinating community partners and parent volunteers at the schools through KHSD Parent and Family Centers"	"Building partnerships between parents/families and school staff is essential to student success. In our effort towards continuing to build strong partnerships with parents/families, KHSD staff will continue to increase awareness and promote the use of parental access to ParentVue and Canvas to monitor student progress and communicate with school staff. KHSD will continue to encourage staff to maintain open lines of communication with parents about student progress."	"KHSD staff, including Parent and Family Center Liaisons, will provide workshops and support to families with accessing and navigating ParentVue and Canvas to monitor student progress. These tools empower parents/families to initiate informed conversations with staff about grades, missing assignments, course completion, progress towards graduation, a-g completion, and attendance. To support families with limited access to technology, our Parent and Family Centers will continue to provide technology access. KHSD will share best practices with staff about utilizing ParentVue, Canvas, and/or other tools to communicate with parents/families."	"Regular educational partner engagement remains a high priority for KHSD in order to foster mutually respectful, supportive, and collaborative environments for ongoing and meaningful dialogue that will determine goals and actions to achieve academic success for all students. The active participation of all educational partners – parents, students, employee groups (certificated and classified), administrators, industry partners, and community leaders – is essential to the success of this effort. KHSD and educational partners thoughtfully and openly work together to address and overcome challenges that underserved students are facing today and to provide the necessary means to maximize student learning. The district welcomes input and feedback from site and district decision-making platforms. School sites seek input from parents through a variety of mechanisms such as the School Site Council, booster organizations, parent meetings, surveys, students’ Individualized Education Plan, students’ four-year plan, and parent/guardian feedback offered in small and large group settings. In addition, school sites have an open-door policy. According to the 2022 parent survey, 91% of parents surveyed believed the school valued them as important partners in their student’s education. 82% of “All Parents” believe they have opportunities to take part in decisions made at their student’s school.  The 2022 staff survey confirmed that 99% of KHSD participants acknowledge that parent engagement can increase a student’s achievement. Survey results also established that 62% of staff would like professional development to strengthen their parent engagement strategies."	An area of focus for KHSD is to continue to build on responses and suggestions from educational partners and strive to increase their knowledge concerning the impact of parent engagement. An additional area of focus is training KHSD staff on strategies in parent engagement at both site and classroom levels.	"KHSD staff continues to be intentional in their efforts to engage and collaborate with underrepresented families.The district and school sites receive regular feedback through public forums, parent advisory committees, school site councils, information sessions, college nights, and meetings with staff. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. KHSD meets regularly with district parent advisory committees, including the District English Learner Advisory Committee (DELAC) and the African American Parent Advisory Council (AAPAC), to obtain feedback and input about district initiatives, plans, budgets, and student and family needs. Parent and Family Center Liaisons will continue to seek input from parents/families regarding areas of interest and need/concern to coordinate services, supports, and resources. Additionally, KHSD staff will continue to use meeting evaluations after district and site parent and family meetings, workshops, and events to continue to improve upon what is offered."	3	4	3	4	3	4	3	4	4	4	3	3	Met	6/27/2022	2022
15635291530435	Kern Workforce 2000 Academy	3	"Parents/guardians are valuable partners and are critical to student, school, and district success. Kern Workforce Academy is committed to working closely with parents and parent groups to deepen understanding and mutual respect and strengthen the community.   Each of our Workforce sites has at least one Parent Liaison who provides meaningful resources to help parents become strong educational advocates for their children. Aside from walk-in visits, each location offers at least one parent/guardian event every session.   Regular feedback through site and district meetings is essential and is structured to foster parent engagement. The meetings include School Site Council, public forums, parent advisory committees, and information sessions.  Kern Workforce Academy communicates with parents in various ways, such as the Workforce website, traditional mailers, meetings, calls, Blackboard, ParentVue, Parent Canvas, and Achieve Magazine. Workforce also provides translation services at all meetings. Staff supports all students' social and emotional well-being and further strengthens the district's relationship with parents/guardians."	"Areas for improvement identified by the Parent/Family Self-Reflection Tool include the need for professional learning for staff to cultivate better relationships with families through greater awareness of their culture, language, and goals for their children. Workforce, along with the Kern High School District, will investigate opportunities to increase communication and provide services/materials in languages other than English and Spanish. We will continue to increase family engagement through personal conversations and invitations to parents to participate and offer more targeted parent workshops."	"Building relationships and improving the engagement of underrepresented families is an ongoing process. Workforce will continue to host workshops and opportunities for Parent/Family Center Liaisons to collaborate and share best practices. Workforce staff continues to be intentional in their efforts to engage and collaborate with underrepresented families. The district and school sites receive regular feedback through public and student forums, parent advisory committees, school site councils, information sessions, college nights, and meetings with staff. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. KHSD meets regularly with district parent advisory committees, including the District English Learner Advisory Committee (DELAC) and the African American Parent Advisory Council (AAPAC), to obtain feedback and input about district initiatives, plans, budgets, and student and family needs."	"Providing parents/guardians with information and resources to assist their student(s) is an ongoing, significant effort.   The annual Parent and Student Handbook (available in both English and Spanish), provided to all parents/guardians, informs parents of the following: - Educational rights - Graduation and college-going requirements - Guidelines for academic and social-emotional success - Available support services - Extra-curricular and co-curricular opportunities - Appropriate behavior and disciplinary actions as per KHSD Board Policy and the California Education Code  The KHSD website also posts board policies, which include policies on non-discrimination, student discipline, sexual harassment, and the Uniform Complaint Procedure, available in numerous languages using Google translate."	Building partnerships between parents/families and Workforce Academy staff will continue to increase awareness and promote the use of parental access to the ParentVue and Canvas to monitor student progress and communicate with school staff.	"Workforce staff, including Parent/Family Center Liaisons, will provide workshops and support to families about how to access and navigate ParentVue and Canvas to monitor student progress and guide conversations with staff about grades, missing assignments, course completion, progress towards graduation, a-g completion, and attendance. KHSD will share best practices about utilizing ParentVue, Canvas, and/or other tools to communicate with parents/families."	"Regular educational partner engagement remains a high priority for the Workforce Academy, in order to foster mutually respectful, supportive, and collaborative environments for ongoing and meaningful dialogue that will determine goals and actions to achieve academic success for all students. The active participation of all educational partners – parents, students, employee groups (certificated and classified), administrators, industry partners, and community leaders – is essential to the success of this effort. Workforce and educational partners thoughtfully and openly work together to address and overcome challenges that underserved students are facing today and to provide the necessary means to maximize student learning. The district welcomes input and feedback from site and district decision-making platforms. Workforce seeks input from parents through a variety of mechanisms such as the School Site Council, parent meetings, surveys, students’ Individualized Education Plan, students’ educational plan, and parent/guardian feedback offered in small and large group settings."	An area of focus for Workforce is to continue to build on responses and suggestions from educational partners and strive to increase their knowledge concerning the impact of parent engagement. An additional area of focus is training staff on parent engagement strategies at both site and classroom levels.	"Workforce staff continues to be intentional in their efforts to engage and collaborate with underrepresented families. We receive regular feedback through public forums, parent advisory committees, school site council meetings, information sessions, college nights, and meetings with staff. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. Parent and Family Center Liaisons will continue to seek input from parents/families regarding areas of interest and need/concern to coordinate services, supports, and resources."	3	4	3	4	3	4	3	4	4	4	3	3	Met	6/20/2022	2022
15635450000000	Kernville Union Elementary	3	"The Kernville Union School provides multiple opportunities for school staff to build relationships with families. There are several events throughout the year that provide opportunities for relationship building. Opportunities include: Back to School nights, Laps for Learning, holiday programs, parent-teacher conferences, family nights, and open house. To further relationship building, KUSD has fired a Family and Community Engagement Liaison to connect families with school staff and services. The district has also uses Parent Square to regularly communicate with families."	"Understanding the impact of trauma and poverty are the Kernville Union School District’s two focus areas for improving relationships between school staff and families. Staff is learning how trauma and poverty affect our families approach and response to school and learning. Further, KUSD has joined the Community Engagement Initiative (CEI) to learn strategies to improve school engagement of families."	"The Kernville Union School District have identified low income families and families of students with disabilities as underrepresented families in our district. KUSD is taking a strategic approach through the Community Engagement Initiative (CEI) facilitated through the California Collaborative for Educational Excellence (CCEE). Through the CEI, KUSD will improve engagement of our underrepresented families through training and through active participation in the CEI and also through established school and district meetings. KUSD will actively recruit underrepresented families to actively participate on the Superintendent’s Advisory Committee, Safety Committee, and School Site Councils."	"The Kernville Union School District has established partnerships with district and community groups and organizations to improve student outcomes. These partnerships include employee unions, parent-teacher Clubs, booster club, the family resource center, hospital, and mental health service providers. A majority of our students are low-income, living in poverty, and have experienced trauma. Our community partners assist with providing families with basic needs so our students can learn and develop. KUSD will further develop and strengthen partnerships through participation in the Community Schools Implementation Grant and Community Engagement Initiative."	"The Kernville Union School District will focus on data analysis and action steps to improve our partnerships for student outcomes. Partnerships with our teachers, site administrators, and support staff will be improved through our PLC process. Through the PLC process. site administrators, teachers, and support staff will analyze students’ work and assessments to adjust their instruction. This data will also inform our district of what additional training and supports teachers, site administrators, and support staff need to improve student outcomes. The Kern Integrated Data System (KiDS) will be used to analyze students’ risk indicators and factors, such as chronic absenteeism and behavior, so our district can engage our partners to further support our students and families."	"The Kernville Union School District will improve engagement of underrepresented families through data analysis and outreach. Analyzing data on the Kern Integrated Data System (KiDS), the district will identify areas hindering engagement of underrepresented families. Once areas are identified, the district will develop and implement action steps to encourage and engage underrepresented families. KUSD’s participation in the Community Schools Implementation Grant and Community Engagement Initiative will be integral in this process to improve engagement of underrepresented families."	The Kernville Union School District has multiple opportunities for families and community members to provide input in the district’s decisions. The district’s Superintendent’s Advisory Committee and Safety Committee provide educational partners to provide input on the district’s LCAP and safety plan. Each school has a site council that provide family and community members opportunities to develop each school’s single plan for student achievement. Both district and school sites use surveys and focus groups to gather input which is shared in the decision making process.	"Increasing participation form underrepresented families, specifically low-income families and families of students with disabilities, are the Kernville Union School District’s focus area for improving input for decision-making. A vast majority of family participation in decision making comes from families that are not socioeconomically disadvantaged and do not have students with disabilities. Most families in our district are low-income and 16% of our student body are students with disabilities. To provide a voice and meet our underrepresented families need, KUSD will actively recruit and engage our low-income families and families of students with disabilities."	The Kernville Union School District will improve engagement of underrepresented families through our district’s participation in the Community Schools Implementation Grant and Community Engagement Initiative. This grant and initiative will provide our district with the tools and resources to engage all our underrepresented families. KUSD will help our underrepresented families by removing barriers to participation such as child care and transportation and will provide dinners so do not have to choose family dinner over participating in decision making opportunities.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/11/2022	2022
50711340000000	Keyes Union	3	"eyes Elementary School Site Council and Middle School Advisory Team recommend the following:  Continue low-class sizes in K-3 classrooms.  Continue progress in implementing MTSS as well as Social-emotional student supports.  Continue funding of two full-time counselors designated to each site SMS and KES to ensure consistency and equity.  Continue extra funding for teacher classroom libraries and site libraries.   Continue English Language Learner Coordinator.  Continue funding the position of the Director of Curriculum.  Hire a Teacher on Special Assignment to support student services, assist with Site Plans, LCAP Plan review and development, and academic program monitoring.  All responses from DELAC, SSC, and DAC were considered and responded to based on educational partners prioritization. District Advisory Council (DAC) - This council served as the Parent Advisory Committee and was made up of the following members: Helio Brasil, Superintendent; John Maciel and Lisa Garcia, teachers; Daphne Taylor, paraprofessional; Jeff Greener, Board Trustee; and Noemi Quintero, and Veronica Angel, parents.  During staff meetings at both the elementary and middle schools, LCAP updates and overviews were given throughout the year. Both certificated and classified staff were also allowed to provide input as we worked on developing our 2021-22 LCAP. Staff was encouraged to send questions, comments, and suggestions to any member of the LCAP Planning Committee or directly to the Superintendent.  All staff members were also provided access to the online LCAP survey and encouraged to participate by providing their input and feedback through the survey process.  Keyes Teachers' Associations (KTA) and California State Employees Association ""(CSEA) our local bargaining unions were in attendance at the staff meetings. They were encouraged to hold meetings for their members to allow for additional input and were asked to share updates on the development of our LCAP at union meetings, and all staff members were sent emailed updates and or information. Any time updates were posted to our website throughout the year. Staff members were notified of the updates and had the opportunity to ask questions, make comments, and submit suggestions. Both unions were invited to have representation on the LCAP Planning Committee. LCAP Planning Committee - Members are listed at the beginning of the educational partner's engagement section.  During the first meeting, we reviewed the LCAP process and changes for this year. We looked at the entire LCAP document for 2021-22, as well as, the three-complete year plan. The district's summarized overview was discussed and fine-tuned.  In January, we looked at the LCAP update after 1st Interim and determined the progress being made for each action. The survey process and results were explained to the committee.  February 2022 - The planning committee continued to review and discuss all goals and actions in the LCAP.  Priorities were established."	"March 2022 - At this meeting, the committee continued to work on the 2022-23 school year plan to make sure all items were marked that needed to be deleted or added. We looked at all the estimated costs to begin prioritizing items if we did not have enough funding to cover everything. We came up with a tentative draft of the LCAP. April and May 2022 - Our final meetings were spent adding the final estimated costs/budget to each of the items and deciding on the format of how to present the information to parents, staff, and other stakeholders. We chose to use an easy-to-follow template for our draft LCAP to place on our website and share with our educational partners, parent groups, and staff. The draft included each goal with all actions/services and the total estimated costs for each item.  The Superintendent's Management Team, which consists of the two site principals, the curriculum coordinator, maintenance/transportation director, Charter Director, and the CBO, frequently met throughout the year to review, discuss, and monitor our progress LCAP. The Head Start Coordinator attends these meetings, as did the ASES Coordinator and Early Start and Preschool Coordinators.  Our District created a simplified version of our 2021-22 LCAP, which listed all goals, all sub-goals and actions, attached expenditures, and the progress currently made in each area. The ""LCAP Update"" was and will be modified and updated approximately every two months.  Since our ""LCAP Update"" was shared throughout the year with our DELAC, SSC, and DAC, parents and staff members had additional opportunities to make comments, ask questions, and provide feedback. The principals also shared LCAP progress and updates at several staff meetings throughout the year."	"We continue to implement three other significant protocols in our LCAP that were also addressed in our Annual Update. First, the decision was made that nearly all of our sub-goals and actions to increase and improve students' services would be implemented District Wide for ALL students since Keyes Union School District has a 94% unduplicated count. Any exceptions to the District Wide and all students are noted throughout the LCAP if the action or funding applies to a specific subgroup, grade level, or school site. Second, another District decision was to take out some of our sub-goals/actions funded from other sources and focus on our Supplemental and Concentration funds and other strategic actions that increase and improve student services and outcomes. The third change was to combine several of the specific services aligned to the same action, which reduced the number of services included in our LCAP.  The committee was and is very cautious not to directly mix the stimulus funding one-time funds with any specific LCAP goal services. All stimulus funds were used to support the learning loss associated with distance learning and the health and safety requirements of the COVID-19 aftermath."	"The District has chosen to use the districtwide and schoolwide approaches to increase and improve services based on input from the educational partners who participated in the LCAP process. The input indicated that the eight state priorities and our District's Strategic Plan's goals affect all the students. Also, the educational partners agreed: (1) all students will receive high quality and equitable education by providing highly effective instruction and delivery of the State Standards, improving and increasing the use of and access to technology, and maintaining facilities in good repair; (2) students will improve their performance, proficiency, and participation by increasing support services for all students, increasing positive interactions between adults and students, and utilizing appropriate assessments and monitoring tools; and (3) students, parents, and families should be partners in education through active engagement by increasing parental involvement opportunities, increasing student engagement and participation, and providing safe and supportive learning environments. The District continues to find it very difficult to separate the 8% of our students who are not part of the unduplicated count and exclude them from the opportunity to receive the increased and improved services we are providing."	"The District has also chosen to provide increased and improved support for our English learners to provide needed support to achieve the required literacy levels to succeed in elementary school, high school, college, and career. While all actions will be implemented districtwide and schoolwide, the following supports will specifically address our English learners: increased technology devices for student use; interventions before, during, and after school, and extended year summer sessions.  The district will continue with research-based English language development instruction; professional development in the area of ELD (both designated and integrated); use of the ELA/ELD Framework; English learner monitoring and reporting to parents; bilingual interpretation at meetings; improved family/parent engagement; and an increase in counseling and support services for students."	"t the end of the current school year, Keyes Union School District had an enrollment of 705 students with 674 students included in the unduplicated count. Since 90.91% of students are high-priority students, nearly all of the identified actions listed in our LCAP reflect the needs of all students, including English learners, low-income, and foster youth. To increase and improve students' services, included in these actions are the purchase of instructional materials, increased staff professional development, and improved facilities. The focus of declining enrollment is a very concerning trend and we hope it will stabilize in the coming year. Some of the items listed are even more specific to the at-risk students within each of the identified subgroups. The increase in proportionality for English learners, Low-Income Students, and Foster Youth is nearly 40%.  As stated previously, foster youth in Keyes Union School District is well under ten students, and specific services are provided through the county. The emphasis of funding will be spent on additional instructional support for at-risk students, instructional materials to support our State Standards, increased staff professional development, increased access and use of technology, improved facilities, increased parent involvement, and support services for all students. The services for our subgroups and all students were increased in the areas of social-emotional support clinicians and counseling services. Additional staff was hired to provide services for all students."	"As a district, we have reviewed the areas of success and local data.  We experienced progress in many areas despite the COVID-19 pandemic, school closure disruptions, quarantine, declining enrollment, and independent study.  The areas of progress are noted here. The first area is Math. Based on our local assessments and teacher instructional data.  We did administer the CAASPP scores for the past school year, which were not as high as we had hoped to see, but realize the school closure and pandemic environment will continue to have long-term impacts on student academic progress. Our data indicates our White subgroup maintained; All Students, English Learners, Socioeconomically Disadvantaged, and Hispanic or Latino, EL-EL Only, and EL- Reclassified Only subgroups all maintained; and Students with Disabilities decreased slightly.  The second area of progress is completing our one-to-one technology initiative and providing ongoing staff development in integrating technology into daily instruction. We also experienced growth in math, as demonstrated in the continued usage of i-Ready diagnostic and instruction. Students also moderately maintained their academic levels in most grade levels in reading, as demonstrated by beginning and end-of-year diagnostics.  We anticipated stronger growth, but realize the learning loss from the pandemic and continued quarantine environments did not help.   We continue to see a decrease in the number of grade-level retentions. We have increased the number of reclassified students. As we have transitioned to in-person learning, we are committed to providing greater access for students to participate in the interventions available.  These include school year summer extension and after-school programs.  We continue to improve facilities with new roofing, landscaping, replacement of playground areas, classroom furniture purchased, and continued purchase of supplemental materials. Staff development and instructional support in ELA, ELD, Math, Science, Technology, and Social-Emotional and Behavioral training for staff. Some staff was also trained in suicide prevention and social-emotional learning. The staff is also making progress as we fully implement a Multi-Tiered System of Support (MTSS) in the 2022-2023 school year.  We updated the security camera systems and moved to cloud-based storage of all district data.  We increased the technology available to our students and staff with equipment to support student learning: new document cameras and multimedia classroom displays. New communication school signboards were installed to communicate school events better.  Additional support staff was hired to support intervention and to support our growing special education population better.  We continue to engage with SCOE for support in the school vision, academic success, MTSS, and Restorative Justice to address school culture."	"Our areas of greatest need continue to include suspension rates and student engagement based on the distance learning pandemic setbacks and suspensions not taking place.  We also continue to focus on our English Language Arts status which indicates slow growth, adding the need for student interventions like summer school, after-school tutorials, and skill classes to address the current gaps in learning by all students as a result of distance learning.  The focus is to continue to support our EL students, special needs students, foster youth, and homeless students. We were experiencing slow but steady improvement in English Language Arts and mathematics. Our focus is on continuing to experience growth in both areas.  We know it is possible given our prior results indicating we have made growth in the area of mathematics (43.2 points below level 3) and English Language Arts (25 points below level 3). As a result of the pandemic and the toll, it took on both our students and staff we have increased the mental health services by hiring clinicians, longer nurse contract days, and increased additional health tech support at both campuses. Our special education population in the 2021-22 school year has increased by 10 percent over the 2020-21 school year. This is a trend we are actively working on to serve the needs of our special needs students. We have hired and increased paraprofessional times and contracted additional psych services to support the need. The district is working towards the implementation of an additional curriculum to support the literacy and math needs of our students with disabilities. We will also work on increasing access to general education interventions and support. We also continue to focus on supporting all students with their social-emotional learning needs. Continue to support two counselors and added additional mental health clinicians.    The following are examples of how the grant add-on funding supported the increased need for student support.   Hire temporary additional four full-time (7.5 hours) paraprofessionals and or temporarily extend the current paraprofessional daily work hours to full-time equivalent (7.5 hours) to engage in small group instruction and support.  This includes professional development for all paraprofessionals on techniques and strategies for student academic and social-emotional support.  One additional health aide for the elementary site.  Hired one additional office support clerk for each school site.  Increased Registered Nurse from 3 days to 5 days.   The plan is based on our ability to fully staff positions.  Should we not be able to fully staff the plan will be updated to indicate alternative expenditures based on student needs."	"All information gathered through surveys, meetings, emails, and other communications were sorted and reviewed by the steering committee and all staff and community in attendance at each of the sessions. The steering committee looked at data and trends to review the LCAP goals and the eight state priorities. Once goals were reviewed and deemed appropriate with a few minor changes to the identified needs under some of the goals, they were shared with educational partners for any additional input or suggestions. The planning committee then reviewed the metrics, and goal descriptions and planned for specific actions and services to improve and increase services for our students.  A draft LCAP was shared with each educational partner group and posted on the district website in English and Spanish, with additional opportunities provided for questions, input, comments, and suggestions. The year was one of remarketing our LCAP, our goals, and our priorities. The pandemic created disconnection within our district. We once again began the process of sharing our goals.   Goals are displayed in English and Spanish. Each site, including the District Office, now has LCAP goal posters or banners for all educational partners to see."	4	4	3	4	4	4	4	4	5	5	4	4	Met	6/23/2022	2022
49402536116958	Kid Street Learning Center Charter	3	"Given the small size of our school, we are able to build close family ties with guardians.  Each year, our comprehensive school safety plan's component 2, Close Family Ties, is updated to reflect how we are doing in this area and ways that we can improve.   Our strengths at this time include: a variety of platforms that keep guardians engaged including: One Call, Facebook, Remind Class Dojo, and on campus events."	"Due to the physical barriers caused by the pandemic, these past couple of years we have found our ability to engage guardians in our STEAM programming less effective.  We have not had the opportunity to have makers events or Art productions, or even showcases."	"During the last few years we have hired more support staff that speak Spanish, this has made a marked difference in our ability to meaningfully communicate with about 17% of our families.  We have also invested more resources in having these support staff members working in both the charter school classrooms and the after school program.  This has created a bridge as the after school program are the staff members that have daily face to face contact with the guardians at pickup.  The support staff know what is happening in the classrooms, are aware of the curriculum expectations, and are able to speak to the students' progress.  This makes it possible for the parents to have a daily check in,   something that is usually impossible as there would not be enough hours in the day for the teachers to maintain this level of communication."	"Our strength is in the relationship between the teacher, staff and the guardians.  Our social emotional learning programming considers the school and home connection integral to child holistic health.  We have daily interactions focusing on students' growth."	"We could improve our partnerships with our guardians in academic outcomes.   We started using MAPS Growth two years ago and there are high quality parent components in the program to allow for us to communicate not only a students' assessment information, but also their growth over the year.  The reports show specific areas that students are progressing in and areas that they may need more help.   This information makes our intervention program more easily understood and allows for us to track growth with guardians as partners."	"Our unduplicated students sometimes do not have the resources at home to continue academic programs for extra practice.  This is why we will be revisiting the strategy of loaning out Chromebooks to families in need, as we did during distance learning."	"Kid Street seeks parental participation is decision-making in a variety of ways.  One way that has been more successful (with a higher participation rate) is the rate of guardians who complete an LCAP Priorities Google survey annually.   This survey is directly correlated to actions within the 5 goals of our LCAP document.  Guardians have the chance to declare whether actions are of high or low priority.  The results are then communicated to the Board at a regularly scheduled meeting.  Post survey meetings are scheduled with the school director and parents are welcomed to take part in the follow-up discussions.  Although these post survey meetings have had very low in attendance, about one third of our families complete the survey."	"It would be great to increase the participation level in the survey.  We are considering a few changes such as:  making it shorter, having guardians complete it during pickup at a Chromebook station, or finding a way to recognize or appreciate those that participate."	"We will be offering the survey in Spanish during pickup, and we will also be offering assistance to any guardians that need help completing the survey or accessing it."	4	4	4	4	3	3	4	3	4	4	4	4	Met	6/23/2022	2022
37679910139394	Kidinnu Academy	3	"One of our most tremendous strengths is our high level of parent involvement.  In our annual survey, 209 of our 212 students' parents responded to the survey.  Their responses indicated that 94% of parents felt known, valued, and supported ""most or all the time"" at Kidinnu Academy.  Even more impressive, 97.6% of respondents felt that the Kidinnu staff helped them learn new skills, strategies, or approaches to support their children ""most or all the time."""	Kidinnu Academy would like to enhance communication efforts to best reach parents.  All teachers will utilize the Class Dojo app to share information about their class and message parents.	Our data did not show that underrepresented families were less engaged.  Our parent conference data and annual survey data showed that over 98.5% of families are involved.  One strategy that we are employing is to provide every teacher with a highly qualified aide who is bilingual or multilingual and can support communication efforts with families.	Strengths include our partnership with Cajon Valley in supporting our students with special needs.  We work closely with their team to ensure that all students get what they need.  We have implemented a thorough referral process and intervention system to make sure that intervention occurs quickly for struggling students.	"Kidinnu Academy would like to continue to build relationships with other educational partners in our local area.  Since we opened in 2019 and subsequently with the COVID-19 pandemic, it was difficult to nurture relationships in the community.  This year our goal is to increase awareness of the school through various outreach efforts."	"Again, our data did not reveal a lack of engagement from underrepresented families.  Our communication efforts and desire to support all families is evident in our data collection."	"98.4% of our students' parents provided us with input on various multiple choice questions as well as provided narrative to open-ended questions about our schools' strengths and next steps.  Additionally, our parent leadership groups had great attendance and participation."	"This year we would like to be able to host more parent coffees and informal in-person gatherings.  In previous years, this was a challenge due to the COVID-19 pandemic.  We think more opportunities for in-person collaboration and discussion will help increase ongoing input for decision-making."	"All families, including underrepresented families, are very important in helping us make informed decisions about next steps for the school.  To continue supporting their involvement, we will employ various communication systems and provide multiple opportunities for families to get involved at the school."	5	5	4	5	4	4	4	4	4	3	4	3	Met	6/21/2022	2022
30665300134221	Kinetic Academy	3	"As we emerge from a challenging period of the pandemic, Kinetic has a system in place for transitioning new families into the school culture and building relationships upon enrollment. Based on the surveys administered in 2022, an overwhelming majority of participants either “agreed” or “strongly agreed” with questions  around communications, involvement, and opportunities for input."	"SOCIAL EMOTIONAL SUPPORTS The survey results on providing emotional supports demonstrates an area for improvement for the coming academic year. Many families were either unaware of the resources available to their child(ren) or expressed the need for more supports.  ONBOARDING OF NEW STAFF As we expanded the middle grades during the pandemic, we have also increased our staff. We have developed a program to acclimate new employees to our WAVES core values. These guiding principles are foundational to building relationships with families. We added an instructional coach in 21-22, and we will further increase the school’s capacity by adding an elementary principal for the 22-23 academic year."	"Kinetic’s unduplicated pupil percentage has always hovered around 15%, yet this does not preclude our responsibility to fully engage and build relationships with our underrepresented families. Teachers are the first contact point for the development of a positive relationship with a parent. The school’s leadership develops multiple opportunities through community events to bring these families into the larger Kinetic community. All staff frequently conduct direct outreach to encourage families to attend."	"Resources for supporting student learning in the home-- To mitigate some of the instructional impacts of COVID and hybrid instruction, we expanded our use of technology, and resources to support student learning. This expansion was originally challenging for parents to understand and support, but we continue to provide these resources in order to extend student learning in the home using these platforms. Students may participate in the After School Homework Club for assistance with homework completion and tutoring led by a certificated staff member. Additionally, teachers provide families with resources to prevent learning slide over the summer months, and ensure that students’ core skills are maintained."	Balancing student privacy when examining school data: Since Kinetic’s underrepresented student populations tend to be small it is an ongoing challenge to conduct in depth public analysis on the achievement of these students as we value their privacy.	"Kinetic conducts a minimum of two parent conferences each year with all families, and a third conference is optional. For our underrepresented student populations, teachers and/or parents may request additional progress conferences throughout the academic year, and request guidance on how to best assist the child in growth of their academic skills."	"Kinetic regularly surveys families throughout the school year. The California Healthy Kids Survey Suite was administered to staff, parents, and students to obtain feedback on a range of areas including satisfaction with input for decision-making.  Based on the surveys administered in 2022, an overwhelming majority of participants either “agreed” or “strongly agreed” with questions  around communications, involvement, and opportunities for input."	"Parents and staff have expressed the need for more social-emotional supports in various forums/formats for feedback. We continue to seek community-wide input throughout the year, and strive to increase participation rates for students."	"Kinetic’s unduplicated pupil percentage has always hovered around 15%, yet this does not preclude our responsibility to fully engage with our underrepresented families in seeking input for decision-making. A calendar of all events (e.g., councils, board meetings, surveys) for the year is provided to all families and maintained on the school website, as well as frequent electronic “reminders” of upcoming events via ParentSquare."	4	4	4	4	4	3	4	4	4	3	4	4	Met	6/16/2022	2022
27660500000000	King City Union	3	"The King City Union School District strives to build relationships with families and community at all levels. KCUSD's strengths are reflected in the increasing number of parents participating in School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee, Parent Teacher Organizations.   All staff work to ensure that our schools are welcoming to all parents.  The addition of Parent Square has facilitated 2-way communication at all levels."	"In order to build stronger relationships between school staff and families, the district has brought in Scholar Systems, for professional learning based on the Prosperity Framework to build stronger school-parent connections necessary to promote student success."	"The district has added a position at the district level, Director of Student, Family and Community services, to strengthen family and community bonds.  Strongly focusing on those families who are underrepresented."	"KCUSD provides multiple opportunities for partnerships for student outcomes including School Site Council, Parent Teacher Organization, English Learner Advisory Committee, parent conferences, parent nights, and local governing board meetings.  Parent Square has increased the ability of district and school site staff to communicate regularly with all parents.  Various meeting models have provided alternative options to increase parent participation."	"Additionally, each elementary school site has implemented opportunities for parent education to assist in understanding how to help their student at home and the district provides regular parent education opportunities focused specifically on mathematics and opportunities for learning English.  The district is providing ongoing professional learning opportunities through partnering with Scholar Systems to support teachers, administrators and support staff in their capacity to partner with families and promote student success."	The district will be working with community groups to host parent information sessions on a variety of topics that will build parents' efficacy and capacity to promote student learning and development in the home.	"Input is requested annually at the district and school site level through discussions at regularly scheduled meetings, surveys, and conferences. In addition to the parent survey, input from parents is solicited at school site and district wide participation opportunities such as LCAP Stakeholder meetings, School Site Council, Parent Teacher Organization, English Learner Advisory Committee, parent conferences, parent nights, and local governing board meetings."	"The parent survey selected for administration addressed actions within goals 1 and 4 of the district LCAP, seeking to support parent engagement, input on decision making, and communication between the school sites, the district, the community, and parents."	"By providing more parent engagement opportunities, parents will feel more empowered to share their input for school and district decision making processes."	3	4	3	3	2	3	4	3	3	3	3	3	Met	6/22/2022	2022
37683386119598	King-Chavez Academy of Excellence	3	"KCAE administered surveys to stakeholders from all grade levels. A key finding was that 100% of parents indicated caring relationships at the school. High positivity rates for parent responses to this prompt have been consistent year over year.  An average 77% of students in grades 6-8 reported caring relationships, an increase of 21% from the previous year.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school."	"Healthy Kids Student Survey rates around caring relationships improved from last year’s baseline, but remains an area of growth due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school plans to provide socio-emotional support and expanded learning time opportunities to increase school connectedness."	"Underrepresented families will be targeted via direct communication in a language they can understand.  The school currently uses its website, social media, phone calls, fall/spring conferences, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation.  If the pandemic restrictions continue to ease, the school will resume in-person home visits to underrepresented families as needed. This will help staff to learn about each family’s strengths, challenges and goals/expectations for their children."	KCAE prides itself on serving our families. 96% of parents agree the school provides information about how to help their child with homework. 96% of staff agree the school encourages parents to be active partners.  KCAE will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate.	A focus area for improvement is to reintroduce volunteers and broaden extra-curricular offerings.  The school works with parents and community organizations to offer additional academic programming and enrichment opportunities. These opportunities have been limited due to a restriction on in-person volunteers during the pandemic.	"KCAE staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes.  This includes efficient scheduling, use of data and technology, and regular opportunities for collaboration. This year, for example, we introduced two virtual workshop series for parents. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve a school’s capacity to partner with families."	"Parents have multiple opportunities to provide input on policies and programs.  The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. The process of seeking staff/ parent input for the LCAP is now well established. Educational partners report the LEA is doing a better job of sharing data/ gathering feedback in our priority areas over the course of the year. 98% of parents agree the school seeks input before making decisions."	"A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making."	"KCAE makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups.  Many of these meetings will be held and/or broadcasted virtually to remove some of the barriers that may prevent parents from attending."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/8/2022	2022
37683380109033	King-Chavez Arts and Athletics Academy	3	KCAA administered surveys to stakeholders from all grade levels. Key findings were that about 75% of students and 98% of parents indicated caring relationships at the school.  The high rates for parents have been consistent year over year.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.	"2020-21 Healthy Kids Student Survey rates around caring relationships dropped by over 20% from 2019-2020, possibly due to being in distance learning for an extended period. This number increased by 5% in 2021-2022, but remains an area of improvement due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school plans to provide socio-emotional support and expanded learning time opportunities to increase school connectedness."	"Underrepresented families will be targeted via direct communication in a language they can understand.  The school currently uses its website, social media, phone calls, conferences, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation.  If the pandemic restrictions continue to ease, the school will resume in-person home visits to underrepresented families as needed. This will help staff to learn about each family’s strengths, challenges and goals/expectations for their children."	KCAA prides itself on serving our families. Surveys show 95% of parents feel staff go out of their way to help.   92% of parents agree the school provides information about how to help their child with homework. 96% of staff agree the school encourages parents to be active partners.  KCAA will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate.	A focus area for improvement is to reintroduce volunteers and broaden extra-curricular offerings.  The school works with parents and community organizations to offer additional academic programming and enrichment opportunities. These opportunities have been limited due to a restriction on in-person volunteers during the pandemic.	"KCAA staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes.  This includes efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve a school’s capacity to partner with families."	"Parents have multiple opportunities to provide input on policies and programs.  The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. 80% of parents agree the school seeks input before making decisions."	"A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making."	"KCAA makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family engagement initiatives during regular meetings with parent groups."	4	4	4	5	4	4	4	4	4	3	3	3	Met	6/8/2022	2022
37683380118851	King-Chavez Community High	3	"KCCHS administered surveys to stakeholders from all grade levels. A key finding was that 80% of parents indicated caring relationships at the school. 64% of students reported caring relationships, an increase of 12% from the previous year.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.  After pandemic restrictions were lifted, parents were able to come on site for meetings, questions, and support with enrollment/paperwork."	"Healthy Kids Student Survey rates around caring relationships improved from last year’s baseline, but remains an area of growth due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school plans to provide socio-emotional support and expanded learning time opportunities to increase school connectedness."	"Underrepresented families will be targeted via direct communication in a language they can understand.  The school currently uses its website, social media, phone calls, emails, text messages through PowerSchool, fall/spring conferences, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation.  School administrators conducted in-person home visits to families as needed. This helps staff to learn about each family’s strengths, challenges and goals/expectations for their children."	KCCHS prides itself on serving our families. 97% of staff agree the school encourages parents to be active partners.  KCCHS will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate and celebrate student learning/achievement.	"A focus area for improvement is to reintroduce volunteers and broaden extra-curricular offerings.  The school works with parents and community organizations to offer additional academic programming and enrichment opportunities. These opportunities were limited for the first part of the school year due to a restriction on in-person volunteers.  Since March 2022, we have resumed field trips, college trips, and after school tutoring."	"KCCHS staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  The school is refining communication procedures between classroom teachers and intervention staff in support of student outcomes.  This includes efficient scheduling, use of data and technology, and regular opportunities for collaboration. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve a school’s capacity to partner with families."	"Parents have multiple opportunities to provide input on policies and programs.  The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. The process of seeking staff/ parent input for the LCAP is now well established. Educational partners report the LEA is doing a better job of sharing data/ gathering feedback in our priority areas over the course of the year.  90% of parents agree the school seeks input before making decisions."	"A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making."	"KCCHS makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated into languages families understand. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups.  Many of these meetings will be held and/or broadcasted virtually to remove some of the barriers that may prevent parents from attending."	4	3	4	5	4	4	3	3	3	3	3	4	Met	6/8/2022	2022
37683380111906	King-Chavez Preparatory Academy	3	"KC Prep administered surveys to educational partners from all grade levels. A key finding was that 87% of parents indicated caring relationships at the school. High positivity rates for parent responses to this prompt have been consistent year over year. 52% of students reported caring relationships, a decrease of 16% from the previous year. While this may be in part due to the pandemic, the school will monitor this metric going forward and invest in socio-emotional programming. The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school. KC Prep plans on providing more opportunities to increase parent and community engagement during the 2022-2023 school year."	"Healthy Kids Student Survey rates around caring relationships decreased from last year’s baseline, and remains an area of growth due to this indicator’s connection with our mission statement, “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school plans to provide socio-emotional support and expanded learning time opportunities to increase school connectedness. In addition, KC Prep plans on hosting a variety of parent nights, open houses, and an exhibition night during the 2022-2023 school year."	"Underrepresented families will be targeted via direct communication in their preferred language. The school currently uses its website, social media, phone calls, fall/spring conferences, School Messenger, ClassDojo, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation. If the pandemic restrictions continue to ease, the school will resume in-person home visits to underrepresented families as needed. This will help staff to learn about each family’s strengths, challenges and goals/expectations for their children. In addition, KC Prep plans on hosting a series of parent workshops, resource fairs, and parent nights to increase parent and community engagement."	"KC Prep prides itself on serving our families. 79% of parents agree the school provides information about how to help their child with homework. 78% of staff agree the school encourages parents to be active partners. Currently, KC Prep offers after school tutoring, a variety of after school clubs, Hope Leadership Academy, and the Boys and Girls Club program before and after school. KC Prep will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate."	A focus area for improvement is to reintroduce volunteers and broaden extra-curricular offerings. The school works with parents and community organizations to offer additional academic programming and enrichment opportunities. These opportunities have been limited due to a restriction on in-person volunteers during the pandemic.	"KC Prep staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  The school is also refining communication procedures between classroom teachers and intervention staff in support of student outcomes. This includes efficient scheduling, use of data and technology to monitor progress, and regular opportunities for collaboration. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve the school’s capacity to partner with families."	"Parents have multiple opportunities to provide input on policies and programs.  The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. The process of seeking staff/ parent input for the LCAP is now well established. Educational partners report the LEA is doing a better job of sharing data/ gathering feedback in our priority areas over the course of the year.  79% of parents agree the school seeks input before making decisions."	"A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making. KC Prep plans on offering more in-person opportunities to seek and gather input from families for decision-making."	"KC Prep makes efforts to reach and seek input from all parents, especially underrepresented families. Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups. Many of these meetings will be held and/or broadcasted virtually to remove some of the barriers that may prevent parents from attending."	3	4	3	4	2	3	4	4	3	3	3	3	Met	6/8/2022	2022
37683386040190	King-Chavez Primary Academy	3	KCPA administered surveys to stakeholders from all grade levels. Key findings were that about 100% of parents indicated caring relationships at the school.  The high rates for parents have been consistent year over year.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.	"Student survey rates around caring relationships declined from 94% to 70% since last year’s baseline.  This may be due to a change in survey instruments, but remains an area of growth due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school provides socio-emotional support and expanded learning time opportunities to increase school connectedness. Currently, we offer daily classroom DMIND practices, class family meetings (i.e. Restorative Circles). Staff will be trained in Restorative Justice and trauma-informed practices  in the upcoming year."	"Underrepresented families will be targeted via direct communication in a language they can understand.  The school currently uses the Seesaw online platform for daily communication. We also build relationships and promote home/school communication across a variety of media: the King-Chavez website, social media, phone calls, conferences, coffee with the directors meetings, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation. We also provide multiple parent training opportunities, as well as referrals for services based on the needs of students and their families.   If the pandemic restrictions continue to ease, the school will resume in-person home visits to underrepresented families as needed. This will help staff to learn about each family’s strengths, challenges and goals/expectations for their children."	"KCPA prides itself on serving our families. Surveys show 100% of parents feel staff go out of their way to help students.   92% of parents agree the school provides information about how to help their child with homework. 100% of staff agree the school encourages parents to be active partners.  KCPA will continue to build partnerships with families by hosting regular events where parents and teachers can discuss academic progress and ways to collaborate. These include parent conferences, Student Success Team meetings, and teacher professional learning community meetings."	"A focus area for improvement is to reintroduce volunteers and broaden extra-curricular offerings.  The school works with parents and community organizations to offer additional academic programming and enrichment opportunities. These opportunities have been limited due to a restriction on in-person volunteers during the pandemic.  We have maintained a summer partnership with Boys and Girls Club, TIDES emotional support, and the YMCA before and after school program. As the restrictions have eased, the school has resumed onsite assemblies and field trips."	"Staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes.  This includes efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve a school’s capacity to partner with families."	"Parents have multiple opportunities to provide input on policies and programs.  These include a team-based approach to trainings and meetings: teams include partner teachers, grade levels, lead teachers, support staff, enrichment and RTI teachers, assessments, and instructional leadership. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. 100% of parents agree the school seeks input before making decisions."	"A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making."	"KCPA makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family engagement initiatives during regular meetings with parent groups."	3	4	4	4	4	3	4	4	3	3	4	3	Met	6/8/2022	2022
10622650000000	Kings Canyon Joint Unified	3	"KCUSD is always looking to improve how we partner with our educational partners to improve student outcomes.  Through the partnerships that have been built by school sites and District engagements, KCUSD families have a very positive opinion about the quality of services provided to students.  Based on the annual School Performance Survey (Parent Survey), 97.3% of parents felt that the overall quality of the school their child attended was either “Excellent” (46.59%), “Good” (40.64%) or “Satisfactory” (10%).  This perception of quality is only possible through performance results and through the climate and culture that is established between school and families.  On the SPS, parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 96.94% responding either “Excellent,” “Good” or “Satisfactory”"	"KCUSD engages the majority of parents through Parent Academy.  The KCUSD Parent Academy is a District-wide program available to all parents within the District and is available at all sites. Despite limitations and uncertainty due to COVID, sites continued their engagements throughout 2021-2022 with  frequent communication via ParentSquare.  ParentSquare is a two-way communication platform that allows for families to receive information from their school via text message, phone calls and through invitations for virtual gatherings.  Parent Academy offers educational programs such as Latino Family Literacy Project, Parenting Partners, PIQE, Creation Health and other parent workshops based on the unique needs of each individual site.  KCUSD learned that a large number of parents do not participate in many of the Parent Academy programs and those programs need to be more relevant and timely to increase the participation."	"KCUSD will expand its outreach specifically to parents of English Learners, Foster Youth, low-income and other underrepresented students through the appointment of a Parent Engagement and Education Principal on Special Assignment.  The role of this position will be to work with individual school sites to maximize participation, especially of the underrepresented student groups.  This position will work with other parent groups such as Puente, Migrant Advisory, Indian Education Advisory, site ELAC, SSC and District DELAC and DAC groups to maximize parent engagement across the District."	"Utilizing the 2021 School Performance Survey (Parent Survey), parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 96.94% responding either “Excellent,” “Good” or “Satisfactory.” These statistics show the level of respect that is routinely shown to our families, especially considering the difficult times our students and families have experienced throughout the COVID-19 pandemic.     In order to ensure that this positive relationship continues and is able to reach all families, KCUSD has contracted with a translating and interpreting provider to ensure that home/school communication can take place when there is a need.  This has been effective in expanding KCUSD’s outreach for programs such as Puente a Tecnologia and for the Migrant program.  Through feedback and input from advisory groups such as DAC and DELAC, KCUSD has utilized parent engagement opportunities such as Children’s Day to highlight and honor the diverse community of Kings Canyon Unified School District."	"One area for continued growth is to increase the outreach to those parents who do not routinely take part in education or engagement opportunities and determine what the District can do to improve.  Based on our survey results, many parents have not participated in the parent engagement opportunities made available to them and even fewer are participating in the formal advisory councils available for parents.  While well over 60% of parents participate in school functions that highlight students, less than 15% of parents participate in school committees.  This data shows that the School District will need to continue to engage parents to increase their participation in such advisory groups."	"In 2022-2023 KCUSD plans to expand its Home to School Communications team and expand the role of a Parent Engagement and Education Coordinator through the use of a Principal on Special Assignment focused on parent engagement and education.  Additionally, KCUSD has created Parent Connect sessions to speak directly with parents of students with disabilities to help support parents in learning how to advocate for their children and partner with school sites to improve outcomes for students."	"Kings Canyon Unified has a systematic strategy to engage educational partners to provide input for decision making as a whole.  From the District office to school sites, KCUSD has established a variety of advisory councils and groups to take stakeholder input.  At the District level, KCUSD has a District Advisory Council (DAC) and a District English Learner Advisory Council (DELAC), made up of representatives from each school’s School Site Council and English Learner Advisory Council respectively.  KCUSD hosts Special Education Connect meetings to take input from parents and community members as to how to improve outcomes for students with disabilities.  In addition to these councils and groups, KCUSD corresponds with the community through several surveys including the annual Parent Survey, annual Student Climate survey, LCAP survey and other surveys to collect opinions and suggestions on how the District can improve.  While these systematic ways of collecting input have been effective, KCUSD is looking to better engage parents."	"KCUSD has conducted an in-depth study, engaging parents and site leaders on how the District can improve its communication and provide greater opportunities to engage our community for the purpose of improving outcomes for students in KCUSD. What was discovered was that in the past, parents received information from a variety of tools.  Consolidating District and site communication under one system (ParentSquare) has helped tremendously. KCUSD will look to further improve the the way communication works to support parents get involved in becoming partners in the decision making process."	"As a result of this study, KCUSD will launch a new communication plan with improved tools to facilitate communication through the use of ParentSquare and new web sites for all schools and departments.  KCUSD also plans on expanding its Home to School Communications team and further developing the outreach by the Parent Engagement and Education team with guidance from the new Principal on Special Assignment."	4	4	3	4	4	4	5	3	4	4	4	4	Met	6/14/2022	2022
10622650116640	Kings Canyon Online	3	"KC Online is always looking to improve how we partner with our stakeholders to improve student outcomes.  Through our partnership with our parents and community, families have a very positive opinion about the quality of services provided to students.  Based on the annual School Performance Survey (Parent Survey), 96% of parents felt that the overall quality of the school their child attended was either “Excellent”, “Good”, or “Satisfactory”.  This perception of quality is only possible through student performance results and through the climate and culture we have built on our campus with both students and families.   Parents also rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 100% responding either “Excellent,” “Good” or “Satisfactory”."	"Communication is only effective if the communication makes it to its intended audience. Through the feedback on the parent survey, we learned that 67% of our KCO families rely on text messages and phone app notifications for communication.  We had 25% of our parents share that they prefer phone calls as a means to receive information from the school.   This data shows us that we need to continue to rely heavily on the use of all Parent Square communication features, including the phone call feature to reach as many parents as possible.  In addition, KC Online must ensure all communication goes out in both English and Spanish so that our Spanish speaking families feel connected with their child's school.   Parent Square has been our primary means of two way communication with both students and parents, allowing students/parents to both view and send communication with the school."	"Parent engagement is always a focus for KC Online.  In addition to ensuring all Parent Square features (app, email, and phone call) are used to share information with our students and families, KC Online will hold a Back to School informational meeting at the start of the year and provide multiple opportunities for one on one conferences with students and parents.  Although KC Online is an online, independent study program, we have found it important to hold parent informational meetings and provide as many input opportunities as possible.  Parent input opportunities will include quarterly school site council and ELAC (English learner advisory committee) meetings, district advisory council (DAC) meetings, and district English learner advisory committee (DELAC) meetings."	"Utilizing the 2022 School Performance Survey (Parent Survey), parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 100% responding either “Excellent,” “Good” or “Satisfactory.” These statistics show the level of respect that is routinely shown to our families, especially considering the difficult times our students and families have experienced throughout the COVID-19 pandemic.  The KC Online response to the pandemic and the support provided to district students and families during that very difficult time, strengthened the relationship between KC Online and students/parents."	"In order to ensure that our positive relationship continues and is able to reach all KC Online families, we plan to continue to focus on providing families with non threatening opportunities to engage on campus.  This includes back to school orientation meetings and academic awards ceremonies to celebrate their child’s achievement.  We will also ensure that all communication that goes out to parents is translated in their home language and that we respond to parent inquiries/questions/concerns within 24 hours, validating their concerns and questions throughout the year.       In addition, KC Online will continue to utilize existing site and district parent committees such as our school site council, english learner advisory committee, district advisory committee, and district english language advisory committee meetings to engage parents and support their voice in their children’s educational experience."	"As shared in the aforementioned question, to improve the engagement of  our underrepresented families, KC Online will prioritize providing opportunities for parents to connect with and engage in school activities, such as back to school informational meetings, one on one progress meetings with their child's teacher, and student reward ceremonies.  KC Online will also make sure that all communication that goes home to parents is provided in both English and the parents primary language.  KC Online will also improve outreach efforts by assigning ""parent engagement"" to a staff member as their primary role.  This will ensure that parent outreach and engagement is a priority at KC Online."	"Kings Canyon Online has a systematic strategy to engage stakeholders to provide input for decision making as a whole.  KC Online has a school site council committee and an English learner advisory committee that both serve as opportunities for parents to provide input on our program.  At the District level, parents can participate on the District Advisory Council (DAC) and a District English Learner Advisory Council (DELAC).  In addition to these councils/committees, KC Online corresponds with the community through several surveys including the annual Parent Survey, annual Student Climate survey, LCAP survey and other surveys to collect opinions and suggestions on how our school site can improve."	"While the aforementioned ways of collecting input have been effective, KC Online is always looking for better ways to connect with our parents.   Our authorizing school district, KCUSD, will be enhancing efforts to improve parent communication and engagement through the hiring of an Administrator for Parent Education and Engagement.  KC Online will lean on this administrator to assist in identifying new ways to increase opportunities for our underrepresented families to get involved."	"In addition to the previously mentioned focus areas, Kings Canyon Online plans to assign ""parent engagement"" to a staff member as their primary role. This will ensure that the school is dedicating time and energy into parent outreach, communication, and relationship building with our underrepresented families.  KC Online will also ensure all communication that is sent out to families is provided in both English and Spanish.  Lastly, KC Online will focus on designing parent presentations in a way that is easy to understand and focuses on relevant topics that would be of interest for our underrepresented families."	4	4	3	4	4	4	5	3	4	4	4	4	Met	6/14/2022	2022
16101650000000	Kings County Office of Education	3	An area of strength is related to the Title I and Schools Site Council (SSC)/School Plan for Student Achievement (SPSA) work surrounding communication we have completed. We have worked diligently to promote parent communication and the opportunity to provide input as we work together to advance student achievement.	An area of improvement where we would like to continue to focus on is the LEA’s progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. To strengthen these relationships teachers will reach out to parents a minimum of once per quarter to discuss student progress and build relationships.	"The LEA will improve partnerships by soliciting feedback for all student achievement plans. Parents will be surveyed via digital means and phone calls. Improving partnerships with parents will be strengthened by continued outreach. Parent / teacher conferences at the end of each marking period. Staff were provided with professional development around culturally relevant practices, which included learning about local cultures."	"An area of strength where we would like to continue to improve is the LEA’s progress in creating welcoming environments for all families in the community. Parent/teacher conferences were implemented. A parent engagement night was scheduled, however no families signed up for this event. Due to COVID, in-person parent meetings were difficult, however, we worked diligently to provide a virtual space for school leaders and parents to work together."	"An area of improvement where we would like to continue to focus is the LEA’s progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. To strengthen these relationships teachers will reach out to parents on a more regular basis. Currently, the goal is to call parents to share positive messages."	The LEA will improve the engagement of underrepresented families via the implementation of technology to regularly reach out to families. Reminders to be sent out to families and reinforced via community partners such as probation officers. We will look into incentives regarding family registrations to encourage participation.	"An area of strength where we would like to continue improving is the LEA’s progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and decision-making. Parents are invited to participate in regularly scheduled SSC meetings. We continue to provide materials in English and Spanish and have moved to a virtual platform in light of the Pandemic. The site Transition Specialist actively works to ensure continuous parent participation on the School Site Council, including input from parents of English Learners. Parent surveys are conducted via telephone with translation services available to ensure that the majority of families completed site surveys."	"An area of improvement where we would like to continue to focus on is the LEA’s progress in providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community. District and site staff worked together to plan a family engagement night, however no families signed up for the event. A student panel was held in place of this event, so that their stakeholder input could be gathered. Community members were invited to this event as well. Our goal is to explore other ways to reach out to parents to attend engagement meetings. Tapping into community groups as a way to better reach out to families would be a way to explore and solicit feedback."	The LEA will improve stakeholder input of key decision-making by exploring new ways to gain feedback. Ways include the use of technology to reach out to stakeholders and/or the implementation of community partnerships to form lasting and meaningful relationships.	4	3	3	4	4	3	4	3	4	4	4	3	Met	6/22/2022	2022
54719690000000	Kings River Union Elementary	3	"Educational partner input collected from School Site Council, English Language Advisory Committee, parents/community members at Pioneer Paint, Pizza & Prizes Night and from certificated and classified staff members.  Parents were encouraged to participated in the Healthy Kids Parent Survey in Sprint 2022.  There were 32 responses.  In the area of ""Parental Involvement,"" Kings River Union Elementary received the scores for the following areas:  89% felt welcome at KRUE; 93% felt respected; 86% felt that staff took concerns seriously; and, 93% felt well-informed."	"KRUE's focus areas of improvement is to increase communication between school staff and families regarding student progress by verifying all parents/guardians, grades 3-8, have Parent Portal access in AERIES; continue hosting Literacy Night, Back to School, Academic Award Assemblies, Student of the Month Celebrations, Open House and Parent/Teacher Conferences.  To improve relationships between school staff and families, we will add additional events throughout the 2021-2022 school year.  The annual survey method was selected because it has been successful in getting feedback from parents and the survey data has been utilized each spring during the cyclical Local Control Accountability Plan (LCAP) review to determine if actions need to be added, revised, or removed from the LCAP.  Goal 5 in the KRUESD LCAP is directly tied to parental engagement; KRUESD will improve support for all students and families by providing opportunities for increased parental participation, program decision making, and learning opportunities."	"KRUE will improve engagement of underrepresented families identified during he self-reflection process in relation to Building Relationships Between School Staff and Families by:  hosting Culture Night to celebrate and educate various cultures, interview students of underrepresented families on their KRUE experience and collect data on areas of improvement and their educational experience at KRUE.  We will improve signage around the school to include both English and Spanish.  The district's hope is that through additional communication and outreach, more families will get involved with school-sponsored events."	"Kings River Union Elementary School District is and has always been committed to fostering and strengthening our school and family partnership to foster a positive school environment and improved student achievement.  KRUESD recognized that parents need to have more up-to-date information regarding their students' grades and performance on state tests.  There are additional parent-teacher conferences for those students who are at risk of not being able to participate in 8th Grade Promotion and made a concerted effort to get parents engaged in helping their students meet the demands of school so that they will participate.  In addition, we put in place the necessary system changes so that students had access to their test and grades through the SIS Student Portal.  These changes have helped teachers, parents, and students communicate in a timelier manner and allow parents the access to necessary information, empowering them to help their students succeed.  KRUESD's academic counselor contacts parents/guardians regarding student progress, accolades and/or concerns.  The KRUESD English Learner Committee and the School Site Council provide an important avenue for parent and school collaboration and problem solving.  However, KRUESD is a rural district and we also partner with local committee groups in London and the surrounding area so that we can commentate our goals and get input into the needs of our community.  In light of this desire to communicate our goals and to see input about our students' educational needs, KRUESD develops and mails out a Newsletter three time per year to connect the community to our work at Kings River Union Elementary School."	"Distance learning in 2020-2021 highlighted the need to support and educate our families in the use of general and educational technology  Through the use of the virtual meeting platform, KRUESD was able to connect with families during the very difficult year.  However, there were many challenges and this is an area that can be improved through additional parent training and outreach.  It was refreshing to return to in-person events in 2021-2022."	"Through additional communication and outreach, the district hopes more families will get involved with school-sponsored events."	"Kings River Union Elementary School District continues to engage families in decision making and to encourage participation on advisory groups.  KRUESD has two essential advisory bodies that are comprised of parents and school personnel.  The School Site Council and the English Learner Advisory Committee are important avenues for collaboration and planning for our district.  The district annually provides training to all members, especially parents, who serve on these bodies to understand the role of the committee and in how to advocate for their student's needs  Kings River Union Elementary School District also leverages partnerships with local community entities so that we can seek input into decision making through community collaboratives.  Kings River union has long standing relationships and seeks input from several local community groups; including Citizens for a Better London, London Community Aid Program, Save the Children, London Preschool, Hodges Community Center (Proteus), Kingsburg Rotary, and Kingsburg Community Education Foundation.  Administration and other staff members regularly attend meetings and events with these community partners and seek their input on school-wide initiatives and programs.  Kings River Union also employs school social works and an academic counselor to work directly with parents to empower and support them to be active participants in the educational process."	"KRUESD will continue to reach out to families for input through school-sponsored events, parent-teacher conferences, and on-site conversations."	"Through additional communication and outreach, the district hopes more families will get involved with decision making opportunities."	4	4	4	3	3	3	4	2	3	3	3	3	Met	6/13/2022	2022
16639416010474	Kings River-Hardwick Elementary	3	"The Kings River-Hardwick School District seeks to continually improve upon the partnerships we have with our families in order to support & enhance student learning outcomes in all areas.  Teachers & administrators receive ongoing professional development in effective ways to improve the school's capacity to partner with parents.  At KRH, we are fortunate to have strong family ties to the community we serve, & a parent population that actively seeks opportunities to partner with us.  This level of parent engagement plays a large part in the success our students are able to achieve.  Prior to the first day of school each year, we host our Back to School Night or Meet the Teacher Day  for student & their families.  these events provide parents & families the opportunity to become acquainted with the school, their child's teacher, & the rest of the staff.  Teachers provide parents with an overview of the grade level standards, class expectations, methods of communication, & ways parents may become involved in supporting their child's education.  During BTSN or MTTD, parents also have the opportunity to sign-up for the class communication account, Bloomz.    In order to ensure parents receive the information & resources they need to support their child's learning & development in the home, we meet with 100% of parents for Parent/Teacher Conferences at the end of the first trimester.  During the conference, teachers share student progress with parents, & their current level of performance on each standard on the reported on.  In addition, teachers provide parents with resources & information they may utilize to support the specific learning needs of their child at home.  Conferences are an excellent opportunity for parents to see portfolios & artifacts of their child's work, ask questions, & discuss ways they may work together with the school to support improved learning outcomes for their child.  The school also provides parent workshops & information sessions in the areas of ELA, reading, & mathematics for parents & family members to enhance parents' ability to support student learning at home.  These workshops help build a common foundation & understanding for parents around the standards their children are learning, & provide them with information and resources they may find useful when working with their children at home.  KRH supports parents in understanding & exercising their legal rights & advocating for their children.  As a charter school district, more than 50% of the student population attend on an inter-district transfer.  Parents who seek admission for their children to our charter district tend to be strong advocates for their children from the onset of their education.  We continue to foster that advocacy through parent engagement & involvement opportunities, providing information in our Student/Parent Handbook, communication during Parent Advisory, School Site Council, ELAC, Parent Booster Club, & other committee meetings."	"It is the district's goal to focus on improving & enhancing the relationships we are building with our families by beginning to rebuild the strong parent volunteer program the district relied upon pre-pandemic.  Parents are critical partners in our educational program at KRH.  Their support and involvement at school positively impacts the sense of belonging and connectedness we strive to achieve for our students and families with our staff.  Having parents on-campus regularly during the school day helping in classrooms with activities, working in the library, helping support production of teacher instructional resources, etc., provides a catalyst for the development of strong staff/family relationships. We have missed these specific opportunities over the past two years and look forward to reinstating them."	"It is the district's goal to focus on improving the engagement of underrepresented families through continued utilization of video conferencing and other virtual media structures that were found to be effective at reaching a wider range of our parents, families, and community throughout the previous two years of the pandemic, who have not otherwise been able to participate consistently via our previous in-person only formats offered pre-pandemic."	"The Kings River-Hardwick School District seeks to continually improve upon the partnerships we have with our families in order to support & enhance student learning outcomes in all areas.  Teachers & administrators receive ongoing professional development in effective ways to improve the school's capacity to partner with parents.  At KRH, we are fortunate to have strong family ties to the community we serve, & a parent population that actively seeks opportunities to partner with us.  This level of parent engagement plays a large part in the success our students are able to achieve.  Prior to the first day of school each year, we host our Back to School Night or Meet the Teacher Day  for student & their families.  these events provide parents & families the opportunity to become acquainted with the school, their child's teacher, & the rest of the staff.  Teachers provide parents with an overview of the grade level standards, class expectations, methods of communication, & ways parents may become involved in supporting their child's education.  During BTSN or MTTD, parents also have the opportunity to sign-up for the class communication account, Bloomz.    In order to ensure parents receive the information & resources they need to support their child's learning & development in the home, we meet with 100% of parents for Parent/Teacher Conferences at the end of the first trimester.  During the conference, teachers share student progress with parents, & their current level of performance on each standard on the reported on.  In addition, teachers provide parents with resources & information they may utilize to support the specific learning needs of their child at home.  Conferences are an excellent opportunity for parents to see portfolios & artifacts of their child's work, ask questions, & discuss ways they may work together with the school to support improved learning outcomes for their child.  The school also provides parent workshops & information sessions in the areas of ELA, reading, & mathematics for parents & family members to enhance parents' ability to support student learning at home.  These workshops help build a common foundation & understanding for parents around the standards their children are learning, & provide them with information and resources they may find useful when working with their children at home.  KRH supports parents in understanding & exercising their legal rights & advocating for their children.  As a charter school district, more than 50% of the student population attend on an inter-district transfer.  Parents who seek admission for their children to our charter district tend to be strong advocates for their children from the onset of their education.  We continue to foster that advocacy through parent engagement & involvement opportunities, providing information in our Student/Parent Handbook, communication during Parent Advisory, School Site Council, ELAC, Parent Booster Club, & other committee meetings."	"It is the district's goal to focus on improving & enhancing the relationships we are building with our families by beginning to rebuild the strong parent volunteer program the district relied upon pre-pandemic.  Parents are critical partners in our educational program at KRH.  Their support and involvement at school positively impacts student learning outcomes and the sense of belonging and connectedness we strive to achieve for our students and families with our staff.  Having parents on-campus regularly during the school day helping in classrooms with activities, working in the library, helping support production of teacher instructional resources, etc., provides a catalyst for the development of strong staff/family relationships. We have missed these specific opportunities over the past two years and look forward to reinstating them."	"It is the district's goal to focus on improving the engagement of underrepresented families through continued utilization of video conferencing and other virtual media structures that were found to be effective at reaching a wider range of our parents, families, and community throughout the previous two years of the pandemic, who have not otherwise been able to participate consistently via our previous in-person only formats offered pre-pandemic."	"The Kings River-Hardwick School District seeks to continually improve upon the partnerships we have with our families in order to support & enhance student learning outcomes in all areas.  Teachers & administrators receive ongoing professional development in effective ways to improve the school's capacity to partner with parents.  At KRH, we are fortunate to have strong family ties to the community we serve, & a parent population that actively seeks opportunities to partner with us.  This level of parent engagement plays a large part in the success our students are able to achieve.  Prior to the first day of school each year, we host our Back to School Night or Meet the Teacher Day  for student & their families.  these events provide parents & families the opportunity to become acquainted with the school, their child's teacher, & the rest of the staff.  Teachers provide parents with an overview of the grade level standards, class expectations, methods of communication, & ways parents may become involved in supporting their child's education.  During BTSN or MTTD, parents also have the opportunity to sign-up for the class communication account, Bloomz.    In order to ensure parents receive the information & resources they need to support their child's learning & development in the home, we meet with 100% of parents for Parent/Teacher Conferences at the end of the first trimester.  During the conference, teachers share student progress with parents, & their current level of performance on each standard on the reported on.  In addition, teachers provide parents with resources & information they may utilize to support the specific learning needs of their child at home.  Conferences are an excellent opportunity for parents to see portfolios & artifacts of their child's work, ask questions, & discuss ways they may work together with the school to support improved learning outcomes for their child.  The school also provides parent workshops & information sessions in the areas of ELA, reading, & mathematics for parents & family members to enhance parents' ability to support student learning at home.  These workshops help build a common foundation & understanding for parents around the standards their children are learning, & provide them with information and resources they may find useful when working with their children at home.  KRH supports parents in understanding & exercising their legal rights & advocating for their children.  As a charter school district, more than 50% of the student population attend on an inter-district transfer.  Parents who seek admission for their children to our charter district tend to be strong advocates for their children from the onset of their education.  We continue to foster that advocacy through parent engagement & involvement opportunities, providing information in our Student/Parent Handbook, communication during Parent Advisory, School Site Council, ELAC, Parent Booster Club, & other committee meetings."	"It is the district's goal to focus on improving & enhancing the relationships we are building with our families by beginning to rebuild the strong parent volunteer program the district relied upon pre-pandemic.  Parents are critical partners in our educational program at KRH.  Their support and involvement at school positively impacts the sense of belonging and connectedness we strive to achieve for our students and families with our staff.  Having parents on-campus regularly during the school day helping in classrooms with activities, working in the library, helping support production of teacher instructional resources, etc., provides a catalyst for the development of strong staff/family relationships. We have missed these specific opportunities over the past two years and look forward to reinstating them."	"It is the district's goal to focus on improving the engagement of underrepresented families through continued utilization of video conferencing and other virtual media structures that were found to be effective at reaching a wider range of our parents, families, and community throughout the previous two years of the pandemic, who have not otherwise been able to participate consistently via our previous in-person only formats offered pre-pandemic."	5	4	5	4	5	5	5	5	5	4	4	4	Met	6/28/2022	2022
16639580136556	Kings Valley Academy II	3	"The connection with our educational partners is a priority for Kings Valley Academy II. Through  regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory  Committee, Parent Teacher Conferences, student and family celebrations and weekly  communication through our Data + Design system our families express a sense of feeling highly  connected to the school and their student’s progress as evidence by our data results, engagement  at events and feedback received. One of our parents recently commented, “I feel my child gets more attention and help with schoolwork.” Another parent commented, “My child’s teacher is in regular communication with me and lets me know how my child is doing.”"	"Based on input and data analysis, Kings Valley Academy II would like to improve the number of  participants who attend the PAC/ELAC meetings. One way this can occur is by providing  educational partners with focused topics such as college planning, English classes for families, gang  prevention, drug/alcohol abuse, etc."	"We are confident that both the parent engagements and systems of communication will help this  continued effort in keeping our educational partners connected and continued growth in  relationships.  Kings Valley Academy II will improve engagement of underrepresented families by providing translation services for educational partner communications, offering multiple opportunities for participation both virtually and in-person, and providing classes/workshops based on educational  partner needs/requests."	"From the input received from our educational partners an area of strength is our flexibility in  providing opportunities for our families to receive support. Between evening options for live  instructional support, weekly progress summaries and a variety of services for students, our  parents have tools accessible for educational success."	"Based on input and data analysis, Kings Valley Academy II would like to improve the number of  students who participate in small group instruction classes, counseling events, and workforce  partner workshops and receive mental health/social-emotional services. Increasing the number of  students participating in the above events will improve the student-school relationships and  increase student achievement."	Educational partners in our underrepresented families have expressed a strong confidence in  service and support to our students. We will continue in our commitment to provide partnership  and accessibility in services as our students continue on their educational journey.	"Our strength at Kings Valley Academy II is providing information and soliciting feedback from our  educational partners in multiple opportunities and spaces that work with our parents' needs for  flexible hour options for connection to the school.  Although parents attend meetings and events, an area of improvement for Kings Valley Academy is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite educational partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making process is still developing. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions."	Our advisory committees are currently in development for official positions. Our focus is to  continue communication for roles available to our parents at our Parent Advisory Committee and  English Learner Advisory Committee.	"Our underrepresented families of Kings Valley Academy II are in need of translation in Spanish. We  will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment  to members of the community to join our team and where our community needs exceed staff  availability, we will partner with outside organizations to provide excellent service to our students  and families.  One key finding from the local survey was from parent/guardian responses. When asked in the last  school survey if they felt that their school encourages parents/guardians’ participation and input in  activities, events, parent workshops and meetings, 100% responded that they agreed and strongly  agreed. The school also continues to implement parent engagement activities like PAC/ELAC,  student recognition days, open houses, back-to-school nights, and parent-teacher-student  conferences."	4	4	3	4	4	4	4	4	4	4	4	4	Met	6/2/2022	2022
10622400000000	Kingsburg Elementary Charter	3	"Based on input from the local school and district climate and culture survey for parents and students, data indicates the majority of students (more than 85%) had positive responses in regards to school/district climate and culture."	"The district has planned additional opportunities for families to engage with the school community.  Some of the planned events include, but are not limited to:  Food Services Tasting Event, Educational Night in regards to Vaping and Drugs, and Bilingual Children’s Night."	"Parents, students, and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/ guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisory groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports."	"Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected response, essays, performance tasks, and products."	"Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on the new proposed math framework.  In addition, the county office provided in-class coaching for teachers.  The district also employs two academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to  Improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement."	"The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning."	"The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate."	"The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days."	"The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations."	4	5	4	4	4	4	5	5	4	4	4	4	Met	6/20/2022	2022
10622570000000	Kingsburg Joint Union High	3	"Overall, parents reported an increase in all areas, with welcoming environments for all families in the community moving to full implementation.  The district is working hard on providing multiple ways for parents to build relationships with teachers and staff."	Educational partner feedback stated that parents would like better communication from teachers regarding student progress.	"Based on analysis, the focus on improved engagement through an action item on the LCAP by  providing additional parent support meetings, translation services, food for meetings and child care was effective.  More parents participated in all school functions and the number of surveys returned in Spanish also increased.  This action will continue to next year and will remain a focus of the district to move all questions to the full implementation stage."	"Overall the district saw an increase in all questions.   The district used federal funds to help support learning outside of school by opening up three community hubs that students could access after school, in addition to tutoring options available four days a week."	Educational partner feedback stated that the continued focus on supporting students and families is essential.  The new actions that were established during the 2021-22 school year should continue.  The district still has room to improve to move all questions to the full implementation stage.	"Based on analysis, the focus on improved engagement through an action item on the LCAP by providing additional tutoring, community hubs (Federal grant), and introduction of an outside resource to connect families with mental health treatment was effective.  These actions will continue to next year and will remain a focus of the district to move all questions to the full implementation stage."	Overall the district saw an increase in all questions.   Both schools had more parent and student meetings through the year to get input on what was going well and what could be improved.  Advisory groups continued to give input in ways to support and make the district better.  This input was gathered and impacted the 2022-23 LCAP.	Educational partner feedback stated that the continued focus on supporting students and families is essential.  The new actions that were established during the 2021-22 school year should continue.  The district still has room to improve to move all questions to the full implementation stage.	"Based on analysis, the focus on improved engagement through an action item on the LCAP by  providing additional parent support meetings, translation services, food for meetings and child care was effective.  More parents participated in all school functions and the number of surveys returned in Spanish also increased.  This action will continue to next year and will remain a focus of the district to move all questions to the full implementation stage."	3	4	3	3	3	3	3	3	3	3	3	3	Met	6/20/2022	2022
19647330128512	KIPP Academy of Innovation	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
19647330101444	KIPP Academy of Opportunity	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
37683380101345	KIPP Adelante Preparatory Academy	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
38684780101337	KIPP Bayview Academy	3	"At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted 19 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 66% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across  Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	4	4	4	3	3	3	4	3	3	3	3	2	Met	6/7/2022	2022
38771310137307	KIPP Bayview Elementary	3	"At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.   We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.    The school hosted 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 76% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and them school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent- teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.  KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	4	4	3	3	3	3	3	3	3	3	3	2	Met	6/7/2022	2022
01612590115014	KIPP Bridge Academy	3	"We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.   KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.   • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.    The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 62/67% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and them school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	4	4	4	4	3	4	4	3	4	3	3	3	Met	6/7/2022	2022
19647330121707	KIPP Comienza Community Prep	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
19734370137893	KIPP Compton Community	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
19647330135517	KIPP Corazon Academy	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
19647330121699	KIPP Empower Academy	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
19647330120014	KIPP Endeavor College Preparatory Charter	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
41690620139915	KIPP Esperanza High	3	"At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 84% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.   KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/7/2022	2022
41690050132068	KIPP Excelencia Community Preparatory	3	"At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth.  Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.  KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"he majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	4	4	4	4	4	4	4	3	3	3	3	3	Met	6/7/2022	2022
43693690106633	KIPP Heartwood Academy	3	"We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.    The school hosted 15 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 69% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	4	4	4	4	3	3	4	3	3	4	3	4	Met	6/7/2022	2022
43694500129205	KIPP Heritage Academy	3	"At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	4	4	4	4	3	4	4	3	4	3	4	3	Met	6/7/2022	2022
19647330131771	KIPP Ignite Academy	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
19647330127670	KIPP Iluminar Academy	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
01613090114421	KIPP King Collegiate High	3	"We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.   KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 71% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	3	4	3	4	3	3	4	3	4	3	3	4	Met	6/7/2022	2022
19647330100867	KIPP Los Angeles College Preparatory	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
43771490137315	KIPP Navigate College Prep	3	"At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.   We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 85% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	3	4	3	3	3	3	4	3	3	3	3	3	Met	6/7/2022	2022
19647330125609	KIPP Philosophers Academy	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
19101990140772	KIPP Poder Public	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
43693690129924	Kipp Prize Preparatory Academy	3	"At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 89% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.  KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/7/2022	2022
19647330131797	KIPP Promesa Prep	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
19647330139071	KIPP Pueblo Unido	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
19647330117903	KIPP Raices Academy	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
38684780101352	KIPP San Francisco Bay Academy	3	"We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted 19 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 80% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs"	4	4	3	4	3	3	4	3	3	2	3	3	Met	6/7/2022	2022
38684780127530	KIPP San Francisco College Preparatory	3	"At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.    The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 69% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs"	3	3	3	3	3	3	3	4	2	2	2	2	Met	6/7/2022	2022
43694270116889	KIPP San Jose Collegiate	3	"At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.   We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.    The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.   Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	4	4	4	4	3	3	4	3	3	3	3	3	Met	6/7/2022	2022
19647330125625	KIPP Scholar Academy	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
19647330125641	KIPP Sol Academy	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
39686760140616	KIPP Stockton Kindergarten-12 Grade	3	"KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 78% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP will assist parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents will be given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents will be involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school will also be invited to participate in the School Site Council and English Language Advisory Committee.   KIPP will provide parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents will receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"The parent engagement policy process will be aligned with the school’s LCAP stakeholder involvement process, and the school will make every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader will present to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents will record their feedback on a survey in real time and online. This parent input will influence all aspects of school culture.  Parent involvement in decision-making at KIPP will be demonstrated in multiple ways. The parent and family engagement policy will be developed jointly, updated periodically, and agreed on with parents.  KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents will include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy will be sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	3	3	3	3	3	3	3	3	3	3	3	4	Met	6/7/2022	2022
39686760141358	KIPP Stockton Kindergarten-8 Grade	3	"KIPP’s KFA (KIPP Family Association) will have active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians will be the primary drivers of KIPP’s KFA.  The school leader will meet regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We will communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards will be sent home throughout the year to keep families informed about their student’s academic success. Families will be encouraged to set up conferences with teachers and the school will provide multiple opportunities to connect with parents/guardians. Any student who is in danger of retention will be required to meet with teachers and administrators to identify additional supports. Each year the school will begin forming relationships with families during orientation, prior to the start of the new year. This early welcome will allow students and families to feel more connected to the school and start a successful year."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs"	"KIPP will assist parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents will be given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents will be involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school will also be invited to participate in the School Site Council and English Language Advisory Committee.  KIPP will provide parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent- teacher conferences, weekly newsletters, parent workshops, and data reports. Parents will receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.   Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"Parent involvement in decision-making at KIPP will be demonstrated in multiple ways.  The parent and family engagement policy will be developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents will include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy will be sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process will be aligned with the school’s LCAP stakeholder involvement process, and the school will make every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader will present to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents will record their feedback on a survey in real time and online. This parent input will influence all aspects of school culture."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/7/2022	2022
01613090101212	KIPP Summit Academy	3	"At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 76% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs"	4	4	4	4	4	4	4	3	4	4	3	3	Met	6/7/2022	2022
41689990135608	KIPP Valiant Community Prep	3	"At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth.  Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families."	"KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.    The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 82% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings."	"The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs."	"The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting."	"KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process."	"The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs"	4	4	4	4	4	4	4	3	4	3	3	3	Met	6/7/2022	2022
19647330129460	KIPP Vida Preparatory Academy	3	"KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. These home visits aim to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families. Depending on the KIPP school and local health ordinances, certain engagement events are offered in-person, such as vaccine sites, polling locations, and a mobile dental unit. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families."	"KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"Because KIPP SoCal understands the impact family partnerships have on increasing student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two-way communication throughout the school year. These conferences discuss student work and how parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and ultimately be empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  In the English Learner Advisory Committee meetings, families review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom."	"KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year."	"KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees and Coffee with the Admin, in languages that are accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	"KIPP SoCal has family advisory groups, such as English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups."	"KIPP SoCal plans to launch a region-wide parent advisory group, Family Leadership Academy, in which families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community we will be able to increase family capacity in decision making."	"KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion."	3	4	4	4	4	4	4	4	3	3	3	3	Met	6/16/2022	2022
52715550000000	Kirkwood Elementary	3	"Kirkwood Elementary is small rural school in Corning California with different cultural backgrounds. Through the input of school site council parent groups, Kirkwood parent/guardians have the opportunity to provide regular input of district decisions. LCAP funds have been earmarked for these efforts in order to fully support the work we are doing to improve school climate, create inclusive schools for diverse families, and to foster healthy relationships with students, staff, families and the community. Examples from the 2021-2022 school year: Expansion of Positive Behavioral Interventions and Supports (PBIS) system PD for staff on adult Social Emotional Learning PD for staff on culturally responsive teaching PD for staff on school climate PD for staff on student Social Emotional Learning In surveys and input-gathering sessions with the community, one area of improvement is having more whole school events now that COVID restrictions have been lifted."	"LCAP funds are used to provide counseling services for at-promise students across all grade levels. Focusing on mental wellness is a priority for Kirkwood. Providing professional development in mental wellness and a positive school culture stays on the forefront as a priority. LCAP actions to continue to fund a counselor and training for mental wellness are based on input from families and data from the PBIS Tiered system. Staff work with families to support students with disabilities (SWDs), students who need trauma-informed strategies, students who show challenging behavior and need extra intervention, as well as children who need extra support in academics. Supporting students during times of crisis will help to ensure that all students will leave Kirkwood Elementary ready for success in college or a career because they will have had access to academic achievement throughout their years in school. The decision to use the funds for counselors was based primarily on the input from multiple parents and student input sessions and surveys. A strength of Kirkwood is the embedded methods for families and students to discuss student progress. Report cards, progress reports, and parent-teacher conferences are all consistently provided at all school sites. Additionally, parents are routinely notified of their rights at the beginning of the school year with all information readily available on the Kirkwood website. Parents of Students with Disabilities (SWD) and English Learners (ELs) are given regular notices of their legal rights. Finally, there are multiple avenues for families to connect with the Kirkwood staff and provide input and feedback which helps to drive the decisions on how the school is run. For example, families take climate surveys, participate in parent/teacher conferences, attend school site council meetings, attend monthly open school board meetings, have access to staff and administration before and after school, and are able to connect via Remind, telephone, and or email."	"Kirkwood promotes meaningful interactions and partnerships between educators and the school community. Parent/guardians are provided regular updates on the actions of School Board meetings via website postings. Kirkwood uses multiple strategies to engage in the development of the 2021-22 LCAP. Our various methods were intentional in order to seek input from our stakeholders based on the eight state priorities, and determine priorities on how to use supplemental funds using the California State Dashboard data. An important component of the LCAP is the inclusion of staffing to facilitate parent engagement. These staff members work on parent engagement, outreach, and translation of district materials. These staff members work with any family in need and provide outreach to student group members with performance gaps, as well as our other at-promise students."	"Kirkwood's current strengths in the area of building partnerships for students outcomes lies with supporting teachers and administration to improve the school's capacity to partner with families. In order to be strong in this area, staff needs to participate in training and implementation of a strong school system in all areas. The Kirkwood staff participates in training such as: Tehama County Department of Education - partnerships in mental wellness, SARB, LCAP support, Safe Return to School support, etc. Attends conferences such as the Small School District Association annual conference Implements school wide research based programs such as PBIS (Positive Behavior Intervention and Supports) Implements improving school climate by going to climate conferences Partners with Butte County Office of Education in implementing PBIS Strong connection and leadership from the Kirkwood School Board Participating in Social Emotional Learning to enhance balances mental awareness for staff and students Through networking, connection, and training - the staff at Kirkwood implements a system that supports student outcome. The school is always in a continuous cycle of inquiry by looking a data and making data driven decisions."	Kirkwood is still in the early phase of PBIS implementation. An area of improvement will come in a second year of PBIS coaching from Butte County Office of Education which will begin in the 2022-2023 school year. Educating the whole staff on the PBIS system takes time and professionals development and training. The staff will continue to implement a PBIS Tier 2 system while storing up the PBIS Tier 1 system. Another area of focus will be implementing a Multitiered System of Support (MTSS) will be another system put in place at Kirkwood. By learning how to integrate all of our systems into one cohesive and aligned system - Kirkwood will be able to support student outcomes more seamlessly	"Kirkwood continues to look at data on how to improve engagement with underrepresented families. As mentioned before, Kirkwood promotes meaningful interactions and partnerships between educators and the school community. Parent/guardians are provided regular updates on the actions of School Board meetings via website postings. Parents/guardians have regular opportunities to share input/feedback through surveys, parent/teacher conferences, school site council meetings, and open school board meetings."	"Kirkwood is strong in gathering input from educational partners. Four times a year, the school site council meets to look at school data (attendance, discipline, climate survey data, academics, etc.) in order to provide input on how to improve. The school responds by implementing suggestions. The Kirkwood staff meets once a week on early release Fridays to participate in collaboration and/or professional development. Once a month the Kirkwood educational partners are invited to participate in open school board meetings. Educational partners are encouraged to provide input and feedback and help to increase student outcomes on a regular bases via in person meetings and/or electronic surveys. The Kirkwood student leadership offers input throughout the year and is a very important part of the educational partnership."	"Kirkwood provides many opportunities throughout the year to collect partner input. An area to improve would be a whole school analysis survey on the implementation of the LCAP goals and actions. Focus groups of school site council, staff members, upper grade students, and board members provide input on the implementation of the LCAP goals and actions. It would behoove Kirkwood to take a pulse from the whole school at large. A second electronic survey will go out in April to collect data on the implementation of the LCAP goals and actions."	"Underrepresented families will be sought after for input by personal phone calls and/or personal invitations to participate along with emails, Remind notices, paper notices, our website, and weekly phone calls."	4	5	5	4	5	4	4	4	5	5	4	5	Met	6/6/2022	2022
16639580000000	Kit Carson Union Elementary	3	"Staff is available and visible to families before/after school, staff attends parent teacher club meetings and annual school carnival, each teacher had 90% or greater attendance at parent conferences, school site council and ELAC has 100% participation.   Professional development for staff revolves around English Language development strategies.  All communication to families is disseminated in english and spanish."	The district will be reinstating parent nights for the 22-23 school year. The district would like to focus on parenting support for parents.  Many of our parents work full time (sometimes multiple jobs) and are trying to parent their children.  We would like to find opportunities to support our families.	The district believes that our second language parents may be underrepresented.  In an effort to improve support the LEA will attempt to provide language support in the district/school office each afternoon so that parents feel supported.	The LEA provides parent conferences each trimester so that families and teachers can keep in contact.  Student grades are also available online for families of each 4th-8th grade students.  Uniform complaint procedures are disseminated in the student handbook.	The LEA would like to implement professional development in the area of teacher support to improve a school’s capacity to partner with families; specifically for our second language population.	The district believes that our second language parents may be underrepresented.  In an effort to improve support the LEA will attempt to provide language support in the district/school office each afternoon so that parents feel supported.	Building capacity of principals and staff to engage families. Staff works diligently to learn how to improve families input.	Getting families input is difficult.  The district will work on providing surveys to families during parent conferences to try to get more input.	The district believes that our second language parents may be underrepresented.  In an effort to improve support the LEA will attempt to provide language support in the district/school office each afternoon so that parents feel supported.	4	4	4	4	3	3	4	3	4	4	4	3	Met	6/15/2022	2022
47703750000000	Klamath River Union Elementary	3	Current strengths include parent participation in school events and parent feedback regarding relationships between school staff and families.	LEA would like to continue to provide more opportunities for two way communication with families.	"LEA will work to improve the engagement of underrepresented families by offering many types of communications and activities for parent input, participation and feedback."	The current strengths and progress in Building Partnerships for Student Outcomes include: -families and the community generally report positive partnerships with the LEA	The LEA's focus area for improvement in building partnerships for student outcomes is continuing to build community partners to allow for student community learning experiences	The LEA will improve the engagement of underrepresented families by communicating with multi-methods and seeking family input from all.	The LEA's current strengths in Seeking Input for Decision Making is our fall and spring survey's that help the district plan for school priorities	The LEA's focus area for improvement in Seeking Input for Decision Making is to ensure that the district inquires with all educational partners to ensure feedback is obtained.	The LEA will improve the engagement of underrepresented families by ensuring that the district inquires with all educational partners to ensure feedback is obtained	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/21/2022	2022
12629010000000	Klamath-Trinity Joint Unified	3	"District staff have demonstrated a connection with families and families state that there are caring adults in the schools.  The LEA provides frequent updates on the highlights of schools through multiple sources: newspaper, social media.  School events encourage family participation."	To improve communication so that it is coordinated and predictable; focus on hosting more family-inclusive events; provide additional training opportunities to district staff.	Improve school site/family contacts; seek engagement of underrepresented families; intention invitations to families to attend school events.	Staff have demonstrated desire to improve family partnerships; there are scheduled minimum days for parent contact; the expectation is that teachers make contact with all students' families.	"While many staff are active in connecting with families, there is feedback that families seek more outreach and regular contact from teachers."	Track who is less engaged and provide specific outreach strategies.	"50% of families agree that the schools seek their input before making decisions.  There were many opportunities for input through site level and district level surveys, meetings and events."	"Since 50% of families do not agree that the schools seek their input before making decisions, the LEA will focus to improve the efforts and access for families to provide input before making decisions."	"Provide additional communication, targeted outreach, welcoming events, provide more frequent surveys using the preferred method of communication."	3	3	3	3	3	3	3	3	2	3	3	3	Met	6/28/2022	2022
12629190000000	Kneeland Elementary	3	"Data collected from surveys and in-person indicated parents supported the educational program and services provided by Kneeland School: 91.7% agreed agreed their children's classroom experiences prepare them for the next level of education (8.3% reported that they had no children enrolled at the LEA and, therefore, could not agree or disagree.) 91.7% agreed a nurturing learning environment, and efforts to foster attendance are in place (8.3% indicated that they had no children enrolled with the LEA and, therefore, did not agree nor disagree.) 92% agreed or strongly agreed there were appropriate avenues for parent concerns and 84% believe staff were inclusive and they felt welcome, 75% felt morale was high Response rates: 95% from families,100% participation rates from students, and 100% participation from staff.  Specifically educational partner input noted and valued: Small class sizes and good teachers A fun, inclusive, family atmosphere Communication, kindness, understanding, flexibility, and care of the children community Excellent communication. Strong relationships with students and families Science.  Small class sizes, and all-school activities Personalized education and community care The staff. Science fair.  Inclusive environment"	"Ideas for possible additional offerings: Outreach programs (beach clean up, coat drive or food drive, community improvement based field trips.) specifically designed to strengthen relationships between school staff, families, and community. The implementation of a third teacher Parent luncheon Increased parent volunteerism in the classrooms"	After school program and more free/paid lunch options More accessibility to public funding Parent conferences are held twice annually with 100% parent attendance rate.  Weekly school to home communications are offered in hard copy and also via email to each family.	"Surveys are distributed to educational partners in the Spring annually.  Feedback opportunities and open discussions for the LEA are provided at Open House in the Spring, and at the beginning of each school year at Back to School Night.  Feedback and results are discussed at site council and school board meetings - open to the public, and at LCAP overview meetings prior to adoption at board meetings -- open to the public. Meetings incorporating staff, teachers, and parents occur through SSC meetings, CPTO meetings, and staff meetings.  Additionally, staff, teachers and administration consults with SELPA to ensure all educational partners have opportunities to provide input. employing trained certificated staff to promote rigorous educational programs, the employment of trained instructional aides to provide one-to-one and small group supports, the acquisition of state standard materials, and the implementation of monthly field trips to accent real-life learning opportunities for all students."	"Implementation of a third classroom to lessen the grade span in each class. Increased field trip and life learning experiences for students. Implementation of new, updated curriculum in science, English language arts, and in social studies."	"100% of teachers have consulted with SELPA to ensure student successes for all learners, targeting specifically students with special education needs.  SELPA consultations are utilized as needed throughout the year, and annually.   Kneeland has consulted with the SELPA to assure that the LCAP sufficiently addresses the needs of Special Education students. Students from socio-economically low families are provided nutritious meals and targeted instructional supports. More accessibility to public funding"	"The LEA holds two all-school events at which parents and community are invited to the school specifically to provide feedback and guidance -- Back to School Night, and Open House. The LEA holds three annual all-school events to which all families and the community are invited to boost and strengthen relationships between families, and to create an open line of communication to garner input toward school goals and decision making.   Monthly school board meetings are open to the public.  School Site Council meetings are held three times annually and are open to the public.  Parent, community, student, and staff surveys are administered annually to assess successes and areas of need as well as to gather input for the school's LCAP."	Increased opportunities for frequent decision making through involvement of volunteers in the classroom (as COVID restrictions permit) will provide open conversations and input from educational partners.	"SELPA consultations are utilized as needed throughout the year, and annually.   The LEA has no EL students. The LEA has 45% low-income enrollment. All students are provided access to breakfast and lunch if requested.  An after-care and before-school-care program has been implemented for the 2022-2023 school year based on input from educational partners.  Surveys specific to the needs of underrepresented families will be administered annually to evaluate the successes of these programs and base future LCAP goals."	5	5	5	5	5	4	5	5	4	4	5	5	Not Met	10/10/2022	2022
07617050000000	Knightsen Elementary	3	"Our school district hold the relationship between student along with their families and our schools in the highest regard.  We have multiple opportunities for our families to be involved in their Childs education.  There are several opportunities for families to connect with their child's classroom teacher throughout the school year. Our school administration is present daily before and after school. Our district has many opportunities for parent and grand parent volunteers both in the classroom, during field day events, after school events, and field trips."	Our focus this year is for classroom teachers to personally call families on the telephone to make the in person personal connection with other means of communication and outreach have not worked.	Both school sites hosted walk through registration times to assist all families in the enrollment process in schools. There were translators available during these events. The district has increased its Bilingual Aide time to assist families who struggle with the English language. Our district has a bilingual counselor on staff as well as a full time MFT.  The district maintains a language line to assist families with translation services in any language.	Our district is focusing on the Professional Learning Community model of collaboration and common assessments. There is a focus this year on collaboration between grade classrooms and dialogue regarding student performance outcomes on common assessments.	"Data talks will be conducted between classroom teachers and school administration. During collaboration times with classroom teachers, discussions will be guided towards student success and sharing information regarding lesson planning, prepping, and teaching. Student data on common assessments will be shared and discussed between grade level partners."	"Families of unduplicated and underrepresented students will receive personal outreach to attend parent teacher and student led conferences. Likewise, special consideration will be given in the SST and RTI process for students of families who meet this criteria."	"Our district provides families with online surveys throughout each school year. Additionally, we have a standing agenda item for public comment during board meetings.  Additionally, each of or schools have school site councils, PTA's and a district DLAC committee. Our principals and classroom teachers also provide outreach in the form up updates that solicit feedback for programs and events we have on campus."	Our district has been working towards building a more robust DLAC committee that has consistent attendance.	"Underrepresented families will have a designated contact person in the form of the classroom teacher, counselor, MFT, or interventionist to assist in soliciting feedback in the decision making process."	4	5	4	5	5	4	5	5	5	5	5	5	Not Met	7/27/2022	2022
17640220000000	Konocti Unified	3	"- KUSD is at full implementation of our Multi Tiered System of Supports for students and families in the areas of Academics, Behavioral Supports, and Social and Emotional Support - KUSD has a fully functioning District English Learner Advisory Committee that meets monthly. - All school sites publish a weekly Principal's Message that includes information regarding parent participation at school."	#NAME?	#NAME?	#NAME?	- Providing families with useful information and resources to support student learning and development in the home. -		- KUSD's District English Learner Advisory Committee meets monthly and satisfies the Title III compliance requirements under ESSA. - Each KUSD school site has a School Site Council that satisfies the Title I compliance requirements under ESSA. - KUSD implements a rigorous Education Partner Group engagement process when seeking input for the Local Control Accountability Plan (LCAP).	"- Providing opportunities for families, teachers, principals, and district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels. - Improving the effectiveness of parent decision-making groups. - Increasing participation in parent decision-making groups. -"	#NAME?	4	4	3	4	3	3	4	4	3	3	4	2	Met	6/22/2022	2022
19646590000000	La Canada Unified	3	"La Cañada Unified School District (LCUSD) is committed to engaging all educational partners and incorporating their feedback and insights into the decision-making processes that drive the mission, vision, and goals of our district. In LCUSD, various programs and events have been established to initiate outreach and make connections with families including Back-to-School Nights, parent/teacher conference week, Parent Teacher Association (PTA) meetings, family events, parent education nights offered through the LCUSD Family Learning Series, Open House events, College nights, and more. During the 2021-22 school year, many activities resumed after changes were made to many of the programs and events due to the COVID-19 pandemic. Following the continually updated safety protocols outlined by the Los Angeles County Department of Health (LACDPH), many programs, events, and meetings were offered in-person as well as through virtual platforms allowing LCUSD to continue to build staff and family relationships.  At all school sites, school administrators share an online handbook with all staff members at the beginning of the school year. The handbook includes ideas and suggestions for staff members to build trusting and respectful family/teacher relationships. During staff meetings this year, school site administrators and staff discussed ways to build effective family partnerships and ways to purposefully integrate family and community engagement while adhering to current COVID-19 safety protocols. Teachers provided families with regular communication updates through weekly emails, phone calls home, work packet pick-up days, SeeSaw, newsletters, Google Classroom, and teacher websites. Principals shared weekly, biweekly, and monthly newsletters, emails, and Parent Square messages to keep families informed of updated COVID safety protocols, in-person school events and activities, in-person and virtual meetings, and social-emotional resources for students and families."	An area of focus for all school sites during the 2022-23 school year will be to continue to find ways to learn more about the various cultures in LCUSD and ways to better connect with non-English speaking families. Continuing to find ways to welcome new LCUSD families will also be a priority.	"Based on the analysis of educational partner input and local data, LCUSD site staff will continue to reach out to underrepresented families to personally invite them to participate in school events such as parent/teacher conferences. Site administrators will continue to use Parent Square to communicate with families so that non-English speaking families have access to site communications in their home language."	"LCUSD is intentional and systematic in building partnerships with families and community organizations to support student learning academically, socially, and emotionally.  At the beginning of the school year, parents receive a copy of the Notification of Parents’ Rights. Families also receive an electronic copy of the Parent/Student Handbook at both the elementary and secondary level, which provide families with information about school and district policies, educational support services, enrichment programs available, and general school information. Additionally, during the 2021-22 school year, families could access an electronic copy of LCUSD’s 2021-22 School Reopening and Safety Plan on the district website with hardcopies available at each school site. During the 2021-22 school year, site Leadership, site staff, Board Members, and DEI committee members participated in several DEI trainings that included “Restorative Practices”. These trainings served as a foundation for building trusting and respectful relationships with families. In addition, students participated in DEI trainings in grades 7-12 and there was one “Lunch and Learn” session provided to all high school students to allow them the opportunity to ask questions or raise concerns related to Diversity, Equity, and Inclusion (DEI) on the High School campus."	"LCUSD has put the following actions in place in order to engage in continuous improvement in the area of building partnerships for student outcomes:  * Parent representation on district, site, and curriculum committees, * Parent education by conducting Family Learning Series workshops, * Providing translation services for parent conferences, SST meetings, IEP meetings, and Korean and Mandarin translations for ELAC and DELAC meetings."	"Based on the analysis of educational partner input and local data, LCUSD will continue to reach out to underrepresented families to personally invite them to participate in parent workshops and informational meetings through the LCUSD Family Learning Series and English Language Advisory Committees in order to continue building partnerships for student outcomes."	"As part of LCUSD’s commitment to engage all stakeholder groups in district and school-wide decision-making, parents, staff, students, and community members are encouraged to participate in meetings and committees at the district and school level. During the 2021-22 school year, families were invited to attend and provide meaningful input in decision-making during virtual and in-person Governing Board meetings, district and school site committees (ie: Local Control and Accountability (LCAP) committee, Diversity, Inclusion, Equity (DEI) committee, District English Language Advisory Committee (DELAC); Curriculum Adoption Committees, etc.) and workshops presented through the LCUSD Family Learning Series. LCUSD continuously requested parent input through family surveys on such topics as LCAP goals, social emotional learning (SEL), school climate, and school safety."	"Goals from the first year implementation of the 2021-24 Local Control and Accountability Plan (LCAP) were reviewed and discussed by the District LCAP Advisory committee in which parents make up the majority of the participants. An LCAP educational partner survey was sent to all families and recipients were asked to rank district priorities and provide input on progress. LCAP Advisory committee members also reached out to over 30 student, district, and community groups to gather input on goals. Educational partner feedback indicated a need for more frequent and targeted communication related to existing programs and services."	"Based on the analysis of educational partner input and local data, LCUSD will continue to reach out to underrepresented families to personally invite them to participate in oversight committees and school and district-wide meetings."	5	4	4	5	4	4	4	4	4	4	4	4	Met	6/28/2022	2022
30665630000000	La Habra City Elementary	3	"La Habra City School District involves authentic and deliberate dialogue across a cross-section of our population to gather input from students, families, staff, and other educational partners. LHCSD staff serves every family in our community with respect. The annual family survey results indicate that 91% of our families feel that families and staff members treat each other with respect. There are strong and lasting relationships between LHCSD and the families we serve. Also, district and school sites create welcoming environments for their students and family members. The annual family survey results indicate that 91% of our families feel welcomed at their school. LHCSD recognizes that strong family/school partnerships are needed to maximize student success."	"LHCSD will continue to ensure that families and community members feel welcomed and engaged in the vision and mission of the district and school. A set of engagement methods are used so that educational partners can provide both high-level perspectives and targeted commendations. LHCSD will continue efforts to create a vision for diversity, equity, and inclusion as we seek to ensure that all voices are heard, represented and respected."	"LHCSD is committed to staff development in diversity, equity, and inclusion. The annual family survey results indicate that 88% of our families feel that staff works with families to ensure student success. LHCSD provides all written and spoken communication in English and Spanish.  When the need arises for another language, we honor that request. The annual family survey results indicate that 97% of our families feel school communications are offered in a language they understand. LHCSD will continue to listen to all of our families and improve efforts based on feedback. Additionally, Bilingual Community Liaisons will continue to increase home/school communication and increase the participation of parents of English Learners. The District will provide outreach through family/parent training, workshops, and family nights as suggested by the responses on the Title I and English learner parent surveys."	"LHCSD will continue to provide families with meaningful opportunities to support and celebrate student learning. The District annually trains administrators and teachers on best practices for family engagement and each site and the district provide multiple opportunities for families to engage with their school community.   LHCSD ensures that students and families have access to curriculum resources at home to support their learning.   The annual family survey results indicate that 84% of our families agree or strongly agree that their school provides resources for families to support their child’s learning at home.  LHCSD implements Home/School Contracts at each site to clearly communicate expectations for family, student, and school staff.  LHCSD also schedules two conference weeks where families have opportunities to meet with their child’s teacher.  The annual family survey results indicate that 76% of families attended their child’s conference and 88% indicate that school staff works with families to ensure the success of all students.    LHCSD annually sends a Handbook informing parents and guardians of their rights.  Families who serve on School Site Council and the English Language Advisory Committees at the site level or Parent Advisory Committee, LCAP Committee, and District English Language Advisory Committee are actively involved in advocating for all students."	"In the annual staff survey, 54% believe that LHCSD provides professional learning and support to build their capacity to partner with families. 25% neither agree nor disagree and only 8% either disagreed or strongly disagreed. The District's goal is to ensure that all families and community members feel welcomed and engaged in the vision and mission of the district and school."	"LHCSD will continue to listen to all of our families and improve efforts based on feedback. The District will enhance communication efforts with all families by providing accurate and timely information to all stakeholders to promote a culture of respect, integrity, and inclusion. LHCSD will also continue to provide Community Liaisons at each site that will support students and families transitioning into their new school, support to parents in the form of regular communication and ongoing parent education, promoting positive attendance, parent literacy nights, and family counseling classes. Additionally, the District will provide training to educate, empower, and inspire the parents of underrepresented families. LHCSD will also provide SEL training for parents/families and help families navigate community resources. Furthermore, LHCSD will continue to consider innovative ways to provide opportunities for family engagement in relation to building partnerships for student outcomes."	"LHCSD receives Title I and Title III funds and consistently trains principals and staff in effective engagement and decision-making. The District provides families many opportunities, such as traditional surveys, and the use of “Thought Exchange” and “Let’s Talk” to solicit input from families. In addition, each school site employs a Community Liaison who focuses on reaching out to families of English Language Learners and any other students from underrepresented groups.  The annual family survey results indicate that 61% agree or strongly agree that they know their community liaison and how he/she supports parents.  Also, 70% of our families indicate that their school uses family input to improve instruction.  Site Parent Teacher Association, School Site Council, and English Language Advisory Committees regularly meet to discuss family engagement activities. In addition, the Parent Advisory Committee and LCAP committee involve families in reviewing and improving engagement activities."	"LHCSD receives Title I and Title III funds and consistently trains family members of the School Site Council, ELAC, and DELAC in effective engagement and decision-making. LHCSD will continue to utilize these structures to gather feedback and engage families and develop programs that support the stated needs."	"LHCSD will administer, analyze, and report findings on the following instruments: Organization and Planning Survey, Student Engagement Survey, Title I Parent Survey, and EL Parent Survey. District staff will review Title I and English learner parent surveys to determine the training needs of the families we serve, especially our underrepresented families. LHCSD will continue to explore the best use of tools, such as Thought Exchange, to provide families with meaningful ways to provide input."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/9/2022	2022
41689400000000	La Honda-Pescadero Unified	3	"LHPUSD has policies and practices to support teachers and families build partnerships to support students. Practices include parent-teacher conferences at all grade levels, family engagement workshops, interpretation at meetings, community liaison and engagement staff."	Data collected in December 2021 through focus groups and interviews with school stakeholders indicated the following focus areas: - Stronger connection between our two school communities of La Honda and Pescadero - Providing relevant learning experiences which draw on the strengths and backgrounds of our students and families	"During the 2021-2022 school year, LHPUSD engaged with the Rural School Design Program with Transcend Education. LHPUSD interviewed over 70 school and community stakeholders to learn how our parents and students experience our schools. Utilizing this feedback, LHPUSD developed graduate aims, leaps of 21st century learning and a mission for a redesign of our instructional framework.  Graduate Aims: Curiosity, Social Consciousness and Action Leaps: Relevance, Connection to Community and Intercultural Competency LHPUSD will work with staff to implement Place-Based Education this year to increase the relevance of teaching and learning and connect more intentionally with our families and community."	LHPUSD makes communication with families a priority. Regular communication through school and classrooms has been fully implemented. A new website is in place with communication standards. Community liaisons and engagement staff work to bridge language and culture gaps between our school staff and parents.	"Data collected in December 2021 through surveys,  focus groups and interviews with school stakeholders indicated the following focus area: - Supporting family advocacy"	Community liaison and engagement staff continue to provide important information and support for our families as well as provide critical feedback to our school staff in regards to building strong partnership. LHPUSD reconvened the Equity Steering Committee which will respond to findings and recommendations of the district equity audit conducted in 2012-2022.	"LHPUSD advisory groups are in place but our not well attended. Surveys, focus groups and individual interviews are used to gather input from parents and community members. Greater numbers of parents will participate in a conversation or survey and this data is used by advisory groups and school staffs for decision making."	"Data collected in December 2021 through surveys,  focus groups and interviews with school stakeholders indicated the following focus area: - Strengthening the family  voice in shared decision making"	"LHPUSD has formed two groups to engage the staff, parent and student community in the work of 2022-2023. The Equity Steering Committee and the Inquiry (Place-Based) Design Team will meet regularly to support staff development, increase community connection and support the redesign of the instructional framework to increase relevancy, community connection and social consciousness and action. Specific activities are in place to draw on the strengths of the community and improve engagement of traditionally underrepresented families."	3	4	3	4	3	3	3	3	3	3	3	3	Met	6/23/2022	2022
37681970000000	La Mesa-Spring Valley	3	"The teaching, classified, and administrative staff in La Mesa-Spring Valley, along with parents, provide a vital support system to help students flourish. When parents and school staff communicate and work together effectively, building long-lasting partnerships, it can significantly impact each student’s long-term success.  On the district level, we offer many resources to families to support student learning and development in the home. We have increased our work on addressing chronic absenteeism to help parents understand the importance of daily attendance. We also continue to offer support and education to parents through our district-led “coffee talks”, workshops and meetings on special education issues and English learner trends, and through our annually distributed Parent Handbook.   Our district website has additional resources and updated information for parents, as does our parent portal, available through the student information system.  Translated flyers, available in Spanish, and a translation function on the district website provide assistance for parents who speak languages other than English. We have increased our use and access of Lingualinx, an on-demand translation service, to help facilitate communication for all staff members and families, and hope to continue to expand its use in the future.    Social workers at each school site conduct outreach to all parents, but focus on the needs of unduplicated pupils (English learners, Foster Youth, and low-income students).  The social workers assist parents in navigating the school system. These employees also support parents to find community resources, hold parent workshops, and gather information about community needs.  Each of our 22 schools offer parent education workshops, specifically requested by the parents in the community. Topics include social and emotional needs of children, bullying prevention, and math and reading development strategies. Teachers and staff often attend parent meetings and district-sponsored parent trainings as partners, learning alongside one another.  La Mesa-Spring Valley has implemented policies and programs for teachers and school staff to meet with families to discuss student progress and ways to work together to support improved student outcomes. Examples include our yearly parent-teacher conferences, home visit protocols, and the student study team process.  Our work this year on cultural proficiency has helped us identify ways to open doors so that more of our families and students can experience access and success at their schools."	"With the disruptions that the pandemic and pandemic-related absences continued to cause our students, families, and staff this year, an area of continued improvement for 2022-23 will be connecting and reconnecting our families with their school campuses and staff, through the lens of continuing to open doors for all students and families."	"While district teachers and administrators regularly attend staff development which often focuses on best practices for building relationships and working as partners with parents, we want to scale up and strengthen this work to enhance our educators’ knowledge and skills.  In addition, the district will continue to develop resources and to build the capacity of teachers and staff in strengthening trusting and respectful relationships with families, specifically with our underrepresented families.  We will also continue to provide professional development for all staff, certificated and classified staff, on social emotional strategies to connect with students and families. Our Social Workers at each school site will continue to support this work in the coming year. At the district level, we will continue to examine systems and practices that might be barriers in this process, and will work to address those barriers collectively with our district and community partners."	"Employees of La Mesa-Spring Valley are dedicated to building positive partnerships with our students’ families. As we have worked to build the capacity of our staff, we conducted numerous professional learning sessions for both our classified and certificated staff to help them work more effectively with students and their families and to build trusting and respectful relationships with them. Such opportunities include both district-led and web-based (Insights to Behavior) instruction/information on trauma-informed care, restorative practices, and mental health.   COVID-19 continued to restrict our ability to provide face-to-face professional learning opportunities this year; however, we were able to offer a robust selection of online professional learning opportunities for all employees.  In the coming year, we intend to offer even more opportunities to help develop our staff as they learn about each family’s strengths, cultures, and languages.  As our educators work to ensure each and every student reaches high levels of achievement, they will engage in courageous conversations regarding race and social justice for historically marginalized groups.  We are eager to continue our professional learning focused on equity.    We firmly believe that strong two-way communication between families and schools is necessary for students' success. The more parents and teachers share relevant information with each other about a student, the better equipped both will be to help that student thrive. Some avenues for two-way communication include: • Parent conferences (in-person or virtually via Zoom) • Parent Communication Portals • Teacher communication systems • Parent-teacher organizations and school community committees  Although the district translates district-wide notices for events into Spanish, as required, notices are also translated into other languages when needed. We have partnered with LinguaLinx, a company which completes translations for families in real-time into any language. This has helped with communication to all parent groups who speak another language. When other barriers to informed participation exist, the district provides childcare, transportation, sign language, and other support services, as needed."	"The district recently implemented the Parent Portal of our Student Information System (AERIES).  The implementation of this program maximized engagement and provided parents critical access to timely information and data pertinent to their child.  In the 2022-23 school year, the district will continue to expand the use of the Parent Portal."	"To improve the engagement of our underrepresented families in relation to building partnerships for student outcomes, we are engaging in ongoing collaboration specifically with families of students with disabilities (Special Education Parent Advisory Committee), families of English learners (District English Learner Advisory Committee), those representing the needs of the students in our district experiencing homelessness and in foster care (SchoolLink committee meetings), and our underserved students (Spring Valley Collaborative, SAY San Diego); these are the organizations present and partnering with our district in service of our students.   While past and current efforts have yielded success in building positive partnerships between our staff and families, room for improvement remains. To increase and improve communication about the available partnerships, engagement, and support opportunities, we will ensure that messaging from the district and school site levels is accessible to all. This includes collaboration to create parent friendly, understandable materials and messaging in predominant languages with easy to understand visuals."	"The La Mesa-Spring Valley School District seeks parent and guardian input into school and district decision-making throughout the year. Our parents are surveyed and brought together regularly for input on community priorities and decision-making in the school district, including the development of the LCAP, in the following ways through the following groups: • Superintendent’s District Parent Advisory Group (DAC) meets quarterly to advise the Superintendent • District English Learner Advisory Committee (DELAC) meets seven times per year • English Learner Advisory Committees meet four times per year at schools • SELPA Community Advisory Committee meets five times per year to advise the East County SELPA • School Site Councils (SSC) meet five times per year at each school • School Safety Committees meet two to four times per year at each school to revise their safety plans • PTA Boards meet monthly and provide principals with input • PTA Presidents meet monthly with the Superintendent and School Board representative  Parent members of advisory committees (ie: ELAC, SSC) annually receive training on their roles and responsibilities as members, and their suggestions are always considered and incorporated into our plans whenever possible.  We also gain valuable input from our District Parent Advisory Committee (DAC), which is comprised of parent representatives from every school site.  Amongst the different parent surveys we conduct throughout the year, there is one that is specifically aimed at soliciting feedback to help direct the district and schools sites related to the goals outlined in the LCAP. This survey is offered annually to all parents and guardians. The survey is translated into Spanish and was designed to include a range of questions that provides insights outside our traditional parent meetings including SSC, ELAC, DELAC, parent-teacher conferences and various action committees.   We partner with Qualtrics - an industry-standard platform that specializes in creating and distributing surveys that make it easy to analyze results and increase responsiveness. Through this partnership, we expect to increase the number of responses we receive each year."	"The impact of the pandemic has highlighted the need to increase the collaboration and communication between families and schools in order to effectively make an impact in our students' lives. Although the district continues to prioritize increasing parents’ capacity to participate in decision making pertaining to their children’s education, we know that we must continually work on effectively engaging families in our school programs, councils, and family events."	"Though many opportunities exist for building capacity and directly engaging families in decision-making, there is always room for improvement. Providing additional parent trainings, specific to the work of our advisory committees at both the site and district level may be pursued. In addition, collaboration with our community-based partner organizations will continue, but an additional emphasis will be placed on increasing outreach to, inclusion of, and capacity building for parents/guardians of underrepresented and marginalized families. Highlighting the support that our community-based partner organizations can offer will increase the district’s ability to engage families, specifically from our underrepresented student group families, in the decision-making process. Focused trainings provided to groups that represent school sites with high numbers of underrepresented groups will increase the capacity of such groups to engage in critical decision-making that impacts their students."	4	5	3	4	4	5	4	5	5	5	3	3	Not Met	7/12/2022	2022
54105465430327	La Sierra High	3	"La Sierra parents participate in Parent Teacher Advisory  PTO, English Learner EL subcommittee meetings and School Site Council.  La Sierra utilizes multiple channels of communication in which the parent/guardians’ preferred method of communication in the parent/guardian’s home language."	":  For the 2022/2023 Academic Year, La Sierra Military Academy is focused on improving parent involvement with our Parent-Teacher Organization(PTO) by reorganizing the structure of the meeting to be equally focused on addressing parent/student concerns.  The PTO agenda will be set in cooperation with the PTO President soliciting concerns from parents via surveys and direct feedback from parent/guardians and students."	"For the 2022/2023 Academic Year, La Sierra Military Academy will utilize the Parent Liaison and Student Transition Specialist to make personal contact with parent/guardians of our underrepresented families to ensure they we receive personal invitations to each event and meeting.  In addition, they will solicit their input for constructing meeting and event agendas."	"La Sierra has developed a strong School Site Council that solicits all Educational Partners input to develop goals and action steps to address the academic and socio-emotional needs of students.  In addition, the La Sierra PTO is the main driver of extra-curricular events and programs to provide additional opportunities for Cadets and families to build connectivity with La Sierra."	"One key area of improvement for building partnerships for student outcomes is providing parent education opportunities.  For 2022/2023 Academic Year, La Sierra plans on offering a variety of parent education opportunities, which include, but are not limited to, College Applications and FAFSA Workshops, how to utilize and navigate La Sierra’s SIS and Google Apps, and how the ASVAB and Military Recruitment works."	"For the 2022/2023 Academic Year, La Sierra Military Academy will utilize the Parent Liaison and Student Transition Specialist to make personal contact with parent/guardians of our underrepresented families to ensure they we receive personal invitations to each of the planned parent education opportunities for the 2022/2023 Academic Year.  In addition, each session will be offered in Spanish."	"La Sierra’s School Site Council schedules 2-3 working meetings per year, above and beyond the regularly schedule 4 annual meetings, to develop both the School Safety Plan and LCAP.  These working meetings are lead by the parents and other Educational Partners on the team to provide input and direction on these two important documents.  In addition, the SSC seeks additional Educational Partners input between sessions to expand the number of Educational Partners’ input for determining goals and actions."	"For the 2022-2023 Academic Year, La Sierra will have to create a new School Site Council, as the parent representatives, staff representatives and student representatives will not be returning for the new Academic Year to serve on the SSC.  Therefore, La Sierra will be focusing on providing a parent educational opportunity on how a SSC operates and how to serve on the SSC."	"For the 2022/2023 Academic Year, La Sierra Military Academy will utilize the Parent Liaison and Student Transition Specialist to make personal contact with parent/guardians of our underrepresented families to ensure they we receive personal invitations to the La Sierra parent education opportunity for La Sierra’s School Site Council.  In addition, they will actively recruit a parent/guardian from our underrepresented families to be a candidate to serve on the SSC."	5	5	4	5	4	4	5	4	5	5	5	4	Met	6/8/2022	2022
19646346014518	La Tijera K-8 Academy of Excellence Charter	3	"La Tijera has been intentional in creating opportunities and environment where both staff and families can interact. Events include but are not limited to Back To School Night, Coffee With The Principal, Literacy and STEM Nights, ELAC and awards assemblies."	"We plan on developing different forms of communication e.g. instagram, twitter etc. to communicate with families more efficiently with our families."	Based on data and partner input it is apparent that participation of our fathers when compared to our mothers has room to grow.	"We currently message and meet with our families in order to educate them on matters of curriculum, PBIS and successful student habits."	La Tijera is currently working to shore up our Coffee With the Principal meetings to include opportunities to educate families in supporting their children at home. In addition we will partner with labor partners and others to improve our ability to develop community.	"We will continue to review and improve offerings in partnership with PTA, local government and business through fundraising and family dinner nights at local establishments."	La Tijera has several formal systems both internal and external that provide our entire school community to provide input and support our efforts in collaborating with families.	La Tijera will commit providing formal opportunities in ELAC and Coffee with The Principal meetings as well as provide Google surveys on issues regarding school environment on our website.	As mentioned La Tijera will be more efficient in the use of technology to share and receive information from families.	3	3	2	3	2	3	3	3	2	2	3	2	Met	6/29/2022	2022
19649076021984	La Verne Science and Technology Charter	3	"In building relationships between school staff and families, parents are indicating that La Verne is in the Initial Implementation level of developing capacity for staff, in creating a welcoming environment, in supporting staff to learn about families, and developing opportunities for staff to engage with families."	It is the goal of La Verne to continue to engage in building relationships between school staff and families though continued school wide events that bring staff and parents together.	"It is the goal of La Verne to continue to engage in building relationships between school staff and families though continued school wide events that bring staff and parents together, especially our underrepresented student groups. La Verne will reach out and invite parents of all student groups so that their voice and choice is present in the discussion."	"In La Verne's current strength and progress in building partnerships for student, parents see the district in the initial stages of implementation."	"In La Verne's current strength and progress in building partnerships for student, parents see La Verne in the initial stages of implementation. La Verne will continue to focus on how the sites can partner with families; provide families with resources to support students at home; how sites can work with families to improve student outcomes; and, proved families with guidance on how to advocate for their children. La Verne will continue to offer parent workshops, classes, and meetings through site and virtual options."	"In looking at underrepresented students and their families, La Verne's current strength and progress in building partnerships for these students, parents see the district in the initial stages of implementation. La Verne will continue to focus on how the sites can partner with families; provide families with resources to support students at home; how La Verne can work with families to improve student outcomes; and, proved families with guidance on how to advocate for their children. La Verne will continue to offer parent workshops, classes, and meetings through site and virtual options."	"In La Verne's strength and progress in seeking input for decision-making, parents indicate that La Verne is mostly in the initial stages of implementation in building capacity of families to engage in advisory groups; in seeking out representation of underrepresented groups; and, to evaluate family engagement in these activities."	"La Verne will continue to use both in-person and virtual parent meetings, classes, and workshops to seek input for decision-making, parents indicate that La Verne is mostly in the initial stages of implementation in building capacity of families to engage in advisory groups; in seeking out representation of underrepresented groups; and, to evaluate family engagement in these activities."	"As to underrepresented groups, La Verne will continue to use both in-person and virtual parent meetings, classes, and workshops to seek input for decision-making, parents indicate that La Verne is mostly in the initial stages of implementation in building capacity of families to engage in advisory groups; in seeking out representation of underrepresented groups; and, to evaluate family engagement in these activities. La Verne will continue to reach out to all our parent groups."	3	3	3	4	3	3	3	3	3	3	4	3	Met	6/29/2022	2022
23656230112300	La Vida Charter	3	"Based on survey data, relationships between school staff and families is strong. A 9.43 satisfaction rate is a positive indicator that parents felt informed and supported.  Parents state that they feel comfortable taking to their teacher about their student.   This was the second year of using the Parent Square App, while slightly fewer people were able to access the app, overall it has improved all aspects of communication whether schoolwide or between teachers and families visa versa.  Teachers already meet with families individually weekly, bi-weekly or monthly depending on the grade level.  Ideally these are meaningful exchanges and students and parents get support and direction for the learning for the next period."	"The Weekly Check-in is the focus are of improvement.  Parents or students are to submit a sample of Language Arts and Math that was accomplished at the end of the week.  Turn is day is Friday and there are a variety of ways to make the submission.  Those that do the weekly check in's generally finish the full curriculum by the end of the year and have a successful program.  Weekly Check in Report Cards are sent out in December and May.  50% of the families had less than expected participation.  There are many reasons stated, technology, forgetfulness, and some feeling like it is unnecessary.   The school desires to have a minimum of 80% of a desired level of participation."	The school will continue to have a designated non teaching staff member to reach out to families that need a little extra support.  Maintaining  a Spanish / English interpreter is important for families and the school alike. Having seasonal evets is very important for the development of relationships with underrepresented families and general social integration for all.	"Goal setting is part of the monthly process and is stronger in some grade levels than others.  Students receive awards for accomplishing their goals.  Even though the Benchmark Project Fair and End of Year Portfolios are very popular and raise the level of learning excitement at the school, last year fewer students participated, partly because of exiting teachers at the end of the year.  Nonetheless it is a strength within the school's program and outcomes."	"As mentioned earlier, one focus is better participation in the Weekly check-in.  Families are cooperative about the NWEA MAP test, and a goal is to bring a greater level of engagement to the State Assessments."	"Greater participation on the English Language Proficiency for California test, the ELPAC is a very important focus.  The change over of faculty often causes a lag in training.  The school's goal is to have 100% participation in the annual assessment."	"The school gathers data is small and useful ways such as one to one conversations, surveys, and gatherings.  The director hosts at least one tea a year.  Families give input on the LCAP through discussion and surveys.  But in general the culture of the parents is not to have advisory committees.  The school worked for years to implement them with no success.  A current parent  and past parents serve on the Board."	"The school is using and will develop using the short survey mechanism in Parent Square. It is very useful for getting the temperature of how people are feeling at the moment.  Also now that the pandemic is receding, more opportunities for parent teas will be offered."	Making sure that the English Language Learners are receiving announcements in Parent square in their language is the main focus. It fluctuates through the year and has to be watched in order not to loose parents. In general these families are social and engage in person and feel comfortable enough to ask questions and provide feedback.	4	5	4	4	4	5	4	3	3	2	2	2	Not Met	10/5/2022	2022
07617130000000	Lafayette Elementary	3	"Parent involvement opportunities and building partnerships are established and offered to all parents through a variety of committees and parent organization partnerships through DELAC meetings, ELAC meetings, PTA meetings, site specific town hall meetings, and one on one meetings with parents. These meetings focus on input from families and develop family engagement practices. School sites/teachers regularly communicate to parents about the curriculum and rigorous standards."	There is always a focus on the best ways to communicate and work with parents as equal partners to implement and coordinate parent programs and build ties between schools and parents.	"Our District utilizes many methods of communication and gathering input to best serve all our families.  This includes in-person meetings during and after hours, virtual options for access, and written communication. Our Title I school utilizes a parent compact with families committing to the partnerships with the student, teacher and parents."	"Lafayette School District provides opportunities for parents/guardians to engage in parent education curriculum workshops, site-specific special education dialogue groups, as well as our District sponsored parent education. The Title I school utilizes their School Site Councils for parents to review academic content standards and academic progress. Parent involvement opportunities are established and offered to all parents through a variety of committees and parent organization partnerships through DELAC meetings, ELAC meetings, PTA meetings, site specific town hall meetings and one-on-one meetings with parents. These meetings focus on input from families and develop family engagement practices. School sites/teachers regularly communicate to parents about the curriculum and rigorous standards."	"There is always a focus on the best ways to communicate and work with parents as equal partners to implement and coordinate parent programs and build ties between schools and parents. Materials and resources are available to parents through the District website, and translation materials are available if needed."	"The District English Language Assessment Committee (DELAC) supports parents of students with Limited English Proficiency (LEP). The purpose of DELAC meetings is to provide a forum where information is shared regarding programs, new initiatives and other current issues of importance to the education of EL students. The DELAC reviews and gives input on programs and services across the District and looks at District-wide needs and assessment on a school-by-school basis. This information includes school reports and translations if needed. There is a review of District goals and objectives for English Learners and development of a District plan. Information is collected and reviewed using the home language survey. The committee reviews the District's reclassification procedures and written notifications required to be sent to parents and guardians. Our English Learner parents are also invited to parent education nights that review curriculum focuses across the content areas and other health and wellness parent education. Parents are given multiple modalities, both written and online, in support of ways to improve/help their student's achievement. These are provided in different languages, as needed. The District provides site-based dialogue meetings for families with students with disabilities twice a year. These meetings provide special accommodations for families who have special accessibility needs."	"Lafayette School District provides opportunities for parents/guardians to engage and to be a part of the decision-making process with school activities, conferencing with teachers, parent education curriculum workshops, site-specific special education dialogue groups, as well as our District sponsored parent education. Parent involvement opportunities are established and offered to all parents through a variety committees and parent organization partnerships through DELAC meetings, ELAC meetings, PTA meetings, site specific town hall meetings and one-on-one meetings with parents."	"The District will continue to focus on multiple methods for seeking input from all families.  This will include surveys, in-person meetings, and looking at all data sources for information."	"The District English Language Assessment Committee (DELAC) supports parents of students with Limited English Proficiency (LEP). The purpose of DELAC meetings is to provide a forum where information is shared regarding programs, new initiatives and other current issues of importance to the education of EL students. The DELAC reviews and gives input on programs and services across the District and looks at District-wide needs and assessment on a school-by-school basis. This information includes school reports and translations if needed. There is a review of District goals and objectives for English Learners and development of a District plan. The District Dialogue meetings are specifically for Special Education students and these meetings provide time for dialogue and discussions around District protocols and ways parents can share input toward decision-making processes regarding student programs and instruction."	4	4	4	4	4	5	5	5	5	5	4	4	Met	6/15/2022	2022
30665550000000	Laguna Beach Unified	3	"Laguna Beach Unified values strong, collaborative partnerships with our families. One of our core guiding principles is ""relationships matter."" Parent advisory groups, including the LCAP Advisory Committee, Community Advisory Committee, Early Learning Task Force, Equity Steering Committee, School Site Councils, and District English Learner Advisory Committee meet regularly to engage in collaborative conversations around district goals, services, programs, and support offerings. Parents are regularly offered opportunities to attend parent education workshops throughout the year, including offerings specially designed for Spanish-speaking parents and guardians. Annual events include Back to School Night, goal-setting conferences, and Open House, wherein parents interact with teachers, review subject area or course content expectations, discuss student progress, or view student work.    Relationships with families are fostered through ongoing communication via coffee talks, PTA meetings, ParentSquare messages, social media posts, podcasts, and weekly newsletters. In spring 2022, LBUSD worked collaboratively with community learning partners to develop a new District communications plan. Parent input is routinely solicited via stakeholder meetings, focus groups, and surveys. School counselors and student support specialists, along with the district community liaison, are in regular contact with families of at-promise youth via personal phone calls, email communication, conferences, or home visits, in order to provide individualized outreach and support."	"The district-wide focus for improvement includes ongoing staff professional development in the area of equity, in order to continue to ensure school environments are inclusive and welcoming for all students and families. Based on 2022 LCAP survey data, 78% of parents indicated satisfied or neutral feelings regarding district communication. A continuing goal is to increase parent perceptions in this area through collective continuous improvement efforts."	"Based on the analysis of educational partner input and local data, Laguna Beach Unified will improve the engagement of underrepresented families by continuing to streamline translation and interpretation services for families who speak a language other than English in order to ensure access to school and district-based educational opportunities."	"Professional learning in Laguna Beach Unified is designed in collaboration with educators and school leaders in order to support areas of need related to student learning and core competencies, instructional practices, and family engagement. Additional professional development opportunities are focused on designing and implementing multi-tiered systems of support to address individual student academic, behavioral, social-emotional, and college and career readiness needs. The District Equity Committee, composed of teachers, parents, administrators, and support staff meets regularly to engage in collaborative discourse around how to improve outcomes for historically marginalized student groups and to promote inclusion for all students. Professional development focused on equity helps school teams to identify and address areas of need in this realm through actionable goals.    Schools in LBUSD continue to share information and resources with families via parent education and workshop opportunities, goal-setting conferences, social media posts, podcasts, ParentSquare messages, and weekly newsletters. Additional resources to support student learning and development in the home are presented to parents via stakeholder group meetings, including District English Learner Advisory Council and School Site Council.  The LBUSD Parent Mentor Program provides peer support to parents of learners with exceptionalities, including collaboration with educational teams. The LBUSD Leadership Team convenes regularly to discuss topics including best practices for home-school communication and encouraging parent participation in school advisory groups. LBUSD site principals regularly solicit parent and student input as a component of comprehensive needs assessments, in order to identify school focus areas and drive annual goals and actions."	"The District area of focus for improvement includes continuing to engage staff, students, parents, and community members in collaborative conversations around best practices for supporting underrepresented families via Equity Committee, DELAC, Community Advisory Committee, District and school leadership team meetings, and additional stakeholder convenings. An additional goal is to increase the number of annual parent survey respondents indicating satisfaction with parent education opportunities, from a baseline of 85% (inclusive of positive and neutral responses)"	"Based on the analysis of educational partner input and local data, LBUSD will improve the engagement of underrepresented families in relation to building partnerships to enhance student outcomes by actively eliciting participation and input in this area through involvement in stakeholder committees and parent advisory groups. School site teams will also conduct additional outreach to encourage participation in focus groups or surveys designed to ultimately promote and strengthen home-school partnerships."	"LBUSD actively solicits parent input through an ongoing strategic and comprehensive stakeholder engagement process, in order to inform district goals, actions, programs, and expenditures. School Site Councils, composed of parents, certificated and classified staff members, and school administrators work collaboratively to develop annual School Safety Plans and School Plans for Student Achievement based on the unique context and needs of their school communities.  The LCAP Advisory Team convenes multiple times throughout the year to review and discuss LCAP goal progress and metrics, ideate student core competencies and graduate profile work, as well as to analyze student, staff, and parent stakeholder survey results. This stakeholder group also engages in conversation around district priorities, successes, and challenges, to drive potential future actions to improve outcomes in the LCFF State Priority Areas. The District English Learner Advisory Committee also provides input essential for the development of the annual LCAP. Additionally, DELAC oversees the development of an annual needs assessment specifically for the parents and guardians of students who are English Learners, in order to provide feedback and recommendations regarding district English Learner programs, services, and support, as well as parent education and engagement.    Additional parent groups within LBUSD include school-level PTAs, as well as the District PTA Executive Council, in addition to the School Power Foundation Board. District and school site leaders regularly engage in collaborative discourse with parent representatives from these groups to address topics of interest related to enhancing academic, social-emotional, and college and career readiness programs. Students, staff, and parents are surveyed multiple times throughout the year to gather qualitative data used to drive conversations around continuous improvement with the site and district leadership teams, as well as parent stakeholder groups.   The District Equity Committee, composed of both staff and parents, continues to plan for increasing equity and access for our most vulnerable student groups. The Parent Mentor Program and Community Advisory Committee continue to promote communication, education, and awareness for parents of students with exceptional needs. The District Community Liaison provides ongoing specific and targeted outreach to families from economically disadvantaged homes, foster youth, and families experiencing homelessness."	A goal for improvement is to increase the number of annual parent survey respondents indicating satisfaction with opportunities for input from a baseline of 77% (inclusive of positive and neutral responses).	"A focus area for Laguna Beach Unified is the continued collective effort to improve the engagement of underrepresented families through providing meaningful parent education opportunities on topics of interest, providing home-school communication through a variety of platforms and modalities, and encouraging attendance at parent advisory group meetings and school events."	4	4	4	5	4	4	5	4	4	4	5	4	Met	6/2/2022	2022
21653420000000	Laguna Joint Elementary	3	Laguna Joint is a small district with two small one room school house that has strong relationships with the families. Staff engages with families on a daily basis and through monthly meetings.	Allowing for times and dates that all families are able to attend meetings with the school and staff.	Due to the small size of the district all families are engaged with equally.	Laguna Joint is a small district with two small one room school house that has strong relationships with the students. Staff engages with students and families on a daily to strengthen the partnership for student outcomes.	Maintaining close connections between home and school.	Due to the small size of the district all families are engaged with equally.	"Due to the small district size, staff engages daily with partners and has a culture of open and ongoing dialogue about all school issues."	The district would like to provide partners with a more formal practice of input along with the abundance of informal input.	Due to the small size of the district all families are engaged with equally.	5	5	5	5	3	4	4	4	4	4	4	4	Met	6/7/2022	2022
27660760000000	Lagunita Elementary	3	As with other educational institutions we are still recovering from school closures and restrictions which deeply impacted parent involvement and relationship building between teachers and families. Lagunita is working to provide opportunities to reconnect and reintegrate parent involvement where COVID made it difficult; we are also working to	"We are working to support parent community-building through the Parent Club and various stakeholder groups (Site Council, School Board) in order to recruit new involvement from parents of younger students. We've increased use of Blackboard Connect robocall messages as a mechanism for parent education, information, & involvement."	We developed a revised LCAP goal to recruit families of unduplicated students to vacant seats on the Site Council and to improve representation in the parent club. We also plan to hold parent education nights for the first time since 2019.	"We have created a sustainable and consistent mechanism for tracking SST meetings to improve student outcomes, continued to participate in County-wide bodies to improve Special-Education programs, and accessed support to improve academic achievement."	"Our focus area remains appropriate parent engagement: we need to access parent connections that focus on social emotional wellness in addition to academic achievement, positive parenting as well as student discipline, and collaboration on the home-school connection to improve technology use, homework completion, and parent involvement in academic success."	"Families are struggling, stretched thin. Lagunita will continue to expand community offerings, from health clinics, food service, information and referral, mental health care and counseling, and other supports by accessing collaboration with outside agencies, per LCAP goal #1 (Develop new connections between the classroom and the community)."	"Parent participation was heightened during the return to school reopenings (initially a hybrid program in spring of 2021 and then full reopening in the 21/22 school year), and further increased in the Spring of 2022 when Lagunita worked to solicit input from a broad spectrum of parents around long-term planning to shift the district's gradespan from K-8 to PK-6. We see this is a strength and progress as many more parents participated in meetings and forums than in a similar initiative five years earlier."	"We want to restart parent input events that were put on hold during COVID: Parent Education Nights, morning coffees with the Principal, grandparents' day celebrations, and other in person events and forums for input, data sharing, and planning."	"When applicable, Lagunita has convened an ELAC to collaborate directly with Language Learners and their parents; and we have actively encouraged other unduplicated students and their families to participate in stakeholder groups like Site Council and the Parent Club. Moving forward with both technology options (online meetings) as well as in person collaboration is on way to provide wider access to all families for their participation. We will continue to offer remote participation at the School Board level, for example which allows for improved access."	3	3	4	5	2	5	5	3	4	4	3	3	Not Met	10/26/2022	2022
17640550108340	Lake County International Charter	3	"LCICS has systems in place to create and build relationships with students, staff and families. These suffered during the Pandemic as we implemented a closed campus policy to protect our students and staff. As the Pandemic appears to be receding, we will re-implement these procedures to encourage robust involvement and engagement with our school community."	We are hopeful that our campus will be able to be open to all members of our community. We are planning to hold many more events to support family engagement as we move into the 22-23 school year.	The families that struggle to participate in school collaboration are those who are living at poverty level and are working hard to make ends meet at home. We will pay particular attention to reaching out to these families to brainstorm involvement that does not add to their current stress levels. We will plan events with their work schedules in mind and reach out personally to those who do not reach out to us.	"We are a community that tends to attract families who have an interest in participating in some fashion in their children’s education. We also have a staff that is committed to keeping families in the loop about what is happening in the classroom, able to make recommendations about how to support students in their growth at home, and willing to reach out to families for input and to inform."	"Our initial focus in the coming year will revolve around welcoming families back on to campus. We plan to do this through events, clear communication about ways families can support their children by actively engaging with the school and reaching out to those families who are more hesitant or unavailable in more personal ways."	We will identify those families who need additional support engaging with our community and reach out to them one to one.	"LCICS is small and has frequent conversations with families related to a number of topics. On-site access has been limited due to Covid restrictions, but is expected to open up again during the 2022-23 school year. This will allow us to engage in more events and activities with our extended LCICS family and allow for greater shared responsibility regarding decision making with all stakeholders."	"Opening the campus will go a long way to reinvigorating conversations with all members of the community. Our focus will to bring families in to the conversation by offering multiple opportunities for engaging in our community through events, activities, volunteering and open communication."	We will make a concerted effort to engage those families that tend to stay on the sidelines. Creating a welcoming environment where people feel welcome and supported is paramount. Personal contact from the office and the Director will be a priority in the 2022-23 school year.	4	4	4	4	4	4	5	4	3	3	4	3	Met	6/22/2022	2022
17101730000000	Lake County Office of Education	3	"COVID has severely impacted our ability to engage with families like we have in the past. In general, the schools have a large amount of interaction and daily communication with our families. Parents report that the school provides communication, support, and structure with an honest, open-door policy. The schools engage in problem-solving and collaboration to find solutions."	"The schools look forward to next year when COVID is hopefully not in the forefront of decision making and the school can host families at regular school functions like we have in the past. Parents report that because parents and the school are united in their focus, they are able to provide children with a sense of safety."	"As a very small district, we have been able to reach out personally to every family and don’t find that we have families that feel like they are not represented. Parents report that the open door policy has helped tremendously and provided the structure and support children need."	"Current strengths revolve around daily, continuous and relentless outreach to our parents in any modality that is deemed necessary. Parents report that the school has provided consistent structure and expectations and have partnered with parents, providing a foundation for children to heal and grow."	Our schools are looking forward to resuming in-person activities. Parents report that the schools have done an amazing job of linking outside resources in order to give children opportunities to explore areas of interest. They hope this can be strengthened.	"The schools conduct parent surveys and the results have been largely positive. Schools engage parent through phone calls, texts, home visits, zoom meetings, wellness checks, use of the Attendance Liaison and in-person meetings. Parents report that the IEP process has been especially positive as a way to engage with families and partnering for student outcomes."	The schools reach out to parents via surveys and invite them to attend school site council and other meetings. Parents report that the school engages them in input for decision-making.	COVID has had a big impact on this and returning to a pre-COVID event schools and on site participation will be very helpful. Parents report that the schools need to continue to focus on bringing parents and families into the decisionmaking process as early as possible.	"As a small district, schools do an excellent job of reaching out to all parents and families and engaging them in decisionmaking processes. Parents report that the school has engaged in a great deal of communication with parents and families, ensuring that students are able to spend time in the classroom learning environment."	5	5	5	5	4	5	5	4	4	4	4	4	Met	6/22/2022	2022
11625960000000	Lake Elementary	3	"Parent data mirrored strengths highlighted in the student surveys. The school was rated highly in its ability to promote fairness, rule clarity, and respect for diversity as well as provide effective school supports for students. 92% of parents also strongly agree or agree the school has clean and well-maintained facilities and properties. Substance use and school disorder are minor concerns amongst parent survey responses."	"Sixty-five percent of parents indicate that harassment or bullying is a problem and 37% of parents indicate that physical fights are a problem. Furthermore, the data also revealed a need for increasing and improving services in parental involvement. Concurring evidence can be seen in the low percentage of parent surveys completed, 30% (37/121). This is the lowest survey participation response to date."	"Having a bilingual staff member on campus continues to be a positive asset to the school environment. In addition, the English learner representative on School Site Council provides insight into the dual language learners on campus. Effective utilization of these resources will help to increase engagement of our Hispanic families."	"Qualitatively speaking, it is the belief of Lake Staff that strong school connectedness is in direct correlation to student recognition and student voice. Since the 2019 school year, the superintendent principal has been interviewing students regarding their perspective of the school's culture. These interviews are filmed and shared on the school's website and social media platforms. Student successes continue to be celebrated at virtual monthly assemblies, a new format that increases family engagement as everyone is able to participate in the asynchronous event at their convenience. Students of the Month continue to be selected based on their observed application of the 12 Toolbox Tools. Panther Pride recipients are equivalent to “caught being good awards” and are based on Lake’s definition of Panther Pride: Being kind and helpful, having good sportsmanship, expecting success in themselves and believing in others as well as having pride in their school and community with the Lake Panther spirit. In addition to individual awards, classes continue to be recognized for overall positive behavior by a class. The winning class is presented with an Ironman Trophy to proudly display in their classroom for the month. The purpose of this award is to promote team spirit and positive peer pressure. Based on the above notables, we continue to be most proud of the positive and nurturing environment we provide to all students. These practices will be continued."	"According to the dashboard indicators, the District is not a candidate for strategic assistance or intensive intervention as none of our subgroups have a red performance level in two or more state priority areas. Of note, however, is the district's orange performance indicator in the area of suspension rate. Socioeconomically disadvantaged students are suspended twice as much as Caucasians and four times as much as our Hispanic students. Additionally, while we have seen growth in our Hispanic and socioeconomically disadvantaged students, these subgroups continue to perform below standard in mathematics. These areas provide guideposts for administration in 2022-23."	"The district will be working with Glenn County Mental Health to implement solution-focused training in order to address parent concerns regarding disciplinary and bullying concerns and creating a more welcoming environment at PTO, SSC, and Board meetings.  Outside agencies, such as SELPA and Presence Learning have identified a need for intensive designated ELD support. In response, the district will continue to provide professional development to its bilingual paraprofessionals. Designated intensive ELD support will also be implemented during school-wide enrichment and intervention times. This support will target low academic performance in math for our Hispanic and socioeconomically disadvantaged students as ELD strategies benefit all students.  A restorative justice disciplinary matrix will be implemented as a proactive disciplinary measure to confront the district's orange performance indicator in the area of suspension rate."	"It's important to note that, due to the small size of Lake Elementary School District, the School Site Council serves as the parent advisory committee for the district and has become highly involved in the planning and accountability of the LCAP. School Site Council members represent all student subgroups, including English learners as well as Title I students, both of which have parent representatives serving on the Council. Additionally, the superintendent principal attends the Parent Teacher Organization (PTO) meetings quarterly. Monthly all-staff meetings are held to review and solicit input for board items and updates. To solicit the student body voice, the Healthy Kids Survey and the Healthy Kids Parent Survey are distributed to all 6-8 students and all K-8 parents every other year with the new cycle starting this school year. This state-sponsored survey is an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency. All final LCAP agenda items are reviewed and approved at scheduled board meetings."	"With the addition of a new position in 2022-23, the Dean of Students, the district is identifying additional ways to engage with parent stakeholders. Once a month, a ""Donuts with the Dean"" morning is held. This is an opportunity for parents to informally meet with the Dean to discuss various aspects of school that include feedback, brainstorming, and input."	"Having a bilingual staff member on campus continues to be a positive asset to the school environment. In addition, the English learner representative on School Site Council provides insight into the dual language learners on campus. Effective utilization of these resources will help to increase engagement of our Hispanic families."	4	3	3	4	3	4	4	3	4	3	3	3	Met	6/14/2022	2022
33751760000000	Lake Elsinore Unified	3	"Strengths: LEUSD has had all school sites continue to offer family during/after school/evening engagement activities where families not only learn more about educational topics, but also engage with their children and staff members providing opportunities for families to make connections (a sense of community and/or a sense of belonging). Many of the engagement activities were offered remotely, hybrid offerings or webinar versions to meet the needs or parents/families during the COVID-19 pandemic. Family engagement activities have included: Red Ribbon Weeks, Kindness Weeks, Senior Nights, Parent Institutes, Career Days, Elementary Book Fairs, Parent University evenings, STEAM events, Coffee/Pastries with the Principals, Elementary Friday Flags, Food Drives, Lunch with a Loved One, Science & Engineering Fair Info Nights, Holiday Evenings, Visual and Performing Arts performances, Awards Assemblies, Cyber Safety Cop parent workshops, and New Student Orientations/Preview Evenings. Many teachers continued to use the SeeSaw and/or ParentSquare applications to keep the line of communication open between home and school. The District negotiated bilingual translation stipends to support non-English speaking families to ensure their voices are heard and have access to open communication. In addition, the District has continued to offer free fingerprinting services for families to obtain volunteer badges allowing these volunteers to assist in classrooms and school activities. LEUSD was proud to establish the Equity Committee which recently focused on bringing the Unconscious Bias and LGBTQ trainings to District stakeholders. In addition, culturally responsiveness training has been provided to staff to help support students and parents. The Parent Power Network and the Foster Youth Parent Advisory Council have helped reach our SPED and Foster Youth populations."	"Improvement Areas: LEUSD has identified the need to explore ways to continue to develop capacity of staff to build trust and relationships, to create welcoming environments, and to learn about family’s strengths, cultures, languages, and goals. Additional areas of improvement include engaging certain pockets and populations in the community. More opportunities for parents and families to become actively involved in building partnerships with the schools/district as well as knowing their legal rights and advocating for their children are areas for growth in LEUSD."	"LEUSD will continue to promote the active partnership between parents and the community with the school district through the Superintendent's Listening Tour during the Fall 2022.  Each trustee area has the opportunity to gather with the Superintendent, Trustee Area Member and district staff to gather input and discuss areas for improvement."	"Strengths: LEUSD has continued to partner with families and stakeholders to support academic and social emotional learning needs of students. LEUSD has provided Boys' Town training for staff and families who are experiencing social emotional learning behaviors with their children and/or students. The District implemented Special Education Power Network meetings where topics included (Parent Self Care, Supporting a Child with ADHD, Importance of Social Emotional Learning, ‘What to expect from your child’s IEP?,’ mental health concerns, navigating high school to the Adult Transition Program, ‘How to develop a support team,’ Dealing with Substance Abuse, and Meeting your child’s needs). In addition, LEUSD expanded the number of Social Emotional Learning Support Providers who not only work closely with students referred by site staff, but also provide strategies for families to be used in the home reinforcing social skills taught at school. The District has also continued its partnership with the Student and Family Essential Resources (SAFER) program to provide a safety net to support the District’s most fragile families suffering from mental health and poverty challenges. Specifically, the SAFER program works to provide the basic needs for those families in severe need – food, shelter, and clothing. In addition, LEUSD partners with the Victor Community Support Services to not only work with students during the school day, but also WRAP services at the home for those students who need these additional supports. To support families who struggle with chronic absenteeism, LEUSD continues to implement SART and SARB meetings where families can collaborate with District staff and resources with the goal to improve attendance. In 2020/21, LEUSD was awarded as a Model SARB program. In addition, the Care Solace partnership has  provided families with community-based mental health referrals where families can access these resources, at home, via a weblink that outlines several resources for families in need. In 2021/2022, LEUSD added Day Break counseling services for students in grades 6-12 who need  additional Tier 2 or Tier 3 mental health supports. Valley Adult School has continued to partner with school sites to offer courses (such as ESL, GED, etc.) to stakeholders who are looking to further their education. Lastly, the State and Head Start preschool programs are a model for the  LEUSD K-12 environment where family partnerships have been paramount to their successes. LEUSD has provided three months of Better Help counseling for its management team to address compassion fatigue and/or any other mental health concerns administrative staff may have with the impact of COVID-19."	"Improvement: LEUSD recognizes the need to explore additional areas where professional learning and support is provided to teachers and principals to improve a school’s capacity to partner with families, to provide families with information and resources to support student  learning at home, and to support families in their understanding of how to exercise their legal rights and to advocate for their own students and all students."	"LEUSD will continue to promote the active partnership between parents and the community with the school district through the Superintendent's Listening Tour during the Fall 2022.  Each trustee area has the opportunity to gather with the Superintendent, Trustee Area Member and district staff to gather input and discuss areas for improvement."	"Strengths: LEUSD values the partnerships with our advisory groups in supporting the decision-making process at the site and District level. Currently, the District counts on its partnerships with PTSA, the SPED Parent-Power Network, the African American Parent Advisory Committee (AAPAC), the English Learner Advisory Committee (ELAC)/District English Learner Advisory Committee (DELAC), Foster Youth Parent Advisory Council (FYPAC) and Title I families to provide District staff the input from various groups, inclusive of underrepresented groups, in the school community. In 2021/22, with support from AAPAC, the Black Student Union (BSU) expanded to the elementary school sites to form the Jr. BSU. The African American families in their forums are focused on Educating, Impacting, and Imparting. This partnership will lead to providing opportunities for stakeholders to learn more on how to support and engage students."	"Improvement: LEUSD recognizes the need to explore additional training for principals, staff, and families on how to successfully engage and empower stakeholders regarding their willingness to attend advisory groups and the importance of their voice in decision-making process. For example, LEUSD and/or school sites have these advisory groups, but many times, lack the participation and/or ability to engage with District/site leaders – a challenge for the District and sites. Additional training to support the inclusion of underrepresented families will also be explored."	"LEUSD will continue to promote the active partnership between parents and the community with the school district through the Superintendent's Listening Tour during the Fall 2022.  Each trustee area has the opportunity to gather with the Superintendent, Trustee Area Member and district staff to gather input and discuss areas for improvement."	1	2	1	4	1	2	3	1	2	1	2	3	Met	6/9/2022	2022
09619030000000	Lake Tahoe Unified	3	"The District sent out several communications to families promoting participation in District and site committees and events including ELAC, PTA, Cafecitos, School Site Council, LCAP Parent Advisory Committee, parent education nights, and Visit with the Superintendent.  The District sent out over 20 newsletters updating families on District activities; providing information on community resources; and promoting participation in District events, meetings, surveys, community forums, and committees.  Sites sent out weekly newsletters informing families of school and community events; site information and important dates; and promoting participation in site meetings, surveys, committees, and school activities.  Communications were sent via mass text and email through Parent Square and transmitted in a student’s home language. Spanish translation services were available for various District and school meetings.  Teacher-parent conferences were held in-person at elementary sites, giving teachers the opportunity to learn about each family’s culture, struggles, and offer supports through District and/or community resources. The Parent Institute for Quality Education (PIQE) was implemented at South Tahoe Middle School providing parents resources to assist them in effectively supporting their student towards graduation.  Two parent classes of 42 parents total interacted with school staff throughout the process culminating in a graduation ceremony and certificate of completion awards.  PIQE uses evidence-based programs that engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration.  PIQE provides empowering information, skills development, and support systems for low-income families, communities of color, English Learner and immigrant families. LTUSD implemented the Ellevation English Learner web-based platform in 21/22 to track English Learner progress and teacher support.  Student data was consolidated into one dashboard to which parents could provide input.  Built-in functions enabled immediate teacher feedback to parents on student learning progress through a notification system."	"There was an expressed need for more targeted communication from the District and sites to families to streamline the amount and content of communications.  As the COVID-19 pandemic wanes, the District has and will continue focusing on reintroducing in-person family and staff engagement opportunities such as open houses, parent education nights, in-person parent committee meetings, and other activities that were held virtually or suspended during the pandemic."	"The District will continue to hold regular Board meetings where input can be gathered from educational partners including underrepresented families.  Parent and staff engagement activities targeting underrepresented families will be ongoing such as PIQE, Cafecitos, ELAC, Visit with the Superintendent, and parent education nights.  The EL Services Coordinator will promote participation of EL parents in activities to support and engage their students.  The McKinney Vento/Foster Youth Liaison will continue family outreach and coordinate academic, social-emotional, and basic necessity resources for homeless and foster students.  A second Elementary Counselor will be hired to expand SEL and family supports for elementary students, including those that are underrepresented.  Student Advocate services were significantly expanded in 21-22 and will be maintained to provide SEL, mental, and behavioral health services to students and link families to community resources. Monthly Special Education Community Advisory Committee meetings will be advertised to promote educational partner participation. Families of students with disabilities can discuss their concerns and provide input on District programs and policies."	"LTUSD significantly expanded social-emotional and mental health services for students through the Student Advocate, creating a Wellness Center at South Tahoe High School, and offering student and family counseling services through community partner agencies.  Trio tutors provided by Lake Tahoe Community College offer academic support to District students.  Parents participated in the PIQE at South Tahoe Middle School which provided them resources to effectively support their students towards graduation.  PIQE uses evidence-based programs that engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration.  PIQE provides empowering information, skills development, and support systems for low-income families, communities of color, English Learner and immigrant families.  The South Tahoe Family Resource Center provided academic and social-emotional support to LTUSD LatinX students and families.  CTE Specialists focused and built on existing Environmental and Allied Health partners to provide CTE activities."	"LTUSD will maintain and build on existing relationships with community partners to assure services supporting student outcomes are accessible to all students and their families.  As need arises, the District will develop new or expand existing relationships to provide comprehensive, wrap around support for students to address academic, social-emotional, mental, physical, and behavioral needs.  The District and sites will focus on engaging families to actively participate in their student’s education and offer resources and education to support their students.  District and site administration will provide support and resources to teachers and instructional staff."	"As stated in section 1, the District will continue to hold regular Board meetings where input can be gathered from educational partners including underrepresented families.  Parent and staff engagement activities targeting underrepresented families will be ongoing such as PIQE, Cafecitos, ELAC, Visit with the Superintendent, and parent education nights.  The EL Services Coordinator will promote participation of EL parents in activities to support and engage their students.  The McKinney Vento/Foster Youth Liaison will continue family outreach and coordinate academic, social-emotional, and basic necessity resources for homeless and foster students.  A second Elementary Counselor will be hired to expand SEL and family supports for elementary students, including those that are underrepresented.  Student Advocate services were significantly expanded in 21-22 and will be maintained to provide SEL, mental, and behavioral health services to students and link families to community resources. Monthly Special Education Community Advisory Committee meetings will be advertised to promote educational partner participation. Families of students with disabilities can discuss their concerns and provide input on District programs and policies."	"Staff could participate in weekly virtual Chat with the Superintendent sessions and receive updates on District happenings and Board agendas; engage in conversation; and ask questions.  Monthly Visit with the Superintendent sessions provided students, families, and community members the opportunity to get to know the Superintendent in an informal setting, receive District updates, engage in conversation, and ask questions.  Superintendent Chats and Visits were open question/answer and discussion sessions.  Parents were provided opportunities to join site and District committees such as School Site Council, site and District English Learner Advisory Committees, PTA, and advisory committees.  All meetings were held via videoconference and in-person to increase educational partner participation and gather input.  LTUSD invited the community at large to attend a collaborative and interactive Vision Workshop focused on the future of the District; translation services were provided.  Community members, including underrepresented groups, could provide input on District direction.  A community/family LCAP survey was distributed to gather educational partner input on District programs and develop goals, actions, and services to improve student outcomes.  Survey completion was promoted to target groups including underrepresented families.  Climate surveys were administered to students, families, and staff to guide district and school efforts to promote safety, enhance learning, and improve student achievement."	"More targeted communication about opportunities to provide input on District and site programs.  Offer different modes of collecting educational partner input, for instance providing the LCAP survey in a print format as well as digital."	"South Tahoe Family Resource Center (FRC) facilitated monthly Cafecitos meetings, the equivalent of a Spanish-speaking Parent-Teacher Association (PTA), to promote participation of the District’s LatinX Spanish-speaking families and community. English and Spanish are the languages primarily spoken by LTUSD students and their families.  Parent education nights were held during Cafecitos meetings.  The District and FRC plan to continue and expand these opportunities.  Additionally, surveys and communications will be available in English and Spanish and translation services will continue for various site and District meetings.  CAC meetings will be advertised to promote increased participation of parents of students receiving special services."	4	4	3	4	4	3	3	4	3	3	3	3	Met	6/23/2022	2022
11625960139550	Lake View Charter	3	"Educational research validates that support at home is critical to a child’s academic success, we have made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plans, student work, and determine next steps for student achievement, with a focus on parent engagement strategies, and professional development in regards to our underrepresented populations. An example of parent engagement would include ELAC meetings and opportunities to collaborate on student and parent engagement policies.  The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, learning field trips, and by participating in advisory committees, and special events. One of the many opportunities for underrepresented families are the clubs and virtual academies that provide additional engagement for enrichment and in-person instruction."	"Our school's focus has been to support student academic success and provide the necessary tools to achieve their goals. We will continue to increase and improve academic enrichment, direct instruction, and intervention for the identified areas of academic need for our underrepresented families."	"We serve homeschool families and work closely with the parents/guardian to support students with clear learning plans and a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students."	"Teachers meet with families at least every twenty days if not more.  The focus of the meetings is to build trusting relationships and form a partnership to support student academic learning goals. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, parent workshops and monthly meetings with teachers. We offer personalized student learning in grades TK through 12 and offer multiple educational programs and encourage parents to customize their child's learning experience to help address individual learning needs. Under the direction of caring, appropriately credentialed teachers, students complete an independent study and small group instruction online programs. Students can choose to complete their educational experience completely online, participate in a blended model of online coursework with some direct instruction, complete some offline textbook work, participate in homeschool curriculum, enroll in project-based courses, and enjoy enrichment opportunities. Dedicated English language development, social emotional learning, and Title One specific website."	"Our School will continue to strive to create an engaging environment with our educational partners.  Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career ready, to name a few."	A focus area for improvement is to increase our parent participation in the survey and increase parent awareness regarding the importance of mandated state tests and how that impacts the perception of our performance based on Dashboard results.	"We are an independent study charter school in which teachers and parents meet every twenty days or more to provide academic, social and emotional support to students. Our staff has created a strong foundation for a positive, transformational school culture. The Family and Parent Engagement Policy was developed collaboratively with, and agreed on with, parents/guardians.  Parents/guardians participate in an annual parent survey.  The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. For example, parents indicated in the survey they enjoy regular communication with staff/teachers, including online parent education sessions. Parents recommended a more universal and user friendly school website making it easier for parents to access information. Positive feedback was provided by families regarding their teacher and student interactions, curriculum and enrichment opportunities available for their children."	"An area of focus our school continues to be in relation to communication within parent engagement. A few examples are to improve on our various social media platforms, more opportunities for live interaction, launched a school podcast, in the process of redesigning our website to be more user friendly for our families and community partners."	"To improve our engagement of underrepresented families, students and families are highlighted in opportunities to participate in decision-making regarding events, social interaction and educational field trips. Parents/guardians suggested we continue to increase opportunities for students to socialize with peers and celebrate their success.  Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP. Our goal continues to be to increase parent participation and engagement."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/6/2022	2022
17640300000000	Lakeport Unified	3	"LUSD has the great fortune of serving an incredibly supportive community. Our school system has an assortment of community organizations, parent groups and service clubs that are enthusiastic partners with LUSD. We are working on creating a variety of family engagement events to strengthen the relationship between LUSD staff and families."	"Moving to the 2022-2023 school year, LUSD is prioritizing the building of relationships at all school sites and within all school programs. The challenges associated with the global pandemic have strained existing relationships."	"During the 2021-2022 school year, LUSD began partnering with off-campus organizations to bring after school programming to community partners. This practice will be continued during the 2022-2023 school year with the hopes of improving outcomes for our Native American students. Additionally, LUSD will be implementing new after school programming on campus for all students."	"As indicated earlier, LUSD has a tremendous amount of parent and community support. We need to capitalize on this support to increase communication with families and strengthen family / school relationships."	All school sites and programs will be focusing on developing multi-modal communication strategies with families and our LUSD community during the 2022-2023 school year.	"All school sites and programs will be focusing on developing multi-modal communication strategies with families and our LUSD community during the 2022-2023 school year. Additionally, we will also use our strategic partners to guide our communication plans with our under-represented families."	"As indicated earlier, LUSD has a tremendous amount of parent and community support. We need to capitalize on this support to increase communication with families and strengthen family / school relationships. This includes empowering educational partners as decision makers."	LUSD's opportunity for improvement rests in the willingness to share decision-making authority with other educational partners. The process towards shared decision making will require time and trust.	LUSD's opportunity for improvement rests in the willingness to share decision-making authority with other educational partners. The process towards shared decision making will require time and trust.	3	3	2	2	2	2	3	2	3	3	3	3	Met	6/16/2022	2022
43694920000000	Lakeside Joint	3	"Lakeside JSD has developed a number of opportunities to build and maintain strong relationships between families and school staff. The Lakeside Principal has identified families who are underrepresented as participating in community events and activities and has individually reached out to these families and both invited them to participate more and engage in school events and activities as well creating goal setting conversations with these families with her personally to build connections and develop relationships. The school currently has a number of successful communication streams that connect families with the school and provide important information about special events, policies, and ways to engage and keep families included in the school community. The 2021-2022 school year has begun with additional communication supports and strategies for connecting the school/district to the community in general and parents more successfully. The school uses digital translators during digital/electronic communications for our ELL students and provides human translators during parent conferences and meetings between staff and families of ELL students. The LJSD has developed multiple opportunities to engage and include families in school affairs and informational meetings, e.g.: Town Hall meetings, 2nd Cup of Coffee, The Foundation meetings/email/newsletters and flyers, the School Site Council, English Language Advisory Council, Board of Trustee meetings, weekly district/school newsletters, and an implemented parent induction program for parent volunteers."	"Lakeside JSD has developed a specific volunteer position for this work, Parent Liaison. This position has been filled by an experienced parent who is an educator within our community, but not an employee of our district. This parent also is experience in cultivating parent to school collaboration, engagement, communication structures and events to foster this partnership."	"Lakeside JSD has developed a specific volunteer position for this work, Parent Liaison. This position has been filled by an experienced parent who is an educator within our community, but not an employee of our district. This parent also is experienced in cultivating parent to school collaboration, engagement, communication structures and events to foster this partnership. Along with our School Site Council, and its diverse parent representation, our Parent Liaison has developed multiple systems of inclusion and communication to ensure high levels of engagement within our underrepresented families."	"The school and district have developed a number of activities to support parent involvement and engagement in the school, beyond just volunteering within the classroom. The parent Induction Program has been very successful in engaging a high percentage of our families in the process of volunteering within the school day and events off site. Classroom Conversations, weekly Superintendent email blasts, providing human translators at parent meetings and teacher/parent conferences has been beneficial and supportive of parents who first language is not English. The school continues to be challenged to have more regular engagement and participation within the school and school events by those parents who speak a first language that is other than English. Lakeside Principal held several on-site meetings with our parents of children who are English language learners and has added a more robust weekly newsletter format that has been developed by a parent volunteer."	"Lakeside JSD has developed a specific volunteer position for this work, Parent Liaison. This position has been filled by an experienced parent who is an educator within our community, but not an employee of our district. This parent also is experience in cultivating parent to school collaboration, engagement, communication structures and events to foster this partnership."	"Lakeside JSD has developed a specific volunteer position for this work, Parent Liaison. This position has been filled by an experienced parent who is an educator within our community, but not an employee of our district. This parent also is experienced in cultivating parent to school collaboration, engagement, communication structures and events to foster this partnership. Along with our School Site Council, and its diverse parent representation, our Parent Liaison has developed multiple systems of inclusion and communication to ensure high levels of engagement within our underrepresented families."	"Current communication streams and information sharing/gathering community events remain very successful with the broader community but is still a challenge to engage more of our ELL families in those events and increase participation. The school is developing a number of committees within the community that provide guidance and decision-making to the school and district and seeks to engage a broader membership of the parent community. The principal has identified specific families who would/could represent our underrepresented families and individually reached out to them to both engage them and invite them to participate in specific events, meetings, and committees."	"Lakeside JSD has developed a specific volunteer position for this work, Parent Liaison. This position has been filled by an experienced parent who is an educator within our community, but not an employee of our district. This parent also is experience in cultivating parent to school collaboration, engagement, communication structures and events to foster this partnership."	"Current communication streams and information sharing/gathering community events remain very successful with the broader community but is still a challenge to engage more of our ELL families in those events and increase participation. The school is developing a number of committees within the community that provide guidance and decision-making to the school and district and seeks to engage a broader membership of the parent community. The principal has identified specific families who would/could represent our underrepresented families and individually reached out to them to both engage them and invite them to participate in specific events, meetings, and committees."	5	5	4	5	4	4	5	4	2	2	4	3	Not Met	10/5/2022	2022
15635520000000	Lakeside Union	3	One of our greatest strengths is our efforts for collaboration among the school staff and the program staff to ensure that we are all working together to serve our students.	Our Continuous Quality Improvement Process will include gathering information and assessing our programs.	"The district has been emphasizing Positive Behavioral Interventions and Supports (PBIS), in which all staff members are working to build trusting relationships with students and their families. The improvement in relationship building and on-task behavior brought on by our PBIS program has helped with increased student engagement in all academic areas.  The district recognizes the need to engage in root cause analysis, and commit to a Continuous Improvement Process that focuses on building relationships to increase outcomes for all students, and close performance gap(s) using multiple cycles of inquiry.  With information from the California School Dashboard and the Kern Integrated Data System the district can define groups that may be difficult to reach due to language or cultural perspectives. Then, the district can message out these groups and strive to develop meaningful family engagement. We will continue to cultivate collaborative cultures to produce strong groups and individuals, develop internal accountability, and be responsible within our system. We understand that positive relationships breed success."	"The district provides professional development opportunities such as Positive Behavioral Interventions and Supports, Trauma Informed Care, Grief Counseling, Aggression Replacement, and Restorative Justice, all of which help to improve the district’s capacity to serve students.  Building on family partnerships continues to be a focus area of improvement for the district. Going through multiple cycles of inquiry helps to define family needs and determine supports. With this information the district can reach out to underrepresented families to improve student outcomes."	"Purposeful engagement efforts will continue to be a focus area. We will focus on sincere engagement that supports planning for determining prevention and mitigation strategies, and strategies to address the academic impact of lost instructional time."	"We will provide program surveys to improve engagement of underrepresented families.. The goal of these surveys is to provide data on how individuals view the district building partnerships for student outcomes, and ways that we can improve."	One of our greatest strengths is our efforts for collaboration among the school staff and the program staff to ensure that we are all working together to serve our students.	"The district provides many opportunities for staff and family members to be part of advisory groups such as: School Site Council, District/Site English Language Advisory Committee, Local Control Accountability Plan Advisory Committee, Positive Behavior Intervention and Supports Committee, and Parent Teacher Committee and Booster Club.  Increased genuine and collaborative participation in the decision making process by staff and family members is a focus area for this section. As with previous sections, the district recognizes the need to engage in root cause analysis, and commit to a Continuous Improvement Process focused on seeking input for decision making to increase outcomes for all students. The district will continue to reach out and engage with underrepresented families to invite their input for decision making at school and district levels."	"We will provide program surveys to improve engagement of underrepresented families.. The goal of these surveys is to provide data on how individuals view the district in relation to seeking input for decision making, and ways that we can improve."	4	5	3	4	4	4	4	5	4	4	4	3	Met	6/21/2022	2022
16639660000000	Lakeside Union Elementary	3	"Lakeside supports parent involvement school events such as: back to school, family game nights, open house and school carnival. Parent survey comments for these events were very positive as parents appreciated they returned  during the 2021-22 school year.  The Lakeside family encourages teachers, staff, and families to work alongside one another during these opportunities as “One Big Family”."	An area of focus for improvement in this area is increasing parent participation in classes offered by the Parent Liaison and outside agencies including topics relating to academic standards and strategies to support students at home .	"Lakeside will increase outreach to families through modes of communication including communication apps , website, mailers home and representation at school events ."	Increasing parent participation continues to be a focus at Lakeside. We continue to have a high rate of parent participation in parent-teacher conferences. Parents indicated that they felt their child’s school and teachers are providing flexible parent conference times to increase access for parents to attend.	An area of focus for improvement in this area is establishing increased opportunities for parent-teacher communication throughout the school year beyond the two parent-teacher conferences offered .	"Lakeside will increase outreach to families through modes of communication including communication apps , website, mailers home and representation at school events . Reflection on the student study team process and engagement of parents within the process is an ongoing focus in support of student supports and achievement ."	"Lakeside chose to use a locally created survey to garner parent input. We include questions that relate to all district LCAP goals, actions and services. We have a specific parent engagement goal: Lakeside Union School District will provide opportunities and services to parents that establish and maintain a positive and collaborative relationship for the benefit of our student’s academic success. This goal includes actions to support parent engagement, such as a parent liaison. This position works to build positive partnerships between home, school, and community. Lakeside has established foundations through aligned systems for parent engagement to support continued student success."	"As we have had an increase in parent participation within our committees , we continue to maintain an area of focus for improvement relating to ensuring that parents of all student groups are represented ."	"Lakeside will increase outreach to families through modes of communication including communication apps , website, mailers home and representation at school events ."	4	5	3	5	4	4	5	4	5	5	5	5	Met	6/22/2022	2022
37681890000000	Lakeside Union Elementary	3	LUSD district and site staff had the opportunity to participate in a yearlong professional learning workshop series with SDCOE.  LUSD will work with SDCOE in the 22-23 school year to continue the equity work that started this school year.	"Better communication with families in various languages, especially Spanish.  More family engagement and community involvement opportunities which was difficult the last few years due to the COVID pandemic."	Work more closely with the community to develop understanding of diversity and all families.  Utilize technology to provided more avenues of access for all families	"Teachers and administrators have participated in professional learning opportunities around the alignment of ELA curriculum and CCSS, equity, high-quality instructional strategies, MTSS, student engagement, and development of performance tasks to assess student learning."	"Provide information in multiple languages, more staff diversity, and focus on staff training in how to build partnerships with families."	"Reinstate parent education classes that leverage positive relationships with families, and implement more student advocacy."	"DAC/DELAC meetings occurred in a quarterly basis that welcomed input from staff, and parent/guardians.  SSC/ELAC meetings were also conducted at the site level to obtain input in developing goals for their SPSAs.    Management meetings composed of district and site administrators were held on a weekly basis to obtain input regarding policies and programs before they were implemented districtwide."	More focus on parent involvement that emphasizes the importance of the school-to-home connection and the development of strong partnerships with families.	Establish Family Engagement Days at the District level and increase the use of community liaisons and counselors to help ensure more engagement of underrepresented families.	4	4	3	3	4	3	3	3	3	3	3	3	Met	6/23/2022	2022
39767600000000	Lammersville Joint Unified	3	"LUSD actively engages the community through established sub-committees, foundations, parent nights, safety meetings, parent portals and other outreach. These activities encompass all schools, with a focus on bridging the gap between academics and student activities."	Weekly newsletters provide parents and families with information related to school and District events. Parent conferences are an opportunity for 1 to 1 outreach and goal setting. Said conferences focus on students who need extra academic assistance and support. Student data is sent home to inform parents of student progress.	Regular outreach to underrepresented families occur through the homeless liaison and student services worker. 75% of parents feel welcome to participate at school {HKS}. The homeless and student services liaison support parents who want to advocate or exercise their legal rights.	"Healthy Kids Survey {HKS} results indicate 83% of 5, 7 and 9 grade parents believe LUSD schools prepare students academically for success. 86% of the students in grades 5, 7 and 9 believe LUSD sets high standards for academic performance {HKS}. 79% of families believe school encourages them to be an active partner with the school {HKS}. 98% of families prefer school and district communications come via email or other digital delivery system. Student progress is communicated to parents via AERIES parent square, Canvas parent portal and reports from the school and Educational Services division.Learning in the home is supported through parent trainings and online opportunities. Students who do not have WiFi in the home are provided WiFi by LUSD. Learning in the home occurs regularly as LUSD is a 1 to 1 District in grades 2-12. Counselors at the high school meet with and provide all students/parents with an individualized four-year plan to graduate. Underrepresented families are provided additional academic and social-emotional counseling."	LUSD continues to focus on providing additional outreach to underrepresented families in the areas of support services and school-related activities and support.	Learning in the home is supported through parent trainings and online opportunities. Students who do not have WiFi in the home are provided WiFi by LUSD. Learning in the home occurs regularly as LUSD is a 1 to 1 District in grades K-12. Counselors at the high school meet with and provide all students/parents with an individualized four-year plan to graduate. Underrepresented families are provided additional academic and social-emotional counseling.	"LUSD seeks input related to policies, LCAP, expenditures, programs and parent engagement from stakeholders through DELAC, ELAC, DAC, Education Committee, Facilities Committee, Safety Committee, Wellness Committee, Citizens Bond Oversight Committee, parent foundations, booster groups and open houses. CTE pathway nights and curriculum fair engage parents in two-way communication related to the academic pathway and program. 83% of families feel the school keeps them well informed about school activities {HKS}."	"Key stakeholders and student groups: unions, homeless, foster, SED, etc. were engaged through virtual and in-person meetings {when able}. Said meetings were facilitated by District or site staff. Input and feedback was gathered by staff to disaggregate and add to the LCAP goals and/or feedback. LUSD continues to seek input and participation by family, employee, and community members when identifying school needs.  Additional opportunities for student voice is an area for improvement."	"LUSD continues to explore new ways to communicate with families of underrepresented students.  Input is gleaned through surveys, direct communication during subcommittee meetings, and anecdotally through school site communications. Engagement activities directed at unrepresented families will continue, facilitated by the homeless and foster youth liaisons and school site administration."	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	11/2/2022	2022
15635600000000	Lamont Elementary	3	"Every school year school sites review/revise the Parent Involvement Policy and Parent Compact with their staff.  During staff meetings, they are presented with these documents in addition to research on the importance of building relationships with families. The staff then develops opportunities to work with parents as partners as they revise all existing opportunities or strategies. The plan is also presented to parents during Tile I meetings and parents give their input.  A revised plan then is taken to the English Language Advisory committee for their input and finally, it is taken for approval to the School Site Council. For example, some of the activities developed for building effective relationships are academic parent meetings where parents are informed of ways to support their children in reading, math, writing, fluency, and other subjects and state content standards. In order for our families to feel welcomed, the school sites provide interpreters for all events and all invitations to the meetings are bilingual. During the meetings, parents are given materials they can take to continue to support their students at home."	"LESD’s goal is to continue to have a welcoming environment starting with each school office to all sites. An area of improvement is to have continuous professional development on welcoming environments for any new staff, from the entrance to the yard of every school site. We want staff to continue to welcome every parent on campus so that when they leave our school sites, they say “everyone is very friendly here.” This will strengthen building relationships with all families who visit."	"LESD sends all information home to our families in the language parents understand. Our district has 53.5% of English Learners; therefore, interpreters, translations, and support have been built to support our families. During school site council meetings, parents vote on Title I expenditures and actions, they develop a needs assessment using the California Dashboard student results of their school site, identify areas of need in each subgroup, what is working and what needs to improve, give their input on strategies to be implemented, evaluate strategies and services for all subgroups, English Learners, socioeconomically disadvantaged, special education students, foster youth, and the homeless, English Only, Reclassified students. During ELAC meetings, parents advise/recommend the school site council on decision-making for English Learners. A representative of the ELAC reports to the SSC their recommendations. During LCAP meetings, parents are part of the stakeholder groups and they provide recommendations, comments, and advice on how to spend the funds, and what actions to create. For site administrators, staff, and parents, the district provides yearly training to build capacity on decision-making committees."	"As part of the Parent Involvement Policy, each school has developed, in partnership with the staff and parents a Yearly Calendar of Academic Parent Meetings/Nights. During the meetings, the site principals and /or a group of teachers present information to parents on the following topics: Common Core academic content standards for English Language Arts and Mathematics. They provide materials and training to parents so they can support their student's education at home. Some parent training includes: what to do before, while, and after reading a book, reading fluency practice, the importance of technology, how to identify math in our daily lives, and the importance of school attendance, among other topics.  In addition, the district has established 4-days of Parent Teacher Conferences every year, Back to School Night, and Open House. These are established times for our families and teachers to meet and talk about student progress and ways they can work together to support student needs.  We have a district-wide open door policy for parents to visit their student's classrooms whenever they can and upon parent request.  Every year, parents are given a copy of the School-Parent Compact and it is reviewed at the Yearly Title I meeting as well as during School Site Council meetings. The School-Parent Compact describes the way the school, the parent, and the student will work together as well as their responsibilities. In addition, parents receive a yearly Beginning of the Year packet which includes the Parent Handbook, parent rights, and the Parent Involvement Policy and School-Parent Compact."	"An area of improvement is to continue to support parents and students, as needs continue to transpire due to the pandemic. These needs include academic and social-emotional needs."	"LESD has an enrollment of 2849 students as per the California Dashboard, 93.2% are Socioeconomically Disadvantaged, 53.7% are English Learners, and 0.4% are Foster Youth. Due to our high percentage of the socioeconomically disadvantaged student population, each school site at LESD implements supports such as the Academic Parent Meetings providing materials so parents can take home, providing leveled reading sets of books, and training parents on how to use these materials so we can build effective two-way communication and supports for students. In addition, the Family Resource Center, contacts our foster youth guardians making sure they receive any additional support they need to attend. LESD also provides translations and interpreters during all Family meetings to make all content accessible to all Spanish-speaking parents."	"At LESD, parents are full partners in the decisions that affect students and families. During Title I meetings and academic parent meetings, school sites encourage parents to become part of the decision-making committees. The school administration explains the important role parents play during school site council meetings, the English Language Advisory Committee, as well as the school sites' representatives to the district's decision-making committees, DELAC and DAC. Parents receive a yearly nomination form so they can nominate themselves and then parents vote for the parents that will represent them in the site committees. School sites invite previous year's SSC and ELAC parents so they can share their experience advising and/or making decisions for students. The district provides yearly training for the school site council and ELAC elected members so they can fully immerse themselves in the decision-making for their school site and the District. During the meetings, members of the committee fulfill the legal requirements as stated by the state such as developing/reviewing the site's Single Plan for Student Achievement and or the LCAP which includes, student performance data, developing or revising the goals, developing actions to support the goals, and reviewing approval of the budget."	LESD’s focus area is to continue to increase the number of parents who attend the Decision Making public meetings.  LESD would like more parents to see the structure and decisions the Decision-Making committees engage in and how their input become actions written in the LCAP and site plans (SPSAs).  This will increase the number of parents wanting to participate in decision-making as they participate in these meetings as the public and become more familiar with the processes.	"All students’ families receive a nomination form in English and Spanish so they can nominate themselves to be put on the ballot for School Site Council and ELAC; this includes all Special Education families as well. It is explained that during the Decision-Making meetings, the district or school sites provide child care, and a snack and everything is translated and interpreted into Spanish. Foster Youth and Homeless are offered a meal and child care and if transportation is needed, the Family Resource Center arranges it for them."	4	4	4	4	4	4	4	4	5	5	5	4	Met	6/21/2022	2022
19646670000000	Lancaster Elementary	3	"In the 21-22 school year we did see our relationship measure in our YouthTruth survey decline overall, however, a strength in this area for both the middle and elementary levels was that families feel comfortable approaching teachers. At the elementary level, there is a mutual feeling of respect among families and teachers. In order to build on these strengths. we will continue to maintain family engagement continues to be a focus of the Lancaster School District and remains a key portion of our Local Control and Accountability Plan. The district has sustains the use of our Family Ambassadors for sites, as well as provides the opportunity for training through our Parenting Partner Program. In the 2021-22 school year, we were able to form a Family and Community Engagement team that incorporated members of school sites, and all job classifications. We continue to have African American Advisory Councils (AAAC’s) at many of our sites. In 2022-23 we will revamp our district AAAC in order to better support our diverse families within Lancaster School District. We have a District English Language Advisory Committee (DELAC) as well as site English Language Advisory Committees. Finally, a significant partnership that we have is through our Superintendent’s Advisory Council (SAC), which provides input on the actions being implemented throughout the district. These committees have been influential in building relationships among families."	"A focus area for improvement in this area is to provide more systematic training for site administrators as well as teachers and classified staff in order to support staff further in learning about each family's strengths, cultures, languages, and goals for their children. We are using our Leading for Equity team to work as our Family and Community Engagement team in in 2022-23 school year. This is a continuation of efforts from 2021-22 school year, and work being done in collaboration with an educational partner."	"Educational partner responses to our annual Youth Truth survey indicate that in order to more effectively meet the needs of our diverse families, Lancaster School District will need to develop the capacity of staff, i.e administrators, and teachers. In order to do so, we will continue to provide staff development for both. We have provided a training entitled Capturing Kids Hearts, which is geared towards students, however, has been influential in building relationships with families that allow for partnerships, we will continue to focus this training not only on the student-staff relationships but incorporate family-staff to a higher degree. We have begun to formalize family engagement training for staff with the support of an educational partner. We will continue this work into the 22-23 school year."	"The Lancaster School District has continued its efforts in developing professional development for staff (both administrators and teachers) regarding improving capacity in the area of partnering with families. We have sustained Family Ambassadors to meet with families and have utilized the position to implement our Parenting Partner program in order to build the capacity of families to support their children in the home. The Parenting Partner program provides training to our families in order to increase family engagement at the site and district level and teaches parents how to effectively support their students in the home. We have partnered with Scholastic's FACE team to provide support in providing training to our District FACE team. We will continue to partner with this group into the 22-23 school year.  We have been successful in providing families with access to resources, and support for student learning and development in the home. Family Ambassadors work closely with our Welcome and Wellness Center to make parents aware of resources available to them in the community. We continue to seek other avenues in which to serve families and students in this way."	"The Lancaster School District will continue to utilize our Family Ambassadors, DELAC, and AAAC in working directly with families to support them in advocating for their students. One of our focus areas is to support our AAAC to a fuller extent with the incorporation of an AAAC chair to build the capacity of our diverse families and support them at both the site and district level with AAAC Chairs."	"Whereas we have been successful in obtaining information and working with our underrepresented parenting groups, we will continue to seek ways in which to reach our underrepresented populations.In the 22-23 school year, the Lancaster School District will utilize an outside partner to more frequently seek information from our busy, and diverse families. The organization that we have partnered with will provide qualitative information from families on a continuous basis in order for us to build strategic plans. allowing us to continuously gauge family needs."	"The Lancaster School District continues to have a strong response to family and community surveys at both the site and district levels. All families are provided with opportunities to provide input on policies, programs, and implementing strategies to reach and seek input through district and site surveys, and focus groups (we began to pilot the use of focus groups in 2018-19, and have trained our Family Ambassadors to do that work with both students and families through the 20-21, and 21-22 school years). We also have had various family engagement opportunities towards providing feedback through site family nights and through our Family Roundtable Discussions."	"In order to best serve students, Lancaster School District has sustained the increase in hours of our Family Ambassadors to assist us in building the capacity of families to effectively engage in advisory groups. We have also provided opportunities for training in the engagement of decision-making within our various advisory groups, such as ELAC, DELAC, AAAC, SSC, and SAC. In all of these groups, the district and site provide training in order to secure input. At the district level, we continue to offer training to families to engage in School Site Councils."	"Lancaster School District will continue with its efforts in building the capacity of and supporting principals and staff in their efforts to effectively engage families in advisory groups and with decision-making. In the 21-22, LSD was able to continuously get parent feedback through the use of our survey system. This provided us with insightful information throughout the year. We also trained our Principals in effective ways to analyze qualitative data and utilize information gathered in creating actionable goals for their school sites, in conjunction with other information.  We will continue to support sites in increasing participation in School Site Councils."	5	4	4	4	3	4	4	4	5	5	5	4	Met	6/7/2022	2022
19647330108928	Larchmont Charter	3	"Larchmont Charter anchors itself to the 3 pillars - Academic Excellence, Richly Diverse Environment and Community.  These pillars are the foundation of the communication, interaction, involvement, and partnership with staff and families which are shown in community events, volunteer opportunities (during and outside of school), conferences and more."	"Post COVID surge, we are trying to rebuild the strength and participation of our community as we returned fully in-person and trying to support families and staff through this by having in-person and virtual events."	"We have various groups of families and staff who participate in culturally-focused groups, book clubs, community events to have more families participate either in-person or virtually."	Teachers work collaboratively with other teachers to develop individual growth goals for the students.  Also we host student led conferences so that the student is also involved with their social-emotional and academic progress.	We are always looking on how to improve individual student engagement with their academic growth to actively create their own goals as well.	"For parent conferences and other presentations we have translators available for our top 2 language groups, besides English.  We also call families to schedule meetings if email is not readily available."	"We host parent meetings - ELAC, Site Council, surveys and parent coffees to engage families in the decision-making."	We are always looking at ways to involve more families in the decision-making.	We will continue to offer meetings either in the morning or evening to have more families participate.	4	5	5	4	4	4	5	4	4	4	5	5	Met	6/6/2022	2022
41689570000000	Las Lomitas Elementary	3	"LLESD works with our parent groups to build trusting and respectful relationships. Participation in our Parent Teacher Association (PTA) is an integrated platform for the collaboration between parents, teachers, and site and district administration. The Las Lomitas Education Foundation is another volunteer organization that plans several events throughout the year to build community and increase the parent, teacher, and administration interface. The parents regularly participate in PTA and Foundation events throughout the year. In a non-pandemic year, both parent organizations and the school sites provide transportation to and from school events for underrepresented families as a way to increase participation and strengthen relationships and provide equitable access to parent engagement opportunities. We also reached out to our underrepresented families to serve on a number of Diversity, Equity, and Inclusion workgroups and professional development, notably Courageous Conversations and DEI focus groups."	Our plan to improve the staff-family relationship and improve the engagement of underrepresented families is to discover barriers preventing families from attending events and create solutions to reduce and eliminate these impediments or innovate creative solutions to work around them. Providing child care and food at these events and moving events into the communities of our underrepresented families are examples of solutions we are investigating. Incorporating more events in our underrepresented families' community is a focus area for improvement.	"PTAs at both school sites have taken an active role in building relationships between school staff and families, hosting a wide variety of events, including a New Family Welcome, New Family tours, School Picnic, movie night, hoedown at a local farm, service learning events with ample volunteering opportunities, and family nights at the library in our east community. All events are free to families, are promoted in a variety of languages, and transportation is provided from east community.  In addition, both schools' PTAs have staffed a chair tasked specifically with making sure our practices and events have a strong DEIAB lens. They take active measures to ensure that all students and families, especially those who are underserved, are included and valued in our planning and our community.  We have intentionally reached out to our multilingual families to conduct intake interviews to foster a sense of belonging and to help us understand how to best meet their students' needs. We are offering an extended day program for multilingual learners to strengthen the home school connection while also providing a space for designated language instruction without removing them from the instructional program."	"LLESD connects with all new English Learner Families in the district to understand their needs and expectations. We will continue to provide meaningful and robust Parent Education in core curricular areas, including Social Emotional Learning and Parenting topics. Our goal is to identify the needs of our English Learner Families to develop the best educational program for the children. We also aim to create as many opportunities for parent engagement and events like ""Coffee with the Principal and Superintendent"" to solicit feedback and address concerns our students and their families face. We utilize our registration platform to create a ""family buddies"" bank of parent and student volunteers to help new families assimilate into the school community. Such new families are often English Learners. We hold special lunch gatherings for students to connect with each other and the school."	"LLESD's K-8 Extended day offerings include Language Classes to offer students opportunities to connect and practice English, as well as to build relationships and engage with each other. A district-wide monthly character trait program highlights character traits and allows students to build and engage in social-emotional learning as a school community."	"Partnering with the PTA, families are invited to a wide variety of opportunities to engage in their school community. These gatherings range in timing and location, including opportunities to gather after school and on weekends and evenings. Events are held on campus and with partnerships with organizations such as the East Palo Alto library for evening events within families’ home neighborhoods. In addition, parents are invited to volunteer on campus, offering them more engagement opportunities. The opportunity for parents to participate and become involved in school events and volunteer opportunities is widely advertised both through our PTA newsletters, Principal Coffee Chats, and classroom events. In addition, the YMCA’s Project Cornerstone continues to offer a favorite parent volunteer program, The ABC Readers, where parents volunteer to be trained to conduct read-alouds to classrooms in grades 4 and 5. Special consideration is given to those parents who sign up for this program and are members of an underrepresented family on campus."	"LLESD provides opportunities for involvement in decision-making. The District provides resources to parents to support student instruction and offers opportunities for underrepresented groups to provide input in a meaningful and productive way. Surveys from the PTA, school sites, and District are provided throughout the year. During the 2017-18 and 2018-19 school years, discussion of the schedule change at Las Lomitas, community forums, study groups, and a design team were all incorporated to study the schedule at Las Lomitas and design new schedules. In 2019-20 the sites piloted their second schedule and solicited feedback from all stakeholders throughout the year. Throughout the pandemic, the District continued to use surveys, newsletters, and monthly “Virtual Coffees” to communicate with the families and community. Groups such as Joint Committee on Priorities, School Site Council, Coordinating Council, and PTA Executive Board meet regularly to share information and determine courses of action that will provide educational benefit to all students. Spot/Roar are now able to be translated into multiple languages. Correspondances from site administration are also translated into Spanish."	"Incorporating student voice and input is a top priority.  This consideration, along with the addition of a Communications and Community Engagement Coordinator to our district staff, will position us to make significant gains in the area of canvassing our community for input."	"In collaboration with the site PTA groups and learning recovery staff members, deliberate connections and communication with our new families and those who are multilingual are being made. In addition, extended day opportunities are being provided to enhance learning. For example, we offer an English Learner Extended Day program during the 2022-2023 school year. We have invited families to participate in building academic vocabulary, making social connections, and having fun. This program is intended mainly for beginners or early intermediate English Learners.  Moreover, a “Family Buddy” program is in effect this year. Family Buddies are families who have signed up to connect new families to the La Entrada community. They are here to share resources, introduce new families to other families, or help with anything else to acclimate to the community."	3	3	3	2	3	4	2	4	3	3	4	4	Met	6/8/2022	2022
19646830000000	Las Virgenes Unified	3	"Building relationships between school staff and families is a top priority in the District's Local Control and Accountability Plan.  The District has robust family engagement systems including School Site Councils, Family Resource Center, Parent Faculty Associations (PFAs), District English Learner Advisory Committee (DELAC), and other committees."	"The District continues to proactively reach out to and provide resources for families who may need additional support, including underrepresented families, especially those with homeless, foster and English learner children."	The District will continue to build relationships with and invite the voices of underrepresented families through school-site-level and district-level activities.  The District will continue to proactively engage with underrepresented families through the Family Resource Center and the Counseling Center.	"LVUSD has and continues to build numerous partnerships with families, and with local, state and national organizations.  Some examples include partnerships with the local cities, local water district, Chambers of Commerce, child care providers, businesses, non-profit organizations, and service providers such as counseling centers and first responders.  Recently the District has tripled its bilingual aides, and partnered with the YMCA on a successful summer program for underrepresented students."	"LVUSD will continue to nurture various partnerships in order to enhance Career Technical Pathways, and will remain focused on student physical and social emotional safety supported by its partnerships with local first responders."	"LVUSD will continue to connect proactively with underrepresented families through school site level and district level committees as well as via the Family Resource Center, aiming to increase the number of underrepresented family contacts."	"LVUSD has educational partner engagement systems, especially through its school site level and district level committees."	"LVUSD continues to make efforts to engage with all educational partners, seeking input regarding decisions, with an interest in improving its outreach to and connections with underrepresented families."	LVUSD consistently seeks to improve its engagement of underrepresented families.  The District has a new Diversity Equity and Inclusion leader as well as a Family Resource Center that provide increased opportunities for input from underrepresented families.	3	5	4	5	5	5	5	5	4	4	4	4	Not Met	10/18/2022	2022
19101990128025	Lashon Academy	3	"Lashon Academy’s current strengths in building relationships between the school and families fall within the areas of communication and feedback. We understand that the success of the school is dependent on the partnerships, trust, and collaboration with our families. We implement a robust communication system in the following ways, provide bilingual staff to translate and accompany parents to teacher conferences, site meetings, and assist with applications, forms and understanding parent notifications regarding report cards, assessments, and other school related materials. Parents are provided with workshop opportunities that are translated into a parent’s home language on such topics as Common Core State Standards, standardized assessments, and reading skills. Family members with disabilities are provided with reasonable special accommodations to provide opportunities for parent participation and involvement. All topics and meeting agendas are based on the feedback we collect from parents and our educational partners."	"As we are adjusting to moving more parent engagement opportunities back to in person to help promote a sense of community, we are working towards finding a balance with continuing to offer some virtual opportunities. This year we are focusing on getting families back into the school and classrooms to create true partnerships with transparency and multiple opportunities for feedback. Additionally, we will focus on building relationships with our families through the lens of mental health and social emotional support by partnering with nearby mental health centers to provide community resources, parent workshop series, and on campus support."	"To improve engagement of underrepresented families we have hired a community partnership coordinator for the purpose of creating a bridge between the school and our educational partners Some current engagement strategies include outreach in parents’ home language, reaching out to each family with a personal welcome and open opportunities for them to meet with staff, providing community resources to help with any challenges that may be preventing them from engaging with the school, offering parent workshops, committees, and meetings at different times throughout the day to help with varying work schedules"	"As we work to close any student learning gaps caused by the pandemic it is more important than ever to build parent partnerships and create opportunities to strengthen the idea that we are both working towards common goals. Some of our current strengths when working towards building strong partnerships include holding individual parent/teacher meetings to make sure we discuss common goals for their child, and how we can work as a team to accomplish those goals, sending out parent questionnaires that focuses on getting the know the families better in order to make sure we are creating an open environment for parent input and a sense of community, using language translations in frequent communication that keeps parents informed at the class and school level, and respecting the many family cultures represented in our community."	"Lashon Academy’s focus area for improvement in building partnerships for student outcomes is to engage the families more in their child’s academic progress not only when it comes to grades and assessment data, but including more social emotional growth conversations, increasing opportunities for parents to come for student showcase events where students can share their accomplishments on school projects and outcomes more regularly, and making an effort to increase the opportunities for teachers and staff to accentuate the positive to build trust and strengthen relationships."	"To improve engagement with underrepresented families, we will continue with the strategies used to engage all educational partners with the added layer of looking at families on an individual basis to see how we can best reach out to them. Our Community Partnership Coordinator is focused on understanding these families and creating a safe space for them to give input and feedback on how we can best work together to increase their child’s academic outcomes."	"It is the goal of Lashon Academy to increase opportunities for our educational partners to give input for decision-making in the school program. We know we are making progress toward this goal by providing ELAC meetings scheduled and hosted annually to address and provide feedback on the ELD program and develop methods for accomplishing English Learner learning goals; the School Site Council meetings are scheduled regularly to address the school’s Title I program and the academic support programs to increase ELA and Math student academic achievement; increased parent attendance at school conferences; and completion rates of the annual parent survey has increased over the years. Our parent communication online tool, ParentSquare, provides a language translation feature, which facilitated frequent school wide information access and two-way communication between the school and parents who speak different languages allowing parents an easy way to provide input to the school."	"A focus area for improvement in seeking input from our educational partners for decision-making is to prioritize the effectiveness of our parent surveys, questionnaires, and evaluations. We are looking to improve the types of questions and format to illicit deeper input and feedback from our parents that can really drive the decision making at the school."	"As an area of improvement, Lashon will be working with all underrepresented families to increase their involvement and ensure they have a voice in decision making. Lashon Academy has a full time Community Partnership Coordinator whose focus will be to reach out to these families to develop a relationship and understanding of the barriers that may be preventing consistent involvement."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/19/2022	2022
19101990139170	Lashon Academy City	3	"Lashon Academy City's current strengths in building relationships between the school and families fall within the areas of communication and feedback. We understand that the success of the school is dependent on the partnerships, trust, and collaboration with our families. We implement a robust communication system in the following ways, provide bilingual staff to translate and accompany parents to teacher conferences, site meetings, and assist with applications, forms and understanding parent notifications regarding report cards, assessments, and other school related materials. Parents are provided with workshop opportunities that are translated into a parent’s home language on such topics as Common Core State Standards, standardized assessments, and reading skills. Family members with disabilities are provided with reasonable special accommodations to provide opportunities for parent participation and involvement. All topics and meeting agendas are based on the feedback we collect from parents and our educational partners."	"As we are adjusting to moving more parent engagement opportunities back to in person to help promote a sense of community, we are working towards finding a balance with continuing to offer some virtual opportunities. This year we are focusing on getting families back into the school and classrooms to create true partnerships with transparency and multiple opportunities for feedback. Additionally, we will focus on building relationships with our families through the lens of mental health and social emotional support by partnering with nearby mental health centers to provide community resources, parent workshop series, and on campus support."	"To improve engagement of underrepresented families we have hired a bilingual office assistant for the purpose of creating a bridge between the school and our educational partners. Some current engagement strategies include outreach in parents’ home language, reaching out to each family with a personal welcome and open opportunities for them to meet with staff, providing community resources to help with any challenges that may be preventing them from engaging with the school, offering parent workshops, committees, and meetings at different times throughout the day to help with varying work schedules."	"As we work to close any student learning gaps caused by the pandemic it is more important than ever to build parent partnerships and create opportunities to strengthen the idea that we are both working towards common goals. Some of our current strengths when working towards building strong partnerships include holding individual parent/teacher meetings to make sure we discuss common goals for their child, and how we can work as a team to accomplish those goals, sending out parent questionnaires that focuses on getting the know the families better in order to make sure we are creating an open environment for parent input and a sense of community, using language translations in frequent communication that keeps parents informed at the class and school level, and respecting the many family cultures represented in our community."	"Lashon Academy City's focus area for improvement in building partnerships for student outcomes is to engage the families more in their child’s academic progress not only when it comes to grades and assessment data, but including more social emotional growth conversations, increasing opportunities for parents to come for student showcase events where students can share their accomplishments on school projects and outcomes more regularly, and making an effort to increase the opportunities for teachers and staff to accentuate the positive to build trust and strengthen relationships."	"To improve engagement with underrepresented families, we will continue with the strategies used to engage all educational partners with the added layer of looking at families on an individual basis to see how we can best reach out to them. Our Office Assistant is focused on understanding these families and creating a safe space for them to give input and feedback on how we can best work together to increase their child’s academic outcomes."	"It is the goal of Lashon Academy City to increase opportunities for our educational partners to give input for decision-making in the school program. We know we are making progress toward this goal by providing ELAC meetings scheduled and hosted annually to address and provide feedback on the ELD program and develop methods for accomplishing English Learner learning goals; the School Site Council meetings are scheduled regularly to address the school’s Title I program and the academic support programs to increase ELA and Math student academic achievement; increased parent attendance at school conferences; and completion rates of the annual parent survey has increased over the years. Our parent communication online tool, ParentSquare, provides a language translation feature, which facilitated frequent school wide information access and two-way communication between the school and parents who speak different languages allowing parents an easy way to provide input to the school."	"A focus area for improvement in seeking input from our educational partners for decision-making is to prioritize the effectiveness of our parent surveys, questionnaires, and evaluations. We are looking to improve the types of questions and format to illicit deeper input and feedback from our parents that can really drive the decision making at the school."	"As an area of improvement, Lashon Academy City will be working with all underrepresented families to increase their involvement and ensure they have a voice in decision making. Lashon Academy City has a full time Office Assistant whose focus will be to reach out to these families to develop a relationship and understanding of the barriers that may be preventing consistent involvement."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/19/2022	2022
18101810000000	Lassen County Office of Education	3	"N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3"	"N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3"	"N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3"	"N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3"	"N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3"	"N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3"	"N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3"	"N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3"	"N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3"	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/22/2022	2022
18641390000000	Lassen Union High	3	Our staff is predominately made up of former students or longtime community members of Lassen county.   Friendship and relationships that have been built on over time allows for communication to take place between staff and families.  Time and resources have been allocated to open our facilities to the community and restore the high school as a community high school that is welcoming.	There are some additional opportunities to hire staff that mirrors our community.  Efforts to recruit a more diversified staff are ongoing.	Additional micro surveys will occur throughout the 22/23 school year on related topics for our SIPSA and LCAP.  Targeted communication will occur to try to increase involvement as well of our underrepresented groups.  Cultural activities are planned for SY2022/23 during major events to increase parent and student involvement.	"LUHSD works closely with the college and has been able to develop a dual enrollment program that has allowed our students to earn a certification or license in Fire Science, CNA/LVN, Automotive Tech and in the upcoming year will be able to work towards becoming a certificate in Early Childhood Education. An emphasis of the district is to reduce class sizes and to provide additional tutoring opportunities for students who were impacted by the educational loss that took place during"	We will need to continue to coordinate with our feeder school to ensure that students who are in need of additional assistance is provided it upon entry to our schools.	"School administration has recently brought in a local advocate for our Native American students.  Space has been allocated and meeting area has been established for additional support.  Additional resources have been allocated to continue to retain our Student Support Specialist who works directly with our Latino, Native American, Foster, and Socio-economically disadvantaged students."	School administration relies of data to drive instruction and to address misconceptions that come up in regards to student performance and discipline related issues.  Administration reaches out to local agencies and have regular scheduled meetings with these parents and these groups.  Monthly coffee and doughnuts with the superintendent occur the second Tuesday of every month.  Site Council meetings are scheduled but attendance of parents is still minimal	This is an area for improvement and additional opportunities to seek parent involvement is being considered on how we can reach out to the families of our minority students.  We want to see more involvement in our site council and meetings with school administration to share their thoughts and opinions on decisions that impact our local district.	Additional micro surveys will occur throughout the 22/23 school year on related topics for our SIPSA and LCAP.  Targeted communication will occur to try to increase involvement as well of our underrepresented groups.	4	4	4	4	3	4	4	4	4	4	4	4	Met	6/28/2022	2022
43694274330668	Latino College Preparatory Academy	3	"The LEA and The Foundation for Hispanic Education (TFHE) Schools work to ensure family voices and input remain at the forefront of our school engagement processes. The LEA also had a 100% Graduation Rate with over 90% of students attending a four or two year university/college. 100% of students had access to standards-aligned curriculum, all of their coursework taught by a credentialed instructor, and access to an advisory course in preparation for college/career endeavors. The team working on behalf of the LEA includes its School Site Principal, Office Manager, Attendance Clerk, Community Outreach Team, and Student Life Team Members. Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums. Tools used for engaging families on a regular basis include communication tools of Remind App, OneCallNow, Google Classroom, Google Forms, the Jive GoToConnect application, and in-person one-to-one meetings. Ongoing methods of communication include Weekly School Newsletters, Monthly Cafecito Meetings, Monthly Parent Workshops, publicly posted bulletins, school poster boards, social media accounts (i.e., Instagram, Twitter, Facebook), and web postings. Moreover, key community partnerships with twelve community nonprofit organizations across the areas of parental governance, health/safety, rental assistance, eviction defense, personal development courses, and other pertinent areas assist in fortifying the LEA’s bond with and service to families. Current strengths of the school’s program for engaging families to build rapport with school staff start with open lines of communication as indicated by a Monthly Cafecito with the School Site Principal, at least one in-person or remote public forum per month, Quarterly Board Meeting accessibility, and regularly issued survey forms (three per month) to all stakeholders. Moreover, progress reports are also sent to families for the progress of their students in all classes, followed by dedicated parent/guardian and teacher conferences twice a year. For engaging underrepresented families, all materials are produced in Spanish and Vietnamese, in addition to English given that the school has nearly 90% of students that speak a language other than English. Also, in the midst of COVID-19, Family Workshops, tutorials, vaccination clinics, technology access, a food/nutritional offering access, and mutually agreed upon conditions ahead of school reopening were developed between staff and parents/guardians. Measures of progress in this area include over 70% of families responding to issued surveys, at least 75% of families attending a school meeting per semester, and consistently high satisfaction rates for Family Workshops."	"Priorities for improvement this academic year include increasing the A - G completion rate from 70% to over 80% for the Class of 2023, a Communications Sustainability Plan, more events in partnership with local school site, increased meeting spaces for discussing culture/climate, development of a more robust English Learner Advisory Committee, and assisting families in the understanding of social/emotional support for students in their household.  Additional training for reviewing student four-year plans, PowerSchool, and transcripts are also being offered and invested in this year to improve the two-way communication between parents/guardians and the LEA. Per the California School Dashboard, the school site has made proficiency gains annually in ELA, Mathematics, and Language Acquisition status with a commitment to increasing annual proficiency gains by 3% or greater. A growing area of strength in our existing partnership with parents/guardians is the use of Verified Data to center conversations on student progress, areas of growth, and instructional planning. Moreover, concerted efforts are being made to increase current Average Daily Attendance from the high-80% threshold to over 97%."	"The LEA is committed to providing all of its students with a responsive, comprehensive, and high-quality education. In order to achieve this goal, high student achievement and growth as measured by national, state, local, and Local Control and Accountability (LCAP) measures must be achieved. Goals for student and school outcomes are continually refined and developed to reflect the changing needs of the school and are aligned to the state priorities as well as the allocation of resources under the Local Control Funding Formula (LCFF). All of the following measurable pupil outcomes apply to all LEA students, especially Latino/Hispanic, English Learners (EL), Socioeconomically Disadvantaged (SED) Students, Students with Disabilities, and McKinney-Vento Students as defined by the California Department of Education (CDE). Families are at the heart of serving all students with disclosure of their student’s performance on baseline and end of year assessments (i.e., NWEA MAP), CAASPP result deep dives, and parent/guardian and teacher conferences set to review classroom performance in each a-g requirement-aligned subject area. Parents/Guardians are also pivotal stakeholders in developing LEA goals and measures, made aware of curriculum updates and implementation, and may request access to any materials for review and/or feedback. Faculty, Community Outreach Team, and Attendance Team also engage with one another daily to monitor student engagement, participation in instructional time, and assistance in maintaining access to college/career driven-resources. For students not actively engaged, the Dean of Student Attendance and Enrollment Retention holds Student Attendance Review Board (SARB) Meetings to reduce chronic absenteeism. Student tutoring is also available in partnership with Elevate Math Tutoring and Santa Clara University’s Graduate School of Education three days per week, in addition to Flexible instructional time after school.  Per the LEA’s LCAP and Charter Petition, the goal is to increase the percentage of underrepresented students in applicable grade levels, including all student subgroups, who meet or exceed standards on the CAASPP statewide assessment in the areas of English Language Arts (ELA) and Mathematics. Methods for achieving such efforts annually include providing teachers with professional development on backwards mapping, on unpacking CCSS and ELD standards and skills, unpacking the CAASPP assessment, creating standards-aligned units and lessons that account for both CCSS and ELD standards and skill development, building literacy/numeracy skills across the curricular areas, providing rigor with the necessary support for student success, and school site and across school site department collaboration and planning time to ensure consistent implementation of CCSS and ELD standards. Moreover, materials (print and online) are made available in primary languages as resources for content studied on core courses to the extent possible."	"As a small charter institution, we are able to build partnerships with our faculty, staff, School site administrators, and families readily. We currently have a Teacher and a Student Sounding Board. Each functions as a board that provides input, feedback and that serve as partners. School site administrators meet regularly with Teachers Leads, the Leadership team, parents during Cafecito and other parent groups and advisory groups. We currently have a community outreach team, consistent and varied modes of communication in our population’s home languages. We also provide a host of community events for our families to partake in and have a staff that is bilingual and open to supporting and working our community in collaboration and partnership. In addition, we have engaged community partners to further support our students."	"t is important that we continuously align our efforts as an institution and continue to build our family outreach, engagement and support systems so that we are strategic in building partnerships in order to meet desired student outcomes."	"We are currently in the planning phase of our Community Schools grant. Through this process, we will collect broad input from all stakeholders, including families in regards to how to best engage and support them. Yet, we are currently providing both in person, via phone and virtual ways for our parents to engage with us. We also offer food, housing and financial resource support."	"A key area indicating success in parental governance includes a strong return on LCAP surveys and other related survey efforts directly tied to finding measures (i.e., ESSER, Expanded Learning Opportunities, Block Grants, etc.) from most of the school community. A strong push has been made across the LEA to break down school site needs by underrepresented group (disaggregated) by English Learner, Students from Underrepresented Backgrounds (i.e., Latino/Hispanic, African-American), Students with Disabilities, Foster Youth, and Socioeconomically Disadvantaged. Over 85% of families are being engaged as primary stakeholders in their student experience, 80% of students being effectively supported in the education as shown by low suspension rates and a graduation rate of 100%, and 90% of families affirming students are guided properly in their education as shown by increasing A - G Requirement Completion rates. Also, all current school policies, surveys, drafted school plans, proposed policies for adoption, related monitoring, and results are publicly accessible at the school website with sections available for public feedback. An area for improvement would be a more in-depth advisory effort for demonstrating the needs of all Unduplicated Student Groups (i.e., not just those most prevalent at the school site). Additionally, planning and material development is underway for the establishment of a student cohort data review for parents for families to take a deeper data dive in student performance to inform areas of greater need and investment. The penultimate goal is for parents to identify the student/community needs from the school annually as it relates to academic progress, social/emotional support, supplemental support, and community engagement. The LEA’s responsibility is to break down each process in an accessible manner, content-wise and language-wise, to remove any barriers for full family participation."	"For improvements in including stakeholders in decision making, the LEA will leverage its new Community School Program Planning Grant in order to do more focused needs assessments, direct one-to-ones with parents/families, and improve the understanding of department roles across the LEAs for families. This Community Schools Initiative is timely due to the exacerbated need for sustained essential services caused by an increasing cost of living in Silicon Valley, limited accessible community resources serving the LEA’s local zip codes, and the anticipated long-term effects of the COVID-19 pandemic. Due to these impactful factors, students also demonstrate a greater requirement for sustained year-round instruction, greater avenues for positive peer socialization, and support services as caused by increased learning loss and higher mental health referral rates. Through clearly aligned and integrated community partnerships with local agencies and nonprofits agencies, the Initiative’s areas of focus will be: (1) After-School Resources and Extended Learning Programming to mitigate learning loss, (2) institutionalization of Food Distribution and Nutrition Support, (3) Social-Emotional/Mental Health Clinical Support, (4) Parental Governance Development, and (5) Community Health Solutions. The development and integration of the Community School model into the LEA will result in greater identification of student learning gaps and outcomes, foster more formalized mechanisms for parents shaping school expenditures, and outline future levers to be phased in for social-emotional support. Eliciting feedback and input for the implementation of the community school effort will be conducted through both formal (i.e. School Site Council, Board Meetings, etc.) and  informal settings (Cafecitos, Town Halls, etc.) in English and Spanish."	"LEA operates under the premise that the teachers, parents, and students must work together as partners to create the offerings for a quality education as a team. Accordingly, each stakeholder must hold a piece of the decision making process to ensure overall efficacy. Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums.  Through these mechanisms, parents/guardians are an integral part of developing the School Plan for Student Achievement (SPSA), as well as the Local Control and Accountability Plan (LCAP) each year with the School Administration and Principal. Expectations for parents/guardians seeking to be involved in these accountability and strategy-based processes include development of the school’s multi-year strategic plan aligned with LCAP goals and improvement of the annual academic plan. Deeper dives into student progress, State of California Department of Education standards, and the school’s Positive Behavior and Intervention Support (PBIS) via increased frequency of presentations to the public will help better align survey responses and school needs. Moreover, the Community Outreach Team has created the Community Resource Center as of this academic year which now hold the Community Schools Program to fill in household needs via connecting students to community organizations and site-based intervention services. Methods of informing the decision making process include overviews on the intent of education code and state-required practices, an understanding of the School’s Unduplicated Student Groups, the review and analysis of student data, consideration of school site budget measures, and establishment of measures to use as effective benchmarks to determine progress over time. Ongoing duties following development and implementation are to monitor the effectiveness of the academic plan on an ongoing basis, assessment supplemental services, soliciting community input and needs assessment, and regular parent budgetary updates via the Department of Finance."	4	4	3	3	4	4	4	3	4	3	4	4	Met	6/15/2022	2022
01771800138289	Latitude 37.8 High	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	"Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Reengaging our families through in-person school events and celebrations, as many of these events were moved online during the past two years; (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership."	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	"To support development of a valued and integral partnership, the Latitude staff has already implemented beginning-of-the-year Home Visits and Fall Student-Led Conferences for every family. At mid-year, we hold Presentations of Learning, followed by spring Student-Led Conferences, and end-of-year Transitional Presentations of Learning in June.   To monitor its efforts, Latitude administers the School Climate Assessment Instrument (SCAI) on an annual basis, a comprehensive nationally normed survey. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey will be administered with both Families and Staff. Latitude actively encourages and supports families in completing the survey, including support with reading and translation as needed. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year as part of the LCAP process. Data is also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency. Within the SCAI, Latitude focuses on Dimension 8, Community Relations, to assess its work in building parent engagement. The school will set annual goals within its LCAP to track parent engagement levels using this measure."	"Our focus area for improvement in Building Partnerships for Student Outcomes is to build famiies' knowledge about the path to college. Our college counselor will facilitate a series of learning opportunities to expand families' knowledge about the academic path to college as well as the importance of a college education, and will build their understanding regarding how they can support their student as they navigate this journey."	"We make an intentional effort to build relationships with individual families, and particularly focus on ensuring that the families of English Learner students participate and are engaged in opportunities like student-led conferences, presentations of learning, and college information workshops."	"When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization."	"Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. This year we aim to rebuild to pre-pandemic levels of parent leadership in our school."	We are focusing on increasing the engagement of our English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council and take part in school town hall meetings.	4	4	4	4	4	4	4	3	4	4	5	4	Not Met	10/20/2022	2022
10622810000000	Laton Joint Unified	3	"Laton Unified School District (LUSD) recognizes parent engagement's impact on student success and schools. Our firm belief is that through increased collaboration between the school, parents, and community, we will develop an environment that focuses on all students' well-being and academic success. The district has successfully increased engagement with our family due to the addition of a District community liaison. Our community liaison is an additional resource for communication and works closely with site administrators and teachers' families to provide help and information about their child and engagement in school. We are establishing systems that heighten communication and awareness between the community and school and increase understanding of the needs of our families—especially for our underrepresented families, improving the opportunity to fill the gaps that could interfere with education and the well-being of students. We are proud of what we have established and will continue working diligently to engage our parents further and increase participation."	"The district’s mission is to create an environment where all feel welcomed, valued, and safe to share their concerns and expectations. As well as provide valuable input regarding student progress and district guidelines and procedures. To make certain this happens, we ensure parents have access to translators and material written in their home language. Translators are used for various meetings such as parent conferences, Back-to-School Night, school social events, community events, IEP meetings, meetings such as School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and parent workshops/classes."	"Practicing equitable family engagement requires all educational partners to work together in a collaborative and trusting environment where all are valued and accepted. Our school staff prioritizes working with families and the community to facilitate communication and trust and to establish change in the systems when needed. We understand that student success is a  “shared responsibility”; however, it is the district’s responsibility to open avenues that allow multiple opportunities for parent participation and involvement. A strong bond and partnership between educational partners will establish sustainable long-term student success. Our district will overcome barriers to family involvement by; practicing flexibility in meetings and events, conducting surveys about interests, providing additional room/area for childcare, translating printed materials into the native language, school social media pages to connect with parents, home visits, parent/teacher conferences, and parent classes."	"Laton Unified School District (LUSD) provides multiple opportunities for teachers, administrators, support staff, parents, and community partners to work together to provide services our students may lack in order to enhance their educational experience and quality of life. Throughout the school year, workshops, notifications, flyers, and bulletins are provided for parents to give them the information and resources to support student learning at school and at home. The partnerships have made it possible to build community within the district and the surrounding community and educational partners from all over the county. Through these critical partnerships, we have been able to provide numerous services to our students, staff, parents, and community. A partnership with local health organizations and the health department has allowed us to establish a district COVID-19 testing center that provides free in-house covid testing to students, staff, and the local community. We partnered with the local university to offer parent courses that target financial literacy, parenting skills, and English language development. Another valuable partnership is with the local church, which aids the district and community address food insecurity. They also provide ESL classes and a safe venue for social support. During the holidays, local business partners make it possible to conduct a toy drive where every student in preschool to 8th grade receives a toy and warm clothes if needed. Our latest partnership allows students and community members to access primary health care through a mobile healthcare unit that provides services weekly."	"Partnerships are essential for helping students achieve their maximum potential. Laton USD will continue working with parents and the Laton community to increase student involvement and opportunities. Maintaining a strong sense of community and belief that every child matters and that we all must work together to ensure students have access to rigorous academic engagement and support while ensuring basic needs are met will continue to be a priority.  Another focus will be to build upon the already established partnership with local health organizations and the health department allowing the district to run a COVID-19 testing center that provides free in-house covid testing to students, staff, and the local community. The health of our students, staff, and community will remain a strong focus. It is essential to all educational partners that the district continue providing opportunities for parent education.  In the future, we aim to continue engaging parents to help determine the type of courses offered."	"Laton USD will continue working with our educational partners within the community to increase parent and student involvement opportunities. We will continue our commitment to the community and believe that every child matters, and all must work together to ensure students have access to rigorous academic engagement and support. Working with our school site council groups, ELAC, and DELAC committees to improve the process. We will remain focused on soliciting input from all our educational partners when making decisions that impact student outcomes."	"LUSD has established an open-door policy, welcoming families to discuss their child’s educational and social-emotional needs. We ensure every stakeholder has multiple opportunities to become involved in their child’s educational experience and school community. Language has not presented a barrier to communication with our staff because we have made it a priority to ensure all school sites/district mailings/publications are provided in the parent language. Bilingual support is provided at the district level and each school site. Laton USD teachers, support staff, and administration will remain diligent in continuous collaborative/discussions, focusing on creating opportunities and increasing the awareness of the significance of parent involvement in providing input in the district’s decision-making process. With data collection, survey data results have increased due to direct interaction between the community, parents, and the district's community liaison."	"Work still needs to be done to ensure all district mailings/publications are provided in the parent's home language. Laton USD will work on strengthening the system to ensure we don't miss opportunities to communicate with our educational partners in their primary language and provide them the opportunities to engage in the decision-making process. We offer a range of options for engagement. However, we've had moderate success with attendance and participation in the scheduled events post-pandemic. The system in place involves the district's community liaison calling families directly to invite them to meetings to get parent input."	"Laton USD will continue to focus on increasing the engagement between underrepresented families and the district. We’ve established a system where the district’s community liaison calls families directly to invite them to meetings and allows parents to provide input. For the 202/2023 school year, the district will continue conducting various school-related service surveys.  Surveys will focus on asking parents what services and supports they are interested in—making it easier to understand better how we can continue to engage parents in providing guidance and input in the decision-making of our district."	4	4	3	5	3	4	4	4	4	4	3	3	Met	6/22/2022	2022
09619110000000	Latrobe	3	"The Latrobe School District seeks to engage all families in the district in the academic, social and emotional development of their students. To accomplish this goal the district uses several strategies. Parents, staff and students participate in an annual survey. Survey results are reviewed by the district Site Council/ Parent Advisory Committee and the staff. The district also has boosted our communication efforts making use and tracking our communications through our parent communication system, ParentSquare. Parents and guardians are invited to partner with the schools throughout the year by attending Parent/Teacher/Student conferences and other family centered events. Out PTC has also been enlisted as a partner to help facilitate positive relationships between school staff and families. Results from the parent survey also indicated that school-community relationships are a strength. 95% of parents reported that they receive support from the school when needed and 93.3% feel that the school views parents as partners in the educational process."	"Based on the analysis of educational partner input and local data, we have identified a need to share more positive messages and student successes with our families. Much of this will be accomplished by sharing stories and images of student success through our ParentSquare system."	"Based on the analysis of educational partner input and local data, the Latrobe School District will partner with local community groups and use new resources to better engage underrepresented groups. Specifically, we have identified the needs and challenges of our non-English speaking families as a priority. We are contracting with language lines and utilizing translation tools to better communicate with these students and families. We are also connecting these families with other support networks as well as other English learner families to build a greater sense of community and more open transparent conversations. When decisions are made, we make a concerted effort to solicit from these groups."	"The Latrobe School District staff is currently receiving training and beginning to implement Positive Behavior Intervention Strategies. This system, whereby school personnel and parents work together to develop school-wide and individual student supports, has been proven to improve school culture and foster partnerships between school and home. To develop these partnerships, staff members frequently communicate with families on student success and areas of improvement and parents are invited to share their ideas through participation in PBIS meetings, school surveys, school site council meetings, and more. All parents are also asked to attend a parent/student/staff conference in November where student progress is discussed. It is our goal to have 100% attendance at the face to face conference or a phone conference if necessary."	"Recognizing that the Latrobe School District is in the early implementation phase of PBIS, we understand that there may be more we can do to engage parents and better strengthen the partnerships between home and school, especially for EL families and families with students who have disabilities. To accomplish this, the school district will be sending a team of educators to the PBIS Conference in Sacramento to look for ways to involve more parents in building partnerships for student outcomes."	"As mentioned above, the Latrobe School District recognizes that there may be more we can do to engage parents and better strengthen the partnerships between home and school. This is especially true when it comes to engaging parents of underrepresented children, especially EL students. To accomplish this, the school district will be sending a team of educators to the PBIS Conference in Sacramento in 2022 to look for ways to involve more parents in building partnerships for student outcomes, with a focus on engaging EL families."	"The Latrobe School District prides itself on including educational partners in our decision making processes. As mentioned in our Local Control Accountability Plan, maintaining open communication between staff members and our families is an ongoing goal, therefore meet and confer meetings are held annually with classified and certificated groups and parents are invited to participate through groups such as the School Site Council, LCAP Advisory Committee, and our Parent Teacher Club. Using information collected from our annual parent survey, we have made adjustments to our methods of communication in order to solicit increased input on the Local Control Accountability Plan and other school initiatives."	"Ensuring that all educational partners are afforded an opportunity to participate in the decision making process is an ongoing initiative. This year, focus has been on better engaging our EL families."	"In order to better engage our EL families, our district is making a concerted effort to solicit feedback and invite representatives from these groups to meetings in which decisions will be made. Recognizing the language or cultural barriers that our EL families may face when asked to be more involved, the district is securing language line services and translation tools to better communicate with non-English speakers."	3	3	2	3	2	2	5	2	5	4	3	3	Met	6/21/2022	2022
12626870124263	Laurel Tree Charter	3	"Community and relationships are things we value at Laurel Tree. Having strong relationships with our students and our families helps students attend and do well in school. We wanted to focus on improving attendance and the teachers felt that building strong connections with our families would be key to this. Goal 1 of our LCAP: A strong connection with students, families, and community. Desired Outcomes: *Communication of our Mission, Vision, and our Five R’s to our community through our website, Monday Note, and events. *Events that create connections with parents and community. *Good communication with parents on systems and procedures. *Ways for parents to give and input and contact teachers. *Increase our Average Daily Attendance from 92% to 96% *Decrease our percentage of chronic absenteeism (absent more than 10%) from 11% to 5%. *Increase the number of Attendance Meetings with family for chronic absenteeism from 40% to 80%. *Maintain our middle school drop-out rate of 0%."	"This year we've added a Parent Inclusion committee to the School Board, had an open house, and reinstituted our quarterly Potluck and Performance.  We are focusing on building inclusion as part of our ArtSEL grant."	"Our LCAP actions for Goal 1: We will increase parent awareness of attendance policies and the importance of good school attendance by: Including attendance policies in back-to-school mailings $500.00 Posting policies online Sharing in the Monday Note Discussing at community events Making information available in Spanish $500.00  Continue having office staff track Independent Study Packets. Office staff report on attendance problems weekly at staff meetings. $10,000 of Office Admin. salary  Implement “Attendance Circle” with 80% of the students who are chronically absent. This meeting should result in an attendance contract. Maintain a full-time Behavioral Aid 2 or School Psychologist to facilitate these meetings and work on reducing barriers to school attendance. $32,000 for School Psychologist from In-Person Instructions funds  Update our website to include all necessary state requirements, information needed by families, and a revised Vision/Mission Statement, and our Schoolwide Learner Outcomes. Have Spanish translations available. $300.00 stipend  Review and update LT A-Z and Employee Handbook at Staff Retreat. Have them available in Spanish. $500.00 printing  Continue with Potluck and Performances as community events and showcases for student work. This a community-building event where information is shared with parents and input on school decisions is solicited. $3000.00 rental of buildings for events  Survey parents yearly about school community, safety, and input on LCAP goals.  Provide parents with a student schedule, a homeroom teacher connection, connection information on Jupiter Ed and the Monday Note, and information about the curriculum used in classes at a back-to-school night in the fall. $1,000 for event"	LCAP Goal 1 as listed above.	Our area of focus to improve inclusion and connection with families to improve student outcomes as outlined in LCAP Goal 1.	LCAP Goal 1	"As a teacher-run school, we've well-practiced in collaborative decision-making.  We are now actively working to include parents in that circle of decision-makers."	"Now that the pandemic has receded, we've added a Parent Inclusion group to our Board, scheduled five community events, and are actively inviting parents to participate in the school again."	See LCAP goal 1 referenced above.	4	4	3	3	3	3	4	3	4	3	3	5	Not Met	8/9/2022	2022
36750440118059	LaVerne Elementary Preparatory Academy	3	"LEPA historically has fostered and maintained positive relationships between school staff and families.  LEPA has continuously  provided open and transparent communication between teachers, counselors, and parents.  The COVID-19 pandemic caused LEPA to further strengthen the relationships between parent and school. LEPA began partnering with parents on a weekly basis to share information on scholar progress and scholar needs. Teachers provided parents access to Class Tag and Remind communication which provided easier access to teachers, assignments, and tasks.  In this process, we have seen stronger relationships develop between school staff and parents, than we have seen in prior years.  Parents confidently feel that staff is accessible for the needs of their children."	"LEPA has identified that we would like to continue to make progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. Therefore, LEPA is making an intentional effort to expose our school staff to the needs of our scholars in relation to their home environments, family backgrounds, and the demographics of the local school community.  We have identified that returning to in-person learning following the pandemic, has brought to light many social-emotional factors that impact student learning.  Therefore, improving in this area for our staff is key in supporting closing the academic learning gap for our scholars."	"In addressing the environmental factors of our underrepresented families, LEPA is making progress in expanding our Student Support Services department.  This department addresses social-emotional issues, behavioral intervention strategies and scholar counseling.  This department also provides support to parents in order to provide them with support in helping their children.  Building relationships with families centered on the needs of the scholars helps to foster families to engage comfortably and in confidence with the school. Parents begin to realize that we at LEPA have a genuine concern for their child."	"Currently, LEPA has a strength in providing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  Open and transparent communication with our families is key to the overall academic success of our scholars.  Our staff provides friendly and courteous communication and feedback to parents, along with strategies that parents can utilize to support their child’s learning.  LEPA requires three formal parent-teacher conferences per academic school year, long with online access to teachers.  This provides parents an opportunity for ongoing and regular communication with teachers and the ability to stay abreast of their child’s academic progress, thus preventing their child from slipping through the cracks."	"One primary focus for LEPA is to continue making progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students.  Many families in the community we serve are underrepresented and lack access to many services within the community due to lower socio-economic conditions. Therefore, we have taken the beginning steps to provide our families to access."	"In order to support and engage our underrepresented families, LEPA will connect with our families most in need as identified through Student Support Services.  We have contracted with outside counselors and vendors such as Care Solace and Desert Mountain – SELPA to provide wraparound services to our most underrepresented community. Further, we will continue to employ staff that can support our scholars’ emotional needs based on environmental factors. Our staff will build relationships with parents addressing EL, Special Education, and SEL services thus building trust and confidence in our partnership."	A strength of LEPA is in providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community.  LEPA makes themselves accessible to community input on a regular basis.  Parent surveys and ongoing parent-teacher conferences serve as the initial point of engagement within our school community.  Parent feedback is crucial in our decision-making process.	"LEPA has identified the need to continue to make progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making.  The administration and staff of LEPA has recognized that many families do not engage in decision-making when made available to them. Therefore, we would like to increase parent involvement in the decision-making process as much as possible."	"In order to engage underrepresented families in the decision-making process at LEPA, LEPA will provide various community opportunities  that  engage the attention of those identified as underrepresented.  The school will also strive to understand how to effectively communicate with the community by understanding culture, language, and  socio-economic conditions. The school will make a concerted effort to partner with local agencies and vendors who can provide training to our team to help build their capacity of understanding and empathy for the community we serve."	5	4	3	5	4	4	5	4	4	3	4	4	Met	6/27/2022	2022
19646910000000	Lawndale Elementary	3	"LESD’s communication plan continues to evolve as circumstances change and we learn better ways to reach every single parent. The Community Liaison team continues to build trusting and respectful relationships with LESD families at every school site, through communication tools such as Smore school newsletters distributed weekly, maintaining and updating the Family University calendar, and uploading content to the LESD Youtube Channel where parents can access workshops and meetings through our Family University Playlist when it is more convenient for them. Our websites are constantly updated with the latest Safe, Clean and Ready, In-Person and Distance Learning information. Facebook and Instagram platforms are used to not only share resources and events but also to give our parents and staff insight into school culture. ClassDojo continues to be the MVP of teacher-parent communication with its ability for parents to access information in their home languages and contact teachers and admin within the app.   Additionally, the district’s commitment to our families drove the development of Office Hours by our communications team to streamline communications and support Community Liaisons in the various applications used to reach families. A series of professional development trainings were also created for classified staff by the District Social Worker to support building more positive relationships between school staff and families. The professional development included Community Liaisons as well as Office Managers to develop self awareness and better understanding of our families’ experiences."	"The reopening of schools was yet another pivot that had a huge impact on building relationships. Delivering information and support to our parents seemed like it would be easier, with daily personal access to parents, but the role of the Community Liaisons shifted to supporting contact tracing, attendance calls and assisting parents with short/long term independent study. Parents voiced a strong desire to come back onto campus to support as volunteers, but COVID restrictions kept them outside school gates. The district has used this time to revamp and update our family engagement plan and volunteer process, and small parent gatherings on campus have begun with PTA events. The plan is to slowly reopen our doors to expand parent participation in the new school year. The new Family Engagement Guide has been shared with the Board of Trustees, district leadership, Office Managers, and districtwide parent advisory committees, but not yet with teachers. LESD’s goal is to share this guide with teachers as we open the new school year for continuity and cohesiveness. Distance learning made teaching much more public, as parents were online as often as students in many cases to support their young learners. This enabled far more transparency and communication, as parents were far more aware of the rhythms and expectations of the classroom. Teachers were also made far more aware of the home situations of their students. Now that we have returned to in-person learning, we want to maintain the transparency developed during distance learning by utilizing the tools that worked last year such as ClassDojo and Zoom meetings for parent conferences and IEP meetings."	"A focus area identified for improvement is to more actively engage and seek input from our African American families. To that end, an African-American Parent Advisory Committee (AAPAC) was formed last year, modeled after the English Learner Parent Advisory Committee (ELPAC). The AAPAC continues to work on identified goals for improvement for the district, which include a districtwide needs assessment, equity audit, culturally responsive pedagogy training for teachers and school leaders, and implicit bias training for all staff. Additionally, programs such as 100 Black Men, Trajectory of Hope, and RISE have been implemented at several of our schools to improve staff cultural proficiency and provide mentors for our African American students. Said programs are weaved in the 22/23 school year family engagement plan to keep parents informed, encourage participation, and highlight progress.  Another area identified for improvement is to more actively support our newcomer students. This has been achieved by creating the summer Newcomer Academy that targets newcomer students for academic and social emotional support. This summer program supplements the year-round newcomer support groups implemented at each site to ensure that students have a strong base of support and their families can navigate and access school, district, and community resources.  One example of such support is the LESD Lingo workshop series developed to help newcomer parents and students make sense of all of the common terminology and the technology platforms used in schools.   And finally, interpretation at DELAC and DPAC meetings continued this year to ensure access for our large Spanish-speaking community, and parent leaders lobbied for and were granted interpretation for the regular meetings of the Board of Trustees."	"An unanticipated improvement caused by distance learning was the creation of virtual parent conferences. Teachers identified this as a definite positive of distance learning that they would like to bring back even after a return to in-person learning, and so we did. Attendance and the depth and frequency of parent-teacher communication continued this year without the barriers of transportation to a brick and mortar meeting.  Supporting families to understand and exercise their legal rights and advocate for their own students and all students is another strength, developed as a result of parent workshops focused on developing leadership skills through Family University and the content shared at our parent advisory council meetings. As an example of this leadership and advocacy, parent leaders presented to the Board of Trustees in April 2021 and requested the following actions, all of which were achieved in 2021-2022: (a) recording FamilyU workshops and putting them on our YouTube channel to ensure that working families don’t miss out; (b) creating a Superintendent’s Roundtable that brought together parent leaders from the PTA, District Parent Advisory Committee (DPAC), District English Learner Advisory Committee (DELAC), the African American Parent Advisory Committee (AAPAC), and FamilyU to gather input and identify potential targeted programming that could increase parent involvement and engagement; (c) developing parent to parent support groups to facilitate cross-school parent connection and interaction between meetings to help ensure that all parents are informed and all voices are heard; (d) providing interpretation that reflects our school community at all  board meetings to ensure diversity, equity and inclusion for all; and (5) building peace of mind through transparency around Safe, Clean, and Ready protocols as we welcomed students back to in-person learning."	"Support for teachers and principals to improve a school’s capacity to partner with families was provided in numerous ways, including technology supports such as zoom and ClassDojo to improve communication, and the continued funding for Community Liaisons who continually connect families to resources, personal development, school, and the district. The area identified for growth is professional learning for teachers and principals focused on partnering with families in more effective ways. The pandemic interrupted progress in this area, and we are restarting slowly with revised volunteer protocols and a vision of open arms in the fall, accompanied by a survey that will be developed and vetted by staff and parents, utilizing the newly created LESD Family Engagement Guide. The guide is divided into three tiers: Tier I Volunteer, Online or In-Person Participation. We offer volunteer opportunities explicitly outlined to the students’ schools. We are also cognizant that not all parents have the luxury to volunteer in person for various reasons. With that in mind, Tier I also has a curated collection of recordings produced over the pandemic to introduce technology, district terms, resources, and social-emotional support. The collection is on the YouTube Playlist for parents to access online and on-demand at their own pace. To wrap up tier 1, Family University has scheduled workshops led by Teacher Specialists linking school to home learning such as math and English Language Development to the English Learner reclassification process, nutrition workshops led by Community Wellness Educators, and social-emotional classes led by the School Social Workers.   Tier 2 Committees and Engagement. Parents learn about the different advisory committees and are encouraged to attend the meetings that interest them; from the goals and objectives for African American students to giving input on school programs for English Learners, and getting familiar with how funds are allocated and spent to meet the needs of all students.   For the 2022-2023 school year, we are building on this platform to build continuity across all advisory committees by weaving in information on the Extended Learning Opportunity Program (ELOP), mentorship and leadership parent development programming, Positive Behavior Interventions Supports (PBIS), and initiatives in support of our African American and the Black community, makerspaces, insight of our middle schools, and beyond.  Tier 3 Leadership and Mentorship. Parents are partners in leading our school district. Working in unison, parents become strong advocates for all students to have brighter futures. We understand parents are more likely to listen and follow the lead of other parents. To that extent, leadership and mentorship can occur at any tier and it deserves its own space in tier 3. With the guidance and support of district staff, elected and non elected parent leaders have the opportunity to recruit and mentor new leaders through peer"	"The priority of current parent leadership is to actively participate not only at district level meetings, but to also get involved at the school sites. School level meetings are posted for all to access, and parent leaders have made it a priority to visit the meetings at multiple schools to both promote district level initiatives and encourage school level parent leaders to promote participation in their committees. School level leaders in turn are encouraged to attend DELAC and DPAC each month to share the good things they are doing and to further encourage cross-school collaboration. We recognize parents are more influenced by other parents, and seeing a district level leader such as the president of DELAC (District English Learner Advisory Council) attending local schools’ ELAC meetings sends a powerful message about the effectiveness of parent involvement and reduces fear of participation. Tier 3 of the Family Engagement Guide will provide such opportunities for leaders from underrepresented families to recruit and mentor future leaders from these groups."	"LESD has made progress in providing all families with opportunities to provide input on policies and programs. The partnership between the Superintendent’s office, the Director of Special Projects, and the Community Liaisons created a pathway for parent leadership development, which has led to increased parent participation in board meetings, and annual presentations to the board by parent committee leaders on goals for the upcoming year, which include a report on progress made towards achievement of each goal.  Because of this leadership development, parent leaders are now regularly included in district and schoolwide decision making bodies such as the Superintendent Search focus group, interview panels for school principals, the LCAP Advisory Committee, the Superintendent’s Roundtable, and the Superintendent's Task Force for Reopening of Schools.  The Superintendent’s Roundtable brought together parent leaders from the PTA, District Parent Advisory Committee (DPAC), District English Learner Advisory Committee (DELAC), the African American Parent Advisory Committee (AAPAC), and FamilyU to gather input and identify potential targeted programming that could increase parent involvement and engagement. Parents are also provided annual workshops on the roles and responsibilities of the School Site Council and English Learner Advisory Council, as well as the District Parent Advisory Committee (DPAC) and the District English Learner Advisory Committee (DELAC). Leadership training has been offered to all parents through Building Stronger Communities cohorts provided by our partners at Providence Little Company of Mary, and many of the graduates of this training are now leading our parent committees."	"District-level parent leadership committees received an unexpected benefit from school closures as outreach to families shifted to online platforms. Though long desired, COVID accelerated LESD’s leap into the virtual world, opening our District Parent Advisory Committee (DPAC), District English Learner Advisory Committee (DELAC), school level English Learner Advisory Committees (ELAC), School Site Councils (SSC), and Board of Trustees meetings to more parents than ever before. Attendance at board meetings, for example, jumped from 2-3 participants in 2017-18 to double and triple-digit numbers of community attendees at the virtual board meetings in 2020-21. In 2021-22, however, parent participation dropped dramatically with the return to in-person learning, which only allowed students on campus due to COVID protocols. Zoom fatigue has been declared a factor as well as a strong desire by parents to return to school campuses as volunteers. Parent leaders in their annual presentation to the Board of Trustees have identified a return to campus for parents as their number one priority for re-engaging parents in volunteering, participating in school and districtwide committees, and decision-making."	"We recognize that informed parents who know how to access and utilize resources to engage their children in their learning is the most important ingredient for student success. To improve engagement of our underrepresented families, the LESD Family Engagement Guide is our best hope.  In Tier I, we recognize that not all parents have the luxury to volunteer in person for various reasons, and so we have created a curated collection of recordings produced over the pandemic to introduce technology, district terms, curriculum, resources, and social-emotional support so that parents can access what they need when they can at their own pace. Community Liaisons regularly communicate opportunities, events, and the recorded playlists through school newsletters, the district and school calendars, and social media. Parents who are ready for Tier 2 are encouraged to take the next step and get involved. They learn about the different advisory committees and are encouraged to attend the meetings that interest them, such as developing goals and objectives for African American students, giving input on school programs for English Learners, and getting familiar with how funds are allocated and spent to meet the needs of all students."	3	4	4	4	2	4	4	3	4	4	4	3	Met	6/21/2022	2022
01100176002000	Lazear Charter Academy	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	"Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Reengaging our families through in-person school events and celebrations, as many of these events were moved online during the past two years; (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership."	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	"Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide."	"Our focus area for improvement in Building Partnerships for Student Outcomes is to build famiies' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home."	"We will facilitate a series of workshops in the area of family literacy engagement, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities."	"When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization."	"Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. This year we aim to rebuild to pre-pandemic levels of parent leadership in our school."	"We are focusing on increasing the engagement of our Black families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events."	4	4	4	4	4	4	4	3	4	4	5	4	Not Met	10/20/2022	2022
24657220000000	Le Grand Union Elementary	3	Parent Square is available as one way to keep in touch with families. The school needs to make sure ALL families are connected with Parent Square.  The once a month community coffee is a good opportunity for parents to connect with the school.	"Aside from the community coffee, there need to be more opportunities for parents to be on campus. Hold informational sessions for families at a variety of times, allowing for parents with different work schedules to attend.  Consider the idea of personal one-on-one contact to families, with Spanish skills if needed.  Communications need to go out in both English and Spanish."	"The district will staff an ELO Coordinator / Parent Liaison to work on expanding learning opportunities after school, before school and during breaks and increasing the participation of underrepresented families."	"There is great communication by the school. However, there are many homes that are both multi-generational and dual language and information needs to be provided in both English and Spanish.  It would be nice to have more parental response.  Perhaps incentives could be in place that would encourage parent participation."	"Bringing back school events in the gym for parents to talk, craft or relax. Staffing an ELO Coordinator / Parent Liaison. Increasing Positive Contacts with Families using Parent Square."	"Since the percentage of students that are unduplicated is s high, 82.3% all of the focus areas above are also the strategies that will be used to improve engagement of underrepresented families: Bringing back school events in the gym for parents to talk, craft or relax. Staffing an ELO Coordinator / Parent Liaison. Increasing Positive Contacts with Families using Parent Square."	The School Site Council is a great resource for this community.  Getting families involved might be a struggle but it is a very important step.  Many of the events or activities that brought families to the school were cancelled when the pandemic hit.  Bringing these activities back will be an important part of rebuilding the school community.	Increase the family participation on School Site Council and DELAC.	Increase the participation on School Site Council of underrepresented families.	3	3	2	4	2	3	3	2	4	3	3	3	Met	6/28/2022	2022
24657300000000	Le Grand Union High	3	"Le Grand High School has a friendly staff and great teachers.  Parents are encouraged to participate; to become involved in the school and their student’s education.  Building these relationships is accomplished through school site counsel, a variety of educational platforms such as ParentSquare and through open communication with teachers, administration and the support staff.   Teachers communicate clearly and give helpful input to the families.  The district makes a point of keeping parents up to date with any new important information.  Staff in the resource center are dedicated to helping the community."	Staff a community liaison position to promote stronger relations with parents of unduplicated students and continue to promote parent empowerment and the Adult Education programs to assist the community and parents in their efforts to support themselves and their children academically and to assist in educating parents on students engagement in distance learning.	"The community liaison, office staff, principals and superintendent will promote stronger relations with underrepresented families."	"Le Grand Union High School district makes the effort to reach all families. Twice a year the school has progress report card nights.  Parents are encouraged to come and speak with their student’s teachers about his or her performance in class and necessary remediation, if required.  LGUHSD makes the effort to keep families connected to the school but it is important that parents make the effort as well.  Office staff is very friendly and makes the effort to answer questions and resolve issues.  The community liaison has effectively setup open lines of communication with all stakeholders at LeGrand Union High School. She has the competency to network amongst a host of resource capabilities. She is very helpful, always wanting to work with the community.  She informs all about important dates and events that are going to happen at the school or within the stakeholder communities.  The strength of the district is that it cares for the families and about the progress of the students."	Staff a community liaison position to promote stronger relations with parents of unduplicated students and continue to promote parent empowerment and the Adult Education programs to assist the community and parents in their efforts to support themselves and their children academically and to assist in educating parents on students engagement in distance learning.	The community liaison will continue to reach out to underrepresented families to promote empowerment of these families.  The Adult Education programs will continue to offer classes that are targeted to underrepresented families needs.	"LGUHS is a great school!  The teachers and support staff are great! Students enjoy being part of the school; parents feels that their issues will be resolved when they approach the office staff.  The small size of the school allows for more individual attention to students who need it.  Teachers at LeGrand are approachable and willing to help students with questions. In spite of being a small school, it is high tech and up to date with innovations. LeGrand is moving toward the future.    LeGrand Union offers the community many opportunities for involvement.  Parents are taught about tech support such as ParentSquare and other programs that help them support their students in school.  Programs that improve and support communication between school and parents.  Parents are encouraged to participate in the regularly scheduled School Site Council.  In addition, parents are encouraged to work with the Community Liaison at the resource center.  The community liaison is noted as being a strong resource for the district, building rapport with the parents and capitalizing on existing skills and resources.  An expanded resource center would be an asset to the district.  The strength of the district is that it really works toward the goal:  success of the students.  The Principal puts the student first and wants the students to go out and do great things. It’s a little school but it’s is doing big things."	Continue to ensure that parents are participating in School Site Council and DELAC meetings.	The district will ensure that underrepresented families are participating in School Site Council and DELAC meetings along with other decision making forums.	4	5	4	5	4	4	4	4	4	4	5	5	Met	6/22/2022	2022
33103300125237	Leadership Military Academy	3	"LMA provides families opportunities and resources to fully participate in their child's education. Building relationships is a key tenet of LMA and the entire staff strives to create a welcoming, safe environment.  This has been reflected by parents reporting feeling welcome at the school (94%) in the most recent survey (2022).   The current strengths and progress in building relationships rely on the ability of LMA staff at all levels to be open and available for multiple means of communication with families. In the most recent survey with stakeholders, almost 84% of parents agreed that they are contacted about low academic performance, behavioral issues, and attendance.  They also indicated that communication via phone, text, and email were preferred evenly over mail and social media/webpage. This is consistent with last year’s survey, and as a result LMA transitioned to using both text messaging and emails as the primary means of sending information out to families in masse. Direct calls are made to parents about their specific student by teachers, office staff, and administrators. Students and their families can also easily initiate communication with teachers and staff outside of school through email, Google Classroom, the Aeries portal, and through the website."	"The most recent survey results have provided some areas for LMA to improve in building relationships and opportunities for parents to engage.  Only 3 parents participated in the ELAC and School Site Council, and this was echoed on the survey as one of the least agreed items.  At the same time, 80% of parents confirmed that there were opportunities to get involved, share ideas, and provide input/feedback, and almost 58% were interested in participating in such opportunities. The availability of family activities at LMA also continues to be a low item on the survey.  Due to these results, there will be more focus on increasing family events/opportunities and on increasing the communication and outreach to families to participate in them.  Although communications are sent out in both English and Spanish, and there are office staff fluent in Spanish to assist with calls and meetings, translation is also an area for improvement according to the survey.  This could contribute to limiting engagement of underrepresented families (item 3 below)."	"Translation services are key to engaging underrepresented families whose home language is not English.  The low rating for translation services may be in part because families are not aware that translation or Spanish versions are available, or they are not able to participate as fully through the methods used.  This can be improved by increasing the message that translation is provided and including more means of translation (ex. audio and print)."	"Building partnerships with students and families begins at the first informational meeting with parents, when goals are discussed and families are oriented to the culture and environment at LMA. This establishes the partnership between LMA and the family to support the student’s success.  It is a strength because we are able to meet with individual families before enrollment and focus on that student’s specific circumstances (ex. credits, goals, questions, supports, etc.)  Parents and students are able to create portal accounts so they can access student scores and grades, attendance, and class links and 88% of parents agreed in the most recent survey.  This allows them to monitor student progress (outcomes) in real time."	"The most recent survey indicated that although 88% of parents confirm there is access to student outcomes (ex. grades, attendance), only about 55% actually use the portal. This indicates that LMA can focus on improving parent portal registration and especially accessing the portal to see student outcomes."	"Translation services are key to engaging underrepresented families whose home language is not English.  The low rating for translation services on the survey may also be because families are not aware that the portal can be accessed in Spanish and other languages.  Additionally, that may also be a barrier for non-English speaking families to register and/or use the parent portal.  This can be improved with more efforts to show parents how to register for accounts, adjust the language, and access their student’s outcomes."	"The annual stakeholder survey is the most comprehensive tool for input and feedback on all of the state priorities.  In the most recent survey, parent participation maintained the gains made in the previous year, up to almost 40%, over double from two years ago.  Also, of those parents, 80% confirmed that there were opportunities to get involved, share ideas, and provide input/feedback."	"The most recent survey results show that LMA can improve on gaining input for decision making because almost 58% of parents in the survey were interested in participating in such opportunities.  However, only 3 parents participated in the ELAC and School Site Council, and parent participation in advisory committees was one of the least agreed items on the survey. LMA can focus on connecting the interested parents to the ELAC, School Site Council, and other opportunities."	"LMA can improve engagement of underrepresented families by increasing their representation in advisory committees like the ELAC and School Site Council.   Based on the survey, more parents are interested than are already participating."	4	4	3	4	4	4	3	4	4	3	3	3	Met	6/23/2022	2022
01611920108670	Leadership Public Schools - Hayward	3	"Based on analysis, LPS Hayward has a strong school community and positive and open relationships with students and families that is supported by ongoing formal and informal communication structures."	Through our analysis we could improve on providing more proactive communication. There have been times this year where we gave information on things like schedule changes less than a week before the affected schedule. We could do better in the future.	"Based on educational partner feedback, we do a good job hosting parent meetings (two a month). What we could improve upon is more active recruitment to attend those events, due to low turnout at times."	"Based on analysis, this is an area in which we can improve by establishing more formal structures to support staff and parents to meet and discuss student progress."	"Through feedback, we could hold more focused meetings for students that are in need of support, especially those with D's and F's."	"We will develop policies and systems to reach out to families when student grades are in danger of Ds and Fs earlier on, and monitor those students more closely."	"LPS Hayward has a lot of solid systems in place for communicating with families, including weekly COST meetings (and follow up), newsletters, and parent meetings."	"Based on analysis and educational partner feedback, we have not had as many collaborative meetings this year as desired. Due to the COVID-19 pandemic, we have been doing the best we can to communicate about and enforce those guidelines, which has taken time and attention away from other forms of communication."	"Our goal next year (2022-2023), is to resume some of the systems and structures in place before the pandemic that would allow us to more regularly and collaboratively work with staff, students, and parents at our school."	4	4	3	5	3	3	2	3	3	3	3	3	Met	6/23/2022	2022
07617960101477	Leadership Public Schools: Richmond	3	"LPS Richmond has continued to offer opportunities for all Educational Partners to engage in the WASC/LCAP process, learn more about student achievement data, meet the new administrative team, which have allowed the school to further build relationships with their families. Communications was sent using the school's student information system and website."	LPS Richmond would like to improve family engagement in all aspects of the student's education. Areas of focus are an increase in family engagement for English Learners and Black/ African American students.	"LPS Richmond will work on increasing engagement by offering principal office hours, translation for all family meetings and increased communications around opportunities to be engaged and increased tier 1 supports."	The new principal started to hold principal office hours on one Saturday mornings allowing for families to come and speak about any topic. This has proven to be effective in addressing student and family concerns. There has also been an increase in restorative conversations which have increased school culture amongst students.	Based on the analysis of educational partner input through the WASC Self-Study process LPS Richmond would like to improve family engagement in all aspects of the student's education. Areas of focus are an increase in family engagement for English Learners and Black/ African American students.	Based on the analysis of educational partner input through the WASC Self-Study process LPS Richmond would like to improve family engagement in all aspects of the student's education. Areas of focus are an increase in family engagement for English  Learners and Black/ African American students.	The school's current strengths are around building trust amongst students and the new administration which has assisted in the development of positive school culture.	The school's current strengths are around building trust amongst students and the new administration which has assisted in the development of positive school culture.	Based on the analysis of educational partner input through the WASC Self-Study process LPS Richmond would like to improve family engagement in all aspects of the student's education. Areas of focus are an increase in family engagement for English Learners and Black/ African American students.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
37683380106799	Learning Choice Academy	3	"Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events.  Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home."	"We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students."	"We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students."	"The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers."	A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(re	A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).	"The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms)."	"A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly."	"A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/8/2022	2022
37680230138073	Learning Choice Academy - Chula Vista	3	"Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events.  Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home."	"We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students."	"Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment."	"The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers."	A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(re	A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(re	"The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms)."	"A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly."	"A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/8/2022	2022
27660922730240	Learning for Life Charter	3	"Trusting and respectful relationships with families are essential to the success of students within our independent study setting, so LFLCS has invested heavily in developing the capacity of staff in this area. Each family has the opportunity to meet weekly with a supervising teacher, who gets to know the student and family very well. During 21022, we continued to enhance our communications with families by subscribing to Parent Square."	Some parents are not regularly attending the weekly meetings with the supervising teachers. We have set a goal to get all parents to attend regularly.	LFLCS will prioritize the hiring of multilingual staff and assist staff who need it to improve their proficiency in other languages.	"In 2021-22, LFLCS has continued to provide training to all staff in Trauma Informed Care. We provided an in-person orientation program for all new students. We implemented a new pattern for weekly meetings: one week virtual, the next in-person. Staff has remained highly available to families to discuss rights and to engage in decision-making about how the IS program will be customized for their child."	We want to add a parent component to the orientation program.	LFLCS will prioritize the hiring of multilingual staff and assist staff who need it to improve their proficiency in other languages.	"LFLCS has provided many diverse communication tools to staff to enable families to engage in decision-making, but we have not been able to form a stable sitting advisory group. Our new communication tool, Parent Square, allows parents to more easily reply to our messaging, and we continue to push out surveys, but we would like to increase the number of respondents."	"We want to experiment with various formats for gathering students and parents and collecting their input, that could lead to a stable sitting advisory group."	LFLCS will develop more outreach materials in language other than English.	5	5	5	5	5	4	5	5	4	3	4	3	Met	6/29/2022	2022
01612590115592	Learning Without Limits	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	"Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Reengaging our families through in-person school events and celebrations, as many of these events were moved online during the past two years; (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership."	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	"Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide."	"Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home."	"We will facilitate a series of workshops in the area of family literacy engagement, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities."	"When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization."	"Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. This year we aim to rebuild to pre-pandemic levels of parent leadership in our school."	"We are focusing on increasing the engagement of our Black families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events."	4	4	2	4	4	4	4	3	4	4	5	4	Not Met	10/20/2022	2022
19648810118075	Learning Works	3	"Learning Works is designed to re-engage students who have struggled to make progress in traditional public school settings. Our model for re-engagement of students is based on the idea of leading any interactions with students based first on relationship in order to support students with a rigorous and relevant curriculum. Our curriculum is also designed to welcome students who have struggled in school and need to make progress in steady and incremental steps. It is based on five-unit modules that incorporate activities, textbooks and other instructional materials, labs and field trips with individualized learning support through one on one staff support and in small group settings."	"Having been engaged in this work for more than ten years, our school has developed numerous strategies that develop the capacity of new and existing staff to build trusting and respectful relationships with each individual student first and, in turn, with family members and others who can support the student with their educational goals. Staff also engages in weekly collaborative time to engage in professional learning related to topics that will support engagement with the students and families we support."	Our main focus in this area is to continue to provide support and engagement in our strategies through ongoing staff development and individualized support plans.	"Our school serves a large majority of students who are 18 or over working toward a high school diploma. For many families, parent involvement in schoolwork has been a longstanding challenge and a source of friction between parents and the youth we serve. Thus, we engage in non-traditional strategies for student and family engagement in school. Our students struggle on a daily basis to get to school and make progress on their school work."	"We provide supports to continually re-engage students, which includes frequent individual calls, home visits, and bringing materials and emergency supplies to homes, driving students to appointments and providing many other practical supports."	"Even with these challenges, we value and encourage parents and other family and friends who are a positive support to participate in the life of the school and their student’s education."	"Given the types of supports our students utilize, LW has a number of partnerships with community organizations to provide educational and support services including Homeboy Industries, Armory Center for the Arts, the Flintridge Center, Families Forward Learning Center, Planned Parenthood, Pasadena Public Health Department, and Pasadena Mental Health. We have the regular involvement of volunteer groups from the Pasadena Garden Club in our school garden, supporters of our Pregnant and Parenting Teen program and through donations to Hope Works, which provides essential supplies and referrals for homeless youth. Our community learning center, Community Works offers tutoring support to the community and classes for adults including English as a second language."	"In order to engage parents and other people who support our students in collecting input and information for decision-making, LW has surveyed parents and offered online meetings for parents and others interested in learning more about what the school has to offer and how they can be involved."	"We are focusing on how to fine-tune this process and are developing a parent engagement plan as part of our efforts to focus on student engagement and a return to in-person field trips, small group activities and more on campus activities. This will continue to support the development of the LCAP, WASC and other regular school planning activities."	5	5	5	5	4	4	5	5	3	3	3	3	Met	6/28/2022	2022
37682050000000	Lemon Grove	3	"The Lemon Grove School District has multiple avenues to communicate with families in all schools. Families receive written communication through letters and flyers that are sent home; families also receive information electronically through various modes of communication such as Infinite Campus (e-mail, phone, text), Class Dojo, the LGSD Website and the LGSD Parent and Family Engagement website. The LGSD Website also has the Google Event calendar posted for families to easily access to view events, links, times, etc. When e-mails are sent through Infinite Campus, these messages are two-way, so families can easily respond to the sender with questions or comments. Information is shared in English and Spanish as much as possible.   In addition, families receive the Parent Annual Notifications Handbook every year which contains not only general information but also sections on student and parent rights. Every year, teachers are given time to communicate with families and give them updates about student behavior, performance in class, and report cards. Teachers also take the time to schedule parent conferences throughout the year and parents are encouraged to request a conference with their child’s teacher when needed.   The Parent and Family Engagement Specialist TOSA manages the Parent and Family Engagement website. This site contains important information such as COVID-19 updates, information about food and housing, family activities, mental health and mindfulness, health and fitness, district and non-profit organization events, parenting resources, academic resources, among others. It also links families with the TOSA’s and Parent Volunteer Coordinators’ contact information."	"In order to build trust and relationships with families, the Parent and Family Engagement Specialist TOSA coordinates parent and family events like community circles. In these circles,  parents can connect with each other and their school’s principal to do a general check-in or provide feedback to the principal to implement changes to better serve students and families. The LEA is working on building more participation from families at events, and circles are one way to engage personally and build trust to expand on relationships and hopefully bring in more families as well.  In addition, the LEA is requiring each school to create a Parent Engagement Site Plan that includes how often teachers communicate and work with families, as well as school-wide events and strategies for engaging with their families. The goal is to continue to increase parent engagement with classroom teachers, committees and collaboration on school events."	"At each site, a social worker is available to support families and students as needed. Furthermore, each school also has a school nurse, school psychologists, speech and language specialists, and special education staff who maintain two-way communication with students and their families. This communication ranges from updates in academic progress and behavior, to providing services and resources to students and their families. Furthermore, a district translator is available to translate documents, letters, slides, and other written materials for students and families.There is also live interpretation available during meetings in order to make information accessible to Spanish-speaking students and families.  Stakeholder input suggests that they would like to see more cultures represented in curriculum and reading materials in the classroom. They also expressed wanting more opportunities to celebrate diversity in the District. To address this the Parent and Family Engagement TOSA as well as the Student Services Coordinator hosted a couple of virtual family events during Black History Month to celebrate the diversity of the families and guide them through having conversations about race at home. In addition, a virtual event called Celebrating Our Voices for National Poetry Month was hosted. In this event local BIPOC artists performed spoken word pieces to celebrate and empower the diverse students and families in the district."	"The Lemon Grove School District provides continuous opportunities for professional development inside and outside of the district for administrators, teachers, instructional coaches, and staff that allow them to grow, better support students and families, and to continue to foster and build partnerships with families.  In addition to parent conferences, principals and staff also build partnerships with families via events such as Coffee with Principal, Learning Circles (parents learn about different strategies such as creating effective learning environments at home), Community Circles (where parents can connect with each other and their school’s principal to do a general check-in or provide feedback to the principal to implement changes to better serve students and families), trainings provided by social workers, teacher office hours, among others. Additionally, principals can meet with the Parent and Family Engagement TOSA to consult on different ideas and strategies to get parents more involved. Moreover, the TOSA collaborates with outside organizations to bring in parent workshops and other opportunities to students and families in the district.   This year, the District established the Committee on African American Student Achievement & Success (CAASAS) and the parent group Black and Pan-African Student Excellence (B&PSE). In CAASAS, the superintendent, board members, administrators, parents and teachers discuss practices that the district can adopt/change in order to better serve African American students and families. The Committee is in the process of recruiting one or two additional parents. The Black and Pan-African Student Excellence has the same goal as CAASAS but is only composed of parents of Black and Pan-African students. This year B&PSE ran five focus groups to get input from parents on how to better serve Black and Pan-African students. The LEA also established the Special Education Board Advisory Committee to focus on educational programs for students with special needs.  All parent events, committees, trainings, district events, and school events are published on the district website and calendar by the District Communications Specialist to keep families informed and updated."	"Stakeholder input suggests the District could work on making involvement for parents more attractive to create more parent engagement. In addition, the LEA can work on hosting more parent events that focus on various educational strategies and frameworks, such as STEAM, Literacy, Math skills and Social skills. Parents also indicated a strong interest in special education topics, for those parents with students who receive special education services."	"The LEA will improve engagement with homeless and foster families through individualized meetings with the school principal and social worker to create individualized supports and processes for communication, engagement and support. In addition, we will continue to expand the languages in which district sends out documents to include Vietnamese, Tagalog and Somali."	"There are various parent advisory groups that the district and school sites offer for parent engagement. These groups and committees provide and opportunity for schools to share information with families and for parents/guardians to engage in leadership opportunities and include them in the decision making process. Some of the groups and committees include, (District) English Language Advisory Councils, Parent-Teacher Associations, School Site Councils, and the Black and Pan-African Student Excellence. In addition, Town Halls or other District level meetings are scheduled quarterly for dissemination of information and gathering of stakeholder input.  Parent centers have been established at all school sites to support building parent involvement and engagement in various ways, including volunteering, providing formal and informal feedback, and joining committees.  This year, parent input was also sought out through school site Community Circles and the district Black and Pan-African Student Excellence. Community Circles are space for parents to come together in community to speak, be heard, and listen. In these events, the majority of the dialogue comes from the parents and gives schools insight into what is going well for parents and their families and resources or changes that could be implemented to better serve students and families. The Black and Pan-African Student Excellence is a group for parents of Black and Pan-African students. Through these meetings, the district seeks parent insight into their students’ experience in order to make the necessary changes to ensure students and their families feel represented, seen, heard, and supported by the district and their school.   The District has also provided numerous surveys to parents and students to gather input from our most important stakeholders. Some of these include the California Healthy Kids Survey. Also, students completed a social-emotional survey through Panorama to give feedback about their social-emotional well-being. Results from this survey guide teachers in creating Social-Emotional Learning lessons in class. Families also received the Family Support Questionnaire which served to identify new families who may qualify for McKinney-Vento services.   Communication regarding meetings and surveys is sent through newsletters, phone calls, social media, websites, and other forms of communication described in Section 1."	"Stakeholders also suggested that the District continue to ask for input from parents and families and to inform families on how suggestions are being implemented in the district. The LEA has established Parent Centers, but the district did not open campuses to volunteers or parents until the very end of 21-22, and therefore there was still a lack of input and collaboration. This year, having the schools physically open to parents and volunteers will hopefully continue to build and increase parent input and participation in committees, as well as providing visibility on surveys and other opportunities for providing feedback."	"The district will be reaching out with phone calls and texts to the families who have not been able to respond to key district surveys, which will support greater participation in the input process."	5	5	5	5	5	5	5	5	5	3	3	3	Not Met	9/13/2022	2022
16639820110205	Lemoore Middle College High	3	"On the LCAP Surveys, parents responded that the environment at the school welcoming, inviting, and office staff are friendly to visitors (93%), and that the schools communicated often about rules, policies and activities (90%). Students are provided a challenging curriculum (92%) and have access to a broad curriculum (83%). The parents responded positively to the schools being an inviting place to learn (100%). Additionally, 100% of parents surveyed felt that LMCHS keeps them well informed about their student's progress at school, and 92% of parents responded that the school promptly responds to their phone calls, messages or emails. A number of parents (23%) felt that the school did not offer enough quality activities that meet their student's interests and talents, such as sports, clubs and music. As a response to this concern, LMCHS now offers access to sports for eligible students, and further addressing the offerings for students at LMCHS will be a focus area moving forward."	"The majority of parents (87%) responded that students have a plan of study connecting their students to a career goal and (62%) felt their students were prepared for a postsecondary career. Parents felt their students have access to a challenging curriculum (92%) and were taught critical thinking skills (100%). Parents responded positively that their students did have access to technology (100%) or to adequate curricular materials (84%). This was an area that we work hard to ensure students had appropriate access to. This will be an area of focus for the current school year, for all students and parents to feel they have access to curricular materials and technology and for staff to remove any existing barriers. KCOE partnerships will continue to support families, and Parent U will continue to be a priority to assist in engaging parents in meaningful ways."	"Parents responded in a positive manner (ranging from 90 -100%) on multiple questions about the school communicating with parents regarding sh1dent progress, enforcement of rules, and updates on school activities and events. The responses ranges dropped (77%) when asked if parents and students had input on rules, policies and changes at the school sites. This is an area of improvement for all sites, and to specifically target Spanish-speaking parents during the current school year. LMCHS is utilizing a Certificated teacher to provide additional tutoring and regular two-way communication for our students classified as English Language Learners. This will allow improved access to resources and opportunities for families to provide meaningful input to LMCHS."	"On the LCAP Surveys, parents responded that the environment at the school welcoming, inviting, and office staff are friendly to visitors (93%), and that the schools communicated often about rules, policies and activities (90%). Students are provided a challenging curriculum (92%) and have access to a broad curriculum (83%). The parents responded positively to the schools being an inviting place to learn (100%). Additionally, 100% of parents surveyed felt tha:t LMCHS keeps them well informed about their student's progress at school, and 92% of parents responded that the school promptly responds to their phone calls, messages or emails. A number of parents (23%) felt that the school did not offer enough quality activities that meet their student's interests and talents, such as sports, clubs and music. As a response to this concern, LMCHS now offers access to sports for eligible students, and further addressing the offerings for students at LMCHS will be a focus area moving forward"	"The majority of parents (87%) responded that students have a plan of study connecting their students to a career goal and (62%) felt their students were prepared for a postsecondary career. Parents felt their students have access to a challenging curriculum (92%) and were taught critical thinking skills (100%). Parents responded positively that their students did have access to technology (100%) or to adequate curricular materials (84%). This was an area that we work hard to ensure students had appropriate access to. This will be an area of focus for the current school year, for all students and parents to feel they have access to curricular materials and technology and for staff to remove any existing barriers. KCOE partnerships will continue to support families, and Parent U will continue to be a priority to assist in engaging parents in meaningful ways"	"Parents responded in a positive manner (ranging from 90 -100%) on multiple questions about the school communicating with parents regarding sh1dent progress, enforcement of rules, and updates on school activities and events. The responses ranges dropped (77%) when asked if parents and students had input on rules, policies and changes at the school sites. This is an area of improvement for all sites, and to specifically target Spanish-speaking parents during the current school year. LMCHS is utilizing a Certificated teacher to provide additional tutoring and regular two-way communication for our students classified as English Language Learners. This will allow improved access to resources and opportunities for families to provide meaningful input to LMCHS."	"On the LCAP Surveys, parents responded that the environment at the school welcoming, inviting, and office staff are friendly to visitors (93%), and that the schools communicated often about rules, policies and activities (90%). Students are provided a challenging curriculum (92%) and have access to a broad curriculum (83%). The parents responded positively to the schools being an inviting place to learn (100%). Additionally, 100% of parents surveyed felt tha:t LMCHS keeps them well informed about their student's progress at school, and 92% of parents responded that the school promptly responds to their phone calls, messages or emails. A number of parents (23%) felt that the school did not offer enough quality activities that meet their student's interests and talents, such as sports, clubs and music. As a response to this concern, LMCHS now offers access to sports for eligible students, and further addressing the offerings for students at LMCHS will be a focus area moving forward."	"The majority of parents (87%) responded that students have a plan of study connecting their students to a career goal and (62%) felt their students were prepared for a postsecondary career. Parents felt their students have access to a challenging curriculum (92%) and were taught critical thinking skills (100%). Parents responded positively that their students did have access to technology (100%) or to adequate curricular materials (84%). This was an area that we work hard to ensure students had appropriate access to. This will be an area of focus for the current school year, for all students and parents to feel they have access to curricular materials and technology and for staff to remove any existing barriers. KCOE partnerships will continue to support families, and Parent U will continue to be a priority to assist in engaging parents in meaningful ways."	"Parents responded in a positive manner (ranging from 90 -100%) on multiple questions about the school communicating with parents regarding sh1dent progress, enforcement of rules, and updates on school activities and events. The responses ranges dropped (77%) when asked if parents and students had input on rules, policies and changes at the school sites. This is an area of improvement for all sites, and to specifically target Spanish-speaking parents during the current school year. LMCHS is utilizing a Certificated teacher to provide additional tutoring and regular two-way communication for our students classified as English Language Learners. This will allow improved access to resources and opportunities for families to provide meaningful input to LMCHS."	5	4	4	4	4	4	4	4	4	4	3	4	Met	6/23/2022	2022
16639820136234	Lemoore Online College Preparatory High	3	"On the LCAP Surveys, parents responded that the environment at the school is welcoming, inviting, and staff are friendly to visitors (94%), and that the school has communicated often about rules, policies and activities (100%). Students are provided a challenging curriculum (94%). The parents responded positively to the school being an inviting place to learn (100%). Additionally, 100% of parents surveyed felt that LOCPHS keeps them well informed about their student's progress in school and 100% of parents responded that the school promptly returns phone calls and responds to messages and emails."	"A number of parents (53%) felt that the school did not offer enough quality activities that meet their student's interests and talents such as sports, clubs and music. As a response to this concern, LOCPHS is in the process of implementing extra-curricular activities within its independent study program such as intramural sports, field trips, clubs and trips to colleges."	"At the start of each semester we host a mandatory Orientation for all students and their families. In addition, our staff utilizes a Lead Teacher and a ""cohort"" model of students to form a cohesive and manageable group of students for each teacher to support, guide and monitor. Each week, Lead Teachers meet with their students individually via phone, virtually or in person for a ""Progress Check"". Parents are invited to attend these meetings. Moving forward, we hope to host several College and Career info nights this year for students and their families as well as an ""Open House"" each semester."	The majority of parents (87%) responded that students have a plan of study connecting their students to a career goal and (81%) felt that their student was prepared for postsecondary education & careers. Parents felt that students have access to a challenging curriculum (94%)  and were taught Critical Thinking Skills (94%).  Parents responded positively that their student did have access to technology (100%) or to adequate curricular materials (94%).	"This year we will continue to focus on ensuring that all parents and students feel that they have access to curricular materials and technology that suits their needs. Staff will continue to reach out to all students, identifying barriers to their success and providing them with the resources necessary for their success."	"All LOCPHS staff will continue to seek out ways to build partnerships to ensure the best students outcomes. Our students are currently supported by a Principal, a Counselor, a Social Worker, a Psychologist, Native American Liaisons, the College and Careers Coordinator, and the school's Charter Council who are all working towards the same goal of increasing student engagement in our school and it's culture/community."	"Parents responded in a positive manner (ranging from 90-100%) on multiple questions about the school communicating with parents regarding student progress, enforcement of rules, and updates on school activities and events."	"Parents responses dropped slightly in the area of students having input on rules, policies and changes at school sites (81%)."	"This year we will focus on ways to get students more involved when it comes to the site, its events, and its future. We plan to especially focus on Spanish-speaking parents."	5	5	4	5	4	4	4	4	4	4	3	4	Met	6/9/2022	2022
16639740000000	Lemoore Union Elementary	3	"A parent survey was conducted in February of 2022 that received 1141 responses compared to 249 the year before. The increase in the response rate was due to conducting the survey via paper versus only online as most parents prefer completing a hard copy of the survey. Based off of these survey responses, 93% of parents feel the school staff builds trusting and respectful relationships with families. 89% of parents are satisfied with the communication between parents and their child’s school, compared to 89% the year prior. The schools have been working to improve two-way communication with families and the community including utilizing methods for increased online communication including Bloomz, Remind, ClassDojo. The effects of the pandemic limited the opportunities parents could meet with teachers and other staff members face-to-face which likely affected the results of the survey this year"	"One area of improving building relationships between school staff and families will be reorienting parents onto school campuses as we move from the pandemic to an endemic. Additionally, the district should work to reach out to the families who have disengaged from the school community due to the pandemic by inviting them to both district and school site events. Furthermore, the LEA’s effort to learn about each family’s strengths, cultures, languages and goals for their children is another area where we need to improve."	"The primary way that the district will improve engage underrepresented families is by implementing Parent Square. Parent Square is a communication system that is tied to the District's student information system that allows two-way communication between the district, school, or teacher and the parent in their home language."	"Building parent partnerships is important to LUESD. Every school promotes events such as Back to School Night, Open House, literacy nights, Latino Literacy Project and multiple school events including music performances and assemblies. Gifted and Talented Education (GATE) parent nights and ""Coffee with the Superintendent"" events also promote parent participation at the district-level. All of these events were severely impacted by the effects of the pandemic. Large group gatherings were not possible for the majority of the year. However, the majority of smaller gatherings were held in person. Each school has recently implemented or enhanced partnerships with families in the areas of attendance, academics and behavior. These include a Student Attendance Review Team (SART) that works with families to help improve student attendance, Study Support Teams (SST) to work with families to provide additional academic support and Tier 2 behavior plans that are established with parents to identify appropriate behavioral supports for students. The schools reach out to underrepresented families for parent conferences, participation in ELAC or SSC as well as DELAC or the district’s Parent Advisory Council for participation in districtlevel meetings."	An area where the district should focus to improve building partnerships for student outcomes is in regard to sharing and involving educational partners in the Professional Learning Community framework that the district employs as its primary system of ensuring that all students learn at high levels.	"The primary way that the district will improve engage underrepresented families is by implementing Parent Square. Parent Square is a communication system that is tied to the District's student information system that allows two-way communication between the district, school, or teacher and the parent in their home language."	"The district seeks to gain input and feedback from parents throughout the school year through a variety of means, including those noted above. Multiple opportunities for this to take place occur in group settings such as the School Site Council (SSC), English Learner Advisory Council (ELAC), District English Advisory Council (DELAC), and Parent Advisory Council (PAC). Additional opportunities occur on an individual basis such as parent-teacher conferences, SART, IEPs, SSTs, and behavior support meetings. Building partnerships with parents and families is crucial in helping LUESD reach its goals of supporting students academically, improving student attendance, supporting students behaviorally and increasing participation in music, sports and other extracurricular activities. The schools will continue to reach out to underrepresented families to have them participate in some of the parent advisory councils as well as having them volunteer at the school."	A focus area for the district in improving input for decision making is to improve the district's survey processes and content. Another area of focus should be on expanding the various educational partner groups to include community and civic members.	The primary way that the district will improve engagement from underrepresented families is by implementing Parent Square. This system can be used to gather information from educational partners via electronic surveys.	4	4	3	4	3	3	4	4	4	4	4	3	Met	6/14/2022	2022
16639820000000	Lemoore Union High	3	"LCAP Surveys data showed that parents responded that the environment at the school welcoming, inviting, and office staff are friendly to visitors, and that the schools communicated often about rules, policies and activities. Students are provided a challenging curriculum and have access to a broad curriculum, which is communicated to all educational partners through meeting, websites, social media and phone calls home."	"The parents responded positively to the schools being an inviting place to learn. The survey data declined from previous year’s data that students didn’t feel connected to the school, or their beliefs respected and supported.  LUHSD has used this data and will begin Equity and Access training for all staff to begin the 2022-23 school year."	"The Equtiy and Access professional development will be provided to all school sites.  The training will focus on underrepresented students and improving in specific areas of student discipline, suspensions, college readiness, and CTE pathway completion."	"LUHSD survey data continues to reflect that the majority of parents believe that students have a plan of study connecting their students to a career goal and felt their students were prepared for a postsecondary career. Parents felt their students have access to a challenging curriculum, that is aligned with state standards and students were taught critical thinking skills."	"Educational partners focused on the increased challenges of access to technology and WiFi access that were reflected in distance and online learning.  The focus will be an increased effort to train not only staff but parents and family members in Digital Literacy.  A course in Digital Literacy will be offered through Fresno State that focuses on this area, and will include a course for Spanish speakers."	"Parents that responded positively that their students have access to technology and to adequate curricular materials, but is an area of increased challenges with student needs for access to WiFi and technology that reflect online/distance learning. LUHSD will continue to provide professional development to for teachers, staff and is currently offering coursework through Fresno State’s Parent University program for parents and family members."	"LUHSD utilizes a variety of tools to gather this data for parent engagement.  Meeting are held regularly with parents of English Learners, Migrant students and Native American families through the Indian Education Council.  Data from these meeting are combined with survey data from parents and students.  Survey data is reflective of our current demographics and is representative of each grade level (e.g. 9 through 12).  Parents have an open forum in both meetings and on the survey to provide input on priorities for funding, as well as, strengths and weaknesses at each school site.  The data collected is used to determine our current levels of implementation, what actions are needed and developing or modifying current district goals."	"LUHSD parent’s responded to multiple questions about the school communicating with parents regarding student progress, enforcement of rules, and updates on school activities and events. The responses ranges dropped when asked if parents and students had input on rules, policies and changes at the school sites."	"This is an area of improvement for all sites, and to specifically target Spanish-speaking parents during the current school year. Lemoore High and Jamison High will be completing Equity and Access training for all staff, and will look at expanding their capacity with parents and community to support all students.  Each site will be developing a guiding coalition lead their work with equity beginning in the next school year."	4	4	3	4	4	4	4	4	4	3	3	3	Met	6/9/2022	2022
19647090000000	Lennox	3	"Lennox School District has embraced the leadership role of parents and community partners in the educational process. Each school site offers a variety of parent activities that offer parents an opportunity to partner with the school. Examples of these activities include Family Literacy Nights, Family Math Nights, Health and Wellness activities as well as district wide activities such as Parent Conferences, Back To School Nights and Open House.   The district and school sites are continuously making efforts to provide information and resources to parents and families. All of our schools have active parent centers and full-time parent liaisons to coordinate parent volunteer activities, workshops, and parent classes. Throughout the year, school office managers and community liaisons staff participate in professional learning communities to share strategies to create a positive and welcoming school environment."	Based on our LCAP most of our parents are feeling welcomed and highly valued. According to survey results:   93% of parents feel that teachers have a positive attitude towards their child and family.   95% of parents feel that teachers and administration address questions in a thorough and timely manner.  89% of parents feel satisfied with opportunities for family involvement at their child’s school.   90% of parents feel comfortable participating in school activities for parents.	We are committed to providing the best customer service at all schools. Creating welcoming environments at each of our schools and offices is a focus for our district. Our goal is to create an environment where everyone feels welcomed and valued.  We continuously work to help promote parent participation and engagement. While educating parents on effective ways to navigate the school system. The district will develop workshops for families that will help them in navigating educational systems for success.	"Lennox School District makes input from parents and community partners a priority. Parents play a central role on the District School Leadership Team. These representatives meet approximately 5 times a year to draft, edit, and revise the district’s Local Control Accountability Plan (LCAP).The district also has a specific goal in its LCAP to foster an environment that builds capacity and encourages parent participation. Parents are also regular participants in leadership positions on school site councils, ELAC, DELAC and PTA."	"We continuously work to help promote parent participation and engagement while educating parents on effective ways to navigate the school system. The district holds a series of workshops for families that will help them in navigating educational systems for success.   A focus for our district is creating  a wider reach in LCAP input. Our district emails all parents a parent survey in English and Spanish. We also hold parent and community input sessions where parents are given the opportunity to provide input into LCAP goals, actions, and expenditures."	An area of growth is to continually seek input from underrepresented groups. Our district will continue to reach out to parents of English learners to encourage their participation in various district-level and site-level decision-making groups. Principals will continue to encourage parents from traditionally underrepresented family groups to become involved in their child's school.	"Lennox School District has embraced the leadership role of parents and in the educational process and provides many opportunities for parents to provide input for decision making. Each school site has active School Site Councils and English Language Advisory Councils to provide input and suggestions for site level decisions. At the district level, the District English Language Advisory Committee and the District School Leadership Team provides parents with leadership opportunities and seeks input through the work of the committee.    We promote various surveys throughout the year and offer town hall meetings.  All of our communication through surveys are offered in English and Spanish, and are communicated through phone calls, text messages, flyers and posted information on our website. Translations are available at meetings and parent events."	"The district annually receives input from parents on a variety of topics through a parent survey, which is well responded to each year. According to the survey results 92% of parents feel that their child’s school encourages and values parent participation. A primary area of focus is building capacity and supporting staff to effectively engage parents in advisory groups and decision making."	An area of improvement continues to be to seek input from underrepresented groups. We continue to work towards  increasing parent participation in all activities and to find better ways to bring them into leadership roles.	5	5	5	5	5	5	4	4	5	5	5	4	Met	6/14/2022	2022
19647090100602	"Lennox Mathematics, Science and Technology Academy"	3	"Formal parent conferences are currently held in the fall during mid semester with at-promise students; yet, all parents can request a teacher conference at any time. Parent/Staff communication is now done through ParentSquare. Parents receive alerts via text messages and email of posts and/or direct messages from school personnel. The school principal sends a weekly memo to all families with information on the schedule for the week, upcoming key events and important information. These messages are sent in both English and Spanish. Additionally, Lennox Academy continues to employ a Parent Coordinator who assists in building positive relationships among the school and families. All parent meetings are offered in English and Spanish."	"Besides the fall parent conferences, where about thirty families from each grade level are invited to meet with their child's teachers, Lennox Academy would like to further increase family engagement to improve student outcomes by meeting with all families at some point during the academic school year. Furthermore, workshops  in the areas of basic computer skills, Coffee with the Principal (and other Management Team members), and any applicable parent engagement opportunities will be offered to increase family participation and build their capacity in supporting their children's education."	"Lennox Academy will work on better engaging families to provide input on what academic and programs and supports meet the needs of student. The LEA will continue to solicit feedback/input from families in ways that are accessible. Recognizing and respecting the backgrounds of all families will continue to be a priority to ensure all feel welcome. Identifying ways to recognize and appreciate parents and community members who go above and beyond in supporting Lennox Academy's tenets (Familia, Ganas, and Orgullo)."	"Lennox Academy continues to work to provide a welcoming environment for all parents and guardians.  Cafecitos (workshops) are also offered on a monthly basis to inform parents on how to support students with their academics and mental health. Ninth grade parents/guardians also attend a mandatory freshman orientation meeting prior to the start of the academic school year so they can learn about the Academy's philosophy, expectations, and available resources. In the springtime, parents are invited to see their child's Presentations of Learning, POL, where students reflect on their growth during the academic school year."	"Finding times that work for our parents and families to attend the cafecitos, workshops, has been a challenge. Will continue to ask for feedback regarding time and dates that work best for working families. 19% of families attended a cafecito, workshop, during the 2021-22 school year and would like to see that number increase this academic school year. Goal is to have at least 85% of parents (unduplicated counts) engage in at minimum one school function, parent meeting, conference, educational workshop, or volunteer opportunity during the year."	"Lennox Academy will revisit the engagement opportunities for parents and families. Will continue to offer workshops and trainings via Zoom and in-person to accommodate parents' needs. Would like to invite parents, families, and community members back in the spring to attend Presentations of Learning (POLs) and Senior Thesis presentations  in the spring of 2023 contingent of no spring Covid surge.  Planning on offering college weekend trips which students and parents can attend ""Open Houses"" to learn more about the campus and the admission process."	"Lennox Academy outreaches to the school community and informs how they can become involved in the governance of the school via ParentSquare and at parent meetings. The school has had much success in getting involvement from staff via the Leadership team and from the students via the Associated Student Body (ASB) group; however, the parent involvement is one that needs to be further developed. However, 92% of parents agree that the school seeks their input before making important decisions."	"Parents ad-hoc committees come together to provide input on the LCAP however a static group such as a PTA is non-existent. When the PTA was in existence, the administration was left with the responsibility of taking on the financial and clerical duties of the association. In the absence of a PTA, the Principal Advisory Council was introduced and served to allow parents to provide input on the operation of the school program. The participation of parents on the council has varied year to year."	Lennox Academy will continue to prioritize the involvement of parents that extends beyond the volunteer tasks they complete such as supervising school events. Need to reintroduce the  Principal Advisory Council which was gaining momentum in the 2019-2020 school year that was put on hold due to the school closures.	4	3	4	4	4	4	3	4	3	3	3	3	Met	5/26/2022	2022
37680230119594	Leonardo da Vinci Health Sciences Charter	3	"LdVCS is currently rebuilding stronger ties between all educational partners by focusing on consistent clear communication, meaningful events, and purposeful committees."	"LdVCS's current goal for improvement is to improve weekly communication, bring back meaningful in-person events, encourage participation in all committees, and developing a monthly parent education series."	"LdVCS has hired a Dean of Students to help improve engagement of underrepresented families and support students who were affected by learning loss.  Additionally, LdVCS reaches out to all families to participate in school committees, activities, and processes by increasing the amount of communication offered in English and Spanish."	"LdVCS offers consistent and multiple opportunities families to meet with teachers to discuss student's progress and outcomes through Back to School Night, English Learner Language Conferences, and Trimester Parent/Teacher Conferences."	"LdVCS is working to encourage more participation from all educational partners in Board Meetings, Governance Committees, and Advisory Councils."	LdVCS is working to create a monthly parent education series that will teach and foster positive partner relationships to promote successful outcomes for all families--including underrepresented families.	"LdVCS promotes gathering all educational partners' input through our Parent Advisory Council (PAC), English Learner Advisory Council (ELAC), Governance Committees, and the Board of Trustees.  These councils and committees meet publicly and monthly and all educational partners are encouraged to attend."	LdVCS is working to improve the percentage of educational partners who participate in these gatherings to ensure that all voices are heard.	"LdVCS is working to improve engagement of underrepresented families by analyzing communication data to make improvements, translating weekly communications, and finding various ways to reach out to families."	3	4	3	3	3	3	5	3	4	4	4	4	Not Met	9/15/2022	2022
34752830126060	Leroy Greene Academy	3	"Leroy Greene Academy continues to have strong support from families for academic programs. We have an Advisory program, where teachers work with students and families surrounding academics, and setting up plans for the student to be successful. Advisory teachers also work to support the whole student and provide additional social emotional support when necessary."	"Working with students and families surrounding academics, and setting up plans for the student to be successful."	"We are working as a school site to find more dynamic ways to engage all educational partners including parents, which continues to be an area needed improvement."	"According to a recent survey for all stakeholders, 93% of parents feeled welcomed at school and 89% feel connected to school.  More than ¾ feel that their input is respected, valuated and reflected in school plans."	A continued focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families.	"An important vehicle for this push will be through our Advisory program, where each teacher has the opportunity to get to know a small group of families on a more personal level, and can team with families to provide the needed support. These groups are created purposefully, and will continuously and proactively reach out to all families, including underrepresented families, for support."	This area consists of some of the lowest scores we have identified. School staff and leaders plan to create new parent engagement opportunities in 2022-2023 as soon as the public health crises subsides enough to bring people on campus and for enough staff to be available to meet with families.	"The use of technology for parent engagement continues to be a strong engagement effort, but more is still needed."	School staff and leaders plan to create new parent engagement opportunities in 2022-2023 as soon as the public health crises subsides enough to bring people on campus and for enough staff to be available to meet with families.	3	4	3	3	4	3	3	2	2	2	2	3	Met	6/16/2022	2022
53717460000000	Lewiston Elementary	3	"LES has been consistent at communicating with parents, but we still struggle to get families to participate.  Although most of the fears of COVID are not an issue, we still struggle.  We have gotten interested in our parent groups, with some great ideas going forward."	"LES continues to challenge us to make personal connections with all families to encourage and promote participation.  LES will encourage all groups of students to be involved, especially unrepresented ones, by personally reaching out to them and promoting participation."	"The underrepresented families will be able to see that we at LES are here to build a community and one that is inclusive to all.  We continue to struggle to have surveys returned.  We had them at parent-teacher conferences and parents took them home and did not return them.  We will continue to explore more ways to have families involved, including digital surveys, phone calls, email, social media, etc."	The success of having families show to parent-teacher conference time.	Focus on the ability for families to make more impromptu meetings with staff to help with student outcomes in order for them to feel supported by their child.	"For underrepresented students, help with places to get support for their struggling students, including homework as well as parenting support and mental health access. Have a Pathways Liaison on campus to help students with their struggles. Include SEL curriculum into the PE curriculum, thus addressing students struggling with emotional needs."	"LES has been consistent at communicating with parents, but we still struggle to get families to participate.  Although most of the fears of COVID are not an issue, we still struggle.  We have gotten interested in our parent groups, with some great ideas going forward.  The underrepresented families will be able to see that we at LES are here to build a community and one that is inclusive to all.  WE continue to struggle to have surveys returned.  We had them at parent-teacher conferences and parents took them home and did not return them."	"We will continue to explore more ways to have families involved, including digital surveys, phone calls, email, social media, etc.  LES continues to challenge us to make personal connections with all families to encourage and promote participation."	"LES will encourage all groups of students to be involved, especially unrepresented ones, by personally reaching out to them and promoting participation."	4	4	4	5	4	4	4	4	4	4	5	5	Met	6/20/2022	2022
54719850000000	Liberty Elementary	3	District parent and teacher committees are successful and meet regularly throughout the school year. Parent committee members understand the opportunity gaps that existed before the COVID-19 pandemic and are well-informed of the district's programs and services for students. Teachers and office staff communicate often and regularly with parents via the parent square app aligned to our student information system.	"The district will focus on Building Partnerships for Student Outcomes through expanding training and educational offerings to our parents. The expansion of parent educational/training opportunities will necessitate additional outreach, staff, facilities improvements, and materials. District planning will include provisions of these resources"	District parent committees recommend the expansion of parent training/education opportunities. Parent and staff committees also recommend expanding parent training opportunities to include training that is targeted for families of long-term English Learners and low achieving student subgroups.	"Students report they have feelings of connectedness to both the school and to one another. Further, students believe staff at school work hard to provide a positive campus culture. Students feel the staff have a great impact on the atmosphere of the school.  • 90.6% of students feel adults have High Expectation • 86.8% of students feel there are caring adults in school • 95.7% of students feel School Connectedness Connectedness: • 90.6% of students feel adults have High Expectation • 86.8% of students feel there are caring adults in school • 95.7% of students feel School Connectedness"	"The LEA's focus area(s) for building partnerships for improving student outcomes include:  Providing designated staff to connect families with community resources to support student health, wellness, attendance and education. Ensure that there is a continuum of social-emotional, behavioral and mental health supports/resources, and the process for accessing it is clear so that all schools and families, including those with students experiencing homelessness and foster youth, know how to access these resources."	"The LEA will provide parents with information and educational resources to support students' success in school. The social worker will provide outreach to families to connect them to resources in the community, as a strategy to help support parents as academic partners. The district will increase parent engagement and involvement by offering student rewards and incentives for PBIS, Character Counts, English learner achievement recognition assemblies. The district will increase family engagement using the Remind and Parent Square communication applications linked to Aeries, the district's Student Information System. Outreach will target low-income and English learner families."	"The LEA’s current strengths to seek and gather input from educational partners include:  • Data collection process through comprehensive survey measures provided to all parents, teachers, staff, upper grade students and community educational partners • A detailed document review of instructional artifacts, policy documents, interviews with staff, and review of all survey measure results • Consistent monthly meetings held with the Liberty Parent Teacher Club (LPTC), the School Site Council (SSC), teacher collaboration, aide collaboration, monthly board meetings, and public board meetings • The data collection process initiated by hosting check-in meetings with the County Office of Education (COE) to determine the Districts need for support"	It was agreed to continue with a Systematic Instructional Review (SIR) process to inform the district’s strategic instructional efforts and designate focus areas for the new LCAP. Expand the student survey to students younger than grade 6-8.	"Improving engagement of our underrepresented families in relation to seeking input for decision-making requires using strengths based attitudes and relationship-based practices. Approach families in ways that show respect, encourage collaboration and promote positive relationships. Recognize, affirm, and showcase families' diverse cultures, knowledge, and experiences. Hold focus groups by inviting groups of parents to come together to share their ideas, opinions and responses to questions about their interests and needs. Organize parent, community, events in which parents and professionals can share information with and encourage one another.  Promote or form parent leadership groups: encourage parent involvement and leadership in decision-making processes and ongoing program development."	4	4	4	4	4	4	4	4	4	4	4	3	Met	6/28/2022	2022
49707970000000	Liberty Elementary	3	The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/15/2022	2022
49707976051833	Liberty Elementary	3	The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.	The LEA continues to focus attention on increasing student achievement for all students; including our underrepresented families.	The LEA continues to focus attention on increasing student achievement for all students; including our underrepresented families.	The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.	The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.	The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.	The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.	The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.	The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/15/2022	2022
49707970140228	Liberty Independent Study	3	The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.	The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.	The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/15/2022	2022
07617210000000	Liberty Union High	3	"LUHSD has made effective progress in building relationships with diverse families within our community. All school and district information is sent home in English and Spanish, and we recently deployed a communication system capable of translating to many other languages. Staff members have received staff development on understanding how to view cultural differences as assets and how to support students from different cultural backgrounds."	LUHSD will continue its outreach and reflection on best practices of building relationships with our school staff and families. LUHSD will try re-organizing annual Open House evenings into a more community-focused events. Implement a parent education program so parents can better support students’ success. Plan and implement a Heritage Parent’s Day promoting parent attendance during the school day. Increase outreach to parents via social media and traditional outlets. Invite more parents and community members to participate in student activities as chaperones or proctors (Parent Volunteer Program).	"LUSHD consistently reviews its practices for identifying and improving engagement of underrepresented families identified in the self-reflection process. We will continue to utilize a school site counselor whose focus is on building relationships between school site and families of underrepresented youth. We recently added software to improve our ability to formatively measure student achievement of English Learners, and are seeking a Foster Youth liaison to best meet the unique needs of these students. Regular meetings with all parents of students in identified significant sub-groups occur at our school sites."	"LUHSD has provided a variety of staff development opportunities for teachers and administrators, including organizations such as The World Trust, McREL, Epoch Education, and the Contra Costa County Office of Education. Staff development is designed to provide engaging lessons to diverse student groups, and to effectively communicate with students and parents from diverse backgrounds. There have been culturally-specific parent nights, such as African American Parent Night, and College Information Nights in Spanish form our Spanish-speaking parents. Through the LCAP process, LUHSD has provided Targeted Assistance Counselors to work with students and families from underrepresented groups. Additionally, there are bi-lingual parent liaisons on each of the comprehensive high school campuses."	"LUHSD will continue to reflect and improve where applicable its ability to build partnerships for student outcomes. Department PLC’s regularly review testing data in the assessment of student learning outcomes and instructional practices. LUHSD will establish or expand a minimum of one outside business or community partnership per year to foster a positive learning environment for students that promotes collaboration among all educational partners. In addition to this expansion, LUHSD will enhance existing partnerships with local businesses with greater joint or sponsored activities."	"LUHSD will improve engagement and provide training to parents of students in identified sub groups to increase their access to students’ records and also better support their students’ academic success (i.e. Parent University). We are also creating two (2-CSEA Staff Members) Parent Liaison stipend positions as resources to forge a stronger connection between parents of English Learners and African-American students, two of our underrepresented families, who may feel disconnected from school."	"After analyzing the results to the parent survey, our district found that 29% of parents either agreed or strongly agreed that they have a say in school-level decision making. Additionally, 21% of parents feel that they have a say in the decision making process at the district level. When parents were asked what would help increase their involvement, 55% responded with needing more information on involvement opportunities and 50% said communication between the schools and parents. Interestingly, when parents were surveyed about the access that they have with LUHSD staff, their responses indicated that a vast majority (86%) felt that they had the ability to communicate with administration, teachers and support staff when needed. Despite the percent of parents that felt they do not have a say in the decision making process, 56% of parents said that the school district as a whole encourages parental involvement.  When looking parent survey results regarding parental participation in programs, 71% of parents reported attending or participating in a school activity or event within the last 2 years.  Liberty Union High School District administered a parent survey in English and Spanish via Survey Monkey. This survey was linked to our district website and parents were notified about access to the survey via automated call. The survey was open to all grade levels at all sites within LUHSD. A record 1288 responses were submitted to the district."	"Based on education partnership feedback and to improve our seeking of input for decision-making, LUHSD has deployed additional support staff including Assistant Principals, Special Education TOSA, Special Education Coordinator, and Counseling positions."	"Based on more recent tools in place, LUHSD will send survey to families in multiple languages beyond only English or Spanish. IN addition, events will be hosted targeting underrepresented families such as African American Parent Nights."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/22/2022	2022
19646670123174	Life Source International Charter	3	"The majority of Life Source's families are underrepresented, however, Life Source has reached out to each family to understand the needs of the family and to garner input into the educational experiences of the communities children."	"The majority of Life Source's families are underrepresented, however, Life Source has reached out to each family to understand the needs of the family and to garner input into the educational experiences of the communities children."	"Life Source has implemented On-Boarding meetings for each student for the sole purpose of building relationships between the staff, teachers, parent, students, and administration. Seventy-five percent of the parents and students attended the meeting. Life Source also reaches out to the families over the summer to implement communications before school starts. Teacher communicate with parents monthly on good report Thursday. Life Source also host Tuesday cup of coffee with the principal."	"Life Source holds several community festivals celebrating all cultures through out the year. At each festival, parent informational meetings are held for the purpose of including parents in the educational process. Life Source's goal is to hold meetings in the evening so that commuting parents may participate."	"Life Source holds several community festivals celebrating all cultures through out the year. At each festival, parent informational meetings are held for the purpose of including parents in the educational process. Life Source's goal is to hold meetings in the evening so that commuting parents may participate."	"Life Source holds several community festivals celebrating all cultures through out the year. At each festival, parent informational meetings are held for the purpose of including parents in the educational process. Life Source's goal is to hold meetings in the evening so that commuting parents may participate."	"Life Source holds several community festivals celebrating all cultures through out the year. At each festival, parent informational meetings are held for the purpose of including parents in the educational process. Life Source's goal is to hold meetings in the evening so that commuting parents may participate."	"Life Source holds several community festivals celebrating all cultures through out the year. At each festival, parent informational meetings are held for the purpose of including parents in the educational process. Life Source's goal is to hold meetings in the evening so that commuting parents may participate."	"Life Source holds several community festivals celebrating all cultures through out the year. At each festival, parent informational meetings are held for the purpose of including parents in the educational process. Life Source's goal is to hold meetings in the evening so that commuting parents may participate."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/30/2022	2022
01612590130633	Lighthouse Community Charter	3	"The LEA has many formal and informal structures to partner with families, including: SSC/ELAC, Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, and email."	"The LEA is focused on ensuring that all families have the information they need about their student's academic performance, allowing families to partner and drive student learning gains."	"The LEA is currently using a ""case management"" approach to provide support and connection with underrepresented families, particularly unsheltered students, to provide increased academic and other wraparound supports (exs. food, shelter, healthcare, SEL and mental health, legal) to increase engagement and partnership of underrepresented families."	"There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work."	"The LEA is working to ensure that families understand their students' academic data and have this data at their fingertips, allowing families to partner with goal setting and supporting students to meet academic learning gains."	"The LEA is currently using a ""case management"" approach to provide support and connection with underrepresented families, particularly unsheltered students, to provide increased academic and other wraparound supports (exs. food, shelter, healthcare, SEL and mental health, legal) to increase engagement and partnership of underrepresented families."	"There are a wide range of formats and forums where input is collected for Decision-Making, including in formal leadership bodies (SSC/ELAC/ILT), surveys, focus groups, town halls, etc."	"Coming out of our last WASC review, administration and staff agree to prioritize and implement increased communication and conversations about content mapping, assessment measures and schedules so staff are given more autonomy in responding to student needs based on data analysis and performance expectations. In addition, the LEA is focused on implementing strategies to monitor the impact of educational decisions."	"The LEA is currently using a ""case management"" approach to provide support and connection with underrepresented families, particularly unsheltered students, to ask for input and collect information from these families on an ongoing basis throughout the year."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/15/2022	2022
01612590108944	Lighthouse Community Charter High	3	"The LEA has many formal and informal structures to partner with families, including: SSC/ELAC, Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, and email."	"The LEA is focused on ensuring that all families have the information they need about their student's academic performance, allowing families to partner and drive student learning gains."	"The LEA is currently using a ""case management"" approach to provide support and connection with underrepresented families, particularly unsheltered students, to provide increased academic and other wraparound supports (exs. food, shelter, healthcare, SEL and mental health, legal) to increase engagement and partnership of underrepresented families."	"There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work."	"The LEA is working to ensure that families understand their students' academic data and have this data at their fingertips, allowing families to partner with goal setting and supporting students to meet academic learning gains."	"The LEA is currently using a ""case management"" approach to provide support and connection with underrepresented families, particularly unsheltered students, to provide increased academic and other wraparound supports (exs. food, shelter, healthcare, SEL and mental health, legal) to increase engagement and partnership of underrepresented families."	"There are a wide range of formats and forums where input is collected for Decision-Making, including in formal leadership bodies (SSC/ELAC/ILT), surveys, focus groups, town halls, etc."	"Coming out of our last WASC review, administration and staff agree to prioritize and implement increased communication and conversations about content mapping, assessment measures and schedules so staff are given more autonomy in responding to student needs based on data analysis and performance expectations. In addition, the LEA is focused on implementing strategies to monitor the impact of educational decisions."	"The LEA is currently using a ""case management"" approach to provide support and connection with underrepresented families, particularly unsheltered students, to ask for input and collect information from these families on an ongoing basis throughout the year."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/15/2022	2022
52105206119606	Lincoln Street	3	"At Lincoln Street School, parents work alongside their student with the support and guidance of credentialed teachers. For this reason, school staff get to know each individual family. Teachers can be available outside of the regular student meetings via phone, email, or an additional appointment. Our Family Success Liaison helps to support families who have additional needs that may be hindering their child’s educational progress. During the 2021-2022 school year, monthly chats, Parent Clubs, and SEL support were implemented. Lincoln Street provides opportunities for students and parents to share their fears, concerns, and accomplishments through Parent Advisory meetings and parent clubs. We also implemented Family Nights throughout the year that promoted a sense of community between the school, parents, and students."	"One focus area would be to provide opportunities to highlight and discover individual family’s cultures, strengths and personal goals.  We could incorporate these into our family night events, parent advisory times, and parent clubs."	Lincoln Street will reach out to underrepresented families by personally inviting them to attend these opportunities as well as seek their input one on one.  We will strive to help them realize what they have to offer to the rest of our school community.	"Lincoln Street School teachers and the Family Success Liaison share community resources through teacher-parent-student partnership meetings, parent clubs, flyers, and the school website. Parents are invited to participate in the weekly parent chats, monthly Parent Club, and/or Parent Advisory which addresses instructional strategies and parental support.  The purchase of a social emotional curriculum has allowed us to reach out to more families and students. In addition, information is personally shared regarding food banks, employment, and housing assistance as needed."	Our focus area is expanding our professional development to our whole staff around family partnerships.	Lincoln Street will continue reach out to our underrepresented families and seek their input through personal conversations and surveys.	"Lincoln Street School has a parent representative on the governing board and LSS frequently requests feedback. Continued from the pandemic closures, a weekly parent chat was offered to address any needs a family may have. Parents are also provided monthly opportunities to share concerns or suggestions through our Parent Clubs. LSS has also requested specific input on hot topics through a parent advisory committee, which anyone can be a part of. Although we offered Parent Advisory meetings in-person and virtually, we did not have a lot of participation."	"Recruiting parents and increasing their engagement is one area of improvement. Lincoln Street School would also like to recruit a more diverse group of parents to join in our parent groups by providing incentives for attendance, offering childcare and personally inviting parents to become more involved."	"Lincoln Street will continue to reach out to underrepresented families to encourage them to participate and have their voices heard in an inclusive environment.  Reminding them that meetings can be held in-person, virtually, or teleconference."	5	5	5	5	4	5	5	5	5	3	5	4	Met	6/13/2022	2022
39685690000000	Lincoln Unified	3	"In addition to the District LCAP Parent Advisory and District English Learner Advisory Committees, each Title I school has a Family Engagement plan and each school has an active English Learner Advisory Committees and a School Site Council."	Parents continue to report that they do not always feel welcomed at schools and this has been an ongoing challenge as we returned from the pandemic when public health guidance limited visitors on school sites. We will work to improve efforts to welcome families and build relationships.	"We have expanded our electronic communication systems to include Parent Square, a two-way communication platform linked to the district student information system and available in multiple languages. We continue to grow our parent education programs and now provide all programming in Spanish as well as English."	Parents have an opportunity to conference with teachers regarding their student's progress at least twice during the school year. The district supports school sites in expanding opportunities for families to engage with teachers during academic conferences and to offer more opportunities for parent education.	Parents continue to report wanting information and resources to support their children's learning. An additional parent educator has been hired to assist families in working with their children on early literacy skills.	"Parents report that their input is sought by the district through multiple advisory groups; School Readiness Advisory Committee, District English Learner Advisory Committee, LCAP Parent Advisory, and opportunities at school sites. Schools have continued to find it challenging to have underrepresented groups in School Site Council and Parent Teacher Student Associations. All sites have included in their School Plan actions to support outreach to underrepresented groups."	"We provide multiple opportunities for parents to provide input for decision making. At the school site level, each school has a PTSA to provide input for a host of site level decisions. All schools have a School Site Council and English Language Advisory Committees to engage parents within those specific subject matter jurisdictions.  The District English Language Advisory Committee is actively seeking parent input through the committee’s work and responsibilities.  These various avenues bring more awareness and understanding to parents about their student, the importance of their student's education, and ways to get involved. Developing these groups remains an area of focus. An area of focused improvement would be to increase parent participation in all activities and to find better ways to bring them in as part of these groups."	"Continued work to engage parents with additional opportunities for parent education remains a priority along with inclusive educational policies and procedures. Additionally, we need to create additional opportunities for families to provide feedback for continuous improvement."	"Expansion of the district's parent education and training programs will include classes that specifically address the needs of underrepresented families including English Learners, Long-Term English Learners (LTELS), and the families of other student subgroups."	3	3	3	3	3	3	4	3	4	4	3	4	Met	6/29/2022	2022
39685770000000	Linden Unified	3	School cultures are strengthening relationships with parents through various ways of communication and technology.  School site staff are building trusting and respectful relationships with families through various family activities.	"Progress in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.  Continue to conference with families regarding student goals and supports."	"Building relationships with our underrepresented families will include utilizing the Translator at every school site to strengthen ELAC, Social Worker at every school site to connect families to resources, and identifying the families and making personal connections (phone, email, ParentSquare)."	"We have systems in place for families to meet with teachers to discuss student progress (parent/teacher conferences, SSTs).  Communication providing resources and information through technology, parent nights, English Learner Advisory Committee, School Site Council is another strength.  We have parent education nights at each site to educate parents on how to advocate and empower students."	More specialized professional learning and support to teachers and principals to improve a school's capacity to partner with families.  Opportunity to provide families with more focused parent events and parent education to promote partnerships for student success.	"Building partnerships with our underrepresented families will include utilizing the Bilingual Paraeducators at every site to support academic outcomes for English Learners, after school and summer school opportunities focusing on academic outcomes for low-socioeconomic students, and focusing parent universities on how to support families to support their children."	"School sites provide collaborative opportunities to implement and evaluate family engagements events through School Site Councils, Parent Teacher Clubs, English Learner Advisory Committees, and various parent nights."	"Providing all families opportunities to seek input on policies and programs through in person, virtual, surveys, and social media."	"LEA will implement strategies through Bilingual Paraeducators, Translators, and Social Workers to improve engagement of underrepresented families.  The LEA will be forming a District Advisory Committee that will include underrepresented groups, family representation from all school sites, including teachers, administrators, and classified staff to provide opportunities for feedback to the district Local Accountability Plan."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/16/2022	2022
54719930000000	Lindsay Unified	3	"The District has auxiliary departments that provide direct community outreach and support, including Healthy Start and Migrant Education. The school sites have increased parent/community events that provide relevant learning experiences and opportunities for parents/families to receive support.  All school sites are bringing together educational partners to create a new vision for the school site with input from all. The District has adopted board policy and district procedures to ensure all educational partners have access to information in their home language, should they need it, including when the home language doesn’t meet the percentage threshold to mandate translation/interpretation."	"The District will work to provide training to staff focused on explicit strategies and techniques to build relationships with families, including an understanding of differing backgrounds, increasing two-way communication, and building trust."	"The District will work to provide training to staff focused on explicit strategies and techniques to build relationships with underrepresented families, including an understanding of differing backgrounds, increasing two-way communication, and building trust."	"The school sites utilize phone/text/email systems to continuously inform families of learner progress and school events, as well as sending home print communications in Spanish and English.  The District utilizes Empower to allow parents to check learner progress 24/7.  Training on how to use the program is held on school sites throughout the year.  Conferences are held three times a year to keep parents up to date and encourage their support in their child’s learning.  It is mandatory that all parents are met with during the November conferences and all parents of at-risk learners are met with during all conference windows."	"Lindsay Unified will work to provide additional training to teachers and principals to improve their capacity to partner with families to develop active partners in their child’s education. The District will employ an additional Blended Learning Assistant to support technology with parents, an additional Case Manager to support meeting family needs, and a Family Liaison to ensure clear communication and support of all families."	"The District will offer a parent institute with world experts Dr. Margarita Calderon and Dr. Hector Montenegro. The institute will help parents engage with their children, support English Learners with academic content, as well as SEL practices.  Participants will engage with their Learning Communities and other parents."	"Currently, Lindsay Unified plans, designs, and implements a variety of family engagement opportunities. These include School Site Council meetings, ELAC and DELAC meetings, LCAP Educational Partner meetings, and other work with local advocacy groups.  The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation. The District has also implemented a Parent Academy that will continue to be offered."	Lindsay Unified will continue work to improve district and site advisory groups to make them more meaningful and purposeful in order to address topics of interest to parents.  Specific district staff have been connected with the advisory groups to begin this work.	Lindsay Unified will continue work to improve district and site advisory groups to make them more meaningful and purposeful in order to address topics of interest to underrepresented parents.  Specific district staff have been connected with the advisory groups to begin this work	3	4	4	4	3	4	5	2	3	3	3	4	Met	6/27/2022	2022
15635860000000	Linns Valley-Poso Flat Union	3	"At Linns Valley District, there are usually activities that invite parents to engage with staff such as Back-To-School night including a potluck dinner, Stakeholder Meetings, Board Meetings, Science Board Presentation Night, Winter Program, Holiday Planning Meetings, Activity Volunteers, Parent/Teacher Conferences, Oral Language Festival, and Graduation Planning. We usually have 94% attendance in activities such as Back-To-School night, Winter Program, Teacher Conferences etc but our attendance usually drops at our stakeholder meetings. To increase the attendance at stakeholder meetings, we will continue to combine them with our programs of high attendance such as during Back-To-School Night and Oral Language. To communicate with our parents we use ParentSquare on a weekly basis."	"Linns Valley School District is committed to the significant and purposeful engagement of parents, students, educators, community groups, and other stakeholders.   A focus to improve building relationships between school staff and families have been consistent communication regarding academic and behavior progress."	Our school community is so small that we are able to engage those who are not participating in any school activity or event. We are able to make personal contacts to those families.	"Linns Valley uses data from local benchmarks, MobyMax and Accelerated Reader to report on the students outcome in English and Math. Academic reports go to the parents during Parent-Teacher conferences multiple times a year."	Linns Valley will focus on sending out the academic learning for each classroom so the parents are aware and become more engaged with the students learning.	On top of what we do with all families we will continue to reach out personally to our underrepresented families to improve engagement in their education.	During 2022-23 school year our parent participation has been 94% when seeking input for decision making.  We combine our stakeholder meetings with student activities.  We will continue to use surveys to better capture unfiltered feedback regarding seeking parent input and promoting participation in programs during our LCAP process during the 2022-23 year.	Linns Valley will focus the efforts of seeking decision inputs by tying all stakeholder meetings to student events. This will help ensure more input from parents with making decisions about what is best for our students.	On top of what we do with all families we will continue to reach out personally to our underrepresented families to improve engagement in their education. We will continue meetings such as stakeholder meetings to help gather parent/guardian feedback across the community. We will also continue to use surveys to better capture unfiltered feedback regarding seeking parent input and promoting participation in programs during our LCAP process during the 2022-23 year.	5	5	4	5	4	3	4	4	3	3	5	5	Met	6/29/2022	2022
37103716119119	Literacy First Charter	3	"At Literacy First we believe our relationships with the parents and their engagement is critical to student success. For that reason, it is goal number 3 in our LCAP strategy. We see communication in a variety of ways as imperative to that end. The methods we employ to do this are through weekly newsletters, phone calls, emails, parent conferences, social media, and this year- inviting them back on campus- in person to volunteer! This is all targeted at bringing parents in and educating them on issues that relate to their children and our school. Additionally we make an effort to translate information into languages our parents speak when important information needs to be communicated, we also hold targeted in-person meetings for our second language population parents so that critical information can be communicated in their language. We purpose to provide translators whenever parents need it, or at parent conferences."	"Our ongoing goal is to bring parents into the classroom and find meaningful ways our upper grade parents can participate in our community. We are extremely excited to welcome all parents back on campus this year to foster these relationships. The past two years have been a struggle without parents on campus, so we are going to work hard to build relationships this year."	"LFCS will improve parent engagement for all of our families, especially our underrepresented families, by allowing them back on campus, in- person, to participate in school functions and in their students classroom. We will be holding parents meetings that will be translated in different languages and will be culturally sensitive, in an effort to really help parents feel connected and to know how important they are to LFCS and to their students educational success."	"At Literacy First, our classroom teachers provide information to their families and help support student learning by providing resources such as sight word lists, websites, educational games, reading and homework support, both in school and at home. Our language support programs, progress reports and student-led parent conferences inform parents of their child's progress and how they will work together to support the needs of the child. Our events bring our parents into our community and inform them of ways to support their student both in and out of school. Social media informs parents of the political climate, and provides them with information regarding their rights as parents and the need to be advocates for them. The notice of Parental rights regarding their role in decision making on behalf of their student are also presented at every IEP meeting. At LFCS, we believe parents must be advocates for their children, so we empower them to be a part of all of these opportunities. Our underrepresented families, if needed, have the option to have any items translated. They are encouraged and given opportunities to be active in their child's education and our school community. DELAC targets our underrepresented families, providing support and translation to every family. Similarly, our Parent Team Leadership Council (PTLC) and Patriot Legacy Education Foundation (PLEF) boards were established to support the needs of our students and their families."	"This year, we are working on bringing our parents back into the physical community. Our desire is to welcome our parents back on our campuses and into the world that their child experiences every day. This has been especially hard for our kinder through third grade parents as they have not been able to come on campus at all due to the regulations in place, so we are elated to have them on campus. We will be working to help parents know that their presence is necessary for the well being of the entire LFCS community."	"LFCS will improve the engagement of our underrepresented families by communicating with them, using a translator as needed, via email, phone calls and in person- informing them of all the ways they are wanted on each campus- from volunteer opportunities in classrooms, to helping out at school events. More than that, by the message that is sent to their children by their presence that education is important."	"Our parents are our strength. They are actively engaged and, pre-Covid, were on campus daily. Our volunteer hours are normally in the thousands each year because every culture and every economic group is welcomed and encouraged to participate in school. Our parents know that they can contact any of the administrator's offices with concerns they have at any time. Our PTLC- supports and encourages parent engagement, the DELAC committees specific mission is to make sure we are serving the needs of the underrepresented families and PLEF exists to raise funding for our students and their programs specifically."	"This year, we are working to bring our parents back on our campuses safely- as in pre-Covid years. We want to welcome them back in to their child's classroom and on to every campus. We are also able to reimplement our parent connection and our cultural family events in person which will provide a broader range of input and feedback."	"LFCS will improve the engagement of our underrepresented families by communicating with them, using a translator as needed, via email, phone calls and in person- informing them of all the ways they are wanted on each campus- from volunteer opportunities in classrooms, to helping out at school events. AT the parent connections and cultural family event, families will be paired with a liaison that will be able to provide classification and education as needed in order to take advantage of all the opportunities LFCS provides."	5	5	4	5	5	5	5	5	5	4	4	5	Not Met	10/12/2022	2022
19647170000000	Little Lake City Elementary	3	"The Little Lake City School District is strong in building relationships between staff and families.  This has been a District-wide focus over the past several years and reinforced by the superintendent and principals throughout the school year.  These solid foundations are reflected in our Parent Satisfaction survey results where 96% of parents agreed that they are satisfied overall with their child’s school. Parents agree with the statement, “I have a positive relationship with staff at my child’s school” - 97%.  We dedicate time for staff members to learn about family’s goals for students during parent-teacher conference week.  Beyond those dedicated weeks, teachers are always available to meet or speak with parents who have concerns or questions regarding their children.  The district works hard to continually increase two-way parent communication by providing multiple means of communication through email, phone calls, and text messages in each family’s home language."	A focus area for the District is to continue to ensure that all families receive pertinent and timely information from the District through our new School Messenger system and to expand our text messaging service.	"It is important that all families, including those who may not have access to social media and other tech services, receive information that is timely and in their home language. School Messenger was widely used this school year due to the school closures and through distance learning. In addition, the use of video conference platforms, such as Zoom, were continued to be used to engage parents and families throughout the year."	The Little Lake City School District recognizes the importance of schools and families partnering together to ensure positive student outcomes. Funds are set aside through LCAP and Title I to directly support a wide variety of parent engagement opportunities including Literacy Night and Family Science Days. These site specific events assist in building and strengthening school and parent partnerships.	"The District continues to focus on and provides parent education opportunities and direct support through parent training focused on how parents can support their children at home. Teachers share information with parents at conferences regarding the best way to support their child at home.  The District notifies all parents of their rights and responsibilities annually. In addition, specific information on parents’ rights are given to our homeless population and special education parents. This year, Zoom has continued to make it possible to offer training remotely and at alternate times allowing families more convenience to engage with their school"	We continue to look for new and engaging ways to maximize and foster the important relationship between the school and parents. The District continues to provide parent workshops and meetings remotely as a way to engage all parents. The District provides Chromebooks and hotspots to families that need technology to remove the barrier.	"The Little Lake City School District seeks input from parents through a variety of ways including parent surveys and parent advisory groups.  Principals are trained on how to effectively hold SSC and ELAC meetings and how to engage parents in the decision-making process that comes with those roles.  Each site has a SSC and ELAC who are trained in their roles and responsibilities and make important decisions regarding School Plans.  In addition, each site has a PTA/PTO who make decisions regarding school and family events.  The District has a DAC/DELAC who advise the District on the Consolidated Application for federal funds and other policies, including the Family Engagement Policy.  In addition, parent input is solicited annually through the Parent LCAP Survey.  Data is collected from parents at each school site and across grade levels to provide feedback, including comments, to school and district administrators in a variety of areas."	"Areas of growth and focus for the District include continuing to streamline our SSC and ELAC process so that they are similar from site to site.  Also, while Engagement Policies are acknowledged during registration, it is important to ensure that they are easily accessible to all parents throughout the school year."	"In order to engage all parents, the time and accessibility of all advisory group meetings should be considered.  Due to the school closures and distance learning, video conferencing platforms, such as Zoom, were utilized for parent meetings. This allowed many parents to access parent meetings. These platforms will continue to be utilized, in addition to providing families in need with the technology to participate."	4	4	3	4	3	4	4	3	3	3	4	4	Met	6/28/2022	2022
47703830000000	Little Shasta Elementary	3	The Staff at Little Shasta has worked to promote a very positive relationship with families. With such small numbers (10 families total) regular communication is easily facilitated. Current Parent Surveys indicated that 100% of our families agreed that they feel welcomed at school and their participation is encouraged.	The area of focus most needed is a continued emphasis on reporting student progress to parents at regular intervals throughout the year.	"With only 10 families, we feel that truly there are no underrepresented families. We have no non-english speaking families and have an open communication with all of our families."	Teachers work with families closely to identify areas of needed improvement and develop strategies to accomplish individual student learning goals. This is a work in progress.	"With the gradual lifting of COVID restrictions, it is our goal to expand the opportunities to interact with parents on progress toward achieving student outcomes.."	"We feel that the issue is not about underrepresented families but rather a sense of passive complacency. If families truly are satisfied with their students learning outcomes, they tend to shy away from increased interaction. It is our goal to seek out that engagement."	The strength in our Decision Making process lies in our trust relationship with our educational partners. We routinely receive full participation in our Parent Surveys indicating trust in the process. There is also a very high level of comfort in parents being able to talk with staff about student issues.	We look forward to having in-person Parent Meetings again where the parent advisory group can once again have group discussions to involve parents in Decision Making.	"This year, we were able to sponsor a Family Open House and Taco Dinner. Input into the Goals & Actions of our current LCAP were solicited. WE had 100% participation and find that activities such as an Open House and dinner attract almost all families."	5	4	5	5	3	2	3	3	3	3	3	3	Not Met	10/27/2022	2022
49402466119036	Live Oak Charter	3	"With our newly dedicated looping model of instruction, teachers have two to three years building community with the parents and student. This allows families, students, and teachers to grow and develop relationships due to the longevity of the grade span that the teacher and family can be together. Also, for the 21-22 school year, we have added an additional family communication platform called ParentSquare. A ParentSquare feature allows for parents to message their teacher and engage in two-way communication. This also includes automatic translation into Spanish on any ParentSquare posts made by the school."	"Our main focus areas are communication and how to best use ParentSquare as a community communication tool between the school, teachers, parents, and students. Also, we striving to make the enrollment process easier and more accessible by having forms available online. If a parent needs hands on help, we have a dedicated computer in the office that any parent can use in order to get any necessary enrollment paperwork finished."	"During our enrollment process, parents are encouraged to volunteer and be a part of any volunteering opportunities that they may have time to participate in during the school year. Partnering with parents starts with the classroom teacher and includes parent meetings, student conferences, and opportunities to participate in school based festivals, celebrations, and rituals. We provide multiple opportunities for parent engagement including but not limited to: The planning of and participation of school wide festivals and celebrations, class parent meetings with the teacher, parent teacher conferences, back to school, Open House, field trip planning and chaperoning, volunteer community response team, partnership with our Foundation, parent surveys, classroom coordinator meetings, individual student/parent check-ins, and our ParentSquare communication platform. In addition the school employs staff who speak languages other than English and we encourage the participation of parents who need assistance with translation by offering communication in their primary language."	"One of the core strategies we employ to build relationships is to have students and families loop with their teacher for two to three years. That way students, families, and teachers have the opportunity for multiple years in developing and assisting with the academic, social/emotional, and physical development/changes during the growth of the student. The relationship develops as the student and families move through the grades. The teachers engage all families in regular newsletters, communication, parent conferences and reports. The teachers share resources for parent partnership opportunities to help the students' progress. Parents are informed of their legal rights and they are encouraged to advocate for their children. We continue developing opportunities for communication in order to inform parents, students and teachers about current events, upcoming events, school requests, schedules, enrollment, academic program, news, alerts and others as a means to inform."	"Our focus areas for improvement in building partnerships for student outcomes are Special Education meetings and parent rights and two way communication platforms to stay connected with the teacher for student support at home. We will also continue looking at providing mental health services to address student need. Additionally, we continue to provide small group and/or one on one instructional pull out services under our MTSS model as well as tutoring after school during our AfterCare program."	"We will continue to offer Spanish translation to every school post that goes out via ParentSquare. Also, our enrollment efforts include active recruitment in underrepresented families."	"Overall the community has high capacity with engagement and support to participate in advisory groups and decision making by actively participating in our Community Resource Team with Communications, School Festivities/Celebrations, and Volunteerism as sub groups. Additionally, we have dedicated parent roles called classroom coordinator and they work directly with the teacher with events, field trips and other festivities like class plays and celebrations."	"A strength in parent engagement comes through a variety of opportunities that families have to engage with their teacher and provide input. Also the parent body has opportunities for engagement on school governance via the Board. Additional opportunities for engagement include parent conferences, Student Study Team meetings, 504 meetings, classroom coordinator meetings, and Town Halls. We continue to use multi-lingual messaging and translation as needed for families whose primary language is a language other than English. We communicate outcomes of decisions via ParentSquare to all families including underrepresented families."	"Provide one on one training, including access to a dedicated computer in the main office, on how to access school communication platform ParentSquare. Continuation of all school messaging being accessed from either a mobile account or computer and each message to be translated into Spanish."	5	4	5	4	3	3	5	3	5	3	3	3	Met	6/28/2022	2022
51713990000000	Live Oak Unified	3	"Office staff are warm and welcoming.  Bilingual staff are at each school site to provide access for families.  Technology is used to offer a variety of communication styles ranging from phone calls, texts, websites, and letters."	Coming out of COVID restrictions it is imperative that opportunities continue to be created for input from all educational partners and each school site and the district office.  There will be a focus on increasing participation from all groups so that decision making is representative of all populations and partners.	LOUSD will increase efforts to engage foster and homeless families to make sure everything is being done to support them and remove identified barriers.  New liaisons are in place for the 2022-23 school year and will be dedicated to improving relationships.	Schools do a good job of engaging partners throughout the year surrounding student outcomes and progress.  Parent participation in back to school and student conferences is high.	Consistent communication with struggling students is an area that can be improved.  Communication of EL progress and better explain student progress toward redesignation can be improved.	LOUSD will increase efforts to communicate formally with the families of struggling students.  EL parents will also be communicated with at least twice a year to explain ELPAC scores and then later about progress of students prior to next test administration.	2021-22 saw a large increase in participation of EL parents in both ELAC and DELAC.  Meetings were held both virtually and then transitioned to in-person.  Parents performed a needs assessment and were encouraged to advocate for needs and changes.  Educational partners engaged in the LCAP process and provided feedback and input.	"LOUSD needs to look for better ways to improve survey participation so that the more input is received and can inform important decisions.  While 35%-40% participation is higher than previous years, it is the district goal to be above 60%."	New liaisons for both Foster and Homeless Youth will make concerted efforts to improve engagement with families to gather input for future decisions and LCAP actions.	4	4	4	4	4	4	5	4	5	4	4	4	Met	6/7/2022	2022
01612000000000	Livermore Valley Joint Unified	3	LVJUSD provides resources in the form of technology and contracted time to support teachers in building trusting and respectful relationships with employees. LVJUSD also provides professional development and ongoing district initiatives (such as Positive Behavior Interventions and Supports) for the same purposes. All of these are part of ongoing budgets and time allocations.	"LVJUSD includes a wide variety of communities, families, and student needs. An analysis of our partner input and local data tells us that most families see LVJUSD as a very positive, welcoming, and supportive place. There is also a smaller but significant portion that report challenges in school/family relationships, and much of this significant portion is comprised of students that are traditionally under-served by school communities, including English Learners and Socioeconomically Disadvantaged students. Our improvement efforts are focused on putting staffing (Child Welfare Advocates, among others) and processes (like Coordination of Services Teams) together to make sure that we build the greatest trust and support among the families that require that trust and support the most."	"As stated above, our most important district initiatives are focused on providing the most support and engagement to the families that the most in need of it, primarily through the development of Student Services staff positions such as Child Welfare Advocates and through programs like Coordination of Services Teams. These programs identify and collaborate with families that require intensive support, and those families include English Learners, Homeless Students, and Socioeconomically Disadvantaged students."	"As discussed above, LVJUSD provides a wide array of services to support the engagement of families, and those services also serve to build partnerships to improve student outcomes. Strengths include staffing, contracted time, and programs in place to provide timely targeted and extensive support where necessary."	"Our focus areas involve continuing to build the capacity of our schools to implement Multi-Tiered Systems of Support at all levels of academic intervention, as well as putting accountability practices in place for those interventions and sharing them with our family stakeholders."	"LVJUSD will improve the engagement of underrepresented families by providing staffing in our Student Services department and our Curriculum department with the specific responsibility to facilitate engagement between our schools and the families, especially in terms of the processes (COST, Student Study Teams, etc.) designed to organize and deliver intervention services."	"LVJUSD has a wide variety of systems that allow for family feedback and input into decision-making processes, including the English Language Advisory Council, the District English Language Advisory Council, School Site Councils at each site, an LCAP Advisory Committee, and broad input through the ThoughtExchange feedback process."	"LVJUSD is focused on maintaining and improving existing systems for parental involvement, including a more thorough and involved approach to the role of stakeholders in the construction of the LCAP."	LVJUSD will require involvement from underrepresented families by reserving seats for ELAC and Special Education family representatives on bodies like the LCAP Advisory Committee.	5	4	5	5	5	4	5	5	5	5	5	4	Met	6/28/2022	2022
24657480000000	Livingston Union	3	"Our diversity is our strength. Site cultural celebrations are held highlighting the various cultures in our student population.  Through site and district level input sessions and district surveys, data on school to home connections was gathered.  Ninety-two percent of families agree that their school provides cultural celebrations and educational activities for their child to gain greater appreciation for the community’s diversity and respect for others.  LUSD provides the services of 4 parent liaisons to build relationships and connections between schools and families.   Ninety-six percent of parents understand the learning goals and objectives for their students. The district also utilizes various methods of communication to increase home to school connections.  There has been an increased use of social media to engage families on multiple platforms and the district continues to use Parent Square for both one way and two way communications.  District survey results show that 97% of families feel welcomed and respected at their respective school sites."	An area of focus is continuing to offer extended opportunities to families such as family math and family reading nights and math fairs where parents can engage directly with staff in support of their students.  There is also an increased focus on expanding parental involvement through parent organizations such as PTO and PTA.	"LUSD will improve engagement of underrepresented families through site sponsored events and cultural celebrations.  There is also an increase in site and district parent educational opportunities such as parenting classes, health and wellness, early literacy, mental health and parent leadership. These offerings are based on topics of interest as indicated by families."	"LUSD parent liaisons work directly with families in support of student outcomes.  Per a local survey, 94% of families believe parent liaisons provide leadership development opportunities for parents/guardians.  Multiple opportunities for 2 way communication through the Parent Square notification platform, parent conferences, email and phone calls are available to all families. An increased use in social media outlets has provided more opportunities for families to receive information and resources from the site and district."	"While 89% of families feel they have been provided with information on how to obtain supports to access educational materials from home, increasing information and access would be an area of focus."	"Additional parent liaisons have been hired to strengthen community outreach and home to school communications and improve the engagement of underrepresented families.  The district is also expanding partnerships with outside agencies such as First 5, Merced County Mental Health, Merced County Office of Education and UC Merced to offer support in parent identified topics of interest.  The district has also developed a Family Engagement Team consisting of district leadership, site principals, counselors and parent liaisons to increase family engagement.  LUSD will continue to stress the importance of parent engagement and partnership in student success."	"Stakeholder meetings with representation from families, teachers, principals, district administration, certificated and classified staff are held for input and feedback.  In person and virtual opportunities are offered to maximize participation."	"Although regular stakeholder meetings are held, broad representation from underrepresented families continues to be a challenge and is an identified focus area for improvement.  The focus documents to be used for increasing parent involvement are the Family Engagement Toolkit and the Family Engagement Framework."	The district and site will continue efforts to provide additional dates and times of parent input sessions to meet family needs.  The district and sites are also utilizing virtual input sessions and expanding parent organizations such as PTO and PTA.	3	4	3	4	3	4	4	3	3	3	3	3	Met	6/16/2022	2022
01612590134015	Lodestar: A Lighthouse Community Charter Public	3	"The LEA has many formal and informal structures to partner with families, including: SSC/ELAC, Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, and email."	"The LEA is focused on ensuring that all families have the information they need about their student's academic performance, allowing families to partner and drive student learning gains."	"The LEA is currently using a ""case management"" approach to provide support and connection with underrepresented families, particularly unsheltered students, to provide increased academic and other wraparound supports (exs. food, shelter, healthcare, SEL and mental health, legal) to increase engagement and partnership of underrepresented families."	"There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work."	"The LEA is working to ensure that families understand their students' academic data and have this data at their fingertips, allowing families to partner with goal setting and supporting students to meet academic learning gains."	"The LEA is currently using a ""case management"" approach to provide support and connection with underrepresented families, particularly unsheltered students, to provide increased academic and other wraparound supports (exs. food, shelter, healthcare, SEL and mental health, legal) to increase engagement and partnership of underrepresented families."	"There are a wide range of formats and forums where input is collected for Decision-Making, including in formal leadership bodies (SSC/ELAC/ILT), surveys, focus groups, town halls, etc."	"Coming out of our last WASC review, administration and staff agree to prioritize and implement increased communication and conversations about content mapping, assessment measures and schedules so staff are given more autonomy in responding to student needs based on data analysis and performance expectations. In addition, the LEA is focused on implementing strategies to monitor the impact of educational decisions."	"The LEA is currently using a ""case management"" approach to provide support and connection with underrepresented families, particularly unsheltered students, to ask for input and collect information from these families on an ongoing basis throughout the year."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/15/2022	2022
39685850000000	Lodi Unified	3	"Lodi USD parent/guardians were provided the 2021-22 Parent Survey comprised of 16 questions on a four-point agreement scale (Strongly Agree, Agree, Disagree, and Strongly Disagree). 615 parent/guardians responded representing 47 school sites. Examining the results from district’s parent survey, Lodi USD parent/guardians responded positively (Strongly Agree, Agree) to the following:  96.7% indicated that their child has access to an internet connected device at home, when needed, to complete schoolwork. 88.1% indicated they felt treated fairly and respectfully by site staff. 85.2% indicated they feel welcomed at the school sites, and 79.8% feel that school policies and procedures are clear and well-communicated. Communications are provided in parents’ primary languages for the groups which represent 15% or more of the district’s total population. Communication is provided in other languages when possible. Care is taken to make the language understandable and accessible to families. In addition to traditional forms of communication, i.e. flyers and newsletters, the district uses several new applications to support two-way communication with parents. Some examples include email, PeachJar notifications, and Aeries parent portal."	"45.7% of the parent/guardians responded positively that they know about Career and Technical Education (CTE) classes offered in the district. 61.3% indicated that their child has discussed his/her academic goals with at least one of his/her teachers or counselors. 64.6% indicated that discipline is fair at their child's school, and the same percentage also indicated that their child's teachers and school staff provide guidance and suggestions on how they can help their child learn at home. 77.5% indicated that their child feels safe and engaged at school.  The district is working hard to improve the engagement of our underrepresented families through activities such as Parenting Partners, Jump Into English, and Parent Project."	District will work with site principals to identify underrepresented families to participate in meetings and other related activities.	"81.6% of our parents/guardians indicated on the parent survey that the district communicates and partners well with parents on supporting student outcomes. The district supports parents in the knowledge of their rights and advocating for their students through the site and district committees, SSC, SAC. ELAC, DELAC and LCAP. The district is in the third year of implementation of Parenting Partners. Parents and staff work together to provide classes to other parents at each school site. Sites offer these classes at least twice a year. Workshops cover Positive Parenting- Success Starts at Home, Creating Confident Kids, Communications that Works, Creating Structure for Achievement, Discipline- Practice for Success, and What Children and Teens Need to Succeed. Our English learner parents have requested classes on learning English.  We have been very successful with Jump Into English.  This program continues to grow by parent request.  We have also provided a Trainer of Trainer series of Parent Project, which is geared towards high school students that are challenged by their lack of school attendance. In addition, teachers and parents meet at least once a year to discuss every student in their class and share strategies parents can use to help support their child in all academic content areas and other areas."	"While parents responded positively regarding building relationships and supporting parents, there appears to be more work can be done in this area."	District will work with site principals to identify underrepresented families to participate in meetings and other related activities.	"Parents are encouraged to participate in site and district level advisory committees such as SAC, SSC, DELAC, ELAC and parent surveys.  Parents are asked to provide input and recommendations on the Parent Compact and Parent Involvement Policy at both the site and district level. The district, along with parents, uses the district level committee as a vehicle to communicate successes and challenges parents encounter at the site or district office.  Jump Into English workshops are another way the district encourages and provides parents with information on district policies and encourages their input. Workshops cover Positive Parenting- Success Starts at Home, Creating Confident Kids, Communications that Works, Creating Structure for Achievement, Discipline- Practice for Success, and What Children and Teens Need to Succeed.  Parent Project provides highly effective, affordable strategies for parents raising difficult or out of control children. Its mission is to change destructive adolescent behavior."	"Based on educational partner input, district has increased staffing to serve underrepresented students to achieve proficiency."	District will work with site principals to identify underrepresented families to participate in meetings and other related activities.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/14/2022	2022
12629270000000	Loleta Union Elementary	3	"Loleta continues to work towards full implementation and sustainability in building relationships between school staff and families. School staff are supported in learning about each family's strengths, cultures, language and goals for their children. Our partnership with the Loleta Community  Resource Center (LCRC) allows the school staff to better reach our community and to work collaboratively to create a welcoming environment. Additional collaborative work with community partners allows the school to identify and address areas for continued improvement."	"The Loleta school community works actively to identify and address areas for improvement in building relationships between school staff and families. Focus areas include maintaining consistent and reliable communication (in English and Spanish)  between members of the school community, creating consistent and meaningful opportunities for parent involvement (an ongoing challenge with the pandemic) and continuing to build staff capacity to foster trusting and respectful relationships."	"Loleta has a school population that is made up of more than 90% unduplicated pupils. Therefore, all of our efforts to improve relationships between school staff and families are by definition addressing the needs of underrepresented families."	"Loleta's past and ongoing work with the ACLU, OCR and local advocates have improved the school's capacity to partner with families and to improve student outcomes.  Loleta staff is especially strong in meeting with families to discuss student progress and understanding their legal rights to advocate for their own students."	"As our student performance data indicates, there is a need to continue to focus on systems and practices to foster student success in behavior, social-emotional learning, and academic performance. Two years of a global pandemic have posed many challenges to moving academic achievement forward but Loleta school staff remain committed to improving student outcomes."	"Loleta has a school population that is made up of more than 90% unduplicated pupils. Therefore, all of our efforts to build partnerships for improved student outcomes are by definition addressing the needs of underrepresented families."	"Loleta's past and ongoing work with the ACLU, OCR and local advocates have improved the school's capacity to partner with families and to improve student outcomes.  Loleta has a variety of advisory groups including ELAC and a Native American Advisory group that meet regularly."	"Due to the pandemic, there have been limited opportunities for in person engagement in advisory groups and decision making activities. As the county and state move out of the pandemic we look forward to increasing opportunities to meet and engage in person."	"Loleta has a school population that is made up of more than 90% unduplicated pupils. Therefore, all of our efforts to build partnerships for improved student outcomes are by definition addressing the needs of underrepresented families."	3	3	3	3	3	3	4	4	3	4	3	3	Not Met	8/11/2022	2022
43695000000000	Loma Prieta Joint Union Elementary	3	"Our rural mountain community is a tight group of families, many are mulit-generational families.  As the only school district in our area, we have learned to listen well and have established trust along the way.  A large majority of our staff live in the community in which they work and this helps for them to establish relationships more easily.  We have an active website and intend to revamp that and to add Twitter to increase our reach to our families and community."	"The data from our community partners indicated wanting to refine the ways in which we communicate to our parents and community.  We have committed resources to assist with improving the websites, offer Twitter, and contribute to the local neighborhood message board.  In addition, they would like to see more Parent Ed events to which we have 4 already planned for this school year.  We are attempting to create a cross-generational focus this year now that Covid has ""improved"" and provided for this to occur.  We have a strong number of retired senior citizens and will be focusing on connecting them to our students through the classroom and in out community garden."	"While we have had to eliminate our EL Liaison position due to budget issues, we have tried to find alternative ways to provide our EL families access to the school information.  We have added the Language Line and have sought to translate written documents using Google Translate first and then ask a staff member to tighten up the translation.  We have sought out parents of our underrepresented students to take on roles within our School Site Council and Budget Advisory Committees."	"The input received supported our district efforts made in the 2021-22 school year in which we worked provide formal opportunities for parents to discuss student progress twice a year and the many ways in which teachers created informal ways to collaborate with parents informally to support the student.  We were able to secure a ELL Liaison who would help to translate (verbally and in writing) information for our Spanish-speaking families.  She was also a great resource for these same families to contact with any questions or clarifications.  Our PD plan was designed to support both certificated and classified staff which allowed all staff to be on the same page and same level of training for PBIS & MTSS (focus area).  In addition, we provided targeted special education training for all involved with supporting special education students during the year."	"The area that our community and staff felt we needed to do better in was in the area of offering Parent Education events throughout the year on relevant and time-sensitive topics.  To that end, we have already offered parent events on Middle School Math Placement and on Helping Navigate Social Media with Teens.  We intend to provide an information night on drugs especially Fentanyl abuse and on on active shooter procedures.  From our staff, we heard that they wanted a more established and cohesive professional development plan."	"Our district will be reaching out to truly identify our underrepresented families.  With the introduction of universal meals, we know that certain families will no longer identify as ""Free & Reduced"".  However, we will be creating a campaign to help stress the continued benefits and supports that our site can offer to families and their child if they complete the form.    We have also taking extra steps to intentionally solicit participation of our underrepresented families on committees (School Site Council, Budget Advisory Committee, Home & School Club).  While we lost our EL Liaison position due to budget issues, we have secured and trained staff on the use of the Language Line so that they can increase communication with our EL families."	"Our analysis revealed that our community and staff felt that they were offered opportunities to provide input on topics important to them.  The data showed that community knew that they could come to Board meetings and our new informal Board chats to speak directly with the Board.  In addition, the identified that they could also ask to be a part of the School Site Council, the Budget advisory Committee, the Bond Oversight Committee, and the Home and School Club and provide input there as well."	"We discovered that we needed to be more deliberate in building capacity for our staff to have input on budget and professional development.  As a result, we will creating a staff professional development committee that will help select, design and implement our professional development trainings throughout the school year."	"For our underrepresented families, we will continue to create ways to directly solicit input from these essential members of our community.  We will expand the number of parent seats in our School Site Council so that we can intentionally invite underrepresented families to participate.  We will continue to focus on our staff using the Language Line to assist in making all families feel welcome and valued."	5	5	4	4	4	4	5	4	5	5	3	4	Met	6/8/2022	2022
54719930124776	Loma Vista Charter	3	"Loma Vista, in conjunction with LUSD, has auxiliary departments that provide direct community outreach and support, including Healthy Start and Migrant Education. Loma Vista has increased parent/community events that provide relevant learning experiences and opportunities for parents/families to receive support.  They are bringing together educational partners to create a new vision for the school site with input from all. LUSD has adopted board policy and district procedures to ensure all educational partners have access to information in their home language, should they need it, including when the home language doesn’t meet the percentage threshold to mandate translation/interpretation."	"Loma Vista, with LUSD, will work to provide training to staff focused on explicit strategies and techniques to build relationships with families, including an understanding of differing backgrounds, increasing two-way communication, and building trust."	"Loma Vista, with LUSD, will work to provide training to staff focused on explicit strategies and techniques to build relationships with underrepresented families, including an understanding of differing backgrounds, increasing two-way communication, and building trust.  Loma Vista, with LUSD, supports the full implementation and sustainability of family engagement and support through staff in the Student Services Department"	"Loma Vista utilizes phone/text/email systems to continuously inform families of learner progress and school events, as well as sending home print communications in Spanish and English.  It utilizes Empower to allow parents to check learner progress 24/7.  Training on how to use the program is held throughout the year.  Conferences are held to keep parents up to date and encourage their support in their child’s learning.  It is mandatory that all parents/guardians participate in meeting with administration and staff."	"Loma Vista will work to provide additional training to teachers and principals to improve their capacity to partner with families to develop active partners in their child’s education. Loma Vista, with LUSD, will employ an additional Blended Learning Assistant to support technology with parents, an additional Case Manager to support meeting family needs, and a Family Liaison to ensure clear communication and support of all families."	"Loma Vista, with LUSD, will offer a parent institute with world experts Dr. Margarita Calderon and Dr. Hector Montenegro. The institute will help parents engage with their children, and support English Learners with academic content, as well as SEL practices.  Participants will engage with their Learning Communities and other parents."	"Currently, Loma Vista plans designs, and implements a variety of family engagement opportunities. These include School Site Council meetings, ELAC and DELAC meetings, LCAP Educational Partner meetings, and other work with local advocacy groups.  The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation. Loma Vista, with LUSD, has also implemented a Parent Academy that will continue to be offered."	Loma Vista will continue work to improve district and site advisory groups to make them more meaningful and purposeful in order to address topics of interest to parents of underrepresented families.  Specific district staff has been connected with the advisory groups to begin this work.	Loma Vista will continue to work to improve district and site advisory groups to make them more meaningful and purposeful in order to address topics of interest to parents of underrepresented families.  Specific district staff has been connected with the advisory groups to begin this work.	3	4	4	4	3	4	5	2	3	3	3	4	Met	6/27/2022	2022
49708470127555	Loma Vista Immersion Academy	3	"Loma Vista works hard to develop trusting relationships with families, staff, and our community. We work hard as a staff to ensure families feel welcome and a part of the partnership we thrive to accomplish. We understand parents are a child’s first teacher, and that a strong school-home relationship is very important to a student’s success. Our unique charter focuses on students becoming bilingual, biliterate, and multicultural. We strive to create a safe environment where families feel welcome and able to share their uniqueness, and students can be who they are. We value cultures and differences through community events and highlight these within our curriculum. We support all our student's growth through assemblies, books, units of study, and student presentations. We strive to have our students represented in all aspects of our school: library and classroom studies. Through the pandemic, we did not have a very open-door policy as health guidance did not allow for many extra people on our campus, but once we were able to have parents and volunteers on campus, our doors were open with health guidance restrictions. Currently, educational partners can set up a time to meet with the staff and principal to discuss how we can support students and families. All employees speak Spanish and English making communication between families and staff easier. Teachers have two-way communication lines with families and students where they use email and learning platforms to share information about upcoming events as well as student progress. Along with our teachers, our counselors, Response to Intervention Teachers, and our RSP teacher all actively build relationships with families through frequent communication through phone calls, zoom meetings, face-to-face meetings, and email. Regular weekly communication from the principal in the form of email, text, and robocall in the parents' preferred language informs families of school events and opportunities for sharing their ideas, concerns, and perspective."	"Parent Education nights, family fun nights, and community events were all brought up in creating and re-creating relationships between school staff and families. Streamlining our communication systems to one platform is encouraged. Simplifying newsletters is appreciated. A weekly newsletter from teachers to parents was requested by family stakeholders. Continual communication will continue both from the principal and from the classroom teachers."	"As a school, continuing improvement on our relationship building is an area of focus. From ensuring more attendance at our PTA, ELAC and Community meetings, and having monthly community coffee chats with the principal, to ensuring community events and parent education nights, we are dedicated to strengthening the homeschool relationships we have. As the new administrator at the school, continuous two-way communication is imperative. Responding to emails and calls in a timely manner is another point of continuous improvement for our site."	"Loma Vista has strength in building partnerships with families. We have a staff that is committed to supporting students and families. Through Back to School Night, Parent-Teacher Conferences, Open House, emails, phone calls, and communication with the learning platforms, parents and teachers stay in communication about their student’s progress and important events. We have held parent information nights on a variety of topics, including Building Resilience, Positive Behavior Management, and Managing Schedules. We noticed an increase in attendance during zoom meetings, so in the future, a goal is to provide both in-person and zoom options for attending major events and input meetings."	"As a goal, Loma Vista will increase contact and communication with parents. There will be parent education nights as well as providing a better understanding of how parents and caregivers can support their students at home. As we build our MTSS model and strengthen the tier 1 interventions, it will be imperative to communicate these interventions to parents as well as support them with how to help at home. Our RSP program supports families with their legal rights and advocating for their students. As a school, we can provide more education to parents so the entire community understands their rights and how to support their students. Polling families on what they want to learn about as well as what initiatives we have going on at Loma Vista will be top priority. Another goal in the future year will be to increase both the regularity of these partnership opportunities and the attendance. Personal invitations 2022 Local Performance Indicator Self-Reflection for Old Adobe Union School District---Loma Vista Dual Immersion Academy Page 11 of 16 in the form of face-to-face communication and live phone calls are a strategy we will employ to increase attendance rates at these events. We will also work on increasing the use of social media and our website to inform families of events and encourage attendance. Our partnership with our PTA is strong. It is our goal to continue this partnership, as well as increase the membership and attendance at the meetings of all community members."	"Loma Vista works hard to ensure that all stakeholders are heard. We will continue working with underrepresented families by supporting meetings via zoom and in person. Multiple ways to collect input via digital surveys, phone calls, and paper surveys will be important for self reflection. Personally calling and asking underrepresented families has been a successful way to bring their voice into the process. Loma Vista also provides all information in Spanish and English to support self reflection."	"Seeking input for decision making is a big priority for Loma Vista. We will have continued community meetings on a regular basis to receive input. ELAC, PTA, and LCAP advisory panel meetings all happen on a regular basis. A goal is to have coffee chats or more town hall meetings to receive more input from more stakeholders. Continuing meetings both in person and via zoom brought in more people to the stakeholder conversation."	"Loma Vista provided opportunities for families to provide input. While we had more opportunities this year for parent and community input, they weren’t highly attended, but we did get great input. In addition to Zoom meetings, we had online surveys that gave us more input. Our youth truth survey had 46% parent participation, 99% student participation, and 100% staff participation. As a goal this upcoming year, we will increase our engagement for parents to provide more input. We are interested in providing more in-person training and education nights for families and staff. A hybrid approach to providing input where there can be in-person and Zoom opportunities to engage the community will be helpful for the future in the full implementation of this priority. We will calendar events early on, and provide information to parent education nights, as well as community events to ensure our community knows dates early on. Continuing to support"	"Loma Vista works hard to ensure that all stakeholders are heard. We will continue working with underrepresented families by supporting meetings via zoom and in person. Multiple ways to collect input via digital surveys, phone calls, and paper surveys will be important. Personally calling and asking underrepresented families has been a successful way to bring their voice into the process."	5	4	4	4	4	4	4	4	3	4	3	3	Met	6/23/2022	2022
42692290000000	Lompoc Unified	3	"From the 2021-2022 Employee and Parent survey we collected 1,522 parent/guardian responses. The feedback collected indicates that Lompoc Unified School District’s parent engagement areas of strength are asking parents for ideas about important issues, giving parents ideas about how to help their child learn at home, offering many different ways for me to be involved, offering programs, conferences, and activities that fit families, including parents in groups or committees that help lead schools, and communicating often with parents."	Areas for improvement include providing more opportunities for parents to volunteer or participate in students’ classrooms and communicating more frequently with how students are performing in core subjects.	LUSD will continue to utilize the site and district outreach consultants to make personal contacts with underrepresented families. The district will continue to provide training to the administrative staff on increasing the engagement of underrepresented families in school and district decisions and activities. LUSD will expand professional development in this area to all school sites where the majority of students live in poverty. Identified areas for improvement are in engaging families with their child’s school and teachers. LUSD will also support families to understand and exercise their legal rights.	"LUSD’s 2021-2022 parent surveys indicate most parents attend school events and parent-teacher conferences. This is a strength of the District. Each school site provides family nights, principal meetings, parent-teacher conferences two times per year, and monthly School Site Council, English Learner Advisory Committee, and Parent Teacher Association meetings intended to engage the families of all students. The District conducts the Superintendent’s LCAP Advisory Committee meetings, monthly District English Learner Advisory Committee (DELAC) Meetings,  and Superintendent's Equity Committee meetings. The district also invites students to perform at monthly Local Board meetings, conducts parent training, and recognizes students throughout the year."	"After analyzing parent surveys and feedback, LUSD recognizes increasing communication between the district and families is an area for improvement. Also, bilingual two-way communication is an area for improvement."	"LUSD will continue to use Parent Square, a communication app, to continue to improve communication about school happenings, coordination, and engagement between home and the school community. The district recently began translating our Local Board of Education agendas into Spanish and has begun providing translation services for our board meetings."	"One of the strengths of LUSD is how the district utilizes electronic and paper surveys written in Spanish and English, to gather information. Another strength is the district has an active District English Learner Advisory Committee (DELAC) and LCAP Advisory Committee, who provide different perspectives and insight on planned LCAP actions and school programs for English Language Learners. Additionally, School Site Councils and Leadership Teams have a high level of input into site decision-making, family engagement activities, and celebrating student success."	"LUSD’s focus area for improvement is to increase opportunities for all families, teachers, principals, and district administrators to collaboratively plan, design, implement and evaluate family engagement activities at both site and district levels. Additionally, LUSD is working towards including student voices on important topics at both site and district levels."	"LUSD will improve the engagement of underrepresented families by increasing access, such as clear communication and trying to provide translation services at all meetings and committees,  for underrepresented parent groups to participate in policy and program development."	5	4	5	4	4	4	5	5	4	4	4	4	Not Met	10/11/2022	2022
14632890000000	Lone Pine Unified	3	"Lone Pine Unified School Districts has established partners with Community Services Solutions for a variety of activities including exercise for students, student wellness, nutrition, and gardening. The district has an English Learner Advisory Committee (ELAC) at Lo-Inyo Elementary School that serves as its District ELAC (DELAC). The district has offered Wellness Committee Meetings, Local Control Accountability Plan Meetings, as well as ad hoc community meetings."	"Based on input from parents, although the district has offered Wellness Committee Meetings, Local Control Accountability Plan Meetings, as well as ad hoc community meetings, attendance usually starts off low and then dwindles to minimal participation with most of the parents being staff members."	"Parents are invited and supported to regular parent meetings at Lo Inyo Elementary School and Booster meetings at the high school. Most of our parents attend outside functions held at our sites (such as Back to School Night, sporting events, etc).  Parent input at meetings and informally suggest that the schools have a greater need to involve parents more as well as students. Parents have suggested a list of activities to implement and the district has committed these to the LCAP. One strength of the community is the Healthy Communities partner which has a few parents in it who are motivated to help. The District plans to enlist their help and provide more engaging activities for students."	The partnerships with students at the high school allow high school students to come and tutor our lower grade students.	"Parent engagement, we believe, in spending time in the classroom to help the teacher break students into small groups, can be improved so that teachers have genuine help in their classrooms to increase student outcomes and parents can then feel more connected to the school."	"The Parents are invited and supported to regular parent meetings at Lo Inyo and Booster meetings at the high school. Most of our parents attend outside functions held at our sites (such as Back to School Night, sporting events, etc). District English Learner Advisory Council Meetings are offered but often times they have not been attended. One focus for improvement would be to increase the number of ways we can reach parents of English Learners and increase actual attendance at these meetings."	"Administration identifies issues for which staff should be appropriately involved and puts these issues on scheduled agendas for problem solving. If an issue does not need to be brought to the attention of all faculty, administration will host ad hoc meetings with affected stakeholders"	"Administration can improve further upon gathering input by scheduling regular meetings with groups such as collective bargaining units and others, even if there are no issues, and see if they have any issues to surface."	"Each year, the schools send out a survey to all the parents/guardians that ask for their feedback on how they feel they are informed and invited in the decision making process. Past surveys generally indicated a feeling of being informed and invited at both school sites. One area of focus is to bring topics to the two main parent groups, Boosters and District English Learner Advisory Committee (DELAC) and gather their input on key site and district decisions."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/15/2022	2022
19647250000000	Long Beach Unified	3	"Over the past year, parents' overall favorable impression of LBUSD inched down by a percentage point to 94%. This statistic is based on roughly 25,000 responses in the School Culture and Climate Survey. The survey has four main categories – climate of support for academic learning; knowledge and fairness of discipline, rules, and norms; safety; and sense of belonging (school connectedness) – all of which align with the goals of the Local Control and Accountability Plan. Parent satisfaction was at 93% or above in every one of these categories. Furthermore, 96% said “school staff treats me with respect”; 92% said “school staff takes my concerns seriously”; 92% said “school staff welcomes my suggestions”; 91% said “school staff responds to my needs in a timely manner”; 95% said “school staff is helpful”; and 94% said “my child’s background (race, ethnicity, religion, economic status) is valued at this school.” The numbers were generally consistent across various subgroups, but LBUSD remains committed to improving how it supports families of unduplicated pupils, particularly those who face language barriers and require additional services."	"In the School Culture and Climate Survey, 95% of parent responses were favorable for LBUSD’s climate of support for academic learning and 94% for knowledge and fairness of discipline, rules, and norms. More than nine out of ten parents believed that schools provided high quality instruction and had high expectations for all students. The results were similar when it came to disciplinary fairness and informing students about what would happen if they break school rules. Although the numbers were generally positive, LBUSD continues to work on narrowing gaps that exist among subgroups, namely our African American, Hispanic, Pacific Islander, and English Learner families."	"In the School Culture and Climate Survey, 93% of parents expressed satisfaction with their opportunities to participate in school decision-making processes and programs – a continuation of outcomes from previous years. As with other responses, the numbers were generally consistent across various subgroups. Parents of students with disabilities families registered at 92%. While the results are quantitatively favorable, LBUSD places emphasis on the quality of family participation in school decision making, particularly parent leadership on school site councils, English Learner advisory committees, and other formal groups."							5	5	5	5	5	5	5	5					Not Met		2022
18750366010763	Long Valley	3	The school has strength in creating welcoming environments.	"The school is bringing further emphasis on ""customer service"" values to all employees."	The school has hired a Community Schools Coordinator to reach out to underrepresented families directly.	"In classrooms, staff communicate ways to strengthen student learning.  In independent study, staff meet with students and their families individual to provide personalized support."	"In reflection, the school recognizes supporting families to advocate for their own children is an area of growth."	The school has hired a Community Schools Coordinator.  One of the responsibilities is to support families in advocating for their own children.	The LEAs current strength is school staff and leadership empower parent groups to observe learning and provide input in decision making.	An area of growth continues to be to engage all stakeholders in the review of family engagement activities and the impact on input. COVID-19 restrictions limited full participation by all educational partners.	The school has adjusted its policies to allow for parent/guardian in-person participation.	4	3	3	4	3	2	3	2	3	4	4	1	Met	6/9/2022	2022
31668450117150	Loomis Basin Charter	3	"LBCS provides professional development and dedicated collaboration time across all grade levels, during which teachers and administrators discuss student data, progress, and action plans for student support. Based on these discussions, teachers are then better prepared to have meaningful dialogue with families about their children’s progress, strengths, and areas for growth. While these conversations happen throughout the year informally, there are also formal structures in place such as Student Study Teams (SST), Individualized Education Plan (IEP), and 504 meeting, as well as parent-teacher conferences.   LUSD’s Special Education Coordinator has conducted professional development for all site administrators, including the LBCS director, to help them better understand the IEP process and documentation. Individualized coaching support is also provided as needed. A significant portion of this professional development involved discussions on the importance of, and how to foster, meaningful parent participation.  LUSD’s annual notification process includes information on numerous opportunities for families to be involved through various avenues. Additionally, links to documents parents can access at anytime to review school, district, and community resources for information and support are provided."	"In order to better support students and improve engagement of all families, LBCS has created an MTSS structure. This includes two  meetings monthly that allow school site teams to better identify and support students through early intervention as well as provide teachers with resources that will allow them to better serve students and report on progress to families."	"Loomis Union School District’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher provide individualized outreach and support for underrepresented families in the LBCS community.  Feedback provided by families is used to provide convenient collaboration opportunities such as flexible DELAC meeting options (in-person and virtual) as well as times of day (during and/or after school).  Additionally, personal invitations from the LBCS Director and/or teachers are extended to underrepresented families to personally invite them to attend school site committees and events.  In this way, LBCS is working to increase the participation of underrepresented groups."	"LBCS, in conjunction with LUSD, currently offers professional development to staff on building relationships with students and families and has structures in place to ensure regular school-to-home communication.  LUSD has increased the number of District English Learner Advisory Committee (DELAC) meetings held during the year and LBCS English Learner families are included in these meetings. During DELAC meetings information on the LCAP and other parent engagement items are discussed and feedback is collected. In order to increase participation at DELAC meetings, LUSD’s English Learner teacher has sent information home to families, provides information at parent-teacher conferences, and makes personal contact with families whenever possible. Additionally, interpreters and translation programs are utilized to provide communication in a family's home language.  Annually, LBCS collects community feedback from all families through the LCAP survey as well public feedback provided at School Board meetings and through additional online surveys. Questions on the survey solicit feedback on both state and local priorities."	"LBCS hopes to increase participation in parent education events through the continued use of an online platforms and on-demand materials. To accomplish this, a series of parent information videos have been designed to inform and support parents at home around topics such as, internet safety, curriculum access, social-emotional supports, and supporting students over the summer."	"As discussed above, LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher provide individualized outreach and support for underrepresented families.  This feedback is used to provide convenient collaboration opportunities such as flexible DELAC meeting options (in-person and virtual) as well as times of day (during and/or after school).  Additionally, staff reaches out to underrepresented families to personally invite them to attend school site committees and events.  In this way, LBCS is working to increase the participation of underrepresented groups."	"As mentioned in the above sections, LBCS collects feedback from families through multiple avenues. We utilize LCAP survey feedback, SSA survey feedback, PTC president’s meetings, and other parent committees, such as DELAC and School Site Alliance, to allow parents the opportunity to meaningful participate in their children’s education."	"While LBCS seeks input from a variety of educational partners, receiving varying input from a wide variety of school community members is always an area for growth.  To address this, LBCS continues to provide multiple avenues for community to provide feedback.  In the fall of 2022-2023 the parent survey will be sent for further input.  Responses to this survey are typically high in number and the data that comes from it can be used to shape future actions at the school."	"Through varied and personalized methods of communication, LBCS is working with LUSD to continue exploring avenues we can use to increase the participation and engagement of our underrepresented families. Additionally, parent feedback is continually utilized to modify the types of information we share with families based on areas of interest--such as those areas being focused on for parent education videos. LBCS plans to continue these efforts in the year to come in order to improve the engagement of all families."	5	4	5	4	5	4	5	5	4	4	3	4	Met	6/9/2022	2022
31668450000000	Loomis Union Elementary	3	"LUSD regularly offers professional development to staff on building relationships with students and families and has structures in place to ensure regular school-to-home communication.  In addition, LUSD schools that receive Title I funding abide by a School-Parent Compact which is reviewed and discussed annually at School Site Council meetings.    LUSD holds at least two District English Learner Advisory Committee (DELAC) meetings held each year.  During DELAC meetings information on the LCAP and other parent engagement items are discussed and feedback is collected.  In order to increase participation at DELAC meetings, LUSD’s English Learner teacher has sent information home to families, provides information at parent-teacher conferences, and makes personal contact with families whenever possible.  Through school and district parent involvement opportunities, such as Parent-Teacher Club, School Site Council, and DELAC meetings, parents often share areas where they could use support or additional resources to support their children.  These areas are often the topic of LUSD created parent education videos that are provided in an on demand format through the LUSD website.  Videos about how to support early readers at home, keeping kids safe online, and emergency response have been or are currently being produced in response to these parent requests.  LUSD plans to continue the parent education video series as it has proven to be a well utilized resource for families."	"LUSD provides professional development and dedicated collaboration time at all school sites, and across all grade levels, during which teachers and administrators discuss student data, progress, and action plans for student support.  Based on these discussions, teachers are then better prepared to have meaningful dialogue with families about their children’s progress, strengths, and areas for growth.  While these conversations happen throughout the year informally, there are also formal structures in place such as Student Study Teams (SST), Individualized Education Plan (IEP), and 504 meetings, Academic Conferences, and parent-teacher conferences.  Beginning in 2018-2019 LUSD’s Special Education Director has conducted professional development for all site administors to help them better understand the IEP process and documentation.  A significant portion of this professional development involved discussions on the importance of, and how to foster, meaningful parent participation.    LUSD’s annual notification process includes information on numerous opportunities for families to be involved through various avenues.  Additionally, links to documents parents can access at any time to review school, district, and community resources for information and support are provided.  In order to better support students and improve engagement of all families, LUSD implements a structured MTSS process at all school sites that includes a referral process, monthly meeting, action planning, and progress monitoring steps for academic, behavioral, and social-emotional concerns.  This structure allows school site teams to better identify and support students through early intervention and provides teachers with resources that allow them to better serve students and report on progress to families."	"LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher provide individualized outreach and support for underrepresented families.  Feedback provided by families is used to provide convenient collaboration opportunities such as flexible DELAC meeting options (in-person and virtual) as well as times of day (during and/or after school).  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups."	"As mentioned in the above sections, LUSD collects feedback from district families through multiple avenues.  Across the district we utilize LCAP survey feedback, PTC president’s meetings, and other parent committees, such as DELAC and School Site Council, to allow parents the opportunity to meaningful participate in their children’s education.    Through varied and personalized methods of communication, LUSD continues to explore avenues we can use to increase the participation and engagement of our underrepresented families.  Additionally, parent feedback is continually utilized to modify the types of information we share with families based on areas of interest--such as those areas being focused on for parent education videos.  LUSD plans to continue these efforts in the year to come in order to improve the engagement of all families."	"LUSD plans to continue its efforts to collect educational partner input in future years.  For example, parent survey data will be collected district-wide in fall 2022.  This ongoing data, as well as annually collected student survey data (from 5th-8th grade students) is used to determine the best strategies for building partnerships with our community."	"As discussed above, LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher provide individualized outreach and support for underrepresented families.  This feedback is used to provide convenient collaboration opportunities such as flexible DELAC meeting options (in-person and virtual) as well as times of day (during and/or after school).  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups."	"LUSD currently offers varied opportunities for educational partner input.  For example, DELAC meetings, School Site Council, PTC meetings, PTC President meetings, and community partnership meetings are all ways that input can be provided—particularly input around LCAP goals and action items.  These opportunities exist at each school site and district wide through various in-person and virtual options."	"While LUSD seeks input from a variety of educational partners, receiving varying input from a wide variety of school community members is always an area for growth.  To address this, LUSD uses a parent survey that will next be distributed in fall 2022.  Responses to the survey are typically received in higher numbers than those that participate in specific school and district level meetings.  In this way, LUSD is able to collect a wider cross section of feedback and plans to continue this educational partner feedback opportunity in future years."	"As discussed above, our best strategy for increasing underrepresented family participation is individual outreach.   LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher provide this individualized outreach and support for underrepresented families.  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups."	5	5	5	5	4	4	4	4	3	3	3	3	Met	6/9/2022	2022
30739240000000	Los Alamitos Unified	3	"The District is always looking for ways to engage parents and provide them with an opportunity for input.  Currently each school site has a School Site Council, various community events, parent organizations as well as an English Language Advisory Committee.  School administrators also use Parent Square to communicate with families in addition to a weekly newsletter that includes a calendar of events for the site and provides highlights in the areas of academics, athletics, arts and activities.  Every year District employees attend a district wide welcome back staff meeting that allows all employees to learn about district initiatives."	The District sends out an annual survey to all stakeholders and uses the results to identify needs within the district.  In the 22-23 school year the District will be working on identifying ways to increase stakeholder feedback in addition to the annual survey.  This includes analyzing meeting times as well as possibly adding additional representatives to the District Advisory Committee.	"The District will continue to be creative in finding ways to engage underrepresented families.  This includes providing resources to families about opportunities available to them, offering multiple times for events to be sure all families are included.  In addition, the District will continue to engage all families on a yearly basis through conversations and surveys regarding interests and the supports families feel would be beneficial."	"The District is committed to ongoing professional development for teachers and administrators.  Administrators attend biweekly meetings that provide them with professional development and collaboration with other administrators about best practices.  The District provides a wealth of parent information nights that include a variety of topics and are offered to all families in the district.  Teachers engage parents in fall and spring parent conferences to learn about student progress and address any concerns in addition to ongoing communication with parents and teachers via email and phone.  With the addition of teleconferencing, such as Zoom and Google Meet, it has made conferencing with parents much easier."	"The focus area for building partnerships for student outcomes is to find ways to provide families with ways to get connected to the school community.  This would include parent education nights, volunteer opportunities and school events hosted for families to build relationships."	"The District will continue to be creative in finding ways to engage underrepresented families.  This includes providing resources to families about opportunities available to them, offering multiple times for events to be sure all families are included.  In addition, the District will continue to engage all families on a yearly basis through conversations and surveys regarding interests and the supports families feel would be beneficial.  The goal is to find ways the district can partner with families to support students both in school and at home."	"The District provides a variety of opportunities for input on decision making throughout the year.  These opportunities include the District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Annual Parent Engagement Survey, Operation Steering Committee and Safety Committee.  The District takes input from all of these advisory groups and surveys when developing the Local Control Accountability Plan (LCAP) each year."	The District's focus area in seeking input is to increase the representation of sites on the District Advisory Committee.  This will be done through the increase of committee members and making sure all subgroups are represented.	"The District will continue to be creative in finding ways to engage underrepresented families.  This includes providing resources to families about opportunities available to them, offering a variety of meeting options and using multiple data collection points."	5	5	4	5	5	5	5	4	5	5	5	5	Met	6/28/2022	2022
43695180000000	Los Altos Elementary	3	Strengths include recently hiring a family engagement facilitator who is bilingual to strengthen relationships between school staff and families.	We are working to improve translation services and bringing back more opportunities for family learning on our school campuses.	We will be improving services by utilizing our new family engagement facilitator and our school linked services coordinator to engage with families in order to ensure community connections and social services are coordinated.	"We have strong practices in place for family-teacher communication, site level student Care teams and progress updates."	We are working to improve translation services around student outcomes and progress.	We will utilize our new school linked services coordinator and the family engagement facilitator to help us improve connections with families related to student outcomes.	We have weekly meetings with our district leadership team that is comprised of district and site level administrators representing all of our schools in decision making and active committees that engage teachers and parents both at the district and site levels.	We would like to expand parent representation in our different district and site level committees.	We will be utilizing our new school linked services coordinator and family engagement liaison to reach out to families in order to seek additional input.	4	4	3	4	4	4	4	4	4	4	3	5	Met	6/20/2022	2022
19647330110304	Los Angeles Academy of Arts and Enterprise	3	"LAAAE has a robust student services team which fosters building partnerships for student outcomes. LAAAE partnered with different agencies to provide comprehensive support. For example, Didi Hirsch provides onsite and offsite individual and group mental health therapy for students. LAAAE sponsors quarterly parent nights which provide a structured opportunity for parents to circulate with their child's teacher to discuss student progress and ways to work together to support improved student outcomes. Teachers sponsor office hours to support students missing assignments. LAAAE leadership regularly provides updates to parents regarding their legal rights and provides workshops for parents to explore different topics of legal rights. Despite these opportunities for support, LAAAE leadership regularly seeks ways to strengthen existing and create new partnerships for increased student outcomes."	"LAAAE needs to increase parent engagement in educational partner meetings including School Site Council, Coffee with the Principal, English Learner Advisory Committee, and Parent Teacher Organization. LAAAE will also work to expand opportunities for parents to engage in workshops designed to help them support their children in college and career readiness."	"LAAAE will improve outreach to engage more educational partners in SSC, Coffee with the Principal, English Learner Advisory Committee and Parent Teacher Organization meetings. LAAAE will increase opportunities to parent workshops in areas of supporting students with college and career readiness, technology, and social-emotional support for students."	"LAAAE prides itself on providing multiple opportunities for parental engagement necessary to build relationships. LAAAE uses Blackboard to regularly communicate with families via telephone, text, and email. LAAAE also sent home a print information and packets and maintained a current website and social media. Parent meetings ranged from open house to senior specific items (such as FAFSA, college admission), coffee with the principal, and learning workshops. Print materials and communication at meetings are addressed in both English and Spanish to ensure that Spanish-only speaking parents can meaningfully engage. Since LAAAE serves predominantly underrepresented families, these engagement activities primarily serve underrepresented families. Classified staff are assigned to student and family outreach. They are an important link between our school and our families. Outreach staff kept students and families informed about academic expectations and connected them with school and community resources. Outreach staff also help identify students with limited engagement in order to escalate follow up to other staff who conduct additional outreach. Assignments are posted on both Google Classroom and on the PowerSchool for parents and view. LAAAE has also built many partnerships with community organizations to support student engagement in arts, enterprise, and academic acceleration include Inner City Arts, DaVinci Camp for mathematics, and the Shakespeare Center."	"A current focus area is returning to in-person engagement for all community partners. Even as students have returned to in-person learning, many educational partners and meetings have continued to operate virtually, limiting engagement. An effort to create a hybrid model of remote or in-person engagement would benefit building partnerships for student outcomes."	"LAAAE will build additional in-person and hybrid options for underrepresented families. These will be focused on college and career readiness, academic progress, and socialemotional supports for these educational partners. LAAAE will also work to expand extracurricular opportunities for students offered through community partners such as Inner City Arts, DaVinci Camp, and the Shakespeare Center."	"Families and students are regularly engaged in decision-making through PTO, ELAC, and SSC. Families are also encouraged to attend and participate at board meetings. Coffee with the Principal and parent workshops also provide a venue for parent voice and participation in school decision making. Since students now have a Chromebook or similar device as well as access to internet, we are working with parents for them to use these devices to also access virtual activities provided while working to reinstate opportunities for in-person engagement. A focus area for improvement in participation is school access."	"One area of focus is improving parents and educational partner participation in relevant meetings such as PTO, ELAC, and SSC. Additionally, LAAAE needs to increase access to campus in an effort to provide hybrid in-person and virtual formats for joining. Lastly, LAAAE needs to work to make academic, social-emotional, behavioral, and attendance data more accessible for all educational partners so it can be used to drive their knowledge and input for decision making."	"LAAAE will reinstate opportunities for in-personal engagement of educational partners while maintaining the ability to engage remotely in a hybrid model. LAAAE will also work to increase parent access to campus. Lastly, LAAAE will provide data to educational partners in comprehensible formats to help them use it to drive their input on decision making."	4	4	4	4	4	4	4	4	4	4	4	4	Met	5/26/2022	2022
19101990000000	Los Angeles County Office of Education	3	"LACOE Educational Programs continues to build and maintain partnerships through the Parent & Family Education and Consultation Program(PFECP). PFECP provides multiple learning and engagement opportunities. These activities take place virtually, at times convenient to families, in English and Spanish. Activities include townhall meetings, where families and educators discuss the academic program, services offered to students, and agencies interacting with the youth provide updates and support parents as they navigate systems. Also, advisory meetings offer parents opportunities to provide feedback of budgets, programs and services offered to their students. In the year 2021-2022, 1,686 parents participated in 153 workshops, classes, and 34 townhall meetings from the county community schools and the juvenile halls and camps schools.  This participation, compared to the number of students attending the school sites resulted in a participation rate of 75% which exceeded LACOE’s goal of a 5% increase. Additionally, LACOE continuously engages in building relationships with student’s parents and family throughout the year with feedback opportunities.  During the 2021 – 2022 school year, LACOE administered the California School Parent Survey (CSPS) at all of the school sites.  In response, a total of 416 parents provided feedback on the survey.  Almost half of the respondents, 42% reported participating in a meeting of the parent-teacher organization or association.  Most participants agreed or strongly agreed (70%) that LACOE actively seeks the input of parents before making important decisions.  In addition, 74% of respondents felt welcomed to participate at their student’s school and 75% felt school staff take parent concerns seriously.      LACOE continues to outreach through various methods to all student families, and often provides check-in calls and feedback surveys.  A parent website is updated and promoted for all parents to assess information and resources.  In addition, for student families that are underrepresented at student events, subgroup analysis is analyzed on the feedback provided to ensure all groups are assessing the resources offered to them."	"While PFECP offers multiple opportunities for parents to connect with teachers, administrators and agencies interacting with their students, those forums currently do not have a standing item on the agenda for parents to inform educators on their values, culture and interests. Townhall meetings will be restructured to include an agenda item that allows for parents and families to offer their knowledge and strengths so educators learn about families and continue to build an asset-based perspective of parents and families,"	"PFECP will continue to host townhall meetings explicitly for underrepresented groups of parents and families, including townhall meetings with African American families and workshops for parents of students with Special Needs."	"PFECP provides professional development to school staff and Parent Liaisons, to work to build partnerships with families. The professional development covers research findings on how to establish partnerships for student outcomes and assists in translating those findings into practices and protocols that are relevant to each school site. Additionally, PFECP staff supports professional development of teachers and administrators with presentations of it’s role and activities, and provide opportunities for parents to participate in professional development for teacher, informing educators of their goals and aspirations for their students. The practice of having parents at the forefront of professional development of educators responds to the most recent research and practice in the field of family engagement, which advocates for having families lead professional learning for educators. LACOE parent participation in academic-focused activities, including attending Road to Success Academy (RTSA) exhibitions of learning increasingly highlights the value of parents partnering with schools to elevate student learning. PFECP staff works closely with RTSA staff to embed parents and families in the curriculum practices. In 2022, RTSA projects will include input from parents and families on the every-day applications of the content discussed in classrooms."	"PFECP offers multiple learning opportunities for parents throughout the year; however, in response to parents’ expressed interests and needs, content of those opportunities is highly centered on social and emotional supports for families with students in LACOE schools. While this recognizes the crisis in which parents find themselves with their justice-impacted students, PFEC should work to assist parents in working towards successful transitions to traditional environments, understanding that while their youth is detained, a priority is to support credit-recovery and academic achievement to reach traditional learning environment readiness once their student is released."	"PFECP will continue to intentionally and explicitly seek input and feedback from underrepresented families by targeting outreach efforts explicitly to those families by hosting engagement opportunities specifically for those families, including townhall meetings for underrepresented groups. Additionally, PFECP staff participates in LACOE-sponsored professional learning that promotes justice and equity in family engagement work. Finally, PFECP is working with school administrators to provide parents and families with equity and justice focused curriculum, to parallel the justice and equity curriculum that students learn during the summer, including books reading and discussions."	"PFECP regularly provides opportunities for input in decision-making. A standing item on the agenda of every PFECP learning opportunity is a presentation on site-level Title I, LCAP and SCC. Parents can provide their input and provide additional information to participate in decision-making forums. PFECP also hosts advisory meetings for all LACOE parents, where LCAP, strategic plans and budgets and discussed with parents and feedback is obtained then. Every year, a survey is administered to all parents, where they provide feedback on their opportunities for engagement in school, the school environment, and student learning. An in depth needs assessment is conducted with families, to learn about their needs and interests, with the intent to produce programing that responds to their comments. Finally, parents participating in PFECP activities can provide input through an Evaluation Form intended to hear parents’ thoughts on the engagement opportunities, time, speaker knowledge and relevance and request topics of their interest."	"PFECP understands that there are strong barriers to continue parent participation in decision-making forums such as School Site Councils, as meetings may not take place at times convenient to all parents, and parent connection with LACOE schools is terminated upon their students’ release; typically a few weeks or months. However, the focus this year is to ensure participation of parents in councils, and empowering parents with knowledge to be able to provide informed input as they connect to decision-making forums. To this end, PFECP will conduct an SSC training for parents who have recently been elected to this decision-making council."	"Parent Advisory Committee (PAC): LCAP is a standing agenda item for all PAC meetings throughout the 2021-2022 school year. Meetings were conducted in English and Spanish virtually on and were held in Downey on 7/8/21, 11/5/21, 12/17/21, 2/23/22, 5/27/2022. The LACOE ED Programs presented the LCAP goals, outcomes, actions and services to parents in a PowerPoint, and handouts were provided to parents in their primary language, with parents providing written feedback and questions for clarity. The LCAP was also a standing agenda item at every Parent Education Consultation Program (PECP) as well as at the LACOE Educational Programs' engagement meetings and parent workshops over the course of the school year, where parent input and feedback was collected. LACOE Educational Programs selected these measures because they reflect abundant efforts to seek parent input in decision-making and participation in programs that engage families in the education of their children. Families indicated a need in supporting their child in meeting the high school graduation requirements, diversion, and support at the local high schools. The findings relate to the goal of engagement as parents have many opportunities to become involved in their child’s education, while participating in decision-making and providing input on the LCAP: Number of consultation meetings hosted and attendance 2021-2022: 5 Parent Advisory Committee meetings held; 113 attendees."	5	5	4	5	5	4	4	4	4	4	5	5	Met	6/21/2022	2022
19647331996610	Los Angeles Leadership Academy	3	"Los Angeles Leadership Academy provides multiple opportunities to build partnerships with families and guardians.  Some traditional methods of communicating about the classroom and building relationships include Back to School Night, Family/School conferences twice a year, and Open House events.   Because of the pandemic, our families and guardians participated in many of these events virtually this year.    We usually welcome parents on campus for school dances, volunteering on campus, the Fall and Thanksgiving festivals, and Spring events. We look forward to bringing families back to campus for these types of events when it is safe to do so. We were able to hold recruiting events on campus this year which is helpful for building relationships with new families. LALA teachers are learning more about the different Latino cultures and how to celebrate the differences.  Some of our families come from Indigenous cultures and their first language isn’t Spanish; this is important information for teachers and staff to be aware of because Spanish should be treated as a second language for these parents."	LALA will continue to support teachers with strategies to learn more about each student’s family background and the family’s goals for their children.	"When LALA can bring families back on campus for school activities, the engagement of underrepresented families will improve.  At the same time, LALA will consider which virtual events were beneficial for participation of underrepresented families and continue to provide those virtually as an option."	"LALA has developed multiple practices that foster partnerships between families and staff in support of student growth. LALPA hosts parent conferences twice a year with all its families to not only inform families of student progress, but to also have them be partners in the work.  The school sends home monthly newsletters informing families of the current instructional focus.  The DELAC shared reclassification information and testing dates and importance of ELPAC and CAASPP with all families.  The DELAC also shared about the ELPAC and CAASPP boot camp tutoring and held a parent meeting about steps to ensure students are successful on these assessments.  LALA has also held Math and Literacy Nights, as well as a STEM fair to provide parents information about what students are learning and how they can support that learning at home."	"Next year, LALA plans to host more meetings about English learner reclassification starting at the beginning of the year to coincide with the earlier ELPAC boot camps the school is providing for students.  The teachers also have earlier goal setting meetings about CAASPP."	Saturday meetings will be held to help parents who work during the week.	"LALA values family input into decision-making about policies, programs, and events. The School Site Council is composed of parents, teachers, administrators, and students. The school hosts chats with the principal or family coordinator as a forum for two-way communication so parents can feel comfortable sharing their perspectives.  This two way communication helps the school better understand the perspectives of the parents.  Our families have responded favorably to this improvement. The school hosts chats approximately six times each year to solicit parent input and administers 2-3 anonymous surveys."	"LALA would like to get a stable parent representative group that participates in the DELAC.  Currently the agenda is determined by parent feedback and ran by Assistant Principal to provide information to meet the needs of English Learners, but we would like to see more parent participation in the meetings."	"LALA will hold Saturday chats to improve input in decision-making for parents who work during the week.  We will also look to host more activities to bring families into the school community.  We believe that as we rebuild the connections that existed prior to the pandemic, families will feel more comfortable in providing input.  LALPA will also administer more anonymous surveys and consider hosting elementary and middle school chats together to ensure everyone sees the school community from multiple perspectives."	5	5	4	5	5	5	5	5	5	4	5	5	Met	6/21/2022	2022
19647330124818	Los Angeles Leadership Primary Academy	3	"Los Angeles Leadership Primary Academy provides multiple opportunities to build partnerships with families and guardians.  Some traditional methods of communicating about the classroom and building relationships include Back to School Night, Family/School conferences twice a year, and Open House events.   Because of the pandemic, our families and guardians participated in many of these events virtually this year.    We usually welcome parents on campus for school dances, volunteering on campus, the Fall and Thanksgiving festivals, and Spring events. We look forward to bringing families back to campus for these types of events when it is safe to do so. We were able to hold recruiting events on campus this year which is helpful for building relationships with new families.  LALPA teachers are learning more about the different Latino cultures and how to celebrate the differences.  Some of our families come from Indigenous cultures and their first language isn’t Spanish; this is important information for teachers and staff to be aware of because Spanish should be treated as a second language for these parents."	LALPA will continue to support teachers with strategies to learn more about each student’s family background and the family’s goals for their children.	"When LALPA can bring families back on campus for school activities, the engagement of underrepresented families will improve.  At the same time, LALPA will consider which virtual events were beneficial for participation of underrepresented families and continue to provide those virtually as an option."	"LALPA has developed multiple practices that foster partnerships between families and staff in support of student growth. LALPA hosts parent conferences twice a year with all its families to not only inform families of student progress, but to also have them be partners in the work.  The school sends home monthly newsletters informing families of the current instructional focus.  The DELAC shared reclassification information and testing dates and importance of ELPAC and CAASPP with all families.  The DELAC also shared about the ELPAC and CAASPP boot camp tutoring and held a parent meeting about steps to ensure students are successful on these assessments.  LALPA has also held Math and Literacy Nights, as well as a STEM fair to provide parents information about what students are learning and how they can support that learning at home."	"Next year, LALPA plans to host more meetings about English learner reclassification starting at the beginning of the year to coincide with the earlier ELPAC boot camps the school is providing for students.  The teachers also have scheduled earlier goal setting meetings about CAASPP."	Saturday meetings will be held to help parents who work during the week.	"LALPA values family input into decision-making about policies, programs, and events. The School Site Council is composed of parents, teachers, administrators, and students. The school hosts chats with the principal or family coordinator as a forum for two-way communication so parents can feel comfortable sharing their perspectives.  This two way communication helps the school better understand the perspectives of the parents.  Our families have responded favorably to this improvement. The school hosts chats approximately six times each year to solicit parent input and administers 2-3 anonymous surveys."	"LALPA would like to get a stable parent representative group that participates in the DELAC.  Currently the agenda is determined by parent feedback and ran by Assistant Principal to provide information to meet the needs of English Learners, but we would like to see more parent participation in the meetings."	"LALPA will hold Saturday chats to improve input in decision-making for parents who work during the week.  We will also look to host more activities to bring families into the school community.  We believe that as we rebuild the connections that existed prior to the pandemic, families will feel more comfortable in providing input.  LALPA will also administer more anonymous surveys and consider hosting elementary and middle school chats together to ensure everyone sees the school community from multiple perspectives."	5	5	4	5	4	5	5	5	5	4	5	5	Met	6/21/2022	2022
19647330000000	Los Angeles Unified	3	"LAUSD is organized to support family engagement through a centralized Office of Parent & Community Services (PCS), and six regional Parent & Community Engagement Teams (PACE). Family engagement is also cultivated by coordinating closely with District offices and divisions. PCS and Local District PACE teams support the implementation of District and school site training for staff and families including the School Volunteer Policy to prepare families in their capacity as volunteers both virtually and in person. Los Angeles Unified to date, has processed over 5,000 volunteer participants.  In 2021-22 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked I feel welcome to participate at this school: 89% for elementary, 82% for middle, and 82% for high school stated they agreed and highly agreed with this statement. These rates represent a slight decrease from last school year, 2%, 4% and 3% respectively."	"Federal policy tasks Title I schools to organize a Parent & Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies. This coordinated effort builds bridges and two-way communication between the home and the school site. The area of growth is to provide teachers, administrators and staff with opportunities to expand two-way communication and engagement of high-need students through continued professional development and best practices."	"LAUSD provides families with information and resources at multiple access points including the District, regional office, and school site webpages, in addition to the five hundred and fifty Parent & Family Centers, and through workshops provided by school staff and community partners. During the COVID-19 pandemic, the District brought together multiple offices to launch a family hotline (213-443-1300) which provides support for families with social emotional and mental health support, and other District services. The Hotline is also linked to the Parent Portal, where families access student information, school and District resources. A third source families have accessed are 68 Grab and Go centers, where families routinely used to receive COVID-19 testing, meals and other donations. Regarding programs where teachers meet with families, the School Experience Survey reports that many families participate in teacher events, like parent teacher conferences and performances.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the ELAC, and the Local School Leadership Council. Furthermore, 100% of schools established a SSC for the 2021-22 school year. Through the work of the SSC, staff and families learn about assets and needs assessments, analyzing family strengths, languages, and identifying common goals for students."	"LAUSD has begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester a cohort of families complete a Legislative Learning Group course where learning is organized around civic engagement, advocacy, state and federal government in partnership with the Office of Government Relations. Legislative officials at various levels of government are invited to share information and facilitate learning with families.  A second effort is a partnership with the Los Angeles Unified and County of Los Angeles Public Health and Planned Parenthood to offer a Public Health Ambassador Program to family volunteers. Health Ambassador course participants learn about COVID-19 health and safety protocols, vaccination and social emotional care. When participants culminate, a certificate of completion is issued, and families are supported to become members of the School Volunteer Program."	"An area of growth is for LAUSD to continue to align professional development and offer families a welcoming environment, and training to develop the needs of the parents and families. This will be an area of focus for the 2022-2023 school year."	"LAUSD has observed increased engagement of families by use of webinars and town hall meetings to engage hundreds and thousands. Partnerships with the City of Los Angeles, LA County, District offices, and other government agencies.  In addition, as we continue to partner with families, they learn about Title I, English Learners, and foster youth policies, programs, and funding, where participants offer program recommendations. For the 2021-22 school year, we began hosting Title I Parent and Family Engagement Conferences in the Fall and Spring for families throughout each local district focused on Title I policies the development of the Local Control and Accountability Plan’s (LCAP) Federal Addendum.  Other ways to engage our families include three districtwide committees which are in place for parents to engage in decision-making. The first committee is the District Community Advisory Committee (CAC), which offers recommendations to the District’s Special Education Local Plan Area (SELPA) Local Plan. Members of the CAC participate annually in approximately ten meetings lasting three hours in duration. The second committee is the District English Language Advisory Committee (DELAC), which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners, and the Local Control and Accountably Plan.  In the 21-22 school year, research-based professional development module series were developed for school staff on the topics of high-impact parent and family engagement and on strategic budget development with families."	"Providing families with multiple opportunities to provide input in school site decisions is an area of strength for the LAUSD. These opportunities are offered at the school site, regional office, and central offices. From the school site perspective, principals, staff, families and students attend annual School Site Council training hosted during the weekends, and work week, to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. During the 21-22 school year, families participated in a series of SSC and ELAC Family Ambassadors training program to support parent/guardian members of the School Site Council and English Learner Advisory Committee in their leadership roles at school sites."	The School Site Councils specifically make decisions about programs and services and receive recommendations from parent membership from the English Language Advisory Committees (ELAC). The ELAC is organized at school sites with twenty-one or more English Learner students. The participants meet to offer recommendations to the School Site Council.	"Another initiative where families learn about their legal rights is through the We Are One L.A. Unified: Standing with Immigrant Families campaign. The districtwide campaign empowers families to know their rights in the areas of immigration, health, housing, and education."	3	3	3	3	3	4	3	3	4	4	2	2	Met	6/14/2022	2022
24657550000000	Los Banos Unified	3	"LBUSD partnered with Parenting Partners to provide parents workshops and support. These workshops occur regularly throughout the school year for parents of elementary and secondary students. These workshops provide parents information regarding parent rights, how to communicate with schools, and how to support students who are struggling among other topics. LBUSD high schools partner with the University of California, Merced to offer parents the Parenting Empowerment Program (PEP). PEP is a partnership between UC Merced and LBUSD that offers parents 8-10 courses on a variety of topics including the college application process and FAFSA applications. Parents who graduate from the program then participate on a tour of colleges and universities throughout California to help parents better understand the opportunities afforded their students. Several sites also partnered with the Parent Institute for Quality Education PIQE to provide family engagement programs."	"The district will focus on providing a more welcoming environment for families. Due to the pandemic, the number of visitors to school sites was limited. Families indicated feeling disconnected from schools as a result. The district will reimplement pre-pandemic policies regarding school visitors and volunteers during the school day. The district will also continue to invest in the Parent Square platform to better communicate with underrepresented families."	"During the 2021-22 school year, the district brought several members of DELAC to the California Bilingual Education (CABE) conference to help empower parents to participate in the district English learner program and bilingual education. These partner workshops and events occur in addition to the previously mentioned informational meetings held by the district. This will continue during the 2022-23 school year. All LBUSD sites will also hold ""Coffee with the Principal"" meetings. These informal meetings will be held regularly and will allow parents and community members opportunities to meet the principal and share their experiences in an informal setting."	"Each year, LBUSD provides training for site administrators regarding how to engage and support their school community. LBUSD administers a parent survey each year and the results are used by district and site administrators to identify needs and wants from the school community. The training is tailored to the needs expressed by parents and staff. Site administrators, in turn, support their staff in the same process. The training focuses on how to connect to, interact with, and collaborate with parents in the education of their children."	"As a focus area for improvement, LBUSD will continue to provide training and frameworks to support staff in learning about our families' cultures, strengths, languages, and goals for their children. The district will work with outside partners, such as CABE and PIQE to identify actions and next steps to build stronger partnerships for student outcomes with our school community."	"As part of the LBUSD parent and family engagement policy, LBUSD provides assistance to parents and the community in understanding the California State Standards, the summative and formative assessments used, and any and all supports provided to assist students. This information is disseminated in formal district wide settings, such as Board meetings, District Advisory Council (DAC) meetings, DELAC meetings and community cafes. The community cafes are informal meetings that occur throughout the school year where district staff as well as invited presenters, share information on a variety of topics as requested by LBUSD parents and community. These topics are also covered at school site council meetings and school based parent information meetings and parent nights at each of the school sites.  The district will continue to hold additional workshops and forums virtually through zoom in both English and Spanish."	"LBUSD promotes parent and family engagement for all students. LBUSD's parent and family engagement policy spells out actions that LBUSD will take in order to encourage and facilitate the interaction between parents, families, and schools. The policy was jointly revised in the 2018-19 academic year by the LBUSD District Advisory Committee, which consists of LBUSD staff, parents and community members. The policy was approved by the LBUSD board of trustees in June 2019. The policy is distributed and reviewed by all school site councils at the beginning of each school year in a public SSC meeting. Parents are encouraged to participate in school site councils, ELAC committees, parent booster clubs, and district committees."	"As a focus area for improvement, LBUSD will provide training and support to school site councils to increase parent participation in the school decision making process. In addition, LBUSD will continue to hold LCAP information and review meetings at different school sites and throughout the Los Banos community in order to increase parent participation in developing the local control and accountability plan."	"For parents with limited English proficiency, LBUSD uses a variety of strategies to engage, inform and support these families. Each month, LBUSD holds evening DELAC meetings. These meetings review dashboard indicators, inform parents of their rights, review the process by which parents can communicate with their child's school, and address a variety of educational topics as requested by the DELAC, such as the college application process, early childhood literacy, and NGSS. Since the vast majority of our DELAC parents speak Spanish, these meeting are held in Spanish with translation services provided for parents and community members who speak other languages. Translation services are provided at all district and site meetings as well as all special education meetings and meetings with migrant parents."	4	2	4	3	4	4	3	3	4	4	4	4	Met	6/16/2022	2022
43695260000000	Los Gatos Union Elementary	3	LGUSD has remained committed to providing professional learning opportunities for staff along with parent education sessions. Focus areas for the district during the past year have been on equity and inclusivity efforts as well as Comprehensive Sexual Education. Professional development opportunities for teachers/staff as well as parent education have been provided in these areas	"LGUSD conducted a joint staff/community book study focused on systemic racism in the criminal justice system to better understand issues of equity and inclusivity.  This district also held three community conversations about race, equity, and inclusivity in Los Gatos while passing a board resolution supporting social justice, equity, inclusivity, and denouncing discrimination of all kinds."	LGUSD will continue to specifically reach out to underrepresented families and will aim to increase participation in future parent education offerings.	LGUSD has remained committed to building relationships with the families we serve. In the fall of 2019 the superintendent facilitated more than 25 focus groups inviting families (including underrepresented families) from across the district to provide their feedback and ideas regarding the direction of the district. This is all part of the development of a 5 year strategic plan for LGUSD.  The implementation of the strategic plan was slightly delayed due to school closures relating to the COVID-19 pandemic but we resumed during the 2021-22 school year.  The school reopening process included weekly public board updates as well as the assembly of a parent advisory council to report progress to the parent community and receive feedback regarding plans.	LGUSD plans a yearly survey for all parents to gather feedback on progress relating to the implementation of the strategic plan (aligned to the LCAP).  The survey is used to gather input to guide district decision making and to expand the ways that we can increase parent participation opportunities. The survey had questions relating to each of the eight state priorities and was sent to families in May. We received over 800 responses.	After review of the feedback LGUSD will make additional efforts to train staff to remain as culturally sensitive as possible.	LGUSD has made extensive efforts to seek input for decision making. LGUSD utilizes both surveys and focus group meetings to gather input from the community.  The district views multiple methods for gathering feedback as the most effective way to collect and synthesize information. The same strategies (focus groups meetings and surveys) are used to gather input from the LGUSD staff. The survey results are reviewed by district administration and shared with the Board of Trustees to inform decision making and the district's strategic plan.	LGUSD would like to see an increase in the number of responses to surveys.	The district will continue to improve communication and offer opportunities to contribute to the decision making process by sending information out in a variety of formats and by specifically reaching out to underrepresented families.	5	4	5	5	4	5	5	5	5	5	5	5	Met	6/9/2022	2022
43695340000000	Los Gatos-Saratoga Union High	3	"LGSUHSD solicited advisory input and involvement from stakeholders in order to plan for a robust educational program for students and staff during this time of transitioning back to the second year of in-person learning. We considered input from surveys and input sessions and discussed educational options including district and site advisory committees, parent teacher organizations, school site councils, student and staff leadership teams and management teams."	"The district implemented several initiatives to address the identified performance gaps with socio-economically disadvantaged and foster youth students' academic scores and suspension rates. These initiatives included increasing alternatives to traditional suspension and expulsion discipline models in order to more effectively support student growth and development. Both of the District's schools are focused on cultivating and sustaining inclusive and diverse learning environments.  Also, the District supported a number of collaborative classes and a new PACT Services Period offered at both school Sites.  Progress Intervention and Monitoring Services (e.g., 1:1 services, supporting IEP students with D’s/F’s, classroom observations), Assessment (Academic & Transition) Services, Consultation Services with student, teachers, providers and/or parents"	"We plan to have an increased amount of parent, student and staff listening sessions that will allow for a deeper dive into the stakeholder climate surveys that annually go out each year."	"Our site as well as district office teams have prioritized a partner-based collaborative model for improving student outcomes that involves all stakeholder groups.  We will continue to build our models out from the site and district level over time, all centered on student outcomes."	"*Improved digital capacity that allows our families to engage digitally and remotely with their student's learning team.*Increased opportunity for staff, parents and students to provide input in multiple ways, including listening sessions."	"Equity training of our leadership team, teachers, and students.  Connection with local agencies to partner and assist our efforts to reach multiple-language families as well as families from under-representative groups."	"Our actions have been guided by Stakeholder input and feedback. The strengths from the LCAP survey feedback indicate that LGSUHSD has ""A culture of excellence and pride in achievement"" ; ""a lot of focus and resources in SEL"" ; and an acknowledgment that ""many gains in utilizing Canvas across all subjects/courses were made during this year of remote learning"" with ""teachers, staff and students who are quickly adaptable to change."""	"Areas of growth indicate the need to ""try to look at all students and find those who are falling through the cracks or struggling."" This informed the need for Goal 1, Action 1: Tiered Academic Interventions. Other comments from the survey indicated the need to ""define the graduate profile. That work needs to be finished (implemented) in order to meet the other components of this rather large goal."" This informed Goal 1, Action 2: committee processes, professional development, staff release time and collaboration time focused on the Graduate Profile. Goal 1, Action 3 focuses on the PLC process which was informed by comments such as, ""[w]ith many programs to help out students at our school already, training the staff for the PLC should be the focus of the goal."""	"Cultural competency training of our leadership team, teachers, and students.  Connection with local agencies to partner and assist our efforts to reach multiple-language families as well as families from under-representative groups."	4	4	3	2	3	4	3	4	4	3	3	3	Met	6/14/2022	2022
52715710000000	Los Molinos Unified	3	"Covid-19 limited parent involvement in 2019 through 2022 mainly due to state and local mandates regarding social gatherings. Parents and staff remained in communication and supported was provided for all families. As we move forward with post-covid, data revealed that all stakeholders desire to increase ""in-person"" gatherings and more venues at schools."	LMUSD Board Goal # 7: Maintain a positive school culture:  Is a goal the district is maintaining and actively implementing to ensure actions and measures are consistently followed by each school site.	"LMUSD plans to continue to offer opportunities for families to volunteer at all school sites, and offer parent education presentations to existing committees such as ELAC, DELAC, and PBIS. The data indicates more opportunities for involvement are desired."	LMUSD has been moving forward with PBIS initiatives throughout the district. These actions support school site positive culture activities that benefit students and parents. A welcoming environment is essential for LMUSD.	"Learning loss is a concern for LMUSD. By elevating our PLC progress coupled by implementation of district benchmarks, LMUSD anticipates a more concise form of analyzing student data. The results of these assessments as well as revised actions will be reviewed with all parents and stakeholders during school site meetings such as ELAC and SSC."	All parents will be invited to informational and educational opportunities at each school site. Translation of documents and meeting presentations are available for all families. Administrators will hold engagement meetings with parents to solicit feedback.	"LMUSD utilizes existing venues such as DELAC, ELAC, SSC, and LCAP forums to inform and receive feedback from stakeholders."	LMUSD will continue to expand outreach efforts to families to ensure increases in participation are met.	"With the addition of support staff such as a K-8 School Counselor, and bilingual staff, LMUSD will ensure underrepresented families are provided the necessary assistance to engage in the self-reflection process."	5	4	5	5	4	4	5	5	5	5	5	5	Not Met	9/15/2022	2022
19647580000000	Los Nietos	3	"The Los Nietos School District strives to empower students to create, utilize, and develop self-advocacy skills to become productive members of society. We support students to value themselves and others through engaging, relevant, and rigorous education. Teachers have direct and consistent communication with families, creating close relationships and cooperation. The district's greatest strength in building relationships with school staff and families is our consistent outreach through various means of communication."	"This year, more than ever before, Los Nietos School District continues to reach out to families in need. LNSD has worked to improve communication with a Superintendent’s Newsletter, District websites, videos, and social media accounts that promote activities at school sites and the district. All schools are communicating in English and Spanish via correspondences and announcements about meeting opportunities for parents to meet and talk about their children. Even so, Los Nietos School District can improve on reaching and building relationships with those parents who are less tech-savvy and prefer more traditional means of contact."	"All schools have active Parent Teacher Organizations to engage parents in their respective schools.  Los Nietos School District goes to great lengths to provide meeting opportunities to parents to meet  and talk about their student’s academic or social-emotional progress. Los Nietos works diligently to ensure that English Learners, Foster Youth and Low Income families are provided with the necessary resources to support their students at home. The district is striving to build relationships with our English Learners, Foster Youth, and Low Income families by recognizing academic achievements in these underrepresented families."	"The Los Nietos School District has made a significant amount of progress in building relationships with families. Prior to the COVID -19 pandemic and restrictions issued, families were integral parts of school recognition assemblies and events. The District offers a variety of parent education events with a full range of topics, which are conducted in English and Spanish via Zoom and in-person as well.  As we move into the new school year, we anticipate restrictions easing along for more in-person activities. This year, more than ever before, Los Nietos School District continues to reach out to families in need. LNSD has worked to improve communication with a Superintendent’s Newsletter, District websites, Family Cafes, and social media accounts that promote activities at school sites and the district. This year we are excited to further build our partnership with our early childhood families through the Kinder and TK Family Cafes where the District will invite families of our early childhood community to come together to ask questions and learn about early childhood education. All schools are communicating in English and Spanish via correspondences and announcements about meeting opportunities for parents to meet and talk about their children.      All schools have active Parent Teacher Organizations to engage parents in their respective schools.  Los Nietos School District goes to great lengths to provide meeting opportunities to parents to meet  and talk about their student’s academic or social-emotional progress. Los Nietos works diligently to ensure that English Learners, Foster Youth and Low Income families are provided with the necessary resources to support their students at home."	"During the pandemic-related school facility closures, the Los Nietos School District took the opportunity to broaden the scope of staff and community engagement that was made possible through virtual meeting formats. This meeting format was carried into the 2021-2022 school year in part because of county health orders, but also because the ease of attending virtual meetings rendered a much higher degree of participation from all educational partner groups."	"We are planning for increased services and will include them through our School Site Council (SSC) meetings held at each site. We will also use our parent advisory meetings such as PAC, DELAC, and Special Education Parent Committee for input on student support. All students will be provided with formative assessment to assess learning loss. Targeted interventions in English Language Arts and Mathematics which will be developed to support student needs. English Learners will receive increased targeted instruction through an evidence based program specifically targeted for our English Learners who are designated as long term English Learners.    These different opportunities provide more awareness and understanding about their child, the importance of their children’s education, and ways to get involved.  Developing these groups remains a primary area of focus.  An area of improvement would be to increase parent participation in all  activities and to find better ways to bring them in as part of these groups."	"Los Nietos School District provides many opportunities for parents to provide input for decision making. Each school site has active School Site Councils, English Language Advisory Councils, and Parent Teacher Organizations to provide input for a host of site level decisions. At the district level, the Superintendent has held many Superintendent’s Parent Advisory Group meetings to provide input and a voice directly with our superintendent.  These different opportunities provide more awareness and understanding about their child, the importance of their children’s education, and ways to get involved.  Developing these groups remains a primary area of focus.  An area of improvement would be to increase parent participation in all  activities and to find better ways to bring them in as part of these groups."	"The District English Language Advisory Committee is actively seeking parent input through the committee’s work and responsibilities. The Whittier Area SELPA Community Advisory Committee also gathers parent input for families with students of disabilities and provides vital input in the district’s special education program.   The DELAC meetings during December-May included items dedicated to understanding the elements of the LCFF and the LCAP process, analyzing student data, reviewing community input, and providing input for LCAP actions. Superintendent presented the LCAP to DELAC. No comments from DELAC required a written response from the Superintendent."	"Los Nietos School District provides many opportunities for parents to provide input for decision making. The District’s community outreach facilitator is personally engaging in our Low Income, Homeless, and Foster Youth groups to underrepresented families involved in key decision-making forums and meetings"	4	4	4	4	4	4	4	4	4	4	4	3	Met	6/30/2022	2022
42692450000000	Los Olivos Elementary	3	"Los Olivos teachers are all connected and asked to use ParentSquare on a weekly basis to inform families of assignments, deadlines and general information. The superintendent reaches out to families every Friday at 5:00 via ParentSquare with the weekly update as well as an e-mail to the Board every Friday keeping them up to speed. A strength of our small school is that our faculty and staff know our families well. We hold conferences in the first trimester with all families and later in the year with those students and families that are struggling in the classroom."	"Los Olivos faculty and staff are lifelong learners that are always striving to improve, receive feedback and make decisions based on that feedback. Los Olivos School has a very active and generous parent groups, one is called Spartan alliance and they support teachers in the classroom with 250.00 each year for teachers to use how they so desire in their classrooms. The other is the Spartan Foundation, this parent group does the fundraising for our school. This year, I have asked for 77,000 to pay for our Spanish Teacher, Arts Outreach, RTI assistance, a music teacher for grades TK-5, help subsidizing field trips, and wood chips for our playgrounds."	"I believe we have. The Superintendent/Principal is a bilingual Spanish speaker, he is present daily at drop-off and pick-up and is often engaged in conversations with our underrepresented families, He also has an open door policy and if his schedule permits will meet with families whenever they need to speak with him. Teachers report by grade level or subject matter for middle school every week through ParentSquare which is in both in English and Spanish."	"Last year we brought a Career Technical Educational hands on program to Los Olivos school. This program focuses on giving our students opportunities to work on modules that give them a glimpse of high paying career opportunities. For example, we have robotics, coding, gaming, drone and flight aviation modules that students work on with a partner. We also are fully staffed with a School Psychologist, a therapeutic counselor, and a systemic approach through morning meetings to tap into how our children are feeling socially and emotionally. Also, for the second straight year we have partnered with Care Solace to help families navigate counseling services throughout the valley."	"Based on our California Healthy Kids Survey, our students are asking for meaningful participation. 5th grade report 32% as having meaningful participation in school and 7th graders surveyed report 41%. We are addressing this by student surveys, asking for their participation in ASB and listening to student concerns through a suggestion box that is in the main office."	"As mentioned earlier all communication through ParentSquare is in English and Spanish. At our parent/teacher conferences translators are made available for our families that need this service. The Superintendent/Principal is a bilingual Spanish speaker, he is present daily at drop-off and pick-up and is often engaged in conversations with our underrepresented families, He also has an open door policy and if his schedule permits will meet with families whenever they need to speak with him."	"Los Olivos school has two very involved parent groups, Spartan Alliance and the Spartan Foundation. Parents are also surveyed through the CHKS every year and the results are shared with faculty on early release days and are also available in the Principals office. Every year parents are LCAP surveyed through SurveyMonkey as well, and as mentioned earlier the Superintendent/Principal is highly visible and accessible throughout the day."	"Based on the results of our CHKS we need to give our students opportunities for meaningful participation here at school through ASB, class surveys general conversations, and through the use of our suggestion box."	I believe this has drastically improved. The Superintendent/Principal is highly visible and accessible. He is bilingual and often initiates conversations with underrepresented families. He communicates weekly with the whole school through ParentSquare in English and Spanish	5	5	4	5	4	4	4	3	4	4	4	4	Not Met	10/10/2022	2022
15635940000000	Lost Hills Union Elementary	3	"Strengths in building relationships between school staff and families consist of two areas: 1) Creating welcoming environments for all families in the community and 2) Developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families. First, the district hired two bilingual School Community Coordinators to facilitate communication with families and to coordinate all school events. Events for the year are sent to parents and posted on the website. Parents are invited to participate, and reminders are sent via text message regularly. Additionally, through our PBIS system staff received training and are encouraged to communicate with parents on a regular basis. Translators are provided as needed."	"The LEA will focus on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. This will be accomplished through professional development and coaching."	Engagement of underrepresented families will be improved by providing additional opportunities to give input. School Community Coordinator and School Social Workers will conduct home visits for hard-to-reach families	"Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families and implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes were identified as areas of strength. The schools host multiple parent-teacher conferences, open houses during the school year, where parents and teachers can discuss student outcomes and progress. Parents can also communicate with teachers via phone calls, email, and ClassDojo. Professional development, translators, and interpreters are provided as needed."	"Focus areas identified were providing families with information and resources to support student learning and development in the home and supporting families to understand and exercise their legal rights and advocate to their own students and all students. The district plans on providing training and support to all families. In fact, the district will partner with Parent Institute for Quality Education (PIQE) to provide resources and training in literacy and parent engagement."	"The district will continue to use community coordinators, school social workers and other support staff to increase the engagement of all parents of unduplicated students, families of students with exceptional needs and families of underrepresented students."	"Provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement and activities at school and district level is identified as a strength. The district provides many opportunities for families and staff to plan design, implement and evaluate activities through District and school leadership teams, parent advisory committees, and Local Control Accountability Plan (LCAP) process. Information is used to inform the LCAP development as well as other school and district plans."	"The district will focus on building the capacity of and supporting family members to effectively engage in advisory groups and decision making. The district believes that by providing high quality training for Families to engage in decision making groups, parents will be more enthusiastic to be part of such groups."	The district will use popular school events to provide underrepresented families with information on the importance of providing input and participating in decision making groups.	4	4	3	4	4	3	4	3	4	4	4	4	Met	6/13/2022	2022
30647660000000	Lowell Joint	3	"When asked to rate the statement “Our staff provides a high level of service for my student and my family”, 92% of families Agree or Strongly Agree with 94% for the statement “Our school staff has provided a welcoming and supportive experience through these uniquely challenging times”.  95% of families responding to the survey Agree or Strongly Agree with the statement “Our school is friendly, pleasant, respectful, and welcoming” with 91% for the statement “Our staff makes parents feel welcome and part of our school”.  In addition to comments made, these are strong indicators of the positive relationships that exist between Lowell Joint staff and families. Many of the staff in Lowell Joint are families within the community and 34% of the families responding to the survey have had multiple generations attend Lowell schools."	"Staff had a unique window into the lives of some of our families during distance learning with students being at home and on camera for classes. There was a recognition for many staff around the disparity for students in terms of resources, support, and living conditions with 56% of our students qualifying for Free/Reduced lunch up from 40% in the prior year. Food insecurities, loss of employment, and other issues related to the pandemic have created a renewed desire to understand trauma-informed care as it relates to our staff and working with students and families. This will be an area of focus as the District continues to add to overall supports around Social Emotional Learning and mental health. It’s clear that families feel welcomed by staff, and this added layer will hopefully move families to deeper levels of involvement."	"The District has small pockets of languages other than Spanish, so a first step would be to survey families in their native language where possible to determine strategies to increase overall engagement for our non or limited English families. The increased offerings for before and after school provide additional avenues to connect with parents around family needs that can support decisions about programming since ELOP targets our Unduplicated Pupil count (English Learners, Foster Youth, and Free/Reduced Lunch)."	"Families are very connected to student outcomes and ongoing communication around student progress. 93% of survey respondents feel that Lowell Joint provides a strong, core academic instructional program with over 92% Agreeing/Strongly Agreeing that the program is balanced in terms of core course offerings (language arts, mathematics, science, social studies, art, music, physical education, etc.)."	"An area for growth, confirmed by both survey data and in input meetings, centers around the need to support enrichment and rigor for our GATE students. We are beginning with the certification of all teachers in GATE having completed about half of teachers within the district in the 2021-22 school year. All 2nd graders were given a universal screener as one measure in identifying giftedness. As teachers increase focus on depth and complexity in the classroom, additional enrichment opportunities are being developed to address this need. When asked about opportunities for students to work above grade level, 63% of respondents Agree/Strongly Agree with 26% marking “Don’t Know”. This speaks to the need to both increase opportunities and communicate with parents around services in support of our gifted and talented students."	The Educational Services department has worked diligently to ensure that the identification process for gifted and talented services is all-inclusive. Using multiple measures with an opt out model for universal screening ensures access for all students as a baseline. Nonverbal elements to the assessment will help control for language issues in our English learners. Measures for creativity and leadership will also help widen the net for including students in the identification process. Training all teachers has been a vital part of the overall plan to ensure that teachers recognize the elements of giftedness regardless of formal identification. This includes our primary teachers in grades TK-2nd before students are even formally assessed as well as upper grade teachers for those students who demonstrate giftedness after formal identification. We are working on the overall system for additional assessments for students entering the district after 2nd grade and for those not identified initially.  All of this is designed to ensure that students traditionally underrepresented in GATE programs are having their needs met through a robust system of supports.	"Each year, a Parent Survey is conducted in the spring to monitor parent engagement and obtain feedback from parents related to state priorities and local indicators as they align with both district and school goals within the Local Control Accountability Plan (LCAP) at the district level and the School Plan for Student Achievement (SPSA) at the site level. The survey was created to align with state and local priorities in six areas: Student Achievement/Course Access, Student Engagement, School Climate, Basic Services, Implementation of State Standards, Parent and Family Engagement. There is a section specific to parents of English Learners, and the survey is provided in both Spanish and English. While it is sent electronically, hard copies are always available on site for a family if needed. In addition to the LCAP Parent Advisory Committee, district personnel attended PTA meetings for each site to review the LCAP and ask for input from parents for determining actions and priorities in meeting the needs of students in Lowell Joint. The Superintendent meets regularly with the PTA as well. A section of the Parent Survey targets Parent and Family Engagement specifically. 93% of respondents Agree or Strongly Agree that they feel comfortable initiating discussion with school staff regarding academic behavior or social concerns, which is a slight decrease (1%) from the 2021 survey. Over 99% have electronic devices to receive digital communication with 95% who Agree or Strongly Agree that the schools provide a variety of ongoing communication to inform parents about their student’s academic progress, which is the same as 2021. The survey was designed by LJSD to align with specific areas of the Local Control Accountability Plan (LCAP) to measure progress on both state priorities and District goals. Results of the Parent Survey are shared with the Board annually in September, and the Principals are given site specific data to plan for parent and family engagement. There is an open-ended section on the survey for input related to the goals within the LCAP in addition to the face-to-face opportunities for parents to speak into the decision making process at both the site and district levels. Bilingual aides called an additional 50+ English learner families (over 20% of the EL population) to ensure representation in addition to DELAC input and other UPP parents on both district committees and in the PTA."	"When asked if parents and families are aware of and have multiple opportunities to be involved in their child's educational experience, 88% of respondents Agree or Strongly Agree. This is down 7% from the 2021 survey. Some of this can be attributed to COVID restrictions and protocols that did not allow for as many parental opportunities on campus throughout the year; however, this is an area for growth in terms of identifying ways to improve input. We had an extremely high rate of return for input during COVID including 1300 responses (about 60% of families) last year compared to prior years at about 450 responses. It dropped back down to about 800 this year. We had fewer parents attend the LCAP Advisory and Parent Advisory Committee meetings although we had high numbers for the PTA meetings in terms of getting parental input."	"As mentioned above, the District has focused on reaching out to families above and beyond the general lines of communication to ensure input in the decision-making process. As things are normalizing after COVID, the goal would be to work collaboratively with engaged parents and staff members to identify ways to increase involvement and encourage partnership with our underrepresented families. For example, the District has small pockets of languages other than Spanish, so a first step would be to survey families in their native language where possible to determine strategies to increase overall engagement for our English learners. The increased offerings for before and after school provide additional avenues to connect with parents around family needs that can support decisions about programming."	5	5	3	3	3	4	5	4	3	3	4	3	Met	6/27/2022	2022
01612590126748	LPS Oakland R & D Campus	3	"As a site we have strength in our ability to connect with students, families and community however, we have very limited parent participation, both online and in person. While the LEA does communicate often the communication is often one way."	"We are hoping to raise parent engagement through open door policy, parent education class, accessibility to site leaders and school site as well as community outreach."	"Again, We are hoping to raise parent engagement through open door policy, parent education class, accessibility to site leaders and school site as well as community outreach."	"Caring and motivated staff that is able to provide social emotional support to students, Regular community engagement with family meeting, advisory and overall culture as well as multiple means of collecting student voice."	"Student Lead Conferences (SLC) Fall/Spring where students and parents engage in future planning, grade review and goal setting."	"Back to School night that provided parents insight into day to day of student, review of academic and behavioral expectation as well as outline what students will be learning in specific class."	"Principals develop and present their schools’ current needs and action plan twice a year to the network and at their sites through staff and parent meetings. This elicits feedback and input to support the process and ensure all member are informed. Principals are accountable for responding to questions and concerns from all stakeholders, from the Superintendent’s office to parents. Families primarily participate in school governance through the School Site Council."	"The ILT, WASC leadership, SSC and administration spend time ensuring alignment between school and Network goals and resource allocation. LCAP goals are additionally aligned with work done by the WASC coordinators to maintain a clear, coherent focus, and to allow for unified action"	"Implement more parent involvement and surveys to discover areas of strengths and improvement. There is a technology gap with parents so they need creative ways to communicate opportunities to have parent involvement. Opportunities for parents to come in and with site principal (coffee with principal, town hall meeting or PTA) need to be developed."	2	3	2	3	2	2	3	2	4	4	4	4	Met	6/23/2022	2022
17640480000000	Lucerne Elementary	3	Lucerne Elementary School District continues to look for ways to improve relationships with all educational partners. The results from our community survey indicate that they feel welcome and respected when they visit our site.	We can improve how we communicate with families that are non-English speaking and make communication easier through text messaging.	There has been ongoing professional development for educators to support them in meeting the needs of our diverse student population.	The Lucerne Elementary School District has done a good job of informing families of their student's academic progress.	An area of improvement for the District would be encouraging families to exercise their legal rights.	The district also has several procedures in place for families to discuss the individual needs of their students.	The Lucerne Elementary School District has an active school site council that discusses pertinent school issues and uses its influence to make school-wide decisions.	One underrepresented group that the district will be working to support in the 2022-23 school year is our Homeless families.	The LEA can improve on gaining input from underrepresented groups.	3	3	3	3	3	4	3	3	4	3	1	2	Met	6/8/2022	2022
36750510000000	Lucerne Valley Unified	3	"LVUSD’s current strengths in this area of building partnerships with families for student outcomes include; hosting a reading and literacy night where parents are invited to participate, offering one-to-one computer technology as a student and family resource, meeting with families in parent teacher conferences in order to discuss student progress, teaching students and parents how to access student progress via Aeries Portal, Multicultural Night, Grandparents’ Day, and supporting families in their understanding of their legal rights and advocating for their students by offering copies of parent rights at every IEP meeting and having equitable access to the formal complaint form through the LVUSD website."	"In the LCAP survey this year, we will be polling families to evaluate what they would like more information and support on. We will, in addition to the suggested workshops, offer support in cyber-security and the dangers of student vaping."	LVUSD is identifying our goal of continuing to improve growth with underrepresented families by offering parent workshops in the 2022/2023 school year based upon gathered input from parent meetings and surveys.	"LVUSD’s current strengths in building relationships with our families include; inviting families to participate in Breakfast with the Principal, inviting families to attend awards assemblies for student recognition and inviting families to participate in School Site Council."	LVUSD is identifying our goal of continuing to build more family engagement as a focus area for the 2022/2023 school year. Additional family engagement activities will be offered based on identified needs from parental input and surveys.	"LVUSD utilizes translators, and plans to hire additional translators, to bridge language gaps while communicating with parents, will send out connect ed messages in English and Spanish and is expanding English Learner Advisory Committees and District English Learner Advisory Committee (ELAC and DELAC)."	"LVUSD’s current strength in seeking input for decision making is currently building the capacity of principals, staff, family members and advisory groups with decision and policy making by encouraging participation on committees like; School-Site Council and ELAC, as well as getting parent and family feed-back from events like Breakfast with the Principals."	"LVUSD will also be identifying our goal of continuing to increase input for decision making by offering parent workshops in the 2019/2020 school year in an effort to get added opportunities for families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at school and district levels."	"LVUSD will also be identifying our goal of continuing to increase input for decision making by offering parent workshops in the 2022/2023 school year in an effort to get added opportunities for families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at school and district levels. These workshops will be available in Spanish as well as English by utilizing translators."	3	3	3	4	3	3	4	3	3	3	4	3	Met	6/9/2022	2022
40687590000000	Lucia Mar Unified	3	"California School Parent Survey(CSPS) was given to parents of 5th, 7th, 9th, and 11th grade parents in February of 2022 as well as a Local Control Accountability Plan (LCAP) Funding Feedback, Expanded Learning Opportunities, Universal Pre-kindergarten survey in the Spring of 2022.  These surveys aim to raise awareness of how well schools are doing in their parent involvement efforts and what are the needs and concerns of parents that should be addressed. The results are used as metrics in the Lucia Mar LCAP. The surveys are a means to confidentially obtain parent perceptions about learning and teaching conditions, school climate, and parent-school involvement and relationships, including whether the school environment is academically challenging, caring and welcoming, participatory, safe, and fair.  Both surveys were anonymous, and questions allowed disaggregation by ethnicity and school site/level. 389 responses were collected on the CSPS which is an improvement from the 128 collected on this same survey in 2020. The LCAP survey received 564 parent responses. More information about the CSPS survey is available on its website: csps.wested.org.  Key findings from CSPS survey: To gather feedback from all parents irrespective of school model, parents had the opportunity to respond to questions specific to their child’s schooling model (in person or remote). Responses to the Remote model survey were limited with only 18 total responses. 76% agreed that their school encourages them to be an active partner with the school in educating their child. (-5) 60% agreed that their school actively seeks the input of parents before making important decisions (+3) 65% felt welcome to participate at their school (-15) 86% felt that school staff treats parents with respect. (-7) 71% felt that school staff takes parent concerns seriously. (-10)"	"Improving participation rates in district administered surveys continue to be an area of focus. Additionally, anonymous surveys must include additional demographic questions so that data is able to be disaggregated. Unfortunately longer surveys are less likely to be completed."	We will give multiple short surveys throughout the school year instead of long ones to improve participation and give us a better picture of how we are engaging our families.	"California School Parent Survey(CSPS) was given to parents of 5th, 7th, 9th, and 11th grade parents in February of 2022 as well as a Local Control Accountability Plan (LCAP) Funding Feedback, Expanded Learning Opportunities, Universal Pre-kindergarten survey in the Spring of 2022.  These surveys aim to raise awareness of how well schools are doing in their parent involvement efforts and what are the needs and concerns of parents that should be addressed. The results are used as metrics in the Lucia Mar LCAP. The surveys are a means to confidentially obtain parent perceptions about learning and teaching conditions, school climate, and parent-school involvement and relationships, including whether the school environment is academically challenging, caring and welcoming, participatory, safe, and fair.  Both surveys were anonymous, and questions allowed disaggregation by ethnicity and school site/level. 389 responses were collected on the CSPS which is an improvement from the 128 collected on this same survey in 2020. The LCAP survey received 564 parent responses. More information about the CSPS survey is available on its website: csps.wested.org.  Key findings from CSPS survey: To gather feedback from all parents irrespective of school model, parents had the opportunity to respond to questions specific to their child’s schooling model (in person or remote). Responses to the Remote model survey were limited with only 18 total responses. 76% agreed that their school encourages them to be an active partner with the school in educating their child. (-5) 60% agreed that their school actively seeks the input of parents before making important decisions (+3) 65% felt welcome to participate at their school (-15) 86% felt that school staff treats parents with respect. (-7) 71% felt that school staff takes parent concerns seriously. (-10)"	"Improving participation rates in district administered surveys continue to be an area of focus. Additionally, anonymous surveys must include additional demographic questions so that data is able to be disaggregated. Unfortunately longer surveys are less likely to be completed."	We will give multiple short surveys throughout the school year instead of long ones to improve participation and give us a better picture of how we are engaging our families.	"California School Parent Survey(CSPS) was given to parents of 5th, 7th, 9th, and 11th grade parents in February of 2022 as well as a Local Control Accountability Plan (LCAP) Funding Feedback, Expanded Learning Opportunities, Universal Pre-kindergarten survey in the Spring of 2022.  These surveys aim to raise awareness of how well schools are doing in their parent involvement efforts and what are the needs and concerns of parents that should be addressed. The results are used as metrics in the Lucia Mar LCAP. The surveys are a means to confidentially obtain parent perceptions about learning and teaching conditions, school climate, and parent-school involvement and relationships, including whether the school environment is academically challenging, caring and welcoming, participatory, safe, and fair.  Both surveys were anonymous, and questions allowed disaggregation by ethnicity and school site/level. 389 responses were collected on the CSPS which is an improvement from the 128 collected on this same survey in 2020. The LCAP survey received 564 parent responses. More information about the CSPS survey is available on its website: csps.wested.org.  Key findings from CSPS survey: To gather feedback from all parents irrespective of school model, parents had the opportunity to respond to questions specific to their child’s schooling model (in person or remote). Responses to the Remote model survey were limited with only 18 total responses. 76% agreed that their school encourages them to be an active partner with the school in educating their child. (-5) 60% agreed that their school actively seeks the input of parents before making important decisions (+3) 65% felt welcome to participate at their school (-15) 86% felt that school staff treats parents with respect. (-7) 71% felt that school staff takes parent concerns seriously. (-10)"	"Improving participation rates in district administered surveys continue to be an area of focus. Additionally, anonymous surveys must include additional demographic questions so that data is able to be disaggregated. Unfortunately longer surveys are less likely to be completed."	We will give multiple short surveys throughout the school year instead of long ones to improve participation and give us a better picture of how we are engaging our families.	4	4	4	4	4	4	4	4	4	4	3	3	Met	6/14/2022	2022
43694270130856	Luis Valdez Leadership Academy	3	"The LEA and The Foundation for Hispanic Education (TFHE) Schools work to ensure family voices and input remain at the forefront of our school engagement processes. The LEA also had a 99% Graduation Rate with over 85% of students attending a four or two year university/college. 100% of students had access to standards-aligned curriculum, all of their coursework taught by a credentialed instructor, and access to an advisory course in preparation for college/career endeavors. The team working on behalf of the LEA includes its School Site Principal, Office Manager, Attendance Clerk, Community Outreach Team, and Student Life Team Members. Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums. Tools used for engaging families on a regular basis include communication tools of Remind App, OneCallNow, Google Classroom, Google Forms, the Jive GoToConnect application, and in-person one-to-one meetings. Ongoing methods of communication include Weekly School Newsletters, Monthly Cafecito Meetings, Monthly Parent Workshops, publicly posted bulletins, school poster boards, social media accounts (i.e., Instagram, Twitter, Facebook), and web postings. Moreover, key community partnerships with twelve community nonprofit organizations across the areas of parental governance, health/safety, rental assistance, eviction defense, personal development courses, and other pertinent areas assist in fortifying the LEA’s bond with and service to families. Current strengths of the school’s program for engaging families to build rapport with school staff start with open lines of communication as indicated by a Monthly Cafecito with the School Site Principal, at least one in-person or remote public forum per month, Quarterly Board Meeting accessibility, and regularly issued survey forms (three per month) to all stakeholders. Moreover, progress reports are also sent to families for the progress of their students in all classes, followed by dedicated parent/guardian and teacher conferences twice a year. For engaging underrepresented families, all materials are produced in Spanish and Vietnamese, in addition to English given that the school has nearly 90% of students that speak a language other than English. Also, in the midst of COVID-19, Family Workshops, tutorials, vaccination clinics, technology access, a food/nutritional offering access, and mutually agreed upon conditions ahead of school reopening were developed between staff and parents/guardians. Measures of progress in this area include over 50% of families responding to issued surveys, at least 80% of families attending a school meeting per semester, and 82% satisfaction rates for Family Workshops."	"Priorities for improvement this academic year include increasing the A - G completion rate from 57% to over 60% for the Class of 2023, a Communications Sustainability Plan, more events in partnership with local school site, increased meeting spaces for discussing culture/climate, development of a more robust English Learner Advisory Committee, and assisting families in the understanding of social/emotional support for students in their household.  Additional training for reviewing student four-year plans, PowerSchool, and transcripts are also being offered and invested in this year to improve the two-way communication between parents/guardians and the LEA. Per the California School Dashboard, the school site has made proficiency gains annually in ELA, Mathematics, and Language Acquisition status with a commitment to increasing annual proficiency gains by 3% or greater. A growing area of strength in our existing partnership with parents/guardians is the use of Verified Data to center conversations on student progress, areas of growth, and instructional planning. Moreover, concerted efforts are being made to increase current Average Daily Attendance from the high-80% threshold to over 95%."	"The LEA is committed to providing all of its students with a responsive, comprehensive, and high-quality education. In order to achieve this goal, high student achievement and growth as measured by national, state, local, and Local Control and Accountability (LCAP) measures must be achieved. Goals for student and school outcomes are continually refined and developed to reflect the changing needs of the school and are aligned to the state priorities as well as the allocation of resources under the Local Control Funding Formula (LCFF). All of the following measurable pupil outcomes apply to all LEA students, especially Latino/Hispanic, English Learners (EL), Socioeconomically Disadvantaged (SED) Students, Students with Disabilities, and McKinney-Vento Students as defined by the California Department of Education (CDE). Families are at the heart of serving all students with disclosure of their student’s performance on baseline and end of year assessments (i.e., NWEA MAP), CAASPP result deep dives, and parent/guardian and teacher conferences set to review classroom performance in each a-g requirement-aligned subject area. Parents/Guardians are also pivotal stakeholders in developing LEA goals and measures, made aware of curriculum updates and implementation, and may request access to any materials for review and/or feedback. Faculty, Community Outreach Team, and Attendance Team also engage with one another daily to monitor student engagement, participation in instructional time, and assistance in maintaining access to college/career driven-resources. For students not actively engaged, the Dean of Student Attendance and Enrollment Retention holds Student Attendance Review Board (SARB) Meetings to reduce chronic absenteeism. Student tutoring is also available in partnership with Elevate Math Tutoring and Santa Clara University’s Graduate School of Education three days per week, in addition to Flexible instructional time after school.  Per the LEA’s LCAP and Charter Petition, the goal is to increase the percentage of underrepresented students in applicable grade levels, including all student subgroups, who meet or exceed standards on the CAASPP statewide assessment in the areas of English Language Arts (ELA) and Mathematics. Methods for achieving such efforts annually include providing teachers with professional development on backwards mapping, on unpacking CCSS and ELD standards and skills, unpacking the CAASPP assessment, creating standards-aligned units and lessons that account for both CCSS and ELD standards and skill development, building literacy/numeracy skills across the curricular areas, providing rigor with the necessary support for student success, and school site and across school site department collaboration and planning time to ensure consistent implementation of CCSS and ELD standards. Moreover, materials (print and online) are made available in primary languages as resources for content studied on core courses to the extent possible."	"As a small charter institution, we are able to build partnerships with our faculty, staff, School site administrators, and families readily. We currently have a Teacher and a Student Sounding Board. Each functions as a board that provides input, feedback and that serve as partners. School site administrators meet regularly with Teachers Leads, the Leadership team, parents during Cafecito and other parent groups and advisory groups. We currently have a community outreach team, consistent and varied modes of communication in our population’s home languages. We also provide a host of community events for our families to partake in and have a staff that is bilingual and open to supporting and working our community in collaboration and partnership.  In addition, we have engaged community partners to further support our students."	"It is important that we continuously align our efforts as an institution and continue to build our family outreach, engagement and support systems so that we are strategic in building partnerships in order to meet desired student outcomes."	"We are currently in the planning phase of our Community Schools grant. Through this process, we will collect broad input from all stakeholders, including families in regards to how to best engage and support them. Yet, we are currently providing both in person, via phone and virtual ways for our parents to engage with us. We also offer food, housing and financial resource support."	"A key area indicating success in parental governance includes a strong return on LCAP surveys and other related survey efforts directly tied to finding measures (i.e., ESSER, Expanded Learning Opportunities, Block Grants, etc.) at a rate over 70%. A strong push has been made across the LEA to break down school site needs by underrepresented group (disaggregated) by English Learner, Students from Underrepresented Backgrounds (i.e., Latino/Hispanic, African-American), Students with Disabilities, Foster Youth, and Socioeconomically Disadvantaged. Over 70% of families are being engaged as primary stakeholders in their student experience, 78% of students being effectively supported in the education as shown by low suspension rates and a graduation rate over 99%, and 75% of families affirming students are guided properly in their education as shown by increasing A - G Requirement Completion rates. Also, all current school policies, surveys, drafted school plans, proposed policies for adoption, related monitoring, and results are publicly accessible at the school website with sections available for public feedback. An area for improvement would be a more in-depth advisory effort for demonstrating the needs of all Unduplicated Student Groups (i.e., not just those most prevalent at the school site). Additionally, planning and material development is underway for the establishment of a student cohort data review for parents for families to take a deeper data dive in student performance to inform areas of greater need and investment. The penultimate goal is for parents to identify the student/community needs from the school annually as it relates to academic progress, social/emotional support, supplemental support, and community engagement. The LEA’s responsibility is to break down each process in an accessible manner, content-wise and language-wise, to remove any barriers for full family participation."	"For improvements in including stakeholders in decision making, the LEA will leverage its new Community School Program Planning Grant in order to do more focused needs assessments, direct one-to-ones with parents/families, and improve the understanding of department roles across the LEAs for families. This Community Schools Initiative is timely due to the exacerbated need for sustained essential services caused by an increasing cost of living in Silicon Valley, limited accessible community resources serving the LEA’s local zip codes, and the anticipated long-term effects of the COVID-19 pandemic. Due to these impactful factors, students also demonstrate a greater requirement for sustained year-round instruction, greater avenues for positive peer socialization, and support services as caused by increased learning loss and higher mental health referral rates. Through clearly aligned and integrated community partnerships with local agencies and nonprofits agencies, the Initiative’s areas of focus will be: (1) After-School Resources and Extended Learning Programming to mitigate learning loss, (2) institutionalization of Food Distribution and Nutrition Support, (3) Social-Emotional/Mental Health Clinical Support, (4) Parental Governance Development, and (5) Community Health Solutions. The development and integration of the Community School model into the LEA will result in greater identification of student learning gaps and outcomes, foster more formalized mechanisms for parents shaping school expenditures, and outline future levers to be phased in for social-emotional support. Eliciting feedback and input for the implementation of the community school effort will be conducted through both formal (i.e. School Site Council, Board Meetings, etc.) and  informal settings (Cafecitos, Town Halls, etc.) in English and Spanish."	"For improvements in including stakeholders in decision making, the LEA will leverage its new Community School Program Planning Grant in order to do more focused needs assessments, direct one-to-ones with parents/families, and improve the understanding of department roles across the LEAs for families. This Community Schools Initiative is timely due to the exacerbated need for sustained essential services caused by an increasing cost of living in Silicon Valley, limited accessible community resources serving the LEA’s local zip codes, and the anticipated long-term effects of the COVID-19 pandemic. Due to these impactful factors, students also demonstrate a greater requirement for sustained year-round instruction, greater avenues for positive peer socialization, and support services as caused by increased learning loss and higher mental health referral rates. Through clearly aligned and integrated community partnerships with local agencies and nonprofits agencies, the Initiative’s areas of focus will be: (1) After-School Resources and Extended Learning Programming to mitigate learning loss, (2) institutionalization of Food Distribution and Nutrition Support, (3) Social-Emotional/Mental Health Clinical Support, (4) Parental Governance Development, and (5) Community Health Solutions. The development and integration of the Community School model into the LEA will result in greater identification of student learning gaps and outcomes, foster more formalized mechanisms for parents shaping school expenditures, and outline future levers to be phased in for social-emotional support. Eliciting feedback and input for the implementation of the community school effort will be conducted through both formal (i.e. School Site Council, Board Meetings, etc.) and  informal settings (Cafecitos, Town Halls, etc.) in English and Spanish."	4	4	3	3	2	4	3	3	4	3	4	3	Met	6/15/2022	2022
43695420000000	Luther Burbank	3	"COVID 19 restrictions hampered welcoming parents to campus; however outreach via zoom meetings, individual parent conferences and communications  with teachers continue to strengthen family school relations. All school meetings provide Spanish translation services and are scheduled in evenings.  Parent/child participation events have been successful and much appreciated by parents.  These events develop positive relationships with school staff and families"	Luther Burbank seeks to create meaningful relationships and partnerships with families.  We are actively recruiting parent volunteers to assist in the classroom and will be implementing Academic Data Parent Meetings in the fall. We will continue to host at minimum monthly events for parents and encourage parents to assume greater leadership roles in planning and leading other parents	Luther Burbank will launch Parent Ambassadors to identify at least one parent per classroom to engage in school committee and activities.  We intentionally ensure there are grade span representation of parents on our committees. Providing Spanish translation and hosting meetings in Spanish with English translation facilitates more open communication amongst participants.  Child care and meals also support our families participation in meetings and events.	Luther Burbank schedules Back to School Nights to provide parents and overview of grade level and classroom expectations.  Progress reports are provided to parents every trimester and parent conferences are held twice a year.  Email and phone communications are used to answer and keep parents apprised of student progress and support.	"Luther Burbank will provide clear exemplars of grade level student work and share individual student data with parents.  The meeting will also include 2-3 strategies for parents to use to help reach established goals.  Parent/child workshops in literacy, math, and STEM will model activities and reinforce grade level expectations."	"Luther Burbank will implement a “Parent Compact” and communicate a clear expectation that parents attend and volunteer 20 hours per year.  Specific activities and trainings will be provided to support parents confidence and skills to support in the classroom.  Recognizing many parents work, at home, evening and weekend projects will also be available.  We also will work with our ambassadors to reach out to other parents and encourage them to personally invite them to school events."	"Luther Burbank will implement a “Parent Compact” and communicate a clear expectation that parents attend and volunteer 20 hours per year.  Specific activities and trainings will be provided to support parents confidence and skills to support in the classroom.  Recognizing many parents work, at home, evening and weekend projects will also be available.  We also will work with our ambassadors to reach out to other parents and encourage them to personally invite them to school events."	We would like to see greater participation in our school surveys and will be developing incentives to encourage participation.  We also want to capitalize on school events and activities by setting up stations with tech tools for parents to complete surveys.  Ensiuring all communications are sent in English and Spanish is critical to providing all families access to the surveys. We also continue to schedule multiple forums and opportunities for parents to share input.	"We will be actively working with classroom teachers and parents to promote parents participation in input sessions for decision making.  This will include making personal phone calls, supporting existing parent participants to recruit 1-2 parents to join in the conversation.   We also will be encouraging teachers to reach out to every family with positive celebration of student success and seeking parent input on student goals.  We also will also be more explicit about how family responses directly impact decision making."	4	4	4	5	3	3	4	4	4	4	4	3	Met	6/7/2022	2022
43693936046601	Lynhaven Elementary	3	"CUSD families appreciate communication from school to home, especially SeeSaw, ParentSquare, and Zoom, the relationships that schools have established, and the ways out of school programs and Expanded Learning enhance these connections. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home."	"Covid has had a direct impact on building relationships, especially with regard to limiting opportunities for in person events and activities. Families seek a return to in person interaction, recognizing the positive impact this has on participation at school. In addition, there is a desire to clarify and refine information flow so families know what to expect and where to find the most current information."	"CUSD schools will work to increase in person events where safe and feasible, and to learn from families the best times and ways to connect. On campus events are seen as powerful ways to engage with and recruit families to play a larger role in the school community and sites will continue to use Community Liaisons as families consistently cite their positive impact."	"CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. Conferences, along with the welcoming environments at schools, make families feel comfortable when reaching out to their student’s school. Outside of these structures, families cited the different resources used to share information about student progress as an area of strength, including report cards, attendance notifications, and i-Ready reports. Out of school events such as math nights are also seen as a strength, and many families look forward to an increase of on campus events in the coming year."	"CUSD continues to see the need for in person connection, both formal and informal, as central to improving home and school partnerships to support student outcomes. Streamlining and clarifying methods of communication was also noted as an area for improvement, as was a desire to offer more training to staff and the possibility of increasing the frequency of existing meetings like ELAC."	"CUSD schools have a strong desire to conduct in person, face to face outreach, a theme that is central across all areas of family and parent engagement. Schools will work to target outreach and learn from families their preferred method and frequency of engagement to ensure increased alignment."	"Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to determine areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee."	"While there is appreciation for remote meetings and the flexibility they provide, schools have seen a drop in participation and membership in committees. In addition, following results from our Family Satisfaction survey, we are committed to being more transparent with regard to district funding."	"CUSD continues to work to empower families to become school leaders, and remains committed to responding to input gathered in all settings. In 2021.2022, the Parent/Caregiver Satisfaction Survey was taken, and results shared out across the Campbell community. Responses from this survey drive our work for 2022.2023 and support our efforts to better engage with and be responsive to underrepresented families. As noted above, part of this work includes increased communication and information regarding use of funding allocations at the district level."	4	4	4	5	4	5	4	4	4	4	4	4	Met	6/23/2022	2022
19647740000000	Lynwood Unified	3	"Lynwood Unified School District embraces families of all races, ethnicities, and cultures in their engagement as an integral component for the social, emotional, and academic success of all students. We work to ensure that all educational partners work collaboratively and respectfully as equal partners by sharing responsibility and leadership to sustain quality family engagement across all schools. LUSD has developed a written Title I Parent and Family Engagement Policy with input from parents and family members of participating children. Parent and family member input was gathered through the needs assessment process which included family surveys  and discussion forums. Additional input was gathered from district level advisory committees and other parent advisory groups. LUSD will continue to work collaboratively with parents and family members to identify programs and services needed to support families in helping their children succeed. Data collected from 2,150 parents indicate that 83.7% had participated either virtually or in person at a school or district function. 95.3% felt a sense of connectedness with their school community. 84.6% felt included in the decision-making process at their school site. LUSD is fortunate to have two district Parent Engagement Specialists, Community Liaisons at school sites, Instructional Leads, and support staff in the EAI and Student Services department who dedicate their time to ensuring parents are involved and feel valued. LUSD offered parent workshops for parents and family members to increase their understanding of the education system to be able to support their children; examples of topics/events/programs were: LUSD’S Meet & Greet 4-day Series. LUSD’s department teams shared the various services and resources available to support students and families throughout the 2021 - 2022 school year. Tips to Grow as a Family Power Hour shared how parents and family members can help the children in their lives develop the skills necessary to be life-long problem solvers. Coffee Chats Workshops presented by Lynwood’s Project 2-INSPIRE parent leaders  are opportunities for LUSD families to come together to share information and ideas that will help families support their children in succeeding in school and beyond. Some of the other topics offered were: Strengthening our Families, Making the Most of Parent-Teacher Conference, Strengths Based Parenting, Raising Student Achievement by Promoting a Growth Mindset, A Family's Guide to College & Career Readiness Learning, and Assessing in a New Era. Parents and families also learned how to use the Aeries Parent Portal and ParentSquare to review children’s grades, attendance, SBAC/ELPAC test results and/or communicate with the school staff. Parent & Family Engagement Resources were sent out every month in an effort to support sites with family engagement goals: Monthly Parent Newsletters Parents Make a Difference Parent Education Opportunities Calendar/Flyers/Posters."	"District staff will continue to work collaboratively with site administrators and support teams to plan and implement district-wide parent and family engagement practices that are linked to student achievement. The district administration team will continue to include parent and family engagement during Principals’ Meetings and other forums to assist in establishing protocols to ensure family engagement strategies and activities are being implemented (such as, but not limited to, running effective decision making and advisory groups, Coffee with the Principal, Curriculum Nights, and other parent/family information nights/workshops). Though the activities will be site-specific as described in schools’ School-Parent Compacts and Student Plans for Student Achievement, best practices should be evidenced across all sites.  In addition, district staff will continue to work with the Strategic Planning Team using The California Family Engagement Toolkit, California Department of Education, as a guide to address items related to family engagement to support the district's LCAP, Equity, and Strategic Plans.  They will also continue to provide technical assistance for district and site support staff to discuss best practices that will help inform staff on effective family engagement practices such as, but not limited to, Analyzing and Sharing Data with Families, Welcoming Environments, Building Partnerships with Families, and Improving School-Family 2-Way Communication."	"To evaluate the effectiveness of the Parent and Family Engagement Policy, LUSD will continue to conduct an annual evaluation of the content and effectiveness of this policy.  Parents and family members will have opportunities to provide feedback.  Each site will ensure families have multiple opportunities to provide input by making the family survey and policy input form available both in a digital and paper format.  In addition to the annual family survey, there will be other means of providing input such as, but not limited to, LCAP parent survey, district level committee feedback, and/or discussion forums.  LUSD will continue to use findings from all data sources to revise the Parent and Family Engagement Policy so that it reflects the needs of all families. LUSD will continue to coordinate capacity building opportunities for both families and staff to help strengthen school and family partnerships.  District staff will continue to collaborate across departments and with Parent Leaders to provide families with a series of educational opportunities on various topics to help families strengthen school-home partnerships and their interactions with staff.  Motivational strategies, as well as Social Emotional Learning (SEL) programs will be utilized to encourage parents and families to participate in capacity building opportunities both at the district and school level. In addition, LUSD will ensure that systems are put in place for meaningful 2-Way Communication between families and staff, such as, utilizing different communication methods (flyers, AERIES System, social media platforms, district and site websites, and  other methods)."	"LUSD has implemented district led professional development and workshops and Parent University through our Parent Specialist. These trainings and workshops focus on the dual capacity building framework for family school partnerships. Professional development and tools are provided to school staff and families in order to foster effective parent engagement based on current research. These strategies are implemented to increase capacity among district staff and families, especially low income families, those experiencing homelessness or with students in foster care."	"LUSD will continue to focus on communication and parent outreach. District staff will continue to work collaboratively with site administrators and support  teams to plan and implement district-wide parent and family engagement practices that are linked to student achievement. The district administration team will continue to include parent and family engagement during Principals’ Meetings and other forums to assist in establishing protocols to ensure family engagement strategies and activities are  being implemented (such as, but not limited to, running effective decision making and advisory groups, Coffee with the Principal, Curriculum Nights, and other parent/family information nights/workshops). Though the activities will be site-specific as described in schools’ School-Parent Compacts and Student Plans for Student Achievement, best practices should be evidenced across all sites."	"In addition, district staff will continue to work with the Strategic Planning Team using  The California Family Engagement Toolkit, California Department of Education, as a guide to address items related to family engagement to support the district's LCAP, Equity, and Strategic Plans.  They will also continue to provide technical assistance for district and  site support staff to discuss best practices that will help inform staff on effective family engagement practices such as, but not limited to, Analyzing and Sharing Data with Families, Welcoming Environments, Building Partnerships with Families, and  Improving School-Family 2-Way Communication."	"In LUSD we encourage parents/guardians to serve as volunteers in the schools, attend school performances and school meetings, and participate in site councils, advisory councils, and other activities in which they may undertake governance, advisory, and advocacy roles. Procedures for joining or being appointed to those organizations are clearly communicated to the parents/ guardians."	"LUSD will continue to focus on communication and parent outreach. District staff will continue to work collaboratively with site administrators and support  teams to plan and implement district-wide parent and family engagement practices that are linked to student achievement. The district administration team will continue to include parent and family engagement during Principals’ Meetings and other forums to assist in establishing protocols to ensure family engagement strategies and activities are  being implemented (such as, but not limited to, running effective decision making and advisory groups, Coffee with the Principal, Curriculum Nights, and other parent/family information nights/workshops). Though the activities will be site-specific as described in schools’ School-Parent Compacts and Student Plans for Student Achievement, best practices should be evidenced across all sites."	"LUSD will initiate consistent and effective communication between the home and school. Parents/guardians shall be informed when and how to help their children to support classroom learning activities. The school shall learn from the parents/guardians how to provide the most conducive educational environment for the student; We will work to promote training that fosters effective and culturally sensitive communication with the home, including training on how to communicate with non-English speakers and how to give parents/guardians opportunities to assist in the instructional process both at school and at home;"	5	5	5	5	4	5	5	4	5	5	4	4	Met	6/23/2022	2022
37684113731304	MAAC Community Charter	3	"We’ve taken every step to make sure that any handouts or communications are shared with families in both English and Spanish. We use Infinite Campus regularly to make phone calls and send home emails and notices about school events, opportunities for parent and family participation, testing, and other communications.  We hosted several Cafecitos in the fall to continue in person communications with our families. Teachers and staff are also in communication with families about student progress and those needing extra support are contacted weekly regarding attendance, academics, behavior and mental health through phone calls and emails."	"We continue to try to find more support for our students who are struggling with their mental health and are abusing substances to cope. Staff is working on creating more open communication with student’s families to provide services both on site and off site. Substance abuse through the use of vape pens has become a huge issue this year, and more work needs to be done towards forming relationships with parents which will support our efforts in solving this issue."	We have plans to add a parent of an EL student to our Steering Committee next year that could provide continuous feedback on our instructional program.	"MAAC has been able to partner with stakeholders to develop a comprehensive and Multi-tiered System of Supports and a successful Student Success Team (SST) system to monitor student outcomes and provide communication throughout the school community and with educational partners.  Issues that present in regard to student progress or outcomes can be addressed daily in the classroom through core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success. In addition, the SST team consisting of Administrators, counselor, psychologist, SPED teacher and department heads, meets weekly to address additional resources, services and supports that support student success in the classroom (Psychological Therapy, counseling, groups, community services, substance abuse programs) based on input and information from all classroom teachers. There is weekly communication with families of students to provide information on how families can best provide support for students at home."	Focus on providing weekly communication to all families and not just families of students requiring extra services and support.	"School will provide more frequent communications of upcoming opportunities for involvement with multiple communications with partners through multiple means including phone calls, emails and flyers going home with students. School will use social media (Facebook and Instagram to communicate and advertise opportunities for involvement."	"Our strength is in seeking input continuously from staff and students. When we are looking at schedule changes to better accommodate students or curriculum purchases, we always seek input before moving forward with these big decisions. We were able to get more parent participation on our Health Schools Survey than years past."	Our biggest focus area for improvement for Seeking Input for Decision-Making is getting even more parent and family input. We have traditionally struggled to get more than a handful of parents to participate in the decision-making process including providing feedback on our Health Schools Survey. We did find this year we were able to nearly triple the parent participation from prior years but want consistency of input on other aspects of our program.	We will add a parent to our Steering Committee that will meet bimonthly to provide input on our program.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/14/2022	2022
20102070117184	Madera County Independent Academy	3	"A significant strength of MCIA is Teacher-student relationships. Staff is bilingual and culturally sensitive of all students. Students have numerous and varied opportunities (times, days, and locations) for engagement. MCIA staff utilizes multiple methods of notification for parents and families of MCIA activities. ParentSquare provided great data in regard to determining whether notifications were received by parents.  Per ParentSquare data for 2021-22 school year, 94% of parents request English communications, while 6% prefer Spanish, and all communication is translated to the parents preferred language. Teachers and parents shared liking the ease of communication and accessibility through various devices.  MCIA continued to create opportunities to include parents, families, and community stakeholders in promotion and student recognition ceremonies regularly.  Parent input is included in reclassification of EL students, IEPs, and LCAP input meetings. LCAP Surveys are provided for all parents in English and Spanish to gather input about the MCIA program, and components. Seat time classes for K – 3, 4 – 6, and 7 - 8 students were available to support academic needs, develop behavioral/social-emotional skills and increase parent contact with MCIA staff."	"MCIA will work to increase parent participation for all students by providing more meetings that are informational related to preparing for high school and post-secondary options; MCIA staff will also increase time students need to attend school to develop a greater connectedness to the overall program, and student achievement.  To provide greater opportunities for parent engagement, MCIA hosted parent-teacher conferences to allow individual meetings with each student’s parents/guardians.  Teachers dedicated time after school for parents to learn about their child’s progress, or address behavioral and academic concerns."	"MCIA is part of a Consolidated School Site Council for multiple sites that supports transiency of students and families through various MCSOS programs. MCIA staff receive ongoing PD for teachers, principal, academic counselors, and administrators to improve continuously on best practices toward increased student achievement. Electronic monitors in lobby provide updates student activities and awards, stakeholder meetings, and events or resources available to students and families. MCIA holds LCAP stakeholder meetings on different days, times, and sites with translation services provided to increase parent participation in guidance of school program."	"A significant strength of MCIA is Teacher-student relationships. Staff is bilingual and culturally sensitive of all students. Students have numerous and varied opportunities (times, days, and locations) for engagement. MCIA staff utilizes multiple methods of notification for parents and families of MCIA activities. ParentSquare provided great data in regard to determining whether notifications were received by parents.  Per ParentSquare data for 2021-22 school year, 94% of parents request English communications, while 6% prefer Spanish, and all communication is translated to the parents preferred language. Teachers and parents shared liking the ease of communication and accessibility through various devices.  MCIA continued to create opportunities to include parents, families, and community stakeholders in promotion and student recognition ceremonies regularly."	"MCIA will work to increase parent participation for all students by providing more meetings that are informational related to preparing for high school and post-secondary options; MCIA staff will also increase time students need to attend school to develop a greater connectedness to the overall program, and student achievement.  To provide greater opportunities for parent engagement, MCIA hosted parent-teacher conferences to allow individual meetings with each student’s parents/guardians.  Teachers dedicated time after school for parents to learn about their child’s progress, or address behavioral and academic concerns."	"MCIA is part of a Consolidated School Site Council for multiple sites that supports transiency of students and families through various MCSOS programs. MCIA staff receive ongoing PD for teachers, principal, academic counselors, and administrators to improve continuously on best practices toward increased student achievement. Electronic monitors in lobby provide updates student activities and awards, stakeholder meetings, and events or resources available to students and families. MCIA holds LCAP stakeholder meetings on different days, times, and sites with translation services provided to increase parent participation in guidance of school program."	"Parent input is included in reclassification of EL students, IEPs, and LCAP input meetings. LCAP Surveys are provided for all parents in English and Spanish to gather input about the MCIA program, and components. Seat time classes for K – 3, 4 – 6, and 7 - 8 students were available to support academic needs, develop behavioral/social-emotional skills and increase parent contact with MCIA staff."	"MCIA will work to increase parent participation for all students by providing more meetings that are informational related to preparing for high school and post-secondary options; MCIA staff will also increase time students need to attend school to develop a greater connectedness to the overall program, and student achievement.  To provide greater opportunities for parent engagement, MCIA hosted parent-teacher conferences to allow individual meetings with each student’s parents/guardians."	"MCIA is part of a Consolidated School Site Council for multiple sites that supports transiency of students and families through various MCSOS programs. MCIA staff receive ongoing PD for teachers, principal, academic counselors, and administrators to improve continuously on best practices toward increased student achievement. Electronic monitors in lobby provide updates student activities and awards, stakeholder meetings, and events or resources available to students and families. MCIA holds LCAP stakeholder meetings on different days, times, and sites with translation services provided to increase parent participation in guidance of school program."	4	5	4	4	4	4	4	4	4	4	4	4	Met	6/14/2022	2022
20102070000000	Madera County Superintendent of Schools	3	"LEA enacts procedures designed to engage parents/guardians, partners, and advocates in advisory committees. These include holding elections for parent/guardian, educational partner, and advocate members for the Consolidated School Site Council, which includes the two MCSOS charter schools.  The Deputy Chief Probation Officer who supervises the Madera County Juvenile Hall is a regular participant in SSC meetings and shares valuable information and resources of relevance to parents of incarcerated students. LEA frequently notifies parent/guardian, educational partner, and advocate groups regarding participation in meetings of advisory committees. Notifications include information shared at meetings as student’s transition to and from Juvenile Hall schools; additional information is provided at parent visitations; graduation ceremonies; ParentSquare Application (synced with PowerSchool); and other school activities. The tool for Priority 3 highlighted the need to support families in understanding and exercising legal rights to advocate for their children."	"School sites have access to interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. Supports include full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings.  The challenges created by the COVID-19 Pandemic allowed for virtual meetings to increase participation for all families, especially those with mobility issues.  One parent was able to join a meeting despite living a few hours away from Madera."	"Workshops for parents/guardians, educational partners, and advocates provide student achievement data on student learning, academic progress, and/or social emotional development and growth. Increased collaboration with Madera County Department of Public Health has provided professional learning, Mental Health First Aid (MHFA) for staff to better support all students’ social-emotional needs. The CAES Division school counselors provide informational meetings to students and parents on various topics related to students’ academic needs, graduation progress, and post-secondary opportunities related to college and careers.  These measures were selected and identified in LCAP Goal 3 because they accurately demonstrate the LEA seeks input from parents and other educational partners in decision-making and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the high transiency rates of the student population and its impact on academic achievement and school connectedness."	"LEA enacts procedures designed to engage parents/guardians, stakeholders, and advocates in advisory committees. These include holding elections for parent/guardian, educational partner, and advocate members for the Consolidated School Site Council, which includes the two MCSOS charter schools.  The Deputy Chief Probation Officer who supervises the Madera County Juvenile Hall is a regular participant in SSC meetings and shares valuable information and resources of relevance to parents of incarcerated students. LEA frequently notifies parent/guardian, educational partner, and advocate groups regarding participation in meetings of advisory committees. Notifications include information shared at meetings as student’s transition to and from Juvenile Hall schools; additional information is provided at parent visitations; graduation ceremonies; ParentSquare Application (synced with PowerSchool); and other school activities. The tool for Priority 3 highlighted the need to support families in understanding and exercising legal rights to advocate for their children."	"LEA enacts procedures designed to engage parents/guardians, stakeholders, and advocates in advisory committees. These include holding elections for parent/guardian, educational partner, and advocate members for the Consolidated School Site Council, which includes the two MCSOS charter schools.  The Deputy Chief Probation Officer who supervises the Madera County Juvenile Hall is a regular participant in SSC meetings and shares valuable information and resources of relevance to parents of incarcerated students. LEA frequently notifies parent/guardian, educational partner, and advocate groups regarding participation in meetings of advisory committees. Notifications include information shared at meetings as student’s transition to and from Juvenile Hall schools; additional information is provided at parent visitations; graduation ceremonies; ParentSquare Application (synced with PowerSchool); and other school activities. The tool for Priority 3 highlighted the need to support families in understanding and exercising legal rights to advocate for their children."	"MCSOS is part of a Consolidated School Site Council for multiple sites that supports transiency of students and families through various MCSOS programs. Staff members receive ongoing PD for teachers, principal, academic counselors, and administrators to improve continuously on best practices toward increased student achievement. Electronic monitors in lobby provide updates student activities and awards, stakeholder meetings, and events or resources available to students and families. MCSOS holds LCAP stakeholder meetings on different days, times, and sites with translation services provided to increase parent participation in guidance of school program."	"LEA enacts procedures designed to engage parents/guardians, partners, and advocates in advisory committees. These include holding elections for parent/guardian, educational partner, and advocate members for the Consolidated School Site Council, which includes the two MCSOS charter schools.  The Deputy Chief Probation Officer who supervises the Madera County Juvenile Hall is a regular participant in SSC meetings and shares valuable information and resources of relevance to parents of incarcerated students. LEA frequently notifies parent/guardian, educational partner, and advocate groups regarding participation in meetings of advisory committees. Notifications include information shared at meetings as student’s transition to and from Juvenile Hall schools; additional information is provided at parent visitations; graduation ceremonies; ParentSquare Application (synced with PowerSchool); and other school activities. The tool for Priority 3 highlighted the need to support families in understanding and exercising legal rights to advocate for their children."	"Workshops for parents/guardians, educational partners, and advocates provide student achievement data on student learning, academic progress, and/or social emotional development and growth. Increased collaboration with Madera County Department of Public Health has provided professional learning, Mental Health First Aid (MHFA) for staff to better support all students’ social-emotional needs. The CAES Division school counselors provide informational meetings to students and parents on various topics related to students’ academic needs, graduation progress, and post-secondary opportunities related to college and careers."	"School sites have access to interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. Supports include full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings.  The challenges created by the COVID-19 Pandemic allowed for virtual meetings to increase participation for all families, especially those with mobility issues.  One parent was able to join a meeting despite living a few hours away from Madera. These measures were selected and identified in LCAP Goal 3 because they accurately demonstrate the LEA seeks input from parents and other educational partners in decision-making and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the high transiency rates of the student population and its impact on academic achievement and school connectedness."	4	5	4	5	4	4	4	4	4	4	4	4	Met	6/14/2022	2022
20652430000000	Madera Unified	3	"MUSD under the Department of Community Services and Parent Resource Centers (PRC’s) developed and implemented a Call Center operating during non-traditional hours in order to better serve families while schools were closed due to the pandemic. The Call Center was managed and operated by bilingual PRC staff who were able to answer school related questions like access to internet and IT support, but also provide access and referrals to local community resources such as food, clothing, health care and more. In addition to the Call Center, MUSD  launched the  NEW online Resource Directory of Community Services for Madera County to be used by MUSD parents, staff, and state, federal and local agencies, and community members.  MUSD provided virtual learning opportunities to educate, prepare and empower parents to endure and continue the great work of supporting their children as they practiced distance learning and help them monitor their students’ progress; Build greater parent leadership by providing relevant programs with flexible schedules delivered in multiple languages; Provided support during parent-teacher conferences designed to supplement distant learning instruction; and modeling the importance of stakeholder collaboration by establishing strong partnerships among the district’s staff, parents, students, and the community."	"MUSD continued its partnership with National Institute for School Leadership (NISL) to bring the necessary professional learning and support for our administrators. NISL aims to deepen administrators' knowledge, skills, and confidence as strategic thinkers and as instructional leaders in the schools that they serve and integrate these concepts into their daily practice. Parents are encouraged and empowered to serve on the District Parent Advisory Committee, School Site Council, District English Language Advisory Committee, English Language Advisory Committee, and to voice their concerns on their child’s academic growth and development at school. MUSD’s focus area of improvement for the current school year will be to support educators to learn more about the families in the district; the assets and challenges among their school community. This enables the district to foster and improve the existing welcoming environments and strengthen trusting relationships. Some activities that will support the engagement of underrepresented families include – professional development to all staff in cultural responsiveness and strategies to engage diverse families. Educators will be trained to use an equity lens to understand the experiences of families from various diverse groups that make-up their school community."	MUSD is committed to continue to provide family-friendly information that is made available in the home languages of our families and assure that planning activities and decision-making meetings have representation from our diverse school communities. MUSD will continue to build capacity for Parent Resource Assistants to continue to serve as point people and to develop family engagement at sites.	"MUSD Board of Trustees supports and endorses robust Parent and Family Engagement programs that align with the LCAP processes, in efforts to initiate, sustain, and leverage community engagement to capitalize on past accomplishments. In addition, the Community Compact was adopted, which strives to align the core values with student and community needs in mind to identify best practices and professional learning that are grounded in academic research."	"MUSD holds a deep-rooted belief that in order to close the district’s achievement gap, parents must be engaged  in every aspect of the planning, implementation, and evaluation efforts. With this belief in mind, MUSD continues to sponsor nine (9) PRC’s that operate as a network designed to provide higher levels of parent engagement opportunities at all of the MUSD schools. Core services provided by the PRC’s network include: Aeries (district’s Student Information System) Parent Portal Assistance; digital literacy; parenting skills; citizenship education; high school credential preparation classes; English language acquisition and adult literacy’; family math and literacy development sessions; family health and wellness fairs; Skills and leadership building workshops, finance/homeownership education; financial aid assistance and; cultural events that capitalize on having our families and students share different aspects of their heritage. During FY 2021-2022, over 29,185 parents were served, 1,546 unduplicated parents for in person workshops and over 2,200 duplicated parents in virtual one time sessions.   Additionally, 982 parents participated in the Annual Parent conference with over 2,000 viewers on Facebook."	"The Department of Community Services and Parent Resource Centers (PRC’s) was strategically created to build bridges between the school district and the various sectors in the community.  The expanded efforts and other combined strategies and practices were designed to empower our families to play a more active role in their children’s education. At MUSD, our parent and community programs aim to engage active parental involvement in all aspects of our educational system, and by extension, assist in strengthening the district’s overall academic performance. MUSD’s focus area of improvement for the current school year will be to increase, improve and promote meaningful two-way communication between home and school. This type of partnership allows educators to have meaningful dialogues with families about the goals for their individual children and learn from families about the interest of students. Additionally,  families can learn from educators about ways to support their children's learning. This will ensure that most family engagement activities include an opportunity for two-way communication between educators and families, to discuss what is happening at home, in the community and at school."	"Collaborative approaches and strategies have allowed various MUSD departments to work together and make student and family centered decisions, leveraging resources to achieve equitable outcomes. MUSD to the fullest extent possible, engages parents, students, teachers, community stakeholders, principals, and district administrators to collaborate in the planning, designing, implementing and evaluating of family engagement activities at their local school site as well as the district level.  This practice helps to provide parents and community leaders with opportunities to shape local education policy and how to best disburse federal, state funds equitably across programs and to focus on supporting schools that serve higher numbers of struggling or high-need students."	"Madera Unified will continue to engage in collaborative approaches to leverage resources and tools to educate families, staff and school administration in the planning, development and implementation of meaningful parent engagement activities."	"We embrace the practice of stakeholder engagement as being an essential component of building a collaborative culture and sustaining partnerships with parents, educators and community members. Stakeholder engagement resources are made available through meetings, learning sessions, videos, webinars, needs assessments, evidence-based resources, and other methods that encourage bidirectional relationships. Madera Unified  fosters meaningful stakeholder engagement and an area of focus for is to elevate the voices of high need students and parents such as foster and homeless, emergent multilingual and low income families.  We believe that the delivery of a first-rate quality public education and effective parental, community, and stakeholder education is critical to transforming the culture of our district and community and jointly chart fruitful academic and career pathways for Madera's most underserved students and their families."	4	5	4	5	4	4	4	4	4	4	4	4	Met	6/28/2022	2022
30665890000000	Magnolia Elementary	3	"Magnolia School District works with all staff to build trusting and respectful relationships and to create welcoming environments by supporting various opportunities to engage families in the educational process and school events. Administrators, teachers, and school staff welcome parents to the campus and assist with hosting various school level events and services. Administrators host “Coffee with the Principal” at various times during the year in order to build connections with families in a less formal setting.  Teachers welcome parents in the morning and at dismissal and have opportunities for individual conversations with parents twice a year through parent-teacher conferences. They also use tools such as “Class Dojo” and other communication tools to maintain contact with parents regarding school day events and their students' successes. Bilingual Parent Involvement Liaisons (PIL) are at every school site to support parent outreach and to develop personal connections to learn about each family’s strengths and needs. All Magnolia School District staff have focused on creating “E-ticket experiences” for families as a result of a specific focus by the superintendent, which began in 2017.  Multiple forms of 2-way communications are established in both English and Spanish, including electronic communications, telephone conversations, written messages, and in-person meetings with groups and individuals as needed. Interpreters are available for all major events, parent conferences, and upon request. In addition to a bilingual Spanish-speaking PIL at every school, two District Vietnamese interpreters provide family support, translation, and interpretation services as needed."	"Parents also participate in an annual survey.  The surveys provide extensive feedback, thanks to tremendous outreach efforts by school teams. Parent Involvement Liaisons work with school staff to make computers available for parents to complete surveys electronically, paper copies are provided for those who prefer them, and additional comments are transcribed by staff as needed to ensure that all input is collected and valued. Results of the parent survey administration during the 2021-22 school year showed high levels of positive feedback from parents regarding building relationships with parents: -87% of parent responses indicate that the school staff builds a trusting and respectful relationship with families. -91% of parent responses indicate that the school creates a welcoming environment for all families in the community. -93% of parent responses indicate that the school provides multiple opportunities to engage in two-way communication with their child’s teacher in an understandable and accessible language.  Magnolia School District will continue to monitor the progress of building relationship between school staff and families and strive to meet 100% proficiency in all areas."	"The District will continue to improve engagement of underrepresented families through ongoing outreach to those who have special needs. Magnolia School District has a Project HERO (Homeless Education Renewing Opportunities) office specifically designated to support and engage the numerous homeless families in the community.   Trusting, supportive relationships are formed between struggling families and District staff, who are then able to connect families with medical/dental/vision services, housing support, financial literacy assistance, food pantry assistance, and much more. Parent Involvement Liaisons are working with site administrators, classroom teachers, and office staff to identify families for additional outreach efforts. District team members will work with parents through District Parent Advisory Committee to identify additional strategies for learning more about family strengths, cultures, and languages. The District team will also work with schools to ensure that ample opportunities for engagement are offered at times that are accessible both during the day and evenings to meet the needs of working parents."	"Magnolia School District provides Parent Involvement Liaisons with professional learning and support in order to improve schools’ capacities to partner with families. Throughout the district, schools provide families with information and resources to support student learning and development in the home though a variety of parent education and school-level engagement programs, including family literacy and math nights, parenting classes, and language classes. The district has created minimum-day schedules for 7 days, twice per year, in order to allow teachers to meet with parents to inform them of their students’ progress and ways to work to support improved outcomes. Parents are provided with information regarding legal rights through the distribution of an Annual Parents’ Rights and Responsibilities Handbook and during information meetings conducted throughout the year at District and site levels."	"Strong community partnerships and resources are in place to provide parents with learning opportunities, information, and resources to support student learning and development in the home, including:  • English as a Second Language (ESL) classes for parents provided by North Orange County Community College District • Rosetta Stone online learning opportunities for parents supported in learning groups with Parent Involvement Liaisons • Financial Literacy classes provided by SparkPoint Orange County through the United Way • Parenting Classes provided by school teams trained through Parenting Partners • Dental services provided by Project Ayuda and Healthy Smiles • Medical services provided by Children’s Hospital Orange County (CHOC) and Central City Mobile Health Clinic • Food Pantry by Second Harvest Food Bank • Clothing and supplies by Assistance League Operation School Bell"	"Parent workshops and classes are offered at every school site at least once per trimester. Trainings are conducted for Parent Involvement Liaisons (PILs) and other team members as needed to support delivery of parent education classes. During the 2021-22 school year, numerous parent involvement activities were offered via Zoom, including health classes, collaboration meetings, school-level assemblies, and student recognition events. Parents were included in various family activities to support their students during distance learning. Results of the most recent parent survey administration showed high levels of positive feedback from parents regarding building partnerships with parents: • 96% of parent responses indicate that the school provides information and resources to support their child(ren)’s learning at home. • 85% of parent responses indicate that their child’s teacher gets to know their family and the goals that they have for their child(ren). • 79% of parent responses indicate that the school supports families in understanding their legal rights and advocate for their child(ren)."	"Magnolia School District team members recognize that parent and student engagement is a foundational component of a high-quality educational program. We know that parents significantly impact their child's learning and educational experience when they take an active role in monitoring their progress, attendance, and activities. Parent involvement helps keep students on track, which results in better attendance, fewer missed assignments, and higher academic achievement. They play an important role as decision-makers related to the best educational services for their children, and are integral to the District collaborative decision-making process.   All Magnolia School District schools and the central office have an “open door” policy that allows for both formal and informal input by staff, parents and community members related to District programs and services. School principals participate in annual training and support related to management of School Site Councils and English Learner Advisory Councils. Training is also provided to families at the site level through Advisory Council presentations and at the District level at monthly District Parent and English Learner Advisory Council meetings."	"Results of the most recent parent survey administration showed high levels of positive feedback from parents regarding building partnerships with parents: • 90% of parent responses indicated that their child’s school provides parents with opportunities to be involved in advisory groups and decision-making • 88% of parent responses indicate that their child’s school provides opportunities for families and school staff to work together to plan, design, implement, and evaluate family engagement activities."	"In addition to parent involvement programs provided by PILs, District and school-level staff conducted specialized meetings during the 2020-21 school year, including District English Learner Advisory and Parent Advisory Committees (DELAC/DPAC) and LCAP committee. Input was gathered from these committees through the annual process of developing the Local Control Accountability Plan (LCAP). DELAC/DPAC and LCAP Committee meetings were conducted via Zoom and were well-attended.  Representation included parents from all school sites, as well as parents of English learners (EL), low-income students (LI), and Foster Youth (FY) to ensure specialized services and supports are included in plans. District Committee membership (DELAC/DPAC and LCAP Committee) is reviewed annually to ensure that EL, LI, FY, and students with exceptional needs are represented and that these families have input in the decision-making process. The District will continue to work to expand professional learning opportunities for teachers and principals on strategies for increasing meaningful participation of families in the program design and evaluation process. District team members will also work with Parent Involvement Liaisons, school administrators, and parents to refine key questions used in District surveys and during parent meetings to strengthen the input gathering process, particularly from underrepresented groups in the school community."	5	4	4	5	4	5	4	4	4	4	4	4	Met	6/23/2022	2022
19101996119945	Magnolia Science Academy	3	"MSA-1 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, and parent/teacher conferences to promote parental participation in programs. We use ParentSquare to communicate with students and parents, which has supported our improved communication with all educational partners. Staff greet students and parents in the mornings during student drop-off and have an open door policy welcoming all parents. Also, our team connects with families through home visits. Home visits help our learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have considerable rewards in helping to create happier, healthier, and engaged students. The school uses home visits as an essential feature of its education program to improve student and school performance."	"The LEA's focus areas for improvement in building relationships between school staff and families are having more parent involvement on the campus, more social events (i.e., cultural), and more workshops for the families after school and on Saturdays."	"The LEA will improve the engagement of underrepresented families to build relationships between staff and families by providing more opportunities for both groups to connect.  These opportunites will include in-person and virtual home visits and having events for families during the instructional day, after school, and on Saturdays."	"MSA-1  provides resources to support student learning at home through multiple workshops such as parent college, Guiding Good Choices, and feedback given to parents during parent conferences. We have also partnered with CCSA to help equip parents with the knowledge and tools to advocate for their students and school.  MSA 1’s communication system, ParentSquare, keeps parents and staff in constant communication through multiple mediums such as texts, private messages, and voicemail. ParentSquare has also broken language barriers between staff and families through automatic language translation."	MSA-1's focus areas for improvement in building partnerships for student outcomes is to continue to build a bridge between the educational partner and school-site to collaboratively support the student's growth.	MSA-1 will improve engagement of underrepresented families in relation to building partnerships for student outcomes by providing more opportunities for these families to engage with the school-site.  These opportunities will include workshops and meetings and home visits.	"MSA-1 holds periodic meetings to gather input from our families. These meetings include PTF meetings, PTF Board meetings, SSC meetings, and ELAC meetings. During these meetings, parents have the opportunity to review the school's LCAP and SARC reports and provide input for our administration team. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement."	MSA-1's focus area(s) for improvement in Seeking Input for Decision-Making is to get more educational partner involvement in the mentioned meetings.	MSA-1's will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing more opportunities for these families to engage with the school-site.	4	4	4	4	4	4	4	4	5	5	5	5	Met	6/23/2022	2022
19101990115212	Magnolia Science Academy 2	3	"Based upon the analysis of educational partner input and local data, MSA2 has experienced a significant amount of strengths and progress in building relationships between school staff and families during the 2021-22 academic year.  This school year was particularly unique in that it involved reintegrating students, staff and families into the in-person school system following the distance learning and hybrid learning systems that took place during the previous school year due to the Covid-19 pandemic.  In particular, despite the fact that all of MSA2's categories for parent percentages in the below survey categories experienced a decrease over the current academic year, the overall percentages were still incredibly high for each of the categories, and the decreases since the previous year are incredibly small.  Given the challenges of this school year, all of the below data are considered to be successes for MSA2 which we will continue to build upon and consider priorities.  Despite the fact that during the 2021-22 academic year, the participation rate of families completing the annual Educational Partner Survey on the Panorama platform decreased by 5.5% over the last year and MSA2 did not meet our LCAP target parents' participation rate of 90%, MSA2's participation rate for the current academic year is still considered a successful outcome at a rate of 86.3%.   Despite the fact that the overall satisfaction rates for families during the 2021-22 academic year decreased by 2% (from (99% to 97%), the rate of 97% during the current academic year is still considered a successful outcome.  Also, despite the fact that the approval rating for families experienced a slight decrease of 1% from the previous year (from 98% to 97%), the rate of 97% during the current academic year is still considered a successful outcome.  MSA2 will continue to work on this area to improve the building of relationships between school staff and families by continuing to hold parent meetings and conferences via Zoom as well as in person, in-person events, including our Friday Coffee with the Principal meetings, Parent Teacher Conferences, PTF meetings, SSC, Title I and ELAC meetings.  Despite the fact that the topic of Climate of Support for Academic Learning for MSA2’s families during the 2021-22 academic year showed a decrease of 1 percent, the rate of 98% favorable rating during the current academic year is still considered a successful outcome.   In addition, these results are higher than the MPS average for parents and demonstrate that MSA2 continues to experience success in this topic."	"During the 2021-22 academic year, the participation rate of families completing the annual Educational Partner Survey on the Panorama platform decreased by 5.5% over the last year (from 91.8% to 86.3%). MSA2 did not meet our LCAP target parents' participation rate of 90%. MSA2 will consider using both electronic and paper surveys in the future rather than exclusively electronic surveys for all families to help families who have challenges with technology to still have the paper option while using PACE Coordinator to follow up with each family.  The overall satisfaction rates for families during the 2021-22 academic year decreased by 2% (from (99% to 97%).  Despite the high rate of overall satisfaction for families of 97% during the current academic year, MSA2 will focus on improving this area even more during the upcoming school year.  Additionally, despite the fact that families' approval rates were nearly maintained over the past year, this rate still experienced a slight decrease of 1% from the previous year (from 98% to 97%).  Despite the high approval rate for families of 97% during the current academic year, MSA2 will focus on improving this area even more during the upcoming school year.  We will continue to work on this area to improve the building of relationships between school staff and families by continuing to hold parent meetings and conferences via Zoom as well as in-person, in-person events, including our Friday Coffee with the Principal meetings, Parent Teacher Conferences, PTF meetings, SSC, Title I and ELAC meetings.  For the topic of Climate of Support for Academic Learning, MSA2’s families' favorable rating during the 2021-22 academic year showed a 98% favorable rating, which was down by 1 percent from the previous year.  Despite the decrease across families for this topic this year, these results are higher than the MPS average for parents and demonstrate that MSA2 continues to experience success in this topic.  The slight decrease for parents in this topic during the current academic year is attributed to the increased challenges that MSA2 faced in returning to in-person learning following the Covid-19 pandemic, including increased teacher absences during the 2021-22 academic year which were not preventable due to exposure to Covid-19, close contacts and symptoms during the Covid-19 pandemic. For the topic of Safety, MSA2’s families' favorable rating is 96% during the current year, which was down by 1 percent from the previous year.  Despite the decrease across families for this topic this year, these results are higher than the MPS average for parents and demonstrate that MSA2 continues to experience success in this topic.  The decrease across the families' educational partners survey on this topic during the current academic year is attributed to the increased challenges that MSA2 faced in returning to in-person learning following the Covid-19 pandemic."	"MSA-2 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, and parent conferences to promote parental participation in programs. Administrators greet all students and parents in the mornings during student drop-off and have an open-door policy welcoming all parents. Our staff connects with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of the important features of its education program to improve student and school performance.  The School holds periodic meetings to gather input from our families. These meetings include PAC/PTF meetings, SSC meetings, ELAC meetings, and parent workshops. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.  In addition, the school holds Coffee with the Principal meetings each Friday where all parents are invited to join the school administration and support staff to discuss areas of importance for the parents, ask questions, provide feedback and gather as a community.  Further, parents frequently serve on committees that include staff members and students where all educational partner groups collaborate in planning events, including school dances and award assemblies.    Parents are also invited to attend assemblies that celebrate student academic excellence, behavioral improvement, outstanding attendance, and other accomplishments, as well as build school spirit and help the school take a stand against bullying.  Further, parents are invited to attend school events that are a part of the Positive Behavioral Interventions and Supports (PBIS) system in which students compete in academic, athletic and creative problem-solving events.  Parents also participate in the PBIS committee which includes attending trainings with the Los Angeles County Office of Education (LACOE).To improve in this area, MSA2 will continue to utilize the existing data from a variety of sources, including educational partner surveys, and we will make plans to expand upon the existing support and services provided in this area."	"MSA-2 provides resources to support student learning at home through multiple workshops such as parent college  and through feedback given to parents during parent conferences. We have also partnered with CCSA to help equip parents with the knowledge and tools to become an advocate for their students and for their school.    MSA 2’s communication system ParentSquare keeps parents and staff in constant communications through multiple mediums such as texts, private messages and voicemail. ParentSquare has also broken language barriers between staff and families through its automatic language translation and thus, facilitates communication across multiple linguistic and cultural backgrounds. Parents also have the ability to check student grades in the school information system, Infinite Campus, as well as stay updated about student attendance in order to remain informed about their child’s progress in a variety of areas.  Moreover, parents receive daily phone calls from office staff members to verify student absences and gather useful information about areas of support which students may need when they return to school.    MPS Board meetings are open to MSA2 parents to attend, as the campus is open to the public during all Board and committee meetings.  Additionally, parents are able to serve as MPS Board members where they vote on decisions which impact the budgets, operations, and decisions of all ten schools in the MPS charter management organization. Currently, an MSA2 parent serves as the only parent educational partner on the MPS Board.  MSA2 has a Parent and Community Engagement (PACE) coordinator who facilitates parent training, including on topics related to social-emotional learning and mental health support.  Parents are also invited to attend workshops where English language courses are taught, and college readiness is presented.  Parents also serve on the committee to review the School Safety Plan each year in addition to student and staff educational partners prior to submitting the updated plan to the Magnolia Public School (MPS) Board for approval.   To improve in this area, MSA2 will continue to utilize the existing data from a variety of sources, including educational partners' surveys, and we will make plans to expand upon the existing support and services provided in this area."	"MSA2 will continue to focus on maintaining the current priorities of providing ongoing opportunities to participate, collaborate and reflect amongst all educational partners within the school community, including between students, families, and the school.  In particular, the focus areas which will be priorities in the upcoming school year relate to continuing to improve upon the CTE pathways opportunities provided to students in middle school and high school, as well as to provide increase college courses to the high school community through community partnerships at LA Valley College, Pierce College and Mission College.    In addition, MSA2 will provide opportunities to begin taking advanced English pathways in middle school to support students in developing more technical skills for the students which can lead to increased success in college and advanced courses in high school.  Further, MSA2 will continue to analyze data gathered from online resources including the NWEA MAP, myON, ALEKS, iXL, and other sources to support student growth in math, reading and writing.    Moreover, MSA2 will continue to utilize the MTSS systems to improve SEL supports for students, including by expanding educational programs provided to students through Zones of Regulation curriculum which continue to produce weekly videos which permit students to develop better SEL skills which can help them better access their academic program.  Finally, MSA2 will continue with the PBIS partnership with LACOE and will continue to build the program in hopes of achieving a Gold metal status for the program in the upcoming year.    MSA2 also aims to improve outcomes academically for all student groups and across all demographics of students, including homeless / foster youth, EL students, students with disabilities, socioeconomically disadvantaged youth, and all racial / ethnic demographics of students."	"As was stated previously, MSA2 will continue to improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes through a variety of methods, opportunities, and partnerships.  MSA-2 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, and parent conferences to promote parental participation in programs. Administrators greet all students and parents in the mornings during student drop off and have an open door policy welcoming all parents. Our staff connects with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of  the important features of its education program to improve student and school performance.  The School holds periodic meetings to gather input from our families. These meetings include PAC/PTF meetings, SSC meetings, ELAC meetings and parent workshops. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.  In addition, the school holds Coffee with the Principal meetings each Friday where all parents are invited to join school administration and support staff to discuss areas of importance for the parents, ask questions, provide feedback and gather as a community.  Further, parents frequently serve on committees which include staff members and students where all educational partner groups collaborate in  planning events, including school dances and award assemblies.    Parents are also invited to attend assemblies which celebrate student academic excellence, behavioral improvement, outstanding attendance, and other accomplishments, as well as build school spirit and help the school take a stand against bullying.  Further, parents are invited to attend school events which are a part of the Positive Behavioral Interventions and Supports (PBIS) system in which students compete in academic, athletic and creative problem-solving events.  Parents also participate in the PBIS committee which includes attending trainings with the Los Angeles County Office of Education (LACOE).Parents also participate as chaperones for field trips where they support the supervision of students during off-campus educational experiences ranging from trips to the Los Angeles Zoo and the  California Science Center to public and private universities.  Furthermore, parents and families attend CIF sporting events where our students compete with local schools in after school competitive athletic events in sports including cross country, volleyball, soccer, and basketball."	"MSA2 has a tremendous amount of strengths related to the school's methods for seeking input for decision-making.  In particular, MSA2 has continued to hold Friday Coffee with the Principal weekly meetings with educational partners in which a tremendous amount of input is regularly collected.  Further, MSA2 holds quarterly SSC, ELAC, and Title I meetings in which additional input is provided by committee members, including elected representative feedback across multiple educational partnership groups.  Additionally, MSA2 continues to have a Parent and Community Engagement coordinator who works with the families and community to gather feedback and improve opportunities to seek input for decision-making.  MSA2 also continues to hold elections for student government representatives which include grade level representatives from middle school and high school, as well as executive officers for the full school and 12th grade.  These student government members provide feedback related to the content which will be taught to students each week during the weekly PBIS videos which are created by the student government members and which integrate the Zones of Regulation curriculum.  The staff also continues to vote for PBIS Ambassadors who serve as the leaders of each of the 4 houses in the school and lead activities as well as attend trainings and provide input about PBIS programs that the school will implement.  Beyond this, staff continues to fill out surveys related to the additional committees and duties in which they would like to be involved during the upcoming school year which included providing feedback to the school operations.  There are numerous strengths related to the opportunities to seek input for decision-making beyond the ones highlighted here, but these are some of the most significant ones currently at MSA2."	"MSA-2 holds periodic meetings to gather input from our families. These meetings include PAC/PTF meetings, SSC meetings and ELAC meetings. During these meetings parents have the opportunity to review school goals, priorities and decisions being made which are included in the LCAP and provide input for our administration team. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.  To improve in this area, MSA2 will continue to utilize the existing data from a variety of sources, including educational partners surveys, and we will make plans to expand upon the existing support and services provided in this area."	"MSA-2 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, and parent conferences to promote parental participation in programs. Administrators greet all students and parents in the mornings during student drop off and have an open door policy welcoming all parents. Our staff connects with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of  the important features of its education program to improve student and school performance.  The School holds periodic meetings to gather input from our families. These meetings include PAC/PTF meetings, SSC meetings, ELAC meetings and parent workshops. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.  In addition, the school holds Coffee with the Principal meetings each Friday where all parents are invited to join school administration and support staff to discuss areas of importance for the parents, ask questions, provide feedback and gather as a community.  Further, parents frequently serve on committees which include staff members and students where all educational partner groups collaborate in  planning events, including school dances and award assemblies.    Parents are also invited to attend assemblies which celebrate student academic excellence, behavioral improvement, outstanding attendance, and other accomplishments, as well as build school spirit and help the school take a stand against bullying.  Further, parents are invited to attend school events which are a part of the Positive Behavioral Interventions and Supports (PBIS) system in which students compete in academic, athletic and creative problem-solving events.  Parents also participate in the PBIS committee which includes attending trainings with the Los Angeles County Office of Education (LACOE).  MSA2 hosts events which promote a deeper understanding about cultures of families, including a Dia de los Muertos (Day of the Dead) event which included live music and art by students as well as traditional food prepared by families and staff members.    Parents also participate as chaperones for field trips where they support the supervision of students during off-campus educational experiences ranging from trips to the Los Angeles Zoo and the  California Science Center to public and private universities."	5	5	5	5	5	4	5	5	5	5	5	5	Met	6/23/2022	2022
19101990115030	Magnolia Science Academy 3	3	"We have a variety of events( Honor Roll Assembly, Back to School night, Orientation, Parent Teacher Conferences, Open Houses ) and utilize our website and ParentSquare to ensure to communicate important updates, successes and any plans for improvement and change."	MSA-3 has hired a PACE coordinator to better in touch with our families. Our focus areas of improvement is to establish a parent teacher club. Parents will have more engagement via this club.	"MSA-3 has homeless and foster youth liaison. This position allows our families to receive SEL (Social Emotional Learning) support. MSA-3 has Coffee with admin to get hear from our parents about the concerns they have, and this allows us to check our practices in regards to academics and school operation. MSA-3 has several engagement opportunities for feedback and growth via social media accounts and school events to ensure our school community is cohesive and collaborative.   Our demographic is almost equally split between African American and Latino populations. We try to ensure we are inclusive of all genders, races, ethnicities, and cultures. Being 100% inclusive takes time but MSA-3 is 100% invested in making a mark of cohesion at all parts of our school’s staff, families and students!  One  area of improvement is  Climate of Support. MSA-3 admin and staff will increase support of families through; 1) various modes like getting feedback surveys.  2) informing parents more of volunteer opportunities.  3) including data points for Academic and Behavior during parent meetings to better drive the school operations."	"MSA-3 is investing more to improve students’ test taking  skills, along with professional development on classroom management. We also invest in more college counselors to ensure all of our students finish high school and get college acceptances. College Career Indicator turned to “green” with substantial A-G completion as well as SBAC proficiency."	We spend a lot of focus on home visits and getting our staff familiar with the student’s families. Building a bond and a connection of trust is the most effective way to improve engagement.	"One  area of improvement is  Climate of Support for our students. MSA-3 admin and staff will increase support of families through; 1) Student academic engagement meeting  academic challenges using UDL support model.,  2) providing continued SEL support by using our MTSS Model.  3) acknowledging and celebrating student success each quarter."	"We engage with our staff via anonymous survey where we collect data and open ended questions in regards to academics, discipline, school culture."	"Monthly, we have PAC and Coffee with the Admin meeting  so parents can stop in and have a meet and greet or voice concerns and recommend new items to make the school more efficient."	MSA-3 will continue to focus on well planned PAC and ELAC meetings to involve underrepresented groups.  MSA-3 has adjusted Coffee with the Admin on a monthly basis to provide comprehensive data points for academics and behavior.	4	4	4	4	4	4	4	4	4	4	3	3	Not Met	9/30/2022	2022
19647330117622	Magnolia Science Academy 4	3	"MSA-4 uses an annual survey to measure how we are meeting the needs of our families in this area. We also conduct home visits to reach out to our parents to receive real-time feedback from them. We have increased our home visit rate during the 2020-21 school year. Home visits have given us greater insight into how to support our students and what might be shaping their perspectives around learning.   MSA-4 has a Parent College program coordinator. Our Parent College program coordinator has served as an informational resource to parents concerning school programs, services, attendance issues, and other matters.  With the implementation of the Parent College program, we provided information concerning related activities as well as encouraging parent participation in various school and community programs and services.   The Parent College coordinator has organized Parent College to expose our families to experiences and information that is usually not easily accessible to underserved families.   Furthermore, we have improved our communication lines for parents and families to keep in touch with our school. We effectively utilized ParentSquare and Remind applications to inform parents about our education programs.  Lastly, we have regularly held parent involvement activities such as Coffee with the Admin, Parent Advisory Committee (PAC)/Parent Task Force Meetings (PTF), ELAC meetings, School Site Council meetings, Open Houses, Back to School Night, Parent/Teacher Conferences, and virtual parent information meetings to keep the parents informed about our school programs and receive feedback from them."	"The MSA-4's focus areas for improvement in building relationships between school staff and families are having more parent involvement on the campus, more social events (i.e., cultural), and more workshops for the families after school and on Saturdays."	"MSA-4 will improve the engagement of underrepresented families to build relationships between staff and families by providing more opportunities for both groups to connect. These opportunities will include in-person and virtual home visits and family events during the instructional day, after school, and on Saturdays."	"MSA-4 offers Parent College to our families.  This program supports our families as they learn about college and career readiness pathways. This program also addresses advocacy and informs them of their rights.   MSA-4’s Admin works to engage our school community in advocacy and learning more about our rights. There is also access to information and resources through monthly SSC and PAC/PTF meetings. MSA 4’s communication system, Parent Square, keeps parents and staff in constant communication through multiple mediums such as texts, private messages, and voicemails."	A focus area of improvement is to get more participation from parents. We will organize more parent activities according to our parents' feedback.   MSA-4 will continue utilizing the MTSS systems to improve student SEL support. We will provide professional learning opportunities for our teachers and staff to address the social-emotional needs of our students.	"MSA-4 will continue to improve the engagement of underrepresented families identified during the self-reflection process with building partnerships for student outcomes through a variety of methods, opportunities, and partnerships.  MSA-4 will also continue improving the academic outcomes for all student groups and across all demographics of students, including homeless/foster youth, EL students, students with disabilities, socioeconomically disadvantaged youth, and all racial/ethnic demographics of students.  MSA-4 will also continue promoting our home visit program to better understand our students' home environment and provide individualized support to every one of our students."	"MSA-4 provides numerous opportunities for all stakeholders to participate in the decision-making process. Parents have active decision-making roles in the School Site Committee (SSC), the English Learners Advisory Committee (ELAC), and the PAC/Parent Task Force (PTF) meetings.  In addition, we utilize the annual CORE Districts survey. All our stakeholders can provide feedback on our educational practices by completing the survey in the spring. We analyze the survey results and share our findings with our stakeholders during the meeting for further discussion to determine strategies for improvement."	MSA-4's focus area for improvement in Seeking Input for Decision-making is to train our educational partners about the California School Accountability system for receiving more meaningful feedback to improve our educational practices.	MSA-4 will continue implementing parent academy workshops to provide essential knowledge to the parents for advocating for their children's education.	5	5	5	5	4	5	5	4	5	5	5	5	Met	6/23/2022	2022
19101990137679	Magnolia Science Academy 5	3	"Our observations regarding students dealing with a new location, integrating back from online to in-person learning, and adapting to protocol changes allowed us to re-evaluate our academic programs and extracurricular activities and implement Social-emotional learning in order to aim to foster social and emotional skills within the school curricula. We also have new teachers, so students are adapting to new classrooms and new staff at a new location. Parents and Staff showed their satisfaction through the survey averaging +95% in most categories; that’s why MSA-5 thrives on word-of-mouth type of student enrollment more. Parents and staff feel that adults at MSA-5 treat each other with respect and that MSA-5 promotes inclusion.  We increased greatly in the section that states that the school allows for participation in decision-making. 100% of the staff feel that the school is a supportive and inviting place for them to work. 100% of the staff also feel that staff help students academically when needed. In regards to discipline, bullying has decreased, and fighting is an insignificant problem. Bullying, discrimination, such as racial disparities, is not a significant problem. Staff also feel that the school rules are fair and that the school handles disciplinary problems fairly. 100% of the staff feel that students know the school rules and expectations. Students appreciate that the school hosts fun/enjoyable activities such as games during lunch, hot chocolate day, and plenty of field trips, so students see that teachers are helpful and caring to students. In addition, school rules, health, and safety guidelines and expectations are enforced fairly and equitably, for which parents feel that the school communicates effectively."	"Regarding family surveys, the two major areas of concern safety and parking lot issues are MSA-5 has continued to implement new strategies to improve building relationships with its educational partners.  Families have often commented on the area not being desirable; the lunch and nutrition areas have recently been moved to a covered tent area east of where they previously were located. The tentative plan for MSA5 is to secure our new location in August 2024. Implementing this plan into action will alleviate many of these concerns and create a more open platform for troubleshooting any new challenges. Our enrollment numbers will most likely increase when parents feel safer and are already invested in the MSA community."	"MSA-5 Los Lobos offers many opportunities to engage the community in decision-making and evaluate our programs and initiatives. Some are Coffee with the Admin, PAC/Parent Task Force Meetings, Open House/Back to School, Parent/Teacher Conferences, Home Visits, Fundraising Activities, and Assemblies, to just name a few. Due to the pandemic, MSA-5 offered those meetings and events in-person and virtual sitting to provide more equity. We will be looking at creating a safety committee.  MSA-5 has hired an outreach and parent liaison ""PACE Coordinator,""  in an effort to involve more partners, including underrepresented families, to participate in opportunities on and off-campus. We implemented a partnership with the Tarzana Treatment Center, serving as an informational resource to parents, students, staff, and others concerning social issues that support the child.  Also, MSA-5 utilizes a communication portal, ""Parentsquare"" that informs of school programs, services, attendance issues, and other matters and services. With adequate translation services for parents, MSA-5 intends to offer events at different times of the day, will continue our Parent College program next year, and make virtual and in-person home visits"	"The faculty believes that the admin team supports the staff for various projects and personal matters. Therefore, our focus is to support teachers to develop a stronger collaborative culture among colleagues and students, that’s why we adopted the “train the trainer” model and sharing the “promising practices”  for the “Adaptive School” PD series and other instructional programs such as GIMKIT, myON, NWEA, etc, which really establish a small family environment. Lastly, staff outing activities (Thanksgiving potluck at Balboa park, End-of-year luncheon at a local restaurant, and staff bowling) are appreciated  Also, MSA-5 has an in-person and virtual home visit program where staff go after school to students’ homes or virtually through zoom to meet with parents/guardians to discuss student progress, and school updates, and listen to parents' questions and comments."	"Students, parents, and staff showed their request to secure a permanent location, which is underway. Sharing a campus with an uncertain future affected the survey results and is a struggle to build strong school culture. Nonetheless, facility limitation is challenging to achieve our mission and fulfill the school mission as a true science academy.  There seems to be a pattern in students not being happy with the dress code/uniform. We can improve by having more variety for uniforms and explaining the reason why the uniform policy is conducive."	A focus area of improvement is to get more participation from parents and to offer more workshops for educational partners to attend to be better informed of information about MSA-5 after 3 pm considering parents' work hours.	"There are several platforms where educational partners have provided input and be a part of the decision-making process. School site changes and updates, school budget, restricted funds such as Title and ESSER, student recruitment, the length of the instructional year, school climate, and culture-related events are discussed and reviewed at the weekly faculty meetings, SSC, ELAC, PAC, Restorative Justice Committee and Student Council"	A focus area for improvement would be to obtain consistent attendance of the parents at the gatherings and have more events outside the school grounds to better connect with the community.	"MSA-5 simultaneously utilizes printed notification, and electronic communication means to reach out to underrepresented families and offer PBIS incentives to the students of those families in order to relay the notifications and announcements to their parents. The PACE coordinator supports parents in setting up the parent portal account to receive information on school-related news and notification based on the preferred language."	4	4	4	4	4	4	5	5	4	4	4	4	Met	6/23/2022	2022
19647330117648	Magnolia Science Academy 6	3	"Magnolia Science Academy 6 has been focused on Building Relationships Between School Staff and Families.  This year, we were able to conduct many meetings throughout the year in order to make sure that we have opportunities for our parents to be involved with our staff and our school.    On a monthly basis, the principal will host a SSC/Coffee with the Principal meeting with students and with parents in order to keep our families up to date with the latest news about our school.  Due to the pandemic, most of our meetings have been shifted from in-person to zoom.  However, the shift from in-person to online has been a positive change where more parents have been able to attend.  Throughout the school year, the attendance from parents has increased about 10% (rough estimate) and the participation that can happen, via chat, has also increased.  Students have also been included in these meetings to make sure that all of our educational stakeholders are aware of what is going on with the school.    Furthermore, the PTF meeting, which is hosted by the principal and the PTF president, is done on a monthly basis as well.  The increased participation in these meetings has also shown that the parents are more interested in their children's education than in the previous year, thanks again to the fact that we are able to use Zoom as our online platform.    Lastly, we have had other opportunities for our families to be connected with our school through our ELAC meetings, which is held 4 times per year, and through our Parent College Program, which was held 5 times this year."	"Although there are many ways to communicate with the school; including Coffee with the Principal, SSC meetings, ELAC meetings, and the Parent College Program, we would still like to have other opportunities to Build Relationships with our Families.  We are currently brainstorming other ways that we can get families to become a part of our Magnolia family by thinking of ideas like; Bingo night, Family movie night, and any other event that might interest our families to come to our school and to meet the school team.  In addition to this, we would like to improve our relationship with our families by having access to our school in a more normal way.  Currently, whenever parents come to our school, even prospective parents must go through the site school, Pio Pico Middle School's, office in order to reach us.  This is a bit of a hassle for our staff and our families as well."	"Here at Magnolia Science Academy-6, we do our best to build positive relationships with staff members, the families, the students, and any other support members within our community. We have been sending staff member(s) to training to help increase positive relationships, particularly the PBIS training that has been offered by Los Angeles County of Education. This was the first year that we attended this training and are planning to continue to implement and develop our PBIS system. Furthermore, we have opened up as many communication lines as possible for our parents and families to contact our school. Beyond our typical email and phone system we have also implemented other technological apps that build bridges between the school and its families. Some of the apps that we use are: Parent square, Class Dojo, Twitter, Facebook and Illuminate (our SIS system).  Also, our school website is always up to date to keep all stakeholders posted.  For face to face meetings, we have an open door policy where parents are able to join our School Site Council Meetings (SSC), English Language Advisory Committee (ELAC), our Parent Advisory Committee (PAC)/Parent Task Force (PTF) meetings, Title I meetings, and our Coffee with the Principal meetings. All of these face to face meetings occur multiple times (min 4 times for each meeting) throughout the year at various days of the week and at various times of the day in order to help maximize participation from all parent/culture groups. We always have one bilingual staff member who provides translation in these meetings. As an added way of building relationships with families, we have fun activities like Back to School BBQ, back to school night, and the Multicultural Food Festival to help bridge the gap between families and the school and orientation meetings in order to meet and greet parents and students before the year begins.   Magnolia Science Academy 6 will do it's best to help improve all families, including engagement from underrepresented families, by making sure that we do our Home Visit, which is a staple of all Magnolia Science Academy schools.  This year, our target was to hit 25% of our students.  We were able to hit that target by the end of the first semester.  With that in mind, we want to be strategic about who we do Home Visits for.  We would like to make sure that we are targeting students who are in need of a Home Visit or underrepresented families who may benefit from a Home Visit as well.    Next year, we will have a PACE coordinator, a Parent and Community Engagement Coordinator from the beginning of the school year.  I am hoping that with this position filled at the beginning of the school year, we will be able to visit more families than ever before.  In addition, we will also have another teacher who will be the Family and Outreach coordinator in order to assist and take lead with meeting families in our community and outside our community."	"MSA-6 feels that building partnerships for student outcomes is an important aspect of achieving higher results. Our teachers are given opportunities to grow professionally with our tuition reimbursement policy. The teachers are encouraged to take advantage of the tuition reimbursement policy in order to help with their own development but also to help with student outcomes as well. Some of the professional development opportunities that our teachers have taken are the: LACOE induction program (beginning teacher program), CAHPERD (California Association for Health, Physical Education, Recreation and Dance) conference, Administrative degrees, and Master degrees in education. As a result of these professional development growth opportunities, teachers become more adept in their content knowledge and teaching pedagogy. This then helps students in class, during after-school tutoring clubs, and even during Saturday school.  Teachers also have the opportunity to build relationships with parents and their child(ren) by enrolling in a course, “Parent College,” and going through a curriculum that helps parents become more familiar with the education sector.  The topics that are included in this program are; Common Core State standards, high school readiness, college applications, grants, enrollment, statistics, testing, extra-curricular activities...etc. At the end of the curriculum, the parents who attend every session graduate from the Parent College course, where we have a ceremony just like how we do for our culminating 8th graders. Lastly, per our charter petition, we do “Home Visits” throughout the school year. Every year we try to hit our target of meeting the home visit goal. The goal is visiting min. 25% of our school’s population, which is usually around 40 families.  This is where we are able to go over to families’ homes, chat with them, and bond with them to help increase the sense of belonging at our school."	"Magnolia Science Academy 6 looks at its own data and does an analysis of its data to make sure that we are familiar with our overall data and our detailed data as well.  Aside from the overall score, we look at the data from an ethnic standpoint, and from a special programs standpoint.  One of the areas that we want to improve on will be to increase our scores for the special programs group; English language learners and our Students with Disabilities group.  The students in these two groups have not shown significant improvement from last year's MAP results (Measures of Academic Progress) and we would like to make sure we have improvement and a focus on these two groups."	"Next year, we will have a PACE coordinator, the Parent and Community Engagement Coordinator from the beginning of the school year, and the Family and Outreach Engagement coordinator.  I am hoping that with these two positions filled at the beginning of the school year, we will be able to connect with families more than ever before.  This will then help strengthen our partnership with the families and which we hope will help with our academics.  The PACE coordinator and the Family and Community will help us be able to bring in more families to our afterschool programs, to our Saturday school programs, and to our online tutoring service, Tutorme.   We hope that with the added academic support we can see growth from all of our students who are involved."	"Through Magnolia Science Academy 6's meetings; (PTF, Coffee with the Principal, SSC, ELAC...etc.) with our educational partners, any important information that will affect their lives will be presented in a way so that our families can be informed, make comments, and/or ask questions about the decision making process.  We encourage all of our parents to make sure that they are in attendance so that we can make a collaborative/joint decision on things that will affect our school.  Some of the examples, of decisions that we have made, include our bus transportation pick up locations and times, our Title I fund expenditures, our ESSER 3 funding expenditures, and our 8th-grade fundraiser/graduation decisions."	"Magnolia Science Academy 6's is always looking for further improving our decision making process by gathering as much data as possible, analyzing that data, and then making an informed decision with that data.  One of the newest ways that we are utilizing, to gather more data is to use surveys/polls from our Zoom meetings that is featured on our zoom call.  In addition to the poll function, the private chat, that is also on zoom is another great way to have input from our parents.   Google forms has been a helpful tool as well when looking for family suggestions/comments/questions.  It gives families the time and place to do the google forms at their own convenience, which increases the participation from our families.  Lastly, our parentsquare app, has helped us make sure that we communicate with all of our families about the important decisions that we are making and to share the news with them.  The parentsquare app also has features similar to Zoom and google forms, if needed."	"Next year, we will have a PACE coordinator, the Parent and Community Engagement Coordinator from the beginning of the school year, and the Family and Outreach Engagement coordinator.  We are hoping that with these two positions, we will be able to reach all families, especially underrepresented families, to help us with the decision making process.  We are hoping that these two positions will help us with Home Visits, phone calls, zoom calls, emails...etc. to make contact with them to become more engaged and to be a part of our school.  Through making these connections, we plan to have these underrepresented families come to important meetings where they can listen, learn, and make informed choices/comments/questions about any decision that the school would like to make."	4	4	4	4	4	4	4	4	3	3	3	3	Met	6/23/2022	2022
19647330117655	Magnolia Science Academy 7	3	"One strength that MSA-7 has in the area of building relationships between school staff and families is the fact that we hired a full-time bilingual Parent and Community Engagement (PACE) Coordinator for the first time. Having this additional position has allowed us to strengthen our community relationships and partnerships as well as our communication with families. Despite the challenges of this year and feeling disconnected in many ways, we were able to bridge gaps between families and staff due to the efforts of the PACE Coordinator and the number of meetings and opportunities we created for school to home connections. Another strength in this area and one we hope to continue to progress in is the number and quality of community partnerships and resources we have established over the past few years to help support our families during this difficult time."	"The past couple of years have presented it's challenges when it comes to building relationships and school culture due to the COVID-19 restrictions and protocols. We were unable to host as many staff and family events as we have in the past and most meetings were held virtually. Our Home Visit rate has dropped as well from an average of 25% of our families participating to only 8% this school year. We have felt disconnected from each other and from our families. Although things are starting to return to normal and we were able to host our first in person event in April, we are looking forward to the 2022-23 school year when we can get back to building and sustaining relationships with our school staff and families more consistently. On the 2021-22 Educational Partner Surveys, our families maintained a 98% approval rating in the area of Sense of Belongingness, however, our staff dropped 13% in this area as a result of a historically challenging year and limited opportunities to build relationships and school culture with each other."	"MSA-7 hired a full-time bilingual Parent and Community Engagement (PACE) Coordinator this school year to increase our effectiveness in this area even more. This position allows for our school and families to build relationships within our community as well as assist with parent meetings, school events, newsletters, community partnerships and resources, and the home visit program. MSA-7 has SSC meetings (4 times per year), PAC/PTF meetings (8 times per year), ELAC meetings (4 times per year) and Coffee with the Admin (4 times per year). In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. We have social media accounts on Facebook and Twitter, a monthly bilingual school newsletter and Parent Square as a school-wide means of communication to our families which is set up in their preferred language. Our annual gatherings with parents such as Parent Orientation, Back to School Night, Fall/Spring Parent teacher conferences, Open House/STEAM Expo, Fall Festival, Literacy Night and PTF organized Family Social nights help increase the school to home communication. Although we were not able to hold all of these this year due to the COVID-19 health and safety protocols, we still held many of them virtually and were even able to host our Spring Open House and STEAM Expo in person. We have also strengthened our community partnerships during the past couple of years in an attempt to provide as many resources to our families as possible during this challenging time. This has included meals, baby supplies, school supplies, grocery and gas gift cards, mental health supports and more."	"To better support our parents, in addition to the meetings shared above, we have Student Success Planning Team Meetings (SSPT), Academic Support Meetings, ELD Coordinator Meetings and IEP meetings with the students and their parents. During these meetings, the students’ individualized needs are discussed and improvement plans are prepared collaboratively. We have also strengthened our community partnerships during the past couple of years in an attempt to provide as many resources to our families as possible during this challenging time. This has included meals, baby supplies, school supplies, grocery and gas gift cards, mental health supports and more.  We also prioritized funding this school year for staff PD in the areas of Culturally Responsive Teaching and Implicit Bias to help further close any existing equity gaps and strengthen relationships. Another prioritized area to strengthen partnerships for student outcomes was prioritizing the addition of more Social Emotional Learning and Mental Health supports by increasing partnerships, adding an SEL music program and hiring a full time school psychologist."	"One area of improvement for building partnerships for student outcomes is a need to bring back the Parent Workshop programs we used to have pre-pandemic and even virtually during the 2020-21 school year. With so many other priorities this year, we did not offer any parent workshops for our families so that is a definite need and priority for the upcoming school year. Although we still held all parent meetings virtually including parent/teacher conferences, it was difficult to connect with families to speak with them about their children's learning, behavior and social emotional progress as effectively as when done so in person. We have also identified a need to build systems and programs to better connect with and support our Newcomer families. Our ELD Coordinator is working with our PACE Coordinator to develop these supports for next year."	One area of improvement for building partnerships for student outcomes with underrepresented families is a need to bring back the Parent Workshop programs focused on topics that are relevant to these groups.  Another way is to increase the translation supports we have for families who speak languages other than English and Spanish.  We have also identified a need to build systems and programs to better connect with and support our Newcomer families. Our ELD Coordinator is working with our PACE Coordinator to develop these supports for next year.	"One strength that MSA-7 has in seeking input for decision-making is the number of opportunities and platforms in which we offer to our educational partners to give us feedback. These include committee meetings, Town Hall meetings, surveys, and more. We also provide follow up to these surveys and meetings to let partners know that we heard them and we acted. It's important that our families, staff and students feel represented so anytime we are able to act on a suggestion of theirs, we like to highlight it. Another strength is that our staff and administrative team is available and accessible to our families. They know we are here for them and their child and welcome the chance to speak with them. That was a comment we received repeatedly on this year's educational partner surveys, that the families appreciated how quickly staff responds to their needs, questions and suggestions and is aware of what is happening in the school."	"MSA-7 provides many opportunities for all educational partners to be a part of the decision making process. Parents have active decision making roles in the School Site Committee (SSC), in the English Learners Advisory Committee (ELAC) and in the PAC/Parent Task Force (PTF) meetings.  During these meetings, current and future programs are discussed with all partners, school-wide plans are reviewed, and we receive input on what our educational partners would like to see for the school.  We value our partners and their feedback to strengthen our programs for the upcoming school year. In addition to the annual Panorama Educational Partner Surveys administered in the Spring, we also administer LCAP planning needs assessment surveys to the parents, staff members and to the students. Parents have active decision making roles in the School Site Committee (SSC), in the English Learners Advisory Committee (ELAC) and in the PAC/Parent Task Force (PTF) meetings.  To increase the efficiency and engagement of being part of these committees we implemented training sessions during the first of these committee meetings this school year. We do still struggle with attendance at many of these meetings and have tried several different day and time options to try and find which works best for our families."	"One area of improvement for seeking input for decision-making with underrepresented families is a need to increase the translation supports we have for families who speak languages other than English and Spanish.  We have also identified a need to build systems and programs to better connect with and support our Newcomer families. Our ELD Coordinator is working with our PACE Coordinator to develop these supports for next year. We would also like to build our culturally responsive programs so that all families feel represented in our school and more encouraged to participate in meetings, committees and events."	5	5	4	5	4	5	4	4	4	4	4	5	Met	6/23/2022	2022
19647330122747	Magnolia Science Academy Bell	3	"This year, the school has increased parent engagement by returning our signature parent engagement activities. We brought back: Parent College, Parent workshops, School Site Council meetings and Parent Task Force. The events were offered both in person and virtually so that we could increase our participation."	Now that the signature events are back into motion the goal is to increase the number of events and participants.	"The pandemic has created many positive opportunities to enhance learning, but it has also created barriers such as connectivity, academic program uncertainty, etc. MSA Bell's leadership and learning community are very resilient and ready to adapt to the challenges of tomorrow through an Agile Decision-making Approach.   Upon review of the stakeholder survey, the ability to connect virtual versus full in-person instruction has been changed for all. MSA Bell will continue to provide counseling and training to support the SEL component through the usage of resources such as school personnel and Zones of Regulations."	"The following are strengths as identified by each stakeholder group:  1. Students: Supportive staff with many resources available; Fair and Respectful treatment of everyone; School facilities 2. Families: Staff is supportive of family needs; Rigorous instruction; Communication through Parent Square 3. Staff: Welcoming environment and supportive; Collaborative spirit among staff; Availability of resources to support learning   Connection is a hallmark of MSA Bell, across all stakeholders the value and importance of connecting and building relationships are essential. MSA Bell team will continue to adapt to the needs of the community to ensure this continues. MSA Bell has an array of resources that are available to enhance learning. Leadership will continue to create messaging and training for all educational partners to fully utilize the resources available."	"The following are needs as identified by each stakeholder group:  1. Students: Remote learning and the pace of instruction; Amount of student work; Pre-pandemic issues related to middle school such as uniform, bullying, etc. 2. Families: Accessibility and availability of office hours and staff; Pre-pandemic issues such as traffic, outside environment 3. Staff: Additional workload due to Distance Learning; Lack of physical interaction with students that diminishes accountability; Need for culture building across all stakeholders"	"There are a couple of pre-pandemic issues that resonate with middle school experience, although it has been more than a year since students and teachers have set foot on campus. Some of these issues include traffic and bullying (social media and COVID), these will need to be monitored closely, especially as the school returns to a in person format."	"MSA Bell provides various opportunities for parent involvement and education. Involvement is facilitated through avenues such as PAC meetings, School Site Council (SSC) meetings, English Language Advisory Committee (ELAC) meetings, and family workshops/conferences with a focus on the whole child development. Furthermore, the administration and support staff are visible and approachable. This ensures safety is a priority and concerns are addressed in a timely manner."	"Although various opportunities are provided to engage in the learning community, the pandemic has made it a challenge for families to take on additional responsibilities/availability. Leadership is working to build student and family capacity to fully comprehend and utilize the resources that are available to enhance learning. Such resources include ParentSquare, Paper, Surveys, etc. An additional area of focus is to build technology partnerships with the community to provide families with resources such as technology education, low-cost internet, and computers to assist with the changing educational landscape."	The LEA wants to increase home visits and give parents an opportunity to provide feedback more frequently.	4	5	4	5	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
37683380109157	Magnolia Science Academy San Diego	3	"MSA-San Diego builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, home visits, parent dinner nights and student led conferences to promote parental participation in programs. Administrators greet all students and parents in the mornings during student drop off and have an open door policy welcoming all parents. Our staff connect with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of  the important features of its education program to improve student and school performance. The School holds periodic meetings to gather input from our families. These meetings include PAC/PTF meetings, SSC meetings, ELAC Meetings, coffee with the principal meetings and parent workshops. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement."	"Due to COVID, we had to cancel some of our school events, especially the ones scheduled for the beginning of 2022 and even the events we hosted the first semester always had limited seating capacity plus the mask requirement and health screening.  We have a strong parent engagement program, the off-site and on-site school events are a big part of our school culture. Our parents really look forward to attending these events and connecting with our teachers, staff and administrators every year. An area of improvement is to bring back the school events that were postponed due to COVID."	Based on the feedback from our families we didn't have a concern around engagement of our underrepresented families. We will continue to host a variety of activities/events/celebrations to engage our school community.	"MSA-San Diego staff is trained on MTSS expectations and school culture model during summer inservice. As part of our program, MSA-San Diego supports student learning through multi tiered support systems , parent meetings, online tools shared by teachers on a weekly basis, weekly newsletters and voice messages and grade level specific communications. Also student specific feedback and resources  given to parents during home visits, student-led conferences and  parent meetings.  MSA San Diego’s communication system Parent Square keeps parents and staff in constant communications through multiple mediums such as texts, private messages and voicemail. Parent Square has also broken language barriers between staff and families through its automatic language translation. Finally our teachers use Kickboard positive behavior point system and Infinite Campus SIS  to share student success and progress both academically and socially-emotionally on a daily basis."	"Starting 2022-23 school year we are planning to have a more structured  PAC to improve building partnerships for student outcomes. We will also start a new student leadership group that will add another bridge with the students, staff and parents to improve student outcomes."	Based on the feedback from our families we didn't have a concern around engagement of our underrepresented families. We will continue to engage all of our school community to improve student outcomes.	"MSA-San Diego holds periodic meetings to gather input from our families. These meetings include PAC/PTF meetings, ELAC meetings, SSC meetings, MTSS meetings, and coffee with principal meetings . During these meetings parents have the opportunity to review the school's draft budget, MTSS plan, LCAP, WASC, Health and Wellness plan, Safety plan and provide input for our administration team. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement."	"We will continue to utilize the tools that we used during and pre pandemic. With the transition to full in person learning, we would like to offer a variety of opportunities (in person or virtual) for our partners to improve in seeking in put for decision making."	Based on the feedback from our families we didn't have a concern around engagement of our underrepresented families. We will continue to engage all of our school community to include our partners in the decision making process.	5	5	4	5	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
31668940138081	Maidu Virtual Charter Academy	3	"Maidu Virtual Charter Academy (MVCA)understands the importance of building and maintaining relationships with students, parents, staff, and the community.  Moreover, MVCA takes great pride in creating a culture of involvement and cooperation.  Key to this endeavor is the foundational philosophy of Quality Schools which attempts to  create a needs satisfying environment for staff and students.  MVCA is continuously looking for ways to improve communication, trust, and relationships between our school and our families.  To achieve all of this, MVCA utilizes a variety of different strategies to build these relationships.  In the beginning of the year we host an orientation for all parents and students to help them get familiar with the technology, meet their instructors and advisors, and review important aspects of the school.  MVCA also holds 2-3 Parent/Student Advisory meetings a year to discuss the school’s progress and concerns.  We publish quarterly newsletter that is emailed out to parents and provide them with important information.  MVCA’s teachers and staff make use of different technologies to facilitate communication and interaction with our families.  MVCA also provides staff training and professional development to our staff on topics related to student emotional health, communication with parents and community, and utilizing resources to support students and parents.  MVCA has increased its effective communication to parents via School Messenger, social media, and different computer based applications.  MVCA provides multiple opportunities for meet-ups and staff coordinated activities such as hikes, picnics, and coffee."	"MVCA recognizes the need to continually improve our relationships, especially with our foster youth, English learners, and low-income student body, and is an area of focus.  MVCA reaches out specifically to parents of our foster youth, English learners, and low-income students.  MVCA also includes different state and county organizations along with community groups to be involved in our site and district meetings.  We are hoping to get more involvement from our parents in all aspects."	"MVCA will use new Communications Officer to strategically target communication to our foster youth, English learners, and low-income students along with the additional support staff will help facilitate more outreach."	"Student learning and achievement is a key tenet in MVCA’s flexible approach to education.  More importantly, MVCA understands and appreciates the many different variables that impact student achievement and has attempted to develop methods and strategies to meet their needs.  Perhaps the most important of these initiatives is the individualized academic planning and guidance our students receive at each site.  Our Counselor works with both students and parents to ensure that they are enrolled in the right program and courses that meet their individual needs.  We place a high emphasis in attempting to get our students the flexibility they need.  MVCA also  provides professional development to our staff that addresses student learning and outcomes.  MVCA utilizes a variety of outside resources and agencies to help provide important information to parents regarding their students academic, social, and emotional well being. These include county and state agencies, non-profit entities and other partners that allow us to provide strategic programs. These deliberate and strategic partnerships have allowed us to support all of our students. MVCA partners with the comprehensive schools in Placer UHSD to ensure students have access to services, programs, and activities."	"An area of focus will continue to be achievement gaps.  We realize that our socio-economic disadvantaged students and our students with disabilities are behind their peers and we are working to address those through these partnerships.  We will continually solicit support, input, and involvement of our parents, partners, and communities."	"MVCA will use new Communications Officer to strategically target communication to our foster youth, English learners, and low-income students along with the additional support staff will help facilitate more outreach."	"MVCA has made a concerted effort to ensure our students and parents have the opportunity to be involved in the decision making process.  We hold quarterly parent/student advisory meetings in which we discuss the progress and concerns of our school.  Deliberate effort is made to include our foster youth, socioeconomic disadvantaged students, students with disabilities, minority students, and our English Learners.  We have an open door policy and parents are always welcome to discuss any concerns with administration."	"An area of focus will be to continue our efforts to reach out to all student groups and ensure their voice is being heard.  Although we do this for all of our LCAP meetings, we still get lower turnout than we would like.  We are working on different strategies to try and gain more attendance and participation of all groups.  We have also attempted and will continue to try and include MVCA students in Student Voice meetings held by the PUHSD."	"MVCA will use new Communications Officer to strategically target communication to our foster youth, English learners, and low-income students along with the additional support staff will help facilitate more outreach."	5	4	3	4	5	5	5	5	5	5	5	5	Met	6/21/2022	2022
07100740114470	Making Waves Academy	3	"Making Waves Academy hosted a regular cadence of family meetings and community events designed to deepen authentic partnerships between families and the school community. These include our Saturday meetings, parent workshops, coffee talks & “chat and chew” sessions. In alignment with our local health department and Making Waves Academy’s Covid guidelines, families were unable to attend our traditional on-campus events. As such, the school prioritized hosting virtual parent meetings, Advisory family conferences, and community celebrations over the course of the school year."	"Based on our Educational Partner feedback, Making Waves Academy plans to implement four priorities to deepen relationships between school staff and families: 1) return to site-based events, if health guidelines allow, 2) increase opportunities for families to co-plan events on campus, 3) launch a new family communication tool, 3) implement community clusters to streamline communication between the school staff and families."	Making Waves Academy will continue to partner with our School-Site Council to prioritize deepening the partnership with our ELAC and B/AASAI family advisory committees. Making Waves will also explore establishing a family advisory committee for families of students receiving special education services.	"Students review their outcome data during advisory-family conferences. Our family advisory committees (SSC, ELAC, BAAPAC) review student learner outcomes and provide feedback to help improve students' performance. Both of these avenues help us to build partnerships between families and school staff for supporting growth in student outcomes."	"We hope to increase the number of families who regularly participate in our family engagement offerings (Saturday Parent Meetings, Coffee Talks/Chat and Chews, School Site Council, ELAC, and BAAPAC). While many families have continued to participate in these throughout more than 2 years of virtual sessions, our participation numbers have not yet returned to our pre-covid numbers.  We plan to increase communication with families regarding their student’s academic performance by sending home individual diagnostic reports (based in our diagnostic assessment data), twice annually."	Making Waves Academy will continue to prioritize family participation in our ELAC and BAAPAC in order to engage with and include potentially under-represented families.	"In prioritizing community health, Making Waves Academy continued hosting virtual family engagement sessions as such, family participation remained consistent during our School Site Council, ELAC, and BASSAI meetings. We also experienced high participation in our LCAP and ESSER II/III educational partner engagement events. Input from those educational partner events directly impacted our priorities and actions for those state and federal programs."	"In addition to our educational partner input events that happen every spring, we hope to extend more of this work throughout the school year. Moving forward we plan to weave LCAP updates and educational partner engagement and input opportunities throughout the year, using our School Site Council and parent advisory groups."	Making Waves Academy will continue to prioritize family participation in our ELAC and BAAPAC in order to engage with and include potentially under-represented families.	4	3	4	4	3	3	4	4	4	4	4	4	Met	6/13/2022	2022
26736920000000	Mammoth Unified	3	MUSD El Techs serve as community liaisons for the district.  All techs are bilingual and biliterate.  A large percentage of the teaching and classified staff are also bilingual and bicultural creating a strong bond in the school community between schools and families. School events are well attended and supported by families and teachers engage parents in the classroom and in their student's progress on a constant and consistent basis basis	"MUSD demographics reveal diversity in many areas.  According to DataQuest over 59% of students are Hispanic/Latino, 2.8% are multiracial and 1% are Asian.  There is a significant gap between English Learners and their middle class counterparts.  The district must continue parent education through DELAC in order to build a strong family to school connection that would provide support at school and at home for students to overcome the learning gap."	"The district will identify ELD curriculum and assessments for grade TK-8.  Work on instructional strategies for  English Language Development, both designated and integrated ELD for students at levels 1-3.  Identify EL students who are not making adequate ELD progress through the SST processor develop a specific Language Review Team process."	"MUSD has strong community partnerships that enhance student learning opportunities.  The Mammoth Mountain Foundation provides funding for schools to increase staff to assist with interventions at the elementary school.  Funding is also provided at the elementary and middle school that introduces students to winter sports such as XCountry skiing, downhill skiing and snowboard and bouldering.  The local Rotary club donates $2000 annually to augment school libraries that provide new books and Spanish books for students to read as part of class assigned work or recreational reading.  The district has partnered with Focus Schools as their professional development to enhance teaching and learning at every grade level and increase inclusive decision making at every school for teachers."	Focus Schools is providing staff development to help teachers identify high priority skills and standards so that all students meet grade level standards.  The training also assists teachers in understanding how to use real time data to make instructional decisions to help students keep pace in meeting grade level standards.	State and local College and Career Readiness data showed an overall improvement with dual/concurrent enrollment increasing from 37% to 41% for all students and !8% to 20% of socio-economically disadvantaged students.  College and career advising was consistently reflected in parent feedback.  The Naviance Career and College Readiness system is currently implemented in 8th grade.  Parents and students will participate in a workshops to develop 5 year college/career plans leading to various pathways to two and four year colleges and universities. The Early College High School Modal is increasing the number of in person dual enrollment courses which incorporate honors-level coursework as well full career-technical education pathways available to all students.	Focus Learning has provided a strong model for school site decision making and collaboration.  Teachers are compensated for serving on each school's Instructional Learning Team (ILT).  The teams review data and collect information to determine what schools need in order to keep all students at grade level expectations and standards achievement.  ILT's also consider input from their ELAC and DELAC representatives to incorporate the voice of El parents in addressing the needs of EL students.  PTO's support schools by providing volunteers and raising funds for instructional priorities at each site.	"MUSD date and stakeholder input point to the need to focus on the following areas:  1.  College and career advisement 2   High quality math teaching and learning 3.  Strategies for school wide behavior systems and anti-bullying  4.  Support for English Learners to close achievement gap 5.  Improve recruiting, hiring, and supporting a highly qualified instructional staff"	Continued outreach and to ELAC families and Community Advisory Committees should provide their input to ILT's so that all students are considered in their instructional decisions for student achievement.  Focus Learning will be tasked with identifying a strategy to include the voices of these parents in the decisions made by teachers regarding the education of their childrent	4	5	5	4	4	4	4	5	5	5	5	5	Met	3/24/2022	2022
23655730000000	Manchester Union Elementary	3	"MUESD uses a 3-year rotation to host Family Nights: (Math Night in 2021-22, Literature Night in 2022-23 and Science Night in 2023-24) to encourage home-school relationships and to encourage support of the school program from home. Parents participate in many school events, including Back to School Night, Winter Fair, Family Night, and Open House. MUESD recruits volunteer presenters for Career Day, and encourages parents to serve as presenters. A Spanish translator is available at school functions and for parent meetings. MUESD will continue to support parental involvement by sharing school information through Apptegy (text, email, and phone), Zoom, the MUESD website, the school marquee, regular phone calls home, and a weekly newsletter."	"Parents of MUESD have expressed strong satisfaction with regard to relationships between school staff and families.  MUESD will continue to strengthen these relationships through the Weekly News and additional opportunities to participate in school activities, including field trips and culture days, as well as frequent calls, emails home, and opportunities to meet with staff."	"MUESD will continue to strengthen relationships with underrepresented families through our regular channels and through pro-actively inviting parents to school activities and ensuring that Spanish speaking parents (especially those new to the school) are aware of how to contact the school or school translator, if needed, to request information, seek a meeting, or share a concern."	"The annual parent participation in our local parent survey increased; 60% of parent surveys were returned (9 English and 5 Spanish). Staff, including the teacher’s bargaining unit (MUTA) and admin. routinely discussed the needs and plans of the school during meetings every other Wed. during the school year. Students’ views and feedback were actively solicited. SELPA was consulted during the course of the year.  The Site Council (which is also the Wellness Committee, the District Advisory Committee and the Parent Advisory Committee) discussed various plans on September 28, 2021, December 7, 2021, January 25,2022, March 22, 2022, April 26, 2022, and May 24, 2022. Parents and community members were invited to attend LCAP Educational Partners meetings on January 25, 2022 and June 1, 2022. Board members discussed LCAP plans at their Board meetings on October 5, 2021, December 14, 2021, February 8, 2022, March 8, 2022, and June 14, 2022."	"Community partners requested increased community involvement, additional “extra activities,” and access to technology. Staff requested continued access to trainings provided by Mendocino county and other outside entities, in addition to the staff development regularly provided at the start of school and throughout the bi-monthly staff meetings.  Staff also expressed desire to improve facilities, particularly with regard to the playground, its structures, and the nature area behind the field."	"MUESD will continue to improve engagement of underrepresented families through our regular channels and through pro-actively inviting parents to school activities and ensuring that Spanish speaking parents (especially those new to the school) are aware of how to contact the school or school translator, if needed, to request information, seek a meeting, or share a concern."	"The annual parent participation in our local parent survey increased; 60% of parent surveys were returned (9 English and 5 Spanish). Staff, including the teacher’s bargaining unit (MUTA) and admin. routinely discussed the needs and plans of the school during meetings every other Wed. during the school year. Students’ views and feedback were actively solicited. SELPA was consulted during the course of the year.  The Site Council (which is also the Wellness Committee, the District Advisory Committee and the Parent Advisory Committee) discussed various plans on September 28, 2021, December 7, 2021, January 25,2022, March 22, 2022, April 26, 2022, and May 24, 2022. Parents and community members were invited to attend LCAP Educational Partners meetings on January 25, 2022 and June 1, 2022. Board members discussed LCAP plans at their Board meetings on October 5, 2021, December 14, 2021, February 8, 2022, March 8, 2022, and June 14, 2022."	"MUESD will review and refine our annual parent survey to more effectively seek input for decision making and will seek increased input from all staff and community partners through informal conversations, invitations to serve on school committees, and through increased school involvement with community organizations, overall."	"MUESD will continue to improve engagement of underrepresented families through our regular channels and through pro-actively inviting parents to school activities and ensuring that Spanish speaking parents (especially those new to the school) are aware of how to contact the school or school translator, if needed, to ensure their input is gathered effectively, for decision making purposes."	4	4	4	4	4	4	5	4	4	4	4	4	Met	6/21/2022	2022
19753330000000	Manhattan Beach Unified	3	"MBUSD has a robust network of educational partners with shared values, working in concert to identify ways to increase and improve family engagement at both the school and district level. Our community members provide input for decision-making through meetings, committees, and teams such as: Board Workshops, the Bond Oversite Committees, the LCAP Committee, the District Advisory Committee (DAC), School Site Councils (SSC), PTAs, the Medical Advisory Board, the Special Education Advisory Committee (SEAC), Budget Advisory Committee, the Health and Safety Committee, the Indoor Air Quality Team, Social & Emotional Learning Committee (SEL), and the District English Learner Advisory Committee (DELAC). Parents at MBUSD were given the opportunity to be involved in initiating programs on campus such as the No Place for Hate, which allowed our families to be part of our Culture of Care efforts on campus. The Equity, Diversity, Social Justice, and Inclusion (EDSJI) Board appointed committee provided recommendations to District leadership and the Board of Trustees through an equity audit, prioritization process, and EDSJI action plan which was adopted by the MBUSD Board of Trustees on April 20, 2022. Each of the aforementioned group meets several times during the school year to drive goals and services. In an effort to better engage members of our underrepresented groups, site and district leaders are being intentional about using data to reach out and solicit input. Partnerships with our PTA/PTSA, Manhattan Beach Education Foundation, and MBX play an integral role in pulling all Districts efforts together to help ensure ongoing educational partner input in MBUSD. In May 2022, all MBUSD parents/guardians and staff were invited to participate in the LCAP Survey. Based on the May, 2022 LCAP Survey, 72% of parents/guardians and 73% of staff agree or strongly agree that parent events and groups are inclusive and welcoming to families of all backgrounds."	"As a result of the COVID-19 pandemic, limited opportunities for families to visit campus presented a challenge in building relationships between parents and staff. Gradually, parent volunteers were welcomed back to campus and annual events including Open House took place in person. MBUSD is confident that relationships between school staff and families will return to the strong school staff-parent relationships that we value to the pre-pandemic level."	"Through the LCAP consultation process, the District English Learners Advisory Committee (DELAC) recommended that MBUSD continue to hold events like International Day. Parents noted that this was an opportunity for their students to embrace and share this part of their identity and a way to build an appreciation and respect for the diversity at MBUSD. The EDSJI Action Plan will further promote building relationships between school staff and families. For example, in 2022-23 each site will establish its own site-based committee to further develop a culture of care and inclusion. MBUSD used the self-reflection tool and place ourselves at 3.5."	"MBUSD continues to build staff capacity in building and maintaining relationships and connections with parents and families through academic and social-emotional wellness initiatives and through school based events and activities. District committees which include staff and parents, directly support student outcomes. For example, the District Social-Emotional Learning (SEL) Committee plan site-based opportunities to build SEL skills connected to the MBUSD SEL Framework. In 2021-22, the SEL Committee took the lead in creating a MBUSD SEL Week across the District where daily activities, special speakers, and events were planned to promote student to student connections and opportunities to practice SEL skills."	"The MTSS focus for 2021-22 was the implementation of universal screeners (assessments) in grades 1-8 in the areas of reading and math. The assessments were administered three times throughout the year and each was followed by a grade level and/or department data conversation. The primary purpose of these conversations was to identify students who would benefit from additional instruction. After reflecting upon the LCAP Survey results, MBUSD will focus on the parent/guardian partnership in this process which includes sharing student progress throughout the school year. In 2021-22, MBUSD hired a Public Information Officer (PIO) who is updating the website so that parents have access to information and resources for their students.   In 2021-22, MBUSD hired a Public Information Officer (PIO) who is part of the District’s Cabinet team. The position serves to support the District on all levels of communications and making sure the community receives information on all things happening in an informative, concise, and transparent way. This includes messaging through various platforms such as social media and the website.  A large part of this, also includes building relationships with our families and students to increase engagement and working with school staff to showcase all the hard work of our students on campus."	"Through the LCAP consultation process, the District English Learners Advisory Committee (DELAC) recommended informal gatherings for parents at the site level. These informal opportunities will provide opportunities to build relationships with other international families and will provide a place where parents feel comfortable asking questions about how the school system works in the United States. The Special Education Advisory Committee (SEAC) plans to continue their partnership with site PTAs as they plan events at the school sites."	"MBUSD gathers input from educational partners in a variety of ways. As described above, there are several MBUSD committees which provide input for decision-making on a range of topics including budget, health and safety, special education, and social-emotional learning just to name a few. Input for decision-making at the school site takes the form of school site council, PTA, CARES committees, coffee with the principal, and site-based surveys. The Superintendent shares information with the community on a weekly basis through a newsletter. This assists in a two-way communication with our community and with communication related to decision-making."	"Based on an analysis of District metrics, including the LCAP Survey, an area for improvement in seeking input for decision-making is to utilize different communication tools to provide information and opportunities for input."	"MBUSD plans to improve the engagement of underrepresented families in relation to seeking input for decision-making through intentional outreach efforts from the district and school counselors, the English Learner Teacher on Special Assignment (TOSA), and other district and/or site personnel. This includes more events where PTAs can involve more families to communicate and engage with their school site community. Surveys to understand any needs that need to be met and continue to put on district and school events that were put on hold during COVID."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/22/2022	2022
39685930000000	Manteca Unified	3	The greatest strength in this category was creating welcoming environments for all families in the district.  MUSD continues to focus on a customer service mentality in helping all students and their families feel comfortable and welcomed.	"MUSD will focus on developing multiple opportunities for the district and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.  The district outreach department seeks for ways to connect with families and to find avenues of communication which allow feedback. Sites, through their strategic planning processes, seek input from all groups as they work toward meeting the needs of students.  Many sites have included an outreach assistant to their staff, seeking ways to reach out to parents and connect them to the school, assisting in meeting student needs."	"MUSD will continue to push out the survey to identified groups such as site English Learner Advisory Committees, and will focus on increasing its reach to  existing groups and targeted subgroups of parents identified at schools."	"Our current strength was identified as implementing programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  This likely comes from the implementation of bi-annual goal-setting conferences between parent, student and teacher in grades TK-8 where student data and progress are reviewed and goals are set which are achievable and aligned to state standards."	"The focus, based on input, will be providing support to teachers and principals to improve a school’s ability to partner with families.  MUSD is working directly with several programs (Parenting Partners, Parent Institute for Quality Education, and Positive Behavioral Interventions and Support among others) to empower parents and to teach staff how to effectively partner with families to improve student outcomes."	"Outreach assistants have been hired at many sites.  These staff members reach out to all families and can focus on identifying the barriers to  student success, and support families.  MUSD will also send the self-reflection survey to the outreach assistants as they have most direct contact with families, including underrepresented families."	"MUSD has worked very hard to meet all compliance requirements and by so doing, has achieved success in supporting family members to effectively participate in advisory groups such as School Site Council and ELAC meetings, and decision-making.  Required elections and support accompany participation and all sites have active advisory groups on campus."	"Providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community was identified as a local area of improvement.  MUSD staff will intentionally seek input from underrepresented families, through the assistance of the outreach assistant and through digital options."	MUSD continues to utilize programs and personnel to reach out to underrepresented families.  Trainings for these groups as well as for school and district staff allows parents to give input and work effectively with school personnel to meet student needs.	3	3	3	2	3	3	3	3	4	4	2	3	Met	6/14/2022	2022
04614990000000	Manzanita Elementary	3	Based on the analysis of educational partner input and local data one of Manzanita's strengths is the sense of community the school provides for parents and the relationship it has between school staff and families. Manzanita has a strong communication network between staff and families.	One area for identified for improvement for relationship building would be with our English Language Learner families.	Manzanita will improve engagement with underrepresented families by hiring a bilingual parent liaison that will bridge the gap in communication and also help facilitate our ELAC meetings.	Manzanita has a great relationship with families and therefore a strength is building partnerships with the community and educational partners to ensure that students learn at high levels.	One area of improvement would be to engage in building stronger partnerships with our English Language Learner community.	Manzanita will improve engagement with underrepresented families by hiring a bilingual parent liaison that will bridge the gap in communication and also help facilitate our ELAC meetings.	"MESD has implemented multiple strategies for students, families, community members, classified and certificated staff as well as the governing board to provide input in developing the LCP, SPSA, Expanded Learning Opportunities Grant, and this LCAP. Even in the midst of the global Pandemic and school closures due to COVID 19, MESD has made robust efforts to solicit input from all stakeholder groups. These groups included Site Council, ELAC, and school board meetings. An area for improvement would be increasing the level of participation with English Learner families in ELAC meetings"	An area for improvement would be increasing communication with English Language Learner families to ensure that we receive their input on educational decisions.	Manzanita will improve engagement with underrepresented families by hiring a bilingual parent liaison that will bridge the gap in communication and also help facilitate our ELAC meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/16/2022	2022
49708966052039	Manzanita Elementary Charter	3	"Our ability to truly develop connections and relationships with our families was stunted, once again, by the COVID-19 pandemic. Due to safety practices to reduce health risks, parents and guardians were not allowed to participate or volunteer in our classrooms or on our campus until February 2022. This inability to create face-to-face contacts and connections inhibited progress in this area. The Youth Truth results indicated that this relationship building with our families needs improvement. However, during the last 3 months of school, parents were invited back onto our campus for community events including Open House and music events. These events have laid a foundation to build upon for the 22-23 school year."	"We have altered our LCAP goal to focus on a student's sense of belonging at school and families stating that they feel like their traditions, backgrounds, races and ethnicities are respected by the school community. These were two areas that were identified in the data as needing improvement."	"For the 2022-23 school year, Manzanita Elementary Charter will continue to support the infrastructure on campus to ensure parents are involved in learning about student outcomes. Creating a welcoming environment during this time period will be possible again and educators will work diligently to make and maintain connections with the parents of their students. Parent volunteers will be welcomed back. Our Bilingual Family Liaison employee will assist with communication with our English Language Learner families to ensure access and participation for parent meetings. We incorporate and use the Parent Square App to improve communications with our families in all areas. And we will continue to provide Spanish translation for our board meetings. We will be revamping the purpose of Back to School Night creating the night as an opportunity to connect and learn about each other. Additionally, site equity and inclusion groups will be established on each campus and will involve parents and staff to have honest discussions and create action plans to ensure representation and inclusion of all identities, both students and parents."	Manzanita Elementary Charter provides many opportunities for families to feel welcome and a part of the school community. Our school has a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. Manzanita also conducts parent-teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. Manzanita will discuss ways to increase how to learn about the different cultures and languages in the district. This could be done in a variety of ways Manzanita will discuss this with their ELAC  and the district will discuss it with the DELAC. In 21-22 the Rincon Valley Collaborative was established as a listening space for parents with students with special needs. This Collaborative will continue in future years.	"The focus area for improvement is engaging parents in the school community so that they will participate in conversations around student outcomes. Right now, families are just beginning to feel reconnected with our schools as we move out of the pandemic."	"By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more connections around student outcomes will be possible. Parent teacher conferences and the use of Parent Square App will continue. The Multi Tiered Systems of Support process provides for parent collaboration and student outcomes are discussed in meetings throughout the process in improving academic results."	"We established a meeting protocol to provide listening circles at Manzanita Elementary Charter. This protocol and training can be used in the future. Success was found in the LCAP steering committee that hosted a parent panel, staff panel and student panel in order to get input on various decisions the district was making to improve support systems for students. Many surveys were given throughout the year and data analyzed and action steps identified based on these outcomes. Manzanita Elementary Charter sought viewpoints constantly to ensure parents have ongoing opportunities to provide their input into school decision-making. An additional specific action was taken to create the LCAP steering committee, a group of parents and teachers whose sole task is to gather input from a variety of stakeholders in the development of post-pandemic academic and wellness goals for our students."	"How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our marginalized groups. Setting up listening circles with students will also be a focus."	"Through our site equity and inclusion committees, we will seek out relationships and connections so that we can qualitatively collect input for decision-making."	4	3	3	2	3	3	4	4	3	3	3	3	Met	6/21/2022	2022
42692290116921	Manzanita Public Charter	3	"Partnering with families is an area of strength for Manzanita Public Charter School.  Throughout the pandemic, Manzanita surveyed families and conducted virtual monthly meetings with our Governance Board, SSC, PTSA as well as holding weekly staff meetings on minimum day Wednesdays. Manzanita has enjoyed a return to normalcy by holding in-person meetings which support building relationships in a more tangible manner.  On a granular level, all teachers send out daily and weekly communication to families via ParentSquare.  These communications involve home project support, behavioral support and 'extra practice' opportunities.  During trimester scholar led conferences, parents attend and are encouraged to participate in this interactive process with both teacher and their child.  Student progress is openly discussed and collaborative goals, based on formative and summative data are established. Parents are required to attend school registration fairs, IEP and SST meetings, which all provide them with written notification of their legal advocacy rights.  Regular elections are held for School Site Council positions and the LEA meets monthly with parents interested in fundraising and other school-wide program activities.  Finally, a robust Parent Teacher Student Association (PTSA) supports Manzanita's mission to make every child's potential a reality by engaging and empowering its families and  our community."	"An area of improvement for Manzanita Public Charter School would be to explore additional opportunities for supportive learning and development of our scholars.  The aftermath of the COVID-19 pandemic has resulted in pervasive learning gaps for many students.  In order to mitigate these learning losses, the collective efforts of the school staff and families must be mobilized."	"Manzanita routinely obtains feedback in three primary ways-surveys, community forums and school group meetings to incorporate our educational partners' beliefs that guide our efforts from high-level perspectives to targeted recommendations.  Ensuring Spanish translation services are available for all of the feedback opportunities as well as offering transportation to participate in SSC, PTSA or Governance Board meetings is planned to improve engagement of underrepresented families."	"Manzanita works tirelessly with its educational partners to consistently place student outcomes as the priority goal. To that end, during the pandemic, the LEA created a safety plan and waiver application to open up for in person learning in October of 2021.  Manzanita never closed again and has remained open for in person learning for all of its scholars.  It was especially important to ensure our community felt safe returning to in person instruction.  Consequently, Manzanita hired additional staff to help with sanitizing  facilities and conducting COVID testing.  Manzanita knew from multiple community meetings that our scholars were impacted academically, physically and emotionally by the conditions of virtual learning and the pandemic itself.  Listening to the voices of Manzanita's partnerships continues to drive our focus on student outcomes."	"Manzanita continues to explore partnerships that will support reducing the learning gaps experienced by scholars as a result of pandemic.  Last year, Manzanita conducted expanded learning opportunities led by site teachers after school.  While the effort was laudable, the program taxed the energy of already overextended teachers emerging from the challenges associated with COVID.  Manzanita will look to engage community partners such as the Children's Creative Project for improvement in Building Partnerships for Student Outcomes."	"Continue dedicated time and financial support for increased access to mental health services via counselors, psychologists, outside agencies and family resources.  Maintain additional support staff as well  as continue the intervention program WINTIME.  WIN stands for ""What I Need.""  Scholars can fine-tune their reading and math skills based on what they need to work on.  Communication via ParentSquare with underrepresented families about specific needs of their scholars supports Manzanita's efforts to marshall families' collective impact for improving student outcomes."	"Decision making involvement for Manzanita continues to grow in the right direction. The school's current strengths in this area include 'Coffee with the Principal' events, digital surveys and a school site council that is focused on parent leadership development, a parent advisory board and bilingual LCAP parent meetings."	"A focus area for improvement would be to educate underrepresented parents in budget priority discussions and social-emotional curriculum decisions. Common barriers to seeking input for decision-making around these areas  include scheduling conflicts, and time constraints (often involving childcare, transportation or multiple jobs)."	"Understanding that cultural differences are a factor in meaningful family engagement means that Manzanita    will strive to demonstrate and accept these differences around communication and values.  Specifically, through explicit staff trainings and targeted discussions, Manzanita will make a commitment to equitable family engagement that supports staff in developing new mindsets, skills and practices related to equitable family engagement."	5	5	5	5	5	5	5	5	5	5	4	5	Met	6/15/2022	2022
12629350000000	Maple Creek Elementary	3	"Maple Creek School staff members attempt to communicate with families through weekly newsletters, telephone calls, periodic notes, email, phone calls, and face-face conversations. The LEA met LCAP Goal 3, Metric 3: 100% of parents will participate in one or more of the following ways: events, surveys, volunteering in the classroom, parent conferences, School Board, School Site Council, and Fundraising Committee."	There are times when issues arise that catch staff by surprise because families haven't made staff aware of problems until the problems are bigger than they need to be. Encouraging dialogue can be emphasized.	Staff will make personal phone calls to any family that has not attended conferences and/or responded to surveys.	"Communication and working with families through distance learning, independent study, and in-person learning was ongoing. A weekly newsletter included academic achievements."	"The remote nature of Maple Creek School presents challenges in this regard, but the staff has embraced technological strategies to address those barriers. The LEA provides weekly information and resource contacts to parents. The LEA assists parents when outside resources are needed. The rural location makes accessing resources challenging. The LEA provides Internet access for families to increase their ability to connect with needed resources."	The LEA will encourage more on-campus participation and interactions with families.	"Families report that they feel invited and encouraged to participate in educational decisions. Conferences, committees, and meetings are well attended."	"The LEA will continue outreach efforts that have provided success, ensuring that parent involvement goals are met. LCAP Goal 3, Metric 3: 100% of parents will participate in one or more of the following ways: events, surveys, volunteering in the classroom, parent conferences, School Board, School Site Council, and Fundraising Committee."	The LEA will continue outreach efforts that have provided success.	4	5	4	4	4	4	4	4	4	4	5	4	Met	6/15/2022	2022
15636100000000	Maple Elementary	3	"With the help of our Parent Liaison, we will continue to engage our parents on multiple platforms and expand as needed. With the continued efforts of our Ed Tech specialist, we will continue to support our 1:1 (student to device) initiative as well as providing much-needed support for parents and students. With continued use of our Academic Coach/Principal position, we plan to increase our targeted reading intervention as well as increase our services to our ELLs (English Language Learners). With the support of our Foundation (The Tradition of Excellence Foundation) and community donations, we plan to continue to increase the quality of our school grounds by improving our green spaces and planting additional trees. We have also hired our own School Psychologist and Speech Pathologist so that we can be certain that they are available when our students need them as well as working in partnership with other District and community organizations to increase services to support our students Social-Emotional Health and Special Needs."	Based on our collaborative relationships with our Community School Consortium and our Community School Coordinators we have all identified the need to target and reduce chronic absenteeism post the COVID 19 pandemic.	"Maple is constantly working to engage all families and we have multiple means of outreach to accomplish this. We will continue to work hard to use all methods to communicate with our parents, bring them in as partners in their child's education and also addressing the needs of the entire family if there are needs that we can support."	Maple is engaged in a consortium with education partners in the community through the Wet Kern Children's cabinet. We meet regularly to strengths as well as areas of need.	Continue outreach. Continue to be a good partner and continue to build relationships. One of the barriers is the change in leadership in some organizations is frequent and this can impeded progress.	The district will continue to network and build relationships as well as create systems wo increase our capacity for working in partnership with other District and community organizations to increase services to support our students Social-Emotional Health and Special Needs.	"The District works hard to engage in communication with decision makers as well as all other education partners. This is facilitated through shared meetings, shared events and shared goals for serving students in our small, rural setting."	We will continue to seek additional relationships as well as opportunities to engage with a growing number of partners in order to build a more sustainable network.	We will continue to support and provide opportunities for all outreach as well as institutional practices to welcome all families with children attending Maple.	4	4	4	4	4	4	4	4	4	4	3	4	Met	6/16/2022	2022
34674210137950	Marconi Learning Academy	3	"The connection with our educational partners is a priority at Marconi Learning Academy. Through  regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory  Committee, Parent Teacher Conferences, student and family celebrations and weekly  communication through our Data + Design system our families express a sense of feeling highly  connected to the school and their student’s progress as evidence by our data results, engagement  at events and feedback received. One of our parents recently commented, “I receive 4 to 5 text a  day from parent square and make sure my daughter gets the message.” Other parents have commented, “I believe they are doing a great job with how available teachers are. Open  communication is great. We appreciate your dedication. The reminders are very helpful and they  help me keep my child accountable in regards to their assignments. My child's school treats all  students with respect.”"	"Based on input and data analysis, Marconi Learning Academy would like to improve the number of  participants who attend the PAC/ELAC meetings. One way this can occur is by providing  educational partners with focused topics such as college planning, workshops, English classes for  families, gang prevention, drug/alcohol abuse, etc."	"We are confident that both the parent engagements and systems of communication will help this  continued effort in keeping our educational partners connected and continued growth in  relationships.  Marconi Learning Academy will improve engagement of underrepresented families by providing translation services for educational partner communications, offering multiple opportunities for participation both virtually and in-person, and providing classes/workshops based on educational  partner needs/requests."	"From the input received from our educational partners, an area of strength is our flexibility in  providing opportunities for our families to receive support. Between evening options for live  instructional support, weekly progress summaries and a variety of services for students, our  parents have tools accessible for educational success."	"Based on input and data analysis, Marconi Learning Academy would like to improve the number of  students who participate in small group instruction classes, counseling events, and workforce  partner workshops and receive mental health/social-emotional services. Increasing the number of  students participating in the above events will improve the student-school relationships and  increase student achievement."	Educational partners in our underrepresented families have expressed a strong confidence in  service and support to our students. We will continue in our commitment to provide partnership  and accessibility in services as our students continue on their educational journey.	"Our strength at Marconi Learning Academy is providing information and soliciting feedback from  our educational partners in multiple opportunities and spaces that work with our parents' needs  for flexible hour options for connection to the school. Although parents attend meetings and events, an area of improvement for Marconi Learning Academy is to find a way to actively engage families in the planning and implementation of  programs. While we go to great lengths to promote and invite educational partners to our public  meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making process is still developing. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions."	Our advisory committees are currently in development for official positions. Our focus is to  continue communication for roles available to our parents at our Parent Advisory Committee and  English Learner Advisory Committee.	"Our underrepresented families of Marconi Learning Academy are in need of translation in Spanish.  We will improve services by hiring certified, bilingual staff with a focus on increasing our  recruitment to members of the community to join our team and where our community needs  exceed staff availability, we will partner with outside organizations to provide excellent service to  our students and families."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/8/2022	2022
51714070000000	Marcum-Illinois Union Elementary	3	"Marcum-Illinois believes a strong partnership with all families, especially underrepresented families, positively impacts student outcomes.  We schedule engaging activities for students and families that support that sense of community and build relationships.  We promoted engagement and participation for all students including unduplicated students and students with exceptional needs through school events such as the Virtual Winter Program, Spirit Week, Read Across America Day, the Great Kindness Challenge, and ROAR assemblies; House Challenges like a pumpkin carving competition, gratitude challenge, basketball scrimmage, and canned food drive; and after-school STEM opportunities.  Family activities included Back to School Night, parent conferences held through Zoom, and a virtual Winter Program.  On the spring 2022 parent survey, 100% of respondents say the school is a friendly, welcoming environment and 100% say their family feels a sense of belonging and connectedness to the school.  The parent and family engagement policy was developed by the School Site Council and is reviewed by the Site Council annually.  The policy is also reviewed by the Governing Board as part of their Title I Plan review process.  This policy is distributed annually to all parents as part of our Annual Notice to Parents."	"Ninety-eight percent of the parents responding to the survey feel the school has good communication and 98% say communication from the school is understandable and accessible.  We have identified a focus area of increasing opportunities for two-way communication especially among our underrepresented families.  We would like more parents, especially parents of underrepresented students, to respond to our surveys and take part in feedback opportunities.  We would also like to have a better understanding of our families’ strengths, cultures, languages, and goals for their children."	"The district plan to improve engagement of underrepresented families in relation to Building Relationships Between School Staff and Families begins with identifying the barriers for engaging in two-way communication and participating in feedback opportunities.  Once barriers have been identified we will consider adjustments and begin to implement those changes.  We will explore/implement ways to increase feedback opportunities (a feedback box in the office, an online form for submitting input, Family Nights, informal meetings with the principal, etc).  We will continue to communicate often and in various ways to reach as many families as possible.  At the beginning of each school year, we will ask families to complete a questionnaire that will give us more information about their strengths, cultures, languages, and goals for their children.  During Parent/Teacher conferences we will build in a time for parents to communicate their goals for their child."	"Marcum-Illinois has continued to focus on strengthening relationships with our families and community.  At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights.  During Back to School Night (BTSN) and parent conferences, curriculum & grade level standards are reviewed to increase parent understanding of expectations and requirements.  We provide materials and supports to help parents to work with their children.  During BTSN and parent conferences, teachers in grades K-2 discuss best practices for working with beginning readers.  Early reading materials and flashcards are sent home throughout the year to help parents work with their children. We used a spring 2022 survey to determine strengths and improvement areas:  Parents feel welcome and are encouraged to participate at school:  85.4% All, 100% Underrepresented Students; The school encourages me to be an active partner in educating my child:  75.6% All and 93% Underrepresented Students; I receive information on what my child should learn and be able to do in each grade in school:  83% All and 93% Underrepresented Students; and I receive information about what I can do at home to help my child improve or advance his/her learning:  75.6% All, 93% Underrepresented Students.  We found, via surveys, that parents wanted most school communication to come from emails and texts.  Although we have few English learners in the school, we have multiple staff members who interpret during parent conferences and school events.  Every effort is made to send notices home in the home language.  We are working towards completing ADA changes to our website, making all information accessible by people with disabilities."	"Based on input, we will focus on improvement in providing families with information and resources to support student learning and development in the home.  Eighty-three percent of parents say they have been given information about what their child should learn and be able to do at each grade level (93% Underrepresented Students) and 75.6% of parents say they receive information about what they can do at home to help their child improve or advance their learning (93% Underrepresented Students)."	"The district’s plan to build partnerships for student outcomes includes assessing the needs of staff and families.  We will determine the professional learning needs of staff to partner with families then we will offer professional development to support staff in partnering with families.  We will also survey parents to find out the types of information or training they would like so they can support their child’s learning at home.  Based on the responses, we will customize the information we provide and the training we offer to their needs.  We will provide translators or translations as needed."	"Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, Parents' Club, academic awards assemblies, parent/teacher/student conferences, as classroom volunteers, as chaperones on field trips, and family nights.  To encourage participation in these and other events, notices are sent through email, paper, and posted on our social media page.  In addition to the above, regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, newsletters, school calendars, student assessments, and grade reports.  Although we have few English learners, we make every attempt to provide communications in the home language.  Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night.  School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested.  According to our spring 2022 parent survey 83% of parents feel that they have been given different options or ways to be involved with the school (100% Underrepresented Students); 93% says they have the opportunity to participate in decision making committees (100% Underrepresented Students); and 85% believe they have opportunities to provide input on school policies and programs (71% Underrepresented Students)."	"Based on educational partner input, we have identified the need to provide all parents, but especially parents of underrepresented students opportunities to provide input on school policies and programs."	"The work we are doing in Building Relationships and Building Partnerships for Student Outcomes will support improved engagement of underrepresented families in relation to Seeking Input for Decision-Making.  To support an increase in the number of families who feel that they have opportunities to provide input on school policies and programs we will educate parents on the function of our school decision making groups, use more of our communication methods to post agendas and minutes of meetings, provide translations as needed, and most importantly, we will do a better job of articulating the connection between partner input and school policies/programs and LCAP goals/actions."	5	5	4	5	4	4	5	4	5	4	4	4	Met	6/13/2022	2022
48705816116255	Mare Island Technology Academy	3	"We have hired ""Awakening Wisdom"" to guide our efforts in improving our relationships between school staff and families."	"We have hired ""Awakening Wisdom"" to guide our efforts in improving our relationships between school staff and families."	"We will take the advice of the j""Awakening Wisdom"" team to guide our efforts in improving our relationships between school staff and families."	We have a dedicated staff that listens to the needs of the students.	We need to increase trust between the staff and students	"We have hired ""Awakening Wisdom"" to guide our efforts in improving our relationships between school staff and families."	We have distributed surveys for the staff and students to get input on decision-making.	We need to follow through on the data we have collected	We will hold focus groups with students and families.	3	3	4	3	3	3	3	3	3	4	3	3	Not Met	9/30/2022	2022
31750850117879	Maria Montessori Charter Academy	3	"MMCA is a small, community-based charter school. It's one of the few charters to have a Board of Directors comprised of elected parents and teachers.  The school has a very active Parent - Teacher Association.  The School has 1000's of hours of parent volunteerism annually, including programs like WatchDOGS, which has a volunteer dad on campus each school day.  The primary strategy with building relationships within our community is communication-based, with regular emails, web posts and social media promoting engagement opportunities within the school community."	"Post COVID, we're looking to promote more whole school family events to foster/build relationships and networking opportunities within our school community.  Our upcoming Fall Harvest Festival would be one example."	"More frequent targeted electronic communication, setting up 'Goal Setting Conferences' with all of our families within the first 7 weeks of the school year, and providing Q&A sessions with School Principal."	"Particularly post COVID, it's about re-engaging our parents directly and developing individualized work plans for our kids."	"Continuing to implement post COVID learning loss recovery strategies, including before/after school tutoring, summer school, etc."	"More frequent targeted electronic communication, setting up 'Goal Setting Conferences' with all of our families within the first 7 weeks of the school year, and providing Q&A sessions with School Principal."	"MMCA has a Board of Directors comprised of parents and teachers, and the parent members are literally elected by the parents of the school.  Parents and teachers have direct voice in the leadership and visionary direction of the school."	Beginning to look at recruiting outside community members for the Board of Directors to further diversify opinions and perspectives.	"More frequent targeted electronic communication, setting up 'Goal Setting Conferences' with all of our families within the first 7 weeks of the school year, and providing Q&A sessions with School Principal."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/26/2022	2022
15636280000000	Maricopa Unified	3	One strength is the District is open and inviting of input from families and provides multiple avenues for input. The district accomplishes this through the use of various technology and open door options with administration.	"Using the LCAP surveys and real conversation data, the MUSD is focusing on improving our parent's abilities to actively engage with the school administration and staff.  The district is moving forward with training and professional development in AVID which promotes a significant involvement between the school and home."	"The MUSD used LCAP surveys, the DELAC/SSC committee to determine that additional processes that allow for increased communication between the district and underrepresented families."	One strength is the District is open and inviting of input from families and provides multiple avenues for input.  The staff at MUSD regularly reach out to the parents and community as well as advocating for their students.	"Using the LCAP surveys and real conversation data, the MUSD is focusing on improving our parent's abilities to be effective partners in the education of their children."	Actively recruiting for involvement in the SSC/ELAC/DELAC and other school based committees and organizations as well as providing support/training for those individuals so that they are participating in an informed manner and feel capable to act as partners with the school and classroom.	One strength is the District is open and inviting of input from families and provides multiple avenues for input.  Going forward the District will provide more support for underrepresented groups such as EL families.	"Using the LCAP surveys and real conversation data, the MUSD is focusing on improving our parent's abilities to be real leaders in the school decision making process. Actively recruiting for involvement in the SSC/ELAC/DELAC and other school based committees and organizations as well as providing support/training for those individuals so that they are participating in an informed manner and feel capable to provide their input."	"The MUSD used LCAP surveys, the DELAC/SSC committee to determine that additional processes that allow for effective decision  making between the district and underrepresented families.  The District will provide more opportunities for families to be trained on resources to support student learning and development in the home."	3	3	2	3	3	3	4	4	3	3	3	3	Met	6/9/2022	2022
21102150000000	Marin County Office of Education	3	Our program continues to be defined by the strong home-to-school connection and the importance of the family as an essential part of our students' successes.  We are in the planning phase of the Community Schools grant which will act to further strengthen relationships and connectivity through a deeper needs analysis and family participation on our planning team.	Our Learning Coach model through which we have hired bilingual staff has moved from a contract service to an LEA position - further strengthening these connections.  Our next step is to involve more families in the process of planning day to day implementation of our LCAP actions and services.	"Because of the nature of our program, families, and students are constantly cycling through.  As such, we are continually fine-tuning and improving our strategies for successful and meaningful family engagement.  At present, we are building a Family Empowerment Team, which will have a role in reaching out and connecting with new families."	"As indicated above, we recognize that our students' program is that much stronger with full partnerships that include community and families."	"Family leadership, especially in the area of connecting with and engaging with new families is a primary focus for improvement.  We also look forward to more family participation in our Community School planning process."	Almost all of our families would be classified as underrepresented and will be supported by the actions described above.	As we build the partnerships described above we anticipate more engagement at a higher level.  Our combined school site council and English Learning committee regularly communicates and seeks input.	"Through our new data collection built in the Salesforce platform, we are designing better and more complete surveys for our students and families.  We continue other authentic methods of outreach as described above."	All of the methods described above will collectively be used to improve the engagement of our underrepresented families.	5	5	4	5	4	5	5	5	3	3	3	3	Met	6/21/2022	2022
22102230000000	Mariposa County Office of Education	3	"MCOE has diligently worked to create positive and collaborative relationships with all of our stakeholders, especially our parents. As a tight knit, rural community we have the opportunity to pool our resources and ideas to do what is best for our children and our schools. This relationship is fostered through a variety of programs that we hold at our sites. All of our sites have active Parent Organizations that take the lead on fundraising and helping determine the needs of our sites. Our parents participated in the CHKS last year and we continue to use that data to engage parents but address their concerns through both LCAP meetings, safety meetings, and community meetings."	"While our CHKS survey data and other data collection indicates that parents feel that they know who to contact to discuss issues related to their students, we often see a disconnect between involvement and decision making. We see that our parents feel safe and connected to their students' school but all too often they do not see how their voice is being heard when it comes to decision making. Parents often feel that while they are welcome on campus their opinions may not matter when it comes to larger-scale decisions. This can be in congruent to the school's perception when the site may feel parents are actively engaged with decision- making platforms such as School site Council and LCAP meetings. We are currently working to find ways to bridge the gap between parent perception and systems we feel are in place to support their voices being heard."	"For the 2020 to 2023 school year, we are going to focus on direct communication with parents regarding opportunities for input and tie them directly to the types of decisions this input will impact. For example, instead of simply inviting parents to an LCAP meeting we will give parents examples of the types of decisions that have been made previously in LCAP meetings. Similarly, we will start the year by directly and explicitly communicating to families what School site councils are and how they directly impact Title 1 funding and decision- making at their child's School site. The hope is that this level of communication will allow for parents to see how these meetings and input sessions can have a direct impact on their students School environment and our district and County as a whole. These meetings will have language support provided and will be offered at a variety of times to meet the needs of as many as possible. We will also provide these written materials to agencies that may have frequent contact with our families to promote these ideas as well. We will send these communications out via email but also mail in case families do not have access to the internet and will provide these communications in languages present within our community."	Most of our school sites have implemented “Coffee with the Principal” which allows for an informal meeting once a month between school site administrators and community stakeholders. We hold quarterly school safety meetings that not only go over safety protocols at our schools but also give parents information regarding things like bullying. Our site counselors are available to meet with parents and run meetings as interest exists on a variety of topics that pertain to our youth. We hold cyber safety assemblies not only for students during the day but also in the evening for parents to attend. Data reports are given at open school board meetings 3x per year to keep parents informed of overall student data trends. Parent teacher conferences are scheduled 1x per year to ensure that parents and teachers have a calendared time to discuss students' success. SST meetings are held at all school sites for students when behavioral or academic concerns arise. We have school counseling support available at all sites.	"For next year our focus area for improving and building partnerships for student outcomes, will be site level data talks that focus on partnering with parents and families to improve and increase students’ overall academic achievement. These will be site level opportunities for principals and teachers to have direct communication with parents and families around how to best support their child in areas of concern academically and how to continue to build off of strengths that are seen. The hope is that these meetings will not only build a common understanding of current student achievement, but will further entice families to engage in structured decision-making practices such as a School Site Council and LCAP input meeting. CSI funds and Significant disproportionality funds are also vital pieces to this conversation. When families can see areas of student need at the site and district-level, as well as have a clear picture of their own students’ academic standing, we hope it will support them in seeing the benefit of collaborative decision-making in regards to students."	We will hold data talks for our county programs and other input sessions at a variety of times to support those that work. Translation support will be provided should it be needed at all meetings. We will ensure that information comes out in a variety of languages to meet the needs of our community. We will provide information not only through email form but also through phone calls to support those that may not have internet access at home. We will provide input session information and site level data talk information to agencies that may have more direct contact with some of our families than we do such as social workers and case managers. We will utilize social media as one tool but remain mindful of those that may not have internet access or prefer to not be on social media. We will allow for both in person and virtual participation to support those with varying abilities to leave home due to physical limitations or transportation. As our county is very spread out we will also provide in person participation options in a variety of locations.	"One strength that we have in the area of seeking input for decision-making, is that we do have structures in place for this to occur. Our LEA holds consistent LCAP input meeting sessions. Our school sites hold consistent School site Council meetings. We also have structures for more informal feedback such as a casual “Coffee with the Principal” sessions to ensure that families feel comfortable conversing with their local decision-makers. We also participate in the California Healthy Kids Survey to gain input regarding decisions that will be made in areas such as social emotional learning, school safety, and overall student well-being."	"For the 2020 to 2023 school year our focus area for improvement in seeking input for decision-making will lie in areas of improvement referenced in the above sections. Meaning, we will focus on explicit communication with parents, families, and community members of Interest to communicate ways in which their input can directly impact decisions. By providing examples of how input can shift and change programs through a shift and change in funding we will be able to demonstrate the importance of participation. We will also continue to strengthen a shared understanding through site level data talks and build cohesion, by creating a common understanding of overall student academic progress at the district and sight level. By tying student performance directly to funding for community members it may create more of an interest in participation in the current structures we have in place for shared decision-making."	"Gaining input from a wide range of community members is critical to making informed decisions. Under-represented families in the decision-making process should always be encouraged to participate. This can be done through providing support and conscious planning of meetings and information dissemination. We will provide information not only through email form but also through phone calls to support those that may not have internet access at home. We will provide input session information and site level data talk information to agencies that may have more direct contact with some of our families than we do such as social workers and case managers. We will work to encourage participation by making things as easy as possible when it comes to Logistics. This includes providing meeting sessions at a variety of times. Because of our unique Geographic locations, it is also important to provide a variety of locations for in-person meetings. We also plan to continue virtual options for participation based on our Geographic locations and our family's need for flexibility."	3	4	3	4	2	3	5	4	4	4	3	2	Met	6/16/2022	2022
22655320000000	Mariposa County Unified	3	"MCUSD has diligently worked to create positive and collaborative relationships with all of our stakeholders, especially our parents. As a tight knit, rural community we have the opportunity to pool our resources and ideas to do what is best for our children and our schools. This relationship is fostered through a variety of programs that we hold at our sites. All of our sites have active Parent Organizations that take the lead on fundraising and helping determine the needs of our sites. Our parents participated in the CHKS last year and we continue to use that data to engage parents but address their concerns through both LCAP meetings, safety meetings, and community meetings."	"While our CHKS survey data and other data collection indicates that parents feel that they know who to contact to discuss issues related to their students, we often see a disconnect between involvement and decision making. We see that our parents feel safe and connected to their students' school but all too often they do not see how their voice is being heard when it comes to decision making. Parents often feel that while they are welcome on campus their opinions may not matter when it comes to larger-scale decisions. This can be incongruent to the school's perception when the site may feel parents are actively engaged with decision- making platforms such as School site Council and LCAP meetings. We are currently working to find ways to bridge the gap between parent perception and systems we feel are in place to support their voices being heard."	"For the 2020 to 2023 school year, we are going to focus on direct communication with parents regarding opportunities for input and tie them directly to the types of decisions this input will impact. For example, instead of simply inviting parents to an LCAP meeting we will give parents examples of the types of decisions that have been made previously in LCAP meetings. Similarly, we will start the year by directly and explicitly communicating to families what School site councils are and how they directly impact Title 1 funding and decision- making at their child's School site. The hope is that this level of communication will allow for parents to see how these meetings and input sessions can have a direct impact on their students School environment and our district and County as a whole. These meetings will have language support provided and will be offered at a variety of times to meet the needs of as many as possible. We will also provide these written materials to agencies that may have frequent contact with our families to promote these ideas as well. We will send these communications out via email but also mail in case families do not have access to the internet and will provide these communications in languages present within our community."	Most of our school sites have implemented “Coffee with the Principal” which allows for an informal meeting once a month between school site administrators and community stakeholders. We hold quarterly school safety meetings that not only go over safety protocols at our schools but also give parents information regarding things like bullying. Our site counselors are available to meet with parents and run meetings as interest exists on a variety of topics that pertain to our youth. We hold cyber safety assemblies not only for students during the day but also in the evening for parents to attend. Data reports are given at open school board meetings 3x per year to keep parents informed of overall student data trends. Parent teacher conferences are scheduled 1x per year to ensure that parents and teachers have a calendared time to discuss students' success. SST meetings are held at all school sites for students when behavioral or academic concerns arise. We have school counseling support available at all sites.	"For next year our focus area for improving and building partnerships for student outcomes, will be site level data talks that focus on partnering with parents and families to improve and increase students’ overall academic achievement. These will be site level opportunities for principals and teachers to have direct communication with parents and families around how to best support their child in areas of concern academically and how to continue to build off of strengths that are seen. The hope is that these meetings will not only build a common understanding of current student achievement, but will further entice families to engage in structured decision-making practices such as a School Site Council and LCAP input meeting. When families can see areas of student need at the site and district-level, as well as have a clear picture of their own students’ academic standing, we hope it will support them in seeing the benefit of collaborative decision-making in regards to students."	We will hold data talks and other input sessions at a variety of times to support those that work. Translation support will be provided should it be needed at all meetings. We will ensure that information comes out in a variety of languages to meet the needs of our community. We will provide information not only through email form but also through phone calls to support those that may not have internet access at home. We will provide input session information and site level data talk information to agencies that may have more direct contact with some of our families than we do such as social workers and case managers. We will utilize social media as one tool but remain mindful of those that may not have internet access or prefer to not be on social media. We will allow for both in person and virtual participation to support those with varying abilities to leave home due to physical limitations or transportation. As our county is very spread out we will also provide in person participation options in a variety of locations.	"One strength that we have in the area of seeking input for decision-making, is that we do have structures in place for this to occur. Our LEA holds consistent LCAP input meeting sessions. Our school sites hold consistent School site Council meetings. We also have structures for more informal feedback such as a casual “Coffee with the Principal” sessions to ensure that families feel comfortable conversing with their local decision-makers. We also participate in the California Healthy Kids Survey to gain input regarding decisions that will be made in areas such as social emotional learning, school safety, and overall student well-being."	"For the 2020 to 2023 school year our focus area for improvement in seeking input for decision-making will lie in areas of improvement referenced in the above sections. Meaning, we will focus on explicit communication with parents, families, and community members of Interest to communicate ways in which their input can directly impact decisions. By providing examples of how input can shift and change programs through a shift and change in funding we will be able to demonstrate the importance of participation. We will also continue to strengthen a shared understanding through site level data talks and build cohesion, by creating a common understanding of overall student academic progress at the district and sight level. By tying student performance directly to funding for community members it may create more of an interest in participation in the current structures we have in place for shared decision-making."	"Gaining input from a wide range of community members is critical to making informed decisions. Under-represented families in the decision-making process should always be encouraged to participate. This can be done through providing support and conscious planning of meetings and information dissemination. We will provide information not only through email form but also through phone calls to support those that may not have internet access at home. We will provide input session information and site level data talk information to agencies that may have more direct contact with some of our families than we do such as social workers and case managers. We will work to encourage participation by making things as easy as possible when it comes to Logistics. This includes providing meeting sessions at a variety of times. Because of our unique Geographic locations, it is also important to provide a variety of locations for in-person meetings. We also plan to continue virtual options for participation based on our Geographic locations and our family's need for flexibility."	3	4	3	4	2	3	5	4	4	4	3	2	Met	6/16/2022	2022
05615720000000	Mark Twain Union Elementary	3	"Our ELAC/DLAC committee quadrupled in active monthly participation from an average of 5-7 parents monthly to 20 - 28. They did three activities to bring awareness to culture school wide at both sites, bringing a significant increase to engagement in (b) larger school community. Parents indicated an increase of engagement with the hiring of the ELL paraprofessional/translator. It was reported that there is no increase in engagement with other school and health resources. CCOE and other grant opportunities presented themselves in all the areas of SEL growth and therefore, the following actions were covered by grant dollars rather than district dollars: PBIS, Regulation, and Mental Wellness & Social Emotional Learning; Implementation moved forward with these actions. Parent engagement was hampered by COVID-19 restrictions that did not lift in our district until March of 2022. Both schools saw limited parent engagement until March, 2022 with minimal turn-out for Back to School Night and a large turnout - 85% of students were represented at the Open Houses"	"The focus of the district is to bring back a feeling of welcome as we distance from the strong COVID responses in 2019 - 2021. The District is committed to returning to a robust family-parent volunteer program. The district is broadening their use of social media, apps, and other communication enhancements so that all parents feel they know what is happening in the schools. In addition, a focus of timely return communications when parents have a concern by site administrators. The District is also committed to partnering with community groups with regard to campus use so that the sites feel inclusive of all."	"The District has been committed to building a strong partnership and collaboration with our parent groups: Copperopolis PTC and Mark Twain Badger Boosters. Teachers and staff are working to attend these group meetings to enhance collaboration and support. The District is committed to the growing population of our ELL families and our Foster-Homeless Youth, one way in which this is being done is promoting the school garden as a community inclusive space became of focal point of our ELL families and our students experiencing homeless in the Spring of 2022 and just received a grant for the 2022-2023 of that work."	Copperopolis continued to solidify their Tier 2 program with all students participating. For afterschool SPEL was 23 students participating; Mark Twain was able to put together SPEL for the last trimester of this year with 45 students participating. They will be working on Tier 2 during the school year for grades 1 - 3 in the coming year. They were able to do ABC Bootcamp with Kinders	The area of focus is to improve Tier 1 and Tier 2 supports for children by understanding and engaging in building a strong MTSS foundation. The district is committed to having collaboration time committed to data-driven planning and intervention. The district is committed to providing strong instruction with the new curricular adoptions and implementing with fidelity.	"The district is implementing their Extended Learning Opportunities after-school program specifically to engage our underrepresented families. Both schools have hired leaders to begin in October, 2023. The District encouraged a parent to become involved with our SELPAs Community Advisory Committee as the District's parent representative."	"A strength that the district has is that our Board has a policy review committee where they diligently seek input to decisions, most recently on the grading policy and dress code. The District holds Town Hall meetings multiple times per year on topics such as safety and facility improvement. Both sites have active parent groups and working site councils. The district also participates in surveys to gain input. Recently the Board which had abandoned having ZOOM as an option for Board meetings, has reinstated the ZOOM option to encourage participation in decision-making."	"Communication is always an area needing improvement and balancing when parents are available for input and how that matches the staff availability. The greatest area of focus is being accessible both with regard to time, providing multiple avenues, and also welcoming to those who do come forward with input that may be contrary to the hoped agenda."	"The district is building and improving its practice in providing information in all home languages as a regular and seamless practice. Recently the district initiated that our ELL paraeducator attend the ELAC/DLAC meetings for better translations. This needs to be a regular practice in all meetings. Administration need to make a concerted effort to connect with our homeless and foster youth families and extended families - going to them, whenever possible until they feel confident and welcome participating more fully."	4	3	3	3	3	3	3	4	4	4	3	4	Not Met	10/13/2022	2022
49708050105890	Mark West Charter	3	"The success of our learners depends upon the depth of relationships and collaboration between our students, their families, and our school staff.  Our LEA has made it a priority to consistently work to foster and develop these relationships.  One of the ways we develop and continue to make progress in this area is by providing opportunities for families to engage and participate in a variety of ways.  As an LEA focused on continuous improvement, we actively seek out feedback and obtain input for all of our families and in many different areas such as academics, wellness, and engagement.  One method we utilize are surveys that specifically ask our families for input regarding what successful engagement practices we can use to work together to support student learning in class and at home.  In addition, we collect feedback regarding ways to improve how we inform families.  Our modes of communication have expanded to allow for multiple methods of obtaining information such as social media, websites, email, school messengers, and education apps.  Staff work hard to have open communication and strong relationships.  One family in our district described it as a ""family"" feeling.  This is another strength of our district that we take pride in along with our resilience and ability to rebound from natural disasters and the pandemic."	"Gathering input from our educational partners led to the development of our LEA's Strategic Plan.  As a result of analyzing this input in addition to examining local data, a committee of educational partners that included parents and families developed recommendations.  One area of focus that demonstrates our commitment to the relationships between school staff and families is engagement.  Although our LEA does possess many strengths in this area, families have shared areas that we can make improvement such as increasing consistency in our communication.  For example, using consistent apps.  Families also expressed a desire to learn more about strategies they can utilize to help and support their students.  Specifically, we received feedback about the usefulness of videos parents could use or watch to help with such subjects as math in both English and Spanish.  Another way of improving and increasing engagement would be to have more family nights now that health guidelines are allowing for more in person events.  By increasing engagement in our LEA, we will improve and strengthen our relationships with our families."	"Our  LEA will improve engagement of underrepresented families that were identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by examining our engagement strategies, increasing our learning of equity related issues and focusing on continuous improvement through an equity lens.  We have reflected on the input from our Spanish speaking families.  While they report many positive feelings and thoughts related to their children's school experience, there is work to be done to build and strengthen these relationships.  One way that we fill better foster these relationships with underrepresented families is to welcome and engage them as soon as they join our district, e.g. Kindergarten.  Our LEA will review and revise when necessary our mission and vision statements, policies and procedures, as well as communication methods to ensure that we have inclusive practices through the school system.  Lastly, we continually participate in professional learning that focuses on equity.  One resource our LEA will be learning from is a Family Engagement Toolkit.  We will begin to implement more and more of the suggested strategies from this equity focused resource."	"When families, community members, and schools form partnerships in which each benefits from and supports the others.  Trusting community partnerships are fostered and support student outcomes.  Our LEA possesses strengths in this area including engaging with our community.  For example, we created a Strategic Planning Committee inclusive of staff, families, and community members.  This partnership was focused on identifying recommendations gathered throughout the MWUSD engagement process and preparing an advisory planning report that guided the identification of five strategic priorities that drive improvement.  These five strategic priorities: 1) Student Achievement, Programs, and Opportunities; 2) Student Well Being; 3) Professional Growth and Positive Staff Culture; 4) Parent and Community Involvement; and 5) Financial Sustainability.  Clear priorities are a strength that allows our LEA to improve student outcomes.  These priorities were developed through the partnerships we have built through the Strategic Planning process."	"The LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes, which is based on the analysis of our educational partner input and local data, consists of engaging in the process of continuous improvement through a four phase cycle.  The phases include Plan, Do, Reflect, and Adjust.  A team of educational partners will work on building capacity for educators, families, and community partnerships.  Furthermore, while we have strengths in one of the two critical dimensions of family engagement and building partnerships, which is building trusting relationships,  an area of improvement will be to ensure that as we make our connections with education partners, including family engagement activities, that they are linked to our students' learning.  Specifically, our engagement activities will be aligned with our district goals for student outcomes and help families to provide support at home for learning.  One of our LEA goals will be to have educators and partners such as family leaders collaboratively plan for interactive opportunities such as trainings for family members to support student outcomes and allow for opportunities to dialogue and to develop skills and knowledge."	"In relation to Building Partnerships for Student Outcomes, our LEA will improve engagement of underrepresented families identified during the self-reflection process including families of our Multilingual Learners, students receiving special education services, and students with low socioeconomic backgrounds.  In order to improve our engagement, we will examine and utilize several of the tools and strategies outlined in the California Department of Education's Family Engagement Toolkit: Continuous Improvement through an Equity Lens.  One such strategy is the development of  a district family engagement team that includes parent leaders from a variety of student groups including underrepresented families.  This family engagement team could participate in gathering further data, especially from the families of our Multilingual Learners, students receiving special education services, and students with low socioeconomic backgrounds that provide information about their strengths and challenges.  Upon learning and understanding these families, our LEA will implement an assets based approach that builds upon existing strengths within our families and within our LEA.  Further, our LEA can use this information to identify opportunities to partner with community-based organizations and promote equitable opportunities for all students.  In addition, our district will be participating in the Expanded Learning Opportunities Program (ELO-P) for afterschool and summer school enrichment programs for kindergarten (including transitional kindergarten) through 6th grade.  Our LEA will work towards offering a comprehensive after school and intersessional expanded learning opportunities to all of our unduplicated students, which includes Low Income (measured by Free/Reduced Lunch eligibility), English Learner, and Foster Youth.  The Expanded Learning Opportunity Program (ELO-P) involves partnering with outside organizations within our community."	"Engaging with educational partners to gather input and feedback is only one part of the process to ensure strong, trusting relationships.  It is equally important to allow their voices to be part of our LEA's decision making process.  Our current successes and progress in this area provide a good foundation for us to build upon as an LEA that is focused on continuous improvement.  Based on our educational partner input and local data, it is evident that we have strong advisory groups and processes that allow for principals, staff, families, and community members to participate in the process of decision making.  Examples of our advisory groups include School Site Council (SSC), District English Language Advisory Committee (DELAC), and Parent/Teacher organizations.  Every three to five years, our LEA participates in a Strategic Planning process that includes a committee representative of all of our educational partners that participate in the decision making process of developing the goals and objectives that prioritize and focus our work in improving student outcomes for all of our learners."	"Our LEA is committed to reviewing the input received through our local measures and educational partner input to examine and identify areas for improvement.  When specifically determine areas of focus to improve ways we seek input for decision making, our LEA found that there is progress to be made in how often we are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  Specifically, during the strategic planning process when we actively engaged our educational partners, our LEA received feedback related to community events.  For example, while we do often have parent workshops, a desire for more family nights in the areas of technology, mathematics, and reading was expressed.  Now that health guidelines are allowing more in person events, this will be an area of focus for our LEA that is directly related to information gathered from our educational partners."	"Creating an environment that builds trusting relationships for all families is an ongoing process throughout every school year.  Our first priority will be to work on identifying who our underrepresented families are and building our capacity to support our educators to learn more about these families.  Part of this process will be reflecting and gathering information pertaining to which families are participating in family engagement activities and decision making opportunities such as advisory committees.  Our LEA will work to have conversations and seek information around equity from our educational partners that allow us to listen to the experiences of our families and plan targeted outreach.  In order to build our educators' capacity we will work to ensure that we have informational materials in multiple languages.  It will also be important to examine how easily the terminology can be understood by our underrepresented families and explain acronyms as well as avoid jargon that is typically used by educators.  provide professional learning opportunities to all staff that incorporate cultural responsiveness, and provide our site administrators with strategies for engaging diverse families.  In addition, we will continue to engage with our families and dialogue about our program options for our multilingual learners including our reclassification process and goals for English language acquisition.  Lastly, we will work to ensure that our staff and all families know what they can do if they want more information, who to talk to if they have questions, and ways to engage, participate, and become more involved if they wish to do so in our LEA.  Our LEA believes these efforts will strengthen the ties in our community especially with our underrepresented families and lead to higher levels of student achievement."	5	4	4	3	4	3	4	4	4	4	4	3	Met	6/9/2022	2022
49708050000000	Mark West Union Elementary	3	"The success of our learners depends upon the depth of relationships and collaboration between our students, their families, and our school staff.  Our LEA has made it a priority to consistently work to foster and develop this relationships.  One of the ways we develop and continue to make progress in this area is by providing opportunities for families to engage and participate in a variety of ways.  As an LEA focused on continuous improvement, we actively seek out feedback and obtain input for all of our families and in many different areas such as academics, wellness, and engagement.  One method we utilize are surveys that specifically ask our families for input regarding what successful engagement practices we can use to work together to support student learning in class and at home.  In addition, we collect feedback regarding ways to improve how we inform families.  Our modes of communication have expanded to allow for multiple methods of obtaining information such as social media, websites, email, school messengers, and education apps.  Staff work hard to have open communication and strong relationships.  One family in our district described it as a ""family"" feeling.  This is another strength of our district that we take pride in along with our resilience and ability to rebound from natural disasters and the pandemic."	"Gathering input from our educational partners led to the development of our LEA's Strategic Plan.  As a result of analyzing this input in addition to examining local data, a committee of educational partners that included parents and families developed recommendations.  One area of focus that demonstrates our commitment to the relationships between school staff and families is engagement.  Although our LEA does possess many strengths in this area, families have shared areas that we can make improvement such as increasing consistency in our communication.  For example, using consistent apps.  Families also expressed a desire to learn more about strategies they can utilize to help and support their students.  Specifically, we received feedback about the usefulness of videos parents could use or watch to help with such subjects as math in both English and Spanish.  Another way of improving and increasing engagement would be to have more family nights now that health guidelines are allowing for more in person events.  By increasing engagement in our LEA, we will improve and strengthen our relationships with our families."	"Our  LEA will improve engagement of underrepresented families that were identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by examining our engagement strategies, increasing our learning of equity related issues and focusing on continuous improvement through an equity lens.  We have reflected on the input from our Spanish speaking families.  While they report many positive feelings and thoughts related to their children's school experience, there is work to be done to build and strengthen these relationships.  One way that we fill better foster these relationships with underrepresented families is to welcome and engage them as soon as they join our district, e.g. Kindergarten.  Our LEA will review and revise when necessary our mission and vision statements, policies and procedures, as well as communication methods to ensure that we have inclusive practices through the school system.  Lastly, we continually participate in professional learning that focuses on equity.  One resource our LEA will be learning from is a Family Engagement Toolkit.  We will begin to implement more and more of the suggested strategies from this equity focused resource."	"When families, community members, and schools form partnerships in which each benefits from and supports the others.  Trusting community partnerships are fostered and support student outcomes.  Our LEA possesses strengths in this area including engaging with our community.  For example, we created a Strategic Planning Committee inclusive of staff, families, and community members.  This partnership was focused on identifying recommendations gathered throughout the MWUSD engagement process and preparing an advisory planning report that guided the identification of five strategic priorities that drive improvement.  These five strategic priorities: 1) Student Achievement, Programs, and Opportunities; 2) Student Well Being; 3) Professional Growth and Positive Staff Culture; 4) Parent and Community Involvement; and 5) Financial Sustainability.  Clear priorities are a strength that allows our LEA to improve student outcomes.  These priorities were developed through the partnerships we have built through the Strategic Planning process."	"The LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes, which is based on the analysis of our educational partner input and local data, consists of engaging in the process of continuous improvement through a four phase cycle.  The phases include Plan, Do, Reflect, and Adjust.  A team of educational partners will work on building capacity for educators, families, and community partnerships.  Furthermore, while we have strengths in one of the two critical dimensions of family engagement and building partnerships, which is building trusting relationships,  an area of improvement will be to ensure that as we make our connections with education partners, including family engagement activities, that they are linked to our students' learning.  Specifically, our engagement activities will be aligned with our district goals for student outcomes and help families to provide support at home for learning.  One of our LEA goals will be to have educators and partners such as family leaders collaboratively plan for interactive opportunities such as trainings for family members to support student outcomes and allow for opportunities to dialogue and to develop skills and knowledge."	"In relation to Building Partnerships for Student Outcomes, our LEA will improve engagement of underrepresented families identified during the self-reflection process including families of our Multilingual Learners, students receiving special education services, and students with low socioeconomic backgrounds.  In order to improve our engagement, we will examine and utilize several of the tools and strategies outlined in the California Department of Education's Family Engagement Toolkit: Continuous Improvement through an Equity Lens.  One such strategy is the development of a district family engagement team that includes parent leaders from a variety of student groups including underrepresented families.  This family engagement team could participate in gathering further data, especially from the families of our Multilingual Learners, students receiving special education services, and students with low socioeconomic backgrounds that provide information about their strengths and challenges.  Upon learning and understanding these families, our LEA will implement an assets based approach that builds upon existing strengths within our families and within our LEA.  Further, our LEA can use this information to identify opportunities to partner with community-based organizations and promote equitable opportunities for all students.  In addition, our district will be participating in the Expanded Learning Opportunities Program (ELO-P) for afterschool and summer school enrichment programs for kindergarten (including transitional kindergarten) through 6th grade.  Our LEA will work towards offering a comprehensive after school and intersessional expanded learning opportunities to all of our unduplicated students, which includes Low Income (measured by Free/Reduced Lunch eligibility), English Learner, and Foster Youth.  The Expanded Learning Opportunity Program (ELO-P) involves partnering with outside organizations within our community."	"Engaging with educational partners to gather input and feedback is only one part of the process to ensure strong, trusting relationships.  It is equally important to allow their voices to be part of our LEA's decision making process.  Our current successes and progress in this area provide a good foundation for us to build upon as an LEA that is focused on continuous improvement.  Based on our educational partner input and local data, it is evident that we have strong advisory groups and processes that allow for principals, staff, families, and community members to participate in the process of decision making.  Examples of our advisory groups include School Site Council (SSC), District English Language Advisory Committee (DELAC), and Parent/Teacher organizations.  Every three to five years, our LEA participates in a Strategic Planning process that includes a committee representative of all of our educational partners that participate in the decision making process of developing the goals and objectives that prioritize and focus our work in improving student outcomes for all of our learners."	"Our LEA is committed to reviewing the input received through our local measures and educational partner input to examine and identify areas for improvement.  When specifically determine areas of focus to improve ways we seek input for decision making, our LEA found that there is progress to be made in how often we are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  Specifically, during the strategic planning process when we actively engaged our educational partners, our LEA received feedback related to community events.  For example, while we do often have parent workshops, a desire for more family nights in the areas of technology, mathematics, and reading was expressed.  Now that health guidelines are allowing more in person events, this will be an area of focus for our LEA that is directly related to information gathered from our educational partners."	"Creating an environment that builds trusting relationships for all families is an ongoing process throughout every school year.  Our first priority will be to work on identifying who our underrepresented families are and building our capacity to support our educators to learn more about these families.  Part of this process will be reflecting and gathering information pertaining to which families are participating in family engagement activities and decision making opportunities such as advisory committees.  Our LEA will work to have conversations and seek information around equity from our educational partners that allow us to listen to the experiences of our families and plan targeted outreach.  In order to build our educators' capacity we will work to ensure that we have informational materials in multiple languages.  It will also be important to examine how easily the terminology can be understood by our underrepresented families and explain acronyms as well as avoid jargon that is typically used by educators.  provide professional learning opportunities to all staff that incorporate cultural responsiveness, and provide our site administrators with strategies for engaging diverse families.  In addition, we will continue to engage with our families and dialogue about our program options for our multilingual learners including our reclassification process and goals for English language acquisition.  Lastly, we will work to ensure that our staff and all families know what they can do if they want more information, who to talk to if they have questions, and ways to engage, participate, and become more involved if they wish to do so in our LEA.  Our LEA believes these efforts will strengthen the ties in our community especially with our underrepresented families and lead to higher levels of student achievement."	5	4	4	3	4	3	4	4	4	4	4	3	Met	6/9/2022	2022
43693936046619	Marshall Lane Elementary	3	"CUSD families appreciate communication from school to home, especially SeeSaw, ParentSquare, and Zoom, the relationships that schools have established, and the ways out of school programs and Expanded Learning enhance these connections. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home."	"Covid has had a direct impact on building relationships, especially with regard to limiting opportunities for in person events and activities. Families seek a return to in person interaction, recognizing the positive impact this has on participation at school. In addition, there is a desire to clarify and refine information flow so families know what to expect and where to find the most current information."	"CUSD schools will work to increase in person events where safe and feasible, and to learn from families the best times and ways to connect. On campus events are seen as powerful ways to engage with and recruit families to play a larger role in the school community and sites will continue to use Community Liaisons as families consistently cite their positive impact."	"CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. Conferences, along with the welcoming environments at schools, make families feel comfortable when reaching out to their student’s school. Outside of these structures, families cited the different resources used to share information about student progress as an area of strength, including report cards, attendance notifications, and i-Ready reports. Out of school events such as math nights are also seen as a strength, and many families look forward to an increase of on campus events in the coming year."	"CUSD continues to see the need for in person connection, both formal and informal, as central to improving home and school partnerships to support student outcomes. Streamlining and clarifying methods of communication was also noted as an area for improvement, as was a desire to offer more training to staff and the possibility of increasing the frequency of existing meetings like ELAC."	"CUSD schools have a strong desire to conduct in person, face to face outreach, a theme that is central across all areas of family and parent engagement. Schools will work to target outreach and learn from families their preferred method and frequency of engagement to ensure increased alignment."	"Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to determine areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee."	"While there is appreciation for remote meetings and the flexibility they provide, schools have seen a drop in participation and membership in committees. In addition, following results from our Family Satisfaction survey, we are committed to being more transparent with regard to district funding."	"CUSD continues to work to empower families to become school leaders, and remains committed to responding to input gathered in all settings. In 2021.2022, the Parent/Caregiver Satisfaction Survey was taken, and results shared out across the Campbell community. Responses from this survey drive our work for 2022.2023 and support our efforts to better engage with and be responsive to underrepresented families. As noted above, part of this work includes increased communication and information regarding use of funding allocations at the district level."	4	4	4	5	4	5	4	4	4	4	4	4	Met	6/23/2022	2022
07617390000000	Martinez Unified	3	"Martinez Unified School District administered the California School Parent Survey by CalSCHLS in 2021-22. We had 672 parents participate in the survey (373 from Elementary, 137 from MS, and 161 from High School). Of the parents who responded, 50% of the parents identified as White, 13% Two or More Races, and 14% Hispanic or Latinx. 2% indicated their students were in EL program and 18% indicated their student had an IEP.  Just as in past years, MUSD continues to promote and encourage parent participation both in and out of the classroom. MUSD has created ongoing opportunities for engagement and means of disseminating information via ELAC/DELAC and a Parent Engagement Calendar that is frequently updated for district events and is available in both English and Spanish. MUSD will also encourage an increase in parent response rate through alternate communication tools, such as Robo Calls, Newsletters, and Family Liaisons, to ensure the results represent the largest amount of educational partner voice possible.  We also have parents participate in various district committees, such as Curriculum Advisory Council (CAC). This committee meets a minimum of four times a year to review and make recommendations regarding curriculum and new courses. This process includes access and equity for our diverse populations and student needs. Parents participate in our LCAP Executive Advisory Committee (EAC) and were integral members in the drafting of our three-year LCAP. MUSD also engages parents via the MUSD Budget Advisory committee and Safety Committee, parent membership and participation are a critical component to the makeup of these committees. LEA, the community, and parent members activity review, collaborate, and advise on budgetary and safety programs. This includes analyzing local data to determine successes and gaps in programs. These committees meet several times a year.  For the 2022-23 school year, MUSD will be expanding our Equity Committee to ensure we are engaging our underrepresented families in the needs of their students, as we see a need to ensure this parent voice is heard."	"For the past few years, MUSD has funded two bilingual Family Liaison positions to support and build parent partnerships for student outcomes. We value the partnership between home and school and believe this connection is essential to the success of our students. Our  Family Liaisons support all seven school sites with school/parent communication (i.e., flyers, newsletters, websites, Robo-Calls, and individual phone calls). They are also available to translate at parent-teacher conferences, IEPs, school-sponsored parent events, such as Open House, Back to School Nights, and Parent Ed.  Family Liaisons have been an integral piece of our ELAC/DELAC committees. They support with translation, as well as encourage families to attend. Through our ELAC/DELAC committees, MUSD provides parents with training and information regarding how to parents can collaborate with the school to support their child. We offer information and support in transition between levels (elementary to middle and middle to high), college visits, how to navigate A-G requirements, Reclassification, etc.  PTA is a strong supporter of MUSD schools and will collaborate with school sites to provide timely and relevant parent education opportunities, as well as host Family Nights to encourage all parents to connect with the school community. MUSD hosts parent information nights such as How to Address Vaping, Supporting your Digital Citizen and Digital Safety Trainings, and College and Career Nights."	"MUSD provides multiple opportunities for parent and stakeholder engagement. This invitation to participate and collaborate in school and district decision-making committees is made to all families, including underrepresented families, and has used multiple communication methods to capture a wide parent audience. MUSD recognizes not all our underserved families use email, and many prefer paper flyers, text (Remind App) and Robo-Calls. These are some of the many ways we communicate with our underserved population to encourage input and involvement. We also offer meetings at varying times, mornings, afternoons and evenings, to capture as many stakeholder voices as possible. In addition to the California School Parent Survey given to all 5th, 7th, 9th, and 11th grade parents, MUSD also administers an annual parent survey via the LCAP advisory committee as another avenue to capture decision-making input from parents. This survey is available in English and Spanish.  Parents are vital members in the following site and district level decision-making committees; LCAP Executive Advisory, Safety Committee, Curriculum Advisory Committee, ELAC/DELAC, Budget Advisory, Master Facilities Planning, and School Site Councils. MUSD’s Superintendent also visits PTA meetings regularly to provide important information and gather parent feedback for decision-making. MUSD will continue to utilize multiple communication tools to engage underrepresented families."							4	4	3	5	4	3	4	4	5	4	4	4	Met	6/27/2022	2022
49402466051932	Mary Collins Charter School at Cherry Valley	3	Districtwide: 79% of families report that teachers treat families with respect 82% of families report that they feel comfortable approaching teachers about their child's progress	Districtwide: 74% of families report that administrators treat families with respect 74% of families report that they feel comfortable approaching the administration about their concerns 78% of staff feel comfortable speaking honestly to families about their child's progress	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  The district will also support site administration with development of the Single Plans for Student Achievement and including families in the process.	Districtwide: 68% of families report that they receive regular feedback about their child's progress.	Districtwide: 67% of families report that they receive the guidance necessary to help their child succeed.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings. The LCAP Committee gave positive feedback on the parent panel which will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. Continue to utilize DELAC to engage with families of English Learners. Development and implementation of the EL Master Plan to support EL students and another avenue to engage with families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	Districtwide: 58% of families report that they are included in planning school activities.	Districtwide: 43% of families report that they are empowered to play a meaningful role in decision making at their school.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings. The LCAP Committee gave positive feedback on the parent panel which will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	1	3	3	4	1	4	4	4	2	2	3	3	Met	6/28/2022	2022
58727360000000	Marysville Joint Unified	3	"MJUSD is committed to creating an environment where our school staff and families have a rich and positive experience. This year, MJUSD has provided support to sites by hiring additional staff to help bridge the communication between school and home. MJUSD has provided outreach consultants, attendance clerks, and EL facilitators for schools to help facilitate conversations with parents. In addition, MJSUD has collaborated with Parent Institute for Quality Education to support positive parent engagement for our English Learner families. We also continue to use Aeries communication to ensure that our families are getting timely messages. MJUSD continues to provide a district translator to support the translation needs across the district."	"MJUSD provides professional development to support the communication between school and home. Training has been provided in all schools for PBIS, which addresses school climate and parent engagement. In addition, we have provided training in our SST process to ensure parents are involved in the academic, social, and physical needs of their students. As for services to support parents, we will continue to expand our parent institutes to help foster a positive relationship between home and school by supporting parents in gaining knowledge on how to best support their students."	"MJUSD is committed to meeting the needs of our underrepresented families. With the investment of Outreach Consultants (ORC) and EL facilitators, we have intentional support for our English Learners, Low SES, and Foster students. The ORCs and EL Facilitators play a pivotal role in the communications between school and home. For our students that have significant attendance issues that require involvement with SARB, we provide a SARB clerk to help organize and maintain the records for the process and communicate to families. Our office staff is trained yearly on the registration requirements for Foster students and our records in Aeries are monitored to ensure we are providing our foster students with everything that they need. The addition of nurses and health aides in our schools has also played a significant role in addressing the health needs of our underrepresented families and the resources for families. MJUSD also provides Spanish translations across the district. This includes translations for IEP, district newsletters, phone calls, and parent meetings."	"MJUSD is committed to supporting our educational partners to support student outcomes. We have invested in our schools by hiring outreach consultants, attendance clerks, school counselors, SARB clerk, and EL facilitators. These positions were designed to help bridge the communications between home and school. In addition to the home-to-school communications, these positions are designed to have an intense focus on student academic data as well as other identified needs for our students."	"MJUSD continues to work towards building our educational partners to support student outcomes. We continue to provide professional development for outreach consultants, attendance clerks, school counselors, and EL facilitators. These professional developments include training in Beyond SST, RawWee attendance, data monitoring in ELLevation for our EL students, and 504 training. Our teams will also continue to have regular meetings with the PBIS/MTSS Coordinator and the Director of Discipline and Attendance throughout the school year for guidance and support."	"MJUSD continues to build relationships with educational partners for positive student outcomes for our underrepresented families. For our English Learners, we have EL facilitators who monitor student data using ELLevation and ensure our qualifying students are reclassified. Our Low SES and foster students are supported through our attendance clerks, PBIS/MTSS, and outreach consultants. Our programs, such as RawWee and Beyond SST, are designed to help staff monitor the data to help intervene quickly."	"MJUSD has sought input from our educational partners in a variety of ways. MJUSD increased the number of district advisory committees such as our District Advisory Committee (DAC) and District English Learning Advisory Committee (DELAC) during the 2021-22 school year. This allowed families to have direct communications with district leaders. In addition, the superintendent created a Superintendent advisory panel that includes parents, community leaders, business partners, and local college representatives. MJUSD has also started developing a three-year strategic plan to be implemented in the 2022-23 school year."	"Although MJUSD increased the communication between educational partners and district-level leadership through various committee work, MJUSD will work on expanding our communications with more parents by working closely with schools. MJUSD district-level staff will start to collaborate with school site council meetings, and parent engagement nights, and be present at school activities. This will allow district leaders to be available to more parents across the district."	"MJUSD continues to seek ways to include our underrepresented families in decision-making. We currently seek input from our English Learner families through our DELAC meetings. During these meetings, we ask questions to help us understand the needs of our families. With our district translator, we are able to ensure all of our communications are available in Spanish. Our DAC meetings support the decision-making of our Low SES and Foster families by allowing the representatives to have direct communication with district-level leaders. The Outreach Consultants also are used to help facilitate conversations that allow MJUSD to understand the needs of our community."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/28/2022	2022
19647330126136	Math and Science College Preparatory	3	"At Math and Science College Preparatory we believe that parent engagement is critical for student success. To meet the needs of our parent community we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes but is not limited to parent conferences, IEP meetings, SSC meetings, open house, and Coffee with the Principal. In addition, to support our staff with parent engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral difficulties."	"Math and Science College Prep continues to ask family members for input on which workshops and additional offerings would be beneficial. An area for growth is to continue to build partnerships with families to increase parent engagement in school wide committees and workshops on how to support student success at home. Our Parent Advisory Committee focuses on engaging with families of our multilingual learners in order to help them support the success of their student, prepare for ELPAC and understand the assessments that are given."	"As an organization, STEM Preparatory Schools has a mission to disrupt the status quo by getting students of color into STEM fields. One of the ways we do this is through family STEM events, connecting our students and families with our staff by providing an opportunity for them to engage in enrichment activities together. Additionally, family communication is sent out every month and families are invited to provide feedback for workshops and other school-related offerings. School Site Council allows for families to actively participate in the decision making process of MSCP."	"A large focus of Coffee with the Principal, which occurs monthly, is training parents/guardians on how to support their students. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance as well as our philosophy on continuous learning. In addition, to help parents/guardians support their students’ through the college application process we host trainings on applications and financial aid. Each year the school holds parent conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes."	"MSCP's focus is to disrupt the status quo by getting more minorities into the fields of STEM, MSCP will cultivate a joy for learning where students want to be and embrace their potential as STEM professionals. As an MSCP family, adults across our community will use their love and faith in students to celebrate and nurture their abilities in STEM, which will prepare our students for their future endeavors as agents of change."	"MSCP Expanded Learning Opportunities Program focuses on creating enriching, engaging opportunities for STEM Prep students outside of the regular school day and increasing student achievement. Through our partnership with Think Together our goal is to implement high-quality, student-centered before school, after school, summer and intersession programs that comply with all state and/or federal grant funding requirements."	"MSCP provides summer and quarterly professional development for teachers and principals that improve our capacity to partner with families. Families are provided opportunities to provide input on policies and programs through participation in the Parent Advisory Committee, School Site Council and English Learner Advisory Council."	"MSCP  understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents are asked to complete an annual parent survey. The data collected will help us understand our parents' perspectives and respond to their needs and expectations."	"MSCP has developed a range of supports for students with additional needs, as recommended by various surveys, task groups, and parent advisory groups to support students with exceptional needs, who are in foster care, are linguistically diverse, and those experiencing homelessness. Our Restorative Justice Coordinator helps monitor the needs of students and families to overcome barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/5/2022	2022
12753820000000	Mattole Unified	3	"Mattole USD provides opportunities for in-depth, parent-teacher trimester conferences two times a year. Teachers and administrators provide parents with email updates about their schools and classes on a regular basis.  Parents are encouraged to volunteer in numerous ways including in the classrooms, the gardens, as chaperones, as guest lecturers and as assistants with school events and performances. Strengths include distribution of annual parental notifications at enrollment, procedural safeguards provided to families at IEP and 504 meetings, the Mattole USD Handbook, teacher syllabi, the Weekly News, surveys, email announcements, school social media pages, and the district web-site."	"Through our strongly established Multi-tiered Systems of Support, School/District-wide PBIS, Restorative Practices and trauma-informed teaching practice programs we strive to continuously improve our relationships between school staff, students and families. We will focus on creating additional opportunities for families to provide feedback for continuous improvement."	"Mattole USD will continue our work in diversity, equity, and inclusion in order that we may strengthen relationships between staff, students and families. During the 2022-2023 school year parent workshops will be offered in addition to numerous and various types of community meetings such as in person round table discussions and virtual town hall meetings.  Community dinners and potlucks combined with student performance events are planned to further develop a strong sense of togetherness and inclusion."	"We value family engagement and partnerships and seek input and feedback in many ways in order to gain insight into the needs of our students.  Mattole USD utilizes Site Council meetings at all three schools, and various district town hall and round table meetings throughout the school year in order to discuss and develop the district LCAP, School Plans for Student Achievement and Comprehensive School Safety Plans. Surveys from students/staff/parents are administered to seek feedback about our academic programs."	"Parents need to continue to receive timely and ongoing communication in various formats regarding school schedules, meetings, programs and events. All schools need strong community partnerships and community member involvement to promote student engagement. Our community is strengthened when community members have the opportunity to participate in two-way partnerships with our schools. The District will continue to refine our communication protocols and methods for families to seek support. We will ensure that we follow up with families who don't attend scheduled meetings to determine if there may be other ways and times that we may provide for them to meet."	"Mattole USD will leverage multiple technology solutions, social media venues, and newsletters to inform parents, promote involvement, and solicit input especially towards underrepresented families. The anticipated immediate impact on practices will be the presentation of timely and accurate information for parents on the District website, school/classroom websites, and technology/social media platforms."	"Mattole USD provides multiple opportunities throughout the school year for seeking family input for decision making at both school site and district levels. The District focuses on utilizing a three-phase process for gathering input from stakeholders for plans such as the district LCAP and school SPSAs. The first phase focuses on sharing information about prior plans and the development process for plans, the second phase focuses on gathering input around needs, goals and actions and the third phase focuses on the review and approval of draft documents."	"During the 2021-2022 school year a strong emphasis was placed on seeking input from staff, parents and students for decision making and planning.  Valuable input and suggestions indicated a need and desire for more arts, music, and sports opportunities, educational field trips, more variety of electives offered, increased access to STEM/STEAM, more hands-on projects, more differentiated instruction for low and high learners, social and emotional support, and additional after school and summer programs. We will continue to ensure that there are multiple means and manners for our stakeholders to learn, discuss and offer input and feedback through meetings/forums (both in person and virtual), and written surveys distributed both online and on paper."	Mattole USD will improve engagement of underrepresented families by providing information in a format and language that is understandable and accessible. We will ensure that meetings and events are scheduled with flexible options and various times so that they are available to all.	5	4	4	4	4	4	4	4	5	4	4	4	Met	6/23/2022	2022
06616060000000	Maxwell Unified	3	Communication between families and educators is a strength as the school sites are available to all in the community at all times.  We pride ourselves in working closely with the community and engaging the entire community in the school.  This will continue to be a focus area for the district.	The district will continue to use their messaging system that utilizes phone messages and emails.  Communication to parents when students are failing is an area of improvement that is needed. The district is looking to add text communication to the platform and will be looking to upgrade the platform.	Underrepresented families will have the opportunity to engage with their students progress through AERIES.  Personal outreach will be made to invite these families in to show them how to setup the portal.  Home visits will also be made to help strengthen the bond between school and home.	District is working to provide professional learning and support to teachers and principals to improve learning and partner with families.	The district will continue to support teachers and principals through professional development to encourage a home to school partnership.  In addition staff will be trained on resources that are available to students and families outside of the school setting.	The district will consider providing food and childcare to entice families to participate in trainings and parent meetings.	The district has translation available at each meeting or parent night so that parents can participate and feel welcome.  Meetings are offered at different times of the day to accommodate different schedules.	Working on providing translation at back to school nights so that families can learn how to support their students.	Extending personal invitations to parents of underserved students would help to increase parent participation.	3	3	3	3	3	3	4	4	4	4	4	4	Met	6/23/2022	2022
13631800000000	McCabe Union Elementary	3	"In order to increase communication and understanding between the school and home, information is provided to parents through digital flyers, notices, and pamphlets emailed through the Parent Square platform. News and other important events are also posted on the McCabe Website and electronic marquee. Teachers use email and Parent Square, and class websites to communicate with their students' parents.  Back-to-School Night is held in August and Open House in May. These events provide opportunities for parents and the community to visit the school and be part of the programs sponsored by the PTO."	"The focus areas in building relationships between school staff and families is enhancing and expanding on events for parents that support students in academics, CTE, social-emotional learning, the school's Leader in Me Program, and technology training for the district's endorsed parent communication tool, Parent Square."	"Improved engagement of underrepresented families will be provided through targeted evening parent presentations to inform and seek input from English Learner, and Students with Disabilities subgroups. A series of Lunch on the Lawn events will be calendared throughout the year to further build relationships with our parent community."	"Current strengths and progress in building partnerships with McCabe families represents an important strategy in promoting student achievement. Teachers, office staff, and administrators keep parents informed as to student progress and attendance. The curriculum for the core subject areas of English Language Arts, Mathematics, History/Social Science, and Science includes a digital component with resources and translation options for families to access from home. In addition to quarterly report cards, mid-quarter progress reports are sent out. Parents with fourth through eighth grade students are able to monitor their child’s academic progress through a web-based parent portal. The School Site Council (SSC) and the District English Language Advisory Committee (DELAC) continue to provide more opportunities for parent participation in the school, and for parent voice in the decision making process related to improving student outcomes."	"A focus area for improvement in building partnerships for student outcomes will include parents participating in campus events.  Many McCabe parents like to take an active part in the school by volunteering to help in the classroom and with programs such as the Halloween Carnival, the See’s Candy fundraiser, McCabe Olympics, upper grade athletics, field trips, eighth grade trip, sixth grade camp program, and school projects. During November of each year, formal conferences are scheduled for every student’s parents. These conferences continue to be highly successful in providing communication and registering concerns about each child’s progress and educational opportunities and programs for which they may be eligible."	"This year the district will expand targeted outreach to parents of underrepresented subgroups through informational evening meetings, Parent Square, our ELOP program, and parent trainings."	"The district has compiled strong advisory groups (e.g. PTO, SSC, DELAC, LCAP) that meet regularly to review policies, programs and progress monitoring. Staff and parents are well-informed, and are encouraged to provide input and recommendations in decision making. A stakeholder survey is issued annually seeking parent input on the effectiveness of school programs and suggestions for areas of improvement."	"A primary focus for the district is improving the engagement of underrepresented families. A fall and a spring meeting are calendared for specific targeted subgroups, with strategic layers of outreach to families. We will continue to provide survey opportunities for parents that prefer written input."	"This year the district will expand targeted outreach to parents of underrepresented subgroups through informational evening meetings, Parent Square, our ELOP program, and parent trainings."	5	5	5	5	4	4	5	4	4	4	4	4	Met	6/14/2022	2022
15739080000000	McFarland Unified	3	"All sites are now implementing Parent Square, which is a communication platform, and have nearly 99% of our families connected. Our schools all have active school site councils, ELAC committees, and regularly hold family events such as family picnics, STEAM nights, etc.."	"We want to improve in 2 areas: 1) On our annual survey we want to see all parents indicate that teachers take time to discuss the progress of their child, and 2) On our annual survey we want to see all students respond that they look forward to coming to school each day. We believe that continually working on making our campuses positive environments and being visible at community events, we can make even better connections with our families."	We currently have 2 family liaisons and Family and Marriage Therapist that work wit our underrepresented families. We also have to 4 Student Affairs Specialists that make home visits that can be tasked with delivering messages as needed.	We provide multiple opportunities for parent training and support through PIQE and Fresno State Parent Institute.	"As state before, we want to make sure all parents feel that the teachers are accessible and that there is appropriate 2 way communication."	"We continue to provide funding to each site for parent engagement activities. Each site has a parent involvement plan and are taking action to improve their part in the parent involvement process. In our community it is difficult for our families to attend events in the evening because of identified barriers such as lack of childcare. In order to improve in this area, we have identified the need to dedicate additional dollars for parent engagement in order to provide things such as child care and dinner to the attendees."	Principals have received a considerable amount of training in the past year on how to engage with families and use provide information in decision making. All school site council members are provided the opportunity to go to training annually. ELAC members are given opportunities to receive training as well.	"We would like to improve in implementing strategies to reach and seek input from any underrepresented groups. While we have a very good communication system in place, not all families are as engaged as we would like. Finding ways to make our school a place they feel comfortable visiting is important to us."	"We need to identify the under represented families, find out what they need so they can be involved, and then provide it as appreciate. One major barrier in our community is most families are reliant on hourly wages to provide for their families, so taking time off of work takes money away from them. 1 thing we have done with some success is provide food and child care at different events. We discovered many families were not attending evening events because of these two things."	4	4	3	5	4	5	4	4	4	4	4	4	Met	6/30/2022	2022
12629500000000	McKinleyville Union Elementary	3	"MUSD certificated staff and administrators have engaged in a number of professional learning opportunities addressing topics of racial equity and inclusive school practices.  Teachers and administrators have partnered to develop more welcoming family teacher conference practices and school events based on family input. MUSD has welcomed families to school for conferencing twice a year and makes extraordinary efforts to ensure every family can attend including, late night scheduling, translation services, and welcoming students to the conferences.  MUSD has invested in the Remind App to ensure that families can receive communication in their home language, and we continue to update forms on our websites to ensure they are available in English and Spanish."	MUSD recognizes that many classified staff have not had access to the same professional learning opportunities as their certificated peers.	Our school sites will be adopting aligned Site Council Bylaws to improve access to all families.  School sites are prioritizing the hiring of bilingual staff and supporting teachers at all sites to support family engagement in the home language.  MUSD partners with our local high school district in grants designed to support Native American students and to fully implement an MTSS model of support at all sites.  MUSD has submitted grants for Anti-Bias Education and the Federal Community School Funding to further this work.	"McKinleyville Union School District works with families as partners in their children's educational success.  Families are key members of SST meetings, Conferences, IEP meetings, family events, and student athletics.  MUSD encourages families to volunteer at school sites, attend school events, and participate as educational partners in decision making.  The COVID 19 pandemic negatively impacted the ability of families to participate in person in our schools and our metric outcomes related to family involvement. Now that schools are back in person and families are allowed back on campuses, our sites are prioritizing the creation of opportunities for families to engage in our schools, their children's education, and our decision making processes.  The addition of a family/staff requested messaging app has improved family/school communication significantly in the past year."	"District leadership is committed to improving communication to families using a variety of regularly scheduled outreach efforts.  The return of family engagement evening events, in person conferences, and sporting events open to the public will improve family connection to our school sites.  Additionally, as part of the Community School Planning process, families will be asked to provide regular input on district and site decisions in the form of regular surveys and a Vision to Action committee."	"MUSD is committed to serving all students and families.  The district has implemented a two-way communication app that allows for instant translation in the families language of choice.  The district partners with Northern Humboldt Union High School District's Indian Education grant to provide on site support for Native students and families.  The district Spanish Immersion program provides a rich program for Spanish speaking students and their families, and the recent addition of a district English Learner Coordinator has improved the oversight our our EL services."	MUSD understands the importance of family input for decision making.  Four of our five board trustees are parents of current MUSD students.  Many of our teaching staff and classified staff are current parents as well. Families are encouraged to participate in our School Site Councils to provide input and surveys are provided to families to provide input as well.	"During a series of leadership changes during the last school year, surveys and opportunities for family input in decision making lapsed.  As the district moves into the next school year with it's leadership teams fully staffed, reinstating family input in the form of surveys and advisory committees will be an area of focus and committement."	"In order to better serve all students, MUSD will engage in an Action to Vision process to better understand the needs of all families and determine methods for providing support to all families."	3	3	3	4	3	2	4	4	3	3	3	3	Not Met	9/14/2022	2022
15636510000000	McKittrick Elementary	3	"There are many opportunities for teachers, staff, and families to connect and build relationships due to the unique size of our school community. Our monthly Parents' Club meetings support and encourage parent and school engagement. Monthly activities through the organization promote parent participation. An annual survey provided opportunities for families to share input around the strengths and areas of growth for our community.   Parent surveys stated communication from the classroom teacher is a strength. Close to 43% of parents stated they are in weekly communication with their child's teacher. While 86% of families feel connected to our school, 14% do not. Facilities are a strength, with 99% of families stating they are well maintained."	"While we are thrilled with the continued progress of our parent engagement, some areas need a focus for improvement. One area, teachers' respect for students, needs improvement as evidenced by 14% of parents feeling 'almost no respect'. This same percentage was reflected in lack of strong relationships between teachers and students. Another area of concern is students feeling safe to ask questions in class as evidenced by 42% of responses stating 'not so comfortable' or 'not at all comfortable'."	"McKittrick will begin two new opportunities to promote parent relationships with staff. The first will be a monthly 'chat a latte' with educational partners. This one to two-hour time slot will provide time for educational partners to share areas of joy, concern, and suggestions. The second opportunity will be the Parent Advisory Committee. This committee will review school data, determine trends, identify successes and strengths, and then provide suggestions for continued growth. This diverse group of educational partners was selected based on student representation."	"Families were also invited to participate in the daytime meetings held in conjunction with the regular monthly Parent’s Club meetings. Parents self-reported 52% have attended one of the daytime meetings. Turn-out at the evening meeting was much lower than at the regular daytime meetings.  The majority of the parents meet with the superintendent informally. Sixty-six percent of the parents who responded to the survey reported they are on campus weekly, and seventeen percent are on campus monthly. Sixty-two percent of the surveyed parents said they speak to their student’s teacher weekly. The superintendent is active in Parents' Club activities and attends the monthly meetings. The classroom teachers had face-to-face meetings with their student's parents at this year’s parent-teacher conferences; only one parent did not attend. Eighty-eight percent of our students had a parent/caregiver in attendance at this year’s annual back-to-school night.  The district strives to improve the communication process with our stakeholders. Ninety percent of the respondents to the survey felt McKittrick Elementary School was 'very' to 'extremely effective' in understanding their family’s needs. One improvement this year was the update of the district’s webpage. Ninety-one percent of the parents who responded to the survey reported they were aware the school district held monthly board meetings."	"This year the district will focus on including parents in data-rich conversations and seeking their suggestions for improvement. This will take place during the Parent Advisory Committee meetings.   Another area of improvement is the monthly trustee meetings. Still, no one had attended a monthly McKittrick Elementary School District trustee’s meeting. The lack of attendance at monthly board meetings could be because 95% of the parents surveyed reported their students enjoyed attending McKittrick Elementary School.  The district is currently updating the sound and video systems in the auditorium to encourage participation at the annual educational partners' events. In the past, a stated reason for lack of attendance has been due to poor sound quality in the school auditorium. This upgrade will allow more people to attend meetings and social events. It will also give parents overflow seating and a means by which to view the events from outside the auditorium when smaller children become fussy."	The use of the quarterly Parent Advisory Committee meetings and monthly 'Chat a Latte' meetings will be a catalyst for increased engagement for our underrepresented families.	"Current practice has been to communicate and seek input from educational partners through Parents' Club, board meetings, staff meetings, and parent surveys. The Superintendent/Principal's office was open for parents to share concerns. These communication methods have been effective however, there are ways to improve."	One area of improvement is the focus on parent input and feedback through data analysis and ideas for improvement. This need will be addressed in the Parent Advisory Committee quarterly meetings.	"The Parent Advisory Committee has selected core members to represent each underrepresented family in McKittrick. Additional members are welcome, however the core group was selected with intentionality."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/14/2022	2022
24657630000000	McSwain Union Elementary	3	"The LEA currently communicates with families in multiple ways and shows strengths in the following areas: -Daily use of student planners for 3rd-8th grade students -Written communication in English and Spanish -Dialers, emails and text messages in English and Spanish -School calendar on school website -English and Spanish-speaking office clerks -Monthly progress reports to 4th-8th grade parents -Parent/teacher conferences and report card nights each trimester -Monthly morning coffee meetings with parents of English Language Learners The LEA is working on ways to increase communication with underrepresented families and is implementing ""Abriendo Puertas."" This program will provide techniques to Spanish-speaking parents so they can prepare their children to start school and will be hosted by school staff."	"Although interrupted by the COVID-19 Pandemic, the LEA's current strengths and progress in this area are again being progressively implemented and include the following: -Providing data-driven feedback to parents to inform them of their child(ren)'s academic progress -Offering extra tutorial programs for students based on academic needs -Offering student study team meetings to students whose progress concerns the classroom teacher and/or family -Providing translation services at all meetings held at school The LEA will improve the engagement of families, including underrepresented families, by: -Reaching out to families whose students are in need of academic or social-emotional supports -Including families in decision-making for their child(ren)'s educational needs"	"Although interrupted by the COVID-19 Pandemic, the LEA's strengths in this area are again being progressively implemented and include seeking input for decision making with the following committees: -School Site Council -District English Language Advisory Committee -Parent Club The LEA will focus on improving participation in the following committees: -Local Control and Accountability Plan -Wellness Committee -Safety Committee"	"The LEA currently communicates with families in multiple ways and shows strengths in the following areas: -Daily use of student planners for 3rd-8th grade students -Written communication in English and Spanish -Dialers, emails and text messages in English and Spanish -School calendar on school website -English and Spanish-speaking office clerks -Monthly progress reports to 4th-8th grade parents -Parent/teacher conferences and report card nights each trimester -Monthly morning coffee meetings with parents of English Language Learners The LEA is working on ways to increase communication with underrepresented families and is implementing ""Abriendo Puertas."" This program will provide techniques to Spanish-speaking parents so they can prepare their children to start school and will be hosted by school staff."	"Although interrupted by the COVID-19 Pandemic, the LEA's current strengths and progress in this area are again being progressively implemented and include the following: -Providing data-driven feedback to parents to inform them of their child(ren)'s academic progress -Offering extra tutorial programs for students based on academic needs -Offering student study team meetings to students whose progress concerns the classroom teacher and/or family -Providing translation services at all meetings held at school The LEA will improve the engagement of families, including underrepresented families, by: -Reaching out to families whose students are in need of academic or social-emotional supports -Including families in decision-making for their child(ren)'s educational needs"	"Although interrupted by the COVID-19 Pandemic, the LEA's strengths in this area are again being progressively implemented and include seeking input for decision making with the following committees: -School Site Council -District English Language Advisory Committee -Parent Club The LEA will focus on improving participation in the following committees: -Local Control and Accountability Plan -Wellness Committee -Safety Committee"	"The LEA currently communicates with families in multiple ways and shows strengths in the following areas: -Daily use of student planners for 3rd-8th grade students -Written communication in English and Spanish -Dialers, emails and text messages in English and Spanish -School calendar on school website -English and Spanish-speaking office clerks -Monthly progress reports to 4th-8th grade parents -Parent/teacher conferences and report card nights each trimester -Monthly morning coffee meetings with parents of English Language Learners The LEA is working on ways to increase communication with underrepresented families and is implementing ""Abriendo Puertas."" This program will provide techniques to Spanish-speaking parents so they can prepare their children to start school and will be hosted by school staff."	"Although interrupted by the COVID-19 Pandemic, the LEA's current strengths and progress in this area are again being progressively implemented and include the following: -Providing data-driven feedback to parents to inform them of their child(ren)'s academic progress -Offering extra tutorial programs for students based on academic needs -Offering student study team meetings to students whose progress concerns the classroom teacher and/or family -Providing translation services at all meetings held at school The LEA will improve the engagement of families, including underrepresented families, by: -Reaching out to families whose students are in need of academic or social-emotional supports -Including families in decision-making for their child(ren)'s educational needs"	"Although interrupted by the COVID-19 Pandemic, the LEA's strengths in this area are again being progressively implemented and include seeking input for decision making with the following committees: -School Site Council -District English Language Advisory Committee -Parent Club The LEA will focus on improving participation in the following committees: -Local Control and Accountability Plan -Wellness Committee -Safety Committee"	4	4	3	4	3	3	4	2	5	5	5	5	Met	6/14/2022	2022
56105616055974	Meadows Arts and Technology Elementary	3	"Providing grade-level specific tool kits allowed parents access to materials in order for them to adequately assist their students at home. MATES has always had a tremendous number of volunteer hours within the classroom and on the campus. This participation keeps the parents connected to the happenings on campus and in the classroom. MATES teachers provide a great amount of communication to the parents via personal emails, conferences, classroom newsletters and websites. Additionally, MATES staff meets with the parents of all English Language Learners to create an Individualized Learning Plan. At these meetings the ELPAC results are reviewed, and goals are created to assist the student at home and at school. These effective communication methods have helped keep parents, typically underrepresented, engaged in their students’ academic achievement. The MATES Parent Advisory Council (PAC) meets regularly to provide and evaluate communication and participation opportunities to all parents. As such, the PAC solicits parent volunteers to participate in schoolwide committees including Curriculum, Budget, Safety, Technology, Facilities, Visual Arts, Performing Arts, and Core Values. These committees are made up of all stakeholders, and after their research and discussion make recommendations to the MATES Board for any additions or changes to the MATES Program."	"MATES will continue building relationships between school staff and families by continuing the effective practices in place. With the loosening of COVID-19 restrictions, MATES will allow parents back on campus to volunteer within the classrooms, specialist classes, and in places of need on campus.  Teachers will continue to have open communication with parents via emails, conferences, classroom newsletters and websites.  Grade level toolkits will be re-evaluated and updated to provide additional support to parents in assisting their children. The individualized meetings English Language Learners will continue in order to create learning plans for each child.   The MATES Parent Advisory Council (PAC)will continue to provide communication to families, as well as opportunities to participate in school committees."	"MATES staff meets with the parents of all English Language Learners to create an Individualized Learning Plan. At these meetings the annual ELPAC results are reviewed, and goals are created to assist the student at home and at school. Grade-level specific tool kits allow all parents access to materials in order for them to adequately assist their students at home. All parents are encouraged to attend monthly Directors' Dialogues in order to participate in an informal dialogue with the Directors. These meetings allow for open communication and the ability of the parents to ask programmatic questions and provide input and feedback. The MATES Board of Directors has developed board committees including Curriculum, Technology, Safety, Budget, Visual Arts, Performing Arts, Personalized Learning Program, Diversity, Equity and Inclusion, and Universal Pre-Kindergarten/Expanded Learning Opportunities. These committees are comprised of board members, administrators, teachers, parents, and community members.  Committees meet to discuss policies, proposals, actions, etc. and make recommendations to the MATES Board of Directors. This process allows for input from a variety of educational partners. Additionally, MATES administrators, teachers, board members and other staff access information through meetings and trainings at the Ventura County Office of Education. The MATES community is a very inclusive environment, and holds many school-wide events to promote family engagement including STEAM Night, International Night, Movie Night, Parent Education Nights, Winter Art Gallery, etc. All parents and guardians are welcome and encouraged to volunteer in any capacity allowing them to become engaged in the school and their child's learning. These effective communication methods have helped keep parents, including those of the typically underrepresented families, engaged in their students’ academic achievement."	"Goal 3 on the MATES LCAP is to provide various opportunities for participation of all educational partners in students' academic success. The expected outcomes were to increase parent engagement through participation and education. Providing grade-level specific tool kits allowed parents access to materials in order for them to adequately assist their students at home. MATES has always had a tremendous number of volunteer hours within the classroom and on the campus. This participation keeps the parents connected to the happenings on campus and in the classroom. While COVID limited volunteerism in the 2020-21 school year, the school was able to gradually bring volunteer opportunities back to campus in the 2021-22 school year. Also, MATES teachers provide a great amount of communication to the parents via personal emails, conferences, classroom newsletters and websites. Teachers hold annual formal parent/teacher conferences as well as make themselves available throughout the year to meet with parents. The Student Study Team meets with parents weekly to provide interventions for students who are approaching or not meeting standards. Additionally, MATES staff meets with the parents of all English Language Learners to create an Individualized Learning Plan. At these meetings the ELPAC results are reviewed, and goals are created to assist the student at home and at school. These effective communication methods have helped keep parents, typically underrepresented, engaged in their students’ academic achievement. The MATES Parent Advisory Council (PAC) meets regularly to provide and evaluate communication and participation opportunities to all parents. As such, the PAC solicits parent volunteers to participate in schoolwide committees including Curriculum, Budget, Safety, Technology, Facilities, Visual Arts, Performing Arts, and Core Values. These committees are made up of all educational partners, and after their research and discussion make recommendations to the MATES Board for any additions or changes to the MATES Program."	"MATES will continue to implement Goal 3 of the MATES LCAP to provide various opportunities for participation of all educational partners ins students' academic success.  With the loosening of COVID-19 restrictions, MATES will continue to increase volunteerism by allowing volunteers back on campus.  Re-evaluation and updates of grade-level specific tool kits will continue to provide parents access to material in order for them to adequately assist their students at home. In addition to these tool kits, teachers will continue to communicate with parents in a variety of ways.  In the 2022-23 school year, MATES is implementing the use of ParentSquare to increase communication methods.  In addition, MATES will continue to hold annual parent-teacher conferences, weekly student study team meetings, and annual Individualized Learning Plan meetings for English Language Learners.  The MATES Parent Advisory Council will continue to provide communication and support resources to parents while being the grade-level liaisons to the MATES Board of Directors."	"The current practices of engaging underrepresented families are successful.  MATES will continue to implement these practices which include frequent communication, development of Individualized Learning Plans, providing access to necessary technology devices, and encouraged participation in volunteer activities. MATES has created a Diversity, Equity and Inclusion committee in which parents, guardians, teachers, administrators, board members and community members will work together to continually review ways to engage all families."	"The MATES Parent Advisory Council (PAC) meets regularly to provide and evaluate communication and participation opportunities to all parents including underrepresented families. As such, the PAC solicits parent volunteers to participate in schoolwide committees including Curriculum, Budget, Safety, Technology, Facilities, Visual Arts, Performing Arts, and Diversity, Equity, and Inclusion. These committees are made up of many educational partners, and after their research and discussion make recommendations to the MATES Board for any additions or changes to the MATES Program and policies. Additionally, the MATES Parent Teacher Organization provides many family engagement activities throughout the year. Both the Parent Organization and the School provide parent surveys to evaluate the effectiveness of the programs."	MATES will continue its practices of educational partner engagement.  The Parent Advisory Council (PAC) will continue to evaluate the effectiveness of their communication efforts and opportunities for all families including underrepresented families.  School-wide committees will continue to research best practices for continued improvement. The MATES Parent Teacher Organization will continue to provide opportunities for all families to participate in school-wide activities throughout the year.	"Each year, MATES provides all families an opportunity to participate in a climate survey."	5	5	5	5	5	5	5	5	5	5	5	5	Met	5/23/2022	2022
13631980000000	Meadows Union Elementary	3	"Facilitate the Home-to-School connection by educating and valuing parents and their student success addresses positive school climate and culture through community by creating and supporting partnerships with stakeholders. Actions and services focus on student well-being and enabling families to participate in their students learning through: *  Providing parents opportunities, resources, and support in assisting their students; parent programs and collaboration *  Student centered goals *  Focus on equitable access to programs, curriculum, and instruction for all students and culturally relevant practices *  Significantly expanded stakeholder engagement process and targeted underrepresented families for the LCAP development"	"MUSD is increasing the number of paraprofessionals to address the needs of students within the classroom at every grade level.  MUSD is also increasing from one counselor to 2 FTE counselors to implement a program that can focus on emotional support as well as study skills that students can incorporate in their daily instruction.  These counselors will also be part of a task force that will target trainings with topics that will create awareness and support MUSD parents and the community.     Identified needs based on stakeholder input are school safety due to poor lighting on campus, lack of visual at bus stop, and in-person instruction."	"Based on a districtwide needs assessment, MUSD absenteeism data reflected that students with special needs was the target group with the highest percentage of chronic absenteeism.  MUSD developed a leadership team and a plan for adoption and implementation of Multi Tiered System of Support MTSS school wide.  Through this process the leadership team developed a plan to address chronic absenteeism as well as other areas of need identified on the dashboard.  The plan included kicking off the school year with Attendance Matters campaigns, professional development for parents and students on the impact of chronic absenteeism, monthly reports through our student information system to identify students atrisk of becoming chronic absentees, and a process to conduct home visits, scheduled SART process, and provided incentives at a classroom level and student level on a monthly basis.  The decrease was the product of the impact of effective implementation of a plan and consistency of the monitoring progress of such plan.  In English Language Arts, our target student group of Reclassified English Learners RFEP showed a significant increase of 22 points from 2018 to 20."	"The continuation of District Communication Platforms, REMIND, Zoom, and Thrillshare for Home-to-School connection. Create a Parent Learning Center and provide trainings to parent community, provide child care for parent trainings, support of foster and homeless youth, implementation of character trait and attendance program, additional counselor support, implementation of AVID and Biz Town, instructional assistants, intervention program for reading and math, after school tutoring, ELPAC Academy for English Learners, STEM lab and hands-on STEM Kits, progress monitoring plan and implementation for K-8, formative and summative assessments, MTSS, continuing MESA and Career Fair, Reading and Math supplemental material, maintain one-to-one technology to students, after school tutoring, new teacher induction program, provide training to instructional aides, professional development with consultants from Beacon Results for all stakeholders, maintain school safety."	"Areas for consideration: * The need for school adopted behavior plan * A need to address learning loss by having smaller class size.   * Building healthy collaboration within grade-level teams and grade-level spans * Increasing support for social-emotional needs * Additional counselor support * Implementation of District Character Trait  * Implement an Attendance program.  * Mentoring program, Biz Town, AVID,  * Expanding the use of the Building Bridges program.  * Additional technology, art, music, history, and science implementation.  * Staff professional development in social-emotional learning, engagement strategies, districtwide grade-level collaboration, and focused cross-grade collaboration."	"Feedback from our stakeholder process focused on continuing communication among parents, teachers, principal and school with the District's Communication Platform, REMIND and District's Video Communication Platform, Zoom. Parents and teachers expressed the need for support for parent trainings and workshops to provide parent community tools to support their child on academic skills. A library of parent professional development on school website for continual access along with parent English classes. A need for English Learners was expressed with implementing ELPAC Academy, supplemental software programs, and the development of a Parent Learning Center. The need for diagnostic assessment and progress monitoring was expressed along side supplemental support for reading, math, and social emotional learning. Continue utilizing the MTSS model districtwide."	"MUSD provided several opportunities for stakeholder feedback and input on district programs and services.  The implementation of many avenues for this feedback was effective due to the availability and accessibility via google docs, website links, surveys via email and REMIND as a classroom parent-teacher connection.   LEA continues to provide these opportunities as the response was very positive and provided with feedback utilized in the development of district-wide goals."	"MUSD understands that training all staff to work collaboratively with parents is essential. MUSD has expanded the cultural and equity workshop series to include parents, administrators, board members, certificated and classified staff.  Principal, counselors and District Projects Assistant provide workshops and one on one meetings with parents on current technology to track student achievement, understanding of progress reports, current standards and assessment."	"As a result from feedback and stakeholders input, MUSD will be developing a family engagement policy, the development of this policy will include groups like District English Language Acquisition Committee (DELAC) and District Advisory Committee (DAC) advisory groups. MUSD will hold annual meetings with all stakeholders to review this policy, which is also reviewed by School Site councils."	3	3	3	4	3	3	4	3	3	4	4	3	Met	6/29/2022	2022
23102310000000	Mendocino County Office of Education	3	"The success of the Mendocino County Office of Education school programs is heavily reliant on the cultivated relationships between all of our engaged partners, specifically the relationship between the students, parents and staff.  It is our belief that ongoing and transparent two way communication with our engaged partners creates a program that prioritizes the needs of the students, addresses any concerns or needs that may arise during the year, and brings to light program revisions or parental concerns that we may not have been aware of.  With all parties involved working collaboratively together, we are able to provide academically supportive programs that address the needs of our students. In addition to encouraging and engaging our parents in conversations about our programs, we also believe in an open door policy.  The staff is available on site for in person meetings and through email and phone.  We share this information with our parents during the intake procedure  and at the Family Collaborative meetings so that they have multiple ways of communicating with us throughout the school year."	"We hope to encourage more parent participation in the different options that we are currently providing, particularly for the in-person meetings and student events."	"We will hold virtual and on-site parent/teacher conferences with our families and their advocates. In addition to sharing student information and academic progress, we will also make use of this time to discuss the school’s programs and goals and request feedback.  We will hold a Virtual Open House if the engaged partners request that option.   We will continue to reach out to our families to solicit feedback on the LCAP actions and services through texting as that has proven effective."	"We also have our families complete a survey at this time that provides information for us about their concerns, their suggestions for programs for their student, and what is most important for them to achieve for their child.  Twice monthly our parents/families are contacted by phone by school staff where we are just ‘checking in’ to see how things are going and updating them on our school programs and progress. We initiate this conversation by assuring them that we value their feedback and input on our programs. During this conversation, we are also providing any updates about changes in the school programs. Quite often, changes in our school programs been initiated in our conversations with parents. Quarterly letters are sent home with report cards that outline the program goals, actions and general progress.  Twice yearly, at the semester, we send home information to our families that outlines the exact actions and tasks that we have completed this year and how they have aligned with our programs."	We are considering more frequent newsletters and encouraging use of the parent portals to provid emore opportunities for relevant feedback.	We will continue to connect with underrepresented families to determine the best way to improve two-way communication with them.	"We begin to create this relationship and engage our educational partners during our student intake procedures where parents receive a copy of our site goals and actions.  We also have our families complete a survey at this time that provides information for us about their concerns, their suggestions for programs for their student, and what is most important for them to achieve for their child.  Twice monthly our parents/families are contacted by phone by school staff where we are just ‘checking in’ to see how things are going and updating them on our school programs and progress. We initiate this conversation by assuring them that we value their feedback and input on our programs. During this conversation, we are also providing any updates about changes in the school programs. Quite often, changes in our school programs been initiated in our conversations with parents. Quarterly letters are sent home with report cards that outline the program goals, actions and general progress.  Twice yearly, at the semester, we send home information to our families that outlines the exact actions and tasks that we have completed this year and how they have aligned with our programs."	"The Therapeutic Support Program (TSP) hosted two in person Family Collaborative meetings in the evenings on the following dates: Dec 8, 2021 in Fort Bragg and March 16, 2022 in Ukiah.   In addition, we have provided parents/guardians with a survey to elicit feedback regarding our programs. We meet with parents/guardians at IEP meetings at least annually. We recently purchased Parent Square which allows us to easily communicate with parents via text/phone/email through our AERIES student information system. We would like to improve accessibility and use of these options to encourage more parent participation."	We will continue to connect with parents to determine the best way to improve engagement with underrepresented families at our MCOE school sites; one on one connections and texting seem to be the most productive communication options at this time.	4	4	4	4	4	4	4	4	3	3	2	3	Met	6/27/2022	2022
10751270000000	Mendota Unified	3	"Creating an environment that is inviting to all is extremely important to our school district and we take pride in providing great “customer service”.  In recent years the district has invested in professional development in this area for all employees that interact with families and community members.  Specifically, this training has been provided to our leadership team and more importantly to our front-office personnel.  It should also be noted that many staff members are bilingual.  Being able to communicate with parents in a language that they understand is a positive when trying to build relationships.  Creating opportunities for families and school sites to engage in 2-way communication is an improved area according to feedback from our educational partners.  Back-to-School Nights, Open-House events, and Parent/Teacher Conferences are some of the opportunities that our parents have to engage with staff.  In addition to these traditional events, individual school sites host many other opportunities for parents to dialogue with staff such as governance meetings and other informational meetings.  During all meetings, site and district level, time is allotted for parents and community members to share/express their thoughts."	"Developing the capacity of teachers to build trusting and respectful relationships with families is an area for improvement and focus.  In general, the district has not provided any formal training for teachers in this area aside from the training new teachers receive when they are first hired.  When teachers are hired, the Director of Instruction and Curriculum provides support prior to the school year commencing.  He does this by sharing information about our community and the clientele that they will be serving.  For our new teachers, this training is the start of a bridge that shall connect them with their students.  It is recognized that teachers need more and ongoing support in learning about the families they serve to better understand student needs.  To support teachers in this area, the Director of State and Federal Programs in collaboration with the Director of Curriculum and Instruction will have discussions with site principals to look for opportunities and ways to support teachers and staff in this area; to build capacity and ongoing awareness regarding the importance of building relationships will be a focus area.  All staff will be included; therefore, this action should also improve on the engagement of underrepresented families."	"To improve on the engagement of underrepresented families in this area, the district will continue to provide outreach and awareness campaigns prior to events, functions, meetings, and activities taking place.  The district will do this by sending out flyers, notices, automated phone calls, and personal phone calls to ensure that these families are notified and are aware of the opportunities to partner with the schools.  Emphasis will be placed on making personal contact to ensure that the families recognized the effort and willingness of the school district to partner in a language that the families understand.  All the above-mentioned methods of communication will be provided in both English and Spanish."	"Providing families with information and resources to support student learning and development in the home at the elementary level is a strength for our school district.  The elementary schools accomplish this by hosting parent nights.  A similar practice has yet to be established for our secondary schools; this will be an area of focus and growth.  Helping families understand their legal rights and how to advocate for their students is another area of strength for our school district.  The district continues to partner with the Parent Institute for Quality Education (PIQE) to ensure that all parents are afforded with this opportunity to understand their role as a partner in their child’s education.  In addition, the district’s Director of State and Federal Programs also provides training in this area for all parents interested in participating.  The trainings provide by PIQE and the Director of State and Federal Programs include knowing who school personnel are and their respective roles, understanding assessments, interpreting assessment results, and knowing what parents can do to seek desired outcomes.  It is recognized that helping parents become advocates for their students builds a strong partnership between the home and the school district."	"Providing professional learning and support to teachers and staff in this area will be focused on for improvement.  Currently, minimal professional development in this area is afforded to teachers.  The district’s Director of State and Federal Programs in collaboration with the district’s Director of Curriculum and Instruction will research available trainings in this area and or ways to help and guide teachers on the concepts of building partnerships for student outcomes.  All principals and teachers will be included; therefore, by providing this training/support there will be an improvement on the engagement of underrepresented families."	"To improve on the engagement of underrepresented families in this area, the district will continue to provide outreach and awareness campaigns prior to events, functions, meetings, and activities taking place.  The district will do this by sending out flyers, notices, automated phone calls, and personal phone calls to ensure that these families are notified and are aware of the opportunities to partner with the schools in the areas of student outcomes.  Emphasis will be placed on making personal contact to ensure that the families recognized the effort and willingness of the school district to partner in a language that the families understand.  All the above-mentioned methods of communication will be provided in both English and Spanish.  Highlighted in this communication will be the fact that student outcomes will be discussed."	"Families in Mendota Unified always have an “informal” opportunity to provide our school sites and district with input for decision making along with formal opportunities during governance-type meetings.  This is done through campus visits, surveys, and parent meetings.  To meet Federal requirements, the district continues to have parent councils/committees.  The district’s Director of State and Federal Programs ensures that families have the opportunity to provide input for decision making during these meetings by providing all principals with training and the meeting agendas.  Next steps will be to help families understand that they can and should provide input during formalized meetings.  Progress has been made in this area due to the fact that principals have been trained to understand the purpose of committees and councils.  In addition, families are also being trained in this area by the Director of State and Federal Programs and by programs such as the Parent Institute for Quality Education (PIQE)."	"Based on the analysis of partner input, it is recognized that primarily only educational partners that are involved with committees and councils are trained extensively in this area.  The PIQE program has allowed the district to train other parents in this area; however, not all parents and educational partners participate in this.  Therefore, a focus for this school year will be to increase the participation of families in these types of trainings and meetings to ensure that all our educational partners understand that they can collaborate with our schools and provide input.  Providing professional development for staff in the area of partnering with parents will also be a focus.  To date, not much professional development has not been provided for staff and many staff members agree that support in this area is needed to ensure that they know how to establish and grow such a partnership with our parents and educational partners.  The Director of State & Federal Programs will work with the Director of Curriculum and Instruction to search for and establish this training for staff."	"To improve on the engagement of underrepresented families in this area, the district will continue to provide outreach and awareness campaigns prior to events, functions, meetings, and activities taking place.  The district will do this by sending out flyers, notices, automated phone calls, and personal phone calls to ensure that these families are notified and are aware of the opportunities to partner with the schools.  Emphasis will be placed on making personal contact to ensure that the families recognized the effort and willingness of the school district to partner in a language that the families understand.  All the above-mentioned methods of communication will be provided in both English and Spanish."	4	4	3	3	3	3	3	3	3	3	3	3	Met	6/15/2022	2022
33671160000000	Menifee Union Elementary	3	"The Menifee Union School District implemented and refined actions pertinent to Goal 3, seeking input for decision making, during the 2021-2022 school year. In response to our internal survey analysis of parent participation in parent/community forums, we increased opportunities for ongoing two-way communication with a focus on the participation of underrepresented families. Our efforts resulted in increased parent participation in community forums, social media, and online surveys. Notable progress in the area of parent engagement for the Menifee Union School District was the introduction of a School Climate and Culture Survey from Panorama districtwide with 622 parent and guardian responses.  Some of the highlights from the survey include: 95% responded favorably to the ability to become involved with their child's school, 92% responded favorably to the school's ability to communicate well with their culture, and 79% responded favorably to feeling a sense of belonging with their child's school community. Our district-wide professional learning days included professional learning in Universal Design for Learning, and Culturally Responsive teaching to identify practices of inclusivity and equity.  In addition, some sites piloted Kognito training for staff to support appropriate responses to student behaviors. Sites also created internal surveys to support continuous improvement in building relationships with families. Menifee Union School District will continue to analyze parent and guardian feedback to increase the families' sense of belonging in their school communities."	"Our District continues to identify and support areas for parent education that will improve opportunities for parents to provide input for decision-making and included opportunities such as Parent Portal training, IEP and educationally related service training, Beginning Spanish Club, District English Language Learners Advisory Committee Book Club, Drug and Gang Awareness, Gang and Drug Awareness, Parent Power, Healthy Relationships, Internet Safety, Bullying Prevention for Parents, Positive Parenting, Strengthening Families, and Mental Health and Social Skills.   The District will continue to improve communication using various tools such as social media and ParentSquare to increase the number of families engaging in Advisory Committees."	"Our identified need is to expand professional learning opportunities for staff to incorporate inclusive student and family events and communication that celebrate families' strengths, cultures, and languages and to increase the rate of participation in 2-way communication between families and educators."	"The Menifee Union School District began its development of a Multi-Tiered System of Support (MTSS) through the creation of an MTSS District Leadership Team (MTSS DLT) inclusive of classified and certificated staff.  The team developed a draft MTSS statement: ""Our Multi-Tiered System of support that will be responsive to meet the needs of every student through a reflective use of data, considering diverse experiences, and building trusted relationships with all stakeholders to remove barriers to success."" This statement was shared publicly for feedback from our educational partners. The DLT will analyze this data to design professional learning and support that improves our capacity to partner with families."	"Our community liaisons provide a link between the community and the schools and publicly communicate information, resources, and engagement activities on our district website under family engagement throughout the school year as well as support school sites with the engagement of underrepresented families.  We provide information and resources to support student learning in the home through social media posts in math content area parent letters. In addition, the website provides Parent Rights and a Parent Involvement Policy. Our progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes are student, parent, and teacher conferences, Back to School Night and Open House, School Site Councils, Parent Advisory Committees, and various communications such as Parent Square, social media and the Superintendent's Bulletin."	"The focus area for improvement is to increase the impact of community liaisons through the identification of aligned contributions among community liaisons, administrators, teachers, intervention facilitators, and the ELPAC testing cadre, to connect families directly to information, resources, and activities to work together towards improved student outcomes. In addition, as mentioned above, the district will continue to provide professional learning to staff in assets-based thinking to honor all students and families."	"It is a goal to sustain and build upon our partnerships to support student outcomes. We include parents as representatives at educational symposiums focused on equity in education and textbook adoption. In addition, we have continued to dedicate allocation to providing translation/ interpretation to maintain a dialogue with all constituents. We provide ongoing support and structure to our school administrators and office staff regarding customer service, parent communication and involvement, and sharing of community resources."	"Menifee Union School District hosts four or more meetings per year with the District English Language Learner Advisory Committee, Parent Advisory Committee, District African American Parent Advisory Committee, and Special Education Advisory Committee to build partnerships for student outcomes, and seek input for decision-making.  Educational partners were also invited to participate in 6 structured opportunities to reflect upon district data to provide feedback and identify high-leverage actions for the 2022-2023 school year."	"The opportunity for growth is to increase the participation rate for the parent advisory committees, and the number of parent and guardian attendees at our LCAP presentations to increase our effectiveness in building partnerships for student outcomes and seeking input for decision making.  Coordinated data analysis with our school site and district leadership teams will support the identification of targeted interventions in response to education parent feedback identifying barriers to becoming more involved with their child's school and/ or district."	4	4	3	3	3	3	3	3	3	3	3	3	Met	6/28/2022	2022
41689650000000	Menlo Park City Elementary	3	"Relationship building is one of our priorities. School site counselors continue to provide that bridge to school, students, and families to ensure that our families feel connected as well as supported. Additionally, our bilingual Family Engagement Coordinator continues to connect and is regularly in contact with our most at-risk students’ families about student learning and parent ed opportunities."	"District staff and ELC Family Engagement Coordinators continue to provide outreach to our underrepresented families in order to increase the connection between home and school. Outreach can include individual needs assessment, parent events, and parent education."	We would like to continue to increase the number of underrepresented families at school and district meetings by continuing to develop ways to promote their voice and leadership.	MPCSD prioritizes partnering with families for student outcomes. One of our strengths is the well-attended forums parents have to engage and participate in parent education and leadership opportunities that elevate their voice (such as DELAC and Family Cafe).	"In order to build partnerships with families, we recognize that we need to better understand underrepresented student and parent experiences on our campus.  We will conduct empathy interviews in order to gain insight and adjust practices."	"In order to improve their engagement, we will create a group of parents and staff to solicit ideas and strategies to improve engagement of underrepresented parents."	"MPCSD’s strength is ensuring that we provide governance opportunities for our under-represented families through a variety of channels. These include our DELAC, Parent Cafes, LCAP committees, and other site related groups such as School Site Councils and ELAC."	One area we are focusing on is to improve parent leadership in DELAC by scaffolding roles and responsibilities in a way that encourages parent participation.	"We provide LCAP education and input at a variety of forums throughout the district (LCAP advisory, DELAC, Parent Cafe)."	5	5	5	5	5	5	5	5	5	4	4	4	Met	6/9/2022	2022
24657710000000	Merced City Elementary	3	"STRENGTHS AND PROGRESS The District re-established using the California Healthy Kids Survey, California Schools Parent Survey, and California Schools Staff Survey during the 2020-2021 academic year. The results from the survey acted as a baseline and is used for comparison to the 2021-2022 surveys. Response rates for students and teachers were the same or more than the prior year. Approximately 76% of parents reported feeling welcome at the school. Consistently, students in grades 3 and 5 reported feeling safer (81%; 79%) and a greater sense of belonging (72%; 71%) compared to last year. The District added crowdsourcing as a way to collect qualitative measures from families through the Thoughtexchange platform to identify common themes in parent and community reporting. Frequent Parent Square messages and social media posts (e.g., Facebook, Twitter, Instagram) continue to be ways for parents to receive information and connect to their child's school. Family Help Stations and staff to support helping families access information through electronic and other resources are available at all school sites."	"FOCUS AREAS FOR IMPROVEMENT 2021-2022 California Healthy Kids Survey results for 7th-grade students indicate decreases in feelings of safety (72%;53%) and feelings of connectedness to school (68%; 52%). Staff believes one reason for the decrease is that 7th-grade students returned from distance learning to attend a new middle school with which they were not familiar. One focus for the District in spring 2022 is to create a middle school orientation for families of students entering the 7th-grade in 2022-2023. The District continues improvement efforts to expand Assets-based, and Culturally and Linguistically Responsive Mindsets beyond the classroom and into the community. To support this work the District enlisted the support of Hanover Research to facilitate an equity audit and support the development of a long-term equity plan, with implementation planned in fall 2022. Role-specific training for Site-based Community Liaisons as family resource providers, and parent educators through work-plan implementation continues to be a focus in strengthing the relationship between families and schools."	"IMPROVING ENGAGEMENT OF UNDERREPRESENTED FAMILIES The District will increase its focus on conducting outreach at community events or through partnerships (e.g., Mercado, City of Merced Parks and Recreation, Merced Black Parallel School Board, Safe Spaces Faith partners), and continue its practice of providing priority messaging for activities and extended learning opportunities to families of English learner, Homeless, Foster, African American students, and students with special needs in multiple languages."	"PARTNERSHIP STRENGTHS FOR STUDENT OUTCOMES Parent-Teacher Conferences and progress reporting occur at least twice yearly per school. Resources for parents and families, including video tutorials focused on accessing learning, are available on the District webpage in multiple languages. The Aeries Parent Portal and Gradebook connect families to student progress information at times convenient for families. A variety of community resource representatives (e.g., Merced Adult School, UC Merced, and the City of Merced Parks and Recreation Department) link with the Family Engagement Resource Center to support expanding partnerships beyond the school community."	"FOCUS AREA FOR IMPROVEMENT The District seeks to increase the inclusion of external partners (e.g. Restorative Justice League, CALTeach, Bali Learning Center) to support student learning opportunities."	"IMPROVING THE ENGAGEMENT OF UNDERREPRESENTED FAMILIES FOR STUDENT OUTCOMES District staff will continue to seek out partnerships with underrepresented families by conducting deliberate outreach in multiple languages through the school and community events and through work with organizations that advocate for them (e.g., Lao Family, Merced Hispanic Chamber of Commerce, Merced Black Parallel School Board)."	"STRENGTHS AND PROGRESS Community participation in local Governing Board meetings and community forums is easily accessible in both in-person and remote formats. Surveys, crowdsourcing results, and district and site-level committees provide families with voice and influence in decision-making. District and school staff provide governance instruction to families and committee representatives so they can participate fully in the decision-making process."	"IMPROVEMENT IN SEEKING INPUT FOR DECISION-MAKING District and site staff must accept the onus for seeking out input from educational partners, including using response return data to inform the best format to elicit an adequate number of responses."	"IMPROVING ENGAGEMENT OF UNDERREPRESENTED FAMILIES FOR DECISION-MAKING Efforts to improve the engagement of underrepresented families for decision-making include creating intentional connection opportunities for parents and guardians of English learner, African American, Homeless students, Foster Youth, and Students with Disabilities. The creation of engagement activities encompasses considerations of language accessibility, child-care needs, adequate time to formulate and share ideas, and meeting locations that are familiar, and convenient, and provide a sense of emotional safety for families."	4	4	3	4	4	4	5	5	5	5	5	4	Not Met	11/8/2022	2022
24102490000000	Merced County Office of Education	3	"In Building Relationships, developing the capacity of staff, creating a welcoming environment for all families at our campuses, and engaging in two-way communication between families and school staff using understandable language maintained their rating from the previous year and remain current strengths for our COE. We made one step in growth in the area of supporting staff to learn about each family's strengths, cultures, languages, and goals for their children this year. The implementation of a multi-language communication portal and translating of our public plans and offering interpreting services during our committee meetings helped in these efforts."	"Due to the continuing uncertainties related to the pandemic this school year, our school sites would have like to build stronger relationships with our families to reach Level 5. Due to strict safety protocols in place families were brought in the front office or had virtual or phone meetings and appointments. This restricted building stronger connections with our staff and families."	"For the next school year, our schools will improve the engagement of underrepresented families by communicating effectively and often with families, inviting families to school events, meetings, and committees, and providing ways families can support their child’s learning at home. We will continue to improve in the area of supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by rebuilding relationships as students return to another year of full-time in-person learning."	"In Building Partnerships for Student Outcomes, the LEA’s current strengths due to maintaining our rating of level four were: providing professional learning and support to teachers and principals to improve the school's capacity, providing families with information and resources to support student learning and development in the home, and supporting families to understand and exercise their legal rights and advocate for their students. We also increase our rating for implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved outcomes by moving from a level three to four. This was an area we selected to work on last year."	"Since all four areas have reached level four from the feedback of our educational partners, then we would like to focus on providing families with information and resources to support student learning and development in the home in order to improve the responses to a level five next near. In our local survey conducted with our families, one of the top areas identified as families wanting more information about is the programs our students use at school to complete their coursework."	"In the area of providing families with information and resources to support student learning and development in the home, our schools will conduct training for parents during enrollment orientation. We will also offer parent education workshops throughout the year. At these orientations and workshops families will learn how to access and navigate the programs their child uses and be better equipped to support their child's learning in those programs from home."	"For Seeking Input for Decision Making, we maintained at 4-Full Implementation for all four areas - building the capacity of and supporting principals and staff and families to effectively engage families in advisory groups and with decision-making, providing families with opportunities to provide input on policies and programs, and in working together to plan, design, and implement family engagement activities."	One area the schools would like to continue to focus on is in building the capacity and supporting family members to effectively engage in advisory groups and decision-making. Only 67% of our families responded in a local survey as to participating in committees and school events and the schools desire to have that percentage increase next year.	The LEA provides all families with opportunities to provide input on policies and programs through School Site Councils and English Learner Advisory Committees. School staff will be provided support to decrease barriers for families to increase their engagement. Meetings will once again be held in person next year and not over Zoom which might have been a barrier for some families to participate if they did not have a device to use to join.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
24737260000000	Merced River Union Elementary	3	"The district believes that parent/school collaboration is the key to success. The district does a great job of providing parents with a variety of opportunities to participate in district events such as the Back to School Night, Open House and other school-related events. Additionally, the district holds monthly district-sponsored breakfasts where it invites all parents to join them for breakfast. Due to these various community activities, parents are more engaged with the school. These unique opportunities open the doors for continued dialogue amongst the adults in the system as to how we can best work together to improve the overall setting of the school for all stakeholders."	"MRSD would like to focus on improving the capacity of staff to build relationships with families through learning more about each family's strengths, cultures, languages, and goals. This is increasingly important as we continue to grow in enrollment and diversity of the student population."	"MRSD would like to focus on improving the capacity of staff to build relationships with families through learning more about each family's strengths, cultures, languages, and goals. This is increasingly important as we continue to grow in enrollment and diversity of the student population. We will continue to reach out to our families, especially our underrepresented families, and provide more opportunities for staff and families to work together."	The district partners with the Merced County Office of Education to support its implementation of the Multi-Tiered Systems of Support to focus on Positive Behavior Interventions and Strategies to best support all students. This has led to a positive change with our families as we continue to reinforce the expectations with all families in order to create a more positive environment with our community's educational partners.	The District's area for improvement is to continue to expand opportunities to build partnerships with parents and families.	"The district continues to find new ways to better communicate with parents. The district continues to host a variety of community events for all community members. The district holds annual parent-teacher conferences and will seek how we can have a parent-teacher conference event in the spring to meet with all families, specifically our underrepresented families, in order to monitor student progress across all curricular subjects. We are also expanding resources to parents through our student/parent support specialists, who are available both during and after school to support student and parent needs."	"A strength of Merced River is that the district is a rural single school district and has merged its School Site Council, Local Control Accountability Plan, and English Learner Advisory Committees into one unique body comprised of parents, teachers, and students. These committees meet quarterly to review and update the various components of the LCAP for the year. These meetings are open to all educational partners and give everyone the opportunity to provide feedback on the school's progress towards achieving its goals. The district intends to provide all educational partners and families with a variety of school information nights in their"	"With a growing enrollment, an area of focus is to ensure that all parents are aware of their opportunities to provide input."	"We will actively reach out to parents through phone calls, newsletters, and in-person conversations to let parents know about opportunities to provide input."	4	4	4	5	4	4	5	4	4	4	4	4	Met	6/20/2022	2022
24102490106518	Merced Scholars Charter	3	"A strength of MSCS continues to be the welcoming environment it has created for students and their families so they feel safe and comfortable on-site or through a virtual platform. The foundation of this lies in the development of positive relationships among staff, students, parents, and families. This includes the availability of multiple Spanish speaking staff that can communicate with the families whose primary language is Spanish. By doing so, MSCS is able to support the language and culture of these specific families. The use of programs like Parent Square and school email allows students and their families engage in two-way communication effectively."	"An area of improvement is to continue to increase the efficiency of school to home communication. Through conversations and surveys of educational partners, families and staff identified the length of time it took for the administration or school as a whole to contact a family as being a bit too long. Faster response times would be appreciated by our educational partners. In addition, better communication between administration and staff will help staff to promote and engage their students with school events and supports. By improving these areas, the school's relationships with families and the community will become even stronger."	"An area for additional improvement will focus on developing staff knowledge on the multitude of backgrounds that students bring to the learning environment, especially with English learners, foster youth, and low income students. The school is experiencing an increasing number of students from underrepresented backgrounds. As such, professional development to provide staff a better foundation to work with students of various backgrounds continues to be needed. Additional support and outreach from the school's social/emotional (SEL) team will help to provide the additional supports needed by families. The SEL team not only provides social and emotional support, but can find resources and community services to support the family's basic needs. This team will help to improve engagement with our underrepresented families."	"Parents are an integral part of the school program. Parents work closely with teaching staff to ensure students are completing their weekly assignments and progressing in their academics. Parents are encouraged to attend weekly personalized learning sessions with their children so they can better support students with their learning in the home. The school regularly encourages parents to know how to best support their child in their education academically and social/emotionally. Additional staff such as the school counseling team, instructional support assistants, and the youth engagement specialist all work at providing those strong relationships and supports to improve student outcomes."	"An area of improvement continues to be with the amount of parent participation and its variance from family to family. The school provides a number of in person and virtual opportunities for students and some for families. Still, active participation is low and inconsistent. While this has improved, more work is needed to ensure all families work with staff to focus our commitments to the academic and emotional growth of students. MSCS must also work at providing parent workshops and trainings on a more consistent basis, especially on how to support students with their learning at home. The school is already planning to add an orientation process for families along with follow up workshops to support families in helping their child in the home environment and improving the child's school outcomes."	"For underrepresented families, the school must look at workshops tailored to the specific subpopulations and focused on their needs. One such area is the training and support for non-English speaking families. Often times, it is difficult for non-English speaking families to support their child with the content they are covering. However, the families can support the child in other ways. It is up to the school to provide those supports to the parents. In addition, the school plans to educate underrepresented families on the educational systems and the options for both the family and children on post-secondary pathways. By doing so, the school hopes to improve the outcomes for not just the student, but the family as a whole."	"Parents of MSCS students have the opportunity to be a part of the decision-making process by participating in the school’s Advisory Board/School Site Council. The Advisory Board/School Site Council serves the dual purpose of supporting the school’s decision-making ability and in the formal decision-making process for federal fund expenditures. The combined board and council are made up of staff, district personnel, parents, students, and community members that provide input into school policies, curriculum, and school activities. Students and parents can choose to be an active member on the board or merely attend meetings to stay abreast of any changes or updates to the school program. Parents, students, and staff are nominated and elected to serve by their respective groups each year. All educational partners are encouraged to serve on the Advisory Board/School Site Council."	"While the school encourages participation from all educational partners, it can be difficult to get participants to serve on the group for the full year. The past year, the school has increased the number of participants and has had active involvement. The school continues to work on better engagement, including better support of the process from school administration. The meetings have been held virtually for the past few years, but the school hopes to go to a hybrid model in the future to allow the in-person connection and the Zoom option for those unable to come to site. This will provide more options for the educational partners to be involved in this process."	"Greater representation in the decision-making process is always desired from our families, especially the underrepresented families. MSCS strives to give a voice to all students and their families. The school must do more outreach to engage our non-English speaking families and find better ways to include families who cannot participate in school meetings during the school day. The school has recently hired several bilingual staff members and plans to develop a plan with strategies on how to better engage our underrepresented families and to provide them support in helping their children be successful learners."	4	4	4	4	3	4	3	3	4	4	3	3	Met	6/21/2022	2022
24657890000000	Merced Union High	3	"The MUHSD board also adopted the California Family Engagement Framework to provide district-level structure to the varied parent/ community engagement activities occurring at each school site. The framework will allow schools to self-assess with the help of family stakeholders, and prioritize action steps for the future. Families and community group members are encouraged to be involved in sites' School Site Councils, Booster Clubs, Parenting classes and English Learner Advisory Committees, along with the District English Learner Advisory Committee and LCAP meetings at MUHSD. The district has developed a new, full-time position focusing on parent and family outreach. This position will continue to strengthen parent and family engagement throughout the district and each school site."	"In the five years prior to the COVID-19 pandemic, an emphasis on innovation in teaching and learning had been building at MUHSD. During the inconsistencies of schooling with the COVID pandemic, MUHSD has acknowledged building relationships and supports as a top priority. Keynote speakers inspired certificated and classified staff members as they told stories of perseverance through hardship and shared strategies related to project-based learning, trauma-informed education, growth mindset, culturally responsive teaching, the 4Cs, Universal Design for Learning, and other student-centered topics, which became the focus of professional development and conversation among staff, students and administration as the district adapted to new ways of thinking about education. MUHSD continues to strengthen and improve on ways to receive parent input in decision-making and promote parental participation in education programs for students."	"Families and community group members are actively involved in School Site Councils, Booster Clubs, ELAC, DELAC and LCAP meetings at MUHSD. In the fall of 2019, parents/community members had opportunities to visit schools during the school day. Due to COVID, MUHSD was unable to continue this opportunity. However, due to the continually changing education landscape, MUHSD sites put on parent workshops and Facebook Lives to support parents in the distance learning process. The Special Programs & Family Engagement, Program Administrator has held several workshops this year to support underrepresented families and plans to continue evaluating the needs of our community to support families better.  At each school site, administrators continue to improve in building relationships with families by evaluating their needs and holding trainings or family engagement activities. In addition, Community Liaisons at each site reach out and provide supports to underrepresented families."	"During the 2018-19 school year, MUHSD added a full time Director of Communications at the district level. The Director has created social media accounts on several platforms to add to the existing platform ""Parent Square"". MUHSD set the board goal for 19-20: ""Focus on providing timely and accurate communication to families, staff and the community to promote all school and district activities consistently at all sites."" For the 22-23 school year, a Superintendent goal is, ""Outline meaningful two way communication expectations for the school community that go beyond compliance notifications and social media promotions.""  With more two-way communication, MUHSD strives for interactive, equal, and feedback oriented communication between the school sites and families.  MUHSD recognizes that building relationships between school staff and families is key to the success of students."	"UHSD continues to strive in building partnerships with families and school sites to improve student outcomes.  District office and sites offer professional learning throughout the year to support staff in developing the importance of building relationships.  MUHSD is continually evaluating and reviewing professional learning opportunities to support teachers and administrators in improving each school's capacity to partner with families.  With the negative impacts of COVID, MUHSD knows the importance of building relationships and supporting students in their social-emotional learning.  MUHSD is working in supporting teachers in the ability to meet with families to discuss student progress and ways to work together to support to student outcomes.  The counseling staff is working with the district office to set and coordinate the measurable expectations for counseling services that all students should receive and identify how that will be tracked and reported."	"MUHSD is about 78% unduplicated students and knows the importance in engaging underrepresented families in supporting and building partnerships for student outcomes.  MUHSD and school sites are working together in identifying and defining what services will be provided to all students and underrepresented students.  Staff will have a common understanding of Multi-Tiered Systems of Support to further encompass the early identification and support of students with social-emotional, academic and/or behavioral needs."	"Families and community group members are actively encouraged to participate in School Site Councils, Booster Clubs, ELAC, DELAC and LCAP meetings at MUHSD.  These groups meet regularly to provide input and engage in decision making for school sites, underrepresented students, activities, and budget distribution for programs."	"Based on the 21-22 California Healthy Kids Survey, out of the 1,100 survey responses that were received, 70% of parents agreed and strongly agreed that the schools actively seek the input of parents before making important decisions.  However, MUHSD continue to strive for all parents to feel supported int eh decision-making process of their child.  MUHSD and sites continue to reach out to all parents for their input and representation on advisory committees."	"Improving two-way communication with families, and especially underrepresented families, is a board goal for the 22-23.  The district and sites know that interactive and feedback oriented communications is crucial to reach parents.  In person meetings in families communities, personal phone calls, parent support classes, and continue feedback will support MUHSD in reaching underrepresented families more often."	4	4	4	4	4	5	3	4	5	4	4	4	Met	6/8/2022	2022
51714150000000	Meridian Elementary	3	"100% of parents surveyed felt the school was safe 100% of parents surveyed felt the communication was good to excellent 100% of parents surveyed felt the communication was in language that was understandable.  100% of parents surveyed felt that the school was good to excellent at welcoming families. During the 2021-2022 school year, the LEA made great efforts to build relationships between school staff and families. This year we restarted the site council and the parent club.  We had many school events such as a chili cook off, an ice cream social, Christmas program, a fiesta carnival, and an open house to promote relationships between staff and families.  We also reached out to families twice this year through surveys.  We started a weekly newsletter and bulletin and had it translated into Spanish for many of our families.  In addition, we have three members of our staff who are fluent in Spanish and able to help bridge the communication gap.  Teachers also used class dojo to keep in touch with families"	"We have done a good job at building relationships and providing opportunities for interactions between staff and families.  The next step is to provide professional development to teachers and staff on being culturally sensitive, communicating with families, and providing learning materials to families.  There is always room for improvement and teacher/staff development will help make sure we are all on the same page and doing all we can to build positive relationships with families.  In addition, we have found that some parents are having difficulty accessing the weekly newsletter through their phones.  We are going to provide a written copy of the newsletter to students as well."	"We provided all the information in Spanish in order to communicate with all families.  We will continue to do so and continue to provide interpreters when necessary. We will continue to have activities in the evenings in order to accommodate working families.  We will provide activities that are culturally sensitive and are free in order to not put added strain on low income families.  We will offer transportation for families to and from school, as well as school events. The LEA will provide training for teachers on improving communication with underrepresented families. In addition, we will provide incentives for completing surveys,  host a coffee with the principal, and put a suggestion box in the office."	"95% of parents surveyed felt the LEA was good to excellent at supporting learning in the home.  95% of parents surveyed felt that the LEA was good to excellent and having families and staff work together.  95% of parents surveyed felt that the LEA was good to excellent at having activities that involve families. Our strengths are that we mail home information about parents' legal rights and that we provide multiple opportunities for teachers to meet with families and students to discuss student progress.  We send home three progress reports, have parent/teacher conferences, and have an open house.  In addition, teachers and administration have an open door policy for meeting with families to discuss student progress and outcomes."	"Based on our analysis, our weakness is providing information and resources to support learning at home and providing professional development for teachers on how to support learning at home. Some steps we will take to improve building partnerships for student outcomes are:  professional development for teachers on supporting learning at home, a back to school night where we meet with families and discuss standards, set learning goals with parents and students at parent conferences, provide curriculum newsletters to students in tk-2, and communicate our homework program with parents."	"Meridian does an adequate job of engaging underrepresented families in building partnerships with student outcomes.  We provide all information in Spanish, provide interpreters, and have three staff members who are fluent in Spanish.  In order to improve engagement in student outcomes with underrepresented families we will provide professional development to teachers on partnerships for student outcomes with underrepresented families, provide material about standards and homework in Spanish, have teachers communicate weekly about students progress and homework through email, class dojo, or telephone calls. In addition, we will communicate with underrepresented families to make sure they have access in the home to reading books and school supplies and supply them if necessary."	"This year we have started a site council, parent club, student council, and have solicited input from them.  In addition, we have given a panoramic survey to students and sent home multiple surveys to families.  The information from these sources has strongly influenced the LEA in decision making.  In addition, we have given teacher surveys and had meetings with teachers soliciting input."	"There is room for improvement.  Next year, the LEA plans to have more regular staff meetings and rely more on teacher input in all decision making.  We also can make sure that all site council, student council, and parent club meetings have time on the agenda for input in current decisions and policies. In addition, we will work on our surveys to make sure they are worded in a way to get the information necessary to help us make decisions for the school."	"We will continue to send home surveys and make phone calls in either English and Spanish in order to seek input from underrepresented families.  Families who don’t complete the survey will get a phone call in order to get input.  We also can make sure that parents on the site council represent ELD students, low income students, and students with special needs. This year we disaggregated the data by group and will continue to do so in order to make sure all voices are heard."	4	5	4	5	2	4	4	4	3	3	4	5	Met	6/22/2022	2022
56724700000000	Mesa Union Elementary	3	"Mesa Union School Districts takes great pride in providing a welcoming and supportive environment for parents and families. There have been several strategies by which Mesa has employed to develop stronger ties with families. One such strategy entails Mesa Union leveraging technology to better engage district families. Mesa Union currently utilizes ParentSquare as a two-way communication platform with parents/families. Additionally, the District has scheduled consistent meetings vie Zoom for important informational updates.   Mesa Union has also continued to support the staffing of a Bilingual Family Liaison who is bilingual and biliterate. This position has been critical to providing language access (interpretation/translation) to parents and families at online/in-person events and through written communication. This position also allowed for committees and family groups to gain greater access to information and for the district to reach a greater number of Mesa parents and families, as well.   Another important strategy for maintaining partnerships with parents and families was the ongoing support of and collaboration with Mesa Union's Parent Faculty Organization (PFO) and Mesa Education Foundation (MEF) groups. As pandemic conditions and associated guidelines were relaxed, PFO and MEF were able to coordinate a greater number of community-wide events for students, parents/families and community. Another strategy that led to significant parent/family engagement was the District's support of partner's fulfilling the District's updated Volunteer Policy. The District was able to resume its volunteer program at mid-year and resulted in well over 50 regular classroom volunteers."	"Mesa Union continues to evolve services, supports and appropriate engagement between school staff and families. The District will continue to allocate funding in order to staff the Bilingual Family Liaison position. The support of this position has been incredible to families of underrepresented groups, namely our Emerging Multilingual/Bilingual Learners or English Learners. Monolingual, Spanish-speaking families have been able to have greater access to information and greater connection to the school through this position. Furthermore, communication in Spanish (which is the most highly represented language beside English) has also improved significantly. Most all communication is sent translated to families. Interpretation (simultaneous/consecutive) has also been made available to parents during school meetings (virtual or in-person). There is still a need to develop in other domains of parent/family engagement, including outreach, partnerships and parent programming. These are all areas under consideration."	"Mesa Union School District has made substantial efforts and investments in capacity-building of staff in being able to effectively partner with parents/families to establish, maintain and monitor goals and outcomes for students. An area of strength has been communication and overall relationship-building. Parents/families have responded quite favorably in local surveys (YouthTruth Surveys, LCAP Surveys, etc.) in feedback about engagement. Particular to underrepresented families, there still exists a need to develop greater capacity among staff to convey information and to use it meaningfully in the development of goals for students. Mesa has also remained compliant in the development of standing committees, such as LCAP Parent Committee and District English Learner Advisory Committee (DELAC), but there is more growth to plan, as well, to reach meaningful participation."	"Mesa Union School Districts has historically built and maintained quality relationships with educational partners, including community-based organizations. At present, Mesa Union has developed partnerships with other educational agencies and colleges/universities to promote a college-going atmosphere. Middle school students have experienced educational trips to universities such as UCSB and Cal Poly Pomona which have extended their learning, beyond the classroom, to the field. Additionally, Mesa Union has a strong partnership with Ventura County Office of Education and Ventura County Schools Business Services Authority who have provided Mesa significant support and resources pertaining to: facilities, mental health, technical guidance and professional learning."	"Based upon the analysis of educational partner input, Mesa Union must continue to establish robust partnerships with local and regional agencies to bolster the educational program. It will be important to expand learning opportunities for all grades, particularly middle school, while also increasing learning supports."	"Mesa Union School District will turn greater attention and resources to serving underrepresented families in the coming year. While the outreach outlined in prior sections has served well in reaching more families and educational partners, there still needs to be more intentional work undertaken to engage specific family groups. During the 2022-2023 school year, Mesa Union plans to use small, targeted meetings (in-person/virtual dependent upon need), committee meetings and focus groups."	"Mesa Union annually administers a Local Control Accountability Plan and Youth Truth Surveys to collect information regarding the District and its school(s) overall climate and student, parent, and community connectedness. Stakeholder results continue to indicate the importance of outstanding customer service, the need to continually improve organizational communication process and quality, the expectation of provide physical and social emotional healthy and productive school environments, and the need to improve connectedness between students, parents and the district and school(s). The results of the surveys are shared in very intentional and focused ways with certificated and classified staff, families and board of education. Survey results are also shared with students, specifically middle school students, Middle school students are also invited to participate in focus groups that analyze YouthTruth results from prior year and provide input on actions that can make a difference toward addressing areas of improvement.  During the 2021-2022 school year, Mesa Union also comprised a Design Team to develop the Mesa Union Framework for the Future and Learner Profile. The process was completed in Spring 2022 and brought before the Mesa Union Board of Education for approval. The Framework for the Future is a foundation for learning that focuses on the characteristics and competencies students should be able to develop and demonstrate by the time that students leave Mesa Union in 8th grade."	"Mesa Union will continue to employ the strategies indicated above. Specifically, Mesa Union will continue to employ the use of student focus group in an effort to become more learner-focused, learner-centered. The feedback and input provided by student focus groups have been significant in leading to improvements to the educational program, staff practices and other district operations.  Mesa Union will also look to develop additional focus groups among parent groups in order to better understand and interpret survey results."	"Mesa Union will continue to employ the strategies indicated above. Specifically, Mesa Union will also look to develop additional focus groups among parent groups in order to better understand and interpret perceptions of district-provided services."	5	3	5	3	2	2	3	3	4	4	4	4	Met	6/16/2022	2022
19753090137703	"Method Schools, LA"	3	"Method Schools recognizes that family engagement and parent involvement are a key ingredient to student success.  It is expected that all students meet with their homeroom teacher weekly to discuss progress and concerns.  Method promotes inclusivity and diversity throughout the organization including staff, faculty, students, and families.  In 2021-22, Method revived its event and field trip offerings and expanded the areas reached.  These events include field trips, experiential learning, and community service opportunities that build a sense of community throughout a widespread network of students, parents, and staff.  Finally, Method organized a Parent Advisory Committee at the end of the 2021-22 school year.  The Parent Advisory Committee will serve as a crucial liaison between parent voice and Method Schools in the 2022-23 school year and beyond."	"Based on local data, Method Schools hopes to build and grow its Parent Advisory Committee.  Currently with only two members, Method hopes to grow the organization in the 2022-23 school year.  Further, Method hopes to continue to build upon the relationships between staff and families through added offerings and opportunities to engage with the Method community such as participating in the Associated Student Body and Yearbook."	"Method will improve engagement of underrepresented families by expanding the regions in which in-person opportunities are available.  In addition, Method created a learning pod program which allows families to create pods that are supported by Mobile Student Success Managers.  In addition, programs such as the Meal Assistance, loaner technology, and instructional funds program help to make learning accessible for all families."	"Method Schools promotes strong channels of communication between school, staff, students, and parents.  Instructional and developmental coaching as well as a year long professional development calendar supports school staff to improve the capacity to partner with families.  Method School’s Learning Management System Smartfox makes communication between school and home easy with built-in text and broadcast message features.   Method initiates a supportive relationship between families and students to discuss progress from the onboarding orientation meeting.  Teachers meet with their students weekly to review their individual progress and encourage goal setting and improvement.   Additionally, Method communicates all legal rights and school policies through its Parent/Student Handbook which is distributed to incoming students upon enrollment."	Method Schools will focus improvement upon further developing instructional staff to use instructional strategies and interventions that meet the needs of all students at all ability levels.	"Method Schools will seek to develop its staff in instructional coaching strategies and build upon its Multi Tiered System of Supports in order to meet students at their level, communicate through encouragement, and give students the proper support.  In addition to developing its staff, Method will develop the features in Smartfox to encourage ease in communication between families and the school."	"Method solicits the feedback of all educational partners through the use of regular surveys sent to students, families, and staff.  The data collected from surveys informs decision-making, program refinements, and new initiatives. Method Schools organized its first Parent Advisory Committee at the end of the 2021-22 school year and its members will serve for the 22-23 school year to organize parent-friendly social and educational events."	"Method will focus on expanding the Parent Advisory Committee both in membership and the committee’s responsibilities. In its beginning stages, Method School’s PAC will serve to plan and execute parent-focused events and support.  In its future, Method Schools Parent Advisory Committee will also serve  as a voice for the parent community through focus groups."	"Method Schools will develop its staff to serve underrepresented families through professional development and instructional coaching.  Further, targeted surveys will be released to gather specific feedback from underrepresented subgroups which will inform future programs, decision-making, and allocation of resources."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/1/2022	2022
37680490129221	MethodSchools	3	"Method Schools recognizes that family engagement and parent involvement are a key ingredient to student success.  It is expected that all students meet with their homeroom teacher weekly to discuss progress and concerns.  Method promotes inclusivity and diversity throughout the organization including staff, faculty, students, and families.  In 2021-22, Method revived its event and field trip offerings and expanded the areas reached.  These events include field trips, experiential learning, and community service opportunities that build a sense of community throughout a widespread network of students, parents, and staff.  Finally, Method organized a Parent Advisory Committee at the end of the 2021-22 school year.  The Parent Advisory Committee will serve as a crucial liaison between parent voice and Method Schools in the 2022-23 school year and beyond."	"Based on local data, Method Schools hopes to build and grow its Parent Advisory Committee which currently has two members. Further, Method hopes to continue to build upon the relationships between staff and families through added offerings and opportunities to engage with the Method community such as participating in the Associated Student Body and Yearbook."	"Method will improve engagement of underrepresented families by expanding the regions in which in-person opportunities are available.  In addition, Method created a learning pod program which allows families to create pods that are supported by Mobile Student Success Managers.  In addition, programs such as the Meal Assistance, loaner technology, and instructional funds program help to make learning accessible for all families."	"Method Schools promotes strong channels of communication between school, staff, students, and parents.  Instructional and developmental coaching as well as a year long professional development calendar supports school staff to improve the capacity to partner with families.  Method School’s Learning Management System Smartfox makes communication between school and home easy with built-in text and broadcast message features.   Method initiates a supportive relationship between families and students to discuss progress from the onboarding orientation meeting.  Teachers meet with their students weekly to review their individual progress and encourage goal setting and improvement.   Additionally, Method communicates all legal rights and school policies through its Parent/Student Handbook which is distributed to incoming students upon enrollment."	Method Schools will focus improvement upon further developing instructional staff to use instructional strategies and interventions that meet the needs of all students at all ability levels.	"Method Schools will seek to develop its staff in instructional coaching strategies and build upon its Multi Tiered System of Supports in order to meet students at their level, communicate through encouragement, and give students the proper support.  In addition to developing its staff, Method will develop the features in Smartfox to encourage ease in communication between families and the school."	"Method solicits the feedback of all educational partners through the use of regular surveys sent to students, families, and staff.  The data collected from surveys informs decision-making, program refinements, and new initiatives. Method Schools organized its first Parent Advisory Committee at the end of the 2021-22 school year and its members will serve for the 22-23 school year to organize parent-friendly social and educational events."	"Method will focus on expanding the Parent Advisory Committee both in membership and the committee’s responsibilities. In its beginning stages, Method School’s PAC will serve to plan and execute parent-focused events and support.  In its future, Method Schools Parent Advisory Committee will also serve  as a voice for the parent community through focus groups."	"Method Schools will develop its staff to serve underrepresented families through professional development and instructional coaching.  Further, targeted surveys will be released to gather specific feedback from underrepresented subgroups which will inform future programs, decision-making, and allocation of resources."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/1/2022	2022
17640550000000	Middletown Unified	3	MUSD and its surrounding community are a close knit community with strong communication ties and a desire for student success.	MUSD will provide opportunities for parent and community engagement to build partnerships for school staff and families.	"The District transitioned from a survey model of sending electronic surveys out via social media and the website to all families for survey completion, to a format in which parents were engaged at school events and presented data about the District prior to being invited to fill out an electronic survey. The District will look at sending out electronic surveys District-Wide, while continuing to promote local parent engagement events, and having parent fill out surveys/provide input at these events."	MUSD and its surrounding community are a close knit community with strong communication ties and a desire for student success.	MUSD will provide opportunities for parent and community engagement to build partnerships for student outcomes.	"The District transitioned from a survey model of sending electronic surveys out via social media and the website to all families for survey completion, to a format in which parents were engaged at school events and presented data about the District prior to being invited to fill out an electronic survey. The District will look at sending out electronic surveys District-Wide, while continuing to promote local parent engagement events, as COVID restrictions are lifted, and having parent fill out surveys/provide input at these events."	"MUSD provides multiple opportunities for input through site council, LCAP, ELAC, DELAC, Board Workshops, PTA, Booster and other parent group meetings."	MUSD will focus on more participation from our unduplicated families.	MUSD will provide more opportunities for engagement and provide meals and child care so support parent attendance at meetings for input.	3	4	4	4	3	3	3	1	4	4	4	4	Not Met	9/29/2022	2022
15636690000000	Midway Elementary	3	"We have a welcoming and engaging environment/culture that allows all stakeholders to communicate needs and celebrate successes. School uses the mass messaging system, monthly calendars, school website, teacher emails, progress reports, and surveys that allow for clear communication with all stakeholders.  We have several events on campus throughout the year that invite the community to participate and build positive relationships. Overall, our goal is to be inclusive and to allow for all stakeholders to be heard and participate in the process of serving students with equity."	Teachers accept daily phone calls and emails to keep communication open to student needs and intervention.  We also have web-based sites that support parents with information on student grades and textbook resources.   The school is also working towards having access to Board Policies via the school website in the coming year.  Superintendent attends meetings on building partnerships with stakeholders through Kern County Superintendents of Schools monthly meetings.  Parent rights and responsibilities are posted in English and Spanish on School Website.	"The School uses scheduled parent and community meetings to discuss LCAP goals and actions. This allows for input from a diverse group.  Parents are also encouraged to attend parent volunteer meetings to develop and support events.  These meetings are sent out via text, phone calls, and through monthly calendars that capture all families. Parent surveys are administered annually and allow for input for continued improvement."	"Parent surveys revealed that most respondents (95%) Strongly Agree or Agree with all school climate questions.  Safety, parent relations, and fair treatment of students were amongst the more favorable responses.  School currently has a ""TIGER"" program that promotes and celebrates attendance, citizenship, and academic successes.  Students are recognized monthly and quarterly and have the opportunity to earn field trips for their accomplishments.  Students have adopted these set standards from the program, allowing for a positive school environment to flourish. This positive school climate has helped overall student success."	"Midway has built positive and productive partnerships with our parent volunteer committee and district parent advisory committee.  Through these meetings, we've organized many student-based events that help strengthen positive relationships between students, parents, and staff.  Parents are heavily involved with organizing and participating in our quarterly awards ceremonies that celebrate student outcomes."	"The district has multiple communication platforms to ensure that unrepresented families stay engaged with students' outcomes via teacher weekly check-ups and information on upcoming events or student support services. Teachers use our Wednesday early out day to reach out to any students that may need extra support at school or at home.  Teachers use emails, Clever, or phone calls to reach out. Our school website also houses information on how to access textbook portals and student grading/current assignments."	"Midway has quarterly meetings with the District Parent Advisory Committee to discuss LCAP goals and actions, Student outcomes, Buildings and grounds, school safety, and all adopted learning programs."	"Midway has quarterly meetings with the District Parent Advisory Committee to discuss LCAP goals and actions, Student outcomes, Buildings and grounds, school safety, and all adopted learning programs."	"We utilize our school website to inform our families about any upcoming parent advisory committee meetings and also deploy our mass messaging system (Schoolwise) that sends text, email, and phone calls with important information regarding decision-making meetings."	5	5	5	4	4	4	4	4	4	4	5	5	Met	6/21/2022	2022
21653910000000	Mill Valley Elementary	3	"We ensured regular two-way communication and proactively communicated from district to home, school to home, and classroom to home by sharing information regularly and transparently. This was implemented in full by weekly communications from the district and site leaders. Additionally, we ensured all families were aware of and students engaged in school activities, programs, and support services through ongoing meetings and committees. We provided multiple opportunities for parents and guardians to participate in committees, meetings, and training around Equity, Inclusion, and Diversity."	"Ensure regular two-way communication and proactively communicate (District to Home, School to Home, & Classroom to Home) by sharing information regularly and transparently.  Ensure all families are aware of and students are engaged in school activities, programs, and support services."	"Provide multiple opportunities for parents and guardians to participate in committees, meetings, and training around Equity, Inclusion, and Diversity. Consider additional methods for gathering information from underrepresented families to be sure their perspectives are heard."	"All staff in our district attended sessions with Facing History, Facing Ourselves to broaden our knowledge base around diversity and equity history in schools. We have established, in partnership with Critical Friends, a district-wide equity committee made up of staff members and administrators to focus on next steps and systemic change. As a component of this we have also established a district-wide parent equity committee to further engage the parent community. We provide regular messages to the MVSD community that offer relevant information and highlight the programs and events happening in the district. We prioritize providing timely and succinct messages to our families and the community through a variety of communication tools. We also work to ensure that this communication with our families is a two-way process."	"Our district has included stakeholder groups in conversations and equity work. We have used board meetings as opportunities to share data with our community partners. Our administrative team is working together to build goals around student outcomes, including supporting all students."	"Our district is using ParentSquare for classroom, school, and district messaging, with language preference options and automatic translation available for families. The district DELAC team meetings have focused on welcoming all families and offering a time for families of underrepresented students to share their perspectives and stories. We are also considering new methods of gathering data and feedback from families, with a focus on underrepresented families, to ensure we have accurate information in order to best engage families."	"Our district sought parental input for decision-making at the district and site level through a variety of in-person/Zoom meetings and written feedback. Some of the in-person meetings include Parent/Staff Equity Committee meetings, LCAP Parent Advisory Committee meetings, District English Language Advisory Committee meetings, PTA/PTA Council meetings, Site Council meetings at each school, Community Financial Advisory Committee meetings, and It Takes A Village meetings. We sought staff input through LCAP Staff Advisory Committee meetings, staff meetings with principals, Math Committee, and collected input regarding professional development, curriculum, and DEI work."	"Our district is continuing to work to include underrepresented families when gathering data, both by collecting data in multiple ways and by engaging families in connecting to school and district work. We are also working on additional methods for authentic engagement and input-gathering from staff."	"Our district will continue to identify ways to improve engagement of underrepresented families, including by reaching out directly to families of underrepresented students for meetings, parent-teacher conferences and events."	3	3	3	3	3	3	3	3	3	3	3	3	Not Met	10/13/2022	2022
41689730000000	Millbrae Elementary	3	"Millbrae  Elementary School District continues to hold regular coffees with the principal, School Site Council meetings, PTA/PTOs or Parent Teacher Association, ELAC or English Language Advisory Council  meetings, and parent teacher conferences. Principals send weekly communications to their families through Parent Square. Millbrae also continues to welcome volunteers to our campuses."	"Millbrae Elementary School District continues to solicit engagement with and feedback from our underrepresented families. We are engaging in work with the Anti-Defamation League to provide anti-bias training for all staff. Likewise, we will engage our entire community, including staff, students and families in No Place for Hate with the Anti-Defamation League. No Place for Hate is a student-led movement where  students and staff will examine identities, reflect on biased behavior and learn new ways to challenge bias and bullying in themselves, others and society."	"Millbrae Elementary School district is doing greater outreach to families rather than relying solely on Parent Square for communication, including personally handing out flyers in a bilingual format while greeting parents in front of schools to advertise events and parent education opportunities. We will be providing translation headsets at our parent meetings."	"Millbrae Elementary School District has been historically successful in maintaining partnerships with our local Lion's club, Peninsula Chinese Business Association, the Millbrae Education Foundation, Millbrae Parks and Recreation programs, San Mateo County Office of Sustainability, San Mateo Office of Education, Millbrae Public Library and more."	"For the 2022 school year, Millbrae Elementary School District has partnered with Santa Clara County Office of Education to strengthen our PBIS (Positive Behavior Intervention Strategies) framework implementation. No Place for Hate  through the Anti-Defamation League, mentioned above, complimets our PBIS framework. Together these frameworks will strengthen the culture and climate of our schools and increase student engagement."	"As Millbrae Elementary School District continues to maintain existing partnerships and build new partnerships, we prioritize equity and inclusion. In September of 2022, the Peninsula Chinese Business Association raised $50,000 to support math improvement at Lomita Park. Our Millbrae Education Foundation continues to support our schools' providing to our general fund to support needs as determined by our state and local data, including our underrepresented students."	Millbrae Elementary School District has made progress in this area by providing a full-time ELD coordinator who has been actively engaged with our underrepresented families. All school sites and LEA continue to engage in active recruitment of parent participation in established advisory groups.	"For the 2022 school year, the Millbrae Elementary School District will focus on empowering the voices of both our parent community and student community for both input and decision making."	"For the 2022 school year, the Millbrae Elementary School District will focus on empowering the voices of both our parent community and student community. The district will actively recruit candidates for a parent liaison position that will focus on input from our underrepresented families. Additionally, No Place for Hate  through the Anti-Defamation League will empower student voice and foster engagement of the school community to come together in this movement. The district will continue to provide opportunities for parent voice and input through our School Site Council meetings, ELAC or English Language Advisory Council meetings, DELAC which is the District English Language Advisory Council meetings, attendance at school board meetings and new for the 2022 school year, a series of parent education nights that provide an opportunity for parent questions and feedback."	4	3	3	4	3	3	3	3	3	3	3	3	Not Met	10/4/2022	2022
39754990102392	Millennium Charter	3	"Millennium High School has a sustainable parent outreach plan that is highlighted by the School Improvement Committee (SIC). This committee is made up of Parents, Teachers, Administrators, Board Members and students and meets once per month to discuss all issues related to school action plan. Community involvement is a key to the process. Millennium High also has created ""Parent Café"" which is an outreach to our English Language Learner families to ensure they have a voice in the learning environment. The Parent Café meets once per month and includes members of Millennium High's EL staff to facilitate the contribution."	"Millennium High School is continuing its outreach to increase the number of parents and families involved with both the SIC meetings and the Parent Café by advertising in the weekly electronic newsletter ""Charter Chatter"" and by sending home informational flyers."	The EL Coordinator makes phone calls to each EL family to inform them about how they can become involved with the school as well as enlighten them about different opportunities available for their students. Our special education department has a specific section dedicated to their program in the charter chatter electronic newsletter and also make reach out via phone calls to the families of Special Education students.	"Millennium High School's strength is its strong relationships with stakeholders. Parents are routinely involved and meet often with teachers, Special Education staff, EL Coordinators and Administrators."	Millennium High School is focused on improving outreach efforts and communication with the goal of maximizing parent involvement. iReady results are sent home three times per year to measure progress. Parent/Teacher conferences are also held three times per year to discuss performance with parents.	Millennium High School will continue to work with our EL department to continue building partnerships with our underrepresented families.	The Millennium High School Improvement Committee has been an invaluable resource and program that has significantly increased the amount of stakeholder engagement at the school.	Millennium High School will continue to work with all stakeholders to gather their input for the decision making process.	"Millennium High School will continue its outreach programs via our electronic newsletter ""Charter Chatter"" and continue to emphasize the outreach conducted by our Special Education and EL departments."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/10/2022	2022
43733870000000	Milpitas Unified	3	"At MUSD, we continue to build a Culture of WE that engages parents, staff, and community partners in supporting student success. We have improved communication systems for better outreach to parents, students, and staff."	"In order to continue to build relationships between school staff and families, MUSD will: 1) Increase parent engagement and education opportunities with translation services, more bilingual staff at sites and district office. 2) Improve communication from the teachers/schools/district and parents regarding academic expectations and progress monitoring."	"Our Goal 3 focuses on family engagement, communication, and partnership. We will offer targeted parent education workshops by grade-level span. We will also work to provide better translation services, and add an additional community liaison in support of our Vietnamese community."	MUSD is in the initial to full implementation phase in building partnerships for student outcomes. We are doing well in providing families with information and resources to support student learning at home.	A continued area of focus for this year is in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The MUSD Learning & Development Department is currently working with Envision Learning Plan and our two middle schools to develop common rubrics for deeper learning assessments (ie. performance tasks or capstone projects). This process will lead to teachers being more empowered and equipped when meeting with families and students to discuss student progress and ways to work together to support improved student outcomes.	"One area we can improve in is learning about each family's strengths, cultures, languages and goals for their children. One focus of Learning & Development is to improve the capacity of district and site administrators to identify culturally responsive strategies so that we leverage our family's and students' culture and linguistic backgrounds as cognitive assets and leads to improved relationships and more enriched, meaningful and authentic learning. As research shows, a layer of culturally responsive leadership is the leader’s ability to engage students, families, and communities in meaningful ways. This includes the leader’s understanding, addressing and advocating for community-based issues and providing structures that accommodate the lives of our families."	"MUSD district and site administrators do a good job inviting parents/guardians to serve on the CCEIS, SSC, LCAP, DELAC & ELAC Committees as well as providing them with an opportunity to provide feedback on the Title 1 activities and programs we provide their students. MUSD also has two community liaisons to support our Spanish-speaking families and we are looking to hire another part-time community liaison to support our Vietnamese-speaking families."	"One area we could improve in is providing training for parents/guardians on how to effectively engage in advisory groups and decision-making  processes. Often, parents/guardians are willing to participate, but are not always comfortable providing the input."	We are working on our translation services in parent meetings and specifically reaching out for input from our underrepresented families.	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/28/2022	2022
20756060125021	Minarets Charter High	3	"The District has strengths related to providing lots of opportunities for educational partner input and collaboration. The District holds required site and district advisory committees and also a non-required budget advisory committee. The District also surveys students and education stakeholders once a year minimally, and engages in a great deal of planning as part of its LCAP development process. The school sites have their SSC/ELAC and parent clubs or a foundation. New in 2021-22 was the creation of the Superintendent Community Advisory Committee. New for 2022-23, the creation of a Parent Teacher Club/Group, Foundation committee and the State of the District event designed to align all schools in the district and showcase the outstanding programs being offered. This event will also generate scholarships for our graduates."	"The District could do more in terms of supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."	The District has started focused conversations and develop internal goals related to developing cultural awareness and sensitivity. Our student services team will provide content and training to all staff starting in fall of 2022. The District received a CA Community School Partnership Planning grant and will conduct an asset map of programs and services needed and in place during the 2022-23 school year and develop site specific plans during the 2023-24 school year. This work will set the District and school sites up to apply for additional grant funds to implement their Community School Partnership Plan.	"One of the District’s strengths is that generally there are very positive relationships between teachers, staff and parents. Our schools are also welcoming and site leaders are typically very good about communication and follow-through with parents."	The District could do more with providing professional learning and support for teachers and principals to improve a school’s capacity to partner with families.	Through the use of the District CA Community School Partnership Planning grant and will conduct an asset map of programs and services needed and in place during the 2022-23 school year and develop site specific plans during the 2023-24 school year. This work will focus on many aspects of the community school framework and the unique needs of each school site.	"While the District seeks a great deal of input from educational partners through various means (committees, meetings, surveys, etc.). Through the use of the District CA Community School Partnership Planning grant and will conduct an asset map of programs and services needed and in place during the 2022-23 school year and develop site specific plans during the 2023-24 school year. This work will focus on many aspects of the community school framework and the unique needs of each school site. Including the ways that we collaborate with educational partners, what is shared by our educational partners, and how what is shared influences District planning is documented in our LCAP."	"The District could do more to seek input directly from under-represented groups. As a result, the District’s new information and intervention dashboard (PARSEC) will provide site and district leaders real time data and information for all students with the ability to drill down by groups of students. This will allow schools and the district to be proactive and responsive to specific areas. Parent survey results indicate a desire for more timely and consistent communication at the teacher to parent level specifically."	"The District will engage in targeted discussions and communicate professional expectations for the district and school site for teacher to parent communication (grading, attendance, etc.) to address this feedback."	4	4	3	4	3	2	4	3	3	3	3	3	Met	6/21/2022	2022
36750440114389	Mirus Secondary	3	"The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 97.3% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 94.5% of parents and 99.2% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 97.3% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 91.9% of parents report that the school provides innovative and engaging learning environments."	"Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. Mirus Secondary regularly consults with educational partners throughout the school year to understand the academic, social-emotional, and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees, and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents, and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed."	"To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square will be introduced further providing communication and engagement of educational partners with the school."	"The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and supports to families throughout the school year."	"Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed."	"Mirus Secondary is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals."	"The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2021-2022 the school received input from over 200 students and parents and used the results in the development of the 2021-2022 LCAP."	"Educational partner input into decision making is actively sought through multiple venues. Mirus Secondary will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week."	"School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff will utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
19753090137786	Mission Academy	3	"The foundation of MA is building relationships. As an online school, we rely on those relationships  to help guide students to success. The support of parents and family members is critical. We will  continue to monitor, evaluate, and provide support for staff to increase capacity for building  positive relationships with the community. We have numerous staff who are bilingual, and all staff are able to phone, text, email, and do virtual collaboration with students and parents. Staff use  Google Translate to text with parents who speak other languages. Staff provide wraparound  services and drop-in support with face-to-face meetings for social/emotional and academic support. We hold quarterly Parent Advisory Committee (PAC) meetings for all families that highlights school news, student recognitions, and community resources. We will provide a recording or transcript of this meeting in Spanish and look at data to see what other languages are spoken at home to translate into other languages as needed. Parent outreach has greatly improved at the school and participation numbers increased this year. 82 parents participated in our parent meetings including PAC/ELAC meetings last year. Additionally, more than 600 parents participated parent meetings, orientations, conferences, and awards last year."	"A couple parents stated in survey exit ticket responses, that they would like to see continued  consistency going into the new school year. With leadership turnover a couple years ago,  shareholders are craving consistency. For instance, they appreciated the quarterly PAC/ELAC  Meetings, as well quarterly parent conferences. Both provided ample opportunity for input, as  well as updates about their students. Leadership will seek to improve those opportunities, as well  as create more moving forward."	"As a school, we are confident that both the parent engagement and systems of communication  such as PAC/ELAC Meetings, Data & Design (electronic email and messaging system used to  communicate with students and parents), will help our continued effort in keeping our educational  partners informed and connected, allowing continued growth in these relationships."	"We are continuing the work of partnering with families and communities, and clearly recognize  their importance. Our team is working collaboratively, led by the community liaison, counselor,  and admin team to find relevant, helpful, and easy-to-access resources that are local to our  families. We will continue to provide training for our MA team and work with community  partnerships and resources to provide what our families need to be successful and advocate for  themselves/their child. Our community liaison and school counselors have been developing a  website with local and state resources, in addition to building community partnerships for  collaboration and student success. They regularly provide this information to individual families  upon intervention or by request. Our community liaison and special education teachers are  collaborating to educate staff and families about technology that helps parents advocate for  children with IEPs and 504s. Our Special Education Program Specialist will continue sharing  information about advocacy in our quarterly PAC and ELAC meetings."	"Although MA has made a solid start developing partnerships with parents and throughout the  community, we are working diligently, led by our counselors and community liaison, to create a  larger, more diverse, portfolio of partners to better serve their students."	"Overall, our educational partners in our underrepresented families have expressed a strong  confidence in service and support to our students. This is evident in our increased enrollment  numbers of underrepresented families. We will continue in our commitment to provide additional  partnerships and accessibility in services as our students continue their educational journey  through High School and beyond."	"This has been, and will remain, an area of focus for improvement as we move forward into a new  school year. In our fifth year, we made a point to increase opportunities for families to have more  input/suggestions for our school through quarterly PAC and ELAC meetings, as well as parent  conferences. This has created more opportunity for parent involvement and a greater number of  parents participating. The number of parents participating in meetings has increased and therefore  so has the amount of input that we are given. We will continue to brainstorm new ways to engage  the school community and provide more opportunities for their input. We brainstorm at  leadership meetings and through family engagement like surveys, monthly calls, e-mail updates,  and meetups for families."	"Over the past year there have been two significant changes made that have improved and  increased our shareholder input. The primary source is our regularly scheduled ELAC and PAC  Meetings. These parent meetings are held quarterly, during which information is disseminated and  feedback is solicited and recorded from participants."	"Mission Academy has always sought to improve the experience of our underrepresented families.  We have several Spanish speaking staff members that can help with translation of conversations  and presentations. We will continue to improve services to this group, by doing our best to hire  from these communities. For instance, we have one Armenian speaking staff member that has  helped welcome and translate for our Armenian families that joined the Mission Academy family.  One key finding from the local survey was from parent/guardian responses. When asked in the last  school survey if they felt that their school encourages parents/guardians’ participation and input in  activities, events, parent workshops and meetings, 86% responded that they agreed and strongly  agreed. The school also continues to implement parent engagement activities like PAC/ELAC,  student recognition days, Parent University workshops, and parent-teacher-student conferences."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/3/2022	2022
27660840000000	Mission Union Elementary	3	"in 2021-22, the LEA has begun identifying areas where improvements can be made in building relationships between School Staff and Families. Due to previous pandemic situations and school closure, opportunities to have parents on campus have been limited, but this can be built upon during the next school year as the pandemic wanes."	"The LEA's focus area will be to schedule and invite families to the school for more regular opportunities to build relationships, such as family nights, school BBQ's, Game Night, Trunk or Treat Family event, PBIS monthly events needing parent volunteers, developing a School Site Council that meets monthly, and promoting the Parent Teacher Organization, as well as including more parent resources on the school's website, and sharing positive things happening at the school site regularly with parents through email."	"By building more positive relationships with all parents, the LEA will be able to identify which families represent underrepresentation. Developing a daily presence outside with students and parents at the beginning of school and daily dismissal will provide chances for parents to feel welcome to engage in dialogue with the LEA, and vice versa."	"During the 2021-22 school year, the LEA participated in IEPs for students with Disabilities and learning needs. She met with the IEP team members and parents in compliance of her responsibilities in this area. She discussed ways to improve instruction."	"The LEA will need to build a positive school culture in which trust is at the center. This building of trust and consistency will assist in strengthening classroom instruction, providing more supports for all students with Social Emotional Learning, and allow for the inclusion of all students within their learning."	"The LEA will invite parents and families, especially families of underrepresented backgrounds, and those with unique needs, to partner during Student Study Team (SST) meetings, within monthly School Site Council Meetings, during Board Meetings, and at PTO meetings so families can share their perspectives, strengths, and discuss their needs. The LEA will need to build relationships with outside agencies, such as local family resource centers in Salinas and surrounding cities, to offer referrals for appropriate supports. The LEA will also need to reach out to MCBH for counseling needs to strengthen Social and Emotional supports for students as they return to a new year of in-person instruction."	"During the 2021-22 school year, the LEA identified that parent input was necessary data needed to complete the LCAP and Local Indicators. She discussed certain areas with some parents and staff."	"The LEA's focus area for improvement in seeking input for decision-making will need a more consistent, transparent approach through regular emails to all parents, invitations to structured meetings where parents, family members, and the school community can all share their voices and have choices as decisions are made."	"The LEA will specifically invite underrepresented families to all parent meetings, and will provide surveys throughout the year, as well as invite these families to meet on campus for discussions on decision making."	4	5	5	5	4	4	4	4	3	3	4	4	Not Met	9/27/2022	2022
19651360114439	Mission View Public	3	"The connection with our educational partners is a priority at Mission View Public Charter. Through  regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory  Committee, Parent Teacher Conferences, student and family celebrations, and weekly  communication through our Data + Design system, and monthly Parent University workshops our  families express a sense of feeling highly connected to the school and their student’s progress as  evidence by our data results, engagement at events, and feedback received. One of our parents recently commented that they appreciated our commitment to the availability of translation in  multiple languages."	One parent mentioned that they would like to have a family night at our centers once a month.  This shows us that while our connected level is high our educational partners would like more and  varied opportunities for those connections to take place.	"We are confident that both the parent engagements and systems of communication will help this  continued effort in keeping our underrepresented educational partners connected and continued  growth in relationships. Through Parent University offerings, which are designed to provide  resources to and culturally relevant learning opportunities for our parents and guardians, this will  provide multiple opportunities for continued connectivity."	"From the input received from our educational partners an area of strength is our regular  communication in supporting student success. Between our individual learning plans, weekly  progress summaries, semi-annual parent-student conferencing and a variety of services for  students, our parents have a variety of tools to assess student outcomes and to collaborate with  the school staff in order to promote educational success for our students."	"One parent expressed that though they do not need all of the services that our school provides, it  is a comfort to know that those needs are being met for every family if they are necessary.  Comments like these encourage us to continue searching for and sharing stories of success so that  all the families engaged in our school are well informed about the benefits of our program. Our  Parent-Teacher-Student Conference attendance is also an area of growth we will continue to focus  on."	Educational partners in our underrepresented families have expressed a strong confidence in  service and support to our students.	"Our strength at Mission View Public Charter is providing information and soliciting feedback from  our educational partners in multiple opportunities and spaces that work with our parents' needs  for flexible hour options in connecting to the school. One parent commented, “We can always  reach out to someone and have a response to our questions.”"	Our advisory committees are currently in development for official positions. Our focus is to  continue communication for roles available to our parents at our Parent Advisory Committee and  English Learner Advisory Committee.	"Our underrepresented families of Mission View Public Charter need engagement that has flexibility  in time due to work responsibilities and need of access to transportation. We will improve services  in continuing to provide connection through digital platforms and evening hours.  One key finding from the local survey was from parent/guardian responses. When asked in the last  school survey if they felt that their school encourages parents/guardians’ participation and input in  activities, events, parent workshops and meetings, 81% responded that they agreed and strongly  agreed. The school also continues to implement parent engagement activities like PAC/ELAC,  student recognition days, Parent University workshops, open houses, back-to-school nights, and  parent-teacher-student conferences."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/8/2022	2022
33669930139360	Mission Vista Academy	3	We have established positive and fruitful relationships with families and staff. Our yearly family and staff engagement survey results demonstrate positive relationships with both families and staff.	"We have a positive relationship with our non-English-speaking parents/guardians, and we continue to focus on refining our communication/support infrastructure for them."	"We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Beyond that, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our English Learner and LCAP Advisory Committees."	"We assign each family an appropriately credentialed home school teacher (HST). The HST meets with families to collaboratively create an individual education that reflects a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. HSTs also schedule additional appointments and support as needed. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value."	"More than anything, we have focused on communicating to families and students the importance of participating in and making an earnest effort in state assessments."	"We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Also, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees."	"Appropriately credentialed home school teachers (HST) assigned to each family facilitate direct communication of opportunities to participate in LEA decision-making. Additionally, we regularly communicate input opportunities such as our LCAP Advisory Committee meetings electronically."	We are focusing on improving input from families related to participation in state assessments.	"We regularly strive to reach out to and include underrepresented families in our LEA wide decision-making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title 1 meetings, and our English Learner Advisory Committee."	5	5	5	4	5	4	5	4	4	4	4	4	Not Met	9/15/2022	2022
48705810137380	MIT Griffin Academy Middle	3	We have hired Awakening Wisdom to support the improvement of our school cutlure	We have hired Awakening Wisdom to support the improvement of our school cutlure	We have hired Awakening Wisdom to support the improvement of our school cutlure	"We are aware of our weaknesses, which is why we have hired this company."	We need to build trust	We will hold focus groups	We have focus groups and surveys to gather information	We have focus groups and surveys to gather information	We have focus groups and surveys to gather information	3	3	3	3	3	3	3	3	3	3	3	3	Not Met	9/30/2022	2022
49708476072136	Miwok Valley Elementary Charter	3	"As evidenced by our YouthTruth survey, all stakeholders rate relationships as the biggest strength at Miwok Valley."	"As evidenced by our YouthTruth survey, an area for improvement is school culture."	"Miwok Valley's strengths in building relationships with families takes place effectively in the following areas: Building relationships between school staff and families, building partnerships to support and ensure positive student outcomes, and seeking input for decision-making. During the 2021-2022 school year monthly PTO meetings were held. ELAC Meetings were held on the following dates: October 25, 2021 and April 12, 2022. DELAC Meeting was held on December 1, 2021. Certificated staff, classified staff, and parents/guardians attended the meetings which fostered continued building of ongoing relationships based in respect and equity. Throughout the 2021-2022 school year, families with non-school age children attended Family Story Time in the mornings. Free breakfast burritos were provided by a locally owned restaurant, and a Librarian from the Sonoma County Library facilitated bilingual interactive early literacy activities rooted in a strengths based approach that was relative to families' cultures and language. The meetings were held on the following dates: 9/14, 10/12, 11/09, 12/14, 1/18, 2/15, 3/15, 4/12, and 5/31. Multiple opportunities for staff and parents/guardians ensured that stakeholders engaged in two-way communication that was both frequent and consistent. Translation was available at all meetings. All meeting documents were "	"Ongoing stakeholder engagement is an integral part of the planning process and Miwok Valley's efforts continue to exceed requirements. As listed in the above section, numerous meetings held throughout the year provided students, families, staff, and community groups an opportunity to provide input. All engagement experiences were organized around two important elements; updates on current LCAP initiatives/investments and opportunities to provide feedback. In addition to the challenges of an ongoing pandemic, this year has afforded some unique opportunities. Stakeholder meetings on Zoom have allowed for additional participants. Miwok Valley will improve the engagement of underrepresented families by continuing to offer Zoom meeting links to families who are unable to attend engagement meetings on school campus. Back to School Night, Open House, and Parent/Teacher Conferences informed parents and guardians about curriculum content, achievement standards, assessment results and monitoring student progress. Parents were provided with materials and information needed to help improve and increase engagement and student success. Teachers and other staff members consistently worked with parents as equal partners, continuously building ties between parents and the school. Parents were encouraged to participate in school activities through memos, weekly letters, surveys, email, phone and flyers. Information was provided in a language and format parents could understand. Miwok Valley offered a flexible number of meetings to encourage parent participation."	An area for improvement is to increase attendance at community meetings and have parent/guardian volunteers fill the open PTO board positions.	"We will continue to survey families and students with the Youth Truth Survey and ensure that all communications are translated, as well as provide translation at all meetings."	"The strengths of Miwok Valley seeking input for decision-making are in effective weekly communication sent via phone and electronic newsletter, as well as surveys sent out via hard copy and electronically. Communication with educational partners is a strength as surveys and events received high response rates and were well attended throughout the year, despite constantly changing guidance."	"Miwok Valley provided many opportunities for families and stakeholders to engage in site based decision making. Miwok Valley will continue to build capacity to engage families in advisory groups and decision-making processes as we returned to 100% face to face learning with many new and different safety protocols regarding the ongoing pandemic. Additional challenges were in the areas of family digital literacy, navigating virtual platforms, and understanding new technology equipment (hotspots, internet connections, etc.). Technology challenges will be addressed through the continued use of the tech support hotline, while meeting the translation needs of families. Communication from school to home increased and became more regular and consistent."	Miwok Valley will continue to offer parent support nights to provide technology support to parents and ways in which parents can best support their children at home.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
50711670000000	Modesto City Elementary	3	"Modesto City Schools (MCS) provided a Family Engagement Survey during the 2021-22 school year. The results were included in the district LCAP and presented to the Board of Trustees. A total of 1,826 ( an increase of 29.5% over the prior year) parents completed the survey. Sixty-seven percent of parent respondents stated that the school encourages parental involvement and sixty-four percent stated the district encourages parental involvement. Seventy-three percent of the parent respondents stated that the district provides translators and materials in their preferred language to support parental involvement and that they feel the school treats people fairly regardless of race/ethnicity or culture. Over 80% of respondents reported they are able to communicate with teachers and staff when needed. Respondents preferred email and text messages for communication with school and district staff. MCS hosts well-attended DELAC meetings with representation from site ELACs to foster the engagement of parents of English learners. The district revised the Parent Engagement Policy in 2020-21."	The focus area for the district will be to increase parents’ contributions to school and district initiatives. The district has initiated the Parent Ambassador Program at all school sites to increase parent engagement and participation. The Parent Ambassadors will focus on both school and district initiatives to help keep parents informed and to provide a bridge from the school to the community.	"The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process. The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families. Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families. Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement."	MCS’s professional learning and support to teachers and administrators to improve a school’s capacity to partner with families includes PD on Cultural Awareness and Equity. The district has staff dedicated to family engagement at the central and site level. Parents are informed of their legal rights both in writing and through participation in advisory committees.	"The focus area for the district will be to increase parents’ contributions to student outcomes. Parents are critical in helping students achieve success. The district will focus on parent training that will develop their ability to advocate and support their students by increasing their knowledge of resources. Additionally, parent courses will focus on building the parents’ abilities to be a resource for their students."	"The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process. The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families. Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families. Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement."	"MCS has several advisory committees where parents provide input including the site ELACs, the DELAC, the LCAP Advisory Committee, School Site Councils, and the superintendent’s Key Communicator Committee. Additionally, the superintendent hosted Community Forums seeking input in the decision-making process. These committees provide opportunities for families, teachers, principals, community members, and district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels. In 2021-22 many of these meetings took place virtually to support active involvement from all stakeholders."	The focus area for the district will be to increase parents’ ability to participate in the various committees. The district’s website and social media accounts will provide information to parents about the various opportunities available and work to engage all parents in the process.	"The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process. The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families. Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families. Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement."	3	4	3	3	3	4	4	4	4	4	3	3	Met	6/20/2022	2022
50711750000000	Modesto City High	3	"Modesto City Schools (MCS) provided a Family Engagement Survey during the 2021-22 school year. The results were included in the district LCAP and presented to the Board of Trustees. A total of 1,826 ( an increase of 29.5% over the prior year) parents completed the survey. Sixty-seven percent of parent respondents stated that the school encourages parental involvement and sixty-four percent stated the district encourages parental involvement. Seventy-three percent of the parent respondents stated that the district provides translators and materials in their preferred language to support parental involvement and that they feel the school treats people fairly regardless of race/ethnicity or culture. Over 80% of respondents reported they are able to communicate with teachers and staff when needed. Respondents preferred email and text messages for communication with school and district staff. MCS hosts well-attended DELAC meetings with representation from site ELACs to foster engagement of parents of English learners. The district revised the Parent Engagement Policy in 2020-21."	The focus area for the district will be to increase parents’ contributions to school and district initiatives. The district has initiated the Parent Ambassador Program at all school sites to increase parent engagement and participation. The Parent Ambassadors will focus on both school and district initiatives to help keep parents informed and to provide a bridge from the school to the community.	"The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process. The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families. Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families. Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement."	MCS’s professional learning and support to teachers and administrators to improve a school’s capacity to partner with families includes PD on Cultural Awareness and Equity. The district has staff dedicated to family engagement at the central and site level. Parents are informed of their legal rights both in writing and through participation in advisory committees.	"The focus area for the district will be to increase parents’ contributions to student outcomes. Parents are critical in helping students achieve success. The district will focus on parent training that will develop their ability to advocate and support their students by increasing their knowledge of resources. Additionally, parent courses will focus on building the parents’ abilities to be a resource for their students."	"The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process. The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families. Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families. Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement."	"MCS has several advisory committees where parents provide input including the site ELACs, the DELAC, the LCAP Advisory Committee, School Site Councils, and the superintendent’s Key Communicator Committee. Additionally, the superintendent hosted Community Forums seeking input in the decision-making process. These committees provide opportunities for families, teachers, principals, community members, and district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels. In 2021-22 many of these meetings took place virtually to support active involvement from all stakeholders."	The focus area for the district will be to increase parents’ ability to participate in the various committees. The district’s website and social media accounts will provide information to parents about the various opportunities available and work to engage all parents in the process.	"The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process. The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families. Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families. Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement."	3	4	3	3	3	4	4	4	4	4	3	3	Met	6/20/2022	2022
25102560000000	Modoc County Office of Education	3	"MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth."	"MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth."	"MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth."	"MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth."	"MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth."	"MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth."	"MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth."	"MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth."	"MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth."	5	5	5	3	5	5	5	5	5	5	5	4	Met	6/13/2022	2022
25735850000000	Modoc Joint Unified	3	We are small enough to work directly with families on a regular basis.	We will be holding more parent involvement activities at all sites.	"The District consistently goes the extra mile to support students and families.  Administrators, administrative assistants, the school social worker, school nurse, and teaching staff constantly reach out in an effort to involve families in the child's education.  Many families shut the district out and do not want the level of involvement we provide.  How we meet the needs of these families is a constant topic of conversation."	"he District consistently goes the extra mile to support students and families.  Administrators, administrative assistants, the school social worker, school nurse, and teaching staff constantly reach out in an effort to involve families in the child's education.  Many families shut the district out and do not want the level of involvement we provide.  How we meet the needs of these families is a constant topic of conversation."	We need to increase community involvement.	We will be holding more community meetings on a regular basis.	"The District consistently goes the extra mile to support students and families.  Administrators, administrative assistants, the school social worker, school nurse, and teaching staff constantly reach out in an effort to involve families in the child's education.  Many families shut the district out and do not want the level of involvement we provide.  How we meet the needs of these families is a constant topic of conversation."	We need to have more involvement from more groups.	We will have more opportunities for face to face meetings with our underrepresented families.	4	4	5	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
36678270137174	Mojave River Academy - Gold Canyon	3										5	5	5	5	5	5	5	4	5	5	4	5	Met	6/15/2022	2022
36678270137232	Mojave River Academy - Marble City	3										4	4	4	5	4	4	4	4	5	4	4	4	Met	6/15/2022	2022
36678270137182	Mojave River Academy - National Trails	3	"The LEA values input from all educational Partners. Many opportunities are given to educational partners to give feedback and plan educational programs.  These opportunities are done through surveys, school site council, DELAC and planning and collaborating session"	"After analysis, we need to encourage all parents to give input. Specifically looking at our underserved populations including English Language Learners and Low socio-economic families."	"The LEA will continue to make input opportunities accessible to all families. Specifically ensuring that information is accessible in the home language. We will give opportunities for input in person, through email, social media, and at the local school."	"The LEA values input from all educational Partners. Many opportunities are given to educational partners to give feedback and plan educational programs.  These opportunities are done through surveys, school site council, DELAC and planning and collaborating session"	"After analysis, we need to encourage all parents to give input. Specifically looking at our underserved populations including English Language Learners and Low socio-economic families."	"The LEA will continue to make input opportunities accessible to all families. Specifically ensuring that information is accessible in the home language. We will give opportunities for input in person, through email, social media, and at the local school."	"The LEA values input from all educational Partners. Many opportunities are given to educational partners to give feedback and plan educational programs.  These opportunities are done through surveys, school site council, DELAC and planning and collaborating session"	"After analysis, we need to encourage all parents to give input. Specifically looking at our underserved populations including English Language Learners and Low socio-economic families."	"The LEA will continue to make input opportunities accessible to all families. Specifically ensuring that information is accessible in the home language. We will give opportunities for input in person, through email, social media, and at the local school."	5	5	4	5	4	4	4	5	4	4	5	4	Met	6/15/2022	2022
36678270137190	Mojave River Academy - Oro Grande	3										1	5	5	5	5	5	5	5	5	5	4	5	Met	6/15/2022	2022
36678270137216	Mojave River Academy - Rockview Park	3										5	5	4	5	5	5	4	5	5	5	5	5	Met	6/15/2022	2022
36678270137208	Mojave River Academy - Route 66	3	Parents and families participate in surveys and meeting at high rates. We encourage all partners to continue to give feedback to better educate our community.	The LEA will continue to find ways to encourage high levels of participation for unduplicated families.	The LEA will continue to provide information in Home Language and work to provide all families equitable access.	Parents and families participate in surveys and meeting at high rates. We encourage all partners to continue to give feedback to better educate our community.	The LEA will continue to find ways to encourage high levels of participation for unduplicated families.	The LEA will continue to provide information in Home Language and work to provide all families equitable access.	Parents and families participate in surveys and meeting at high rates. We encourage all partners to continue to give feedback to better educate our community.	The LEA will continue to find ways to encourage high levels of participation for unduplicated families.	The LEA will continue to provide information in Home Language and work to provide all families equitable access.	5	5	4	5	5	5	5	5	4	5	4	4	Met	6/15/2022	2022
36678270137224	Mojave River Academy - Silver Mountain	3	"The LEA values input from all educational Partners. Many opportunities are given to educational partners to give feedback and plan educational programs.  These opportunities are done through surveys, school site council, DELAC, and planning and collaborating session"	"After analysis, we need to encourage all parents to give input. Specifically looking at our underserved populations including English Language Learners and Low socio-economic families."	"The LEA will continue to make input opportunities accessible to all families. Specifically ensuring that information is accessible in the home language. We will give opportunities for input in person, through email, social media, and at the local school."	"The LEA values input from all educational Partners. Many opportunities are given to educational partners to give feedback and plan educational programs.  These opportunities are done through surveys, school site council, DELAC and planning and collaborating session"	"After analysis, we need to encourage all parents to give input. Specifically looking at our underserved populations including English Language Learners and Low socio-economic families."	"The LEA will continue to make input opportunities accessible to all families. Specifically ensuring that information is accessible in the home language. We will give opportunities for input in person, through email, social media, and at the local school."	"The LEA values input from all educational Partners. Many opportunities are given to educational partners to give feedback and plan educational programs.  These opportunities are done through surveys, school site council, DELAC and planning and collaborating session"	"After analysis, we need to encourage all parents to give input. Specifically looking at our underserved populations including English Language Learners and Low socio-economic families."	"The LEA will continue to make input opportunities accessible to all families. Specifically ensuring that information is accessible in the home language. We will give opportunities for input in person, through email, social media, and at the local school."	5	5	4	5	4	4	4	4	4	4	4	4	Met	6/15/2022	2022
15636770000000	Mojave Unified	3	"Our 2nd LCAP goal emphasizes this area: “Increase the level of student engagement and the level of school connectedness among pupils, staff, and families.”  In our most recent parent survey, 71.5% of parents felt encouraged to share their input with school staff, and 75.5% of parents felt informed about important issues and events. This is an area that the Mojave Unified School District has continued to strengthen with the expansion of LCAP stakeholder feedback opportunities, the creation of new advisory councils, Parent Institute for Quality Education (PIQE) programs, and the addition of staffing to assist with educational partnerships. agreed that they felt invited to help plan, implement, and evaluate instructional materials, strategies and programs. This is an area that the Mojave Unified School District has continued to strengthen with the expansion of LCAP stakeholder feedback opportunities, the creation of new advisory councils, and the addition of staffing to assist with educational partnerships."	"As part of goal 2 of our LCAP, the following actions outline essential steps that will be focus areas for improvement: Action 1 (Parent Engagement) Action 3A&B (Increased Parent Participation) Action 4 (Parent Volunteers) Action 5 (SPED Parent Involvement)  Action 8A&B (Cultural Awareness) Action 17 (Educational Partnerships)"	"Focus groups will be established to better understand how we can meet the needs of our students and families. Additionally, we continue to offer multiple opportunities for parents to engage in meaningful communication with educators. This includes traditional methods (parent teacher conferences, meetings, office hours, phone calls, emails, etc.), and also different electronic avenues (Facebook, Parent Portal, Class Dojo, Remind101, websites, In-Touch K12, a new app-based parent portal, etc.)."	"The Mojave Unified School District prioritizes the building of partnerships for student outcomes. Progress in this area is revealed by annual LCAP parent surveys, which show that a majority of parents have indicated that they felt invited to give their input and participate in the decision making process. However, this is still an area in need of continued improvement."	"Our 2nd LCAP goal emphasizes this: “Increase the level of student engagement and the level of school connectedness among pupils, staff, and families.” As part of that goal, action 8 states that MUSD will focus on the following: “Implement implicit-bias and cultural awareness training, as needed, to develop strategies for meeting the needs of a diverse population of students, improving teacher-student relationships and building school-community trust.”"	"To further improve in this area, our LCAP has funds dedicated to: providing professional development to employees on involving parents in the educational process; expanding the participation of parent volunteers by exploring methods of reducing cost prohibitive barriers; increasing community outreach efforts; coordinating input opportunities for community groups and organizations in order magnify outcomes; organizing frequent opportunities for community participation in the development of the LCAP; and, utilizing social media, surveys and other communication resources to actively seek stakeholder feedback and organize community outreach activities. Our district currently hosts an African American Advisory Group, and a Director of Educational Partnerships position was created to focus on building partnerships for student outcomes. In an effort to provide families with information to support student learning and development in the home, MUSD has also added access to an app-based version of our Parent Portal system."	"In our most recent Parent Survey, 71.5% of parents felt that schools actively seek parent input into decisions related to their student(s) education. Although this is an area that has increased in recent years, the Mojave Unified School District acknowledges the critical importance of improving in this area."	"In order to improve in seeking input for decision-making, our district will focus on the key areas outlined in Goal 2 of our LCAP, which prioritizes creating multiple opportunities, using a variety of different approaches, to invite parents and community into the decision making process."	"To help facilitate this improvement, multiple opportunities are established to engage all student groups: Eight LCAP community forum meetings are held throughout the school year, both in Mojave and in California City. Multiple DELAC and LCAP District Advisory Council (DAC) meetings are also conducted to engage parents in the planning process and get input for LCAP development. LCAP surveys are available to all parents, as well as students and staff. Quarterly ELAC and School Site Council meetings are held at the site-level. LCAP presentations/updates to the board are delivered on a quarterly basis with opportunities for input/questions. An African American Advisory Group is also maintained to provide input and recommendations for the LCAP development, and PIQE programs are offered at all levels."	3	3	3	4	3	3	3	4	3	3	3	3	Met	6/30/2022	2022
45701106117931	Monarch Learning Center	3	"Monarch is building relationships between staff and families with improved levels of communication.  We have a monthly board meeting that all parents and community members are invited to.  Each classroom teacher uses Class Dojo, or Bloomz to communicate with parents.  Monarch uses flyers, and a one call system to communicate with parents.  Also personal phone calls are mode to parents.  Teachers also email reports to parted some on a weekly basis."	Our focus for improvement is to get 100% participation in all activities.	"directly call all parents not in contact with the school through one of the platforms listed above,  Teachers and/or administration will have contact with Parents once a month."	Monarch has hired three extra paraprofessionals to improve student outcomes.  We have also began trienniel assessments in order to see student improvement throughout the year.	More assessment and community cooperation	LCAP goals targeting these groups.	All stakeholders are invited to board meetings.  The Director has an open door policy and is always happy to hear from parents	More contact with the surrounding community	The goals in Monarch Learning Centers LCAP will address this.	4	4	4	4	4	4	4	4	3	3	4	4	Not Met	7/27/2022	2022
54718110139477	Monarch River Academy	3	"Relationships are the backbone of our school.  It begins with the teacher working one on one with the parent, learning coach, and student to determine the student’s strengths, areas of need, learning goals, and interests.  The school provides a variety of curricular options, SEL support, community opportunities, and student support to ensure the student and family feel well supported and connected."	"The focus currently is to recover learning loss that has occurred due to the pandemic by offering multi-tiered layers of support, virtual academies, professional development for staff, and community adventure days."	"The school continues to broaden support for underrepresented families in the ways of technology, communication, access to instruction, and social-emotional learning.  We provide virtual English language development classes, interpretive services and translation of documents, internet hotspots at no cost to the family, and access to educational resources for free in our lending library."	"Partnerships are what we do best.  Every decision made on the behalf of the student is done in partnership with the parent at our learning period meetings, IEP meetings, SST meetings, and parent/ teacher/ admin conferences.  The independent study teacher works with the parent or learning coach to develop an Educational Plan that is standards-aligned and individualized to meet the learning needs and goals of the student."	"Our focus is ensuring good teaching is occurring in the home and in our virtual settings that are aligned to research-based best practices and standards-aligned.  We provide parent education opportunities, parent workshops, and professional development to teachers focused on teaching and learning."	"To improve the engagement of underrepresented families we have worked to hire highly qualified teachers living in the communities of the students they serve, as well as paraprofessional support.  We are also planning events and engagement opportunities throughout the counties where our students reside so that all have access to our school staff and resources."	"Last school year we developed a School Site Council, and continue supporting our English Language Advisory Committee, and our Parent Advocacy Team.  We also survey staff and families several times a year to gather feedback on the success of the school in meeting student needs and accomplishing the school’s mission and vision."	"This year we have sought to grow our School Site Council and encourage more support from our parents.  We have nominated additional members and have messaged the school community about the opportunity to be a part of the decision-making process.  Our goal is to continue to grow parent involvement and honor the requests and concerns they bring, we want our families to know we hear them and their feedback matters."	"To improve the engagement of underrepresented families our school initiated a New Student Onboarding process that involved personalized phone calls, newsletters, and orientations where all families had access to opportunities to ask questions and find out how and where to get support.  We have a foster and homeless youth liaison that provides free resources, SEL support, and access to the student's curriculum.  Our ELD coordinator ensures all students are engaged in ELD education and that our teachers are providing research-based instruction."	5	5	5	4	5	5	5	5	4	4	4	4	Not Met	9/8/2022	2022
26102640000000	Mono County Office of Education	3	"Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. We were able to hold in person Student Led Conferences at both JWCS and SRCS in the Spring semester. We had an 85% attendance rate at JWCS and a 100% attendance rate at SRCS. We normally do hold SLC’s twice a year, but because of high COVID rates earlier in the year, we had to skip the fall SLC’s this year. In this way, we attain representation and engagement from all of our student groups and their families. Another strength is that our community school principal is able to speak two languages to help open lines of communication amongst many of our students' families. This year we offered more translation support to our teachers in their needs for communication with families."	"A focus area for improvement for us is to offer even more opportunities for underrepresented families to be invited into our classrooms. These opportunities, such as family nights, awards events, student made dinners, Student-Led Conferences, etc. will provide experiences for our underrepresented families to get an opportunity to get to know our staff even better and to feel more comfortable in our schools."	"Opportunities, such as family nights, awards events, student made dinners, Student-Led Conferences, etc. will provide experiences for our underrepresented families to get an opportunity to get to know our staff even better and to feel more comfortable in our schools."	"Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. We were able to hold in person Student Led Conferences at both JWCS and SRCS in the Spring semester. We had an 85% attendance rate at JWCS and a 100% attendance rate at SRCS. We normally do hold SLC’s twice a year, but because of high COVID rates earlier in the year, we had to skip the fall SLC’s this year. In this way, we attain representation and engagement from all of our student groups and their families. Another strength is that our community school principal is able to speak two languages to help open lines of communication amongst many of our students' families. Throughout the 21-22 school year, we were able to implement procedures and activities within our scheduled events as well as communicating with families via text message and email on a regular basis to better share our progress on our LCAP goals."	"A focus area for improvement is in providing families with information and resources to support student learning and development in the home. Because we work with secondary school students, the families of this age group aren’t as likely to be involved with their child’s learning and development in the home, as compared to elementary school students."	We will be working with the staff to provide more communication to the families about what the students are learning in the classroom and how this can be extended into the students homes.	"Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. We were able to hold in person Student Led Conferences at both JWCS and SRCS in the Spring semester. We had an 85% attendance rate at JWCS and a 100% attendance rate at SRCS. We normally do hold SLC’s twice a year, but because of high COVID rates earlier in the year, we had to skip the fall SLC’s this year. In this way, we attain representation and engagement from all of our student groups and their families. Another strength is that our community school principal is able to speak two languages to help open lines of communication amongst many of our students' families. Throughout the 21-22 school year, we were able to implement procedures and activities within our scheduled events as well as communicating with families via text message and email on a regular basis to better share our progress on our LCAP goals."	"A focus area for improvement is to get more families involved in being a part of a Parent Advisory Committee, especially underrepresented families."	"We are able to get family members involved at our family events and also to use surveys to get input on policies and programs. Because we have so few students, and therefore fewer adults to have been a part of our Parent Advisory Committee, we use our family events to have Parent Advisory Meetings at that time.  We will continue this process."	5	5	4	4	4	4	5	4	4	4	4	5	Met	6/29/2022	2022
10623230000000	Monroe Elementary	3	During the time of the pandemic and up to today....our family relationships have grown very strong as we have found multiple ways to connect with parent which is illustrated by 95% attendance during conferences and/or functions. We have met them online or at home at their comfort level and in their primary language.	"Families for the first time have identified a need for parent training around behaviors, school work and homework. We will be instituting a series of classes where they can attend in person or online."	"We purchased a school van and upgraded our internet so we are now able to meet the families where they are at. Sometimes this takes bringing food or homework to their houses or creating multiple meeting days and times to accommodate  everyone. We provide translation in all area. We also identify staff and family partners that are comfortable to talk about the ""hard"" stuff."	"Monroe has instituted baseline and every trimester testing using Results, iReady, Renaissance Learning for reading and math to inform needed instruction and intervention. We have a strong RTI system in place."	Student Outcomes as it relates to the fallout from the Pandemic is our immediate focus and the direction of our weekly teacher and para educator professional development.	"Teachers reach out to families daily regarding student outcomes via phone, email, text, or Class Dojo or a home visit."	Monroe's current strengths lie in the area of family engagement we all go above and beyond to have 100% contact to provide input for decision making. Most recently regarding our Bond Project; everyone had the ability to weigh in which gave them pride in our school.	Areas of focus would be around parents feeling strong enough to give feedback they are unsure about.	"Underrepresented families will be served in any capacity that is necessary: a ride, translation, online meeting etc."	3	5	4	5	4	5	5	4	3	3	3	4	Met	9/8/2020	2022
43693936046627	Monroe Middle	3	"CUSD families appreciate communication from school to home, especially SeeSaw, ParentSquare, and Zoom, the relationships that schools have established, and the ways out of school programs and Expanded Learning enhance these connections. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home."	"Covid has had a direct impact on building relationships, especially with regard to limiting opportunities for in person events and activities. Families seek a return to in person interaction, recognizing the positive impact this has on participation at school. In addition, there is a desire to clarify and refine information flow so families know what to expect and where to find the most current information."	"CUSD schools will work to increase in person events where safe and feasible, and to learn from families the best times and ways to connect. On campus events are seen as powerful ways to engage with and recruit families to play a larger role in the school community and sites will continue to use Community Liaisons as families consistently cite their positive impact."	"CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. Conferences, along with the welcoming environments at schools, make families feel comfortable when reaching out to their student’s school. Outside of these structures, families cited the different resources used to share information about student progress as an area of strength, including report cards, attendance notifications, and i-Ready reports. Out of school events such as math nights are also seen as a strength, and many families look forward to an increase of on campus events in the coming year."	"CUSD continues to see the need for in person connection, both formal and informal, as central to improving home and school partnerships to support student outcomes. Streamlining and clarifying methods of communication was also noted as an area for improvement, as was a desire to offer more training to staff and the possibility of increasing the frequency of existing meetings like ELAC."	"CUSD schools have a strong desire to conduct in person, face to face outreach, a theme that is central across all areas of family and parent engagement. Schools will work to target outreach and learn from families their preferred method and frequency of engagement to ensure increased alignment."	"Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to determine areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee."	"While there is appreciation for remote meetings and the flexibility they provide, schools have seen a drop in participation and membership in committees. In addition, following results from our Family Satisfaction survey, we are committed to being more transparent with regard to district funding."	"CUSD continues to work to empower families to become school leaders, and remains committed to responding to input gathered in all settings. In 2021.2022, the Parent/Caregiver Satisfaction Survey was taken, and results shared out across the Campbell community. Responses from this survey drive our work for 2022.2023 and support our efforts to better engage with and be responsive to underrepresented families. As noted above, part of this work includes increased communication and information regarding use of funding allocations at the district level."	4	4	4	5	4	5	4	4	4	4	4	4	Met	6/23/2022	2022
19647900000000	Monrovia Unified	3	"Schools continue to build and maintain successful partnerships with families, implementing strategies to engage with families in ways that have a lasting impact on student learning and achievement.  Two of our elementary schools work with a national consultant on building exceptional family engagement programs, and one of our elementary schools presented at the 2022 National Community Schools and Family Engagement Conference about the use of virtual home visits to build trusting relationships with families."	We continue to focus on building partnerships with families that have been traditionally underserved and under-represented at school-family events. We are finding ways to provide more opportunities for non-English speaking families to participate at events that are scheduled at times that are convenient for working families.  We are also partnering with organizations that have a history of success in strengthening engagement with these families.	"We are partnering with local family engagement organizations to increase access and opportunities for underrepresented families to engage with schools.  We are expanding our virtual home visit initiative, with an emphasis on connecting with underrepresented families, to build and maintain trusting relationships between families and schools.  We are building upon our systems of communication to improve families’ access to teachers, schools, and information."	"We continue to provide information and resources to families to support student learning at home.  These are accessible through family workshops, teacher communication, and online platforms"	"We continue to focus on improving strategies that teachers and principals use to build and maintain partnerships with families.  Two of our schools were selected to work closely with a family engagement consultant, and these schools will share successful practices with other schools in the district."	"Based on feedback from educational partners, as well as guidance from our family engagement consultant, we will focus on: 1) Building trusting relationships with all families, with an emphasis on underrepresented families; 2) Communicating essential learning goals for their child; 3) Providing clear and accurate information about their child’s strengths and areas of concern in relation to the learning goals; and 4) Providing specific strategies that families can implement with their child at home that will have a direct impact on their progress towards mastering the essential learning goals."	"Family members continue to play meaningful roles on our advisory groups, and they provide significant input to guide decision-making.  Family members continue to work closely with teachers, principals, and district administrators to plan, design, implement, and evaluate family engagement activities."	"We will continue to focus on improving strategies to engage families from underrepresented groups and to elicit their input to guide decision making.  We will also focus on developing the capacity of teachers, principals, and staff, to recruit families from underrepresented populations to serve on advisory groups"	"We will improve communication with families and increase opportunities for underrepresented families to participate in advisory groups.  We will implement strategies to build trusting relationships with families that have traditionally been less engaged with schools.  We will provide professional development for teachers, principals, and staff to strengthen their capacity to engage underrepresented families"	5	5	4	5	4	4	4	5	4	5	4	5	Not Met	10/26/2022	2022
19647330114959	Monsenor Oscar Romero Charter Middle	3	2021-2022: Met: Survey Ranked the school in Meet with School Culture and Climate the 49th percentile team in the spring/summer of 2022. (compared with 65th)	2021-2022: Met Continued engagement of parents in decision- making open communication on all levels confirmed with Youth Truth Survey.	"The LEA continues to have historically high levels of relationships with families, as evidence, in parent participation rates in student-led parent conferences, parent workshops,, Coffee with the Administrators, and parent surveys. In addressing the needs of the whole child and engaging parents and our school community to support each other the LEA has responded and addressed social emotional, cultural needs, for our school community. The school should continue to provide access and communication between all stakeholde"	"The Charter School provides resources to assist under-achieving students a strong student. These include school breakfast and lunch program, an after-school program, summer school opportunities to recover units and reduce summer learning loss, team to assist with academics, behavior, attendance, and social-emotional wellbeing. Parents, community representatives, classroom teachers, students, and other school personnel are included in the planning, implementing, and evaluating ConApp programs through various stakeholder meetings throughout the year, as previously discussed. All stakeholders are encouraged to attend and provide feedback at board meetings, school advisory council meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings."	The school has established relationships with Luminaries (Local mental health providers) and the Los Angeles County Office of Education.	"MORCS student population represents 98% of underrepresented families due to its location of our charter and Free and Reduced Lunch indicators. In addition MORCS has ongoing communication with all parents, outreach to address individual students needs and regular home visits."	"The Pandemic -COVID-19 had a significant effect on providing for students via Distance Learning and support. Returning to classroom direct instruction during the 2021-2022 school years has provided administration, teachers, and staff to reassess all instructional methodology and effective instructional delivery. Presently internal measure indicate that although there has been learning loss for all students results indicate progressive growth and measures taken to support students with socio-emotional support, additional learning opportunities has resulted in the following: i-Ready Typical Growth Metric i-Ready provides a normed target known as the “Typical Growth” target based on students who placed similarly on the initial Diagnostic. Typical growth is the one year normed target growth for students. It is based on the average annual growth for a student at that particular chronological grade and initial placement level. Growth targets are normed but based on criterion growth. Subsequent Diagnostics measure students’ growth towards that goal. For more information on how typical growth data represents normed data, please see: https://i- readycentral.com/download/?res=427&view_pdf=1. Summary Analysis of Results For the 2021-22 school year, iReady diagnostics were administered in August 2021 and December 2021 (with the final diagnostic scheduled for May 2022). The growth measures shared here are based on half a school year of instruction, which makes the target metric for minimum expected growth 50%. Above average growth (greater than 50%) is indicated by blue shading. Significant growth is indicated by green shading (above 99%). Based on these results we are on track to expect average growth of at least one-year schoolwide and for each subgroup of students. We anticipate this will be verified by the May 2022 administration of the diagnostic. I. iReady Diagnostic Exams - General Info -More students tested in the Winter than in the Fall (98% and 97% compared with 92% and 89% respectively in Math and Reading total enrollment levels were the same during both testing sessions -12 weeks in between testing sessions II. iReady Results (MATH) ALL STUDENTS (MATH) BY GRADE LEVEL (MATH) Analysis: -Students “On or Above” Grade level increased from 6% to 11% in Math from D1 to D2 -Students “Two or More Grade Levels Below” decreased from 71% to 61% from D1 to D2 - Median Progress to Annual Typical Growth is at 73% overall for all students in math - 8th grade math saw the highest growth at 108% median growth and 42% stretch growth -All grade levels showing growth from D1 to D2 in Math Reading: -Students “On or Above” Grade level increased from 13% to 17% in Reading from D1 to D2 -Students “Two or More Grade Levels Below” decreased from 72% to 63% from D1 to D2 -Median Progress to Annual Typical Growth is at 97% overall for all students in reading -7th grade reading saw the highest growth at 124% median growth and 42% stretch growth - All grade levels showing growt"	"All stakeholders are encouraged to attend and provide feedback at board meetings, school advisory council meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings. Additionally, all stakeholders are encouraged to participate in school surveys such as the Annual Youth Truth Survey, the Annual Parent Conference Survey, and others surveys conducted throughout the school year."	"Parents, teachers and students were polled regarding issues on student learning and all elements affecting student learning. • Polled staff, students and parents using 2021 Youth Truth targeted questions about school safety survey, students and culture in the spring of 2022. • Ranked the school in Meet with School Culture and Climate the 49th percentile team in the spring/summer of 2022. (compared with 65th) • Used a strategic planning process to for CA schools) identify a specific vision and goal(s) for school culture in 22-23. The team determined a detailed action plan, based on the survey data (and other SCC data) provided. • The action plan includes 3 times a year check-ins to ensure that the implementation is successful by monitoring implementation."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/29/2022	2022
54720090000000	Monson-Sultana Joint Union Elementary	3	The District has made great strides in this area. The District has employed new electronic tools to promote two way communication with families and it has emerged into a strength from what was a weakness. The District is attempting to engage families in different ways to increase involvement. We are using these new electronic tools that have been a strength for general communication to try and promote more involvement in other forums for underrepresented families.	The District has made great strides in this area. The District has employed new electronic tools to promote two way communication with families and it has emerged into a strength from what was a weakness. The District is attempting to engage families in different ways to increase involvement. We are using these new electronic tools that have been a strength for general communication to try and promote more involvement in other forums for underrepresented families.	The District has made great strides in this area. The District has employed new electronic tools to promote two way communication with families and it has emerged into a strength from what was a weakness. The District is attempting to engage families in different ways to increase involvement. We are using these new electronic tools that have been a strength for general communication to try and promote more involvement in other forums for underrepresented families.	We have partnered up with the Tulare County Office of Education to secure 30 days of consulting services in ELA and Math.	"We are lasered focused towards improving outcomes for all students. However, a major area of focus is our English Learners."	The District has made great strides in this area. The District has employed new electronic tools to promote two way communication with families and it has emerged into a strength from what was a weakness. The District is attempting to engage families in different ways to increase involvement. We are using these new electronic tools that have been a strength for general communication to try and promote more involvement in other forums.	The District has made great strides in this area. The District has employed new electronic tools to promote two way communication with families and it has emerged into a strength from what was a weakness. The District is attempting to engage families in different ways to increase involvement. We are using these new electronic tools that have been a strength for general communication to try and promote more involvement in other forums.	The District has an established leadership team that works collaboratively in a positive manner. The District struggles to get meaningful participation in advisory groups. It is not for a lack of effort.	The District has made great strides in this area. The District has employed new electronic tools to promote two way communication with families and it has emerged into a strength from what was a weakness. The District is attempting to engage families in different ways to increase involvement. We are using these new electronic tools that have been a strength for general communication to try and promote more involvement in other forums.	5	5	5	5	4	4	4	4	3	3	4	4	Met	6/21/2022	2022
19647336018204	Montague Charter Academy	3	"As before the pandemic and school closures, Montague has made it a top priority to re-engage our families building upon the established relationships characterized by trust and support. Montague parents expressed satisfaction with the procedures implemented to welcome everyone back to campus (e.g., COVID screening checks) and providing access to campus. COVID measures forced the school during 2020-21 to implement more virtual meetings, and teachers have employed this format to meet and maintain connection to parents. Another lesson learned during the prior year which we have ramped up for 21-22 was the increased communication via electronic platforms including ConstantContact and mass texts through PowerSchool."	"For the 2022-23 school year, we plan to make use of ParentSquare schoolwide and restore full operation/offerings through our Parent Center."	Our school aims to enhance our efforts post-COVID to support families with monthly parent workshops and more specialized workshops that address the specific needs of underrepresented families.	Our school has put in place a sustainable model to conduct parent conferences and the participation rate demonstrates it has been successful. Our Executive Director models how to conduct an effective parent presentation and dialogue during regular Coffees with the Principal. We will continue to host several events during the year that empower and educate parents such as our Middle School Choices Night and Annual English Learner Parent Advocacy Meeting.	"The school needs to add more workshops which directly address student achievement. We have hosted an “i-Ready Workshop” and Literacy Night, but we need to add more of these opportunities schoolwide."	"Our school aims to enhance our efforts post-COVID to support families with monthly parent workshops and more specialized workshops that address the specific needs of underrepresented families. Additionally, we will continue to promote the involvement of underrepresented families in decision-making bodies such as the School Site Council and the English Learner Advisory Committee."	"Montague’s School Site Council and English Learner Advisory Council have improved and we now have full membership. The committee has maintained consistency and now always has a quorum. Our Coffee with the Principal continues to be well attended by approximately 50 parents, and the meetings are recorded to have a wider reach for those unable to attend during the scheduled time. Our electronic /virtual means of disseminating information, announcements and feedback has increased in participation, more than any time over the past three years."	"Montague has created more opportunities for parent committee members to participate in the decision-making process, however additional training of participants is still an area for growth. We continue to have regular participation by SSC and ELAC members, however we strive to have more at-large parents participate/attend these meetings as well as regular parent committees."	"Montague will continue to publicize opportunities for parent committee members to participate in the decision-making process, and have more at-large parents participate/attend SSC and ELAC as well as regular parent committees."	5	5	5	5	5	4	5	5	5	4	5	5	Met	5/31/2022	2022
19648080000000	Montebello Unified	3	"A number of parent groups are in place throughout the District and at school sites which create an environment of planning and discussion through a collaborative process. Advisory groups which include parents and school and District administration and staff are in place and have sustained active engagement and parent participation throughout the years. Parents are included in the decision making process and have a voice through committees such as LCAP Advisory, DELAC, PTA, and SSC meetings. Parents are encouraged to attend and become members and are able to access information through school and District website, PowerSchool, parent handbook and school marquees, and Bulletins. Parent and student input is solicited through surveys and focus groups."	"While a majority of parent groups have a significant number of participants, many parents report that they are unable to participate due to other commitments or time constraints. In order to address this, the LEA has published meeting or parent education session recordings on the district website. These have not had a significant number of downloads, however. An area for growth will be to continue work to identify meeting topics or education sessions that are of interest to parents and promote the ability to participate live or view recordings."	"An area of growth for the District is increasing the number of responses to the yearly LCAP survey, especially increasing participation from parents of underrepresented families. Staff will specifically focus on outreach to under-represented families including home visits for students and families that disengage from school. Staff will provide support to families of English Learners to support their understanding of supports in place for their students and the process of reclassification."	"Montebello Unified School District provides families with the opportunity to meet with teachers, school site administration and District staff to discuss student progress and any areas of need or concern.  Meetings with parents are scheduled as needed and throughout the year including during Back to School Night, Parent Conference week (held twice a year), and Open House.  School sites are staffed with counselors who discuss student’s academic, social, and emotional needs.  MUSD has a Parent Handbook available to all parents.  The Handbook is updated annually and contains pertinent information on schools and the District."	"Conversations with educational partners has led to an understanding that many parents, especially parents whose first language is not English, can feel uncomfortable attending parent meetings or participating in other large group meetings or committees. These parents are much more likely to feel comfortable on school campuses or in virtual meetings if they are personally invited by another parent or school employee. Many parents have expressed concern about having nearly all meeting in a virtual format and they would like to return to in-person meetings and educational events. The District is working with health authorities to develop plans for the safe return to large scale in person parent meetings and volunteer opportunities."	"District staff will continue to build personal relationships with parents in order to create safe spaces for parents to participate in school programs. The District believes that holding meetings in-person during the 2022-23 school year will help families, especially underrepresented families feel more comfortable and increase participation."	"A number of parent groups are in place throughout the District and at school sites which create an environment of planning and discussion through a collaborative process.  Advisory groups which include parents and school and District administration and staff are in place and have sustained active engagement and parent participation throughout the years.  Parents are included in the decision making process and have a voice through committees such as DELAC, PTA, and SSC meetings.  Parents are encouraged to attend and become members and are able to access information through school and District website, Blackboard, parent handbook and school marquees, and Bulletins. Parent and student input is solicited through surveys and focus groups."	"While many parent groups and committees are in place across the District, some members report that these meetings are too frequently information-only, and not a collaborative process. In order to address this concern, District staff will collaborate more frequently with families to design these meetings and identify outcomes."	"While many parent groups and committees are in place across the District, some members report that these meetings are too frequently information-only, and not a collaborative process. In order to address this concern, District staff will collaborate more frequently with families to design these meetings and identify outcomes."	4	5	4	4	4	5	5	4	5	5	5	4	Met	6/29/2022	2022
42692520000000	Montecito Union Elementary	3	Our families feel informed and included in the educational process	Communication regarding the school board specifically as well as information on our character program are an area for improvement.	"MUSD will continue to provide translation as needed and has a district-wide throughline of asking, ""is this fair and inclusive"" in all of our practices."	The school regularly partners with outside agencies to enhance curricula	none at this time	"Continue to ask the question, ""Is this fair and inclusive"""	"The annual survey, superintendent's coffee and other opportunities for input are regulard provided."	"We continue to encourage participation in local governing board meetings, the Montecito Union School Foundation, and school site council"	"Continue to ask the question, ""Is this fair and inclusive"""	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	8/16/2022	2022
27102720112177	Monterey Bay Charter	3	"A strength of our school community is active family engagement in school governance and through the Parent Circle Organization. Parent Circle is the equivalent of a Parent Teacher Group that engages in fundraising as well as organizing events and festivals that support the school's mission and vision. Parent Circle participants provide input and feedback concerning the school's Local Control Accountability Plan, WASC accreditation, and charter renewal. Each classroom has a dedicated Family Coordinator who supports the classroom teacher in organizing and planning field trips and preparing for Parent Circle sponsored events. The Family Coordinators are a point of contact for new families who ensure new families are regularly informed and encouraged to participate in the life of the school. Families are directly engaged in supporting their children through volunteering as field trip chaperones, garden helpers, guest speakers and classroom volunteers in various capacities determined by individual teachers. Families are asked to make a volunteer commitment of 40 hours per year. The MBCS Communications Manager plays a key role in developing multiple opportunities for the school to communicate between families and educators using language that is understandable and accessible to families to keep the community informed."	The school’s focus goal is to continue to build volunteer opportunities that foster relationship-building between the school and families as well as between families that strengthen the school community as a whole. The school continues to refine and streamline its processes to make family participation accessible to all families. Many family events are held at the school to engage families and promote participation through volunteering and fundraising opportunities that support field trips and student programming. Students and their families look forward to these events and we have a strong family attendance throughout the year.	"MBCS is committed to building the capacity of staff to build trusting and respectful relationships with our families. Underrepresented families are a key focus of the school’s marketing plan and DEI task force. Specific strategies are employed to reach families. The school is looking to revise its lottery process to ensure underrepresented families are prioritized for enrollment. Our commitment to creating a welcoming environment for all families begins during the orientation process which consists of an open house, group tour, and visitation day. The online registration process collects written information about each family’s strengths, culture, language, and goals for their children. The Enrollment Coordinator ensures new families gain access to the family communication portal by providing technical support."	"A strength of the MBCS  approach is that the classroom teachers continue with their cohort of students through several grades developing strong relationships with students and their families. Teachers regularly invite families to school events via class newsletters and personal messages. Teachers work closely with families to improve educational outcomes for students. Classroom teachers host family meetings each year to build community with their families. During these meetings, teachers may lead curriculum-based activities such as singing or painting to engage families, discuss field trip coordination, engage in dialogue regarding the developmental stages of the students, or promote healthy habits at home. Families are invited to participate in two conferences per year to address concerns and discuss the academic progress of each student."	"The school has a robust MTSS program to meet student needs regarding academic or behavioral support. In an MTSS model, family partnerships are essential to successful educational outcomes for students. The school dedicates three days per week to meet with families and provides a substitute for class teachers to attend. The team values family participation in planning for successful outcomes for students, actively elicits family input regarding student success plans, and offers virtual or in-person meetings. With the continued offering of virtual meetings the school has noted an increase in family attendance at SST, 504, and IEP meetings. Feedback from families living in different households has been positive and we have been able to include guardians who may not reside locally. The screen sharing capabilities allow family members to see student success plans in real-time and engage in the process. The Director meets regularly with the MTSS teams and grade-partner teachers to focus on student support including initiating and follow-up on SSTs, 504s to ensure that all students who need additional support are receiving appropriate services.   MBCS continues to refine our use of multiple communication formats to communicate with families such as flyers, posters around campus, an all-call system, a unified family communication portal, and a social media presence. Our website has the capacity to translate to other languages and is accessible to people with disabilities. MBCS plans to focus on providing school notices translated to Spanish."	"The school is committed to the equitable and meaningful engagement of underrepresented families and the positive involvement of families in their child’s education. The DEI task force keeps underrepresented families at the forefront of all discussions, planning, and decision-making. The school’s ELOP program provides free programming for qualifying students. Underrepresented families are offered registration for such programs in advance of opening opportunities for all families.  Multiple means of effective communication and direct outreach methods are employed to engage families. Staff are provided specific training on the school’s family communication expectations and are held to these standards. The school’s communication portal allows staff to direct message families. Staff members invest in developing relationships with families over time as students may remain with the same teacher for several school years. Family coordinators work to develop carpooling groups and provide an additional avenue for direct outreach to underrepresented families. The school’s communication manager ensures all families feel welcomed and are invited to participate in the life of the school.  All staff are routinely trained on the McKinney Vento Act to identify families who may be struggling. The school provides direct support to identified families in need. The Director serves as the school’s McKinney Vento liaison with the county office program coordinators. MBCS strives to support families to understand and exercise their legal rights and advocate for their children. All parents are provided information regarding their rights in digital and print formats. Links are provided via the family communication portal, on the MBCS website, and hard copies are included in the registration packet and school handbooks. Families are provided a copy of parent rights during 504 and special education meetings. A Parent Community Advisory Committee Representative conducts outreach to families of students with special needs to participate in community workshops and events designed to support their exceptional students and serves as a point of contact for families of children with special needs."	"The School continues to support family members to effectively engage in advisory groups and decision-making. This progress is measured by family participation in administrative and board level committees, membership of parents serving on the Board of Directors, the Finance/HR Committee, ELAC Committee, and family participation on the Parent Circle, DEI Taskforce, Ocean Guardian Green Team, and Garden Committee. Families are afforded the opportunity to participate in decision making by attending board meetings to provide public comments during Board meetings and Finance/HR Committee meetings. Families are surveyed regularly for input on a variety of topics such as the school calendar, policies, procedures, DEI measures, and engagement efforts."	It is important that families feel their perspectives are respected and that their input becomes embedded in the school’s operations. Family input continues to drive change within the school. The school holds focus groups on a variety of topics and encourages family participation. MBCS strives to provide more enrichment opportunities for families to understand the curriculum including direct outreach to underrepresented families. Our families may travel from different regions within the county and one obstacle to seeking input has been scheduling events that are convenient for families from different locations to attend. Virtual events have been one strategy the school will continue to improve on to provide access for families such as offering times for input during the lunch hour and evening times.	"Family partners are critical to successful outcomes for students. MBCS seeks input from as many voices as possible within our community. Multiple communication formats, direct in person outreach and relationship building have been our most successful methods of engaging underrepresented families. The school continues to reflect on and improve our practice to reach all members of the school community and seek input that informs decision-making from our educational partners. MBCS provides ongoing opportunities for various stakeholder groups to work together to design, implement and evaluate family engagement activities. Administrative and Board committees provide input on finances, operations, facilities, and policy development to Administration and the Board of Directors. All board meetings and Finance/HR Committee meetings are Brown Act compliant, reports are shared publicly through the family communication portal and website. Parent Circle and other committee meetings are advertised and all families are welcome. Family input is solicited regarding programs and policies during these meetings. Monthly coffee and conversation meetings provide a dedicated for families and the administration to meet virtually to receive input from families and discuss current events on campus. Teachers provide families with regular communications about current educational topics in the classroom to foster family engagement with learning and encourage family participation in the learning process. Family members are directly invited to the classroom to share specific talents with the class throughout the year."	4	4	4	4	4	5	5	4	5	4	4	4	Not Met	10/4/2022	2022
27102722730232	Monterey County Home Charter	3	"Monterey County Home Charter School has well-established procedures for bi-annual parent/student conferences, ongoing staff development for communicating with students/families, designated school staff who provide community resources, and regular, established communication with parents using personal phone calls, emails, texts, and web-based bulletins. Local survey data indicates that students responded higher than other schools nationally on engagement, relationships, and culture measures."	"Local survey data indicate an ongoing need to support the needs of the at-promise youth through programs and staff development. Monterey County Home Charter School Program will focus on improving the participation of families as educational partners to provide feedback and recommendations regarding the delivery of services. The schools will increase the opportunities for families to engage in the school through educational programs for families, school events, and parent /student/ teacher conferences to acknowledge academic progress."	Staff development will continue to support engagement school programs by parents/guardians and students. Staff will continue to intentionally outreach to underrepresented families using preferred language and modes of communication.	"Monterey County Home Charter School Program maintains extensive partnerships with governmental agencies, local non-profits, and industry partners. Partners work in collaboration with the school to ensure the needs of each student are met, including basic needs, social-emotional support, enrichment, intervention, experiential learning, access to college courses and technical training. The schools have established formal relationships with community partners to provide direct services such as social-emotional support and enrichment."	The most significant area for improvement is with community partners to ensure that students receive the educational supports they need to support college and career transitions.	"Monterey County Home Charter School Program will establish formal relationships with organizations that support underrepresented families. These organizations will focus on providing resources in a comprehensive and accessible way to families. Partner agencies will provide support in the family's language, at convenient hours, and in a manner conducive to the family's success."	"Monterey County Home Charter School Program staff work diligently to engage all stakeholders, gather input, and leverage resources to meet each student's unique needs. Educational partners include staff, students, parents, guardians, agency partners, community partners, and industry partners. The school will engage these partners through town hall meetings, student/teacher conversations, meetings and conferences, the onboarding process, surveys, all staff meetings, and Professional Learning Communities. The schools provide various opportunities throughout the year and emphasize a personal connection with each partner to understand their needs and gather feedback genuinely. The input received via qualitative and quantitative methods is analyzed and synthesized to identify emerging patterns."	"Monterey County Home Charter School Program will improve on engaging a more diverse group of educational partners, including parents and students from different locations and demographic backgrounds. The school will also strengthen the delivery of partner engagement opportunities, such as face-to-face meetings and phone calls. The school will broaden the list of educational partners to include industry professionals and organizations."	"Monterey County Home Charter School Program will improve the engagement of underrepresented families by establishing a welcoming and conducive school environment. These strategies will include ensuring that staff provides information in the family's primary language, that staff is culturally sensitive and responsive, and that all parents feel welcomed. The schools will leverage parent leaders to help engage other parents that don't know how to get involved."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/15/2022	2022
27102720000000	Monterey County Office of Education	3	"MCOE Court and Community Schools have well-established procedures for bi-annual parent/student conferences, ongoing staff development for communicating with students/families, designated school staff who provide community resources, and regular, established communication with parents using personal phone calls, emails, texts, and web-based bulletins. Local survey data indicates that students responded higher than other schools nationally on engagement, relationships, and culture measures."	"Local survey data indicate an ongoing need to support the needs of the at-promise youth through community programs and staff development. MCOE Court and Community Schools will focus on improving the participation of families as educational partners to provide feedback and recommendations regarding the delivery of services. The schools will increase the opportunities for families to engage in the school through educational programs for families, school events, and parent /student/ teacher conferences to acknowledge academic progress."	Staff development will continue with a focus on engagement in court and community school programs by parents/guardians and students. Staff will continue to intentionally outreach to underrepresented families using preferred language and modes of communication.	"MCOE Court and Community Schools maintain extensive partnerships with governmental agencies, local non-profits, and industry partners. Partners work in collaboration with the school to ensure the needs of each student are met, including basic needs, social-emotional support, enrichment, intervention, experiential learning, access to college courses, technical training, and paid work-study opportunities. The schools have established formal relationships with community partners to provide direct services such as social-emotional support and enrichment."	The most significant area for improvement is with industry partners to ensure that students receive training to meet the needs of potential employers and place students in career transitions. The schools will strengthen partnerships with industry partners to increase paid internships and work-study opportunities.	"MCOE Court and Community Schools will establish formal relationships with organizations that support underrepresented families. These organizations will focus on providing resources in a comprehensive and accessible way to families. Partner agencies will provide support in the family's language, at convenient hours, and in a manner conducive to the family's success."	"MCOE Court and Community School staff work diligently to engage all stakeholders, gather input, and leverage resources to meet each student's unique needs. Educational partners include staff, students, parents, guardians, agency partners, community partners, and industry partners. The schools engage these partners through town hall meetings, student/teacher conversations, meetings and conferences, the onboarding process, surveys, all staff meetings, and Professional Learning Communities. The schools provide various opportunities throughout the year and emphasize a personal connection with each partner to understand their needs and gather feedback genuinely. The input received via qualitative and quantitative methods is analyzed and synthesized to identify emerging patterns."	"MCOE Court and Community Schools will improve on engaging a more diverse group of educational partners, including parents and students from different locations and demographic backgrounds. The schools will also strengthen the delivery of partner engagement opportunities, such as face-to-face meetings and phone calls. The schools will broaden the list of educational partners to include industry professionals and organizations to strengthen the placement of students in paid internships and work-study."	"MCOE Court and Community Schools will improve the engagement of underrepresented families by establishing a welcoming and conducive school environment. These strategies will include ensuring that staff provides information in the family's primary language, that staff is culturally sensitive and responsive, and that all parents feel welcomed. The schools will leverage parent leaders to help engage other parents that don't know how to get involved."	4	4	4	4	4	3	4	3	4	3	3	4	Met	6/15/2022	2022
27660920000000	Monterey Peninsula Unified	3	"In MPUSD we believe that the key to closing equity gaps is by the direct participation by impacted communities in the engagement, development and implementation of solutions and decisions that directly impact them. MPUSD values community engagement, as well as building capacity of site level leadership to create authentic and collaborative experiences for their families and communities. The district will invest in a communications specialist, parent engagement coordinator, parent educator to connect the district, school sites and parents, as well as enhance communications, engagement, and transparency efforts.  The district has actively engaged all educational partners in multiple ways to provide feedback and input that contribute to the development of the plan, including districtwide community Town Halls, site-based Town Halls, surveys, Cabinet Chat Town Halls with all staff, and regularly scheduled school site councils, English Learner Advisory Council, and District English Learner Advisory Council.  Educational partners defined include: parents, teachers, district and school site staff, administrators, students, community leaders, Monterey Bay Teachers Association, Classified School Employees Association, District Advisory Committee, District English Learner Advisory Committee, SELPA, Board of Education members. Understanding that educational partners are more likely to attend and provide engagement at their local school level, the district made a concerted effort to engage parents and staff during school-level School Site Council meetings."	"The district continues to assess the needs, conditions, and circumstances of MPUSD's community engagement efforts. Over the past several years navigating the global pandemic the district increased its community engagement efforts to ensure stakeholders were receiving information in a timely manner and continued to feel engaged with their school and the district. Overall, data from the district's Title I engagement survey indicated the district remained steady or grew in terms of engaging stakeholders. Additionally, the reach and deliverability of ParentSquare communication either remained steady or grew. The district will continue with the supports currently in place to engage and communicate with all educational partners."	"By 2024, MPUSD will enhance and make progress on community engagement to ensure all stakeholders (parents, students, staff, community members) feel welcome; understand district and school programs and services; and have an active role in decisions that impact them. In MPUSD we believe that the key to closing equity gaps is by the direct participation by impacted communities in the engagement, development and implementation of solutions and decisions that directly impact them. MPUSD values community engagement, as well as building capacity of site level leadership to create authentic and collaborative experiences for their families and communities. The district invests in a communications specialist, parent engagement coordinator, parent educator to connect the district, school sites and parents, as well as enhance communications, engagement, and transparency efforts. These efforts will help provide consistent and regular information to all stakeholders."	"The Monterey Peninsula Unified School District has made significant progress in the engagement of families in the past six years. In recent years, the district has developed and offered parenting classes districtwide, as well as maintained and encouraged participation at the school site level in the English Learner Advisory Council, School Site Council, and in the districtwide District Advisory Council and District English Learner Advisory Committee. Over the past year, the district invested in a community and parent engagement coordinator, community liaison development to support in further enhancing and maximizing parent engagement."	"Areas to improve will be to provide more in depth information about College and Career preparedness, Standards Based Grading, Social Emotional and Mental Health Resources for their students, student attendance and resources for applying for college and student aid."	"By 2024, MPUSD will enhance and make progress on community engagement to ensure all stakeholders (parents, students, staff, community members) feel welcome; understand district and school programs and services; and have an active role in decisions that impact them. In MPUSD we believe that the key to closing equity gaps is by the direct participation by impacted communities in the engagement, development and implementation of solutions and decisions that directly impact them. MPUSD values community engagement, as well as building capacity of site level leadership to create authentic and collaborative experiences for their families and communities. The district invests in a communications specialist, parent engagement coordinator, parent educator to connect the district, school sites and parents, as well as enhance communications, engagement, and transparency efforts. These efforts will help provide consistent and regular information to all stakeholders. There will be a targeted campaigns to provide more in depth information about College and Career preparedness, Standards Based Grading, Social Emotional and Mental Health Resources for their students, student attendance, and supports and resources for applying for college and student aid."	"The district actively engages all educational partners in multiple ways to provide feedback and input, including districtwide community Town Halls, site-based Town Halls, surveys, Cabinet Chat Town Halls with all staff, and regularly scheduled school site councils, English Learner Advisory Council, and District English Learner Advisory Council. With the addition of a our family engagement coordinator, the district is engaging smaller groups of parents in deeper dialogue to learn how MPUSD can further engage underrepresented educational partners.  Educational partners defined include: parents, teachers, district and school site staff, administrators, students, community leaders, Monterey Bay Teachers Association, Classified School Employees Association, District Advisory Committee, District English Learner Advisory Committee, SELPA, Board of Education members.  Understanding that educational partners are more likely to attend and provide engagement at their local school level, the district made a concerted effort to engage parents and staff during school-level School Site Council meetings. A complete listing of all formal engagement meetings can be found in the district's Local Control Accountability Plan.  There were also other opportunities with educational partners during specifically scheduled meetings with for example, Classified School Employees Association, Monterey Bay Teachers Association, League of United Latin American Citizens, and the Building Healthy Communities parent meeting."	"The following provides a summary of MPUSD's stakeholder process. All input from the engagement sessions were reviewed by district and school site leadership and common themes, as well as survey results that yielded the highest results, were compiled and investments were made toward the areas that stakeholders indicated they wanted for the upcoming 2022-2023 school year. This process will be reviewed, as well as the effectiveness of the investments, and educational partners will have the opportunity to provide input so that adjustments can be made in subsequent years.  SUMMARY OF FEEDBACK FROM EDUCATIONAL PARTNER SESSIONS Information gathered from stakeholder engagement and online surveys were used to identify and assess student needs. Additionally, data, such as iReady scores, absentee data, student grades, and student, staff, and family YouthTruth Isurveys help MPUSD identify needs to develop this Local Control Accountability Plan. A summary from stakeholder meetings indicated the following general themes that students, staff, parents and community members indicated a priority and they wanted to see the district invest in (NOTE: This does not list all comments, but the general and recurring themes from all school site council meetings, student engagement meetings, and districtwide engagement meetings):  General Themes from Engagement Meetings - Afterschool Enrichment and Learning Opportunities - Parent and Community Engagement - Academic Improvement and Support (e.g., tutoring, electives, CTE, AVID, GEAR UP, Early Childhood Education, etc.) - Arts/Electives/Enrichment (e.g, music, drama, art, field trips) - Social and Emotional - Support for Vulnerable Populations (e.g, resource center, homeless liaison) - Administration/Operations (e.g., facilities, Nutrition Services, transportation)  Top Priorities from Survey Results - Invest in after school curricular activities and programs - Invest in electives during school (e.g., music, visual and performing arts, physical education, world languages, etc.) - Invest in additional staffing and support for teachers (eg., aides in the classroom) - Invest in athletics and sports at all grade levels - Invest in math and reading support (e.g., intervention, tutoring, extra help, learning acceleration)"	"The district will continue to improve its process to engage underrepresented families. This year, the district intends to further the work initiated by its family engagement coordinator and communications specialist to continue outreach and communication to families. Additionally, school sites through the work of bilingual community liaisons and community liaisons will solicit the wants and needs of students and families. This information will be used to reflect and enhance future services and offerings to families."	4	4	4	4	2	4	4	4	4	4	4	3	Met	6/28/2022	2022
49708210000000	Montgomery Elementary	3	"While 2021-22 was a problematic year with COVID -19 restrictions and protocols. the bright spot was having all our students on campus and providing in-person learning. Parents are happy to have students back on campus. They want to be sure that their students are learning and well prepared for high school. Parents and families are pleased with the current teaching staff and appreciate their commitment, their ability to engage students and above all, to provide them a safe and accepting place for their children to learn. Due to COVID-19 protocols, we were unable to have parent volunteers on campus. In a limited fashion, we have brought back several traditional events this year. Students stated the desire to bring back school assemblies, events with neighboring schools, student leadership opportunities, field trips and overnight field trips, science fair, cooking class, field day, spirit days, and Christmas play, Parents appreciate the individualized help students receive during the school day and tutoring /homework help after school.  ToolBox socio-emotional Learning program training will be provided to teachers and staff to further improve the school’s capacity to support students and families. Teachers regularly send home materials for students to work on at home that support the instructional program. The District/school calendar provides for the scheduled parent conferences at the end of the first semester. Parents are contacted throughout the semester to keep parents informed of students’ progress."	"Parent Involvement—Once we are permitted to have parent volunteers back on campus, we know that increased opportunities for parent participation will be available at the school and classroom level. as classroom volunteers and chaperones for field trips and other activities. The school website, classroom newsletters, Friday packets provide current information on school and classroom activities. We continue to encourage Stakeholder input in order to refine strategies and to sustain and increase current enrollment through the promotion of a positive school climate."	"We continue to encourage Stakeholder input to continually refine strategies, sustain and increase current enrollment through the promotion of a positive school climate, enrichment activities such as music gardening, art, cooking, field trips and assemblies. Our Imagination Station (Maker Room) provides students opportunities to to learn, create, and evaluate products. We are working on a Family maker Night when families participate in the various maker activities."	"Parents are our greatest educational partner. Once parent volunteers are back on campus, it will provide a stronger connection and understanding of our desired student outcomes. The school website, classroom digital newsletters, phone calls, Friday packets providing current information on school and classroom activities, and talking with families at daily drop-off and pickup. We continue to encourage Stakeholder input in order to refine strategies and to sustain and increase current enrollment through the promotion of a positive school climate."	"We are working on improving family and our local community communication. We have created a new website that is more friendly and accessible. Parents receive our information in a variety of ways such as email, text, phone, website and flyers. We need to be ore consistent with a monthly newsletter to present what we are doing and how they can help at school and at home."	"Given our low enrollment, we can connect easily and inform our parents. In 2022-23 SY, we started a 7:30 am early drop off and an after school program until 4:00pm. This helps our working parents as  many need to drive at least 45 minutes out of town for work."	"We will be able to have classroom volunteers in the fall. We know that increased opportunities for parent participation will be available at the school and classroom level where parents can see first hand the hard work teachers and staff do to help each child. The school website, classroom digital newsletters, Friday packets provide current information on school and classroom activities. We continue to encourage Stakeholder input in order to refine strategies to sustain and increase current enrollment through the promotion of a positive and engaging  school climate."	"We will provide increased opportunities for parent participation at the school and classroom level.  We will use every opportunity to keep parents informed and seek their input using the school website, classroom digital classroom newsletters, phone calls, Friday packets providing current information on school and classroom activities, and talking with families at daily drop-off and pickup"	Teachers regularly send home materials for students to work on at home that support the instructional program. The District/school calendar provides for the scheduled parent conferences at the end of the first semester. Parents are contacted throughout the semester to keep parents informed of students’ progress.	5	4	4	5	4	4	4	4	4	3	4	4	Met	6/13/2022	2022
56739400000000	Moorpark Unified	3	"MUSD’s LCAP Stakeholder Survey is administered yearly to parents and students in grades 8-11. The data reported below is taken from the 2021-22 survey. The respondents agree or strongly agree: • Parents feel welcomed and listened to by their school (English- 94%, Spanish- 97%) • Parents feel well-informed and communicated with about their child’s progress (English- 90%, Spanish- 99%) • Students feel welcomed and listened to by their school (80%) • Students feel that school staff are involved and care about their academic progress (85%) In addition to the LCAP Stakeholder Survey, local measures to gauge parent input in school/district decision making and parent participation in programs were implemented during the 2021-22 school year as part of the MUSD LCAP, Goal 2, “Increase the percentage of students and families who feel that school is a safe and supportive environment with strong adult relationships and a sense of belonging, especially for students who are English Learners, low income, and foster youth.”"	Future training opportunities for school staff will include the Family Engagement Toolkit and English Learner Roadmap.	"MUSD will continue to provide bilingual parent coffee chats, Latino Family Literacy Project, LCAP Parent Advisory meetings and Title I Parent meetings to ensure engagement of underrepresented families."	"Parent participation was measured by attendance at various district and school site meetings. The findings from 2021-22 show: • Each school principal held three “Principal Chats” during the year to gather input and encourage parent participation • Parents reported attending 1-3 school events or trainings (English- 87%, Spanish- 88%) • The Latino Family Literacy Project was offered for parents of elementary English Learners • Achieve the Core academic family guides offered to parents in both English and Spanish on district and school websites • Each school evaluated and updated its School Plan for Student Achievement with input from key stakeholder groups, including underrepresented stakeholder groups • A Virtual and In-Person Wellness Center was launched to offer supports and resources for students and families • The Virtual Wellness Center houses recordings of previous staff and parent education opportunities"	An area of focus will continue to be professional development for teachers and principals to improve MUSD’s capacity to partner with underrepresented families.	Parent outreach and parent educational opportunities primarily directed toward underrepresented families will be designed based on feedback from the annual MUSD LCAP Survey and created with researched based best practices outlined in the family engagement toolkit.	"MUSD offers multiple means of gathering input from our educational partners for decision making, such as School Site Councils, ELAC/DELAC, ASK, LCAP Parent Advisory Committee, Title I parent meetings, annual educational partner surveys."	MUSD will strive to increase parent participation in our yearly LCAP Survey.	"MUSD will increase participation in yearly LCAP Survey by providing more opportunities to complete the survey at school site meetings and events as well as provide alternative means of completing the survey (i.e., paper/pencil)."	3	4	3	4	3	5	4	4	4	4	4	3	Met	6/14/2022	2022
07617470000000	Moraga Elementary	3	"The Moraga School District believes that school-family collaboration leads to improved student achievement, better behavior, better attendance, higher self-concept and more positive attitudes toward school and learning. Each school site holds community building events throughout the year. The District provides families information and resources via newsletters, websites, and at PTA, School Site Council and Governing Board meetings. Moraga uses the Parent Square communication platform to inform parents of district information and other resources. Teachers communicate with parents in-person during Back-to-School Night, Open House, and parent teacher conferences. The parent teacher conference time is used to communicate student progress, develop improvement plans, and build relationships with families."	"The Moraga School District has a goal to increase parent engagement by improving the frequency and transparency of communication, building alliances with the school community to foster relationships, sharing resources, and developing mutual goals with educational partners. In order to achieve this goal we are focused on improving family and school relationships through community building service learning projects, and increasing parent education opportunities."	"The Moraga School District will individually contact low-income, English learners and foster youth parents to participate on the Coordinating Council and provide translation services as needed. The District will continue to convene meetings of parents of students with disabilities. The District’s ELL teacher will continue to hold individual parent-teacher conferences with parents. All elementary teachers dedicate a week to parent­-teacher conferences with translation services when necessary. The District plans to hold parent education events focused on: English Language Learner, Special Education, Executive Functioning, Wellbeing, Safety, Diversity/Inclusion. While examples demonstrate evidence of engagement, the 22-23 LCAP includes “actions” to improve upon prior year successes to increase engagement."	"The Moraga School District recognizes that school-family partnerships increase the likelihood that children will have positive school experiences and better life outcomes. The District has partnered with the community organization Rainbow Community Center to provide resources and professional development for staff and families in order to improve outcomes for all students. The District partners with a local family support center, COPE, to provide staff and parent education on the social emotional support of our students. Staff teams at each school site work with the Santa Clara County Office of Education on professional development in Positive Behavior Supports and Interventions (PBIS)."	"The Moraga School District will continue to partner with the Santa Clara Office of Education on the implementation of Positive Behavior Interventions and Supports (PBIS) with a focus on more intensive support. The District will also partner with a local non-profit organization, Mindful Littles, to improve school-family partnerships through community building activities and a focus on service learning."	"The Moraga District, and individual school sites, will communicate programs and activities, with information focusing on climate surveys, LCAP development, committees, and parent education programs at least twice a month and provide communication in multiple languages as needed. The District will work with the non-profit organization Mindful Littles to increase engagement of our underrepresented families. For example, we will hold a technology night for families of English learners for the purpose of increasing access to District and school site information as well as digital platforms used by students and families."	"The Moraga School District regularly seeks input for decision making from parents and guardians via School Site Council, the Coordinating Council, PTA, MEF, Governing Board meetings, Student Study Teams, communication, and parent-teacher conferences.. Translation services are provided as needed. Surveys are used to seek input from all parents and survey results can often be disaggregated by demographic groups. A Parents of Exceptional Moraga Students (POEMS) group meets at least four times a year for the opportunity to provide input into programs serving students with disabilities. The District’s Cultural Proficiency Committee increased membership of staff and parents this past school year and gave input on the District Diversity, Equity, Inclusion, and Belonging plan. Staff and parents at the middle school met throughout the 2021-2022 school year to give input and recommend a new ""block"" schedule that includes increased time for student support and staff collaboration with the goal of improving student outcomes."	Moraga School District staff and parents will collaborate around local and state student achievement data during PTA and the District Coordinating Council meetings. The District also plans to increase parent input on the LCAP by bringing together school site councils as part of the input process.	"The Moraga School District will individually contact low-income, English learners and foster youth parents to participate on the Coordinating Council and provide translation services as needed. The District will administer a student Diversity, Equity, Inclusion, and Belonging (DEIB) survey along with an annual climate survey in order to better develop action plans per survey outcomes. The District has plans to meet with families of underrepresented students for the purpose of providing input."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/7/2022	2022
43695750000000	Moreland	3	"We provide a welcoming environment to our students and families.  Based on our Spring 2022 Climate Survey, 87% of our families feel welcomed at our schools and 78% of families feel we communicate in a clear, timely, and informative manner.  We provide our families parenting classes to English Learners, ELAC/DELAC meetings, parent education nights, and translation services. We invite parents to volunteer in classrooms, help on yard duty, support the Home and School clubs, and participate in learning nights focused on STEM and literacy."	"On our Spring 2022 Climate Survey, 66% of parents felt we engaged with them regarding issues and concerns that mattered to their family. We would like to improve our level engagement so we are involving parents into the solutions for the school district.  As our customers, we need their voice to produce the best results.  We have started by increasing the frequency of our Climate survey and adjusting the survey questions so we have actionable data.  As we put together a new strategic plan, we believe our outreach efforts will grab a broader voice and allow us to gain more insight into common ways to move forward.  We will also evaluate our parent forums for their utility and inclusiveness."	"We have found that parents connecting parents helps build a stronger community.  We utilize our community liaisons to tap into their community leaders to help build a network of families that feel comfortable joining the various school groups. Knowing that our underrepresented families are more likely to attend DELAC and site ELACs, we repeat trainings and information gathering at these meetings. We continue to look for ways to engage our families that attend school sites where there is a very small percentage of underrepresented families. Factors such as babysitting, transportation, and translation can be a barrier to participation. Due to the pandemic, we’ve learned that some families are able to engage in meetings over Zoom because it removes these barriers. We will continue to offer meetings in-person and over Zoom to reach as many families as possible.Working closely with our DELAC, we assess the different needs of our underrepresented families in order to help them engage fully with our school community. This year we are conducting equity work with our school leaders. We are working to understand how equity plays a key role at all of our school sites and to align our policies and practices to support all students. We also offer parent education nights for parents to learn how to support their students at home and to build the home and school connection. Traditionally, training topics include technology use, positive parenting, sexual health, and healthy lifestyles. We have also teamed with outside providers to provide translation services for these families. Language Line, provides on the spot translation in language other than Spanish to families who come into our buildings that need assistance.  The ability to communicate helps builds relationships."	"Based on our 2022 Climate Survey, 79%of our families feel we do a good job sharing information about their child's academic progress and 75% of families believe we are preparing their child for the future.  Post-pandemic, we are finding ways to help parents to reconnect with our schools.  By involving our parents in educational classes, volunteer opportunities, family learning nights, and other avenues, our parents learn what is happening in the classroom and ways they can support that learning at home.  At conferences, we will be sharing new district benchmark data and attainable goals for their child.  This is new for the district and feel it will help parents be more informed and provided with actionable steps for parents to support their child."	"Based on the 2022 Climate Survey, 67% families feel that their school partners with them to improve the learning environment.  We would like for parents to provide more feedback and be given opportunities to discuss school improvement.  This year, we will began a new strategic planning process.  Gather feedback from our broader community will help us understand parents priorities and creative solutions to improve student outcomes.  These engagement sessions will directly impact our LCAP and the actions we put in place to support students."	"We have found that revamping our parent English classes to focus not just on building their English skills but helping them navigate our school system and understand ways to support their child's academic progress builds the bridge between home and school.  We have also learned that some parents prefer in-person learning and some need an online format to avoid barriers to coming to classes.  We are offering our classes in multiple formats and at different times during the day to capture the most parents.  Annually, we conduct a needs assessment in DELAC to help understand the parents' priorities and develop opportunities from this feedback.  Support and opportunities for parents change based on this feedback."	"Based on our 2022 Climate Survey, 74% of our families feel their school encourages feedback.  There are multiple forums such as Principal's Coffee, Home and School Club, Parent and Teacher Organization, and School Site Council where principals check in with their families to gain feedback on academics, enrichment, climate and school events.  We also formally collect feedback each Spring with our LCAP survey and Climate Survey.  This information is used to informed district and school site plans.  home and school clubs elac delac"	"While we rate at 74% for seeking feedback, we only reach 64% of our families that feel their input impacts decision making at their child's school.  We need to improve in connecting feedback to outcomes at the district and site level.  Sometimes that connection isn't explicit but is the root of the decision.  This would help families see their impact as well as encourage further involvement.  I think we need to understand if there are trends in where parents don't feel they make an impact and the work we can do to ensure input in those areas."	"We try to provide multiple opportunities and formats to collect feedback, such as parent meetings to explain surveys that are sent home and translated material and paper copies of electronic communication.  While we are more successful with our Spanish-speaking families, due to our community liaisons, we still need avenues to reach parents who speak other languages.  We also leverage DELAC as a space that more underrepresented families feel more comfortable in to share their feedback."	5	5	4	4	4	4	5	3	5	4	4	4	Met	6/14/2022	2022
33671240000000	Moreno Valley Unified	3	"Moreno Valley Unified School District is committed to building partnerships with parents and families for student outcomes, especially those that are underrepresented. We will capitalize on our positive growth in this overall indicator by continuing/improving/increasing the frequency of the following partnership strategies, with a focus on supporting families to understand and exercise their legal rights and advocate for their own students and all students:  - Continue to make a set of copies of all flyers, presentations, other documents for our DELAC representatives once per month to share at their respective school sites; - The Superintendent’s weekly message was used to promote virtual and in-person workshops and events for families (Health and Resource Fair, Trunk or Treat, Bountiful Harvest for Thanksgiving, Spring Fest, ongoing Vaccination Clinics, etc.) - A “Parent Workshop” link under the Wellness and Community Outreach tab promoting workshops Information regarding meetings are sent via email, texts, phone messages etc.  - Disseminated information is accessible in various languages        - Weekly food box distribution to help support the nutritional needs of families - Parent Ambassador Program developed to assist in identifying needs of families within the school community. Support offered include: helping to access the Wellness Center Resources, understanding various curricular programs to assist in answering questions and participating on various school and district committees"	"Equity: - All schools inspect their facilities annually using the FIT to guarantee that all facilities are in good repair for students and families. - Continuously updating our parents and community in regards to all matters of college and career readiness (AP, AVID, CTE, Dual Enrollment, scholar program, Middle College, etc.) - Parent recognition programs - Funding dedicated for conference attendance of parents - Parent square application to send messages to parents - Opportunities for parents to volunteer at schools or district events - Parent surveys to ensure we are meeting the needs of parents - Maintaining a presence in the community - Hearts United program to partner with community partners - Participation in the Community Engagement Initiative through CCEE to develop connection and understanding of community engagement. Participants included: county office, district staff, administrators, site staff, community members, parents and students"	Dedicated parent advisory groups include:  - DELAC for parents of EL students - CAC for parents of students with disabilities - AAPAC for parents of African American students	"Moreno Valley Unified School District is committed to building relationships with parents and families, especially those that are underrepresented. Paramount is the ongoing focused attention from our English Learner Parent Involvement Specialist (a position MVUSD has had for over 20 years) and our African American Parent Involvement Specialist who was hired in response to the 2017-18 data and a Director of Wellness and Community Outreach who was hired to support a more directed approach to increase parent engagement.  We will capitalize on our positive growth in this area by focusing on improving/increasing the frequency of the following engagement strategies: - host information table at drive-through district events for underrepresented families (AAPAC, DLI, ELAC) - send parents information regarding all meetings and events of specific interest to parents via weekly Superintendent’s messages - continue to provide opportunities for parents to join literacy/book clubs at district    and site level - continue our Yearly Book Club Celebration"	Equity: - Continue providing and servicing Chromebooks for all TK-12 students to support learning in the classroom and at home - attend and host clergy events (Hearts United) - Wellness Center Events - Parent Square allows two way communication between families and school	#NAME?	"Moreno Valley Unified School District is committed to seeking input for decision making from parents and families, especially those that are underrepresented. We will capitalize on our positive growth in this overall indicator by continuing/improving/increasing the frequency of the following strategies, with a focus on providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  Via the Spring 2022 Family survey (Panorama), 86% of families indicated their school is welcoming to parents, 91% indicated their school communicates well with people from their culture, and 81% indicated they DO NOT worry the school will treat their child differently if they raise a concern.  These are all strengths for Moreno Valley USD."	"While the above are clear strengths of the district, each represents a minor decline in positive attitudes over the Fall 2019 administration of the family survey.  The 86% was a drop of 6 percentage points, 91% was down 3, and the 81% declined from 84%."	"We will improve these rates by bolstering the following practices: - 2022 School Safety Survey - LCAP Meetings - School site meetings (SSC, ELAC, AAPAC) - District Meetings (DELAC, AAPAC, LCAP, CAC)"	3	4	3	5	3	4	3	3	4	4	4	2	Met	6/28/2022	2022
43695830000000	Morgan Hill Unified	3	"The Morgan Hill Unified School District (MHUSD), as part of its school community culture and LCAP Goal #2: Parent Engagement, continues to work toward making extensive efforts for all schools and site personnel to create environments that are friendly and welcoming. Our schools typically host various events to welcome and involve parents throughout the school year in areas of academics, college and career, school culture, and social emotional learning topics. More recently, events are hosted (when possible) in a hybrid manner to allow for increased parent involvement/participation. Furthermore, all MHUSD schools provide regular communication in both English and Spanish in order to better communicate with families, and all schools also have a Community Liaison that works at the school sites to build relationships between school staff and families. This is evidenced by the local data and input that indicates that our schools encourage parent/family involvement in schools."	"The Morgan Hill Unified School District’s focus on improving the relationship between the family/parent and school is evident in the new Family and Community Engagement (FACE) department to aid in the improvement of parent engagement across all school sites as well as district wide. FACE will work alongside school sites using High Parent Engagement Strategies to enhance and improve their efforts in creating environments that are welcoming, friendly, and conducive to parent/family involvement and engagement. This also includes multiple opportunities for parents to be involved and learn about their child(rens) school. Further, MHUSD is investing in a districtwide parent center to aid in the systematic approach to parent engagement as parents/families indicated that they’re interested in greater and robust involvement opportunities at their respective school(s) and at the district level. The new FACE Center would also allow for the community partners and outside agencies to have a space to better serve our students’ and parents’ needs thus allowing for greater relationships districtwide."	"The Morgan Hill Unified School District’s more robust approach to data inquiry and analysis shows a need for additional supports for our families that have been historically underrepresented. The robust re-engagement efforts include topics that are specifically requested by families in these student groups around helping their student at home with academics in reading and math, social emotional topics, among others. MHUSD is also partnering with outside agencies such as CABE as well as Parent Institute for Quality Education (PIQE) to empower parents to be involved in their child’s education and demystify the educational system so they can better navigate it. Other engagement efforts include leveraging Community Liaisons, CARE, along with other groups to provide parent classes in multiple languages and creating welcoming and friendly environments for all parents especially for those that historically do not visit school campuses. Finally, providing culturally responsive trainings at the school site and district office level that includes key aspects of culture and family values, contributions (especially as we highlight communities throughout the school year), and a shared understanding of their contributions to society will have a positive impact on re-engagement efforts particularly for those underrepresented families."	"The Morgan Hill Unified School District (MHUSD), as part of its school community culture and LCAP Goal #3: Student Engagement, continues to work toward making extensive efforts for increased student voice and agency. Strengths include formalizing a Student Board member role, seeking strategic and timely input from students across the district, bring the BELE Network to secondary school campuses that include groups of students that are empowered to voice their perspectives on campus climate, needs, etc.—these are often topics that are difficult but necessary in order to create equitable conditions for students on campus. Additionally, school leaders are encouraged and empowered to meet with student leadership and others frequently on matters pertaining to students and to have an avenue to provide input directly to site leadership. District leadership has also met routinely with student groups throughout the district"	"The Morgan Hill Unified School District’s focus on improving the relationship between students and school is evident in the increased emphasis on student voice and agency throughout the district. Nevertheless, the district understands its an area of improvement as is evidenced by LCAP Goal #2. Areas for improvement include more formalized and systematic ways to include student voice across all school campuses and increased student engagement in class, after school and throughout the community. Additionally, students have indicated a desire for increased student opportunities and, while improvements have been made, the district remains in pursuit of increasing these by partnerships with local agencies, community-based organizations, colleges/universities, among others. These are pursued with the intent of improving student outcomes via opportunities and intentional supports."	"The Morgan Hill Unified School District’s more robust approach to data inquiry and analysis shows a need for additional supports for our students that have been historically underrepresented. Robust student re-engagement efforts include student supports, enrichment opportunities, and targeted partnerships that allow all students—but in particular those from underrepresented families—to thrive. This includes avenues for students to become integrated into their school families beyond attending their classes—these include sports, clubs, homework help centers, wellness care, social emotional activities, and/or having a trusted relationship with an adult on campus. Further, through culturally competent trainings, our staff can also better connect with students when they better understand cultural norms, expectations, and behaviors. By working with both the family and student together, the district can better bridge the gap with our underrepresented population."	"Engaging MHUSD's Educational Partners is a priority that aims to actively support a shared vision of student achievement. MHUSD has thoughtfully planned for ongoing engagement with our partners that includes the development of various plans as well as the launching of the first of a series of eight monthly themed Board meetings aligned to the district LCAP goals: Student Achievement; Student, Parent and Community Engagement; Multi-Tiered System of Support (MTSS); Early Childhood Education; College Partnerships; Facilities; Career Technical Education & Focus Academies; and Community Based Organization Partnerships. The preparation for the themed sessions included multiple staff members from central office and school sites. They conducted research, collected quantitative and qualitative data, and created a presentation for the assigned meeting. The sessions were facilitated by staff and designed to engage the members of the Board and guests to provide insight into various topics outlines above.   Additionally, many different Educational Partners meet throughout the school year to provide input for decision-making on a regular basis—this includes groups within the school district (Certificated, Classified, and Leadership, Students and their respective groups, Parents and their respective groups) and agencies/community groups outside of the district (Community Based Organizations). There are also monthly Coffee Chats with the Superintendent for parents, staff, and the community, and separately with the Board throughout the school year to discuss topics that are going well and areas for improvement and different approaches to better the experience of the school community. Further, the Superintendent visits school sites on an on-going basis throughout the school year in hours long time-frames to make themselves available for any and all staff member to discuss topics of their desire."	"The Morgan Hill Unified School District is continuously seeking to gather input from educational partners—students, parents, teachers, staff, administrators, and other educators. As such an area for improvement includes increased and varied opportunities for educational partners to engage and feel a part of the school community and part of the decision-making process on school campuses—this includes additional and explicit opportunities that allow for parents and educators to be involved and informed via volunteer opportunities, informational nights and/or meetings, chats with leadership (principal, district office, among others), surveys seeking input, among others. An additional area for improvement is to develop strategies for continuous program improvement to be able to nimbly meet the needs of educational partners and continuous input and feedback is key to this effort."	"Engagement with underrepresented families goes together with MHUSD’s efforts to improve engagement and re-engagement districtwide. Efforts around culturally responsive practices will help inform additional learnings and engagement efforts to better seek input from families that do not traditionally participate in school activities or current efforts. Further, plans for improvement include seeking input from these families in non-traditional ways in order to create activities that foster personalized supports, flexible options, and working closely with families—this could include relationships with trusted staff members (e.g. Community Liaison or someone else), feeling of being welcomed and valued on campus and throughout the district, and collaborative efforts between the school/district and families with a lens of cultural competency as these often influence family dynamics and experiences."	3	2	2	2	2	3	3	3	3	3	3	2	Met	6/21/2022	2022
36677770000000	Morongo Unified	3	"MUSD’s current strength in building relationships between school staff and families derives from staff meetings with families and students to discuss student progress and ways to work together to support improved student outcomes. There are multiple ways the district and school sites communicate with families, such as through a parent portal, district-approved applications, emails, home visits, phone calls, and conferences.  This multi-faceted approach allows staff to connect with parents in the best way that fits their needs."	"One of the focus areas for improvement in building relationships between school staff and families is through providing professional learning opportunities, which can help support teachers and principals to improve the school sites’ capacities to partner with families.  Another area of focus is providing additional professional development in creating and operating a site-based management committee."	"To improve engagement of underrepresented families, in relation to building relationships between school staff and families, MUSD will use professional learning opportunities and professional development to ensure staff members use the appropriate tools and programs to reach out to families.  Doing so will help increase communication and keep our families and students informed of district and site events and news.  Additionally, keeping consistent communication through the parent portal, updated webpages on the district and school sites’ websites, as well as other methods can assist in maintaining constant communication to increase student success."	An area of strength for building partnerships for student outcomes is MUSD’s ability to create welcoming environments for all families within the community.  MUSD has offered and continues to offer professional development in this area as well as additional coaching opportunities.	One area for improvement that MUSD will focus on is providing consistent communication with our English Learner families.  The district and school sites aim to engage families and students with two-way communication to ensure that the information is understandable and accessible.	MUSD will improve the engagement of underrepresented families concerning building partnerships for student outcomes through translation materials and documents.  Students and families that speak a language other than English will have translated material available when needed.	"MUSD’s strengths for seeking input for decision-making are demonstrated through our progress in providing all families with multiple opportunities to give feedback on policies and programs.  Additionally, the district has sought to implement strategies to reach and seek further input from any underrepresented groups in the community."	"A weakness we seek to improve is our progress in providing opportunities for families, teachers, principals, and district administrators to work together to plan, design, implement, and evaluate family engagement activities at the school sites and district levels. The district has planned professional development on the School Site Council protocols in order to improve this process and increase input from families and other educational partners."	"Over the last two years, MUSD has created multiple ways for parents to provide input despite the pandemic.  The lessons gained from our experiences during COVID have improved the district’s ability to reach out to our educational partners in order to attain valuable insight.  The district plans to improve engagement by strengthening the relationships between the different educational partnerships and the district through professional development, communication, events, and seeking input to achieve student success."	3	3	3	4	3	4	3	3	4	4	4	3	Met	6/28/2022	2022
09619290000000	Mother Lode Union Elementary	3	"Mother Lode continues to look for ways to build upon its communication with families and staff.  Currently we engage daily, weekly, and monthly through a variety of methods including newsletters, social media, emails, and face to face interactions."	Mother Lode puts out annual surveys seeking input from families and staff regarding topics each group would like more information on.	Mother Lode constantly looks to improve our interactions with our underrepresented families.  One of our supports is to have a bilingual clerk at each school site as well as translation services for communications home.	"Mother Lode consistently strives to build partnerships in order to improve student outcomes.  This includes before and after school clubs, tutoring, athletics, and bringing in local partners for information nights."	"Based on the local data, Mother Lode is looking to increase the offerings for our students before and after school."	"Based on the local data, Mother Lode is looking to increase the offerings for our students before and after school. This includes reaching out specifically to bilingual families and offering transportation when needed."	"Based on the local date, Mother Lode sees the most input when online surveys are provided, both in English and Spanish."	One are of improvement is to seek input on a more frequent basis.	"Educational partner input will be sought on a more regular basis, including an open topic which gathers future topics of interest."	4	4	4	4	3	3	3	3	3	3	3	3	Not Met	9/14/2022	2022
37682130129668	Motivated Youth Academy	3	"MYA's commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with families. MYA develops a strong school-home partnership through the use of communication tools that provide parents with access to student's teacher, current information about the school, access to students' academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings. All applicable notifications have been posted on the school website and in the parent handbook. A part of the role of the guidance counselor includes communicating with educational partners about their legal rights. The Homeless and Foster Youth liaison will continue to reach out to families, individually, to make them aware of their legal rights, policies that affect them, and programs that are available to them. The Interim Director participates in the authorizer's American Indian Advisory Committee meetings to be certain that MYA provides all available supports to Native American students. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbooks contain information about the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of the document."	"With rapidly emerging awareness of cultural relevance, MYA continues to provide ongoing professional development to all staff as the needs of individual students and educational partners emerge. To create a positive and supportive partnership with families, MYA has developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, MYA's teachers partner with families to connect their lived experiences and assets so they can best guide and support the academic growth, social-emotional development, and learning of students. Opportunities for families to participate and provide input are communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings and by participating in the School Site Council."	"MYA will continue its focus on renewing the implementation of formalized procedures to include surveys, and in-person meetings that provide for multiple opportunities for input and collaboration among all educational partners. MYA will hire a Student Success Coordinator to assist and guide students and families to available community resources that provide food and housing security, physical and mental healthcare availability, employment opportunities, and social justice support. This support aims to increase student engagement, attendance, course completion rates, graduation rates, and A-G pathway completers. The Homeless and Foster Youth liaison will continue to reach out to families, individually, to make them aware of supports and programs that are available to them."	"Input survey participants with students in student groups: English Learner (EL) 23.1%, Low Socioeconomic (LI) 7.7%, Foster Youth 7.7%, None Specified 23.10%  Input survey participant ethnicity: White 46.2%, Hispanic/Latino 12.10%, Two or More 7.7%, Am. Indian 15.40%, Filipino 7.7%  100% feel a genuine connection with the teacher and that she/he really cares about their success in school 100% feel safe and welcome to meet with the teacher to discuss their progress 100% feel their input is valued and respected when collaborating with the teacher or school staff and administration 100% feel their input and welcome to meet with the teacher to discuss their progress and that their input is valued and respected when collaborating with the teacher or school staff and administration. 94.4% reported that their teacher inquired about their well-being and provided information on accessing community coordinator services (health, mental health, public assistance, housing).  Meaning: Overall high satisfaction rate with the school program.   Use: Continue the teacher collaboration and training to maintain and continue to improve the overall satisfaction with the school educational program."	"To continue improvement in building partnerships for student outcomes, MYA will continue to seek Educational Partner input and assess its level of engagement through community participation and other partnerships. MYA will identify its level of meaningful and transparent communication through direct community engagement, regular input meetings, and surveys. Notices, reports, statements or records sent to a student, parent, or guardian will be translated, as needed. Support will be provided to increase student engagement, performance, and parent involvement."	"DataQuest data 2021-2022:   Enrollment of 71.5% socio-economically disadvantaged, 11.9% English Learners, 21.2% Special Education, and 2.6% Homeless Youth   Student ethnicity: 2.0% African American, 7.9% American Indian, 1.3% Filipino, 58.9% Hispanic, 19.2% White, and 9.9% Two or More.  To continue support and engagement, all of MYA's students and families and members of the 71.5% socio-economically disadvantaged student group, MYA will continue to ensure access and engagement through teacher meetings and provision of wifi access as needed.  To continue to support and engage students in MYA's 58.90% Hispanic and 11.9% English Learner student groups, MYA will ensure translation is provided as needed in communication."	Educational Partner Input data: 2018: 9 participants 2019: 14 participants 2020: 79 participants 2021: 39 participants  Meaning: There has been a steady increase of survey participants due to the ongoing efforts of the communication to participate in providing survey input.  MYA staff has encouraged survey participation in various ways. The increase from 2019 to 2020 is partially attributable to an increase in enrollment. The decrease from 2020 to 2021 is indicative of the continuing impact of the COVID-19 pandemic.	MYA's focus for improvement in seeking input for decision-making is noted through the development of the School Site Council. SSC members work together to develop and monitor MYA's School Plan for Student Achievement (SPSA).	"2021-22 Demographic Data: 71.5% Socio-economically disadvantaged and 58.9% Hispanic or Latino are our highest underrepresented family data.  MYA implemented a Weekly Parent, Student, and Educational Partner newsletter. MYA is utilizing revamped social media channels and its school website to engage with students and families. Teachers continue to hold weekly teacher meetings with students and parents. All communication and engagement of underrepresented families is available with appropriate translation tools to nurture inclusivity and encourage participation in decision-making at MYA."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
43696170000000	Mount Pleasant Elementary	3	"The MPESD actively supports parent participation and parent engagement in meeting the needs of our learning community.This year in response to the pandemic we were cognizant of the impact of COVID-19 on our students, teachers/staff, and families and the need for support and social interaction. In the partnership with our parents and community, we have provided the following to best support and collaborate with our families.  The MPESD endeavored to provide a consistent line of communication that included community resources, safety & wellness needs, and access to programs and services. A great deal of our work this year also involved parent outreach and support, as most of our parents/guardians expressed individual needs in regards to the level of training, support, and resources.Actions taken to address identified needs include hiring additional mental health counselors, working with outside counseling agencies, providing staff development on mental health support, and anti-bullying rallies and assemblies. Also, campus supervisors and student advisor support students. Family case managers will also be working with identified student families to provide outreach support to connect them to additional services as needed."	MPESD is planning to do the following to improve relationships between school staff and families: • Provide academic workshops or training to parents to better communicate what students are expected to learn by grade level and share strategies and recommendations on what parents can do to assist their students or seek resources from their child’s school. • Training will be held in person as well as virtually. • Ida Jew Academy will have parent workshops for ALAS (dual immersion) parents to communicate expectations of a Dual Immersion program and provide strategies for assisting their students in becoming successful multilingual and bi-literate students. The District will support the request from parents and students to increase student voice and agency in the following ways: • Continue to implement AVID at August Boeger and Robert Sanders • Begin the implementation of CREW from EL Education for all school sites in the district	"• The District will provide training to English learners' parents to understand the redesignation criteria, understand the ELPAC assessment results, and understand the supports available for students in the district to provide additional access to grade-level content.  School sites will meet annually with parents of students who are at risk of becoming Long Term English learners. • Individual meetings will be held with students who have been identified as Long Term English Learners to develop plans for individual support and improvement. MPESD will conduct meetings where translation in different languages will be provided such as Spanish and Vietnamese. The  parents participated in the MPESD Budget Advisory Committee and Superintendent Forums that were held in Spanish and Vietnamese. The family case managers will continue to build relationships with the under-represented families and connect them to resources. The district will continue to hold DELAC/ELAC meetings where we value the parents' input and put them into action. We also will hold on-site mini Parent Academic Fairs and include opportunities for parents to participate virtually in Parent Professional developments provided by CABE and SCCOE. The district will continue to offer classes such as  social-emotional skills to cope manage everyday stress or traumatic experiences and technology literacy training for parents to help support their students and have greater access to school and community resources (internet, devices, social media)."	"In collaboration with the MPESD and Ida Jew Academy, we are planning the following: - Include parent training on social, emotional, and physical well-being. - Partner with Santa Clara County Office of Education to train district employees and parents to collaborate on improving parent engagement.   -MPESD will also be partnering with an outside agency to provide parent training and encourage parents to join the schools and District's advisory groups"	"Actions taken to address identified needs include hiring additional mental health counselors, working with outside counseling agencies, providing staff development on mental health support, and anti-bullying rallies and assemblies. Also, campus supervisors and student advisors support students. Family Case managers will also be working with identified students' families to provide outreach support to connect them to additional services if needed."	"We have begun the implementation of Expand the opportunities for Extended Learning (Before School, After School, and Extended Year) by adding: Continue to prioritize students who are Low income, English Learners, Foster Youth, and Homeless students who are at risk to have priority to enroll in the ASES After School Program (MPAS) and provide additional tutoring support in small groups to complete homework assignments and provide small-group intervention support. To address issues identified related to diversity, equity, inclusion, and belonging, which impact student engagement, school climate, and even academic achievement, the MPESD will continue to contract with CircleUp Education to facilitate the work that the committee members will be engaged with to implement systemic change, for example, some members of the DEIB committee will be working on project-based units for Black History, others will be gathering resources to augment the curriculum make it more culturally relevant for the students in the district. Other committee members will be working to develop a district plan of outcomes to address systemic issues of racism, inequalities, and exclusion. Professional Development will be provided to administrators and addressing incidents of discrimination, bias, or racism and provide professional development to school staff regarding identifying implicit bias, micro-aggressions, and conducting community circles in the classroom."	"MPESD has advisory committees representation with the other schools in the District. For example, the Local Control Accountability Plan/Budget Advisory Committee seeks broad representation; the school recruits a PTA, School Site Council, Coffee with the Principal and Coffee with Superintendent, Parent Teacher Conferences, In-Person Reopening Parent Meetings, School Consolation Transition meetings between different sites, Budget/LCAP Advisory Committee meetings and DELAC/ELAC meetings.  - MPESD will be providing training for parents to encourage them to participate in Advisory groups. - Language interpretation and written translation are provided whenever possible at meetings. Superintendent's Forums were also held in Spanish and Vietnamese. Additional parent feedback was collected through the WestEd School Climate Parent Survey, distributed to all parents in the district. Student feedback was collected: Through the WestEd CA Healthy Kids Survey (CHKS and CREW surveys); the survey is administered annually. Additional student feedback was gathered through surveys to gather students' feedback on how certain initiatives, such as creating a sense of belonging for all students and students' social emotional needs, were being implemented. Staff input was gathered: Utilizing the WestEd CA Staff Climate Survey."	"We are exploring different ways to involve as many parents as possible, especially those parents of multilingual learners by contacting them to get involved by in-person communication, social media, texts, blasts, letters, and with family case managers. The District will support the request from parents and students to increase student voice and agency."	"MPESD is working with the underrepresented families in decision making by seeking input with LCAP Advisory Committee meetings and DELAC/ELAC meetings. We are also involving those parents of multilingual learners by contacting them one to one via phone or in-person to get involved in decision making. We are also in communication by social media, texts, blasts, letters, and with family case managers. We also received feedback from  WestEd CA Healthy Kids Parent Survey. In all meetings and in communication, we continue to provide translations in Spanish and Vietnamese."	4	4	3	3	3	4	4	3	4	3	3	3	Met	6/22/2022	2022
44697730000000	Mountain Elementary	3	"On a Survey of Parent Engagement, 96% of respondents report feeling welcomed and valued by staff and administration. 94% report feeling that their questions and concerns are addressed in a timely, supportive manner."	"Areas for improvement based on a Survey of Parents for the 2022 LCAP include more communication about learning goals for students across grade levels as well as curricular areas of focus, special projects, etc."	"In order to best engage under represented families, Mountain Elementary will continue to make information and correspondence available through multiple communication means, email, paper newsletters and in person events."	"Based on results from our Spring Survey, 88% of respondents believed their students academic needs were being met. 92% report their students' feel safe at school and 92% say their students' social/emotional needs are met."	"Areas for improvement in Building Partnerships for Student Outcomes include more direct and frequent communication with families about their students' specific learning needs, areas of curricular focus in the classroom and learning goals for students across grade levels."	"Mountain Elementary School District continues to offer multiple ways for parents to participate in their students' education, from the website, to parent conferences, electronic and paper newsletters and updates, and in person events. We provide varied meeting times to address the needs of working parents and provide translation when needed."	"92% of survey respondents stated they are aware of how to provide input about important decisions at Mountain Elementary School, and 94% say they feel their input is heard, responded to appropriately, and valued."	"MESD will provide more opportunities for parents to provide feedback at in-person events and more ways to access surveys, both on paper and electronically."	"MESD will provide more methods through which parents can provide input- paper and electronic surveys, phone calls and in-person meetings and events in order to improve engagement with under-represented families."	5	5	5	5	4	5	5	4	4	4	4	4	Not Met	10/13/2022	2022
37682130000000	Mountain Empire Unified	3	"MEUSD provides opportunities for parent/guardians to engage in trainings, workshops, and activities related to student learning and social-emotional development. MEUSD continues to seek ways to involve families of represented students and is currently developing the MEUSD Strategic Vision with input and collaboration with students, families, staff, alumni, community members, and the San Diego County Office of Education. Strengths include focus on relationship and trust building between school staff and families, with emphasis on connection as learned from working closely with families during school closures."	"As part of our LCAP educational partner input analysis of responses, we have identified the need to continually increase the amount and types of parent involvement opportunities to support students academically, and to develop multiple means and tools to increase communication between district/school with families."	"As part of our LCAP educational partner input analysis of responses, we have identified the need to build relationships and structure parent engagement with our Latin X communities and have been working with our district Community Liaison to connect with families to address needs and resources to support our underrepresented students and families. Additionally, we have updated our district communications systems to support language translation for all school and district messaging."	"MEUSD provides opportunities for parent/guardians to engage in trainings, workshops, and activities related to student learning and social-emotional development. MEUSD continues to seek ways to involve families of represented students and is currently developing the MEUSD Strategic Vision with input and collaboration with students, families, staff, alumni, community members, and the San Diego County Office of Education."	"MEUSD is working to align our middle school to high school pathways and opportunities for students in MEUSD. Additionally, expanding our current partnerships with local communities colleges to provide dual enrollment and CTE pathways."	"MEUSD is continuously seeking to improve engagement of all families, and specifically for underrepresented families, the district has identified the support of a bilingual community liaison to support these efforts to understand the needs and resources needed to improve student outcomes."	"MEUSD seeks opportunities for parents/guardians to provide input on policies and programs, including but not limited to, parent advisory committees, board presentations, award assemblies and celebrations of student progress, the development of the LCAP, SPSA, and EL Master Plan."	"MEUSD is continuously working to improve parent and family participation and involvement in decision-making through multiple opportunities and methods to engage. The development of the strategic vision for MEUSD are additional opportunities to engage with educational partners to get theri input through student summits, guiding coalitions, interviews, surveys, and focus groups."	"MEUSD is working with our Bilingual Community Liaison, Tribal Leadership, and community members to identify key areas of needs and means to engage our families. Additional input from the strategic visioning process will also allow the district insight and initiatives to support the improvement of engagement through the student summits, guiding coalitions, as well through interview and survey data."	4	4	4	4	4	3	4	3	3	3	3	3	Not Met	10/11/2022	2022
20764146110076	Mountain Home Charter (Alternative)	3	"Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey."	"The following information contains the results of our Parent Survey taken in March of this 2021-22 school year.  The feedback from this survey contributed to our 2022-23 LCAP goals and actions.  76 parents responded to our local school survey on a variety of topics.  The results were as follows:  How would you rate your overall schooling experience with us?  70% rated Excellent; 21% rated Above Average How well does the school support your needs as the parent teacher?  64% rated Excellent; 24% rated Above Average My school provides textbooks and other learning materials to meet my child’s educational needs. 66% rated Excellent; 23% rated Above Average How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 39% rated Almost all the time; 46% rated Often Did your child participate in any of our teacher-led class offerings?  94% responded YES How well did the school support your child’s education-related technology needs?  51% rated Excellent; 34% rated Above Average I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  73% rated Excellent; 24% rated Above Average I feel safe when on campus with the COVID safety measures that have been implemented.  90% responded YES Do the buildings and classrooms support a positive and focused environment appropriate for learning?  69% rated Excellent; 23% rated Above Average I feel welcomed, valued, and connected to others in our school community.  65% rated Excellent; 27% rated Above Average Rate how well the school communicates to you about school events & procedures.  69% rated Excellent; 23% rated Above Average Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  30% rated Excellent; 15% rated Above Average; 4% rated Satisfactory; 0% rated Poor; 51% responded “Does not apply at this time for my child” Would you recommend our school to your friends and family?  100% responded YES"	"One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."	"Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey."	"Feedback from the results of our Parent Survey taken in March 2022 are sited under the heading, ""Building Relationships."""	"One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."	"Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey."	"Feedback from the results of our Parent Survey taken in March 2022 are sited under the heading, ""Building Relationships."""	"One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."	5	5	5	5	5	5	5	5	4	4	4	4	Met	6/14/2022	2022
05100580530154	Mountain Oaks	3	Mountain Oak's mentor teachers develop personalized learning plans for each individual student. Diagnostic assessments allow mentor teachers and parents to address needs for remediation or acceleration in the student's learning pace. The regular meeting schedule supports the need for fine-tuning of the personalized learning plan and constant input from the parent and student regarding progress and academic rigor.	The independent study model and rural demographic area historically lead to low student participation in curricular and co-curricular activities. The school will need to focus specifically on increasing student involvement. The school is working to expand communication platforms in order to further involve parents and families in the school and to increase student voice in the school's decision-making processes.	Mountain Oaks School did not identify any significant subgroups as being unrepresented. The school continues to seek greater involvement on the part of parents and community members to enhance the program.	"Mountain Oak’s student-centered approach and respect for individual differences and needs are exemplified in the personalized learning plan, the focus on the student as a whole person, and the atmosphere of trust and respect in the school community."	The school identified the need to continue to improve fostering Mountain Oaks' strong tradition of highly individualized learning with the expectations and requirements of State Standards in order to maximize student achievement.	Mountain Oaks School did not identify any significant subgroups as being unrepresented.	"Mountain Oaks seeks input for decision-making through the Parent Teacher Organization, the Program Committee, curriculum advisory teams, Annual Surveys, and the LCAP planning and charter renewal process. Each year, the parents, students, and staff are surveyed to determine the upcoming year’s priorities and assess the current program priorities."	"Due to the independent nature of the study model, and possibly the overall baseline satisfaction with the school program, parents are very involved with the school program on an individual student level, but the school lacks parent interest in participating at a school-wide level. The school continues to seek greater involvement on the part of parents and community members to enhance the program."	Mountain Oaks School did not identify any significant subgroups as being unrepresented.	4	5	4	4	5	4	5	5	4	4	4	5	Met	6/15/2022	2022
45737000000000	Mountain Union Elementary	3	"School Staff and families have historically had strong relationships and progress prior to the covid-19 pandemic was exceptional and moving towards sustainability. Our community has a large percentage of socio-economically disadvantaged families as well as significant population of indigenous peoples, both groups have proven to be cautious regarding engagement during the covid-19 pandemic - as have many others. Our district spent much of the 2021-2022, 2020-2021 school years in distance learning , and a portion of the 2019-2020 school year as well. The physical structure of our school buildings, which have limited entrance areas to the physical school and do not allow for outside access to the individual classrooms, along with a senior and seasoned staff, resulted in MOU's with both of our bargaining units which limit non-essential personnel from physical presence on the school site. These agreements are supported by the majority of the community and remain in effect until June of 2022. The lack of the availability of equitable government infrastructure ...including high speed/broadband internet resources have had an impact on increasing relationship building between school staff and families less than optimal as many families cannot successfully join online engagement activities. Ou district continues to meet with individual parents as needed in person, outside of the school, and via phone. As recent as late April, the staff has addressed adding more flexibility to the MOU protocols, however, a recent uptick in flu which has reduced attendance by up to 30% in May 2022, and an uptick in May of Covid-19 cases, has stunted the renewed attempts at engagement and required the cancellation of a few major events. The LEA has applied for a community engagement grant and hopefully will be funded and attending the learning and best practices sessions in the fall. Out LEA fully intends to redouble efforts to establish strong community engagement once the pandemic has ended and/or sufficient government infrastructure has been made available to accommodate the needs of rural America"	"The covid 19 pandemic has prohibited or greatly reduced the successes of most efforts to improve the building of relationships between school and staff at this time (see above). While we continue to communicate with parents individually and address their concerns - much of the regular engagement and relationship activities which occur during the year: festivals, celebrations, dinners, fund raisers etc have been placed on hold. The LEA (district) has applied for the state community engagement grant and the school to public and re-engage once pandemic is over and/or the government builds out high speed internet infrastructure for rural areas."	"We can and will improve in these areas once the pandemic is over and life can return to normal.  If the pandemic should become endemic, and life does not return to normal, we hope to learn and utilize best practices from the community engagement consortium and grant."	"Covid pandemic has slowed success in rural areas due to lack of technology infrastructure and lack of community engagement in partnerships. Our LEA was making strong advances prior to covid-19. Our LEA has pivoted well to make best use of the resources that we have in place including :distance learning, zoom meetings, no cost meals, out reach via phone, chrome books for home, hot spots for home, summer programs, CTE Grants, Shasta County Office of Education programs, Community Connect etc. We will continue to increase engagement with our partners, especially those in the private sector and those which or students matriculate to, over the course of the next year as health concerns are mitigated."	"More on site activities , more community presence on site, more engagement with private sector partners on site, more field trips, more fun ...once the pandemic is over."	"Community engagement consortium, relaxing of bargaining unit MOU restrictions, increased recruitment for instructional assistants and volunteers for the classroom from the community once pandemic is over"	"Pre pandemic great progress was being made. Zoom and telephonic methodologies have been used to average success. Pandemic has made this process more difficult to to physical barriers and more tenuous due to stressed out people. As a superintendent, seeking public input is not nearly as constructive as it was in the past and the input is more politically and personally charged rather than student driven."	"Improvement would be to have more in person meetings, reduce bargaining unit MOU restrictions, increase infrastructure for broad band infrastructure, focus on constructively addressing the issues"	Community engagement grant participation through the state and using the resources provided from this grant to conduct the necessary outreach and to learn new techniques for success.	4	3	4	3	4	4	4	4	4	3	3	3	Met	6/16/2022	2022
53750280000000	Mountain Valley Unified	3	"The staff and community were united in their goal to keep students in school and while there are a variety of different groups within the school district, the common focus is the prioritization of the student’s needs. Our focus area is to continue to improve relationships with our Hmong community so that they both feel welcome (we are doing well in this area) and encourage them to participate in decision making in the schools (this is the focus). The position of Hmong parent liaison continues to be unfilled, and as this is our largest underrepresented group, it continues to be a challenge to gather input from this demographic."	"Our area for focus continues to be assisting new and underrepresented families to participate in providing input into our schools, policies and programs. We are fully implemented with just a few families. The remainder do participate in the life of the schools by supporting their children's activities, there has been more parents beginning to join decision making groups like School Site Councils or the LCAP committee."	Our focus is going to be on providing families with more information and resources to support student learning and resources in the home. We currently do not offer any local adult classes to support this so a focus in this area will improve the engagement of underrepresented families. More surveys will be delivered and informational events will also be facilitated at the school sites.	"The staff and community were united in their goal to keep students in school and while there are a variety of different groups within the school district, the common focus is the prioritization of the student’s needs. Our focus area is to continue to improve relationships with our Hmong community so that they both feel welcome (we are doing well in this area) and encourage them to participate in decision making in the schools (this is the focus). The district provides students with EL assistance for students in grades TK-12 along with targeted support for social and emotional progress."	"Our area for focus continues to be assisting new and underrepresented families to participate in providing input into our schools, policies and programs. We are fully implemented with just a few families. The remainder do participate in the life of the schools by supporting their children's activities, there has been more parents beginning to join decision making groups like School Site Councils or the LCAP committee. The Parent Club at HES and the Booster Club at HHS are reaching out to the underrepresented  student's parents in a way that will provide more support for the students at home."	"Our focus is going to be on providing families with more information and resources to support student learning and resources in the home. We currently do not offer any local adult classes to support this so a focus in this area will improve the engagement of underrepresented families. Events held at the school sites will continue to increase the number of families and students that participate, this will improve student's attendance, academic engagement and overall mental health."	"The current strengths of the LEA's method of gathering input from the educational partners is the fact that parents do feel welcome at the school sites. The overall culture and climate of the district has become much more positive over the last two years which has contributed to the responsiveness to community and parent feedback. The school board, site council and LCAP meetings have all been well-attended and input was given and the district followed up with fidelity. There are many informal settings in which educational stakeholders have the opportunity to discuss their ideas and comments about the direction of the district."	"Based on the analysis of educational partner input, the focus area(s) for improvement in facilitating parent responses to being a part of the decision-making process at all levels. While parents are comfortable attending student performances and athletic activities, they still are not attending the meetings where higher level decisions are made about the district's finances and educational goals."	"Upon self-reflection on an in depth analysis of educational partner input and the local data, a plan for increasing the engagement of underrepresented families was devised. This plan will also ensure that the parents that are identified as those of underrepresented students are extended an extra phone call to invite them individually to the decision-making meetings and if they can't attend, ask a few questions and record their answers to be used at the meeting. Another aspect to the plan is to also invite parents to help plan cultural events and include them in that process first which would likely be less intimidating. Online surveys will also continued to be used to augment the more formalized systems that will be implemented with the district's outreach plan."	4	4	4	4	3	3	3	3	3	3	3	3	Met	6/8/2022	2022
19648160000000	Mountain View Elementary	3	"Based on survey data results and educational partner input, Parental Involvement and Family Engagement are a strength in our District. When asked about family and community partnerships, 93% of parents positively rated community resources provided by the district. During the pandemic, we have pivoted to online meetings which have allowed greater flexibility for our families to attend district-wide and school-based meetings and committees. Also, through the Zoom platform, we have been able to provide simultaneous translation of meetings and workshops into Spanish, Mandarin, and Vietnamese which allows for greater participation and more efficient delivery of information. The COVID-19 pandemic highlighted our district community's need for access to health care services. Our Family Center served as a community hub for COVID-19 testing and vaccination clinics throughout the school year. Our Family Center also served as a local study trip for all of our TK-3rd grade students since off-site visits for study trips were prohibited for most of the school year."	"Due to COVID-19 restrictions and vaccination mandates many of the activities planned to build relationships between school staff and families could not be implemented and if implemented virtually, the attendance rates decreased greatly, especially from families lacking technology skills or tools. Our focus area for improvement in this area will be to better adapt the Partnership Action Team plans at all schools to incorporate various modes of family access and engagement."	"In order to maintain and build upon the successes achieved despite COVID-19 restrictions and vaccination mandates, we plan to incorporate hybrid options for parent meetings and committees to maintain flexibility in participation for our families, as we transition back to more in-person parent activities. In addition, we will continue to explore underrepresented families and community needs that can be served through our Family Center."	"Based on survey data results and educational partner input, a strength is this area continues to be our Parent Academy Leaders who are are trained to provide workshops to families and community members on topics such as: Maslow's Hierarchy of Needs, How to Access US Education, Supporting Your Child in Core Subjects, and How to Partner with the District."	"One area of improvement is to expand on content-specific workshops to all families on how to support student learning and development at home, in areas such as conceptual understanding of mathematical thinking, social emotional development, setting learning routines at home, etc."	"During our self reflection process, we have determined that in order to better engage underrepresented working families who may not be able to participate due to work schedules we will need to develop alternative way to present these workshops such as using a hybrid models or to provide on-demand summary videos of the topics presented in-person."	"Despite COVID-19 restrictions and vaccination mandates, all parent advisory and decision-making committees continue to fully function virtually, and translation services were provided at all district meetings and workshops for Vietnamese, Mandarin, and Spanish-speaking parents."	"Despite the use of multilingual physical fliers, phone messages, and emails to families to seek their input on important educational matters, the number of the general population of families providing input remains low. We will continue to secure translation services and increase personalized outreach. Additionally, we are considering specialized programs and services for our underrepresented parent groups."	In order to improve the engagement of underrepresented parent groups in relation to seeking input for decision-making we are exploring specialized services such as creating a multi-lingual Public Service Announcement (PSA) campaign.	5	4	3	5	5	4	5	4	5	5	3	5	Met	6/28/2022	2022
36677850000000	Mountain View Elementary	3	"Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), strengths include the district’s ability to create a welcoming environment for all families in the community.  All groups reported this as a district strength.   Also listed as a strength was the district's progress in developing the capacity of staff to build relationships with families and developing multiple opportunities to engage in two-way communication with families."	"Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), an area of focus, or continued implementation, would be in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children."	"Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of building relationships.  Parents serve on school site committees such as: School Site Council, English Language Advisory Council (ELAC), and Parent Teacher Associations. Parent Training and Workshops are offered such as: West End Counseling Parenting Classes, Back-to-School Night, Family Math Night, Parent /Teacher Conferences, Coffee with the Principal, Parent Seminars on current social issues and supporting/parenting middle school students, Volunteer Classroom Training, and California Schools Dashboard Meeting. Parents serve as volunteers in the following capacities such as: Classroom (instructional, individual tutoring, chaperones), supporting Academic Days (such as 4th Grade Gold Rush Day), Athletic Events, Band/Choir/Drill Team Programs and clubs. Parents are invited to attend various events such as: Back to School Night, Open House, Awards Assemblies, School Board Meetings, Volunteer Tea (volunteer recognition activity), Cultural Events such as PTA Reflections Program, Grade Level Programs, Concerts, Performances & Competitions, PTA Family Nights, Student Academic Presentations and PTA Meetings. Parent Communication includes: in-person, phone contact, School Newsletters /Notifications from the office, Teacher Newsletters, Report Cards/Deficiency Notices, Online grade books, Email, School Website, LCAP Educational Partner Survey and School Banners.  Principals will also be instructed to begin conversations with their staff and School Site Councils and work to insure underrepresented families are included in their committees.  Additional parent communication tools that provide the ability to translate in additional languages are being added as well as additional methods of communicating student progress and goals, specifically in the areas of English Language Arts and Mathematics."	"Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), strengths include the district’s implementation of policies and programs to meet with families and students to discuss student progress, as well as the district's progress in supporting families to understand and exercise their legal rights and advocate for their own student."	"Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), all areas within Building Partnerships, were strengths.  Although groups designate an area as full implementation, two areas were only listed as Full Implementation.  These areas include the district’s progress in providing professional learning and support to teachers and principals to improve a school's capacity to partner with families, and the district's progress in providing families with information and resources to support student learning and development in the home."	"Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of building partnerships.  To target this area the district is increasing methods of communication that allow school-teacher-parent communication that supports multiple languages.  The district has increased the usage of new technology accessible from home. This includes customized learning programs that allow students to work on specific learning objectives at home, while also providing live, evening help opportunities with teachers.  The district is also improving the availability of data available to parents as well as content standards and resources included on district websites.  In addition, Parent Nights are focused on supporting students both academically and socially."	"Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), all areas within Seeking Input were strengths for the district and listed as Full Implementation and Sustainability.   This includes the district’s implementation of policies and programs to meet with families and students to discuss student progress, as well as the district's progress in supporting families to understand and exercise their legal rights and advocate for their own student."	"Although all areas of Seeking Input were listed as a strength, and area of focus moving forward would be to insure our new campus opening in 2022-23 achieves the high level of collaboration that has been realized at our other sites.  It has been a multi-year focus to increase stakeholder involvement during a time of geographical growth."	"Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of seeking input.  The district has had a series of Town Hall style meetings to assist with reaching out to new families for involvement and feedback.  The district has maintained open lines of communication via meetings, committees, and an available input form.  Methods to increase the number of languages supported is being implemented for district, school, and teacher communication that will increase the opportunity for parents to engage in school and district advisory groups."	4	5	3	4	4	4	5	5	5	5	5	5	Met	6/13/2022	2022
36679186118350	Mountain View Montessori Charter	3	"VESD has a Family Resource Center in the center of our city.  All sites offer two opportunities for parent-teacher conferences, and at minimum two school-wide events for family engagement.  All sites have a School Site Council and have progressive measures in place to enhance school-to-family engagement including coffee with the principal and awards assemblies."	VESD is branching out to 6 school sites to establish satellite FRCs in the next school year to provide easier accessibility for families to engage with.  Our data shows 38 classes were offered at our Family Resource Center.  We are seeking to increase the number of offerings and attendance by 25%.	"Building relationships: VESD has built MTSS teams at each site including school psychologists to support families. We use data analysis of results and surveys to focus our decision making. Sites hold many opportunities to build relationships including ""Coffee with the Principal,"" School Site Council, English Language Advisory Committees, and family events. For the upcoming school year, we are piloting Child Welfare and Attendance Liaisons to provide family outreach and support. Virtual meetings have been utilized in multiple contexts as needed and as appropriate to enhance engagement. VESD will continue to provide targeted professional development to continue to improve on the best ways to serve and support our families."	"Building partnerships for student outcomes: VESD provides two weeks each year that are dedicated to parent conferences. Our Family Resource Center provides classes and networking for families. Our community is involved in our partnerships through our attendance/SARB processes and our LCAP committees which include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee."	We want to continue to seek the best ways to ensure all parents have multiple opportunities to provide feedback to support our decision making processes.	VESD is working on opening 5 satellite Family Resource Centers at school sites to increase our outreach and support. We want to continue to build our collaboration and support of the Family Resource Center through more school sites.	"Seeking input for decision making: VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Parents are surveyed annually as well."	We want to continue to seek the best ways to ensure all parents have multiple opportunities to provide feedback to support our decision making processes.	We are planning to open Satellite Family Resource Centers at 6 sites in 2022-23 to bridge communication.  VESD is also continuing to pilot and collect data on our Child Welfare and Attendance Liaison positions for outreach and communication for our underrepresented families.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
43695910000000	Mountain View Whisman	3	MVWSD is in the full Implementation phase in two of the four areas of building relationships. Results from the District’s LCAP/Climate survey indicate that 83% of parent respondents agreed or strongly agreed that the District is successful in creating welcoming environments for all families in the community and 87% agreed or strongly agreed that the District is successful in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.	"MVWSD is in the Initial implementation phase in two areas of building relationships. Results from the District’s LCAP/Climate survey indicate that 72% of parents agreed or strongly agreed that the District is working to develop the capacity of staff (admin, teachers, classified) to build trusting relationships with families and 76% of parents agreed or strongly agreed that the District is supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."	"MVWSD is committed to improving communication with families and ensuring that they get needed information in easily accessible ways. This is a focus in the District’s Strategic Plan 2027 in Goal Area 3 and in the District’s Local Control Accountability Plan Goal 3 - Inclusive and Welcoming Culture. Effective communication builds understanding and trust and will allow the District to work together with parents to support student’s wellbeing and development. The district is working to streamline and differentiate communication streams so parents get information that more closely matches their family attributes and communication preferences and tone.  MVWSD also employs School and Community Engagement Facilitators at all school sites. The facilitator acts as a liaison between students, staff, and parents to remove barriers to improve student learning and achievement. Their responsibilities include serving as a resource for connecting students and parents to district and community agencies, resources, parent education, and other events and activities that are linked to strong, positive student outcomes."	"MVWSD is in the initial implementation phase in two areas of Building Partnerships for student outcomes. Results from the District’s LCAP/Climate survey indicate that 72% of parents agreed or strongly agreed that the District is providing families with information and resources to support student learning and development in the home and that the District is implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Additionally, While teachers are always available to meet with parents, the District does provide dedicated time, through minimum days in January, for all parents to meet with teachers to review student progress. The District also continues to use an online assessment and instruction platform - i-Ready. All students in the District take i-Ready diagnostic assessments in English Language Arts and mathematics three times per year. Results are sent home to parents so they can see students’ progress and growth toward meeting grade level standards. The i-Ready instructional program is used in the classroom and can also be used at home to help students fill academic gaps or extend their learning."	MVWSD is in the beginning implementation phase in two areas of Building Partnerships for student outcomes. Results from the District’s LCAP/Climate survey indicate that 65% of parents agreed or strongly agreed that the District is providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families and only 55% agreed or strongly agreed that the District is supporting families to understand and exercise their legal rights and advocate for their own students and all students.	"Again, the District has a focus on cultivating and maintaining an inclusive and welcoming culture that acknowledges, embraces, and empowers all stakeholders in its Strategic Plan (Goal 3). MVWSD is working directly and collaboratively with parents to build mutual capacity for supporting student learning and refining Parent University. Parent University is a series of learning sessions and conversations that empower adults to support students to thrive. Attendance at Parent University sessions increased during the 2021-22 school year and MVWSD is looking to continue to strengthen this program."	"MVWSD is at the beginning implementation phase in all areas regarding input for decision making. Results from the District’s LCAP/Climate survey indicate that 66% of parents agreed or strongly agreed that the District is providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from underrepresented groups in the school community. This is a strength relative to the other areas in this section."	"MVWSD is at the beginning implementation phase in all areas regarding input for decision making. Results from the District’s LCAP/Climate survey indicate that 60% of parents agreed or strongly agreed that the District is working to build the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making and 62% of parents agreed or strongly agreed that the District is providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. Only 59% of parents agreed or strongly agreed the District is building the capacity of and supporting family members to effectively engage in advisory groups and decision making."	"All school sites have School Site Councils and English Learner Advisory Committees, which play critical roles in developing school site plans. MVWSD has a District Advisory Committee and a District English Learner Advisory Committee. All committees are involved in the development of the Local Control Accountability Plan (LCAP). Additionally, when the District is seeking input on issues, these groups are consulted and their input collected and used in the decision making processes.   In order to provide families with opportunities to share input on policies and programs, MVWSD uses survey tools. The Climate/LCAP survey is given each year in February and results are used to develop the LCAP and school site plans. While survey participation has been good overall, there are still lower response rates for underrepresented families. The District will be working with the sites’ School and Community Engagement Facilitators on a plan to increase survey responses rates in 2022-23 .  Begun in 2021-22, another related project is an effort to improve how information is shared with/input is solicited from families, especially those who are traditionally underrepresented. The District engaged in several input-gathering exercises across multiple stakeholder groups to identify the obstacles in the way of accessible information and the potential improvements/functions that would better serve the specific habits and needs of families.  The District is in the beginning phase of developing opportunities for families, teachers, principals and district administrators to work together to plan, design, implement and evaluate family engagement activities. Within the communications project referenced above, questions were also asked about current family engagement activities and how they could be improved. Additional work is currently being done through District and site committees as well as this is an area of constant improvement, especially in the context of serving underrepresented families."	3	4	3	4	2	3	3	2	2	2	2	2	Met	6/16/2022	2022
43696090000000	Mountain View-Los Altos Union High	3	"Building trusting relationships with families is a high priority at MVLA. One way to build this is by promoting parent participation at MVLA. One example includes the Parent Ed Workshop Series sponsored by the MVLA Parent Foundation which brings a variety of special topics to parents. Workshops range from social-emotional support for students to college preparedness.   In 2021-22 MVLA also started the Family Partnership Council, which is part of the district’s goal to strengthen and facilitate communication, feedback, and collaboration between the parent community and MVLA.  Translation services are available for families. Another significant effort to promote parent participation is working with the Parent Institute for Quality Education (PIQE) and providing parent education training for Spanish-speaking families. Families are recruited to participate in a 9-week program that provides vital information about the high school and college systems in the US. This program is designed to empower first-generation families to promote higher education.   Over 350 families have participated in this program district-wide and we continue working with PIQE to reach more families. All schools in MVLA create welcoming and inclusive environments for all families. Information to families on the website, via email, and in print is provided in English and Spanish.   Translation services are provided to parents in any language. We have partnered with LanguageLine, which provides 24/7 translation services via phone call to ensure that our staff has interpretation in any language at any time.  Multiple staff members, including administrators, speak more than one language, including Spanish and Mandarin."	"Building trusting relationships with families is a high priority at MVLA. Recently, we added a new position of Community Outreach Specialist to strengthen our outreach, engagement, and building parent participation at MVLA.   With the support of this position and all staff working together, our focus area for improvement in building relationships between school staff and families is to support the growth, engagement, collaboration, and building community of our ELAC, DELAC, PSTA, other parent organizations, and families, in particular, our Latinx families."	"MVLA will improve the engagement of underrepresented families identified during our self-reflection process by utilizing the skills of our Community Outreach Specialist to work with and support our parent organizing and provide outreach. To ensure all resources and materials are translated and culturally supportive. In addition, we will continue to provide a welcoming and inclusive environment for all families."	"MVLA makes a conscious effort to engage all families in the school community. Through the work of the various parent groups, parents have the opportunity to learn about our schools, play a role in the school community, and partner with school staff to support student outcomes. Parents are encouraged to participate in the PTSA, Booster groups, Latino Parent Organization, ELAC, Tea Time (for Asian families), and the MVLA Parent Foundation. School staff work with all families to ensure that they are connected with at least one parent group. The Parent Outreach Coordinators particularly work with our immigrant families’ conferences throughout the year. Parents can schedule a time during the school day or after school to meet with teachers. Interpreters are provided in any language. School counselors also meet with families during a student's freshman and senior years. Parents can also schedule a meeting with a counselor if need be. Our new Community Outreach Specialist has the main goal of strengthening our partnership with our families."	We continue to find ways to provide professional learning experiences for all staff to strengthen our relationships with families. This is an area of growth.	"MVLA will work to support our focus area of growth by supporting our support staff to attend training at the county to provide Spanish interpretation in formal settings such as 504 or IEP meetings.   We will train our teachers on LanugageLine to use for parent-teacher conferences.  In addition, we will continue to promote the importance of staff/family partnerships and encourage outreach."	"There are clear opportunities for parent and community input at MVLA. The school sites and the district office seek input from various parent groups and include families in decision-making. One measure of parent input involves the work with the English Language Learner Advisory (ELAC) groups at the sites and the District English Language Learner Advisory (DELAC). Both sites have active ELAC groups and hold quarterly meetings with families. Meetings are held with translations. The ELAC groups have elected officers that participate in the School Site Council, DELAC, Family Partnership Council, and other parent forums.   Surveys, on platforms such as Google Form or ThoughtExchange, are given to parents, staff, and students for input. The input gathered helped to inform the next steps in our support to our schools during distance learning."	A focus area of growth for seeking input for decision-making is to ensure our underrepresented family's input is being collected.	"MVLA plans to support our focus area by specifically reaching out to our underrepresented families and having conversations with them for feedback, surveys, and input."	4	5	4	5	4	4	5	5	4	4	4	5	Met	6/23/2022	2022
36677930000000	Mt. Baldy Joint Elementary	3	"Parents are able to serve on the Local Control Accountability Plan Advisory Committee (PAC) and attend strategic planning meetings as well as regularly scheduled Board meetings. The LEA chose to survey educational partners to foster home-school connection and communication. Results from the Fall 2021 parent/guardian survey indicates 88% of parents and guardians responded favorably to questions related to the overall social and learning climate of the school. Despite the challenges of COVID, the LEA was able to maintain frequent, consistent communication between school staff and families through parent/guardian conferences, teacher weekly newsletters, teacher office hours during remote learning, and administrator memos."	"As a result of analysis of the most recent data, the LEA will continue to support building relationships between staff and families. The LEA acknowledges that COVID-19 constraints limited the LEA in providing face-to-face opportunities between school staff and families. However, based on feedback from educational partners, the LEA is maintaining its progress in building relationships between school staff and families. Over the past year, the LEA has increased communication through bi-weekly school memos and social media. COVID-19 impacted the LEAs ability to offer opportunities for parents and families to engage in face-to-face opportunities to participate in the school.  By January of 2022, 69% of families have been involved with a parent group at school. 100% of families had met in-person with teachers and 100% of parents had visited the school. As we move forward from the COVID pandemic, we anticipate an increase in the numbers of families involved with aspects of their children’s program, particularly in the area of direct classroom involvement."	"As a result of analysis of the most recent data, the LEA will continue to support building relationships between staff and families. The LEA acknowledges that COVID-19 constraints limited the LEA in providing face-to-face opportunities between school staff and families. However, based on feedback from educational partners, the LEA is maintaining its progress in building relationships between school staff and families. Over the past year, the LEA has increased communication through bi-weekly school memos and social media. COVID-19 impacted the LEAs ability to offer opportunities for parents and families to engage in face-to-face opportunities to participate in the school.  By January of 2022, 69% of families have been involved with a parent group at school. 100% of families had met in-person with teachers and 100% of parents had visited the school. As we move forward from the COVID pandemic, we anticipate an increase in the numbers of families involved with aspects of their children’s program, particularly in the area of direct classroom involvement."	"The LEA has identified strengths in building partnerships for student outcomes through educational partner input and local data. Data shows that by January 2022, 100% of parents met in-person with their children’s teachers. Parent/guardian meetings were held at the beginning of the school year to discuss student progress and ways to work together to support improved student outcomes. Multiple forms of communication are used to provide and elicit information between the LEA and parent/guardians, including school memos, PTA communication, weekly teacher newsletters, and surveys. Information shared include opportunities for involvement in classroom and school activities as well as parent trainings and student and family wellness resources and information."	"As addressed in Goal 3 of the LCAP, the LEA will update and inform educational partners on school events and student learning as well as foster partnerships through various programs to promote trusting relationships throughout the school and community. Survey data shows parents and families are favorably rating school engagement, however, increasing survey participation is an area of focus. 30% of our parents/guardians responded to the winter 2021-22 survey. Based on survey data from winter 2021-22, 29% of teachers reported that they felt they had a lot of input on important decisions. The LEA will elicit more input from teachers specifically in regards to increasing partnerships with families."	"Parents are able to serve on the Local Control Accountability Plan Advisory Committee (PAC) and attend strategic planning meetings as well as regularly scheduled Board meetings. The LEA will increase outreach, specifically of underrepresented families, to complete surveys and attend meetings and events. The LEA will support teacher capacity for building opportunities for participation of underrepresented families in school related activities."	"Feedback from educational partners and data analysis has identified the following strengths in Seeking Input for Decision-Making.  100% of teachers and 100% of students completed surveys. Additionally, progress has been made in gathering input and aggregating data from surveys. Surveys were distributed using a new instrument called Panorama. This ensures survey results are not only valid and reliable but confidential. Because of the new platform, aggregated data that is received can be used to inform decision-making in a timely manner."	"As addressed in Goal 3 of the LCAP, the LEA will maintain progress made in the areas of parent and family engagement and school climate. An area of focus for improvement in Seeking Input for Decision-Making is survey participation rate. 100% of teachers and 100% of students completed surveys. However, the parent/guardian survey participation rate is at approximately 20%."	"January 2022 survey data indicated 13% of respondents represented underrepresented families. In order to address this need, educational partners have been brainstorming ideas to increase participation such as phone calls to families, inclusion of the survey link in classroom newsletters, and computer access for families during school events."	4	4	3	4	4	4	4	4	5	5	5	4	Met	6/23/2022	2022
07617540000000	Mt. Diablo Unified	3	"Mt. Diablo Unified continues to develop the capacity of staff in building respectful and trusting relationships with families.  Mt. Diablo Unified also continues to support staff to learn about each family’s strengths, cultures, languages, and goals for their children, and to develop multiple opportunities to engage in 2-way communication using language that is understandable and accessible to families."	"Mt. Diablo Unified's focus areas for improvement are engaging families through community service, continuing to expand on parent education nights, and working with sites to capitalize on the diverse backgrounds of our schools and communities."	"Mt. Diablo Unified will continue to expand and coordinate the work of community service assistants at school sites to engage with underrepresented families, work with sites to plan parent education nights focused on key topics such as supporting underrepresented families, and work to bring in community organizations to the school sites to minimize barriers and build stronger relationships between home and school. Mt. Diablo Unified will also continue to solicit families and staff from diverse backgrounds to take on positions of leadership at the school or in the community.  Mt. Diablo Unified has also increased expanded learning opportunities for TK - 6 students at multiple sites. And, in 2022-23, Mt. Diablo Unified has expanded its CCEIS team to focus on outreach to families of focus scholars and initiated the Anti-Bias Anti-Racist (ABAR) Committee."	"Mt. Diablo Unified continues to provide staff with professional learning and support to improve a school’s capacity to partner with families, provide families with information and resources to support student learning, implement policies or programs for teachers to meet with families and students to discuss student progress, and support families to understand and exercise their legal rights and advocate for their students."	"Mt. Diablo Unified's focus areas for improvement in building partnerships for student outcomes include the continued support of counselor and community service assistant positions at all levels, the expansion of AVID parent nights, and the continuation of Project 2inspire, the Parent Institute for Quality Education (PIQE), and the Wellness Series, which provide information and resources for parents on high interest community topics."	"Mt. Diablo Unified will continue to utilize staff from the Mt. Diablo Unified Equity and English Learner Departments, and principals and teachers will continue to receive training on how best to improve a school’s capacity to collaborate and engage with underrepresented families.  Also, in 2022-23, Mt. Diablo Unified has expanded its CCEIS team to focus on outreach to families of focus scholars and initiated Anti-Bias Anti-Racist (ABAR) Committee."	"Mt. Diablo Unified continues to build and support the capacity of principals and staff to effectively engage families in advisory groups, provide families with opportunities to have input on policies and programs, implement strategies to seek input from any underrepresented groups in the school community, and provide opportunities to have families, teachers, principals, and district administrators to work together to plan, implement and evaluate family engagement activities at school and district levels.  Mt. Diablo Unified also continues to build the capacity of family members to effectively engage in advisory groups and decision-making."	"Mt. Diablo Unified's focus areas for improvement in seeking input for decision-making include continuing to hold School Site Council, Community Advisory Committee, Parent Advisory Committee, District English Advisory Committee, and Equity Advisory Committee meetings."	"Mt. Diablo Unified will actively recruit parents, guardians and community leaders to participate in site and district level decision-making advisory groups to improve the district’s capacity to partner and engage with underrepresented families and communities. Mt. Diablo will also continue to solicit families and staff from diverse backgrounds to take on positions of leadership at the school or in the community."	3	3	3	3	3	3	3	1	3	3	1	1	Met	6/22/2022	2022
37680236037980	Mueller Charter (Robert L.)	3	"Mueller/Bayfront Charter School is committed to developing and sustaining partnerships  with families to ensure student success. Home visits are conducted by teachers for every  student once each year and staff conferences with families two additional times  throughout the year to provide updates on student progress. Workshops, trainings, and family nights are provided throughout the year for families to learn more about supporting their children’s school success.  Many of these were conducted virtually this  year due to COVID restrictions."	A focus will be placed on conferencing with more families/parents of high school students and bringin them onto campus for events.	"Bayfront will establish designate specific days for parents/families to come to campus for student led conferences multiple times through the school year to discuss student success, progress and areas of needed support."	"Mueller/Bayfront Charter School is committed to creating strong home and school connections with our students and their families. Home visits are conducted for every student at the start of every school year. Teachers and families completed home visits this school year virtually due to COVID safety protocals. Mueller Charter School believes that ongoing, two-way communication with all educational partners is critical. Important school information is sent weekly to parents through Peachjar, an online forum to post flyers and school-related information, a digital marquee, the Remind 101 app, and our websites. Mueller continues to identify additional ways to communicate with families to ensure all educational partners are informed and given opportunities to provide input."	"Staff shares email, phone contact information, and digital communication apps with families; parents and families are also invited to visit the school and classroom. Throughout the year, the school hosts family workshops on both social-emotional and academic topics where they receive information and resources to help them support student learning at home."	"Encourage and invite families through the school year to participate in curriculum nights, family workshops on both social-emotional and academic topics where they receive information and resources to help support student learning at home."	Parent Council/Bayfront Community Council ( monthly meetings)( Parent Advisory Committees) - Mueller and Bayfront continues to emphasis the importance of parent input in school-wide decision making. The Parent Council  ( at Mueller) and Community Council ( at Bayfront Charter High School) provided input into the plan and also strategies and actions the school could implement to support all students.  General meetings included an overview on the LCAP drafted goals and gathering ideas about specific actions to support student learning.  We also sent out multiple parent surveys to gather additional input throughout the school year.  Parents were provided a link for a parent survey related to LCAP on multiple occasions and provided informal feedback during virtual home visits and parent conferences throughout the year.	We will continue to offer families the opportunity to provide input on policies and programs through in person and virtual in meetings. Communicating and working with families to enhance their understanding of their role in decision making and our school governance process.	We continue to provide professional learning and support to staff and school leaders to improve their capacity to partner with families and community resources. A continuous goal is to further increase the staff’s understanding of families’ backgrounds and cultures so that we are communicating with each family in the most effective way possible.	4	4	4	4	5	4	4	4	4	4	4	4	Met	5/12/2022	2022
13632060000000	Mulberry Elementary	3	"Mulberry Elementary is a small, rural K-8 school which currently has 67 students. Due to the small size of our district, we have a close working relationship with our students and their families on a regular basis. We are a District of Choice and the majority of our students are from neighboring districts whose parents are seeking a smaller school environment. Mulberry Elementary values the input and involvement from parents/guardians in order to provide the best educational experience for our students. We provide many opportunities in which parents can be a part of decision making and be involved. Mulberry has a very active PTA which holds monthly meetings. School staff and administration attend the meetings where they update and ask for input on LCAP goals and progress we are making toward meeting our goals. We also hold parent forums where parents are able to give input and be involved in the reviewing of the progress on current LCAP goals and the development of new goals. Mulberry also conducts parent surveys in both the fall and the spring in order to gain input towards our LCAP development. We strive to keep our parents informed through many forms of communications including our website, newsletters (printed and emailed), and the use of the Remind app."	"The area of focus which we would like to work on improving is providing professional learning and support to staff to improve the school’s capacity to partner with families, especially are underrepresented families. Particularly we feel as though professional development in the area of social and emotional learning would help staff to understand and work with students and families as we continue to deal with the social and emotional challenges from the COVID-19 pandemic."	"Based on our analysis from input and local data we will continue to use all current methods of communicating with our families including; emails, Remind app, website, and newsletters.  We will improve engagement with our underrepresented families by making phone calls and personal contact with them to ensure they are aware of upcoming meetings, activities, and opportunities."	"The staff at Mulberry feels that in order for our students to be successful in the classroom, we must build a partnership and relationship with our students and families. The small size of our school makes it possible for us to have strong partnerships, because all staff knows each student and family. We make it a priority when new families come to our school to get to know them and make them aware of all of the services, programs, and opportunities for our students. The school keeps families informed by providing information through emails, phone calls, our school website, and the Remind App. Families are also given progress reports to keep them informed on how the students are doing academically. Parent conferences are also conducted during the first quarter and as needed through out the year."	The district will use the data received in order to continue to reach out to involve parents. We will work on providing answers to questions in a timelier manner and making sure our parents feel comfortable asking questions of staff and administration.	"Based on our analysis from input and local data we will continue to use all current methods of communicating with our families including; emails, Remind app, website, and newsletters.  We will improve engagement with our underrepresented families by making phone calls and personal contact with them to ensure they are aware of upcoming meetings, activities, and opportunities."	"Seeking input for decision making is done through several avenues at Mulberry. We utilize parent surveys, parent forums, phone calls, and emails in order to seek information for decisions here at Mulberry concerning programs and policies. Parents and stakeholders are involved in the LCAP development and goal setting. When conducting parents surveys we have over 90% of our parents participate."	Based on our analysis we will be focusing on increasing the number of educational partners that attend advisory meetings and continuing to provide multiple opportunities for all of our educational partners to share their input including the use of surveys.	"We would like to improve this year by building the capacity of and supporting the staff to effectively engage families and advisory groups, in particular our underrepresented families including our EL families in order to gain increased input for decision making. In order to do this, we will ensure that all correspondence including those seeking feedback are available in Spanish and that we provide a translator at all parent forums and meetings."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/13/2022	2022
19647336119044	Multicultural Learning Center	3	"MLC’s strength lies in our commitment to working with parents as partners in their child’s education. We begin the year with orientations in two languages, in person to engage new families and begin fostering a sense of trust and connection.  Communication throughout the year comes streamlined from administration and teachers in two languages using our Parent Square platform. 100% of our families are registered in this platform and it has become an essential communication tool.  Our staff is bilingual in English and Spanish and are able to communicate with all families in the language they understand. Based on our annual parent survey, 83% of parents feel MLC’s environment is very welcoming and inclusive. Throughout the year our school events and volunteer opportunities bring parents onto campus and into the classroom to experience and share what the students are learning and create opportunities for parents and staff to have personal connections."	"This year we limited parents’ access to campus for about 6 months out of the year due to the pandemic. Towards the last four months of the school year, we scheduled many opportunities to make up for the time lost and create opportunities for in-person interactions and build upon the connections we had created virtually. These included our jog-a-thon, grade level unit presentations, various volunteer opportunities in field trips and gardening to name a few.  Next year we hope to keep the momentum from the Spring and continue to create opportunities for our families and staff to connect on a personal level.  Through our parent surveys and Advisory Council input, parents expressed the desire to help school leaders and teachers with school-wide events that bring the community together for the purpose of understanding our curriculum, to fundraise and work towards common school goals, and for community building. We hope to re-open these opportunities using the Challenge Committees structure and invite our parent body. In addition, 54% of parents expressed their top desire for volunteering is to work in their child’s classroom. Hopefully with loosened COVID restrictions we can increase our on-campus parent presence to our pre-pandemic quality."	"In instances where teachers and students work directly with parents, we have high participation from all groups. Parent teacher conferences and Back-to-School nights, and grade-level end of unit events are highly attended. The areas where we can improve is with the participation of our under-represented families in our decision-making structures like Advisory Council. We hope that through the Challenge Committees we can create small group opportunities for those underrepresented parents to help plan and organize school functions. In addition, we will continue to offer a variety of parent workshops, in both languages and in areas that meet the interests of those underrepresented."	"The structures in place to share student outcomes are consistent and routine for our community. It is this consistency in assessments, grading and the frequent communication of student outcomes that instills a sense of trust between home and school. Parents believe we are the experts in their child’s education and want to partner with and help us help their child. 83% of MLC parents are quite satisfied with the level of communication with their child’s teacher. During Back-to-School night teachers share grade level plans and expectations as well as front load State Standards to parents so they are aware and knowledgeable. Our reporting frequency at the elementary campus is three times a year and all students have a parent teacher conference at the time of the first reporting period to share initial benchmark assessments (MAP assessment data), reading assessment levels, and goals for student growth. At the middle school teachers use an online grade book and students and parents have access to view assignments, attendance and grades at any time. In addition, parents receive progress reports every 20 weeks and teachers must conference with parents of students who are of academic concern."	For the coming school year we want to create opportunities for parents to learn more about our curriculum to better support their children at home. We were limiting parents on campus due to the pandemic and did not get to host these workshops. For the coming year we plan to offer both literacy and math workshops to our parents. In our recent survey parents expressed interest in workshops as the second highest level of  engagement interest next to volunteering in the classroom.	"Next year we will continue to offer all meetings, school wide events and parent workshops in both Spanish and English and at different times of the day and into the evening to reach all parents. We hope to create diverse offerings to meet a variety of needs and to increase participation in the workshops and supports we do offer to ensure we are reaching all parents. Offering childcare and giving parents opportunities to attend in person as well as virtually or to watch a recorded webinar all have proven to assist with increasing the engagement of our parent body."	"MLC’s strength with seeking input from our parents lies in our level of transparency and communication. Through our Advisory Council and ELAC Committees we come together with parents frequently to share challenges, unpack policies, gather parental insight and hear the concerns from our parents’ perspective. 78% of MLC parents feel strongly that MLC listens to and values their opinion. Meetings are consistent and frequent. Agendas and minutes are shared before and after meetings and input specifically on LCAP goals and progress is reviewed and analyzed constantly. This insight and recommendations that come from our parents is taken to heart and we act on it and share the outcomes with the rest of the community."	"Because the Advisory Council and ELAC committees are a small group of parents we want to increase the number of parents that we are reaching for decision making. We hope to increase parental engagement through our Challenge Committees and that new and additional parent leaders are identified. In addition, we have created a new classified staff position of Outreach Coordinator to focus on recruitment and retention of families. The Outreach Coordinator will be hosting meetings and school-wide opportunities for sharing of information and addressing concerns through 2nd Cup of Coffee and grade-level breakfasts, as well as organizing school wide events. The Outreach Coordinator will report to the Executive Director and Principal insight, and information gathered will influence our decision making."	"Offering a wide variety of opportunities for parents to share input and influence decision making is the best way we know to improve the engagement of underrepresented families. Opportunities must be both during the day, after school and in the evening. Meetings and workshops must be offered both in person and virtually as appropriate. If in person, childcare must be offered and all opportunities must be offered in English and Spanish. While at times due to scheduling conflicts, staff availability and consultant limitations we are not able to offer as much variety in offerings, this is still our goal to improve engagement."	5	5	4	5	5	4	4	5	4	4	5	5	Met	6/23/2022	2022
56725040000000	Mupu Elementary	3	"As Mupu Elementary returns to a second full year of a complete in person program, we are leveraging the opportunities to meet and invite parents in person, but are also maintaining the option for parents who are unable to come to school to communicate or meet via Zoom.  Our Mupu Parent Information Night was held within the first three weeks of the school year, and was once again done in person.  We had a 66% attendance rate for parents that evening.  This event allows the parents to meet their child's teacher and learn about the school and classroom expectations as well as the academic plan for the year.  Parent conferences were held in the middle of the first trimester to ensure parents were aware of the progress their child is making and how they can support their child at home. Having the conferences earlier give students and parents an chance to work with the teacher to ensure students have the opportunity to improve grades before the first trimester report card.  The conferences were held in person but parents were also offered to meet by Zoom if they were unable to come to the site.  Translators were provided if needed.  Mupu's small size affords staff to get to know families at a personal level, and several staff members have been with Mupu for ten years or more so they can offer our newer teachers Mupu history on many levels.  The school shares educational, emotional and financial resources with families.  The school website offers several resources and links and support staff, such as our school counselor, also puts parents in touch with other community outreach.  Whether in person, by text, by phone, or with Zoom, Mupu will continue to work on communicating with and providing resources for all families."	"This year with the beginning of a new administration and several teachers new to the campus, the focus area for Mupu will be to ensure that relationships are built with educational partners and the new principal/superintendent and teachers.  It is imperative to Build and create these new relationships with the families at Mupu to ensure that the continued collaborative nature of this small school will continue."	"Mupu continues to work towards open lines of communication and keeping parents informed of school events, their child’s progress, and other important and useful information. This is achieved through emails, phone calls, social media, the school website, and our marquee. The school implemented the use of Parent Square last year which allows us to post messages in both English and Spanish to parents who are then messaged on their phone.  Classroom teachers utilize programs like Class Dojo to communicate behavior and academic information with parents regularly.  With the hiring of a bilingual site administrator we have opened up the communication with our Spanish speaking parents, making them more comfortable in contacting the school for help and support.   All communication will be sent home in English and Spanish and translation will be offered for any and all parent meetings."	Mupu's strong collaborative culture with families supports the academic success of scholars at the school.  First trimester parent conferences are held half way through the trimester to provide the information on student progress to parents in a timely manner and offer ideas and supports.  After School Program is offered to students who need intervention and supports in math and/or ELA.  Teachers partner with families to provide opportunities and suggestions for what is occurring at school to ensure every scholar's academic success.	"This year we are moving towards a data driven After School Program utilizing support platforms such as Moby Max, Lexia, and ST Math to provide parents with detailed information on the progress of their scholars as well as student access to these intervention programs at home so that they can continue to work at their own pace on the specific areas of need with the support of their parents."	"During parent conferences this year teachers ensured that translation was made available to non-English speaking parents.  The parents were given ideas on helping their scholar's progress in their academics.  With the added support of the After School Program and the use of intervention computer programs like ST Math that use little to no language to teach scholars much needed skills and understandings, parents who do not speak English can support the school by ensuring their scholar is logging on regularly and participating in the intervention programs."	"Mupu currently has a very active parent group, the Mupu Parent Club (MPC), that helps support the school with a number of activities and fundraising opportunities.  These parents meet monthly with the principal and teacher in charge and help to discuss school needs and wants as well as help with volunteering.  Parents feel very comfortable and part of a collaborative team with the school and will reach out to teachers or the administrator with questions, ideas or suggestions."	"Despite the fact that the Mupu Parent Club is highly active it does not necessarily focus on larger scale decisions for the school and does not always represent a large cross section of the school parents.  In the past, MPC would send out surveys to parents to gather information and suggestions.  It would be our goal this year to work as collaborative partners and send out surveys to families about a number of topics in which the MPC and Mupu school can strategize and work on together.  This year during Parent Information Night the MPC made sure to be out and visible and encourage more parents to sign up and participate in the group.  It will be important for Mupu to look at ways to make MPC more active in advisory groups that are part of the decision making process and try to make sure that more families are represented within these groups.  Having the meetings translated and personally inviting families to advisory groups to ensure that is a wide representation of families are all areas we can improve on."	"As stated previously, the Mupu Parent Club has been one way to get parents on site, helping and supporting.  Moving towards encouraging more active participation in advisory groups like SSC can create more say in the actual decision making process of the school.  Additionally, Mupu has had a smaller percentage of English Learner families and Spanish speaking families that also need to be supported to be included in a more active ELAC and ensure that they are represented on the SSC.  With the addition of a Spanish speaking administrator, we are hoping that relationships with our underrepresented families will increase as they become more comfortable in active communication with the school."	4	5	5	4	4	4	4	4	3	3	4	4	Met	6/16/2022	2022
15636850000000	Muroc Joint Unified	3	"Muroc Joint Unified School District engages parents with weekly surveys. The data from the surveys were compiled  and used to complete the self-reflection tool. Weekly engagement will allow the district to identify areas of concerns  and prioritize initiatives based off of stakeholders feedback. In addition to weekly surveys, Muroc Joint Unified  School District will provide weekly update videos driven by the surveys. This will ensure the district is engaging in 2- way communication between families and educators. Muroc Joint Unified School District will continue to build upon  this initiative and push for diverse stakeholder feedback."	"In regards to areas of focus, Muroc Joint Unified School District would like to close the learning gap created by  COVID-19, enhance social-emotional supports, and create additional pathways for students. These initiatives will be  articulated in the LCAP. Muroc will continue to work with families and community partners, including but limited to, Ewards AFB Leadership, Parent Advisory Committees, and SSC, to keep an open 2-way communication. Muroc will continue to have weekly information videos and will promote these videos so the families are aware of these videos."	"Muroc has hired a social worker who will work closely with students who are homeless, in foster care, as well as the low socioeconomic population. The district as well as site administration will continue to do home visits and offer services to our families to ensure students are attending school and achieving in their academics."	Muroc Joint Unified School District has provided comprehensive professional development on Visible Learning by  John Hattie. Muroc Joint Unified School District will look to provide a more comprehensive and targeted  professional development series for the 2022-2023 school year. The district has created additional professional  development days in the master calendar to implement these changes.	"An area of focus would be to continue with planning and implementation of a Multi-Tiered Systems of Support, Positive Behavioral Interventions and Supports, and standards based grading."	"To improve the engagement of underrepresented families, Muroc Joint Unified School District will look to provide  more outreach in the form of workshops for parents. Certain outreach opportunities had to be postponed due to  COVID-19 health and safety regulations This initiative will be articulated in the LCAP."	"Muroc Joint Unified School District engages parents with weekly surveys. The data from the surveys were compiled  and used to complete the self-reflection tool. Weekly engagement will allow the district to identify areas of concerns  and prioritize initiatives based off of stakeholders feedback. In addition to weekly surveys, Muroc Joint Unified School  District will provide weekly update videos driven by the surveys. This will ensure the district is engaging in 2-way  communication between families and educators."	A focus area would be to increase participation with students.	"Muroc Joint Unified School District will continue to build upon this  initiative and push for diverse stakeholder feedback. Muroc Joint Unified School District created multiple task forces  that included the following stakeholders: teachers, Collective Bargaining Units, administrators, principals, classified  staff, and parents. These meetings were used to engage with a diverse group and make decisions as a team."	4	4	3	4	3	4	4	4	4	4	4	4	Met	6/22/2022	2022
33752000000000	Murrieta Valley Unified	3	"The Murrieta Valley Unified School District has made very intentional efforts to authentically engage our educational partners including parents/guardians, students, staff, and community members.  Based on our educational partner input, the MVUSD advisory groups and their engagement activities are the strengths of our district.  Our advisory groups include Council PTA, Special Education Parent Advisory Council, District English Learner Advisory Council, African American Parent Advisory Council, Latino Parent Advisory Council, Military Support Advisory, CTE Advisory, LCAP Advisory Council, and Secondary Student LCAP Advisories.  Murrieta Valley Unified has developed an umbrella organization called Partnership for Thriving Students and Families (PTSF) to bridge and assist with the collaboration amongst all these organizations to better serve our students and families.  There are regular meetings hosted by all of these groups in a coordinated manner to facilitate communication from the district and feedback from members of the advisories.  The feedback is focused on communication and student learning.  The groups believe that they are able to provide parents/families with information and facilitate conversations to address areas of concerns to maintain positive and effective district, school, and family partnerships."	"The Murrieta Valley Unified School District continues to try to authentically engage our educational partners including parents/guardians, students, staff, and community members.  Based on our educational partner input, communication, information, and engaging parents as advisory group leaders are focus areas for improvement.  From our LCAP survey, only 51% of families indicated they feel the school values their opinion.  From our advisory group meetings and family input, there needs to be greater and more timely and effective communication between school staff and families.  Families need to know who they can contact at the school site and district if they have questions or need assistance.  Additionally, the advisory groups need to engage more parents as leaders of the advisory groups, along with the staff who are facilitating the meetings.  The parent leaders will be able to assist staff with addressing parent requests for information, questions, and concerns."	"The Murrieta Valley Unified School District continues to engage families of underrepresented students through our educational partner surveys and advisory groups.  Based on feedback, more effective communication, relevant information, and more opportunities to engage families need to continue to be areas for school staff to grow.  From our meeting input, there needs to be a better system developed to engage foster youth group home staff so there is more collaboration to support our foster youth at our school sites to ensure they have a successful transition and the necessary tools to learn and be successful."	"For the 21-22 school year, MVUSD’s intentional focus has been on accelerating student learning and re-engaging our students, staff, and families into the school community as we return to full-time in-person instruction.  Our educational partners shared that our district provides a lot of options for students and families, including a homeschool program, virtual learning K-8, and independent study for high school students.  These options are important for families who have health and safety concerns due to the pandemic and need an alternative learning option.     Our educational partners were very appreciative of the expanded Extended Learning Opportunities and Summer School in Preschool through ATP.  Our high school summer school hosted a large program and approximately three times the number of credits were recovered.  We served 160 children through our Family Services summer camp program and 400 summer school students grades K-5.  For the first time, our district offered middle school summer school with an opportunity for 8th grade students to receive 5 elective credits for the summer bridge program.  Our special education extended school year program served a large number of students grades PreK through ATP.  Lastly, our high schools offered credit recovery opportunities during the traditional school day with approximately three times the number of semester courses recovered.    Our educational partners shared that our before/after school and Saturday tutoring are strengths of the district.  All our district’s schools provided expanded opportunities for tutoring outside the school day to assist students who were struggling academically.    Lastly, our educational partners shared that our curricular, CTE, arts, music, activities, and athletic programs are a definite strength of our district.  We attract many students and families through inter-district transfers due to the expansive and exceptional programs in our district."	"Murrieta Valley USD values our educational partners and strives to have effective partnerships to support our students’ learning and success.  Based on input, there needs to be a focus on more communication regarding our district’s programs and opportunities, as well as how to access them.  Our district has such expansive programs, but our students and families need to be more aware of these programs and the related post-secondary options.  Our district needs to focus on different methods to publicize and engage students and families in the myriad of programs and other opportunities in our district.  As a result, our district plans to launch a varied marketing approach to publicize the exceptional district programs, including academics, arts, CTE, music, activities, and athletics."	"MVUSD continues to engage families of underrepresented students through our surveys and advisory groups.  Based on feedback, our district needs to improve our registration information and communications in the community and district.  Our district has expansive programs, but our underrepresented students and families need to receive more intentional communications regarding our myriad of programs and the related post-secondary options.  As a result, our district plans to engage in an intentional marketing campaign, targeting our underrepresented students and families, with a focus on publicizing our exemplary academic, arts, CTE, music, activities, and athletic programs."	"The Murrieta Valley Unified School District makes intentional efforts to authentically engage our educational partners, including parents/guardians, students, staff, and community members.  Based on our educational partner input, the MVUSD parent and advisory groups and their engagement activities are the strengths of our district.  We have developed an umbrella organization called Partnership for Thriving Students and Families (PTSF) to bridge and assist with the collaboration amongst all these organizations to better serve our students and families.  Another strength of our district is the active engagement of PTA/PTSA/PTO/PTC organizations and School Site Councils (SSCs) at all our school sites.  Additionally, our special education parents are very involved in their students' IEP development and services."	"Murrieta Valley USD values our educational partners and strives to have effective partnerships to get input to support decision-making. Based on our educational partner input, there needs to be a focus on providing more and varied communication regarding our district’s advisory groups, parent organizations, School Site Councils, and other related school organizations such as booster clubs.  Our district needs to focus on different methods to publicize, engage, and invite our educational partners, students, and families to participate in the myriad of parent groups and other organizations at our school sites and in our district.  Our district needs to be more intentional about attracting a wider range of parents/families to participate in parent group meetings and activities."	"The Murrieta Valley Unified School District continues to engage families of underrepresented students through our parent advisory groups and other related school organizations.  Based on feedback regarding seeking input for decision-making, our district needs to implement AAPACs, LPACS, and have stronger ELACs at all our district schools.  These parent advisory groups will strengthen authentic engagement of our underrepresented families to improve student learning and success."	3	3	3	3	3	3	3	3	3	3	4	3	Met	6/16/2022	2022
19647330102483	N.E.W. Academy Canoga Park	3	"NACP is proud of the continued efforts we do to support academic achievement of our subgroups. Teachers and administrators analyze internal assessments (running records, Curriculum-based Assessments, MAP assessments, SBAC) regularly and use data to adjust our instruction and create action plans at each level: whole school, grade level, classroom, and subgroups. We support our ELs by providing Designated and Integrated ELD teacher-guided lessons, through classroom assignments and enrichment activities. We also utilize the guidance and support from the Center for Equity for English Learners (CEEL). They provide professional development, training, coaching, and monitoring. Teachers design Designated and Integrated ELD lessons utilizing California ELD Standards in tandem with the CCSS to foster students' listening, speaking, reading, and writing skills. The ELD component of the Benchmark Universe curriculum as well as Houghton Mifflin (ELD components) are used. This curriculum was recently adopted TK-5 in both ELA/SLA and Math to assist with vertical alignment across the grades. Teachers supplement their lessons with visuals, realia, and videos. These components help engage, support and sustain learning for foster youth, homeless, exceptional needs, and EL students. NACP provides professional development and coaching for teachers and instructional assistants in all curricular areas and integrated/designated ELD, and the continuous assessment of the progress of ELs. NACP partners with community organizations such as The Zine Center and NEW Economics for Women for support services. Staff are offered the opportunity to attend professional development in various educational and leadership workshops/ webinars/ programs. Administration leads by example in participating in similar learning and growth opportunities that will help support the guidance and growth of the school. The School Site Council (SSC) and English Learner Advisory Council (ELAC), composed of parents and staff, meet monthly to discuss data and provide input on plan development.  Coffee with the Principal is held monthly, where parents hear about school information, opportunities, and ask questions. Our board meets monthly as a public hearing with the opportunity for public comment. We promote parent participation in public meetings and public hearings through emails, phone calls, website, and agenda posting. Virtual meetings conducted via video conference have telephone call-in access. We provide translation as needed. Our teachers are able to provide feedback during regular staff meetings and surveys. As well as the principals, administrators, and other school personnel at their various weekly or monthly department meetings. Student surveys were/are conducted and informal classroom discussions with students regarding their experience, perspectives, and needs were/are performed. Teachers share the results of student feedback from these discussions with school leadership to inform plans."	"Our school's strength, progress, and improvement in the engagement of underrepresented families are having a full-time parent advocate leading our parent center, parent and staff committees, and school/parent/community engagement and collaboration."	"NACP has a strong partnership with families and continues to grow that relationship. In our annual Title 1 Parent Survey, 97% of family responses shared that they are ""kept well informed of the activities at the school."" 90% of family responses shared that they felt their ""child is safe at school."" 100% of family responses shared that the ""school staff considers my opinion when it comes to decisions concerning my child."" 90% of families shared that they knew that ""parents and volunteers have opportunities to become involved in activities that support the instructional program."" 76% of families shared that ""parents are provided training and encouraged to work with their children at home."" 93% of families shared ""Students are provided recognition for success."" 97% of families shared that the ""office staff creates a welcoming environment and communicates well."" 93% of families shared that ""teachers show caring and encouragement when working with students and pay attention to student interests, problems, and success, both in and out of the classroom. 93% of families shared that ""administration creates a welcoming environment, communicates well, and addresses concerns in a timely manner."" NACP holds regular Coffee with the Principal meetings and many of our parents participate in CABE Project2inspire 1st-3rd level workshops. Parents learn leadership skills to support them in navigating the educational landscape in the United States. We also maintain a variety of other workshop opportunities including ESL classes. We communicate with parents through our website, school social media, ParesntSquare, email, newsletter, school phone blasts, phone calls from the Parent Advocate, contact from the teachers and instructional Assistants, office, as well as other school staff members."	"NACP has a yearly school calendar that includes a family engagement focus designed to provide numerous opportunities for families, teachers, administrators, and students to build and cultivate positive relationships. These ongoing events include Meet the Teacher, Back To School Night, Success Award Celebrations, Coffee with the Principals, Fall Festival, Parent Conferences, Thanksgiving Feast, Winter Concert, Open House Art Show, Spring Extravaganza, SSPT meetings, IEP meetings, Parent Center events, and more."	"With a growing diverse population of parents' native languages, we would like to increase our parent access to additional language translators, content translation, and language workshops. Although our staff and families engage on a regular basis, we would like to add a monthly parent-teacher engagement opportunity, where parents can here current and future classroom information, ask questions and engage with other parents."	"Building partnerships with parents has been an ongoing priority for NACP.  We continue to develop and strengthen that relationship every year by holding many parent engagement activities. These engagement activities empower the parents to have a voice, become more involved, and gain leadership skills in education."	"NACP has established procedures for shared decision-making. We have a School Site Council, English Learner Advisory Committee, hold Coffee with the Principal meetings, hold weekly staff meetings, and various other staff committee meetings, and provide an annual staff, parent, and student survey regarding the school environment."	One area of improvement for decision-making is that we plan to provide our parent and student surveys earlier before the last week of school.  This will allow more time and ensure a higher volume of responses/feedback.	"Our goal is to increase the amount of opportunities families have to engage with the school. This includes taking their feedback and implementing their ideas when possible. An implementation made based on parent input was to vary the pickup dismissal times and locations within the school, in an effort to alleviate traffic at the main gate. Parent feedback is instrumental in the success of our school and we will continue to invite parent input."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/16/2022	2022
19647330100289	N.E.W. Academy of Science and Arts	3	"At N.E.W. Academy of Science and Arts (NASA), we communicate with our families through newsletters, phone calls, meetings, and platforms such as ParentSquare and ClassDojo.  All communications are in both English and Spanish. We have parent representation in our ELAC and School Site Council meetings that are held every month. There is opportunity for 2 way communications through regular committee meetings, conferences, workshops, coffee with the principal, and monthly parent meetings. NASA also has a parent liaison who is available to parents and communicates family needs to administration."	"Parents would like to learn about best practices in literacy to support their children. They suggested more assemblies for students, ESL classes for parents, family events to bring parents togethers, and additional bilingual office staff to help parents. The school has implemented monthly parent/teacher meetings/workshops for teachers to inform parents on classroom monthly activities and or present strategies parents can use to help their children in school. Parents have expressed interest in working on Safety and emergency drills at the school."	"N.E.W. Academy of Science and Arts will work with other entities on acquiring dialect translation services that will aid in communication of childcare health and safety issues.  We will also provide support to our families of special education students. We will provide special education workshops for the families on topics such as understanding different types of disabilities, how to support their children at home and how to communicate with school staff/support staff on the needs of the child."	N.E.W. Academy of Science and Arts provides professional development in a variety of subjects related to improving student outcomes. Our parent liaison and administration work together to provide parents with workshops on a variety of topics that support student learning at home. Subjects also include legal subjects and ways in which parents can advocate for children. Teachers have opportunities to meet with parents during trimester conferences as well as monthly parent meetings. NASA has a support staff called the MTSS Team. The MTSS team meets regularly to address student needs and how to improve student outcomes.	"We want to continue to improve our communication with all educational partners. We will work on strengthening our newly adopted MTSS team in their efforts to support all students (English Learners, SPED, GATE…etc.). Their efforts will address students' needs, plan of actions and support students academically."	NASA will work to improve our outreach efforts to families of underrepresented students through our communication platforms (ParentSquare and ClassDojo).  We will continue our efforts in improving family engagement through our school events (Coffee with the Principal and Monthly Parent Meetings). We will continue to communicate in English and Spanish. We will continue to look for indigenous language translators.	"N.E.W. Academy of Science and Arts (NASA) works at building the capacity of all educational partners in supporting engagement of families  in advisory groups and with decision-making. NASA does this through school based committees such as the School Site Council (SSC) and English Language Advisory Committee (ELAC). Additionally, all educational partners have the opportunity to engage in these processes and work together to plan, design, implement and increase active participation in meetings related to developing the Local Control Accountability Plan (LCAP)."	NASA will continue to work on participation of all educational partners when seeking the input for decision-making. We will provide professional development on the LCAP.	NASA will work to improve its outreach efforts by using the communication platforms and providing PDs to all educational partners. Our parent liaison will also create opportunities for engagement through parent workshops and increase her efforts to gain more parent participation during parent meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/16/2022	2022
28102800000000	Napa County Office of Education	3	"Napa County Court and Community Schools strive hard to engage parents through offering weekly communication, home visits, referrals to community services, and outreach that empowers them to better support their children. NCOE places a high priority that all families feel welcome. We have an open door policy for 2-way communication and employ a bilingual family liaison and social worker, and family interventions coordinator. Our parent liaison reaches out to parents on behalf of staff. All classrooms have a case manager who communicates at a minimum weekly with the parents and performs home visits. We have an interventions coordinator who works with our chronically truant students and those students with extreme behavior problems. Our School Social Worker stays in regular contact with parents. All students and their parents receive a biopsychosocial assessment and students are universally screened for depression. Resources and services are identified and offered. Our school leadership/administration promotes an open-door communication policy inviting parents to share input on program decisions and individual feedback and needs."	"As a focus area for improving relationships, including the engagement of underrepresented families, NCOE is working to strengthen its Family Connection program and partner with more community agencies to provide needed services. Providing more support in the homes could increase stability and health for students, increase attendance, breaking the cycle of violence and trauma."	"Again, a focus area to improve would be to find a way to conduct more home visits. Home visitations could help provide interventions for families where they need it most. We also need more support for male students and male family members."	"JCCS has had huge success with making connections and strengthening relations with parents via the case managers, bilingual parent liaisons, and the interventions coordinator because the communication has been so frequent. In addition to communicating through Facebook, the Camille Creek website, and Nixel platforms, these roles check in with designated families every week.100% of families are now contacted weekly. The regular communication gives families an opportunity to share their needs, including basic needs, transportation, and schooling needs. Data shows that families are in desperate need of outreach and support. 41.7% of families are in need of food/meals, 41.7% are in need of mental health/counseling, 41.7% are in need of transportation to school services, and 33% are in need of parenting support classes. Closer relationships have been established between the school and families as every parent has a point person at school. If certain challenges exist for families this flags a social worker contact. The social worker will then conduct follow-up check-ins with the family. JCCS also hosted regular informal drop-in hours to connect families to community resources. Parents have reported that they see school as a resource/connection to other community resources. The amount of communication and weekly outreach to families have changed some parents' minds and increased their comfort level with sending students to campus."	"Classes have team meetings where every student is reviewed every week. Every student/family is assigned a case manager to check-in with them weekly to see how school is going and what support might be needed. If students are not completing work, or absent from class, or if depression is suspected (based on self-reporting or demeanor) students receive a home visit. When students are absent three or more times, the family receives a home visit. The resource officer is sent as the first home contact to find out how the school can help. Students and families have responded favorably to these visits. Our current data shows that our attendance rates of 87.04% are up a bit from last year at 86.4%. Student group attendance data show that our Hispanic students have also seen a small increase to 87.82% and white students = 86.65%. The attendance rates for our black students is down from 91.98% to 80.07%. Unfortunately, our chronic absenteeism rate is also up from 46% to 47.32% missing more than 10% of the school year. Even with the increased communication and connection with families, many students are not as productive (or earning credits) as much as they need to be in their academic programs. Going forward, JCCS is committed to increasing outreach through home visits to families."	"Based on the happenings and learnings from these past two school years, JCCS also sees a continued need to deepen relationships with families to address root causes and remove barriers to schooling access. JCCS is committed to maintaining outreach and communication with families. We need to better reach students so they are more invested in their own learning and education. In order to do this, JCCS will continue with and expand our parent liaison teams to connect with 100% of families on a weekly basis. Our team will also continue to ensure staff are trained in restorative justice techniques, go deeper with trauma informed practices, and provide counseling services (1-2 and small groups) to all students in need. JCCS will continue to use Teen Talk and School Connect but discontinue use of Wayfinder as staff felt it was too cumbersome a curriculum."	"Napa County Court and Community School programs continue to make progress with this local indicator as we provide many opportunities for families to participate and provide input for program decision making. Our Site Council and Advisory Group reviews and develops our program goals and provides input for decisions that help drive the development and refinement of the LCAP. We offer at least two formal opportunities a year for parents and other stakeholders to provide input into the LCAP review and development process. Local stakeholders, including parents, help make decisions for LCAP actions. We have two family nights during the year where we educate parents on school programs and we ask for input on program decisions; approximately 40 people attend per year. All school programs provide translation services to allow parents to participate fully. We have a parent liaison who reaches out to parents on behalf of staff. The liaison also runs two parent support groups (one in English and the other in Spanish) and makes home visits. We have an interventions coordinator who works with our chronically truant students and those students with extreme behavior problems. Our case managers communicate regularly with parents and make home visits to ensure families and students are supported. Our School Social Worker stays in regular contact with parents and our school leadership/administration promotes an open-door communication policy inviting parents to share input on program decisions and individual feedback and needs."	"This past year, parents expressed (via a local survey) appreciation for the Restorative Justice program and help with appropriate dress/clothing for students. They also asked for: social skills classes for students, parenting classes for parents, a new campus, more internship opportunities for students, vocational CTE pathways programs, an expanded arts program, other enrichment classes for the students, and to continue the after school program including sports. ."	"Since many of our families are suffering from the effects of poverty, trauma, and abuse which create barriers to partnering with the school at high levels of involvement. We need to find ways to partner with the community to provide families the support their basic needs"	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/14/2022	2022
28662660000000	Napa Valley Unified	3	"NVUSD has worked on implementing Culturally Relevant Pedagogy and Practices. Consultants have worked with staff and administrators at various sites, in order to support their understanding of families' cultural strengths and dynamics. Schools have worked to shift school culture resulting in a greater sense of connection between students and teachers, and schools and families."	"The focus for this year will be on layering communications in the form of ParentSquare (an online communication platform), email, text communications, and Parent Liaisons, such that all families receive needed information."	"Parent groups shared that many families have difficulty accessing electronic communication through ParentSquare (our main communication tool). As a result, this impacted parents' ability to stay informed and engaged with the school. This feedback came specifically from our DELAC members."	"Our parent liaisons serve as a key element in our engagement with families.  Since the beginning of the year, our parent liaisons had over 6800 documented interactions with families to provide support and information.  The interactions focused on identifying resources to support student attendance, academic progress, or parent needs. These personal interactions have had a positive impact on our families' relationship with the district as evidenced by increased participation at school sites and our vibrant DELAC participation."	"An area for Initial Implementation, ""Engaging in 2-way Communication with Families and Supporting Staff Knowledge of Family Cultural Strengths"", is our area of focus in this domain. This year, NVUSD will continue with an ongoing partnership with a local non-profit that provides Parent University services. Parent University is a model for which non-profit staff is housed at various school sites with large populations of under-served families. They conduct workshops and other related parent education opportunities, for the purposes of better supporting parents' abilities to help their children in school. The nature of the relationship with this non-profit is to expand their services to more schools and to collaborate more closely with administrative staff on those sites, to better support all aspects of parent engagement, as well as staff understanding of family needs."	"For the last six years, NVUSD has invested in Community and Parent Liaisons, classified support staff at every site, whose role is to bridge the gap between under-served families and school systems. These liaisons support communications and parent education including; contacts related to absenteeism, lunch applications, academic needs of students, parent advisory groups, and school-related events."	"All NVUSD schools have active School Site Councils (SSC), as a part of aligning all Single Plans for Student Achievement to NVUSD's Strategic Plan. One of the goals, central to the plan, is ""Strategic, Impactful Governance and Policy Implementation."" School Site Council is a representative group, balanced by stakeholders, which must have parents, certificated and classified staff, and students where appropriate. SSC is the site-based group that supports administration with decision-making, where site funds and policy/program commitments are concerned. The implementation of active SSCs will support the process of seeking input for decision-making by activating stakeholders in local advocacy, which affects students where the advocacy is taking place."	"Parent participation in school decision-making processes and programs is critical to support student achievement and building close partnerships between home and school. During our most recent parent survey, 75.2% of families who responded felt welcome at the child's school.  Moreover, only 76% of parents reported knowing what teachers expect of their children.  There is a need to create more welcoming school campuses and clarity for parents regarding teacher expectations of students. Additionally, at this time, the majority of the work to engage staff and families in the decision-making process, for garnering feedback around policies and programs, is through district and site-based advisory groups. These groups meet annual requirements for training stakeholders, using needs assessment data as a means of identifying topics of interest, reviewing and discussing federally-monitored items such as; LCAP funding and Titles I and III programming requirements."	Direct person-to-person communication was indicated by our underrepresented families as a key mechanism by which they learn school and district information.  The increase of parent liaisons at the school site and the development of a parent ambassador program will support increased communication and engagement for historically underrepresented families.	5	4	3	4	3	5	4	5	4	4	3	3	Met	6/23/2022	2022
37682210000000	National Elementary	3	"Over the last two year the relationships that had been established between schools and families shifted due to the impact of the Covid-19 pandemic.  Relationships between teachers and families became stronger as more online communication tools became accessible.  Using virtual meetings and messaging apps, families and teachers were able to easily communicate about student progress, concerns and celebrations.  This increased communication has become a strength in the district.  Many  families work varied shifts and many have challenges with transportation. Thus, the on-going and frequent communication between families and schools is a strength in the district.    The district baseline for parent engagement from 2020-2021 indicated that 70.6% of families seldom participate in parent committees and workshops and in school events. 52% of parents reported never participating in these same activities.  Due to the fact that parent committees and in-person events were not able to convene during the 20021-2022 school year due to pandemic restrictions, the district was unable to gather a new baseline for this metric.  The desired outcome by the 2023-2024 school year is that there will be a reduction in the percentage of parents that report seldom or never attending school committee meetings, workshops or events."	"Family and community partnerships continue to be a priority for the National School District.  With a return to in-person meetings, the district is committed to bringing our partners back to the schools for meaningful collaboration regarding school decision-making, learning opportunities and for family engagement activities.  The district is excited to be able to have parents back on campus this year to volunteer and participate in school events.   The district's goal is to have an increase in the percentage of parents attending committee meetings, workshops and school events.  School sites in the district have regularly scheduled meetings for parents such as school site council meetings, English learner parent advisory meetings, PTA meetings, and coffee with the principal.  In addition, schools invite parents to join in family activities such as literacy, math or science days or nights.  They also have student performances and class presentations.  Finally, the PTA at each school also holds family engagement events such as fall festivals, winter celebrations, family dances and athletic events such as jog-a-thons. Through these activities, the district continues to building relationships between families and school staff."	"The district values the engagement of all families, including underrepresented families.  One action the district has committed to in order to support the engagement of underrepresented families is through collaboration with outside agencies that have the resources to reach these families and encourage their participation in school and district events.  One partnership is with the South Bay Community Services that oversees the district Family Resource Center.  Not only do they provide services to families that help with daily living, but they also stress how important it is for families to be engaged with their child’s school.    In addition, the district has employed a family engagement resource teacher to provide opportunities and coordination for workshops, resources, events, and home-school communication with a specific focus on supporting English learners and their families. Furthermore, the district continues to offer translation services to provide extended services to families who do not speak English as their primary language. As stated in the LCAP, resources will be principally directed to support the specific needs of unduplicated students and their families."	"Research over the past five years concludes that parents are the most influential factor on their child’s academic success and social achievement in school. High parent involvement is associated with increased school performance in school.  The National School District is committed to empowering parents with participation opportunities aligned to meet parent needs and interests, with particular emphasis on supporting parents of unduplicated students and special education needs.   A continued strength of the district is the employment of a family engagement district resource teacher who provides opportunities for families to learn more about supporting their child’s academic and social achievement.  In the 2021-2022 school year, NSD offered a number of workshops to build parents’ capacity in these areas including the following: Family Leadership Academy, UC San Diego Parent University, Olivewood Gardens Kitchenistas, Triple P: Positive Parenting Program, and the NSD Parent Summit.  Although many of these events were offered online, the district persevered in building partnerships with families in the name of student achievement."	"NSD is committed to building the capacity of parents to be able to support their children academically and socially.  Due to the small percentage of parents that engaged in virtual events during the last two school years, the focus area is to engage a higher percentage of parents including underrepresented parents in school and district committees, workshops, and school events. NSD will resume offering these opportunities to families as in-person venues knowing that families are more involved when they can come to their school site or a local venue for a workshop or meeting.  The district parent engagement resource teacher will survey parents to get a sense of what their needs and interests are in order to best serve and engage them.    In addition, the district has a number of specific actions to address this goal.  One action is seeking a continued partnership with the National City Promise Neighborhoods collaborative to provide resources and community support to improve educational opportunities for students in targeted schools across the community.  Another action is the parent engagement plan outlined in each school’s School Plan for Student Achievement.  Finally, there is a focus on building outreach programs and communication with the parents of students enrolled in the district preschool program to ensure smooth transitions to the TK through sixth grade setting."	"NSD is invested in the engagement of underrepresented families in school meetings, committees, and events.  The district is cognizant of the effects of parent involvement on the academic achievement of students and therefore has actions in place to address the representation of all families in school events.  54% of the district’s students are English learners.  In order to engage parents who may have limited English skills, the district will continue to offer translation at all parent meetings and offer workshops such as the UC San Diego Parent University in Spanish and English.  The district translates all school/district-home communication into Spanish so that parents can access the information regarding workshops or meetings.   On the district website, there is a section for Parent and Community Resources.  There are a variety of academic resources and wellness resources for families along with engagement activities for parents.  The site and all resources are available in English and Spanish.    The superintendent has a parent roundtable with representatives from underrepresented families. This group offers input into the needs of families and how to engage more families in school. They speak to the specific needs of underrepresented parents and specific actions the district can take to engage them in school and district events."	"The district values the input of families and community partners in decision-making including:  Superintendent Parent Roundtable with representatives from underrepresented families, which meets three times a year and allows for diverse representation from the district to offer insights and suggestions directly to the superintendent.  Parent Leadership Committees at all sites and District level focused on student achievement through categorical funding and policy implementation. Stakeholder Survey and Town Halls where ideas for decision making at the district level, comes from sessions for input into the LCAP and other community issues. All of these meetings have been on-going for a number of years which is a strength of the district.  Parents and community members have provided input every year on the LCAP.  As with other parent engagement activities, the percentage of parents participating in these meetings declined when these became virtual meetings. However the input of those stakeholders was considered and integrated into the LCAP and SPSAs."	"Due to the impact of the pandemic, NSD has had low participation rates in parent input meetings the past two years. As a result a focus by the district is to support school sites to re-establish in-person meetings for general parent meetings and events, SSC and ELAC meetings. The parent engagement resource teacher is holding meetings at the schools to welcome families back to campus and to encourage participation in these important meetings this year.  To date this year, the in-person meetings have generated greater participation than the virtual meetings from past years and the district is hopeful that this trend will continue throughout the school year.    The district will also begin to hold in-person meetings for district level committees.  The site principals, the district parent engagement teacher and the district leadership team will continue to communicate and invite all stakeholders to join meetings.  In addition, the district will offer online surveys to families so they may provide input to decisions even if they are unable to attend in-person meetings.  Furthermore, there will be continued opportunities for parents to participate in virtual meetings to provide favorable options for our parents and maximize parent engagement for input."	"The voice of underrepresented families is important to the district and parents are therefore encouraged to attend meetings where they will be able to give input. By way of ELAC and DELAC, the district ensures that parents of English learners are on committees that give input regarding school and district plans and budgets.  Parents of students in special education are also part of the SSCs, Parent Roundtable and the District Parent Advisory committee where input is given for the LCAP, SPSA and increasing inclusionary practices. NSD will continue to engage parents on these committees whether in person, virtually or via surveys to ensure they can provide input regarding decisions."	5	4	3	4	4	5	5	4	4	4	4	3	Met	6/22/2022	2022
34752833430659	Natomas Charter	3	"Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents. This has been especially true throughout the school’s COVID-19 pandemic response. Teachers at the school use websites and the school’s learning management system as tools for communicating resources and information for parents to use in supporting their student’s learning and development. NCS worked hard during the pandemic (March 2020-June 2022) to include families and students in the planning process as we navigated distance learning, hybrid instruction, and finally instruction back in person. NCS continues to hold monthly board meetings, academy and whole school parent meetings to allow parents a venue for making community connections and share feedback. NCS continues to expand parent and student participation through our Inclusive Education, Diversity Equity and Inclusion Committee, and English Learner Advisory Committee."	"All academies hosted on site open houses and parent orientations with the goal of providing families the tools and information they need to adequately support students. The Student Services department held parent education sessions and shared many resources to support students in their social emotional development at home. For the 2022-2023 school year, NCS continues to refine its own independent special education department by providing greater opportunities for parents to be included in the decision making for students with exceptional needs as one of the outcomes."	"While building partnerships is a strength of Natomas Charter School, the school community continues to refine its practices by ensuring all families are fully engaged in these partnerships and looking for opportunities to incorporate more parental decision making. A decrease in student and family connectedness resulted from the 2020-2021 year of distance learning and the community's hesitancy to attend in person meetings in 2021-2022. The focus for 2022-2023 is reconnection and is steeped in rebuilding relationships and developing healthy social emotional learning strategies for students and staff. Families have indicated through our parent surveys that the most significant barrier to being fully engaged in school activities is their own personal schedules. Using this information, staff and administrators have been exploring different models for providing information, such as online videos and creating events that are more focused on specific topics or areas of interest. Overall, parents reported on surveys that they feel the communication level has been high over the course of the past year."	"Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents and students. The development of our multi-tiered systems of support (MTSS) over the past five years has grown to be a strength for building partnerships for student outcomes. NCS was awarded an MTSS grant that provides free MTSS strategies training for all staff, which has been a focus of professional development over the past four years. The MTSS strategies result in data focused discussions with staff as they focus on struggling students and partnering with families for student success. Through student success team meetings families partner with staff to support students in success strategies. In addition, the student services department holds Parent University nights to teach parents about common parenting and educational hurdles and how to support students at home."	"For the 2022-2023 school year, NCS continues to refine developing the NCS community and rebuilding it after the pandemic. While we were able to reach many parents through the use of virtual meetings and live streaming on YouTube, our goal is to get more parents back on campus to be a part of the community. One element that was missing from virtual meetings were the connections that parents make in person while visiting the school."	"While building partnerships is a strength of NCS, the school continues to  place a focus on community development through more on campus activities and opportunities for parent involvement. Examples of this are the Open House and performances moving back onto campus. The parent committees (P4A, LEAP, EPIC, etc.) started to ramp up for a full year of in person events. Staff-led parent groups came back in person in the spring and will continue in the new school year: Inclusive Education, English Learner Advisory Committee (ELAC), Diversity, Equity and Inclusion (DEI). Overall, parents reported on surveys that they feel the communication level has been high over the course of the past year."	"Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents and students. A strength is in our awareness that students and parents should have a voice in the process of decision making. Students are encouraged and educated on the proactive strategies to be active participants in the educational process and in sharing input through clubs, ASB, leadership, and senior projects. Several seniors worked to gather student voices and ideas to make changes to policies and procedures at the school. Parent committees are focused on gathering feedback and sharing ideas and planning for policies and procedures for the coming school year. Each year families, staff, and students are surveyed on school climate, academics, culture, and current topics. Surveys are used as a part of the data to determine the direction of policies and procedures."	"For the 2022-2023 school year, NCS continues to ensure that a diverse cross section of the community is attending meetings and sharing input with the school. Ensuring all voices are heard is important to a healthy community and culture at NCS. A focus area is increasing the diversity and numbers of stakeholders that are engaged in sharing input and a part of the decision-making process."	"The school’s three way compact with the family, student, and school has been a strength since the beginning in 1993.  The school is in the mid cycle review for Western Association of Schools & Colleges (WASC) accreditation process, which engages all stakeholders in reflective conversations and a review of goals, action plans, and data. The end goal is to revise strategic goals for success in the next three years.  In addition, an effort to further this communication and reflect on needs for the coming years, NCS will participate in strategic planning to reinvigorate the discussions around the mission, vision, and action plan for the coming years. This includes inviting community members from all groups to be a part of this discussion. The reflective discussions will result in focus areas that will inform development at NCS for years to come."	5	5	4	4	5	5	5	4	3	3	4	4	Met	6/13/2022	2022
34752830112425	Natomas Pacific Pathways Prep	3	"NP3 is committed to professional development and understands the critical role families play in the education of their children. NP3 teachers and staff have attended workshops and engaged in professional development around Professional Learning Communities, Trauma Informed Schools, and Restorative Justice. In all of these trainings, the importance of communication between home and school is stressed. NP3 communicates often with families to encourage continued student learning at home. Student led conferences are held twice a year to review and update progress on learning goals and advisory teachers reach out at least monthly to provide information about student learning. In addition, our website is updated with resources for parents and students, and parents have access to our student information system to track grades and attendance. In addition to our student led conferences, our counselors regularly meet with parents. Our counselors and teachers also coordinate Academic Intervention Conferences for students who need assistance. As a school we host an annual Academic Planning Night and College Fair, which allows parents to be actively involved in their student’s course selection. Families at NP3 also know their legal rights and are always provided with these rights during our IEP meetings. We have structures in place that allow parents the opportunity to address concerns with the principal, executive director, and board if necessary."	None at this time	NP3 will continue with previous efforts	"NP3 greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: student led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. In all communications and parent events, NP3 strives to create a welcoming environment for all families. We have many staff members who are bilingual and we are able to reach out to our non-English speaking families and include them in events. Our front office staff speaks five different languages and frequently translates information for our families. Our staff and teachers are very familiar with our family's languages, cultures and educational goals for their children. Regular parent conferences and counselor check-ins allow our staff to keep in contact with families and build strong and lasting relationships."	None at this time	NP3 will continue with previous efforts	"NP3 values our parent community and conducts surveys to ensure parent input in decision making and processes. NP3 allows opportunities for parents to address our Board at our regularly scheduled Board meetings. Parent advisory groups are gathered to discuss policy decisions and changes and the advisory groups reflect the diversity of the school. When planning and implementing family engagement activities, NP3 allows considers the makeup of our school community and works to create events that are meaningful to our families."	None at this time	NP3 will continue with previous efforts	5	4	5	4	4	5	5	4	4	4	3	3	Met	6/28/2022	2022
34752830134049	Natomas Pacific Pathways Prep Elementary	3	"NP3 Elementary welcomes the school year with a Meet the Teacher Day. During this time, families are encouraged to meet their next year's teachers. New NP3 Families participate in a New Family Orientation. During this orientation, the principal welcomes the new families and shares pertinent school information. Every home room teacher calls their students before school. Not only does this help build a relationship, it allows families to start the year off in a positive direction. Within the first couple of weeks, NP3 will hold Back to School Night. During this time, the principal will share new school business with families. After, teachers will share the year long plan for teaching, essential grade level standards, school wide social and emotional supports, and field trips. Annually, NP3 Elementary's Leadership Team will identify school wide academic and school community goals. These academic and school community goals drive the year-long focus. Quarterly, NP3 students participate in student-led conferences. Students share learning goals and progress with families. They also set home goals and share with families how they can support their attainment. This allows families to work closely with NP3 Elementary. During these conversations, teachers share with families any important changes to academics or information that would assist a family's understanding of school and education. The year culminates with two NP3 traditions. Open House and Leadership Day are a time to learn more about NP3 and to celebrate learning. NP3 provides additional family supports in a variety of ways. NP3's counselor works with families on a variety of issues. Counseling is provided for individuals or groups. Parents can request counseling for their children (or families) at any time. Students who need more instructional support may work with an instructional assistant to fill gaps or to even extend their learning. Student Success Team Meetings are held for students who need more specialized instruction. The student's learning team comes together to identify ways to assist the student meet their learning targets. Kindergarten families participate in Kindergarten Round Up. Teachers work with students to assess their school readiness. Classes are created to ensure balance and equity. NP3 encourages families to participate in their students' classrooms and in the school. Although many parents get involved, there are parents who are not able to participate at school. One area NP3 would like continue to improve on is in our ability to include our working parents. NP3 is going to live stream and record P3 Booster Parent Meetings. Meetings can be posted to the school website. We are hopeful this will bridge any gap in communication those families might feel."	None at this time	Continue with previously effective engagement efforts	"NP3 Elementary greatly values relationships with students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between classroom teachers with families and various volunteer opportunities. Emails, phone calls, and home visits occur regularly. Our front office is able to speak, read, and write five prominent languages used by NP3 Families. Parents and students who need translation are provided a translator whenever possible. Formal communication includes: monthly principal communications, quarterly counseling newsletters, weekly grade level communications, student led conferences, evening events, parent nights, Leadership Day, celebrations, parent surveys, Friday take home folders. A weekly school wide communication, The Matey Message is delivered to each family electronically and in a hard copy. The NP3 Boosters are an integral part of our learning community. Families are encouraged to participate in community building activities. For example, our NP3 Booster organization hosts an annual Multicultural Fair for the Natomas community. This brings our diverse population together in a celebratory way. Our families are also responsible for the creation and the administration of our school library. A parent survey is administered annually with the intention to gather feedback about NP3 Elementary Educational Programs, student learning, and family communication. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning. The survey also provided details on volunteer and school activity interests and feedback on other school opportunities. The survey questions are directly related to NP3’s LCAP goals, which directly impact the school and grade level goals. NP3 Staff has participated in professional development that supports the understanding of their diverse learning population. Guest parent speakers, book talks, and student perspectives are a regular part of weekly Professional Development meetings."	None at this time	Continue with previously effective engagement efforts	"NP3 Elementary's consistent and on going communication encourages families to feel that they are part of the process. NP3 asks for and encourages parents to assist in their student's learning. Teachers encourage parents to come in and work with the students in a variety of ways. For example, families may assist in the classroom by working with small groups, teaching a lesson of expertise, eating lunch with their student, working in the library, chaperoning field trips, or working in the school garden. Twice a year families are asked to complete a survey about school academics, social and emotional supports, teacher instruction, administrative support, and school safety. The NP3 Leadership Team uses the survey findings to inform instruction and to make change. Every other month the P3 Parent Booster group meets to discuss ways in which families can support and participate in their students school experience. Bi-weekly, NP3 Elementary Administration meets with the P3 Booster Vice Presidents to discuss family wants and needs. This communication helps NP3 Elementary identify what is important to families. All families are welcome to join P3 and all families are encouraged to be a part of the learning community. NP3 has offered free finger printing to families in need. Whenever possible, NP3 Administration seeks input from the learning community. At the end of the school year, NP3 administers a survey to parents about family engagement opportunities. NP3 Administration and P3 work to identify ways that we can foster community. There are a couple of community building events that parents help to organize. The annual Multicultural Fair is an opportunity to celebrate all cultures and to foster relationships. Students count on the Book Fair twice a year. Parents work with teachers to ensure students are able to build their love of reading by providing books that are aligned with student interests and abilities. When NP3 opened in August of 2016 curriculum choices had been made. With the changes to the Science and Social Studies Standards, curriculum will be revisited for effectiveness. NP3 Elementary will reach out to the parent community to assist in those decisions."	None at this time	Continue with previously effective engagement efforts	5	4	5	4	5	5	5	4	4	4	4	4	Met	6/28/2022	2022
34752830120113	Natomas Pacific Pathways Prep Middle	3	"Natomas Pacific Pathways Prep (NP3) greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: student led conferences, evening events, parent nights, Leadership Day, celebrations, and parent surveys. The parent survey began six years ago and the intention was to vary ways in which feedback was gathered. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning. This year’s survey showed that 76% of families felt like their ideas are valued and included in school plans.  In addition 87% of staff and 68% of students also agreed with that statement.  Nearly all NP3 families (92%) feel confident that the school provides adequate support to students’ families to help their students succeed, with 96% of staff agreeing and 87% of students agreeing."	None at this time	Continue with previously effective engagement efforts	"NP3 greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: student led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. In all communications and parent events, NP3 strives to create a welcoming environment for all families. We have many staff members who are bilingual and we are able to reach out to our non-English speaking families and include them in events. Our front office staff speaks five different languages and frequently translates information for our families. Our staff and teachers are very familiar with our family's languages, cultures and educational goals for their children. Regular parent conferences and counselor check-ins allow our staff to keep in contact with families and build strong and lasting relationships."	None at this time	Continue with previously effective engagement efforts	"Natomas Pacific Pathways Prep (NP3) greatly values communication with and input from their students, families, and surrounding community. NP3’s relationships with their community, as well as opportunities to participate in various events and with different groups allow for the community to share their ideas about celebrations, areas of growth, needs, suggestions and more. Feedback and communication is highly valued and it has a special role within the reflection and decision making process of practices and programs of the school. NP3 embeds opportunities for such input and feedback, in more formal settings such as: Back to School Night, on parent surveys, family conferences, newsletters, and events such as Health and Wellness. The NP3 Board also represents its families and community members with a parent of a student as one of the Board Members. There is also an active parent volunteer group, Boosters, whose mission is to support students and brainstorming different ways to support those needs. Many of Booster ideas and actions are in the realm of helping create and contribute to the needs for a family engaging school activity. NP3 also encourages and ensures community members who participate in these events and opportunities represent the diversity of our school community.  P3 has several processes in place that are dedicated to reflecting on effectiveness of practices, input from the community and changes the school might benefit from. These processes are integrated into school-wide discussions and focused team meetings annually."	None at this time	Continue with previously effective engagement efforts	5	5	5	5	5	5	5	5	3	3	3	3	Met	6/28/2022	2022
34752830000000	Natomas Unified	3	"Improved and expanded opportunities to engage and involve parents/guardians in their child's education - from early learning through high school - has resulted in more students than ever in NUSD having access to college and career options and being college and career ready. Parents are able to be engaged and involved in multiple ways at NUSD schools, and staff continues to help parents navigate the choices and opportunities that exist in NUSD. During the pandemic and the resulting learning recovery plan that was implemented in Spring, 2021, adjustments were made to continue engagement opportunities through increased surveys, virtual meetings sessions, and teleconferencing."	"NUSD provides staff multiple training opportunities to develop skills and knowledge to better partner with families, as well as workshops and videos for families on how to better partner with school staff on their child’s education in NUSD as well as preparing for college/career. Each year all of our schools host parent-teacher conferences, open houses, and back to school nights. NUSD is a Safe Haven District, and has provided training to staff on how to support families of immigrants. NUSD provides families information at the beginning of each year describing their rights and how to advocate for their children, as well as non-discrimination policies and information. NUSD teachers participated in an innovative research program that aims to identify specific ways to reduce disparity and disproportionality and behaviors that lead to suspensions. This initial research was done through a partnership with the University of California Berkeley. There was a delay in related professional development during 2019-20 and 2020-21 due to the pandemic and completion of the study. However, beginning in 2021-22, NUSD has launched a systemic professional development, support and collaboration series focused on Restorative Practices, Trauma-Informed Practices, Positive Behavior Intervention Supports, and related site programs, with an emphasis on Anti-Racist/Anti-Bias Training and Culturally Responsive Relevant Pedagogy and Classroom Management. This action is in alignment with the Theory of Action, Board Policy and Administrative Regulation 0100."	"When our families were surveyed in 2022, 80% said that ""staff are committed, collaborative, caring and exemplary;"" 77% said ""School staff welcome my suggestions;"" 78% said ""I feel welcome to participate at this school;"" 83% said ""My child's school keeps me well-informed about school activities;"" and 80% said, ""My Child's school encourages me to be an active partner in educating my child."	"Natomas Unified has developed programs and supports to build relationships with parents and families including a Communication and Family Engagement Department and Parent University team. Schools and the district have expanded and improved engagement opportunities to build relationships with parents and families including: providing communication tools like Infinite Campus Messenger and Parent Portal; PTSA; School Site Councils; Principal Coffee Chats; Sunday messages to families; ELAC and DELAC; support from the Constituent and Customer Services Department; Back-to-school Night; Open House; FAFSA night; College fair; Secondary Showcase; UCAN college fairs; College informational workshops with Office of Student Assistance and Relief (OSAR); Los Rios Educational Talent Search (ETS); Early Academic Outreach Program (EAOP) and more. Modified implementation of the aforementioned programs were conducted during the pandemic. The increased use of Zoom during the pandemic increased meeting attendance and engagement opportunities. In addition, the district piloted ParentSquare, a multilingual application for parents and students in 2021-22 at one school site and a few departments, with an expanded pilot at additional schools starting in 2022-23."	"There are multiple tools for communicating in person, through telephone, and electronically. The district provides translation and interpretation services in multiple languages and our district website is available in four languages. Since 2018-2019 Linked to Learning is a tool used at our elementary schools that facilitates a math program for families to do with their children. Over-the-phone interpretation services by Language Link is available to Limited English Proficient families needing immediate interpreter assistance during scheduled meetings, phone conversations, and/or conference call (ie: IEP) when in-district supports are not available, or when the need is in a language our staff cannot provide. Language Link provides third-party interpreters in over 240 languages and dialects. Survey results provide feedback from our Parents and Families reinforce the value of these efforts with people agreeing in very high numbers that our schools are effective at building relationships with our Parents and Families."	"When our families were surveyed in 2022, 80% said that ""staff are committed, collaborative, caring and exemplary;"" 77% said ""School staff welcome my suggestions;"" 78% said ""I feel welcome to participate at this school;"" 83% said ""My child's school keeps me well-informed about school activities;"" and 80% said, ""My Child's school encourages me to be an active partner in educating my child."	"NUSD has a Constituent and Customer Services Department that gathers input, suggestions, and complaints from families and staff as a key part of our cycle of continuous learning and improvement. Each school site is represented on the Superintendent’s Parent Advisory Council. This diverse group of parents and family members includes people from multiple ethnic groups as well as representatives of English Learners, Students with Disabilities, and low-income families. NUSD principals each host parent advisory, PTSA, and/or School Site Councils to continually gather feedback from their families."	"The Communications and Family Engagement department intentionally holds meetings, forums, and online surveys with underrepresented families and students throughout the year. The department's focus is outlined in BP/AR 0100 and is aligned with the actions outlined in the NUSD LCAP. Again, as part of the lessons we have learned during the pandemic, these meetings are offered in-person as well as virtually to engage as many families as possible."	"When our families were surveyed in 2022, 80% said that ""staff are committed, collaborative, caring and exemplary;"" 77% said ""School staff welcome my suggestions;"" 78% said ""I feel welcome to participate at this school;"" 83% said ""My child's school keeps me well-informed about school activities;"" and 80% said, ""My Child's school encourages me to be an active partner in educating my child."	4	3	3	4	3	4	3	4	3	4	4	3	Met	6/22/2022	2022
01611190119222	Nea Community Learning Center	3	"Nea school provides multiple opportunities throughout each year for our administrators, teachers, and classified staff to build positive relationships with Nea families.  From formal structures like twice yearly culture surveys, Back to School Night, and Exposition Nights to informal opportunities through twice/week office hours with staff or monthly morning coffees. Our staff is accessible to our families in person or via Zoom, and uses Powerschool, our parent messaging platform, consistently, to engage with families. In addition to daily participation from parents, the school has a number of active committees and a governing board.  Committees are composed of the Lead Facilitator, Department Leads, Facilitators, Support Staff, Parents and Learners.  Committee meetings relate to finance, curriculum and standards, program evaluation, LCAP, WASC, and personnel.  The Lead Facilitator meets regularly with these teams to guide them through analyzing data, determining professional development needs, providing learner support structures, and addressing other curricular issues.  Annually, the progress on the school-wide action plan is evaluated and modified for the upcoming school year.  Further, the Lead Facilitator prepares progress reports to both the Nea Governing Board and CLCS Board of Directors for review and approval."	"As a school, we have made progress in our Equity Committee in really identifying ways to engage our most under-represented families. This last year, staff from both sites (Nea  and ACLC are sister schools on the same site) came together multiple times throughout the year and presented their recommendations to the administrative teams. We are focusing on the PBL (Project Based Learning) elements of ""Voice and Choice"" in our PD this year as a result.  We are also emphasizing equity as it relates to learner needs and experiences at school.  This looks like an intentional approach to restorative justice, trauma informed practices and deescalation."	"Our data mirrors state data and shows that our most under-represented families are often Black, Latinx, English Learners and families from lower income backgrounds. Through our new Family and Learner Liaison, we are making progress in establishing relationships with these families and doing our best to remove barriers to engagement with the school. We will continue to focus on these families as we move through the year through outreach. An example of this will be ensuring that family notices are translated for families or shared through google platforms so that interpretation can easily be accessed."	"Nea provides a number of opportunities for staff to partner with families in support of learners. From a full-time counselor and a new half time College Counselor to our ""live update"" grading and communication system (Powerschool) and response to emails within 48 hours, we are a school that partners with our parents on learner  behalf. Our Lower Village, (K-5) has parent/teacher conferences in the Fall and Learner Led Conferences  (LLC’s) in the Spring.  Our Upper Village (6-12) has LLCs twice a year. During LLCs create and present to their peers and families in presentations around their learning and takeaways from their learning throughout the year. Teachers send weekly notifications to families where they outline curriculum, general announcements and other pertinent information. The administrative team also host monthly morning coffee, now via Zoom, which has high parent turnout. We have regular LSTs (Learner Support Team meetings) where we bring families, students, and staff together to support learner success."	"We have made our administration, staff, and parent association more accessible to all by adding Zoom meetings as an option for most, if not all of the meeting types we hold (504, IEP, LST, Office Hours, Morning Coffee, PTSA, Info Nights, Governing Board Meetings). All homeroom families received a phone call touchpoint at the beginning of the year in order to launch the school year with a proactive and positive connection."	"Though we have a lot of tools and systems that we employ to bridge the gap between school and home, we know that we still have room to grow in partnering with all families. We are continuing to hold school events (parent meetings, volunteer events, and school events) at different times of the day (morning, daytime, and evening) to allow the greatest chance of family participation, and we continue our translation service this year to aid with meetings, calls, and events. We are continuing Zoom meetings for board meetings, IEP meetings, 504 meetings, and LST meetings to allow more access as well."	"Nea uses an online survey twice a year to gain a variety of feedback from parents in a quick and convenient way. We are able to tailor the questions so that they directly relate to our WASC findings and LCAP goals. This ensures that we are able to get a comprehensive look at our program in order to make the necessary adjustments in support of our community. Based on our most recent results from our survey, we established several expected annual measurable outcomes within our LCAP and WASC self study.  Additionally, we have used interim surveys to seek family needs while making programming decisions as we reopened school."	"In order to support K-12  social development post COVID, our K-5 curriculum committee recommended the adoption of ToolBox for our K-5 learners.  Our Upper Village teams have been adjusting our weekly Learning to Learn (L2L) advisory presentations including topics to open conversation about mental health well being, goal setting and emotion regulation. We are continuing the use of circles as both a means to build community and repair any harm that was done. We are continuing to ramp up our opportunities to build joy amongst our community members. This includes team-building, games, campus clubs, field trips, and evening events like movie nights and dances. Professional development around the social emotional development tied to equity is being emphasized as a through line this year."	"This year we are reinstating many of the connecting events, celebrations and activities that unite our community. These activities have been missed and due to covid, increased the separation between families, staff and learners alike. School events will be open to families this year, which has the ability to bring our community closer together. We will also continue to hold CCCs (school wide assemblies) and our buddy program that links older and younger learners. A continued focus for staff in the 22/23 school year will professional learning around trauma informed practices and building relationships with learners/families."	4	3	3	4	3	3	3	4	4	4	4	4	Met	6/15/2022	2022
36678010000000	Needles Unified	3	Messaging system used to communicate with partners. Parents were provided training on rights and responsibilities of special education students. Online parent training was provided for 2 ten-week periods covering topics related to supporting their child in school.	"Staff participated in local events that included sports, family event nights at schools and within the community, like San Bernardino County Sheriff's Trunk or Treat, community parades and Fort Mojave Indian Days activities."	Additional communication tools will be provided including an improved messaging system and an anonymous reporting phone line for bully and behavior issues. Parent nights TK-12 will engage partners in the work of the District.  A spring recognition program will engage partners to volunteer in classrooms.	"The site administrative teams effectively utilized the messaging application to inform the school community. The district also increased the number of volunteers to 131. The district successfully increased the number of secondary students participating in a mentoring program by 1% and the number of parents volunteers by 7%. Parents were provided individualized training on their rights and responsibilities during all IEPs. Due to the low number of parent attendees (10) the level of effectiveness for this action was not met. A PR campaign was not utilized as meetings and school communication tools were sufficient to share the work of the District. Multiple staff and students participated in local events throughout the year with an increase during the 3rd and 4th quarters. The district demonstrated an increase of 34 volunteers at local events. Student programs included the Every 15 Minutes (designed and paid for by the SB County Sheriffs). The Spelling Bee for K-8 provided a student competition, Sober Celebration occurred during 4th quarter, and math students participated in local math competitions. This action was effective as these events had a high level of student participation and participation of organizations from all three states, including the 31 volunteers and the SB County"	"Increase parent involvement through effective communication • Revise the District and School Site websites • Improve access and usage of the Communication Tools (broadcast systems) • Phone App for District website The expected outcome is to increase parent participation and decision making, hence increasing student academic and positive social emotional outcomes. 2 Parent Involvement in IEP Process Increase/Maintain parent involvement in the IEP Process • Training parents on rights/procedures • Provide Community Advisory Committee program The expected outcome is a higher level of parent participation and decision making in the IEP process, thus increasing student academic and positive social emotional outcomes. 3 Parent Training A series of parent workshops will provide weekly sessions online that support parents in their child’s academic programs and social emotional learning. Topics will include safe schools, homework help, health, academic programs, social emotional learning, bully behavior, positive student behavior and understanding student reports. Parent Nights at TK-12 will promote parent/school relationships. The expected outcome is an increase in the number of parents participating in weekly sessions. 4 Volunteer Program The District will develop a program at each school site to encourage parents to engage in volunteer programs and activities. To support the program the District will provide a Volunteer program Training and Recognition and screening technology. The expected outcome is increased parent participation in volunteer programs and collaborative decision making with the District for student success, hence increasing student academic and positive social emotional outcomes."	"Group parent trainings were placed on hold due to COVID. Parents were provided individualized training on their rights and responsibilities during all IEPs. Group parent trainings were placed on hold although a 12-week online series of workshops as planned was held as part of the River Consortium with Palo Verde College. Goal 4.6 Participation in community events was difficult until later in the school year. Vista Colorado participated in the Run for the Wall event on May 18th by making table decorations for the event. As COVID restrictions lessened, it was easier for staff and students to participate in events that included Every 15 minutes/Sober Celebrations/ Run for the Wall/ Set Free Open House/ and other local events/Vista classes attended local field trips with classes. Students participated in new programs/competitions that included, Every 15 Minutes, Spelling Bee K-8, writing contests."	"The District seeks input at all meetings, events and activities."	Additional communication and community events will be held to engage more partners.	"The District will utilize messaging systems, meetings, events, activities, after-school programs and home visits."	4	4	3	4	3	3	3	2	3	3	3	3	Met	6/21/2022	2022
37683956040513	Nestor Language Academy Charter	3	"Our strengths, post pandemic, is the desire to re-open and implement events to build positive relationships with families and the community. We have a school site council (know as LAAC), ELAC, Coffee with the Principal meetings, open house, back to school nights, parent volunteer opportunities, parent surveys seeking feedback, parent newsletters and in-person parent conferences."	"Our focus is to return to in-person events and meetings since many were disrupted due to the pandemic. As previously mentioned, we are working on sustaining our school site council (known as LAAC), ELAC, Coffee with the Principal meetings, open house, back to school nights, parent volunteer opportunities, parent surveys seeking feedback, parent newsletters, in-person parent conferences and open to new ideas for staff and family engagement."	"Our goal to improve engagement of underrepresented families is to ensure our communications are in both English and Spanish, implement parent workshops and ensure there's access to resources if needed."	"We have clear academic and social emotional goals to ensure we are meeting the needs of the whole child. We are focused on academic achievement through language acquisition, implementing designated and integrated ELD, extending the school day through before and after school tutoring, after school clubs based on student interest, hiring 3 tutors,1 impact teacher and 4 bilingual instructional assistants. In regards to social emotional learning, we have implemented consistent time, space and curriculum to allow students to express themselves, be in a welcoming environment and team build with their classmates."	Our focus area to improve partnerships with student outcomes is to sustain our after school sports for middle school and work on the implementation of after school clubs for primary grades. We believe this will improve our goal of student school connectedness. We are also focused on academic achievement and creating a welcoming environment for all students.	"Our focus area is to improve partnerships with student outcomes to sustain our after school sports for middle school, work on the implementation of after school clubs for primary grades and funding these activities so all students can participate. We believe this will improve our goal of student connectedness."	"We currently have a school site council (also known as Language Academy Advisory Committee) where we seek input from teachers and parents. We also have a school leadership team, 1 teacher representative from each grade level and a PBIS leadership team to seek input regarding our school climate. In addition, we have several school and parent communication platforms where parents can submit feedback or comments where I can respond as a school leader."	Our goal is to implement more in-person events and meetings that were cancelled due to the pandemic. This will allow us for additional opportunities to establish more streams of communication with all educational partners. This is in addition to what we already have in place mentioned in # 1 above.	"Our plan is to have more in-person events, moving away from virtual but keeping it as an option. Our goal is to sustain our methods of communication with all families in both languages (Spanish & English). We currently communicate with families via email, phone calls, newsletters, social media and Class Dojo. All done in both languages. All allow for feedback and input to assist us in the decision making process."	4	4	3	5	4	4	4	4	5	5	4	4	Not Met	9/8/2022	2022
29663400000000	Nevada City Elementary	3	"Building relationships between school staff and families is an ongoing focus and strength.  In 2020-21, locally administered Climate Survey and Healthy Kids Survey indicate that the following percentages feel safe and connected to their school. Students in NCSD learning environments: 80% Students 94.4% Parents In 2021-22  there was some improvement.  In the 2021-22 School Climate and Healthy Kids Surveys the following percentages of educational partners feel safe and connected to their school environments: Students 81.65% Parents 93.85%  The district would like to attain a score of 95% of students and parents who state they feel safe and connected to their schools. Also, improvement is needed in the number of survey participants.  In 2020-2021, 57% of students participated.  This improved to 63% in 2021-2022.  A goal for 2023-2024 is 90% participation."	"Input from educational partners shows the need to improve our data collection process, conduct routine analysis of local performance indicators as teacher teams, and determine the resulting action to improve student performance.  Another area of focus is the need for a supportive social emotional learning environment at Deer Creek with the consistent use of programs such as Positive Behavior Interventions and Supports, Love and Logic, The Toolbox, Tap in Tap out, Check in Check out, and other school community building systems. Routine trainings need to be offered to onboard new staff.  Additionally, Tier II/III PBIS teams need to meet with staff representatives regularly to discuss the success of these systems. Another area of growth is chronic absenteeism with a baseline of 14% Chronic Absenteeism Rate 2020-2021 and 26% in 2021-22. Additional support, added personnel and professional development will build positive relationships among staff and families and improve student attendance."	"Staff will be trained in PBIS, Love and Logic, Toolbox and Second Step as measured by sign-in training logs and will use Positive Behavior Intervention and Supports and behavior data to analyze and adjust to needs to provide support. Parent Input via our LCAP surveys help with decision to promote parental participation in programs for  all students, including low-income, EL, Foster Youth and Students with Disabilities. We will measure Safety and School Connectedness of students through the  California  Healthy Kids Survey, to assess climate survey (parents, teachers, students) and middle school students through CHKS participation rates and results. We also will increase counseling services by .4 FTE in the 2022-2023 school year to support staff and family relationships and chronic absenteeism."	"Our district chose the California Healthy Kids Survey as we wanted a consistent survey tool. We open the survey each year in November and December to all parents, in all grade levels. Teachers encourage parent participation in the survey at the Parent/Teacher Conference meetings. Key findings include parents from Deer Creek reporting high levels of parent participation, and parents from Seven Hills desiring more opportunities for involvement at the middle school level. Most parents felt they have a voice in district decision making with LCAP committee, School Site Councils and monthly meetings with the Superintendent."	"Nevada City School District will provide positive, safe and engaging learning environments and systems of supports that meet the intellectual, social, emotional, and physical needs of all students, so they are able to maximize their learning and achievement. Building partnerships through encouraging parent participation and increase engaged learning will improve academic achievement and social emotional wellness."	"Most parents felt historically they have a voice in district decision making through surveys, LCAP committee, Site Councils and monthly meetings with the Superintendent.  At our school sites, we have teams, made up of stakeholders, representing our community. Our LCAP, Site Council, Facility Committee, PTC, and Schools Foundation are open and welcome all members. Parent Healthy Kids Surveys over the years reveal that over 80% of students had opportunities for meaningful student participation. On the Healthy Kids Student Survey, middle school students did not feel they were part of the decision-making process. This is an area of focus for us. Through student leadership class and LCAP participation, we plan to increase these numbers.Teachers will encourage parent participation in the survey at the Parent/Teacher Conference meetings to encourage high levels of parent participation.  Parents from Seven Hills desire more opportunities for involvement at the middle school level. Support for families and underrepresented groups will be monitored and outreach will occur through teachers, increase hours of counseling to support those families which students are chronically absent. The district added a .4 FTE school counselor for the 2022-23 school year with a focus on supporting these families and those chronically absent."	"The district has strong participation and input from our educational partners. The process by which the district gathers input for the LCAP has remained consistent through the past several years.  The Superintendent attends several meetings at which they listen to parents' staff's, students' and administrators' assessment of our progress toward goals and the effects of actions/services which are then incorporated, as appropriate, into the development of the recommendations for the following year's action plans.  During the 2021/2022 school year, decisions regarding the budget and LCAP plan were made with the direct involvement of the LCAP Advisory Committee which consisted of a diverse group of educational partners representing many viewpoints. Educational partners included: teachers, principals, administrators, classified staff, bargaining units, parents, other personnel, special education representatives, and students. These individuals came together and reflected on goal progress and discussed additions that needed to be made for the benefit of increasing student learning in the Nevada City School District. LCAP stakeholder meetings were held: 11/15/21, 12/13/21, 1/10/22, 2/14/22, 4/18/22 (email to review), 5/9/22 (email to review).  During these committee meetings made up of educational partners we: Reviewed 8 priorities and 3 categories Discussed what informs LCAP goals Discussed Mission, Vision, and Core Values Reviewed LCAP spending additions from previous years as well as allocations in the ESSER III, Expanded Learning Opportunities, and Educator Effectiveness Grant.  Reviewed progress on goals 2020-2023 Shared input from educational partner groups Reviewed and summarized surveys, data, and comments Drafted additional survey input Identified trends Created and approved rough draft of LCAP additional actions and metrics  Additional meetings/avenues where educational parter input was gathered to inform the decision making process included: Board Meetings discussing LCAP input, survey results, reports, and benchmark data: 11/9/2021, 12/14/21, 1/11/2022, 2/8/2022, 3/8/2022, 5/14/22. School Site Council Meetings: Seven Hills- 10/2/21, 1/24/22 Deer Creek- 9/27/2021, 12/3/2021 Foundation: 12/14/21, 3/8/22, 4/5/22 Staff Meetings: Seven Hills- 10/5/21, 10/26/21, 11/9/21, 11/23/21,12/7/21, 1/18/22, 2/15/22  Deer Creek- 12/7/2021, 2/15/2022 PTC: DC 12/2/21 SH 11/18/21 Superintendent Coffee:11/3/2021, 12/14/2022, 9/22/22  Parent and Staff Surveys: 11/1/ 2021-1/15/2022  Feedback was solicited by announcements in our newsletter email blasts, on our websites and through committee member communications to the educational partner groups they represent.  NCSD will hold a public hearing on June 14, 2022 in accordance with Ed Code 52062(b)(1) and will notify the public of the opportunity to review and contribute through the school email blast, district website, and board packet agenda. The final LCAP will be presented at the June 28, 2022 board meeting."	An area of growth in seeking input from our educational partners is to improve our participation rates on the California Health Kids Survey. In 2020-21 the participation rate was 57.5% and 63.4% in 2021-22.  A goal would be to get this number to over 90% participation.	"In addition to teacher collaboration time and team meetings to support families, the district added a .4 FTE counselor to support underrepresented students and families, especially in the area of chronic absenteeism. Other programs such as Positive Behavior Interventions and Supports, Toolbox, Love & Logic and Second Step will support family and student engagement.  Schools will use PBIS/SWIS, California Health Kids Survey and LCAP survey data and early release collaboration days to look at data and self-reflect as part of the process for developing the LCAP through a feedback loop and approving the LCAP."	4	3	4	4	4	4	4	4	4	4	3	3	Not Met	10/11/2022	2022
29102980114330	Nevada City School of the Arts	3	"For the 19-20 and 20-21 school years, the staff focused their efforts on developing their intercultural competence by participating in Inquiry Groups each month. These groups worked on identifying personal biases and looked at curriculum for bias. By the end of the 2021, the staff felt confident to begin redefining their standards aligned classroom curriculum maps by including the Learning for Justice - Social Justice Standards to their yearly plans."	"For the 2022-2023 school year, teachers from each team will take a week long course on Culturally Responsive Training and the Arts.  These teachers will come back and train their teams."	"NCSA will focus on engaging more with underrepresented families to ensure all viewpoints are equally represented on their committees and in stakeholder feedback. We will be intentional and proactive in using culturally-competent strategies to provide information and support to families and to seek their input on how we continue to build our strong program.  We will offer Parent Advisory meetings and Charter Governance Meetings which all are invited to attend. If parents are unable to attend, they may offer input through other means such as, but not limited to email, Parent Square, through classroom teachers.  NCSA will reach out to families to offer information in our Director's Note, specifically our Social Justice section of the note.  Teachers who attend the Culturally Responsive Training and the Arts will share out best practices learned for engaging underrepresented families."	"The School Director sends a weekly phone call and email to update parents on what is happening at school. Teachers send out weekly Monday Notes for every classroom. On the 21-22 survey, parents indicated they felt very well communicated with, with 99% of parents feeling that communication is excellent. 96.6% of Parents reported feeling both welcome and engaged at school. In addition, 97% would recommend NCSA to other families. 3. All survey questions relate directly to our LCAP goals or to the school's Ends Policies, both of which drive instruction and our Strategic Plan."	"Creating an affinity space for BIPOC students/parents, offer parenting and connection classes in the evening and on weekends."	"In 21-22, NCSA will focus on identifying and encouraging more active engagement and support of parents of underrepresented families by hiring a Parent Resource Coordinator who provides more direct communication with families and provide helpful parent resources to support parenting at home."	"Parents are invited to attend monthly Parent Advisory Meetings where the Ends Policies, strategic plan, and LCAP are discussed regularly. Parents are encouraged and given time to offer their input and share their ideas to continue ensuring our school operates using best practices for all students, staff, and families. We ask them to add to our agendas, give time for them to seek clarity, and encourage them to reach out again if they have more to offer."	"We will build relationships with families by contacting them personally through drop-off/pick-up, emails, phone calls, teachers, and our school administration when we see the opportunity. We believe that getting to know them will help them build trust in us. This trust will then help them understand that we want them to participate in the decision-making at NCSA. We will focus on bringing more parents to the table to discuss our Title I programs by offering more evening meetings with childcare available and a meal provided."	"We will offer every opportunity to engage parents in participation at school to support building relationships. We will do this through BOY and EOY social events such as but not limited to; Opening Ceremony/BTSN/Stepping Up. We will continue to offer parents a chance to engage in advisory meetings, surveys, volunteerism, field trips, and community programs hosted by the school."	5	5	4	5	5	4	4	5	5	4	4	5	Met	6/16/2022	2022
29102980000000	Nevada County Office of Education	3	"The LEA’s current strengths in building relationships between staff and families are evident based on data from the LCAP survey and observable in the dedication and commitment of our staff in our program who truly have the needs of the students at heart.  Building trusting and respectful relationships are at the core of our work; 100% of parents report feeling a part of the decisions made at school.  The personal relationships staff develop with each student and their families help create the relationship-centered atmosphere within our program that can effectively shift students’ immediate and long-term behaviors and improve student outcomes.  We continue to collaborate with our local community agencies as partners in referrals for support for all students, especially underrepresented students."	"We are always seeking ways to improve communication and ways to reach out to our families; one way does not always work for every family.  The LEA values the diverse backgrounds of the families with whom we work. Through our relationships with outside resource agencies, we often learn additional information about our families and how to best serve them.  We plan to incorporate a greater depth of inquiry about student and family needs during student enrollment."	"Working with at-promise and underrepresented youth requires ongoing communication between staff and families to better serve students’ and families’ needs.  We continue to monitor the frequency and effectiveness of our communication with underrepresented families.  We use various forms of communication, which could include, email, phone (calls and text), newsletters, school communication to home and mailed notifications to home.  Observational data show the morning drop-off and afternoon pick-up times are optimal opportunities to connect with families.  We will continue to invite and encourage parent participation in our school site council meetings."	"Working with at-promise and underrepresented youth involves staff having a breadth of knowledge of resources and materials available when partnering with families.  One of the strengths of our staff is regularly providing information aimed to help families improve their capacity to advocate for their child, both academically and with social emotional concerns, including assisting families in providing access to outside agencies who act as partners in their child’s educational pathway.  Data from the LCAP survey showed 100% of families feel information on academic growth of their student is useful."	"In addition to distributing the yearly Parent Rights notification, we distribute the Universal Complaint form and procedural information.  We will continue to search and share resources for families needing additional legal supports.  100% of parents report the expectations for their student achievement is extremely or very reasonable.  We continue to regularly report academic growth of all students to families and engage in feedback from these reports as a further opportunity for dialogue on student achievement."	"We will maintain involvement with community agencies and attend countywide family resource opportunities to provide families with information for homeless youth, foster youth, and other underrepresented youth that might benefit them.  Resources could include adult education options, workshops addressing financial aid and post-secondary education for their child.  Local LCAP survey shows 100% of parents report in the LCAP survey agree their students receive information for preparation for future career paths, college options and positive transitions back to their home district."	"The LEA’s School Site Council is a group of educational partners that include parents, certificated and classified staff, county office of education members and community agency representatives who meet monthly to discuss the school plan, program, goals and progress of student performance.  100% of parent responses in the LCAP survey report they have an opportunity to engage in decision making and planning at their student’s school."	"As an LEA we continue to focus our efforts on recruiting both parent and student members to join in regular participation in our school site council.  We provide increased opportunities for a voice and input in decision making, ensure safety information is disseminated (i.e. drills, protocols, procedures, etc.), and make available information about local community agencies with whom we partner to maintain up-to-date information regarding support for families and students."	"We continue to solicit engagement and invite families to all events and meetings.  Regular announcements and community-based information are provided and sent through various means, e.g., school messenger, notices home, emails, etc.  We conduct regular surveys to gain family input regarding all the above programmatic areas.  We will continue to seek engagement from and build the capacity of all families in decision-making processes.  Due to our small population, we have the unique opportunity to hear input from out county’s most underrepresented students and families seeking feedback to create more equitable opportunities for all students."	5	5	3	5	4	4	5	4	4	4	4	5	Met	6/22/2022	2022
29663570000000	Nevada Joint Union High	3	"Nevada Joint Union High School District (NJUHSD) exercises an exemplary process for creating opportunities for families to participate in meaningful ways. Besides your typical student and family events (back to school nights, school site councils, EL parent nights, advisory committees, etc.) school sites also offer 8th grade student invitation days, incoming 9th grade parent evenings, cash for college events, career nights, and a multitude of other events targeting parents and families. Additionally, the district facilitates a robust stakeholder engagement process as a part of the LCAP development process. This process includes equal representation from all stakeholder groups (40+ participants in total) over the course of three full days."	"Despite a number of opportunities for relationship building between school staff and families, Nevada Joint Union High School District acknowledges that ""unduplicated pupils"" and their families are often underrepresented at district and site-hosted events, particularly those students who are English learners."	"Given the acknowledgment that ""unduplicated pupils"" are often under-represented, particularly that of our EL population, at events that have robust attendance from other student/family groups, the district is working to translate the vast majority of all school/home communications, despite being under the state-mandated threshold.  Sites are hosting events, such as International Parent Night and including dinner, to entice families that may not otherwise attend.  Similar efforts have been made in collaboration with the Nevada County Superintendent of Schools office, specific to events to appeal to families that may be struggling with homelessness or are hosting a foster youth."	"Faculty and staff are encouraged to develop appropriate avenues for two-way communication between families/students, and staff.  Progress has been made in this area over the past handful of years through the use of a common Learning Management System (Schoology) which has strengthened two-way communication between faculty, students, and parents.  All students have district email accounts and are a part of our email directory for staff to access. Students also have access to teacher email addresses through the active directory."	"Nevada Joint Union High School District again acknowledges that ""unduplicated pupils"" and their families are often underrepresented and struggle to gain access to the same information as their peers who are not ""unduplicated"".  The district is working with sites to address factors that limit access, including disseminating information in multiple ways, through email, phone and text, via the schools' daily announcements, and based on small group and one-to-one dissemination of information during opportunities like those presented during the Advisory period."	"Families of underrepresented students are sought out for participation in school site council groups, as well as the district LCAP/stakeholder engagement committee.  Additionally, student services staff (counselors, admin) have received additional training surrounding the 504 process and school counseling services in general (through Hatching Results)."	"Based on NJUHSD's 2021-22 LCAP Survey, 66% of parents agree or somewhat agree that they are encouraged to provide input on and participate in decision-making at their school. 80.6% of parents agree or somewhat agree that they are well-informed about educational services and changes at the school."	"LCAP Survey percentages dipped in 2021-22 from prior years, likely due to the timing of the year’s LCAP survey, and following two years of often-changing COVID regulations, policies, and procedures."	"NJUHSD administration is confident that with increased clarity on the academic outlook for the remainder of the 2022-23 academic year and a continued commitment to communicating to all parents and families through multiple means included below, we feel confident that the engagement of underrepresented families will improve. The district is working with sites to address factors that limit access, including disseminating information in multiple ways, through email, phone and text, via the schools' daily announcements, and based on small group and one-to-one dissemination of information during opportunities like those presented during the Advisory period."	4	4	4	4	2	3	3	3	4	4	4	4	Met	6/22/2022	2022
01612420000000	New Haven Unified	3	"Each school site has been assigned a Family Service Assistant whose primary job responsibility is to facilitate outreach efforts and build relationships with our families. Each of our Title I schools have a Home-School Compact that is used to record and share strategies for working and communicating more positively with families.  Though much work has been done with admin and classified, we still have work to do with our teachers. The district has a number of communication opportunities that facilitate two-way communication.  Each of our twelve Title I schools draft Home-School Compacts with their community that specifically addresses how each school site will address this issue. Family Service Assistants make personal contact with families on a regular basis. The District also has communication software that is able to translate messages between teachers and parents into the family’s native language. Additionally, our communication software can translate dialer messages home to parents into the family’s native language to facilitate understanding.  The district has created a position in the Division of Teaching and Learning to develop our social media platforms. This outreach and engagement is in support of building relationships between school staff and families. In addition, the Superintendent has established “Friday District Wide Updates” in order to provide a district wide structure to provide updated information and build relationships with our community."	"A need has been identified to coordinate services from our parent groups in order to build stronger relationships between school staff and families.  In order for students and families to have access to their progress and to assignments to continue to support the usage of Canvas as a digital learning platform. As a result of the data collected and analyzed through our annual NHUSD Parent Survey, we have previously identified an area of focus supporting administrators and front office staff in building trusting and respectful relationships with families.  Attendance at district-level parent workshops has been sparse.  We will focus on better communicating these opportunities to families and determine more effective ways to get this important information to families."	"In order to improve engagement with underrepresented families, the Division of Teaching and Learning will be reorganized to include a Coordinator of Teaching and Learning. One of the major job related responsibilities of this position it to coordinate our Parent Groups - District African American Advisory , Latino Parent Advisory, Punjabi Parent Group, District Equity Council, etc.  The Union City Family Center is a key district service which provides engagement for our underrepresented families by offering wrap around services for families and students.   Board Resolutions:  Routinely, the Board recognizes marginalized communities for their accomplishments and contributions to the district and broader community.  Supplemental educational material is shared with all school staff that relate to these communities.  These resources are curated and vetted by teachers and are organized by grade-level span.  Additionally, to ensure curriculum relevance, connections to relevant content standards are also shared with teachers. The district has established the Family Learning Portal. This is an online opportunity for families to engage in synchronous and asynchronous learning and engage our families in ways that we were not able to do so prior to the pandemic.  Support site principals in effective messaging of district-wide parent workshop opportunities and in offering more site-specific workshops which should feel more relevant to that particular school’s community."	"In New Haven Unified, our current strengths include multiple ways to engage families in supporting their child’s academic success. Through structures such as Family Literacy/Math nights, Family Game Nights, our Fatherhood Initiative, and Parent Teacher Conferences, we are able to engage a broad representation of families in meaningful ways. Families are able to set goals for their children and participate in fun and engaging activities that contribute to school success. For our students with disabilities, NHUSD is an active participant with our SELPA in order to work collaboratively with parents in order to empower them to support their students in meeting their goals developed in their Individualized Learning Plans. (IEP) In New Haven Unified, we have engaged members of our community in a variety of ways. Our district has created the District African American Advisory Committee, Latino Parent Advisory and Punjabi Parent Advisory Committee in order to engage with and build relationships with these historically underrepresented groups. The purpose of these groups is to review and analyze various sources of data in order to empower the participants and develop their advocacy at each of the school sites and district wide."	"Our focus area for improvement in this area would be to be more consistent across New Haven with our family engagement practices.  School sites implement structures for engagement of some families, generally those whose students have needs, such as Parent Teacher Conferences and Student Support Teams (SST) meetings, Coordination of Services Team Meeting (COST) and establishing structures to engage all families are needed."	Our Family Services Assistants provide workshops to support families and engage them in learning opportunities. They also work with teachers to bridge the gap and develop a more comprehensive understanding of our family’s needs and leverage available resources to meet them. The district has entered into a partnership with Care Solace which enables the district to connect underrepresented families with a variety of services / resources.	"In New Haven Unified, some of our current strengths include providing our community opportunities to provide input.  As a District, we engage our families to provide input for the development of the Local Accountability and Control Plan (LCAP); District English Language Advisory Council (DELAC) to advise how New Haven supports their English language learners; District African American Advisory  (DAAA) the Punjabi Family Advisory, and Latino Parent Advisory committees to discuss and advise New Haven about supporting its African American and Latino students; District Equity Council to discuss issues around equity and guide New Haven to be more equitable in its practices; President’s Council where the presidents of each of our School Site Councils meet with the Superintendent in order to support students throughout the district. In addition, at the Union City Family Center, there is a Community Council made up of parent representatives that informs the work with families district-wide. As a structure supporting Migrant students district wide, we have a Parent Advisory Committee (PAC) focusing on removing barriers to academic achievement for migrant students.  At the local school level, New Haven families are provided opportunities to give input. At our School Site Council meetings, participants collect data and review and analyze site goals around family engagement and activities.  In addition, in our district, there are Equity Council, and English Language Advisory Committee (ELAC), and Title 1 Parent Nights as additional structures to engage our families. We have also provided several parent trainings in multiple languages focused on participating in school decision making."	"Our focus area for improvement in this area to promote the consistent engagement of our traditionally underrepresented families over time. While in NHUSD, we have a wide variety of opportunities to engage with our families, our challenge remains our ability to consistently engage them over time and build sustainability within our structures for family engagement."	"In order to improve in these areas, NHUSD has established a Communication and Advocacy Board Committee in order to engage stakeholders in developing a plan to provide clear, consistent communication which we believe will allow us to improve engagement with our underrepresented families. This will also be a method of increasing and sustaining engagement for our non-native English speaking families. Additionally, we are committed to finding creative ways to address the language barriers that interfere with active participation by utilizing available technological resources to promote and sustain engagement."	3	3	3	4	3	3	4	4	4	4	4	4	Met	6/21/2022	2022
19647330111211	New Heights Charter	3	"Building Relationships between School Staff and Families: The New heights Charter School administration, staff, and parents believe that everyone should be respected and appreciated for his or her individual differences, that partnerships with families and the general community are vital, and that positive communication helps us understand and be understood by others. In accordance with those beliefs, New Heights Charter School promotes parent involvement activities in its educational programs. STRENGTHS:  New Heights Charter School engages all parents in meaningful interactions with the school. It supports a partnership among staff, parents and the community to improve student academic achievement. The school does the following: • Teachers provide outreach to parents in the form of positive communications about their child's progress • Teachers assist all parents in understanding academic content standards, assessments, and how to monitor and improve the achievement of their children • The school facilitates twice yearly Parent—Teacher conferences • The administration team provides materials and training to help parents work with their children to improve their children’s achievement • The administration team conducts parent surveys each year to determine educational interest/needs of parents. As a result, workshops/classes are organized to develop parents’ capacity to support student learning.  • Teachers and resource teachers faciliate Student Academic Success/ Intervention meeting with parents • Family-Staff Teas provide updates on school activities and help parents learn more about the school’s approaches to teaching and learning • The staff and faculty are educated in the value of parent contributions and how to work with parents as equal partners • Teachers discuss parent involvement strategies at bi-monthly faculty meetings, to share best practices."	Focus Area: New Heights will continue to work with parents to build understanding of the importance of attendance.	"Parent Involvement is valuable to increase the school’s understanding of who the students are, connect student’s learning with home, and provide an authentic audience for the student's work. Parents are kept informed of their child’s progress through regular classroom communications and they are invited to engage in our collective work in continuous school improvement. A strength of parent engagement is the variety of opportunities parents have to engage with our school and our inclusivity–all events include translated materials and interpretation.   Since the COVID-19 pandemic, we have used Zoom to conduct parent meetings and found that our participation increases when parents can use technology to participate from home or work. We continue to use this vehicle as a complement to our in-person meetings. This provides a great support to our underrepresented families."	"STRENGTHS:  1. Parents are invited to participate in our school community teams (such as the ELL advisory, School Site Council, and Wellness Team, Board meetings, Parent Tea’s and Family Nights 2. Parents are invited to attend education classes focused on topics such as parent involvement, homework help, technology, social-emotional development and parent-child communication. 3.Parents Tea’s occur twice a month to provide a forum for two-way communication, share schoolwide updates, gather parent input for future parent engagement activities. 4. Parents attend school wide events such as Family Nights and School Celebrations, during the school year. 5. Parents/guardians support children’s healthy development by encouraging physical exercise, healthy eating, and engaging in cultural/educational activities on the weekend. 6. Parents/guardians participating in school activities to support student learning and provide input to the success of our school: • Parent/teacher/student conferences (twice a year) • Learning Museum Celebrations (at least once a year) • School Performances • Healthy Families Events By supporting parent education as well as supporting parental understanding of our teaching and learning goals, our school is building partnerships to support student outcomes."	"Focus Areas: 1) Build partnerships with parents to reduce of chronic absences, 2) Engage in the introduction of Student-Led Conferences twice a year, and 3) Deepen parent understanding of their child's progress toward meeting grade level outcomes."	"Parent Involvement is valuable to increase the school’s understanding of who the students are, connect student’s learning with home, and provide an authentic audience for the student's work. Parents will be kept informed of their child’s progress through regular classroom communications and they are invited to engage in our collective work in continuous school improvement. A strength of parent engagement is the variety of opportunities parents have to engage with our school and our inclusivity–all events include translated materials and interpretation. During the COVID-19 pandemic, we used Zoom to conduct parent meetings and found that our participation increased. We will continue this vehicle as a complement to our in-person meetings in the 2021-22/22-23 school years."	"Parents actively participate in school teams and committees to support the school’s improvement. Parents participate in the School Site Council, English Language Advisory, the Health and Wellness Team, LCAP planning, and parent sessions. All parents and guardians are welcome to participate.  Translation and interpretation are provided to allow for non-English speaking parents to participate. Parents also provide input during regular meeting discussions and through yearly surveys on school climate and engagement."	"1. Help parents understand the ways in which COVID-19 has changed our learning context. 2. Continue to build our collective knowledge/skills in the online tools we can use together to gather stakeholder input, weigh priorities and make decisions (polling, surveys, etc.)"	"New Heights will improve the engagement of underrepresented families in relation to seeking input for decision-making through our Community Schools planning process. As part of our planning process, parents will be invited to participate in our Community Schools Advisory. Parents will also be interviewed and invited to focus groups as part of our needs assessment. And parents will participate in our capacity-building efforts to increase their skills in team-building, collaborative problem-solving, and collaborative decision-making."	4	5	4	5	4	4	4	4	3	3	3	3	Met	6/21/2022	2022
39686190000000	New Hope Elementary	3	NHESD takes pride in creating an environment that is welcoming to parents and the community. There was an intentional effort made this year to provide opportunities to welcome parents on campus. Such events included a movie night where close to 100- attended as well as the annual Cinco de Mayo celebration hosted by the After School Program. Parents and the community joined us to honor and celebrate the Hispanic culture. There were several parent meetings in which attendance was positive.	Educational partners want to continue to finds way strengthen the partnership with families through developing the capacity of staff.	"The Counselor and Principal will hold quarterly meetings by inviting parents to informational nights. From feedback, families are interested in understanding more about the school such as safety plan, standards aligned teaching, how we deal with behavior issues, etc. Parents also shared they would like to gain parenting strategies and ways to better support their child."	"Being a small school and many students attend New Hope from Kindergarten until 8th grade, relationships are built and long lasting. Nevertheless, as a site we can all improve to build stronger relationships with our students and families."	Our focus area will be to strengthen the relationships from staff to students. The entire staff will receive a two day training with Capturing Kids Hearts in August.	"The Counselor and Principal will hold quarterly meetings by inviting parents to informational nights. From feedback, families are interested in understanding more about the school such as safety plan, standards aligned teaching, how we deal with behavior issues, etc. Parents also shared they would like to gain parenting strategies and ways to better support their child."	Our strengths lie on the relationships staff have with students and families.	We will continue to seek input during our monthly meetings with Educational Partners.	We will continue to communicate and invite all families to our monthly meetings and inform them of all opportunities to participate and be involved with their child's education.	4	3	3	3	3	2	2	2	3	3	3	2	Met	6/21/2022	2022
39686270117796	New Jerusalem	3	"We demonstrated an increase in participation for both District Annual Climate Survey and and our DELAC meetings. We have strengthened our participation among our Educational Partner groups including Administration, NJEA Bargaining Unit, Certificated and Classified Personnel and our School Board in program and fiscal decision making as well as updates to operations."	"The LEA and all Educational Partners recommend to provide ongoing opportunities for the academic learning recovery, continue to maintain a high level of communication and opportunities for two-way communications among all Educational Partners, expand school plan to increase support and monitoring of the social and emotional well being supports and services, expand Professional Development and training to all staff in support of early detection of social and emotional needs and instructional strategies in ELA/ELD, and math, and to develop an Adult ELD class to support parents to learn the English language."	"Feedback from our English Learner Support Team provided valuable insight to the immediate needs to support our Spanish speaking students and their families. Feedback summary of items included 1) a continued effort to align curriculum materials that support English Learners to the daily classroom instruction, 2) a need for afterschool intervention and supports for English Learners, and 3) the need for continued communications with the families to utilize strategies and supports in the home to strengthen academic growth."	"Through concerted efforts to provide direct interventions to students and to support instruction through dedicated instructional personnel, research-based professional development, and daily focused Phonemic Awareness skill building, we have been able to make continuous improvements in student achievement. Additionally, through a review of English Learner data, the work of our English Learner Specialist has shown significant increases of academic growth through the designated ELD instruction to all levels of English Learners. These strategies and systems of support shall continue and will build upon academic gains."	"Focus areas for improvement include a Daily Attendance plan for improved ADA , professional development in the areas of math , and ELA , and to further develop a system of support for students with  social and behavioral needs."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	"We demonstrated an increase in participation for both District Annual Climate Survey and and our ELAC/DELAC meetings. We have strengthened our participation among our Educational Partner groups including Administration, NJEA Bargaining Unit, Certificated and Classified Personnel and our School Board in program and fiscal decision making ."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	"The LEA continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. We continue to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	2	4	1	3	2	2	4	3	4	4	4	2	Not Met	10/18/2022	2022
39686270000000	New Jerusalem Elementary	3	"We demonstrated an increase in participation for both District Annual Climate Survey and and our DELAC meetings. We have strengthened our participation among our Educational Partner groups including Administration, NJEA Bargaining Unit, Certificated and Classified Personnel and our School Board in program and fiscal decision making as well as updates to operations."	"The LEA and all Educational Partners recommend to provide ongoing opportunities for the academic learning recovery, continue to maintain a high level of communication and opportunities for two-way communications among all Educational Partners, expand school plan to increase support and monitoring of the social and emotional well being supports and services, expand Professional Development and training to all staff in support of early detection of social and emotional needs and instructional strategies in ELA/ELD, and math, and to develop an Adult ELD class to support parents to learn the English language."	"Feedback from our English Learner Support Team provided valuable insight to the immediate needs to support our Spanish speaking students and their families. Feedback summary of items included 1) a continued effort to align curriculum materials that support English Learners to the daily classroom instruction, 2) a need for afterschool intervention and supports for English Learners, and 3) the need for continued communications with the families to utilize strategies and supports in the home to strengthen academic growth."	"Through concerted efforts to provide direct interventions to students and to support instruction through dedicated instructional personnel, research-based professional development, and daily focused Phonemic Awareness skill building, NJESD has been able to make continuous improvements in student achievement. Additionally, through a review of English Learner data, the work of our English Learner Specialist has shown significant increases of academic growth through the designated ELD instruction to all levels of English Learners. These strategies and systems of support shall continue and will build upon academic gains."	"Focus areas for improvement include a Daily Attendance plan for improved ADA , professional development in the areas of math , and ELA , and to further develop a system of support for students with  social and behavioral needs."	"The district continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. NJESD continues to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	"We demonstrated an increase in participation for both District Annual Climate Survey and and our DELAC meetings. We have strengthened our participation among our Educational Partner groups including Administration, NJEA Bargaining Unit, Certificated and Classified Personnel and our School Board in program and fiscal decision making ."	"The district continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. NJESD continues to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	"The district continues to involve Education Partners in strengthening the home to school connections that are effective, engaging and challenging, while always focusing on the whole child. NJESD continues to seek involvement from the community, students and parents in LCAP Education Partner meetings, ELAC/DELAC meetings, Parent/ Teacher conferences, and focused events regarding academic planning and goal setting."	2	4	1	3	2	3	4	3	4	4	4	2	Not Met	10/18/2022	2022
19647330117614	New Los Angeles Charter	3	"Relationships and respect are at the core of our mission. All teachers communicate regularly with families via multiple means of communication to share progress updates, highlights, challenges and look for ways to partner with families and caregivers. Teachers have the necessary tools to communicate in the language preferred and are supported with translation if needed. Parents are encouraged to reach out to their student’s Advisor for any questions or concerns. We have close relationships with our families and pride ourselves on open communication. 96% of parents and families felt that our school provided time and space and clear ways to communicate with families. Parents were clear on how to reach out for support or resources."	"Providing teachers with more time and structures to reach out to parents. Providing parents with more opportunities to come to campus and engage in our school community. Only 67% of parents responded that they felt their schedule allowed them to participate or engage with the school and school activities. An area of improvement is increasing the opportunities for families who have busy work/life schedules. Due to Covid-19 restrictions, parents were limited in the ways they could engage ON campus physically. We will look to see other ways that parents can support the school and their students even with restrictions to being able to come to campus physically."	"We will continue to actively hire and retain qualified staff and teachers who reflect our school and family demographics. We will continue to survey families to request areas of improvement. We will continue our DEI consultation process and implement our goal setting to ensure that we are making actionable steps towards being more inclusive to our most marginalized groups. In addition, we want to improve engagement by offering workshops and parent learning events where parents can learn about areas of interest (academic support, social emotional support, IEPs, reclassifying, social media, technology use, high school, etc.)."	"Based on the data, only 57% responded that parents/families responded well/seemed caring towards staff. We will work towards breaking down physical barriers (not meeting in person or at times available for families and teachers) but also provide more opportunities to build relationships with staff/families, for example school open houses and bbqs or family picnics. 43% of staff found communicating with families somewhat challenging so we need to work on identifying the barriers to support staff and our capacity to partner with families."	The main focus area for improvement next year is bringing parents and families back to campus. We want to have more parents in the building to ensure that parents feel connected to the school whether for parent/teacher conferences or volunteering at lunch or PE. The greatest need we saw this year was for support with student behavior and it was because parents were mostly absent from the school environment. Students felt a disconnect between school and home. We need parents as partners for student success. We will look for ways we can safely engage parents back to our pre-pandemic expectations and family contract.	"We will focus on providing more opportunities for parents and families to connect with our school at times that they are available and in the mode that is most convenient for them. We will continue to offer translation services for families, hopefully broadening bast just Spanish, but include ASL, Japanese or Korean as needed. We will do more home visits when appropriate and seek out support from outside agencies to help us in connecting families to New LA. We will continue to look for resources and partnerships that will make our underrepresented families feel welcome at our school."	"Based on our data, our strengths are in the relationships we are building with our parents and staff. Staff felt involved in decision making and that their input was valued by school leaders. Families felt that they could approach the school with concerns and that their student’s teachers were available and caring. The relationship between families and the school is strong, despite barriers to engagement during the pandemic."	"Based on the data, teachers don’t always feel like they are involved in the big decisions. Teachers are given weekly opportunities to complete feedback and anonymously raise concerns, give their input, ask for advice, speak their mind. We do not currently have a designated space or protocol for parents and families to provide their input on decisions or provide feedback. A focus area for next year is to create a place or protocol for parents to weigh in on decisions at New LA."	"Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self- reflection process in relation to Seeking Input for Decision-Making. In addition to creating a clear protocol for parents to provide input and feedback, we will do more parent outreach to our students with disabilities next year. These families, as well as our Spanish speaking families and families whose working hours do not allow for them to engage or attend meetings, would benefit from strategic outreach and targeted support. By providing parents with more knowledge about what is going on at school, parents will be able to make informed decisions when their input is asked. The Family Engagement Committee will start at the beginning of the year next year and will address which issues parents would like to discuss most, or areas where they would like to see improvement for the upcoming year."	4	4	4	4	3	4	3	4	3	3	3	3	Met	6/13/2022	2022
19647330133702	New Los Angeles Charter Elementary	3	"New Los Angeles Elementary School has been deeply committed to building relationships with our stakeholders (staff, students, parents) and continuously looks for ways to connect and incorporate families in their child’s educational experience at our school. We provide a positive, welcoming environment for all families and our educators communicate with families through various methods including but not limited to Remind App, One Call, phone calls, newsletters and calendars sent home, in a home-school connection folder, using language that is understandable and accessible to families.  In addition, our school hosts monthly coffee with the principal to discuss schoolwide issues, LCAP, and upcoming schoolwide events. Our school hosts parent-teacher conferences twice per year and communicate regularly on individual student progress through progress reports. Annually at the start of the school year, we host a “Playdate,” an opportunity for parents and students to connect with each other and their teacher and visit their classroom before the first day of school. In December we host a winter festival with food, games, raffles, and music, which draws in the vast majority of families. Other events include campus beautification, winter and spring music concerts, and a talent show. Events are scheduled during the school day, in the evening and on Saturdays to accommodate the busy working schedules of our families."	"A focus area will be to improve communication and connection between caregivers and staff by ensuring caregivers understand our school's vision, mission, and policies and staff reflect our community, are culturally competent, and provide valuable translation services to our community members. Caregivers should feel safe and have the tools to reach out to teachers, administrators, and office personnel for any reason."	"Tactic 1: In the second semester of SY 2021-22, using a short survey, we will gather feedback from teachers and caregivers about their experiences with past events and their desires for upcoming events (2022-23 school year). Tactic 2: Over the summer of 2022, we will plan an event list for the upcoming school year, which will include Coffee with the principal, volunteer opportunities on campus, family engagement nights (books and pajamas, PFL nights, coding night, the FACTOR program (a parent education program for supporting parents with home school connection and navigating the school system), and Community nights). Tactic 3: At the start of SY 2022-23, in the ‘beginning of school paperwork’, we will survey parents about their preferred methods for communication and translation, as well as their availability and interest in upcoming events. Tactic 4: In the first semester of SY 2022-23, we will develop a committee of multilingual parents to: 1. Act as class representatives (New LA will delineate responsibilities and provide technical training so representatives can lead caregiver to caregiver communication via phone tree, text tree, Remind, etc.) 2. Assign representatives the responsibility of connecting with caregivers who share their language 3. Leverage class representatives, Parent Advisory Council (PAC), English Learner Advisory Committee (ELAC), and Parent Engagement group to gather feedback about school/caregiver communication and address any barriers. We will ensure that this is embedded in all committee and council agendas. Tactic 5: By the end of SY 2022-23, we will complete a number of housekeeping tasks to prepare for SY 2022-23. 4. Audit translation equipment before in-person meetings and during large group sessions to ensure equipment and services are accessible and effective. We will make adequate time for caregiver questions during presentations by providing time to speak as well as ask questions anonymously by turning them in written format into the speaker during the Q&A part of the session. 5. Audit and reimplement the Family Contract addressing cultural responsiveness and appropriate language. 6. Ensure that open house materials clearly explain New LA’s mission pillars, especially as they relate to conversations about race, diversity, and equity in the school and in the world. Globally, we will audit and ensure that all of our communications are connected to our mission pillars. Explore options for providing translation (written and oral) for ALL parents, including those who speak languages other than English and Spanish (e.g., Farsi, Amharic, etc.). Tactic 6: Over the summer of 2023, we will identify two parent engagement opportunities focused on social justice, anti-racist education, and the connection to our mission pillars. One of the two programs will be for parents and students to participate together."	"New Los Angeles Elementary School continues to build partnerships with parents that impact student outcomes as outlined in our school’s LCAP Goal #3. New LA Elementary provides support for families through Education Nights such as Math Night, Coding Night, Back to School Night, and Literacy Night. Additionally, we partner with parents to host authentic learning experiences and celebrations of culture. Parents are invited to plan and participate in Hispanic Heritage Month, African American History Month, Multicultural Day, College and Career Awareness Week and Read Across America Week. Each of these includes opportunities for parents to contribute ideas to the overall plan via planning meetings as well as contribute during the events themselves by visiting classrooms and sharing experiences. Parents and families are our partners in improving student outcomes through their regular participation in parent/teacher conferences. Additionally, we present information about home connection activities, methods for grading and how to achieve success, understanding the progress report, during Coffee with the Principal and via the weekly email newsletter. Parents of students who are determined to need intervention services intervention progress reports, home-school connection activities, and academic information presented in parent coffees. Our school provides extensive support for families of students with special needs (SPED coffee), meetings before IEP process to make sure parents understand their legal rights, FACTOR program for parents, SSPT process, attendance SART."	"In this spring’s panorama survey, one area of need was around more information about involvement opportunities for families. Families also identified barriers to engagement around childcare needs, transportation needs and busy schedules. To foster great inclusion, We will ensure that clear opportunities for communication and participation are provided to caregivers who are typically less vocal in surveys or meetings by providing services in various languages and having one-on-one conversations to learn more about their needs."	"The focus this year will be on recommitting to and reimagining our parent engagement opportunities coming out of the restrictions of the pandemic. We will plan an event list for the upcoming school year, which will include Coffee with the principal, volunteer opportunities on and off campus, family engagement nights (books and pajamas, PFL nights, coding night, the FACTOR program (a parent education program for supporting parents with home school connection and navigating the school system), and Community nights). We will continue to offer the option of virtual engagement for events so that parents can join meetings and events from home or work. At the start of SY 2022-23, in the ‘beginning of school paperwork’, we will survey parents about their preferred methods for communication and translation, as well as their availability and interest in upcoming events. We will use that data to plan adjustments to times or methods of engagement based on feedback we receive."	Survey: 94% of families feel sure about how to communicate with the school and 80% of families responded that the school provides information about how involvement opportunities. 89% of families responded that the school is welcoming to families. 98% or respondents said that the school communicates well with people from their culture.	"The focus for the 2022-2023 school year will be re-engaging parents in volunteering, fundraising, and attending events and meetings on campus. On the Panorama Survey, the biggest areas for growth were in these areas. Only 3% of families responded that they had helped out at their child’s school this year. Only 6% said they had met with their child’s teacher in person in 21-22. Only 8% said they’d helped with fundraising efforts. As we are able to welcome parents back on campus fully next year, New LA will focus on re-engaging parent volunteers through a variety of opportunities As we are able to welcome parents back on campus fully next year, New LA will focus on re-engaging parent volunteers through a variety of opportunities (classroom volunteering, special events volunteering, field trips) as well as recruiting families to the Parent Engagement Group (PEG) to plan special events for the school and connect families with one another."	"Survey: 50% of families responded that one barrier to engagement is their own busy schedule. New LA will continue to provide a virtual (Zoom) option when parent engagement opportunities such as coffee with the principal, conferences, multicultural day presentations, etc go back in person in SY 22-23 to accommodate parent’s busy schedules. We will expand our translation to include more languages than Spanish, namely Amharic as that is the home language of a significant number of students."	3	4	3	4	4	4	4	4	3	4	4	3	Met	6/13/2022	2022
19643520128496	New Opportunities Charter	3	"The school engaged in a continuous self-reflective process that included the analysis of data (survey, focus group, anecdotal) to examine the current program strengths that support positive and sustainable relationships between school staff and families. 90% of students who completed the annual student survey stated that the school creates a positive trauma-informed climate where students and community members feel safe, trust is established, collaboration occurs, and overall student needs are being met."	"The school engages in a continuous self-reflective process that includes data analysis (survey, focus group, anecdotal) to examine the current program strengths that support positive and sustainable relationships between school staff and families. The annual student survey data showed a need to continue providing flexible scheduling options for students. Data gathered during the distance learning engagement survey showed that many students desired flexible scheduling to resume educational engagement while meeting the focus on providing. This data is consistent with the end-of-the-year survey data."	"To improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families develop a strategic plan created with stakeholder to engage and retain underrepresented families. Data gathered from stakeholder surveys and community partner meetings suggest that accessibility (transportation and technology) has been a key barrier for many underrepresented populations. As a result, the school developed flexible class schedules and increased online learning options. Additionally, technology devices and training have been provided to students and staff to ensure optimal use and student success."	"The school has increased partnerships with multiple community-based agencies to support student registration, retention, and academic/social support to increase student outcomes."	Areas for improvement: Data gathered from the annual staff survey and existing student achievement data suggest that a more strategic plan is needed to support the reclassification of ELLs.	"The engagement, retention, and student outcomes for ELLs has been identified as critical area for growth. The leadership team has started the process of developing a strategic plan to identify and monitor student progress within ELD courses. Additionally, ELD teachers are collaborating to determine what skills and competencies are necessary for reclassification."	"The school engaged in a continuous self-reflective process through solicited feedback throughout the year via formal anonymous surveys, presentations, and informal feedback. Data gathered reveals that the school has established a clear channel for seeking input from stakeholders as evidenced by 90% of staff stating that they agree that they feel heard and are contributing members of curricular decision-making."	The survey data showed that there is a need to continue to provide not only opportunities for stakeholder feedback but to also engage in critical conversations around various processes.	"Actions prioritize highest needs students and ensure instruction, curriculum, advance a wide range of learning options • Emphasis on data and instruction is expected to improve identification and services for students • Focus on curriculum is expected to yield strong engagement, student retention, and progress of all students • Support services goal will serve the underlying other significant needs that impact learning and education such as SEL"	5	5	4	5	4	4	4	4	5	5	5	5	Met	6/23/2022	2022
19647330111484	New Village Girls Academy	3	"School is a welcoming environment for families and parents; all material and communication is offered in English and Spanish. The school principal hosts weekly office hours over zoom open to all students, parents and families. Parent meetings have increased in frequency, five meetings in total for the 2021-22 school year. Community events, like Back to School, Open House, Senior Night, FAFSA night, and Winter Fest encourage family and parent engagement."	"Teachers and staff will receive professional development provided by the Director of Teaching & Learning in order to increase capacity to build trusting and respectful relationships with families, more consistent and constant communication via phone, meetings, and texts. Areas include cultural competence, socio-emotional learning, trauma-informed practices, empathy, and restorative practices."	"New Village will communicate with parents through text, phone, and in person. All material and communication will be provided in English and Spanish. In addition, the Community & Parent Liaison will meet with parents who are not able to travel to the school during school hours, outside of school and in alternative times. For example, in the evening and weekends."	"Teachers report meeting with families frequently through our Personnel Survey. During parent meetings and events, families feel comfortable asking questions about academic progress and student performance and behavior. For SPED students, regular and required meetings are scheduled and rescheduled in a timely manner when parents are not able to attend. All communication is provided in English and Spanish."	"Provide coaching to teachers to lead effective meetings with parents and families that increases understanding, shared goals, and clear expectations for each stakeholder in order to support the academic success of each student. These topics are part of the Big Picture Learning model and will be reinforced in the coming year through professional development, teacher coaching, advisory curriculum rebuilding, and school events."	"Flexibility in scheduling location and time (outside standard), bilingual information and communication, professional development in cultural competence, socio-emotional learning, trauma-informed practices, empathy, and restorative practices."	"New Village has created multiple avenues to seek and collect input for decisionmaking, which includes: staff meetings, staff surveys, parent meetings, parent office hours, parent surveys, student school climate surveys. These are great sources of information that inform decision-making."	"New VIllage will focus on increasing participation in the various avenues it seeks input in decision making. Parent completion rate is the lowest and most difficult in surveys. Some strategies may include increasing the reminders and the tool we use, as well as collecting surveys in person instead of only electronically, and adding focus group or discussions during regularly scheduled meetings to collect feedback."	"Meet with parents 1:1 to go over the survey tool in the case that they are not able to read or write, or use an electronic link to complete the survey. Increase the number of follow-ups and reminders to parents who have not completed the survey and offer 1:1 support in person or over the phone in order to complete."	3	5	3	5	3	3	4	4	4	3	3	2	Met	6/29/2022	2022
36678760120006	New Vision Middle	3	"New Vision Middle School builds strong  relationships between school staff and families through well attended family and community activity nights, parent committees, and communication through text, email, phone calls, and class dojo."	"New Vision Middle School's focus area this year is in building broader participation in our parent involvement committees, School Site Council, English Language Learners Advisory Committee, and African American Parent Advisory Committee."	"To improve NVMS’s engagement with underrepresented families, we are focused on increasing participation in parent teacher conferences, increasing participation in parent advisory committees, and in providing better service to parents through teacher, admin, and office contacts."	"NVMS’s current strength in building Partnerships for Student Success are, parent teacher conferences, teacher availability and contact for students and parents. At NVMS, teachers email, text, Dojo, and meet with parents. During the first quarter all parents are contacted to meet about their students academic performance, and behavior. Follow- up meetings and contacts are set up by request from parents and/or teachers."	"NVMS is focusing on more regular and meaningful collaboration between families and teachers, through regular contact to address challenges and celebrate student success."	"NVMS will focus on underrepresented families through, support training for teachers, in identification and academic supports."	NVMS currently holds quality activities for families and the community that are well attended.	"NVMS needs to develop new ways to engage parents in activities that provide for review of educational plans, and goals. While parent activity nights are well attended greater participation is needed in committees."	NVMS will make individual contacts and invitations for underrepresented parents to participate in committees to build voice and representation.	4	5	4	3	4	4	4	4	3	2	2	2	Met	6/22/2022	2022
01612340000000	Newark Unified	3	"The analysis of building relationships with parents/guardians stems from the results of surveys that we have provided to families, including CHKS, EL Needs Assessment and the LCAP survey information.  For CHKS, a total of 186 parents were surveyed in grades K-8 through the CHKS survey.  The following data statements corroborate a generally positive experience for parents/guardians with schools and staff.  Each of the following percentages indicates parent/guardian responses of agree or strongly agree: 76% agree that our school/district has done a good job of keeping them informed of school information.  91% agree that our schools promptly responds to my phone calls, messages, or e-mails. 88% agree that our schools encourage them to be active partners with the school in educating their children. 76% agree that our schools actively seek the input of parents before making important decisions. 89% feel welcome to participate at within their schools. 94% feel that their school staff treat parents with respect. Embedded within these strengths are consistent opportunities for parents/guardians to interact with principals and district leaders at regular site engagements (i.e. Coffee with the Principal, School Site Council, LCAP engagements, etc.).  Maintaining a regular presence and providing updated information stands as a critical component of healthy relationships with families.  The district has also communicated important information in many different ways including having translators attend meetings and having documents translated. Additional strengths include the annual parental notifications, procedural safeguards provided to families at IEP's and 504 meetings, handbooks, announcements, and teacher syllabi."	"One priority focus area, especially based on parent/guardian feedback from our recent LCAP engagement process is to streamline communication for parents/guardians so they are receiving updated information from one consistent and reliable platform.  Through engagements and inquiry, it is evident that families are receiving multiple forms of communication from schools and the district and they are from different platforms.  The district intends to address this area in order to improve more efficient communication for families."	"The district is consistently seeking input from families through multiple communication vehicles including the Superintendent's Advisory Committee, ELAC meetings, DELAC meetings, and PTA or Booster Club meetings. The district also consistently seeks new ways for families to provide input and share in the decision making process at both the school site and district level.  The district will aim to ensure that participation opportunities are available for all families and that committees are representative of the communities which we serve."	"Newark Unified School District administers the California Healthy Kid Survey to all students in grades 5th, 7th, 9th and 11th, every school year. All four grades participated with a final response rate of: 5th-45%, 7th-75%, 9th – 52% and 11th – 7%.  Having reviewed all CHKS data, we selected a few questions across the grades to conduct deeper analysis. These questions covered key areas within the survey: 1) Safe at School, Caring Adult; 2) Meaningful Participation, High Expectation, and; 3)  Academic Motivation.  Our students in grades 5th, 7th, 9th and 11th continue to report strong academic motivation and this is consistent with past surveys.  When asked about a caring adult at school, 5th graders responded 73% most or all the time they feel adults at school cares about them; 7th graders response to a similar question was 57%, 9th grade was 51% and 11th grade was 57%.  These results speak to one of the district's strengths, prioritizing relationships and community with students throughout the year.   During summer professional development with each site's Instructional Leadership Team as well district-wide professional development, there was an emphasis placed on building relationships and community within classrooms and focusing on culture and climate school-wide.  The importance of student-staff relationships stands paramount to safety and academic achievement.  Therefore, this component has become a strength as the district partners with staff to focus on student voice and connection with the community."	"One of the district's instructional priorities centers on mental health and wellness; this focus area has allowed site teams to incorporate social emotional learning into the academic setting, thus improving partnerships for student outcomes and a sense of community.  During the pandemic, students and staff voiced a need to prioritize student mental health wellness and through the district's Curriculum Council  a district-wide Social-Emotional Curriculum, Character Strong, has been approved.  Our partnership with this organization has resulted in both external training opportunities for all staff TK-12 from the organization to focus on relationships and social-emotional support.  It has also allowed staff internally to become experts on prioritizing social-emotional curriculum and lead trainings within the organization.  This focus aligns well with the Positive Behvavior Intervention System (PBIS) that sites utilize to support student behaviors district-wide."	The district has prioritized engagement of underrepresented families with all principals during management meetings and has made a concerted effort to conduct outreach in multiple languages and through multiple platforms to ensure improvement in this area.	"A number of the district's strengths center on building effective teams to carry out this work and engage with principals and staff to receive input.  From the Executive Cabinet to the district Educational Services Team and principals, a significant amount of analysis, reflection, and feedback has been provided to allow for an iterative and supportive process with school communities. The LCAP process was refined and improved and engaged an increased number of stakeholders than in past years.  Through improved systems and development of effective teams, school communities are more aligned in seeking input and feedback from staff and the community alike."	"One area for improvement is to enact a two-way platform for communication that the district and school communities both use.  As it stands, parents/guardians have reported that they receive messages and communication from multiple platforms.  This can be overwhelming for families and can cause them to listen to only select communications.  With one consistent platform, less messages can go out and families can still receive essential information."	"With a single platform that can be translated into multiple languages, more underrepresented families who speak languages other than English and Spanish can receive communication in their home languages.  This will create a more welcoming and inclusive environment for families and will address one of the focus areas of feedback that has been received through the decision-making process."	4	4	4	4	5	4	5	4	4	3	4	4	Met	6/16/2022	2022
31668520109827	Newcastle Charter	3	"Newcastle Elementary School District is known as a small community and family-focused school. Relationships between all stakeholders, including staff, students, parents, and the community are at the center of the district mission and vision. The greatest strength in parent relationships within our district lies in the bonds created between teachers and the families they serve. Newcastle is a community focused school that values the longevity and history of families who have had more than one generation attend school here, sometimes being enrolled with the same teacher. Capacity in the area of building trusting and respectful relationships with families is one of the greatest strengths of all staff members."	"Newcastle wants parents to feel involved in their school community and to feel connected to all components of school including core academics, enrichments, community building events, intervention measures, and communication. The current focus area is on improving communication in all areas. Teachers and administrators are encouraged to pick up the phone and have a personal conversation with a family over email (when appropriate and possible). Parent meetings have increased so that communication between a team of people can occur at one time, not only allowing for greater depth of conversation, but also in an effort to increase positive relationships between home and school."	"Parent meetings have increased so that communication between a team of people can occur at one time, not only allowing for greater depth of conversation, but also in an effort to increase positive relationships between home and school."	"Recovering from distance learning and Covid over the past two years has made traditional partnerships between home and school more challenging, but still incredibly important. New site administration has done a wonderful job of increasing and improving communication, mainly by ensuring each contact is followed up, making a tremendous effort to call families personally instead of relying on email, and by promoting and encouraging that same personal contact with all teachers and staff. Another current strength in family partnerships has been the use of iReady in all grades K-8 and the ability of the program to share clear, relevant, and meaningful data to students and families about individual student academic achievement throughout the year and not just at calendared parent conference times."	"Student outcomes at Newcastle are all encompassing and include not only academics, but also student behavior, attendance, and connectivity to the school. Because distance learning and Covid restrictions made it difficult to meet with parents in-person, an extra effort has been made to increase in-person communication and meetings with families to form a support team of teachers, staff, administration, parents, and students in an effort to increase student outcomes in all areas."	"Underrepresented families have been identified and teachers and administration work together to ensure they have equal opportunities to participate in relationship-building with teachers. This can include meeting outside normal hours, completing home visits, and providing needed resources to ensure students have access to all the materials and support they need to be successful."	"While communication has improved and increased, parents and families have been better informed of ways they can participate in the decision-making process and in decision-making groups, including PTC, Site Council, LCAP parent committee, etc. One of the greatest areas of growth has been involvement in monthly school board meetings. The district saw an increase in participation and public comment when the shift was made to online board meetings, and the goal moving forward is to hold hybrid meetings that would allow parents to have their voices heard either from home or in-person."	"While school staff and families have strong relationships at Newcastle, parents are needed for input in the decision making process at the site level. Participation in site council, LCAP committee, and giving feedback on surveys is needed to give an accurate and complete representation of family input and has historically been lower than expected. Participation numbers is an area of need that benefits parents, students, and school staff."	"Because many of our student subgroups, including foster and homeless youth, socio-economically disadvantaged, English language learners, and special education students are sometimes small, or even non-existent, ensuring that their voices are heard and represented can be difficult. The district can look at these subgroups individually and create unique plans for continuing to build relationships and improve engagement levels. For example, because the number of EL families is low (under 10), the EL coordinator can work directly with EL families one-on-one to ensure their needs are being met and to foster a healthy relationship. The same could be accomplished with all other groups in a variety of methods."	5	5	4	5	4	5	5	5	4	4	4	4	Met	6/22/2022	2022
31668520000000	Newcastle Elementary	3	"Newcastle Elementary School District is known as a small community and family-focused school. Relationships between all stakeholders, including staff, students, parents, and the community are at the center of the district mission and vision. The greatest strength in parent relationships within our district lies in the bonds created between teachers and the families they serve. Newcastle is a community focused school that values the longevity and history of families who have had more than one generation attend school here, sometimes being enrolled with the same teacher. Capacity in the area of building trusting and respectful relationships with families is one of the greatest strengths of all staff members."	"Newcastle wants parents to feel involved in their school community and to feel connected to all components of school including core academics, enrichments, community building events, intervention measures, and communication. The current focus area is on improving communication in all areas. Teachers and administrators are encouraged to pick up the phone and have a personal conversation with a family over email (when appropriate and possible). Parent meetings have increased so that communication between a team of people can occur at one time, not only allowing for greater depth of conversation, but also in an effort to increase positive relationships between home and school."	"Parent meetings have increased so that communication between a team of people can occur at one time, not only allowing for greater depth of conversation, but also in an effort to increase positive relationships between home and school."	"Recovering from distance learning and Covid over the past two years has made traditional partnerships between home and school more challenging, but still incredibly important. New site administration has done a wonderful job of increasing and improving communication, mainly by ensuring each contact is followed up, making a tremendous effort to call families personally instead of relying on email, and by promoting and encouraging that same personal contact with all teachers and staff. Another current strength in family partnerships has been the use of iReady in all grades K-8 and the ability of the program to share clear, relevant, and meaningful data to students and families about individual student academic achievement throughout the year and not just at calendared parent conference times."	"Student outcomes at Newcastle are all encompassing and include not only academics, but also student behavior, attendance, and connectivity to the school. Because distance learning and Covid restrictions made it difficult to meet with parents in-person, an extra effort has been made to increase in-person communication and meetings with families to form a support team of teachers, staff, administration, parents, and students in an effort to increase student outcomes in all areas."	"Underrepresented families have been identified and teachers and administration work together to ensure they have equal opportunities to participate in relationship-building with teachers. This can include meeting outside normal hours, completing home visits, and providing needed resources to ensure students have access to all the materials and support they need to be successful."	"While communication has improved and increased, parents and families have been better informed of ways they can participate in the decision-making process and in decision-making groups, including PTC, Site Council, LCAP parent committee, etc. One of the greatest areas of growth has been involvement in monthly school board meetings. The district saw an increase in participation and public comment when the shift was made to online board meetings, and the goal moving forward is to hold hybrid meetings that would allow parents to have their voices heard either from home or in-person."	"While school staff and families have strong relationships at Newcastle, parents are needed for input in the decision making process at the site level. Participation in site council, LCAP committee, and giving feedback on surveys is needed to give an accurate and complete representation of family input and has historically been lower than expected. Participation numbers is an area of need that benefits parents, students, and school staff."	"Because many of our student subgroups, including foster and homeless youth, socio-economically disadvantaged, English language learners, and special education students are sometimes small, or even non-existent, ensuring that their voices are heard and represented can be difficult. The district can look at these subgroups individually and create unique plans for continuing to build relationships and improve engagement levels. For example, because the number of EL families is low (under 10), the EL coordinator can work directly with EL families one-on-one to ensure their needs are being met and to foster a healthy relationship. The same could be accomplished with all other groups in a variety of methods."	5	5	4	5	4	5	5	5	4	4	4	4	Met	6/22/2022	2022
19648320000000	Newhall	3	"This area of relationship building between school staff and families was found to be a level 5 (full implementation and sustainability) in all aspects. Working collaboratively with our parents and guardians is a priority for the District. Newhall School  District has an active parent community and participation is strong at all ten school sites including among underrepresented families. Site administrators collaborate on best practices in parent engagement and offer a wide range of opportunities for parents to engage with school staff and one another. Specific events are held at school sites on a variety of both academic and  social topics. These events continued to be held during the 2021-22 school year to varying degrees due to COVID protocols. As the school year continued, more and more activities took place.  District sponsored events support families in understanding the demands of the state standards and in their important role of assisting in student learning in the home. One example of this would be the workshops such as the Dreambox math workshops and early literacy workshops held during the year. Additionally, ‘Welcome to NSD’ workshops were held to support parents new to the district on the use technology. Some sites who have newcomer students have held workshops for parents and their children at which site administrators explain the school policies and procedures, and give families a chance to share their story, and learn more about the school and their children’s learning. All newcomers were also given a welcome backpack with school supplies.  Parent guides which explain the expectations of the state academic standards are sent home. Our Superintendent meets monthly with parents during his “Superintendent Chat”. This is an opportunity for parents and guardians to hear about district policies, events, and issues. It is also an opportunity for them to raise issues that concern them. Quarterly, the Executive Cabinet meets with site level PTA/PTO and SSC Chairs."	"During a typical year, parent nights are held district- wide on supporting math, science and literacy development through family events sponsored by our GDAC and DELAC. These did not take place this year due to the COVID restrictions for indoor events. We were able to continue our partnership with the College of the Canyons who provided English as a Second Language  college classes virtually this year and will continue with school site classes in Fall of 2022. In communicating student outcomes, goal setting and conferences are held twice a year and sites hold other parent workshops and communication sessions as appropriate. One area of improvement is to increase participation in these events.  Parents are notified of the school events via email and text in their home language.  Our community outreach staff make personal calls to families as well.  During the pandemic, we found that some parents found it more convenient to participate in workshops or meetings virtually, and so we will continue to offer both in-person and virtual opportunities for parent engagement."	"The concept of advocacy for our families, especially those that are underrepresented, continues to be an area of focus. A targeted focus on identifying and supporting our homeless students and meeting their needs continues. . Resources are available at two school sites for their students and there is one additional District Resource Center to serve families in need. Parent  advisory groups are in place including the Special Education Advisory Council (SEAC), which is in its 2nd year, and the new LCAP Advisory Council which demonstrated strong advocacy for the LCAP decision making process."	"We understand the critical role that parents play in improving outcomes for our students. We have provided various parent workshops this year in core content areas so that parents feel confident in supporting their children's learning at home.  In addition, we held parent classes in English as a Second Language in partnership with our local community college, knowing that when our parents are empowered in their own learning, they are modeling scholarly behavior to their children. We held both in-person and virtual conferences in the 21-22 school year in an effort to ensure that all parents had the opportunity to connect with their child's teacher, ask questions, and be informed about their child's current levels of academics and behavior."	"We continue to focus on building the capacity of our parents and leveraging their strengths to improve student outcomes. During this upcoming school year, our Learning Support Teachers will provide targeted workshops for parents to share easy strategies that they can use at home to support students' foundational reading skills. Our goal is to have parents leave each workshop with a simple strategy or activity that they can use with their child immediately. We will also restart our DELAC and GDAC meetings to provide information to families and also to solicit feedback around needs."	"During the 22-23 school year, we will focus on identifying our underrepresented families and providing them with the resources that they need to support their child's academic and social-emotional outcomes. We will provide parent workshops that focus on the needs of our English learner students.  Additionally, our district has identified a lead counselor who will focus efforts to support our homeless and foster youth. This counselor will provide direct, on-going guidance and support for students and families through direct case management, communications around available resources. We know that when families and students have their basic needs met, student outcomes improve."	"All school sites effectively engage families with decision making through advisory councils such as the ELAC and School Site Councils. These groups receive the support necessary to understand their role as advisory bodies and give input, review school site plans, budgets, and site goals. Parents participate in the development of the LCAP, review outcomes and provide feedback on the goals and actions that are in place. They share their ideas for future actions and these guide the district’s actions for the new LCAP year."	"While parents are involved at a school site level, there have been less opportunities for them to plan, design, implement and evaluate family engagement activities at the district level. During the 22-23 school year, we will use a variety of forums to solicit feedback and needs around family engagement activities.  These forums will include DELAC and GDAC events, the Superintendent Chats, PTA/ PTA/SSC president meetings, LCAP educational partner meetings, LCAP Advisory Council meetings, and SEAC meetings, and school effectiveness surveys."	"In order to improve the engagement of underrepresented families, we will offer a variety of ways to increase accessibility to the forums above.  Communications from the district and school sites will be in families' home language, whenever possible.  Parents will have opportunities to provide their feedback in a number of ways including written communications and in-person or virtual meetings.  In addition, we will utilize our community outreach staff to reach out directly to our underrepresented families and request their input and feedback."	5	5	5	5	5	5	5	5	4	4	4	4	Met	6/28/2022	2022
30665970000000	Newport-Mesa Unified	3	"A district strength in the area of building partnerships for student outcomes is in providing information and resources to support student learning and development in the home. When responding to the 2021-22 LCAP Survey, parents responded to the prompt, “Parents are given the resources and support they need to support their child’s learning in… core subject areas.” 80% agreed or strongly agreed in the areas of reading and 81% in English language development, 61% agreed or strongly agreed in the area of English language arts, and 58% agreed or strongly agreed in the areas of mathematics, 52% in history/social science and 51% in science. There are a variety of site- and district-based resources for families to extend their support for their children, including elementary site based ELA/ELD, math, science and SEL parent education events, the district Parent Education Series, and Pursuing Victory with Honor."	"A focus area is to provide professional learning and opportunities to enhance staff capacity in building relationships and learning about families’ goals for their children, especially within the context of linguistic and cultural assets. This benefits all families while also aiming to improve the engagement of underrepresented families."	"The district will improve engagement of underrepresented families by continuing to leverage strong relationships with School Community Facilitators, providing increased opportunities for in-person feedback at school events (surveys, feedback forms, focus groups) to gauge progress in strengthening the quality of home-school relationships, and through responding to ideas shared by ELAC, DELAC, SSC and district advisories as it relates to building quality relationships."	"Strengths include creating welcoming environments and multiple opportunities for two-way communication. This is much more a strength when campuses are open and families participate face-to face. Welcoming environments at the school site level are created by teachers, office staff, School Community facilitators, and administrators. School Community Facilitators, in particular, are valued members of school communities. Their presence at high-impact schools and at the district level helps families make meaningful home-school connections. There is a robust set of websites at the school and district levels, as well as plentiful information provided in both English and Spanish, and twice-yearly opportunities for elementary parents to participate in face-to-face parent-teacher conferences. Additionally, the district has endeavored to provide high quality forums for working collaboratively between parents and site/district staff.  Based on input from educational partners during the 2018-19 and 2019-20 school years, NMUSD provided a seven-session series of parent education forums in 2020-21 in partnership with the Community Advisory Committee. In keeping with the NMUSD framework of inclusive practices, families of general education and special education students were invited to learn together at these sessions. For 2022-23, the series will be expanded to include an informational session about elective pathways, world languages and dual immersion programs."	A focus area for improvement is understandable and accessible two-way communication for families. The district continues to review practices in both the dissemination of information and collection of input.	"NMUSD will continue to reach out to educational partners through district parent advisory groups and school site level committees to examine and refine these practices, especially as they relate to underrepresented families. The district will improve engagement of underrepresented families in building by continuing to leverage strong relationships with School Community Facilitators, providing increased opportunities for in-person feedback at school events through a variety of methods (paper and electronic surveys, short feedback forms, small focus groups), and through responding to ideas shared by ELAC, DELAC, SSC and district advisories."	"Strengths in the area of seeking input for decision-making include the advisory committee structure at school site and district levels. At the school level, there are Parent Teacher Associations or Parent Teacher Organizations at each school, as well as a School Site Council and English Learner Advisory Committees (when 21 or more English learner students are enrolled). District-level advisory committees meet regularly. These include the Superintendent’s Parent Advisory Council, the District English Learner Advisory Committee, and the Community Advisory Committee for parents of students with an Individualized Education Program (IEP). The district also added in-person and online zone forums and school based forums for site-specific topics such as electives."	"An area of focus is to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at school and district levels. Now that families are able to participate in events on campus, we are looking forward to this meaningful collaboration. The district aspires to enhance the quality of its two-way communication and the overall experience for family members while elevating its activities to be engaging and meaningful for families. We will increase our efforts to collect feedback via post-event evaluations and support site teams in analyzing the results."	"The district will improve engagement of underrepresented families in seeking input for decision-making  by continuing to leverage strong relationships with School Community Facilitators to ensure families feel invited, welcome, and safe to share ideas; by providing increased opportunities for in-person feedback at school events (surveys, feedback forms, focus groups), and through showing their ideas are valued by responding and demonstrating follow-up to ideas shared by ELAC, DELAC, SSC and district advisories."	3	3	2	3	2	3	3	2	3	3	3	3	Met	6/21/2022	2022
39773880131789	NextGeneration STEAM Academy	3	"Building relationships between school and families and community is a strength of the STEAM Academy. We work as a staff to determine how to best support students/families and on how best to communicate with families on an ongoing, regular basis."	"One area that we will focus on is creating processes or procedures for assisting families who need support with school/home communication in languages other than English. We have several staff members who speak Spanish, and are able to translate for staff and families as needed, but we do not necessarily have someone on staff that can assist with every language spoken by families that attend our school. We meet federal/state regulations in terms of translating materials, but we know the importance of school/home relationships and would like to be able to provide translation whenever needed as best as we can. This is an area that we will continue to explore as we grow."	"We will continue to promote and support the engagement of underrepresented families by creating welcoming environments for all families in the community. We are looking forward to reintroducing community oriented events such as our Multicultural Night where families are encouraged to share their unique cultural practices with our school community. Additionally, we encourage all families, including underrepresented families,  to attend our monthly open conversations with administration."	"In our 2021-22 LCAP survey parents responded to the following statement: My school encourages parent involvement... 82% strongly agree/agreed with this statement. Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by Volunteer logs, attendance at school events, Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board, LCAP Advisory, Parent Booster Club, 8th grade Promotion Committees, Middle School Activities committee, Parent/Teacher conferences and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation. In addition, regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions. Encouraging parental participation will always be a main area of focus for The STEAM Academy, and although we have significant participation, and positive survey results, we will strive to continue and improve our efforts to involve parents in day to day activities and decisions about their students' learning."	"An area of focus for improvement will be in providing professional learning to teachers and administrators to improve the capacity of teachers and parents as partners. We have had Julie Adams, an international education consultant, give training to all our staff. She aids teachers and principals in understanding the importance of social emotional health for school staff and parents to best support our students.  While this is a great starting point of professional learning, we have continued to research other sources of knowledge so we can continue to grow our staff capacity to build partnerships for student outcomes."	"We strive to improve engagement of underrepresented families and encourage partnerships for student outcomes by supporting families, making them aware of ways they can participate in their children’s education and how to advocate for their students. We encourage participation, and inform families in ways that they can be involved through school wide communication, weekly grade level newsletters, and teacher to families emails."	"In our 2021-22 LCAP survey parents responded to the following statement: My school offers parents a say in the decision-making process... 73% strongly agree/agreed with this statement. The STEAM Academy provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents, and feedback is sought through surveys and open forms. Bimonthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children."	"An area of focus for improvement will be increasing communication about the opportunities available to all members of the school community to participate and provide input towards decision-making. There are advisory groups that are comprised of staff and parents which give the opportunity to participate in school planning. There are bi-monthly open forum meetings with RIA Administration, where community and family members are able to provide input, feedback or ask for information on a variety of topics.  Our goal is to increase the awareness of these groups, and meetings through emails and fliers to encourage and increase participation."	"An area that we will continue to explore, as mentioned before, is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways."	4	4	3	4	3	4	5	3	4	4	4	3	Met	6/16/2022	2022
21654090000000	Nicasio	3	"Based on results of the self-reflection tool, we are in the full implementation phase of building relationships between school staff and families. This includes developing the capacity of staff to building trusting relationships with families, creating a warm environment for all families in the community, supporting staff to learn about each family’s strengths, cultures, languages and goals for their children, and engaging in 2-way communication between families and educators using language that is understandable and accessible to families."	"Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2022), Nicasio School will continue to focus on building relationships between school staff and families by focusing on the following responses: - Teachers communicate with parents about what students are expected to learn (79% agree) - Parents feel welcome to participate at school (88% agree) - School staff treats parents with respect (88% agree) - School staff take parent concerns seriously (88% agree) - School staff is helpful to parents (88% agree)"	"Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2022), Nicasio school will improve engagement of underrepresented families in the following ways: - continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and during school events"	"Based on results of the self-reflection tool, we are in the full implementation phase of building partnerships for student outcomes. This includes providing professional learning and support to staff to improve a school's capacity to partner with families, providing families with information and resources to support student learning and development at home, implementing policies or programs to teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, and supporting families to understand and exercise their legal rights and advocate for their students and all students."	"Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2022), Nicasio School will continue to focus on building partnerships for student outcomes by focusing on the following responses: - Nicasio School encourages me to be an active partner with the school in educating my child (83% agree) - Teachers communicate with parents about what students are expected to learn (79% agree) - Nicasio School staff shares information about how to help your child with homework (79% agree) - I have attended a Nicasio District PTA or school foundation meeting (50% agree)"	"Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2022), Nicasio school will improve engagement of underrepresented families in the following ways: - continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and events that encourage and strengthen building partnerships for student outcomes, including information to support student learning at home, meetings to discuss student progress, and information related to legal rights and advocating for students."	"Based on results of the self-reflection tool, we are in the full implementation phase of seeking input for decision-making. This includes supporting staff to effectively engage families in advisory groups, building to capacity of family members to effectively engage in advisory groups, providing all families with opportunities to provide input on policies and programs (with strategies to reach and seek input from underrepresented groups), and provide opportunities to have families and staff work together to plan, implement and evaluate family engagement activities at school."	"Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2022), Nicasio School will continue to focus on building partnerships for student outcomes by focusing on the following responses: - Nicasio School allows parent input and welcomes parent contributions (83% agree) - Nicasio School actively seeks input of parents before making important decisions (75% agree)"	"Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2022), Nicasio school will improve engagement of underrepresented families in the following ways: - continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and events that build the capacity of and support family members of underrepresented families to effectively engage in advisory groups, provide input on policies and programs, and collaborate to design, implement and evaluate family engagement activities at school."	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	10/6/2022	2022
39686766042725	Nightingale Charter	3	"Presently, Nightingale Charter works diligently to ensure that Parent and Family Engagement via- Building Relationships, Building Partnerships for Student Outcomes, Seeking Input for Decision Making   Research indicates that students whose parents are actively involved in their education are more successful in school. To help students reach their full potential, parent involvement is not only necessary, but highly encouraged at Nightingale School. Parents of Nightingale students are encouraged to volunteer at least 10 hours during the school year. The contact person for parent involvement at Nightingale School is the principal, Ms. Machuca. Parent opportunities at Nightingale include opportunities for building relationships, student outcomes, and input for decision making via:  Volunteer- Need TB and Fingerprint Clearance School Site Council Fall Festival English Learner Parent Advisory Committee – (4x/ Year) Parent Coffee Meetings- (Monthly) Nightingale Academic Teams- NAT Parent Conferences Fundraising- (Student Council, Science Camp, 8th grade activities, field trips and school wide activities) Academic Awards Ceremonies- (every trimester) Character Awards Ceremonies- (every trimester) PBL showcase- annually   Nightingale Charter believes that parents and guardians can support the learning environment of the school and their children by: Monitoring student attendance Monitoring completion of homework Volunteering in the classroom Planning and participating in activities at home that support classroom learning- (Nightingale Academic Teams) Attending award/character assemblies, literacy night, math night, Project-Based Learning presentations, family movie night, family dance, and other family events  Nightingale Charter will continue to provide opportunities for parents to take an active role in their child's education. These opportunities assist in building relationships with families as such opportunities are both for educational and greeting/ getting to know each other. The COVID pandemic has hugely impacted parent in person participation in all school events. As we return to in person instruction and events Nightingale continues to provide a welcoming environment, meetings, committee meetings, social events, etc."	There are additional opportunities for Nightingale Charter will continue to provide opportunities for parents to take an active role in their child's education.	"Nightingale Charter will continue to provide opportunities for parents to take an active role in their child's education. These opportunities assist in building relationships with families as such opportunities are both for educational and greeting/ getting to know each other. The COVID pandemic has hugely impacted parent in person participation in all school events. As we return to in person instruction and events Nightingale continues to provide a welcoming environment, meetings, committee meetings, social events, etc."	"Presently, Nightingale Charter works diligently to ensure that Parent and Family Engagement via- Building Relationships, Building Partnerships for Student Outcomes, Seeking Input for Decision Making   Research indicates that students whose parents are actively involved in their education are more successful in school. To help students reach their full potential, parent involvement is not only necessary, but highly encouraged at Nightingale School. Parents of Nightingale students are encouraged to volunteer at least 10 hours during the school year. The contact person for parent involvement at Nightingale School is the principal, Ms. Machuca. Parent opportunities at Nightingale include opportunities for building relationships, student outcomes, and input for decision making via:  Volunteer- Need TB and Fingerprint Clearance School Site Council Fall Festival English Learner Parent Advisory Committee – (4x/ Year) Parent Coffee Meetings- (Monthly) Nightingale Academic Teams- NAT Parent Conferences Fundraising- (Student Council, Science Camp, 8th grade activities, field trips and school wide activities) Academic Awards Ceremonies- (every trimester) Character Awards Ceremonies- (every trimester) PBL showcase- annually   Nightingale Charter believes that parents and guardians can support the learning environment of the school and their children by: Monitoring student attendance Monitoring completion of homework Volunteering in the classroom Planning and participating in activities at home that support classroom learning- (Nightingale Academic Teams) Attending award/character assemblies, literacy night, math night, Project-Based Learning presentations, family movie night, family dance, and other family events  Nightingale Charter will continue to provide opportunities for parents to take an active role in their child's education. These opportunities assist in building relationships with families as such opportunities are both for educational and greeting/ getting to know each other. The COVID pandemic has hugely impacted parent in person participation in all school events. As we return to in person instruction and events Nightingale continues to provide a welcoming environment, meetings, committee meetings, social events, etc."	There are additional opportunities for Nightingale Charter will continue to provide opportunities for parents to take an active role in their child's education.	"Nightingale Charter will continue to provide opportunities for parents to take an active role in their child's education. These opportunities assist in building relationships with families as such opportunities are both for educational and greeting/ getting to know each other. The COVID pandemic has hugely impacted parent in person participation in all school events. As we return to in person instruction and events Nightingale continues to provide a welcoming environment, meetings, committee meetings, social events, etc."	"Presently, Nightingale Charter works diligently to ensure that Parent and Family Engagement via- Building Relationships, Building Partnerships for Student Outcomes, Seeking Input for Decision Making   Research indicates that students whose parents are actively involved in their education are more successful in school. To help students reach their full potential, parent involvement is not only necessary, but highly encouraged at Nightingale School. Parents of Nightingale students are encouraged to volunteer at least 10 hours during the school year. The contact person for parent involvement at Nightingale School is the principal, Ms. Machuca. Parent opportunities at Nightingale include opportunities for building relationships, student outcomes, and input for decision making via:  Volunteer- Need TB and Fingerprint Clearance School Site Council Fall Festival English Learner Parent Advisory Committee – (4x/ Year) Parent Coffee Meetings- (Monthly) Nightingale Academic Teams- NAT Parent Conferences Fundraising- (Student Council, Science Camp, 8th grade activities, field trips and school wide activities) Academic Awards Ceremonies- (every trimester) Character Awards Ceremonies- (every trimester) PBL showcase- annually   Nightingale Charter believes that parents and guardians can support the learning environment of the school and their children by: Monitoring student attendance Monitoring completion of homework Volunteering in the classroom Planning and participating in activities at home that support classroom learning- (Nightingale Academic Teams) Attending award/character assemblies, literacy night, math night, Project-Based Learning presentations, family movie night, family dance, and other family events  Nightingale Charter will continue to provide opportunities for parents to take an active role in their child's education. These opportunities assist in building relationships with families as such opportunities are both for educational and greeting/ getting to know each other. The COVID pandemic has hugely impacted parent in person participation in all school events. As we return to in person instruction and events Nightingale continues to provide a welcoming environment, meetings, committee meetings, social events, etc."	There are additional opportunities for Nightingale Charter will continue to provide opportunities for parents to take an active role in their child's education.	"Nightingale Charter will continue to provide opportunities for parents to take an active role in their child's education. These opportunities assist in building relationships with families as such opportunities are both for educational and greeting/ getting to know each other. The COVID pandemic has hugely impacted parent in person participation in all school events. As we return to in person instruction and events Nightingale continues to provide a welcoming environment, meetings, committee meetings, social events, etc."	5	4	5	4	4	4	4	4	4	4	4	3	Not Met	10/25/2022	2022
04614240110551	Nord Country	3	"BUILDING TRUSTING AND RESPECTFUL RELATIONSHIPS WITH FAMILIES: As the Nord school community invites parent and other community volunteers back to campus, the administration recognizes the importance of maintaining a safe environment, and has installed a plan to have all volunteers be cleared by the office, and to sign a volunteer agreement which promotes safety, equity, and fairness for all learners. CREATING WELCOMING ENVIRONMENTS FOR ALL FAMILIES IN THE COMMUNITY: Efforts are made when appropriate to provide communication in the family's primary language, if it is other than English. This communication includes family and community events, so that all families know that they are welcome to participate in events.  SUPPORTING STAFF TO LEARN ABOUT EACH FAMILY'S STRENGTHS, CULTURES, LANGUAGES, AND GOALS FOR THEIR CHILDREN: As a small school with one grade per class, teachers often become very familiar with the Nord Country School families. Getting to know families is developed further through social events. During the 2021-2022 school year, staff participated in the annual Back-to-School picnic, Trunk or Treat event, community garden event, Open House, 8th Grade Graduation ceremonies, and several middle school dances. Through these social events and during more formally scheduled meetings, the teachers show much dedication in their efforts towards getting to know individual families. Further, using a specific RTI process, individual teacher-student conferences are held on an as-needed basis when teachers are seeking to identify ways to improve student academic, behavioral, and emotional well being. TWO-WAY COMMUNICATION BETWEEN FAMILIES AND EDUCATORS USING LANGUAGE THAT IS UNDERSTANDABLE AND ACCESSIBLE TO FAMILIES: It was determined through PTO discussions and family surveys that school-to-home communication could be improved, and made more uniform throughout the grade levels. Using our LCAP as a guide, it was determined that Two-way communication could be improved at the school-home level, but also for different grade bands. Teachers, office staff, and administrative staff are exploring ways to improve communication across all grade levels. For example, at the middle school level, teachers all agree to use the Remindapp. For third through fifth grade, Class Dojo is utilized. For the K-2 grade band, a combination of email, face-to-face, Remindapp texts, and notes home is used."	"Within our LCAP goals are specific areas to improve the connectedness of families to school. These goals are a response to feedback garnered from the spring family survey, discussion and reflections at School Site Council meetings, staff meetings, PTO meetings, and Board Meetings. First, parent-school communication will be strengthened by developing a family tab on the website. Next, an increased effort by administration to communicate school-wide events and activities through social media outlets will be made. By using platforms that allow the scheduling of posts, information will be strategically presented to school families. Further, through the use of QR codes, parents will be invited to join the Nord Network, a closed Facebook Group. Staff will monitor the platforms and manage communication on a daily basis. Last, with the increased ability to gather in a way that reflects pre-pandemic times, the school will offer family nights--both entertaining and informational. All of these events are attended by both faculty, staff and parents. In this way, the needed relationship building-- that was placed on hold when the COVID-19 pandemic restrictions were in place--can continue to grow."	"After careful consideration, several strategic actions will continue to be  implemented in order to improve engagement of underrepresented families. Acknowledging the digital divide and the lack of technological expertise to access information, staff members continue to make extra efforts--through face to face conversations, phone calls, and/or texts, to ensure that communication lines are open among families that are socioeconomically disadvantaged, or are of an underrepresented culture. Secondly, parents of such families will be invited to run for office and participate in the School Site Council, PTO, or other committees so that they are intentionally included in the community/volunteer aspect of the school. Last, when needed, teachers work with bilingual staff to ensure that important communication goes home in a family's primary language."	"Currently, the strengths and progress made in Building Partnerships for Student Outcomes has lost some momentum due to the COVID-19 Pandemic, when many partnerships were no longer possible due to the social distancing and disease prevention strategies that were implemented. The history of partnerships in the Nord School Community remains. This memory of what Nord has represented in the past will likely emerge to shape our future school years. It is possible that rekindling the partnerships may take time and effort.  As restrictions continue to loosen, more partnerships that dissolved due to social distancing may be revived."	"Currently, the increased planning, organization and implementation required to support our required summer school offerings, coupled with our teachers having a ""normal"" school year for the first time in three years (if you count the disruption in learning due to the 2017-2018 Camp Fire school year), little effort has been made in the area of building partnerships. Gradually, the needle is moving positively in this area. For example, a fencing course was offered through the middle school elective program, whose teacher is from a local fencing organization. Additionally, the garden remains an important learning center, as its founder, a volunteer, as well as newer garden leaders, ensure that it flourishes. The pie auction, which gives local farmers and businesses a chance to support Nord Country School was a successful 2022 spring fundraising event."	"As a result of the self-reflection process in relation to Building Partnerships for Student Outcomes, there is a plan in place to improve engagement of underrepresented families. First, a strategic effort will be made to inspire parents to participate in leadership roles so that parents from underrepresented groups will have a voice at the Parent Teacher Organization as well as the School Site Council. Next, steps are being taken to ensure that all parents are well connected to the school. Support will be given to ensure parents can connect to the school through the communication apps and social media outlets, and, when needed, translation will be provided for school communication. When phone calls are necessary, office administrative staff will ensure that outreach occurs."	"The parent teacher organization, Board of Directors, and School Site Council have standing meetings and full memberships. Each organization has a process for participation and seeking input. LCAP goals as well as qualitative and quantitative data are shared at different points in the year, including student, family, staff, and teacher feedback surveys. Participants have opportunities to give feedback, ask questions, and clarify any items during these meetings."	"The focus area for improvement in Seeking Input for Decision Making is to improve the quality of data presentations to the different forums, and to better present areas of strength and areas of growth, so that the data is clearly communicated. Further, the type of data that is presented is rooted in our survey collections, PBIS behavior referrals and affirmations, as well as standardized and local testing results. Improved planning and collection of data would help our school better communicate our story to the shareholders. With improved data sources and accurate presentation, the input that we garner from our schools could create deeper and more relevant conversations about future goals. This year, specific measures have been added. For example, a primary responsibility of one of our Education Directors is to gather and disaggregate behavior and testing data, and to share the finding with staff, PTO, and the board on a monthly basis. Improved areas are: adding data to PBIS that includes affirmations of positive student behavior, presentation of academic data for ELA and math for our identified subgroups, and creating a middle school behavior tracker which facilitates communication between all staff that interact with middle school students. With improved and curated communication of data, it is anticipated that feedback from community members will lead to more relevant and specific discussions and next steps for improvement."	"The goal for our school is to have parent leadership to represent all families, especially those who are underrepresented, as stated in Narrative Box #1. The current plan for improving engagement is to ensure that parents have access to the digital and print communication from our school. Additionally, our LCAP goals include elements to engage families at family information nights. The goal is to have at least two family nights, one which provides information on protecting our children from harmful elements of social media and internet technology, as well as one entertaining STEAM night that involves all members of the family. By engaging families at information/activity nights, families who are underrepresented will have more opportunities to build relationships with staff and other community members. It is hoped that the increased involvement in general family activities will lead to more bridges between home and school for such families. As a result, we hope to see an increase in participation in data gathering forums by these groups, including attendance at board meetings, participating in surveys, and attending PTO meetings."	5	4	4	4	3	5	4	4	4	5	5	3	Met	6/22/2022	2022
15636930000000	Norris Elementary	3	"In order for students to be successful, school personnel and families must work as partners to provide a positive learning environment and eliminate barriers. According to the Parent Survey, which was administered in March 2022, 95.5% of parents feel that the district values them as partners in their child's education. The district views parents/guardians as a critical component in student achievement and success. Although student learning primarily takes place within the classroom, it must be reinforced and supported at home for many students to achieve mastery. Parent conferences are conducted for every student, regardless of academic progress, within the first quarter of the school year. This is a time for teachers and parents to connect and discuss areas of strengths and concerns surrounding the whole student, not just academics. Many times, this is not the first contact the parents and teacher have had so it is often an opportunity to revisit things discussed previously. Conferences are a time for offering clarity regarding expectations and goals for each student throughout the remainder of the school year."	"Although we believe the district, as well as the individual school sites, effectively establish partnerships with families, we continue to strive for improvement. Our current focus is to improve parent access to resources on the district and school websites as well as to improve two-way communication. We serve a community that relies heavily on technology for information and communication. It is important that we keep information current and provide as many resources as possible via the websites. The district and school websites are often the first place the community goes for information so it is critical that they are a reliable resource. In addition to making sure the websites are updated regularly, it is necessary to promote the resources available through the use of newsletters, marquees, and announcements."	"We are in the early implementation phase of utilizing Parent Square as a communication platform that will make information more accessible for all families but most specifically for the families of English learners. Through the use of this platform, we hope to increase parent and family engagement and give families an efficient way to communicate with district staff."	"The Norris School District takes pride in the fact that we have a high rate of parent participation. According to the Parent Survey, which was administered in March 2022, 95.8% of parents feel welcome when they visit their child's school. The district and school sites encourage parent participation to the fullest extent. Multiple means of communication are used to solicit parent participation in the day to day activities of the classroom as well as with larger school events. Even parents who work full-time and are unable to volunteer during the regular school day are given opportunities to provide support from home and participate beyond school hours. The strong ties developed between the school and its families are integral to every student's success."	"One of the areas we continue to focus on as a district is having teachers initiate positive contacts with parents regarding student achievement and behaviors. It is important that both the challenges and successes of our students are being communicated to parents on a regular basis. By focusing on making positive contacts and establishing trusting relationships with parents, it makes the more difficult conversations easier to have if and when necessary. The ultimate goal is for all of our students to be supported academically and socio-emotionally so they can be successful in every aspect of life."	"This is another area where utilizing Parent Square will be beneficial for underrepresented families. Teachers and staff will have the ability to send messages in a student's home language making the information more accessible for families. The platform will allow for quick and easy two-way communication, therefore, increasing the frequency of contact and the opportunity to quickly address any concerns or share successes."	"Based on the Parent Survey, which was administered in March 2022, 91.8% of parents/guardians believe the district provides a variety of opportunities to contribute to decisions in our school/district through surveys and advisory groups. The district gathers this information in various different ways through educational partner meetings that are held throughout the year. Each LCAP goal is presented during the educational partner meetings along with a summary of the actions included within the goal. After these are shared, parents are encouraged to share their input and opinions regarding the goals and actions and whether they perceive them as effective and appropriate or if there should be changes. The educational partner groups that include parents as participants are Parent Teacher Club, English Language Advisory Committee (site and district), District Advisory Committee, and School Site Councils. All of these avenues provide parents/guardians with opportunities to provide input and feedback. The district and school sites use multiple methods to encourage participation in these committees so we can glean input from a variety of sources."	We will continue to solicit parent participation in decision-making to the fullest extent possible. Parent input is a valuable factor in determining what is best for students. Making parents aware of the simple ways (i.e. Educational Partner Feedback Form) they can provide input and feedback is essential to including families in the process. Transparency and awareness will be a primary focus.	"Although we encourage involvement from multiple angles, it is often difficult to get parent participation in these committees and meetings, especially with our underrepresented families. One barrier that we believe affects attendance is that many of these meetings take place during the workday when it is difficult for people to get away. Moving forward, we are focusing on offering more evening opportunities as it is often more feasible for families to attend at that time. In addition, providing activities for children during the meetings so parents do not have to secure child care will increase attendance. There is also potential to offer virtual attendance at these meetings giving families flexibility in how they participate. The district prioritizes involving parents in the decision making process and want to ensure families feel they have ample opportunity to participate in these educational partner meetings."	5	5	4	4	5	4	5	5	5	5	4	5	Met	6/8/2022	2022
35675040000000	North County Joint Union Elementary	3	"Parent engagement is an integral part of Spring Grove School’s success. Parents are involved in school activities: field trips, classroom events, and volunteering. The Spring Grove PTO provides funds to support classroom supplies, trips, and campus beautification. It is a true partnership. Parents attend Back To School Night, Open House, Parent/Teacher Conferences 2 times per year, special events, sports events, and fundraiser events."	"During the 2021–22 school year the North County Joint Union School District administered one Parent Survey via a Google Form in both English and Spanish. Parents were also able to fill out a paper version of the survey. The survey addressed parents’ needs in terms of in person learning, virtual learning, interventions and tutoring. 60% of the parent population returned the survey and this was used to assist in the LCAP development from Educational Partners."	"A large majority of parents reported they strongly agreed that they were satisfied with the overall education provided by Spring Grove School and preferred in person instruction. School Site Council and Migrant Parent meetings were used as the main venue to solicit parent input for decision-making. Continuous outreach through email, text messaging and auto dialer was used to seek input and communicate opportunities for parent engagement."	"The LEA works with staff, parents/guardians and educational partners to share data on student education and social emotional progress. Strengths include data for standards in ELA, math, interventions, writing, ELAC scores, CAASPP scores, and discipline data.  The LEA also shares the data with the Board of Trustees at a public board meeting.  The LEA continues to seek feedback."	"The LEA is focused on improving and building partnerships with parents of English Learners, Migrant parents, and parents who benefit for additional support. The focus is on providing educational tools to help at home."	"The LEA  meets with underrepresented families during parent/teacher conferences with translators, IEP meetings, and monthly parent meetings."	"The LEA provides an annual parent survey in both Enlgish and Spanish to receive feedback from parents.  Parents are also encourage to provide feedback at Superintendent Meet and Greets, parent meetings, and School Site Council Meetings."	The LEA will continue to focus on making the improvements suggested to support all students.	The LEA meets with staff to disucss how to continue to grow and improve in the decision making for all students.  The Board of Trustees also does a self reflection study to improve engagement.  Feedback is always welcome.  The administration makes itself avaiable to all parents and provides support with translators to break any language barriers.	5	4	4	5	5	5	5	5	4	4	4	4	Met	6/23/2022	2022
37684520114264	North County Trade Tech High	3	"We have created a pathway for staff, students and parents to have direct access to the students teachers using ParentSquare, dedicated teacher ""office hours"" and other means to develop relationships with families.  We are increasing our parent meetings and trying different times and days to hold them.  Teacher have been given means to sent out information that is translated immediately into a student's home language."	"We are new to some of the tools we now have access to.  We are working to train staff, parents and students to use the tools and be better informed."	Our Parent Coordinator is working to create evening events to bring families on campus in order to be more inclusive of our families.	"At least 4 times each year, we have opportunities for parents and families to meet with the teachers and staff at the school.  This year, we will have Back to School Night, 2 days of Parent-Teacher-Student Conferences, an Advisory Carnival/Open House, and a Night of Excellence for project displays.  Additionally, we will host several grade level events to engage our parents and students in educational activities on our campus."	Bringing everything we did before COVID back and continue to grow opportunities for families and staff.	"By being inclusive of all learners and providing opportunities for families to engage on campus, we expect to see growth in our participation with all identified subgroups."	"We began having additional parent meetings last year with the use of technology.  This increased our participation, but we quickly realized meeting fatigue was setting in with our parents.  This year, we have a more structured format for our parent communication and advisory groups.  By reducing the number of meetings and more intentional planning for purpose, we hope to better engage our learning community's input."	We are in a constant state of evaluation.  We have learned that we need to be flexible in our goals and adapt as the needs change.	"Student recognition was targeted by our advisory groups as most needed.  We plan to use that to create a positive climate and more engaging of all families and their learners.  By celebrating successes, families are more likely to participate and trust our school staff and procedures."	4	4	3	3	4	4	4	4	3	4	4	4	Met	6/14/2022	2022
45700780000000	North Cow Creek Elementary	3	"We have many opportunities throughout the year to build relationships with families.  We have held both virtual and in-person school gatherings that have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet.  This said, our presence on social media and our newly launched website has been successful.  In addition, we have implemented SEL that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel, even during COVID."	"Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events."	"Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, Attendance Coordinator that connects families to local resources, and reading/math labs."	"We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local businesses to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, iLab Showcase night, movie nights and Open House are just some examples. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved Student Outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes."	"The whole staff meet to review student outcome data and provide feedback that help set goals/actions based on identified needs. Parent conferences are held several times a year, and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication regarding student attendance and additional support for students."	"Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes."	"We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through staff meetings and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs."	"Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school app, emails and newsletters to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes."	"We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, attendance meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/21/2022	2022
27738250000000	North Monterey County Unified	3	"Strengths and progress include Spanish interpretation provided at parent workshops and meetings, increased attendance at parent workshops, and providing a broader range of topics in parent workshops to build partnerships with families."	One focus area for improvement includes increasing engagement of underrepresented families by developing our schools' capacities to partner with families and develop self-reflection processes and tools to measure progress.	"The district will continue to improve engagement of underrepresented families by continuing to collect input on session and workshop topics, providing workshops both in person and remotely to increase participation, and increase daily and weekly updates about classrooms and sites."	Strengths and Progress in this area include hiring Bilingual office staff at each site and a District Mixteco Interpreter to strengthen outreach to Mixteco families.	A focus area for improvement includes increasing engagement of underrepresented families by initiating regular Cafecitos and focus groups as recommended by input received from our educational partners.	"The district will continue to improve engagement of underrepresented families through the expansion of parent and community communication strategies, and meaningful involvement based on the recommendations from educational partners. Some of these opportunities include Cafecitos, Financial Literacy Workshops, the Parent Institute for Quality Education, Kinder Readiness, Parent Town Halls, and Migrant Parent Workshops."	"Strengths and progress include providing more opportunities for input through surveys, advisory committees, and focus groups and our LCAP goals and actions to increase parent engagement includes recommendations from the input received."	"A focus area for improvement includes increasing engagement of underrepresented families by establishing a formal family engagement group with specific outreach made to underrepresented families, providing training, and involving them in all phases of the family engagement plan."	"The district will continue to improve engagement of underrepresented families through the expansion of parent and community communication strategies, and meaningful involvement based on the recommendations from educational partners. Some of these opportunities include Cafecitos, Financial Literacy Workshops, the Parent Institute for Quality Education, Kinder Readiness, Parent Town Halls, and Migrant Parent Workshops."	2	2	2	2	3	3	1	1	4	3	4	4	Met	5/19/2022	2022
19101990100776	North Valley Military Institute College Preparatory Academy	3	"The addition of the Community Schools Grant program has expanded our ability to foster strong relationships between school staff and families. The weekly Parent Academy, cadet-led conferences, Four Pillars Conferences, Parent Advisory Council activities, and Schoolsite Council are all strong and growing."	We are currently focused on expanding the Community Schools Grant efforts across each of the domains included in our grant application	"NVMI serves almost exclusively underrepresented families in the traditional school system. Families have chosen NVMI, in part because NVMI commits to engaging those families and partnering with them for the benefit of their children. The new parent orientation in July was highly effective at helping new families understand the NVMI “recipe” for family partnerships and student success."	The weekly Parent Academy is an exceptional tool to empower families in this regard. We are striving to expand family participation in this Academy.	"Greater participation in both cadet-led conferences and Four Pillars conferences, as well as 8th and 12th grade commencement/graduation check meetings is an ongoing NVMI goal."	"Our goal is to reach beyond an 80% participation rate in cadet-led conferences and Four Pillars conferences, as well as 8th and 12th grade commencement/graduation check meetings."	"The Parent Advisory Council, Schoolsite Council, Curriculum Committee, Leadership Team,. Cabinet, Department and Grade-Level meetings, governing board, cadet battalion and company staffs, and all staff meetings all aim to enhance input of stakeholders for school level decision-making."	Increasing active participation of stakeholders in our existing structures for stakeholder input is our major focus.	"NVMI serves almost exclusively underrepresented families in the traditional school system. Families have chosen NVMI, in part because NVMI commits to engaging those families and partnering with them for the benefit of their children. This year, the reinvigoration of the Parent Advisory Council which was dormant during the pandemic is a major goal."	4	4	4	4	4	5	4	4	5	4	4	4	Not Met	9/27/2022	2022
12101240134163	Northcoast Preparatory and Performing Arts Academy	3	"The school offers multiple opportunities to build relationships with families at all grade levels, including a start of school orientation, a welcome back to school night, parent conferences, all-school meetings, parent evenings, opportunities for and strong encouragement of parent involvement and proactive individual communication on the part of staff members."	"All staff attend professional development workshops addressing these topics. The school evaluates the learning needs of each student on an ongoing basis during regularly scheduled faculty meetings and inservices. The also school offers regularly scheduled parent evenings and parent conferences to discuss student progress and address individual student needs. Additionally, the school conducts a parent-teacher communication week each semester prior to the release of midterm grades."	"The school engages in individual outreach to each underrepresented family to ensure that they are fully included in the school's two-way communication processes described in item #1 above. The results of these efforts are evaluated, and the school follows up with any families needing more communication to ensure that all underrepresented families are benefitting from the school's two-way communication processes."	NPA seeks input from parent/guardians in school decision making through parent evenings hosted for each grade level once each semester at the high school level and open house parent evenings at the middle school level. During these meetings parents have an opportunity to voice their academic and developmental hopes for their student and share any concerns or suggestions they may have with faculty and administration.	"The school writes down all comments from parents/guardians, and faculty and administration take them into consideration in their decision making processes. During the parent evenings parents also receive a questionnaire asking them to rank development priorities and initiatives in the school. The results are incorporated into the school's LCAP goals and actions."	"The school makes a special effort to solicit participation of all underrepresented families in its regular outreach and communication meetings and its parent evenings. The school has designated a staff member to be the outreach coordinator, to ensure that no underrepresented family is left out of the communication process."	"Our parent meetings have a high rate of attendance. This year to date more than 70% of families have attended at least one parent evening. As noted previously, these meetings provide parents with opportunities to provide input into decision-making through discussions and through surveys that are distributed."	The school plans to make sure that any family that is not able to attend our parent meetings is prompted to complete the surveys that are distributed and also invited to offer additional input into the school's decision-making processes.	"Underrepresented families are already fully engaged in the school's decision-making processes, as demonstrated by their participation in our parent meetings."	5	5	5	5	5	5	5	4	5	4	3	5	Met	6/6/2022	2022
12626870000000	Northern Humboldt Union High	3	"There is an increase the in the two-way communication between families and schools. Sites are providing more opportunities for gathering student voice in decision making. For instance, when the bell schedule committee of staff and administration were meeting, they included feedback from interviews with students on bell schedule options. There has been more committees with families that include students such as the site Equity Collaboratives and the Indian Education Parent Advisory. Many staff have participated in reducing cultural bias through professional development such a book clubs and workshops. Some curriculum is being updated to be more culturally sensitive.  Families are able to access student's grades and attendance records via the parent portal, ParentVUE. Teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs and 504 Plans meet regularly with staff to discuss learning goals and accommodations."	The District has a Differentiated Assistance plan which includes working with families on the students' four-year plans to help make them more relevant for students. This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes.	"The district has partnered with New York University to complete an equity audit. The district committee has reviewed data looking for disproportionality among around race, gender and student with disabilities over two years. Ensuring that equity awareness is part of all practices in the district is a priority including embedding it in the MTSS/LCAP plan. A parent group made up of under represented families were contacted to gather information for the audit.  The ELAC (English Language Learner Committee) at Arcata High in conjunction with the McKinleyville Family Resource Center has met a few times in the Spring of 2022. There is room to improve this committee and build participation. Providing more materials both printed and digitally in Spanish is an area of focus for the district.  The Student Services department is expanding a list of resources for staff, families and student use. This list includes contact information of both on and off campus resources so students, families and staff can access services as needed."	"In our rural communities, the high schools are the center of community activities. The schools engage with the community and families via extra curricular activities regularly. The community participates on the schools' Site Councils and Parent Teacher Organizations. Back to School Nights are well attended by families."	"The district has placed a large emphasis on developing a more Culturally Responsive Sustaining Education system. Continuing to plan and implement the actions that were developed as part of the NYU equity audit is an area for improvement. Communicating with students, families and staff about the partnerships that we already have in place so available resources are known provides room for improvement.  Moving forward, the district will be working closely with the school's Site Councils to help guide the district in writing district level plans such as the LCAP and parent and family engagement policies. Just this last year the two continuation schools have joined the site councils of the respective comprehensive sites for which they share a campus and resources."	"In addition, Arcata High started an ELAC group in 2021-22 in partnership with the McKinleyville Family Resource Center which has provided important feedback from our English Language Learner families such as the disconnect they feel with the school and how to improve the communication home. We are working on getting more communications translated and will be placing all the English Learners at AHS with a Spanish speaking Academic Counselor, adjusting the caseloads among the counselors to accommodate this shift. Site Equity Collaboratives are made up of students, families. McKinleyville Family Resource Center staff and district staff which provide two-way communication which has provided input on decision making and comfortable, trusted environment.  Staff continue to participate in book clubs and workshops to help raise their cultural awareness and ultimately adjust curriculum to be more inclusive."	"The district uses advisory committees such as Site Councils, site Equity Collaboratives, Student Equity Advisory Committees as well as LCAP/MTSS plan educational partner meetings. We also seek student input through Student CoGens (Collaborative Generative Conversations) specifically around MTSS feedback. Staff feedback is obtained through rounding sessions, Pulse Check Surveys, Surveying students, parents and staff is a regular practice throughout the school year from quick pulse checks to bi-annual or annual surveys to get feedback on more long term goals. The schools and district are regularly utilizing social media and texting to push out information to families, as per the survey results where families requested it."	Intentionally communicating survey results through websites and social media has become a practice district wide. We are working on improving our surveying process by communicating the purpose and how to obtain the results after they are processed to the participants. We are starting to use pulse check surveys with staff which are shorter and provide feedback to make changes with a quick turnaround time.	Through the ELAC we are learning ways we can improve communication to homes where English is not the primary language. A parent focus group was utilized to obtain data we use to analyze in the New York University workshops. We also gather information through the Indian Education Parent Advisory Group.	4	4	4	4	4	2	4	3	4	3	3	1	Met	6/27/2022	2022
12101240137364	Northern United - Humboldt Charter	3	"In the area of building relationships with our families, we see this as a strength.  With 90.5% of our participants believing that we are at Full Implementation or Full Implementation and Sustainability, it is clear that we are building trusting respectful relationships in which our families feel connected.  Equally important, 85.7% believe we are at Full Implementation or Full Implementation and Sustainability in creating welcoming environments."	"We will continue to make extra efforts to reach out to all of our more rural families. With the addition of our monthly parent/guardian workshops, we will increase relationships and encourage our families to involve themselves in a very tangible way in our educational community. With our rural families, as with all of our families in need, we will continue to provide internet connection, hotspots, Chromebooks, and transportation as needed."	"With our underrepresented families, as with all of our families in need, we will continue to provide internet connection, hotspots, Chromebooks, and transportation as needed, in order to build relationships between school staff and families."	"In the area of building partnerships for student outcomes, the data shows that 73.5% of our participants believe we have Full Implementation or Full Implementation with Sustainability in providing families with information and resources to support student learning and development in the home."	"61.9% of our participants believe that we have Full Implementation or Full Implementation with Sustainability in supporting families to understand and exercise their legal rights and advocate for their own students and all students. This is an area that we pay attention to, however, it’s clear that greater emphasis needs to be placed on this area."	"In order to build partnerships for student outcomes with underrepresented families identified during the self-reflection process, we have begun parent outreach and education program that includes a monthly newsletter and parent meetings.  The newsletter will contain articles and the classes will include strategies for familes to use to help support their students in the home."	"In the area of seeking input for decision making, our greatest strength with 83.3% of our participants responding that we have Full Implementation or Full Implementation with Sustainability in supporting family members to effectively engage in advisory groups and decision-making."	"In the area of progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels we showed 65.4% of our educational partners believing we are at Full Implementation or Full Implementation with Sustainability.  Knowing this, we will continue to place emphasis on involving our families in the decision-making process concerning our school’s direction in the future.  Equally important, our school will continue to provide opportunities for parents, teachers, and staff to brainstorm school activities and implementation of programs that encourage student growth.  LCAP meetings, PTO meetings, and personal meetings with families on a regular basis will help promote improvement in this area."	"In order to build partnerships for student outcomes with underrepresented families identified during the self-reflection process, we have begun parent outreach and education program that includes a monthly newsletter and parent meetings.  The newsletter and classes will contain announcements regarding the school board meetings and empty seats on the School Site Council."	5	5	4	4	4	4	5	3	5	4	5	4	Met	6/30/2022	2022
47104700137372	Northern United - Siskiyou Charter	3	"100% of Northern United - Siskiyou Charter School (NU-SCS) staff and families agreed, or strongly agreed with the statement ""I feel as if the staff of the school works to build a trusting and respectful relationship with families.""     100% of staff and parents feel that parents have multiple opportunities to engage in 2-way communication between families and educators."	"90% of our educational partners agreed, or strongly agreed that NU-SCS has created a welcoming environment throughout the school. This is a potential area for growth. There were fewer students attending in-person classes this year due to the pandemic. As students begin returning in greater numbers to in-person classes, we need to remain mindful of maintaining a positive learning environment."	"82.5% of staff and parents feel that the school staff works to learn about each family's strengths, cultures, languages, and goals for their children. This should also remain an area of focus for our school as the demographics of our communities change and the number of students arriving at our school dealing with trauma increases."	82% of staff feel that the school is making progress in providing professional learning that improves capacity to partner with families. 90% of parents feel like they are being provided with the information and resources necessary to support student learning in the home.	"90% of parents reported that the school has policies and procedures in place to support teachers and parents working together to improve student outcomes. We are going to continue to find more ways to help parents support student learning, including monthly support group meetings with food and childcare provided."	"90% of staff and parent respondents agreed, or strongly agreed that parents understand and exercise their legal rights and advocate for their student's needs. We will work to engage underrepresented families to build partnerships for student outcomes."	90% of respondents feel that they have opportunities to be involved in the decision making processes of the school.	"88% of staff respondents agreed, or strongly agreed with the notion that NU-SGS is making progress in the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. 88% of parent and student respondents agreed, or strongly agreed that they are allowed to effectively engage in advisory groups and decision-making.  Despite the positive numbers in these responses, we feel we are still in the initial implementation phase of our growth in this area, as suggested by the limited response rate to the survey. More effort should be undertaken to ensure underrepresented families become actively engaged in the decision making process."	"88% of all respondents agreed, or strongly agreed that NUSCS is making progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community."	5	5	4	5	4	5	5	4	4	3	3	3	Met	6/30/2022	2022
36103630115808	Norton Science and Language Academy	3	The Norton Science end Language Academy believes that parents and families are an integral part in the decision making of the school. Parents are invited to participate in a variety of activities and councils including:  1. School Site Council 2. English Language Advisory Committee 3. School Board Meetings (Parent Board Members) 4. Monthly Cafecito Meetings 5. Love and Logic Classes for Parents 5. Latino Family Literacy Project 6. CABE Project to Inspire 7. Parent Teacher Organization	"The school will continue to reach out through multiple platforms including email, telephonically, in-person, and social media to ensure families have access to the school's staff and all communication."	The school will use more direct routes of communication such as in-person and by telephone to improve engagement with families.	"The Norton Science and Language Academy will continue to utilize a Multi-tiered System of Support (MTSS) in order to monitor student progress in meeting the academic standards through the integration of evidence-based instruction, interventions, and assessments to address the full range of student academic and behavioral needs. Parents and families will continue to work as partners to make the best decisions when supporting students' academic and behavioral needs."	"The school will continue to reach out through multiple platforms to improve partnerships for student outcomes. The ability to meet with partners via video conferencing, telephonically, or in-person, will allow for these partnerships to continue."	The school will use more direct routes of communication such as in-person and by telephone to improve partnerships with families.	"Parent and family engagement is a core practice at Norton Science & Language Academy. Parents are children’s first teachers and know their children best. Engaging with families is not only a legal mandate but a philosophically important to Norton. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. Norton Science and Language Academy provides numerous opportunities for families to support and be engaged each year. To keep families safe during the pandemic, the school used online surveys and forums to distribute and collect stakeholder feedback. The school discovered higher participation rates using these formats and intends to use both along with in-person feedback. For families that are unable to attend either, information will be distributed on paper or by phone. This community collaboration assists in designing and improving experiences for its students."	"The school will continue to reach out through multiple platforms including email, telephonically, in-person, and social media to ensure families are able to give their input in decision-making."	The school will use more direct routes of communication such as in-person and by telephone to gain input from families for decision-making.	5	5	5	4	4	4	4	4	4	4	4	5	Met	11/8/2021	2022
19648400000000	Norwalk-La Mirada Unified	3	"Norwalk-La Mirada Unified School District has continuously found ways to strengthen parent engagement by building relationships between school staff and families. Our teachers, administrators, wellness coordinators, counselors and Elementary Student Support Specialists (ESSSs) continued to develop and implement student and family outreach, monitor, and support students on a regular basis throughout the 2021-22 school year. Our LCAP Goal 4- Parent and Community Engagement ensures that we provide a welcoming school environment for families to increase parent and family engagement and involvement in decision making at their schools. Our spring 2022 Panorama CORE Family Survey + NLMUSD LCAP reflects that 91% of our families responded in a favorable way in the area of Sense of Belonging.  We have provided multiple forms of communication to parents about their children's progress and the activities in the district in our parent’s preferred languages of communication (English, Spanish, and Korean). Parents have ongoing opportunity to learn about school programs that the district provides to give every student access to success in college and career."	"NLMUSD will provide parent education and involvement opportunities to increase learning. Strengthening parent services to parents will result in an improvement in English Language Arts and Math Assessment. This action/service addresses the needs, conditions, and circumstances of our students and it addresses the State Priorities of State Standards, Pupil Achievement, Pupil Engagement and School Climate and is principally directed towards, and is effective in, meeting the district’s goals for pupils in strengthening ELA and Math achievement.  We also understand how important social emotional learning and equity is for our students. We have developed a 3-year SEL as a Leverage for Equity Plan that will support our culture, climate, and school community needs. School culture and equity are important to the development of a student centered whole-community approach to education and that is our focus for our staff, students, and families. We are also investing in counselors at all levels and the building of teacher and leader capacity across our district."	"A NLMUSD will build parent and community capacity to support students and strengthen learning through increasing and improving services to underrepresented families. This will result in the improvement English Language Arts and Math for all our students with a focus on unduplicated pupils population. This LCAP action/service addresses the needs, conditions, and circumstances of the low income, foster youth, and English Learners by developing parents as partners in their child's learning.  According to the spring 2022 Panorama CORE Family Survey + NLMUSD LCAP 2,739 Parent Responses to Survey 92% of our families responded in a favorable way in the area of Climate of Support for Academic Learning 90% of our families responded in a favorable way in the area of Knowledge and Fairness of Discipline, Rule and Norms 91% of our families responded in a favorable way in the area of Sense of Belonging (School Connectedness) 93% of our families responded in a favorable way in the area of Safety 1281 parents participated in parent workshops 7954 parent workshop hours  We will continue to seek new ways to support our families as we sustain what we have started: parent engagement across the district, collaboration and input requests from our parents and families, and opportunities to share their thinking and hopes for their children with us via surveys, phone blasts, direct calls and our websites."	"NLMUSD parents are being provided with training in leadership at school sites and district parent center, and shared decision making in order to increase the partnership between the district and parents in providing students with high quality educational opportunities and increased student outcomes. Opportunities for parents to be included in the input process for decision making includes our LCAP Action Team, Superintendent's Cabinet, PAC, DELAC, ELAC, SSC and our PTA boards.    NLMUSD provides a College and Career Expo as a service for our students and their families. Our students benefit from learning about College and Career opportunities available to them to help with their personal goals and future careers."	"Upon reflection on the data around student achievement and in consultation with our educational partners, we have developed a robust and comprehensive approach to supporting student learning outcomes as defined by the CA Data Dashboard and other local indicators. We have ensured that all eight priorities defined by the Local Control Funding Formula Criteria (LCFF) are addressed in our LCAP. The key features of the LCAP include the following services and actions.  LCAP Highlights: -  Systematic professional development for all staff focusing on supporting student success. -  Increased opportunities for students to take advanced course work. -  Improved learning opportunities including Career Technical Education courses. -  Small campuses to enhance Unduplicated Pupils reporting positive school climate. -  Additional staff trained to support students' social emotional and behavior needs at all school sites, including additional counselors. -  Recruit and retain the highest quality staff. -  Targeted interventions using Multi-Tiered Systems of Support (MTSS) provided by credentialed teachers. -  Technology devices and access deployed to personalize learning and increase college and career readiness."	"The LCAP Task Force prioritized services and level of services using data. The Committee prioritized and made recommendations regarding sustaining or eliminating the services. This process allowed us to modify services out of the LCAP that we had no evidence of effectiveness. As a result of the survey data from our educational partners, we are continuing to support Social Emotional Learning and wellness, technology support and services, interventions, and college and career readiness."	"NLMUSD has consulted with educational partners in meaningful ways through in person, zoom meetings, focus groups, and surveys to gather information about the hopes and dreams for our students.  There were common threads throughout the input collected and conversations regarding successes and challenges related to the current school year as well as what improvements need to be made for the following year between the different educational partners.   Special attention was given in aligning the LCAP with stakeholder input, the Superintendent recommendations and Board of Education goals."	"As a result of conversations by the LCAP Task Force Stakeholders, key actions in the LCAP will be strengthening and closely monitored. Key actions include Social Emotional Learning, Counseling supports, technology support including devices, tech coach supports, intervention counselors.  Data review and progress monitoring will occur with the support and input of all educational partners, including the School Site Council, English Learner Advisory Committee, Leadership teams, student advisory committees. Our educational partners will provide feedback and the leadership teams will adjust human and fiscal resources and evidenced based interventions for students as needed.  In addition, NLMUSD will monitor and evaluate the implementation and effectiveness of the plan through the following actions: -  analysis of data and metrics, and a comprehensive needs assessment, identify resource inequities at the site -  stakeholder input: parents, students, teachers, and principals through stakeholder meetings and surveys -  setting and implementation of goals, specifically targeting students who are at-risk of not meeting the state standards -  implementation of evidence-based interventions -  support students with additional human and fiscal resources: intervention counselors, Math specialist, Socio-Emotional Learning (SEL) instruction, AVID (Advancement Via Individual Determination) -  consistent monitoring and evaluation of CSI and SPSAs by the State Education Agency (SEA) and Local Education Agency (LEA) -  Monitoring and continued development and implementation of the Single Plan for Student Achievement (SPSA's)."	"The services listed in the LCAP are a direct result of district-wide efforts involving all education partners to provide input on the type of activities, services, programs, etc., which increase or strengthens services for these pupils. Supplemental and concentration funds that were allocated during the 2020-21 school year, in consultation with stakeholders, to principally direct these funds to strengthen services to underrepresented families (Foster Youth, English Learners, and low-income) in order to enhance school climate, student engagement, and academic achievement.  Our student groups with the most persistent achievement gaps and the greatest need of support comprise of EL, FY, and low-income students, therefore, the district designated a majority of its LCAP actions and services as district-wide services. Given that, EL, FY, and low-income students are represented in all of our schools, with 25 of 27 schools having Unduplicated Pupil rates of 40% or more, there is a need to provide systematic, coordinated, and targeted actions and services across the district for the UDP student groups and all students."	4	4	5	5	5	5	4	5	5	5	5	5	Met	6/13/2022	2022
33736760121673	NOVA Academy - Coachella	3	"Parent engagement at NOVA Academy Early College High School occurs through many events connected to the school, including parent input and feedback on events.  Communication is an area of improvement NOVA Academy has made over the last year.  Our Aeries communication tool was utilized to contact our parents regarding campus events and student progress.  Events such as Parent University, School Site Council, FAFSA informational nights, Open House, and Parent/Teacher conferences keep our educational partners connected to the school and partners in their student's educational journey."	"There was a substantial increase in parent and student participation in the Family-School Relationship Survey for LCAP and the Student Climate Survey.  This was due to outreach efforts and detailed meetings providing parents and students with the opportunity to understand better the importance of the LCAP and why their involvement and input in the process are vital to the student's success.    Parent University will work towards helping parents learn how to best support their students at home.  This will be completed through activities such as, but not limited to, speakers, seminars, workshops, and presentations."	"NOVA Academy will take steps to improve the forms of communication school staff, and families use.  This will include increased use of Parent Square, emails, newsletters, face-to-face communication, and personal phone calls.  These various forms of communication allow for more opportunities for families to receive information from the school and engage with the community as a whole."	"Students, parents, and families responded at higher rates to the surveys provided throughout the school year.  Parents increased their participation by 17.12 percentage points.  Parents and families also increased their involvement in Parent-Teacher conferences and Parent University events by 25 percentage points.   The survey responses show a marked improvement in overall satisfaction with the school and school's programs, with student scores increasing 8.1 percentage points and parent satisfaction increasing 9/13 percentage points."	"Students have shown a need for growth in all areas of academics and proficiency.  Using supports that help students start at the level where they are at, the school works to bring them to where they should be based on their learning level, age level, and cognitive level.  Then the school works to help the students get to where they can soar beyond."	"Student success and increases in performance and achievement have always been significant goals for the school.  With one of our core values being Academic Excellence, we believe that ""Learning in a rigorous yet nurturing environment promotes a love of ideas while encouraging discovery, creativity, and engagement.  ""Focusing on student success in proficiency and achievement is part of the value."	"Students, parents, and families responded at high rates to the surveys provided throughout the school year.  Parents increased their participation by 17.12 percentage points.  Parents and families also increased their involvement in Parent-Teacher conferences and Parent University events by 25 percentage points."	"To continue to educate parents on how to provide input to the school.  To teach parents how to utilize systems like Parent Square, Student Portal, and Parent portal to track students' progress and communicate with teachers and staff."	"To ensure that communciation that is sent out to families regarding events, opportunities for engagement, and student performance is done in a variety of means, as well as in a variety of languages.  We want to ensure that barriers are not in a place that causes families to miss out on opportunities."	4	4	4	4	4	4	4	4	4	4	4	4	Met	4/21/2022	2022
30666700106567	Nova Academy Early College High	3	"The LEA has had consistent parent participation and attendance at Parent University and other parent on campus events. BTSN, Open House, grade level presentations have yielded the highest attendance. Such events provided opportunities for building school community, engagement and educational partner input."	"The LEA will continue to offer opportunities for parent engagement. Said opportunities will include parent meetings, parent outreach phone calls from teachers, staff visibility at pick up and drop off and parent university events. The Weekly Eagle is a resource for parents which highlights resources and weekly updates of the happenings at school and in the community."	The LEA will include communication in the primary language representative of the school's families in addition to English. Family informational and resource materials will be translated and distributed. Parent event will be offered in both English and Spanish. Families of students with special needs will receive personal phones call in addition to written communication regarding students progress.	"The LEA continues to have success with parent outreach phone calls. These personal phone calls are made by teachers and counselors. Phone calls included communicating areas of student growth, goals and positive outcomes."	Parent University will be offered in person to increase engagement.  Topics will be reflective of the parent requests which pertain to teens and academic success.	"The LEA will increase engagement with underrepresented families through personal outreach. Said families will be encouraged to attend and participate in parent university, school site council and ELAC."	"The LEA continues to engage stakeholders through direct communication and through committees such as Wellness, School Site Council and ELAC."	"Parent participation will be solicited via direct communication, phone calls and written communication."	"The LEA will increase engagement with underrepresented families through personal outreach. Said families will be encouraged to attend and participate in parent university, school site council and ELAC."	4	4	3	4	2	3	4	4	4	3	3	4	Met	4/21/2022	2022
21654176113229	Novato Charter	3	"Each K-8 teacher sends out a weekly email to inform parents of class happenings including a summary of what students will be learning in the coming week. These letters include updates from specialty teachers (art, handwork, math, movement, music, and Spanish), along with information on parent education topics and upcoming school events. The office sends out a weekly email newsletter to all families, which contains articles on school events and parent education topics. This newsletter frequently addresses topics relating to the eight state priorities. Each teacher hosts three or more parent evenings for the parents in their class each school year. Our annual Back to School Night in September helps parents connect with the teachers, curriculum, parent committees, and volunteer opportunities. We hold a number of community events throughout the school year, including school festivals, and parent education events. Teachers schedule an annual conference in the fall with every parent to discuss their child’s progress and also offer an optional follow-up conference in the spring. All of these methods of communication help to engage underrepresented families. We provide Spanish translations of important school documents as needed.  During the 2021-22 school year, we opened up the campus and gradually resumed community building events as restrictions placed on schools to prevent the spread of Covid were eased. The community building events included festivals, field trips, and in-person parent meetings. We also resumed Community Round Table meetings. The Community Round Table is an organizational committee that formed in 2019 as a result of a two-year-long assessment completed at NCS by a non-profit consultant with extensive experience in non-profit organization. Research into how our school operates revealed the school could benefit from a pro-active public forum that meets three times a year to open communication channels within all branches of the school. Parent volunteers, representatives from all volunteer committees, administrative and teacher representatives all attend these meetings to provide an opportunity for collective collaboration on school-wide events and to allow parents across the grades time and space for community gratitude and inquiry.  During the 2021-22 school year, we used the California School Parent Survey for the first time to replace our previous parent survey, which had been created in-house. 82% of parents “agreed” or “strongly agreed” on questions related to feeling welcome to participate at this school. 89% of parents “agreed” or “strongly agreed” on questions related to teachers communicating with parents about what students are expected to learn in class. 83% of parents “agreed” or “strongly agreed” on questions related to teachers letting parents know how their children are doing in school between report cards."	"Our focus area for improving in building relationships between school staff and families is through fully resuming community building events including festivals, field trips, in-person parent meetings and the Community Round Table."	"One way in which we will improve engagement of underrepresented families in relation to building relationships between school staff and families is through fully resuming community building events including festivals, field trips, in-person parent meetings and the Community Round Table."	"Novato Charter School teachers hold a parent-teacher conference for every student in the fall and offer an optional follow-up conference in the spring. Teachers send out weekly emails to parents and hold three parent meetings each school year to inform parents of happenings in the classroom and to provide resources to support learning at home. We also host one or more parent education events each year. During the 2021-22 school year, we presented an evening on Cyber Civics to supplement our middle school Cyber Civics curriculum and to provide parents with information on how to help their students navigate digital media.  During the 2021-22 school year, all full-time teachers and some part-time staff and teachers participated in a Dare to Lead course, based on the work of Brene Brown, with a local facilitator. The Dare to Lead program guided our teachers and staff in strategies to develop healthy relationships with each other as well as with all educational partners including students and parents. These strategies included “rumbling with vulnerability, living into our values, braving trust, and learning to rise.”"	"One way in which we will improve in building partnerships for student outcomes is through fully resuming community building events including festivals, field trips, in-person parent meetings and the Community Round Table."	One way in which we will improve engagement of underrepresented families is through continuing social and emotional learning (SEL) work internally as well as with community partners.	"During the 2021-22 school year, we resumed most of our community events in-person, including community meetings to discuss programs and academic achievement. When COVID-19 restrictions prevented in-person events, the events were live streamed via Zoom to allow families to participate. Community meetings included a series of Community Chats held on Friday mornings, and a few evening meetings. These meetings covered topics such as school communications strategies, strategic planning, special education resources, and the Public Waldorf Curriculum used by Novato Charter School.  In addition to these community meetings, we also held Back to School Night, an all school Parent Education evening, and three Class Parent Meetings for each grade. Towards the end of the year, we resumed our Community Round Table meetings. The goal of the Community Round Table is to provide an opportunity for collective collaboration on school-wide events and to allow parents across the grades time and space for community gratitude and inquiry."	"Our focus area for improvement is to fully resume community building events including festivals, field trips, in-person parent meetings and the Community Round Table."	"One way in which we will improve engagement of underrepresented families in relation to seeking input for decision-making is through fully resuming community building events including festivals, field trips, in-person parent meetings and the Community Round Table."	5	5	5	5	5	5	5	5	5	5	5	4	Met	6/8/2022	2022
21654170000000	Novato Unified	3	"NUSD provides professional development for administrators, certificated and classified personnel to build capacity to communicate effectively with diverse students and families. Both district and school sites offer events help parents/families support student learning outside of the school day. NUSD distributes mandated information regarding student rights under the law in a variety of ways. Interpreters are present at meetings/events, and documentation is translated into Spanish. Furthermore, interpretation services by phone for languages other than Spanish is available for school sites to communicate with students/families."	"NUSD recognizes the need to continually strengthen the relationship between staff and families. NUSD will continue to provide families with information regarding district and school activities, electronically, by phone and in person. NUSD will continue to provide community liaisons at each school to support teachers communicate with families in multiple languages. The district will also provide sites with access to Language Line instant interpretation system to bolster effective communication with non-English speaking families. All Parents/guardians will be encouraged to participate in district advisory committees to provide input to staff. NUSD will continue to work on updating Board policies to present transparent policies and procedures to families."	"Based on a district wide equity audit conducted in 21-22, NUSD schools have created goals in their Single Plan for Student Achievement that focus on improving the capacity of educators communicating with underrepresented families. A focus will be on identifying  and recognizing individual and collective bias among staff members and how it relates to equity. Staff members will  then receive training/coaching to improve individual/collective practices to better serve diverse student and family populations."	"NUSD recognizes that family engagement in school is an important component of student success. Data helps to recognize growth, respond to problems and make plans of actions. NUSD solicits parents, students and staff to complete the stakeholder Youth Truth survey annually. The survey is given in either English or Spanish and has a high response rate. Survey results provide NUSD with solid and sustained data to help provide personnel with insight regarding appropriate professional learning to staff to increase engagement with families. NUSD administers the California Healthy Kids Survey to  students every other year. NUSD also works with local community colleges and non-profit organizations to support student outcomes."	"NUSD will continue to work on strengthening educational partnerships to improve student outcomes. NUSD will work to increase parent, student and staff  participation to complete the stakeholder Youth Truth survey given annually. The survey will be available in either English or Spanish. NUSD will also continue work with community partners (College of Marin, 10,000 Degrees, and Parent Institute for Quality Education - PIQE), to deliver programs that support student success."	"Based on data from School Equity Audits completed during the 2021-22 school year, NUSD's central office and schools will focus on examining personal and collective bias and how it relates to student outcomes. The district will invest in professional development and coaching for educators to move forward from biased practices and initiate equity-minded actions to increase engagement with underrepresented families to improve outcomes for students. NUSD will also encourage parents to participate in  10,000 Degrees and PIQE parent education programs to support students to be college and career ready."	"NUSD district administrators work with school leaders to engage families to provide input on policies, programs, financial decision making. Information regarding the purpose of committees, required expectations and updates are available on the NUSD website, on campuses and the district central office. NUSD has a large Spanish-only  speaking community. To reduce barriers to participate in advisory groups, interpretation is available during meetings and documentation of group activities are translated."	"NUSD recognizes the need to continually strengthen family engagement within the community. NUSD district personnel will make a concerted effort to inform families about district initiatives and strategic plans for student success through multiple channels (email, social media, text messages, automated phone calls & in person communication) of communication to encourage all parents to take leadership roles in providing input to help meet the needs of students. Families will be encouraged to participate in School Site Council, PTA, District Budget Committee, LCAP Parent Advisory Committee, District English Language Acquisition Committee (DELAC), Transitional Kindergarten Committee and Special Education Advisory Group."	"NUSD district and site staff will  make a concerted effort to inform underrepresented families about district initiatives and strategic plans for student success through multiple channels (email, social media, text messages, automated phone calls & in person communication)  to encourage parents/guardians to take leadership roles in providing input to help meet the needs of  underrepresented students. Students of underrepresented families, will also be encouraged to participate in district advisory groups, to provide their input and voice in decision making. School site community liaisons will increase efforts to inform parents in multiple languages how they can become advocate for their child by becoming members of stakeholder groups. Translators will be provided at advisory meetings and surveys will be available in multiple languages."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/14/2022	2022
51714230000000	Nuestro Elementary	3	Nuestro Elementary is a small school where generation of families have attended school.  Parents know all the teachers and they are comfortable coming in with their concerns.  Teachers are comfortable calling home when necessary.  The front office is very welcoming environment to the students and families.  An annual survey is administered to our parents/guardians and students in all grade levels we serve.  Those results are shared with all stakeholders as we develop and review our LCAP.  Information from the surveys is utilized in stakeholder meetings where we identify and prioritize goals and actions for the coming year.	"During Covid-19 many parents could only communicate with teachers by Zoom or by phone call.  During the 22-23 Nuestro Elementary is focusing on events such as Back to School Night, Awards Assemblies, Music Concert, Christmas Program, and other activities that students do where parents attend to build and keep lasting relationships. Many things teachers can do to welcome the parents to be on the same team as the teachers and students to provide the very best education for the students. We have a Parent Advisory Committee where parents have the opportunities to provide input on policies and programs.  This is also the place where we discuss implementing strategies to each and seek input from any underrepresented groups that we have in our community."	Nuestro Elementary School District believes strongly that the input received from all Educational Partners directly impacts the programs and services developed for students.  Nuestro has a very welcoming environment where parents are comfortable coming into the office and meeting with the administrator and teachers to discuss any concerns they might have.  Since we are a very small school parents knows everyone by their first names.	"Working with Educational Partners Nuestro Elementary  and evaluation of state and local data, we identified three LCAP goals.  1) Nuestro Elementary School District will provide conditions of learning that will develop College and Career Ready students. 2)Nuestro will plan programs, develop plans, and provide data from assessment that will maximize pupil outcomes. 3)Nuestro will promote student engagement and a school culture conducive to learning."	"During the Covid 19 many parents could only communicate with teachers by Zoom or by phone call.  During the 22-23 Nuestro Elementary is focusing on events such as Back to School Night, Awards Assemblies, Music Concert, Christmas Program, and other activities that students do where parents attend to build and keep lasting relationships. Many things teachers can do to welcome the parents to be on the same team as the teachers and students to provide the very best education for the students. We have a Parent Advisory Committee where parents have the opportunities to provide input on policies and programs.  This is also the place where we discuss implementing strategies to each and seek input from any underrepresented groups that we have in our community."	Nuestro Elementary School District believes strongly that the input received from all Educational Partners directly impacts the programs and services developed for students.  Nuestro has a very welcoming environment where parents are comfortable coming into the office and meeting with the administrator and teachers to discuss any concerns they might have.  Since we are a very small school parents knows everyone by their first names.	"Parents, staff, and students surveys usually produce good responses from the stakeholders.  With COVID, all our meetings were on Zoom so more parents attended these meetings to give input."	1) Zoom Meetings 2) Surveys 3)Back to School Night/Open House	Surveys are translated into the family's language so parents are able to give input.  Also ELAC/Site Council meetings are held bimonthly to get feedback from all parents.	4	5	3	4	4	4	4	4	4	4	5	5	Met	6/9/2022	2022
15634040120139	Nueva Vista Language Academy	3	"Nueva Vista Language Academy values the role that parents, guardians, and grandparents play in a child's education. NVLA is making a concerted effort to create opportunities to increase engagement. Nueva Vista Language Academy promotes both academic and culture building activities to further strengthen the connection between home and school. Events such as lunch with your child (parents/grandparents), Parent University, Loving Solutions parenting support class, School Site Council, English Learner Advisory Committee and Coffee with the Principal help promote positive interactions.  To kick off the 2022-2023 school year, Nueva Vista Language Academy teachers and staff welcomed students and parents and geared everyone up to ""Dig Deeper."" Teachers and staff cheered on students and parents welcoming them to the first day of school. Areas throughout the school were decorated as a dig site with images of dinosaurs, caution tape and exploration vehicles.  In addition, Nueva Vista Language Academy hosts “Back to School Night” to welcome all students and families to the new year, ensuring that parents and guardians know the mission and vision of Nueva Vista Language Academy, and helping staff and parents/guardians to have a great year working together to support students.  Nueva Vista Language Academy distributes monthly student event calendars, and NVLA is active online through several media outlets to ensure parents have access to upcoming events and information."	"Nueva Vista Language Academy prides itself on its ability to be an educational partner with families.  One area of growth is to increase the amount of parent participation in online meetings that may occur during the year.  The global pandemic has changed the way many meetings and events are held.  NVLA is making an effort to bring back in-person meetings as they prioritize keeping school students, staff and families safe."	"The safety of students, staff and families are the main priority of Nueva Vista Language Academy. With that, the global pandemic has changed many aspects of how in-person meetings are held which has an impact on underrepresented families. NVLA is beginning to transition to in-person meetings and gatherings following district, county and state safety guidelines.  Family involvement events and educational meetings will continue to bring families on campus and NVLA will continue to build relationships between the school, students, staff and families."	"Nueva Vista Language Academy offers many opportunities for parents and guardians to participate in the education of their children.  NVLA offers several parent education nights throughout the year.  For example, during the Community Resources Egg Hunt, many organizations around Kern County set up booths on campus and distribute information on resources that are available to the parents within Kern County.  These resources include information regarding health, dental, vision, recreational activities, police safety and educational resources available.  NVLA’s “Tips and Tricks” event provides parents resources on supporting learning at home with mathematics, reading, technology and behavior: while parents take part in learning about math and reading, their children get to trick or treat around the school.   Nueva Vista Language Academy has added additional support for students through their social worker.  This mentor sets behavior, academic, and attendance goals with forty students and meets with them throughout the week, and will be mentoring these students throughout the academic year.    All students and parents, including their Foster youth and McKinney-Vento families, have access to other resources through a referral process including Child Guidance, Community Connections Center, Vision Center, school uniforms, and other school related resources.  Nueva Vista Language Academy has access to two district-level administrators who oversee the Community Connections Center, Foster youth and McKinney-Vento and migrant families.    In order to foster a more welcoming environment, parents have access to translation services, allowing for full participation in educational programs and meetings with school staff."	"Building partnerships with the community for student outcomes is another strength of Nueva Vista Language Academy.  The area of focus to improve this relationship is to improve relationships with the local police department in regards to student and staff safety.  NVLA will be hosting “Safety Saturdays” to hold table discussions with the local police department and other community agencies.  These  meetings will focus on mental health, response to crisis and student and staff safety protocols."	"Underrepresented families are always an important lens that Nueva Vista Language Academy always keeps at the forefront of decision making and priorities.  The resources and events that are currently in place are geared towards targeting underrepresented families.  These events and meetings include School Site Council meetings, English Language Advisory Committee meetings, Community Resources Egg Hunt and Math Tips and Tricks night."	"In our most recent LCAP parent survey, respondents indicated the following: 93% feel that their child’s teacher is trained to meet the academic, social, and emotional needs of their child; 93% feel that the district provides training on how to support a safe learning environment; 94% of respondents indicates that the district provides activities to increase parent engagement."	"Seeking input for decision-making is very important to ensure all stakeholders have an opportunity to participate in the educational process.  Nueva Vista Language Academy will continue to seek input from all stakeholders, including underrepresented families.  One area of focus will be to continue to grow participation in School Site Council and English Learner Advisory Committees.  Currently each meeting has about 20-25 families attending.  The goal is to double the amount of attendees."	Underrepresented families are always an important lens that Nueva Vista Language Academy always keeps at the forefront of decision-making.  NVLA will continue to seek input from underreseneted families by ensuring all surveys are translated into targeted languages and resources are available to ensure all families can access and provide input as needed.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/13/2022	2022
33671573331014	Nuview Bridge Early College High	3	"The LEA has been able to provide ways for families to learn their rights and advocate for their own students and all students. Families are provided with classes and workshops on advocacy, technology and ESL. Currently, our primary way to communicate with families when student progress is in danger is via SST meetings. However, with this current progress, concerns are address after 6-week progress reports have been submitted, which has left the student with six weeks of a negative slope on their progress."	"The LEA has offered opportunities for families and the community to be involved and well-informed on ways to be involved at the school. We've also offered and maintained opportunities for 2-way communication between families and administration. However, we need to improve on how to learn about each family's strengths, cultures, languages and goals for their children. Currently, our primary means to support staff in this area is via SSTs."	"We have many different ways we offer our parents to partake in decision making groups. Unlike many other years, our parents, even those who are not in an official position, have participated on the advisory council. Families are invited to be involved in many activities and feedback is sought. Events such as drills and college and career activities. Citizenship classes were offered to undocumented families. Technology classes are offered to increase awareness on different apps and Microsoft office to support their child and themselves learn. Parents are also provided with classes through outside vendors such as Disciplina Positiva and CABE Project-2-Inspire. We also offer monthly coffee/dessert with the principal to provide feedback on upcoming events/activities/programs."	"The LEA has been able to provide ways for families to learn their rights and advocate for their own students and all students. Families are provided with classes and workshops on advocacy, technology, and ELD. Currently, our primary way of communicating with families when student progress is in danger is through the SST process."	"The LEA has offered opportunities for families and the community to be involved and well-informed on ways to be involved at the school. We've also offered and maintained good two-way communication between families and administration. However, we need to improve the ways we learn about each family's strengths, cultures, languages, and goals for their children. Currently, our primary means to provide support in the area is the SST process."	"The LEA will continue to maintain and enhance opportunities for all families to be involved in informational and decision-making meetings and committees that include the advisory council and coffee/dessert with the principal. However, efforts to specifically increase support for our underrepresented families can be increased through the ELAC and IEP processes to further engage and support students and families who are part of our ELD and SPED programs."	"The LEA offers many opportunities for students and families to offer input as part of decision-making processes. Current opportunities include our advisory council, coffee/dessert with the principal, Student Senate, surveys sent directly to students and parents, SSTs, and IEP meetings."	"The LEA will continue to provide the opportunities cited above to encourage engagement from students, parents, and staff related to decision-making processes. In addition to these opportunities, which sometimes are not able to engage all parents, the LEA will continue to enhance its use of data collection through direct parent surveys sent through Parent Square in order to allow greater ability of all stakeholders to contribute input outside of more formal in-person meetings at the school site."	"The LEA will continue to maintain and enhance opportunities for all families to be involved in informational and decision-making meetings and committees that include the advisory council and coffee/dessert with the principal. However, efforts to specifically increase support for our underrepresented families can be increased through the ELAC and IEP processes to further engage and support students and families who are part of our ELD and SPED programs."	5	4	4	4	4	4	5	4	5	5	4	4	Met	6/13/2022	2022
33671570000000	Nuview Union	3	"NUSD has offered opportunities for families and community to be involved and well-informed on ways to be involved at the school. We have also offered and maintained opportunities for 2-way communication between families and administration. Our current goals and actions are to increase the amount of opportunities that parents of unduplicated students and community members can participate in district and school events. Community Liaison support duties (20%) were added to our health clerks to assist in our Spanish communication to parents. We worked with our families to provide access and various means of communication through platforms such as Aeries Communication/Portals, Google Classroom, and Edlio. We believe these strategies will be effective in addressing the need for an increase in parent and school connectedness. In addition, we offered a California Association of Bilingual Educators (CABE) sponsored Parent Academy that was open to all of our parents of English learners."	"As indicated by our 2022 LCAP stakeholder feedback survey: 80% of respondents indicated that parents feel welcomed at the school sites (increase of 4.3% from baseline) 63.1% of respondents indicated that the school provides workshops on educational priorities for parents (increase of 11.3% from baseline). Although we are increasing our percentages in these areas, we would like to continue to provide additional workshops on educational priorities for parents."	"NUSD hopes to provide multiple opportunities to improve the engagement of our underrepresented families by hosting additional events and workshops including but not limited to increasing the enrollment in our CABE Parent Academies. In addition, we hired a Community Engagement Specialist who works to improve the engagement of our underrepresented families."	NUSD has been able to provide ways for families to learn their rights and advocate for their own students and all students. Currently our primary way to communicate with families when student progress is in danger is via Student Success Team meetings. An area of improvement that was identified by stakeholder feedback surveys was the need to provide more parent nights on current topics. Our current goals and actions are to increase the amount of opportunities that parents of unduplicated students and community members can participate in district and school events.	An area of improvement that was identified by stakeholder feedback surveys was the need to provide more parent nights on current topics. Our current goals and actions are to increase the amount of opportunities that parents of unduplicated students and community members can participate in district and school events.	"Based on the analysis of educational partner input and local data, we have hired a Community Engagement Specialist that will work to improve the engagement of our underrepresented families. This person will work with the school and families to help our District improve on building stronger partnerships for student outcomes."	"Nuview Union School District worked diligently to solicit feedback from our educational partners in order to develop a well rounded, meaningful Local Control Accountability Plan for our students and families. LCAP educational partner meetings were held at each school site. Feedback, comments and ideas solicited during these meetings were collected and analyzed in order to seek input for decision making from all of our educational partners. As indicated by our 2022 LCAP stakeholder feedback survey: 80% of respondents indicated that parents feel welcomed at the school sites 63.1% of respondents indicated that the school provides workshops on educational priorities for parents. 78% of respondents indicated that parents are included in school site advisory committees 74.5% of respondents agreed that staff does more than expected to keep students engaged and connected to school"	"Although our annual LCAP survey is sent out to all educational partners in the spring of each year, the District would like to increase the participation rate in order to improve our process of seeking input for decision making.  We also would like to increase the participation rate of educational partners in all of our school site and district committees."	"NUSD will continue to provide multiple opportunities for our educational partners to have input on decision making within our district. We will continue to seek input from a variety of ways including electronically through surveys, and through our in person educational partner meetings held multiple times throughout the year."	4	5	4	4	3	4	5	4	4	4	4	4	Met	6/13/2022	2022
43696250000000	Oak Grove Elementary	3	"Feedback from the district parent and family engagement survey points to our multiple opportunities for two-way communication between families and educators our strongest area in building relationships.  Utilization of ParentSquare has helped support streamlined communication to our families in the language of their choice. Our families expressed that they would like to see school staff learn more about each family's strengths, cultures, languages and goals for their children."	"Our families expressed that they would like to see school staff learn more about each family's strengths, cultures, languages and goals for their children."	"At our district level meetings, we'll make an effort to connect with families to generate ideas on how to learn more of family and students' experiences."	Feedback from the parent and family engagement survey points to our procedures for meeting with families to support student achievement and providing families with resources at home as a strength.  The families appreciate the goal setting conferences for all TK-6 grade teachers at the beginning of the year.  They see it as a valuable process for connecting early to discuss their children's needs.  Families also responded that they liked the online resources available for additional support at home.	Families have an interest to learn more about their legal rights and avenues for advocacy for their students.	"As a district, we will explore options of parent education and information nights in this area.  Current Board Policies and the District Student Handbook outline local rights and procedures for parents, but the data speaks to a need to share this information in a more readily accessible manner."	"Feedback from the parent and family engagement survey point to our procedures for building the capacitor and supporting family members to effectively engage in advisory groups and decision making as a strength.  All parent and committee meetings were held virtually which increased access and participation.  We also held  multiple  ""town hall"" format  and informational night meetings for the Superintendent to go out to the community to share the state of the district as well as to engage stakeholders' and solicit feedback."	There is an interest for ongoing opportunities for educational to provide input in collaborative decision-making at all levels of the district.	"Outreach efforts help to inform the actions in our Local Control Accountability Plan which supports: the development of a comprehensive parent engagement plan; bilingual community liaisons at all sites; timely translation of key documents; and more digital communication systems to families (eg. ParentSquare, Peachjar, district and site web pages, the Infinite Campus parent portal. All metrics are monitored in our LCAP as can be seen in the annual review section under goal 6 using this link: Oak Grove School District LCAP"	4	4	3	4	3	3	4	3	3	3	3	3	Met	6/16/2022	2022
49708396051890	Oak Grove Elementary/Willowside Middle	3	"We are developing the capacity of staff to build trusting and respectful relationships with families through Toolbox, Back to School Night, and Conferences.  We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, and Showcase Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All About Me pages, MTSS, and Welcoming Schools. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC."	"We plan to continue to focus on ""Multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families."	The district continues to fund a Bilingual Liaison position to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences.	"We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Welcoming Schools and Positive Images.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox and Conferences. We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting and ELAC.  We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC, and Cyber Safety Sheriff Dept."	"Under the area ""Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes"" we plan to focus on improving the following Youth Truth Family Survey question:"" I receive regular feedback about my child’s progress."""	"The district continues to fund a Bilingual Liaison position to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences. Overall, our district was able to implement all actions within the goal of family and community engagement."	"We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training.   We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/OGEP and School Site Council.  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, Coffee with the Principal and Board Meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Parent Clubs/OGEP and Board Meetings."	"Under the area ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making"" we plan to focus on improving the following Youth Truth Family Survey question: “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”"	"The district continues to fund a Bilingual Liaison position to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences. Overall, our district was able to implement all actions within the goal of family and community engagement."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/22/2022	2022
49708390000000	Oak Grove Union Elementary	3	"We are developing the capacity of staff to build trusting and respectful relationships with families through Toolbox, Back to School Night, and Conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, and Showcase Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All About Me pages, MTSS, and Welcoming Schools. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC."	"We plan to continue to focus on ""Multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families."	The district continues to fund a Bilingual Liaison position to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences.	"We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Welcoming Schools and Positive Images.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox and Conferences. We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting and ELAC. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC, and Cyber Safety Sheriff Dept."	"Under the area ""Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes"" we plan to focus on improving the following Youth Truth Family Survey question:"" I receive regular feedback about my child’s progress."""	"The district continues to fund a Bilingual Liaison position to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences. Overall, our district was able to implement all actions within the goal of family and community engagement."	"We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/OGEP and School Site Council. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, Coffee with the Principal and Board Meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Parent Clubs/OGEP and Board Meetings."	"Under the area ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making"" we plan to focus on improving the following Youth Truth Family Survey question: “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”"	"The district continues to fund a Bilingual Liaison position to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences. Overall, our district was able to implement all actions within the goal of family and community engagement."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/22/2022	2022
56738740000000	Oak Park Unified	3	"Based on the analysis of educational partner input and local data included in the OPUSD LCAP survey, district committee work, California Healthy Kids Survey, and the Challenge Success Survey identified strengths including streamlined communication from District, school sites, and parent organizations through the platform ParentSquare, OPUSD Weekly Newsletter, Parent Information Nights, and community-building events such as Super Sunday."	"Based on the analysis of educational partner input and local data included in the OPUSD LCAP survey, district committee work, California Healthy Kids Survey, and the Challenge Success Survey focus area(s) will include the Family Engagement Toolkit, increased communication regarding math placement policies, and bringing back in-person events like Back to School Night and Open House."	"Based on the analysis of educational partner input and local data OPUSD will improve the engagement of underrepresented families by using the Family Engagement Toolkit to increase participation in the family LCAP survey, school-sponsored activities, and district committees."	"Based on the analysis of educational partner input and local data,  OPUSD's current strengths in Building Partnerships for Student Outcomes include our partnership with Stanford University's Challenge Success and our Diversity and Equity Task Force.  In this past year Challenge Success offered 2 parent webinars, ""The Well Balanced Student"" and ""A Healthy Approach to College Admissions"", teacher training, and a student survey.  Our Diversity and Equity Task Force identified an equity consultant, The Howard Group, to further our work on inclusivity and anti-bias education."	"Based on the analysis of educational partner input and local data, OPUSDs focus areas for improvement include continuing our work with Challenge Success and The Howard Group to ensure that our schools appreciate, celebrate, and provide equitable opportunities for all students.  In addition OPUSD will review our professional development model for teachers and principals to improve OPUSDs capacity to partner with underrepresented families."	"Based on the analysis of educational partner input and local data, OPUSD will improve parent outreach and parent educational opportunties primarily directed toward underrepresented families based on feedback from the annual OPUSD LCAP survey and created with reaserch based best practices outlined in the Family Engagement Toolkit."	"Based on the analysis of educational partner input and local data,  OPUSD continues to include more parent and staff input at the school and district level through committees, surveys, and collaboration with parent advisory group."	"Based on the analysis of educational partner input and local data,  OPUSD will strive to increase parent participation in our yearly LCAP survey."	"Based on the analysis of educational partner input and local data,  OPUSD will increase participation in the yearly LCAP survey by providing more opportunities to complete the survey at school site meetings and events, as well as provide alternate means of completing the survey (i.e. paper/pencil)."	4	5	4	4	4	5	4	5	4	4	4	4	Not Met	9/13/2022	2022
45700860000000	Oak Run Elementary	3	"Our strengths include providing a family friendly environment, a focus on academics, quality teachers who are passionate and caring, good communication, electives for middle school and sports. Parents believed that the school truly supports each and every child especially from underrepresented student groups."	"Teachers provide opportunities for students to learn from their mistakes and correct them. Parents appreciate teachers and the high expectations they have for every child. They believe that there are good interventions and communication in place.   Parents have indicated that they are provided multiple opportunities to engage through School Site Council, Open House, Parent Conferences, the parent club and other school events.    An area of needed improvement is for the middle school staff to reach out to the parents immediately if the child is struggling academically or behaviorally.  Overall, parents believe this is a family friendly district that has high expectations for students and supports students both academically and socially."	"The district is proactive at reaching out to parents to seek feedback for student programs.   Staff will reach out to our underrepresented families through multiple means of communication to ensure they have access to programs at school, invite them to school events, and provide them with strategies to support their child’s growth. (phone calls, text, emails, Remind App and Aeries Communicate, Chronic Absenteeism Attendance Coordinator)"	"Our strengths include providing a family friendly environment, a focus on academics, quality teachers who are passionate and caring, good communication, electives for middle school and sports. Parents believed that the school truly supports each and every child especially from underrepresented student groups."	"Teachers provide opportunities for students to learn from their mistakes and correct them. Parents appreciate teachers and the high expectations they have for every child. They believe that there are good interventions and communication in place.   Parents have indicated that they are provided multiple opportunities to engage through School Site Council, Open House, Parent Conferences, the parent club and other school events.    An area of needed improvement is for the middle school staff to reach out to the parents immediately if the child is struggling academically or behaviorally.  Overall, parents believe this is a family friendly district that has high expectations for students and supports students both academically and socially."	"Staff will reach out to our underrepresented families through multiple means of communication to ensure they have access to programs at school, invite them to school events, and provide them with strategies to support their child’s growth. (phone calls, text, emails, Remind App and Aeries Communicate, Chronic Absenteeism Attendance Coordinator)"	"The overall process for stakeholder engagement included many outreach opportunities. Specifically, these efforts include different strategies for some groups and similar strategies for others: 1. Pupils: Online surveys, Allowing for written responses to questions asked about aspects of the LCAP, Verbally asking students their thoughts on aspects of the new LCAP 2. Families: Personal text messages to invite information, Personal invites to families for Public Board Meetings with encouragements to share thoughts, Emails to solicit personal opinions & thoughts, All-calls to come visit the office to give input, Meeting family members in the parking lot to have casual conversations about LCAP items 3. Educators certificated & classified: District Accountability Committee discussion, Personal text messages to invite information, Personal invites to Staff for Public Board Meetings with encouragements to share thoughts, Emails to solicit personal opinions & thoughts, All-calls to come visit the office to give input 4. Educational Partners without access to internet: Personal text messages to invite information, Personal invites to families for Public Board Meetings with encouragements to share thoughts, All-calls to come visit the office to give input, Intentionally pausing to give participants that attend meetings via phone the opportunity to comment/speak, Encouraging written responses to questions asked about aspects of the LCAP 5. Educational Partners who speak languages other than English: Encouraging written responses to questions asked about aspects of the LCAP, for translation. 6.     The Special Education Local Plan Area Administrator were consulted in regards to racial and ethnic discrepancies that may exist in the identification, placement, and discipline of students with disabilities.  7.     Shasta County Office of Education is consulted with to ensure compliance."	Improvements will be made in the way of utilizing different methods for ensuring a higher percentage of families giving input for decision-making.	"The overall process for stakeholder engagement included many outreach opportunities. Specifically, these efforts include different strategies for some groups and similar strategies for others: 1. Pupils: Online surveys, Allowing for written responses to questions asked about aspects of the LCAP, Verbally asking students their thoughts on aspects of the new LCAP 2. Families: Personal text messages to invite information, Personal invites to families for Public Board Meetings with encouragements to share thoughts, Emails to solicit personal opinions & thoughts, All-calls to come visit the office to give input, Meeting family members in the parking lot to have casual conversations about LCAP items 3. Educators certificated & classified: District Accountability Committee discussion, Personal text messages to invite information, Personal invites to Staff for Public Board Meetings with encouragements to share thoughts, Emails to solicit personal opinions & thoughts, All-calls to come visit the office to give input 4. Educational Partners without access to internet: Personal text messages to invite information, Personal invites to families for Public Board Meetings with encouragements to share thoughts, All-calls to come visit the office to give input, Intentionally pausing to give participants that attend meetings via phone the opportunity to comment/speak, Encouraging written responses to questions asked about aspects of the LCAP 5. Educational Partners who speak languages other than English: Encouraging written responses to questions asked about aspects of the LCAP, for translation. 6.     The Special Education Local Plan Area Administrator were consulted in regards to racial and ethnic discrepancies that may exist in the identification, placement, and discipline of students with disabilities.  7.     Shasta County Office of Education is consulted with to ensure compliance."	4	4	5	5	5	5	5	5	5	5	5	5	Not Met	9/14/2022	2022
54720170000000	Oak Valley Union Elementary	3	"Based on parent and teacher surveys, each party feels very comfortable approaching the other about discussing student progress (88% teacher response, 96% parent response). Overall, 68% of our teachers provided some type of activity, in-class or out of class, during the year that included some type of parent participation. There were 1,065 class posts on Parent Square and of parents surveyed, 91% feel that they receive regular feedback on their child's progress and an increase of communication of student expectations. Although there was an increase in communication from teacher to parent, there was a decrease in percentage of teachers feeling like parents are respectful towards them during the communication. Yet, parents responded that they felt that teachers are respectful towards them at 93%. Parents do not feel that they are represented by parent groups (58%) and they do not feel empowered to play a meaningful role in decision making at the school (56%)."	"Focus area 1): Increase communication from teachers to parents. The district would like to see an increase in Parent Square notifications about in class activities, student expectations, and progress monitoring. Focus area 2): Include more cultural events at the school in order for families to feel more welcomed and accepted by the school. Focus area 3): Increase the amount of parents represented at SSC/ELAC, Principal and Pastries, and Soup with the Sup so that they are an integral part of the decision making process."	"Oak Valley has always been known for its small, family-like environment due to its small size. Although, through various parent surveys it has been recognize that there is a small group of ELL families that do not feel supported and do not feel comfortable in talking with their teacher. This could be due to a language barrier but also because of a cultural barrier. The district does have a Bilingual Aide and a new ELD Coordinator that will help in making connections with bilingual families but this is an area that can continue to be developed."	"The SPED department does an outstanding job communicating and meeting with families. They spend ample time discussing with parents how their child is performing and explains various avenues to support their child at home.  The School Counselor also makes deep connections with students and their parents when working through highly sensitive situations and also meets the needs of our homeless population by providing various resources and completes outreach activities. The counselor, additionally, works with community members in providing a Career Day for the middle school students in order for them to start to recognize and engage in the community around them. The Intervention Resource Center has been created in hopes of including families more often in meetings and provide various trainings such as PIQE and Latino Family Literacy Project.  The Bilingual Aide has also worked diligently at making contact with our migrant parents and ELL parents. Twice a year teachers meet with 100% of their parents during parent conferences. There is one area that we can improve upon and that is in providing professional learning and support to teachers and the principal to improve our capacity to partner with families to ensure their feeling welcome at school. Parents have indicated that they would like to participate within the classroom more, especially coming off the pandemic. Therefore the district will provide additional opportunities for families on site by setting classroom engagement goals."	"Focus area 1): increase parent/teacher positive relationship percentages on the Youth Truth survey given annually. Focus area 2): expand the career fair to include additional 4-5 speakers. Focus area 3): create cultural events throughout the year by inviting cultural community members such as folkloric dancers, to the campus at lunch time, etc. in order to celebrate diversity."	"The family portion of the Youth Truth survey indicated that only 58% of the respondents feel that their represented by parent/family groups. This is down from 68% the previous year. The district plans on working more closely with the PTO to include more cultural events throughout the year . The district will also utilize the new ELD Coordinator in the efforts to increase ELL parents representation at quarterly SSC/ELAC meetings. The district will also bring back PIQE, Parent Institute for Quality Education, for parents to participate in. It was interrupted by the pandemic."	"The district has ample avenues to take to communicate with parents i.e. Parent Square, Google Classroom, flyers home, Principal and Pastries, SSC/ELAC. Communication is always delivered in Spanish as well. The district consistently invites parents to participate."	"During the 2021-22 school year a new slate of officers were elected for the PTO and the parents were more culturally diverse than in the past. Therefore, the district anticipates that families will feel more comfortable with the representation on the PTO. Although, parents still need to understand their role in the organization and be encouraged to participate in SSC/ELAC and other parent meetings. This is where training opportunities on best practices to get parents more involved would be helpful. Merely inviting parents to meet at various time throughout the year is not working. Therefore, PIQE will be brought back, Latino Family Literacy Project will be implemented, and the bilingual ELD Coordinator will be asked to engage with under-represented families more frequently. Another area that the district can improve on is disaggregating data by student groups more frequently so that there is a more strategic approach to their achievement."	"Additional one-on-one phone conversations and parent conferences will be encouraged by the school counselor, teachers, Principal, and the ELD Coordinator in order to give individual attention to families. Making meaningful connections is a best practice that will improve relationships. Utilizing the Family Engagement Toolkit district wide will also help. One strategy that seemed to work this year was including a brief survey at Open House and the parents that responded got their child placed in a raffle for a bike at each grade level, boy and girl. Approximately 75% of parents completed the survey. An increase from the average 25-35% survey participation. The school counselor has been attending county meetings as our homeless liaison to increase ways of supporting our students and our District Student Services Secretary has been helpful in identifying who our homeless students are. She notifies administration and the counselor when a child has been identified as homeless so that resources such as our hygiene kits and school supplies can be offered. The migrant department at the county also meets with the Superintendent a couple times a year to discuss how to serve our migrant students through after school tutoring and any other additional resources needed such as technology for home use."	4	4	2	5	1	4	4	5	2	2	2	2	Met	6/28/2022	2022
39686350000000	Oak View Union Elementary	3	"The District's has strong relationships with families and will continue to provide opportunities to connect with families, seek feedback, and share information."	The District would like to increase parent participation in extracurricular school events and activities and will utilize the District's communication tool to provide information to families on the opportunities to provide feedback and participate in events.	The District will continue to provide opportunities for families to participate in activities on campus through the District's bilingual communication tool.	The District has implemented a web based SST program to actively engage parents in the process of improving student outcomes. The District also has 100% participation in student IEP meetings.	The District would like to improve participation in parent teacher conferences.	"The District will utilize bilingual translators to encourage families to actively participate in parent conferences, IEP meetings and SST meetings."	The District reports that 100% of families are actively connected to the District's communication tool and access it to provide input to surveys and questionnaires that are sent out.	The District would like to increase participation in parent advisory boards.	The District will utilize a bilingual staff member to personally contact families to encourage them in participating in parent advisory boards.	4	5	4	4	4	4	4	4	5	4	4	4	Not Met	6/22/2023	2022
50755640000000	Oakdale Joint Unified	3	"Educational partners and our local data indicate that our District is strong in creating a welcoming environment for all families in the community with Full Implementation and Sustainability. This is done through regular school to home communication, teachers who are available to communicate with families, and school activities like Back to School Night and Open House that welcome families into the schools."	"Oakdale Joint Unified needs to grow in the area of supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. Educational partners feel that we are in the Beginning Development stages in this area, and so this is an area of improvement."	"We will continue to reach out to our underrepresented families in a number of ways, including ELAC and DELAC committees, communications in both Spanish and English, various modes of communication from mailers to phone calls to text messages and emails. We also implemented an online family survey in both English and Spanish in spring of 2022 for families to better share their celebrations and/or concerns about family participation and engagement and plan to do so again in spring 2023. We plan to work with the DELAC committee and the site ELAC committees to help foster more participation from our Spanish-speaking families."	"OJUSD has strong ratings for providing professional learning and support to teachers and principals to improve a school's capacity to partner with families and strong ratings in implementing policies and programs for teachers to meet with families and discuss student progress and work together to support improved student outcomes. Through regular PLC meetings with both teaching staff and administrative staff, ideas are shared about how to continue building partnerships with families. In yearly parent conferences, in IEP and 504 meetings, and in meetings called by parents, teachers, or administrators to address concerns, student progress and ways both families and teachers can better support student growth are main topics of discussion."	"Educational partners reported that more work is needed in supporting families to understand and exercise their legal rights and advocate for their own students and for all students. Rights of families are explained in the Parent Handbook that goes out to families each year and that's available on our District website, and families can always call sites or the District office to talk to staff, both English and Spanish speaking, to get answers to questions about their rights. However, we understand that this is an area of frustration for families, so we're making concerted efforts to regularly remind families about where they can find the parent handbook and other materials that explicate their legal rights and their advocacy."	"The district will continue to reach out to underrepresented families to make sure they are included in building partnerships. We need input from all families in order to make this a better and better district for all families. We'll continue to communicate regularly, to make sure that communications are sent in multiple ways and languages, and that all families feel invited and welcome to participate in the work of the District."	"Areas of strength for OJUSD include building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making and building the capacity of and supporting family members to effectively engage in advisory groups and decision making. Site principals annually participate in training regarding the role of the School Site Council and the ELAC.  Principals are provided the tools and resources needed to recruit and train interested participants.  All schools maintain properly constituted School Site Councils.  ELACs, however, are usually integrated with the School Site Council due to lack of participation.  The DELAC consistently has representation from most schools.  The District Advisory Committee, however, does not tend to have consistent parent attendees.  LEA staff need to evaluate and updated efforts to recruit and retain underrepresented families."	"Educational stakeholders identified providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input form any underrepresented groups in the school community. Through increased use of community surveys in both English and Spanish and by making sure all community members know which District and site committees are seeking members, we can increase the voices of OJUSD families in giving input to district decisions."	"Site principals annually participate in training regarding the role of the School Site Council and the ELAC.  Principals are provided the tools and resources needed to recruit and train interested participants.  All schools maintain properly constituted School Site Councils.  ELACs, however, are usually integrated with the School Site Council due to lack of participation.  The DELAC consistently has representation from most schools.  The District Advisory Committee, however, does not tend to have consistent parent attendees.  LEA staff need to evaluate and update efforts to recruit and retain underrepresented families."	4	5	2	4	4	3	4	1	4	4	1	3	Met	6/13/2022	2022
01612590000000	Oakland Unified	3	"We have a consistent set of school sites that are sustaining implementation of the national Parent-Teacher Home Visit (PTHV) model as a foundational strategy to build relationships with families. Similarly, we have a consistent set of school sites that are also sustaining meaningful two-way communication strategies. On a districtwide level, we launched and continue to host a Family Central website to make important academic information and announcements available and accessible to all families."	"For 2022-23, our continued focus area for improvement is to expand our Parent-Teacher Home Visit (PTHV) model as a districtwide best practice. We are providing professional development and funding for visits to move this work forward."	"To improve engagement of underrepresented families, we will focus on improving communication with families of our targeted populations, and language access to that communication."	The pandemic has allowed us to make progress in the way we structure opportunities for more regular academic communication and partnership. We seek to continue providing training opportunities for leaders and staff to learn best practices for academic family partnership. We are also hosting additional districtwide family engagement sessions monthly in 2022-23 to expand touch points with families.	"Our growth area continues to be academic partnership with our families of students with disabilities, African American, Pacific Islander, Arab American, and English Learner students. We continue to invest in staff to provide targeted support for these students and their families."	We will engage parent leaders of our targeted populations in a review and study of our proposed actions to improve targeted family engagement and academic partnership.	"Our progress towards shifting from compliance-driven engagement to a family partnership mindset can be seen in the robust opportunities we provide for our district level committees for family input with our district level plans and policies, and in the engagement expectations we’ve set up in our SPSA (School Plan for Student Achievement) tool. We have worked to build a more transparent SPSA tool over the years to facilitate input into site decisions, particularly around budget."	"While we provide opportunities for principals and school site teams to understand our school and district governance procedures, policies, and best practices for shared decision making, the training is optional for all, and fewer than half of our sites choose to participate in our school and district governance training series. Our system wide challenge in this area is moving from compliance mindset to family partnership mindset when it comes to shared governance. As a system, we still prioritize what is required by state and federal regulations versus what is considered a best practice towards implementation of our family engagement core values and standards, and continue to focus on changing this."	"We continue to work with our LCAP Parent & Student Advisory Committee and its subcommittees to identify ways to engage our underrepresented families more effectively, including by ensuring that there is comprehensive language access at more meetings and by continuing to offer virtual and hybrid opportunities for engagement, which some families have found more accessible than our traditional pre-pandemic meeting structures. We have also added a quarterly segment for our parent groups to present at our Board meetings to provide families with an opportunity to address our Board Directors directly."	3	2	3	3	3	3	3	3	2	2	4	3	Met	6/29/2022	2022
01612590100065	Oakland Unity High	3	"Communicating with Families Our school launched in this community in 2003 and over the last 19 years, we have built close relationships with multiple generations of students and their families. Many of our alumni volunteer as translators for our current families.  Several of our long-time Unity Schools employees, both credentialed and non-credentialed, are alumni of our own school. Our admissions policy favors siblings which means that we really get to know our families and they really get to know us.   Nearly all families attend at least one of our student-led parent/teacher conferences each year. Parents assist our College Counselor in conducting outreach to parents regarding the FAFSA and other college preparation tasks.    Parents regularly participate in the process of assessing how well our school embodies our values and routine, Parent Engagement focus groups with parents to capture their input and reflections upon the ways the school does and does not live up to its Habits of Heart and Mind: U-N-I-T-Y: U-nderstand Your World   N-ourish Healthy Relationships I-nnovate and Problem Solve  T-rust Yourself  Y-our Community. Parents are very positive about Unity’s embodiment of its values.  Unity is focusing on the Habits of Heart and Mind in our outreach to families because these were recently updated and we want to reinforce them in all our communications and deepen our commitment to them."	Deepen our community's commitment to the Habits of Heart and Mind by engaging them in creating the improvement process:  U-nderstand Your World   N-ourish Healthy Relationships I-nnovate and Problem Solve  T-rust Yourself  Y-our Community.	Build parent-to-parent connections to ensure that all families achieve even higher levels of representation at events and greater participation in the larger community as well as their own student's success.	"Our school is deeply committed to the goal of increasing parent engagement and involvement in the school. This goal appears explicitly in our Local Control Accountability Plan and our multi-year strategic WASC plan).  Our outreach to families focuses primarily on improving our students' academic performance and college readiness but we understand how important social and emotional skills are to long term success.  Our Wellness program includes training families in how best to support student success. Individual family and student counseling is also offered to address student/family social-emotional needs. Our Wellness program provides all-staff trainings in how to communicate more effectively with parents and how best to outreach to individual parents to strengthen family support of students' academic and social-emotional needs.   Unity is focusing on the Habits of Heart and Mind in our outreach to families because we want to reinforce them in all of our communications and deepen our commitment to them.     In the last few years, parents’ and students’ perceptions regarding the Habits of Heart and Mind have been reinforced through our Student-of-the-Month program. Students are nominated by a fellow student or a teacher in terms of specific instances of this student embodying a specific Habit. For example, Understanding Our World: Does this person leave their comfort zone, showing concern for others who might be different from them? Maybe it’s someone from another place, or a quiet student. Does this person show empathy? Parents receive phone-calls and other notification of their student's nomination.We also implement a PBIS assembly system to recognize and reward students who demonstrate the Unity Values of Kindness, Respect, and Determination."	Unity is focusing on the Habits of Heart and Mind in our outreach to families because we want to reinforce them in all of our communications and deepen our commitment to them.	"In the last few years, parents’ and students’ perceptions regarding the Habits of Heart and Mind have been reinforced through our Student-of-the-Month program. Students are nominated by a fellow student or a teacher in terms of specific instances of this student embodying a specific Habit. For example, Understanding Our World: Does this person leave their comfort zone, showing concern for others who might be different from them? Maybe it’s someone from another place, or a quiet student. Does this person show empathy? Parents receive phone-calls and other notification of their student's nomination.We also implement a PBIS assembly system to recognize and reward students who demonstrate the Unity Values of Kindness, Respect, and Determination."	"Our parents are ensured opportunities to participate in school decision-making. Parents are informed of opportunities to get involved in the school every year, at Back To School Barbecue and in The Parent Handbook.  There is a Parent Council and School Site Council. Parent and teacher board members serve as liaisons between the board and the parent and teacher communities. Parent board members represent parent voice in long range planning and oversight of the whole school program. Parents have reported “parents come to the coffee with the principal and are well informed regarding school-wide changes,”  The Principal is acting on specific parent recommendations that emerged from focus groups: 1. survey students regarding after school options in the spring each year; offer workshops for parents regarding specific topics like drug addition and parent/child relationships. Our Principal has received professional development focused on communicating with parents regarding school finances and budgeting decisions and uses these skills in the context of parent engagement in decision-making."	"When we held family meetings to inform parents about the possibility of creating a Digital Media and IT  Pathway, they were enthusiastic supporters of this new initiative.  Rather than teachers convincing parents of the value of the pathway, parental enthusiasm helped to build teacher buy-in..  As more and more students are enrolled in the Pathway, nonPathway teachers are making the effort to develop projects that allow students to apply their newfound skills."	Unity is engaging our under-represented families through more parent to parent outreach.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/14/2022	2022
01100170131581	Oakland Unity Middle	3	"Parents interviewed confirmed that the School Leadership Team regularly consults with parents and includes their representatives in key decisions. The school charter and Parent Handbook includes clear, sensible delineation of roles and responsibilities of parents and of the Parent Council. Parent and teacher board members serve as liaisons between the board and the parent and teacher communities. Many of our parents chose Oakland Unity Middle School for safety and our original location was extremely conveniently located inside of the Eastmont Town Center, which includes a police precinct station. Now that we moved to a new location, parents report that while safety is still a major concern, the new location is ""working out."""	"Parents participation in all school programs is high. Parents are happy with the school’s communications with parents. • 91% of students come back to OUMS year over year  • Parents are committed and involved. Academic Success is highly valued by our parents.  Parent participation in student/teacher conferences is very high. The conferences are offered during school hours, with childcare available, and teachers focus on how parents can better support students with academic success. Likewise the Back to School meeting focuses on parent responsibilities which are clarified in a signed document (included in the Parent Handbook, distributed at the meeting)."	"Enabling Parents to be better able to support their children’s success in middle school means connecting them to health, mental health,  and nutrition resources. For our students and families, OUMS is not just a school but an essential community center where students and families access a variety of services and participate in programs.   a. Counseling: OUMS Wellness program provides social-emotional and mental health support (both individually and in small group settings).  The majority of students and families participate in the Wellness Program. b. Nutritional program: We provide access to healthy food (breakfast and lunch, and after school snacks) along with information about health and services. c. On-site After-School Program: Families do not have to address transportation or safety concerns about the transition from school to after-school programming. OUMS now provides safe and reliable day-to-day childcare, while offering students tutoring and enrichment services.  d. Public Library: All OUMS students have library cards and regularly visit the public library located two blocks away from our school.  All of the above contributes to our LCAP Goal #3:  ""Design and implement parent/guardian education and outreach to enable our families to be better able to support their children’s success in middle school."""	"we have built close relationships with multiple generations of students and their families. Many of our alumni volunteer as translators for our current families.  Several of our long-time Unity Schools employees, both credentialed and non-credentialed, are alumni of our own school. Our admissions policy favors siblings which means that we really get to know our families and they really get to know us.  Nearly all families attend at least one of our student-led parent/teacher conferences each year."	"Parents regularly participate in the process of assessing how well our school embodies our values and holds monthly meetings with parents to capture their input and reflections upon the ways the school does and does not live up to its Habits of Heart and Mind. The acronym for the OUMS Habits of Heart and Mind is S.H.A.R.P. S = Strategy Shifting: Students are explicitly taught how to shift strategies, giving them agency to find a different and/or better way, and we also need to be constantly using data as a staff to shift strategies when necessary. H = Happy, healthy relationships: Students and adults are taught how to cultivate happy, healthy relationships and school systems are designed to foster relationships. OUMS uses a restorative discipline system, coupled with explicit teaching around social-emotional learning to ensure these relationships are at the base of our work together. A = Appropriate Help Seeking Appropriate Challenge Seeking: Students learn how to seek out appropriate help and challenge, skills that they will need in highschool, college, and the as-of-yet-unknown careers of the future. R = Response to Setbacks: Students learn multiple ways to respond to setbacks and demonstrate those responses when they encounter academic and social obstacles. P = Persistence: Students will demonstrate persistence as they work through and overcome difficult tasks."	Build parent-to-parent connections to ensure that all families achieve even higher levels of representation at events and greater participation in the larger community as well as their own student's success.	"Our outreach to families focuses primarily on improving our students' academic performance but we understand how important social and emotional skills are to long term success.  Our Wellness program includes training families in how best to support student success. Individual family and student counseling is also offered to address student/family social-emotional needs. Our Wellness program provides all-staff trainings in how to communicate more effectively with parents and how best to outreach to individual parents to strengthen family support of students' academic and social-emotional needs.   OUMS is focusing on the Habits of Heart and Mind in our outreach to families because we want to reinforce them in all of our communications and deepen our commitment to them.     Student awareness of the Habits of Heart and Mind are reinforced regularly through ""shout-outs"" to students who exhibit one or more of the qualities. A fellow student or a teacher will cite specific instances of a student or student group of embodying a specific Habit."	"Last year, we invited Parents to help with recruitment of new students since our move to a new location has resulted in a drop in enrollment. Parents designed the outreach program and effectively implemented it themselves. We would like to foster additional ways that parents can get involved."	"We hope to foster more parent-to-parent connections across ethnicities. We explicitly address cross-racial understanding and reduction of racial prejudice.  In 21-22, our under-represented families have played an out-sized role in helping our school community to address a series of racist comments that some students made about other students in the ""under-represented group"". We are proud of the progress made, but well aware that we need to improve in this area."	4	4	4	4	4	4	5	4	4	4	5	4	Not Met	9/14/2022	2022
07617620000000	Oakley Union Elementary	3	"OUESD is always finding additional ways to increase parent involvement and engagement throughout the year at both site and District family education and social events, committees and volunteer programs. To ensure parents have access to participate in our schools and events, we have district parent liaisons available at our school sites in addition to translation services, provided virtual and written communication."	"Some of the site/District events and programs include but are not limited to: Back to School Night, Open House, Family Literacy/STEAM Nights, Kindergarten Readiness Fair, Middle School Orientation, Family FUN Nights, Read to Grow, Second Cup of Coffee, and Holiday Sing Along. Opportunities for parent involvement in decision-making at the site/District level include but are not limited to: School Site Council (SSC), District/English Language Advisory Committee (DELAC/ELAC), Parent Teacher Association (PTA), and the Local Control Accountability Plan (LCAP) Advisory Committee. Please note these events were held virtual during the 2020-2021 school year, we went to in-person options during the 2021-22 school year."	"There is a portion of Oakley that has limited cell and internet service.  We take a team to that area to specifically look for feedback and hand out ""mobile hot spots"" and work to ensure this community which consists of majority of our sub groups."	"OUESD assists parents in understanding such topics as the challenging state academic standards, state and local academic assessments, attendance and behavioral expectations, accountability requirements, how to monitor a child’s progress and work with educators to improve the achievement of their children. This information is presented to parents through a variety of avenues, including, Second Cup of Coffee meetings with the principal, ELAC meetings, DELAC meetings, Back to School Night, PTA, Title 1 parent meetings, and School Site Council meetings. Additionally, virtual events to support student/family social and emotional needs. Topics and audiences for these events were designed with the needs of our students. Written information will be provided through monthly newsletters. Information is provided on the district and school websites. As a district we gather feedback from our families to find additional ways to support them."	We have taken the initiative to inform both educational partners as well as students on their academic progress.  This is done through conferences and specifically during folder Fridays where we send updated formative data to families.	We specifically work through our site community parent liaisons.  Each underrepresented family receives a personal phone call and notice home that informs them of how to best get and stay engaged in their students community.	"The OUESD Family Engagement Policy was developed jointly with parents and stakeholders at each site and was approved by the governing board. At schools, parents have opportunities to participate on the School Site Council and the English Learner Advisory Committee. These school site groups provide input and approve the Family Engagement Policy and the Single Plan for Student Achievement. Our Family Engagement Policy is distributed at the beginning of each year in the parent handbook and is available on the district website. In addition, parents representing all schools participate on parent and community leadership committees at the District level, including the District English Learner Advisory Committee and the LCAP Committee. These parent and community leaders are provided training and multiple opportunities to give input on a variety of District initiatives so that they can participate meaningfully on the quality and content of family/community engagement supports. OUESD invites all parents to complete an annual survey for schools to be better informed about the diverse needs of their families and the effectiveness of their family engagement programs."	Results from this survey are published for all stakeholders to review and are utilized in the update of the district LCAP and each site’s Single Plan for Student Achievement.  We use feedback from our educational partners to drive our site goals.	We specifically work through our site community parent liaisons.  Each underrepresented family receives a personal phone call and notice home that informs them of how to best get and stay engaged in their students community.  During these phone conversations we ask for feedback on different educational site and district goals.	4	4	3	3	3	3	3	3	3	4	3	3	Met	6/15/2022	2022
27102726119663	Oasis Charter Public	3	Our staff uses Parents Square to keep families informed of volunteer opportunities and what is happening in classes.  Videos and photos are posted so families can see what their children are getting to do and learn at Oasis.	"Currently our focus area is bringing our families back to campus after COVID.  The UCEN Board approved bringing back visitors to campus on Tuesday, Sept. 27, 2022. Today, 9/28/22, the Executive Director posted an announcement on Parents Square to welcome families back.  Staff are planning a welcome back day and the ED is planning a monthly coffee with the director."	We provide translation services for families at all meetings and gatherings.	"Oasis provides opportunities for significant and purposeful engagement of parents, students, educators and other educational partners. We have volunteer opportunities in the classroom, on our parent group, DELAC,  at events and field trips. We also survey our Oasis community for decision making when possible. These are our strengths as we see our partners as part of our Oasis Community."	"Increasing school  and community events, parent workshops and specialty and enrichment opportunities for our students."	"Use of Parents Square for communication. Families can come to school to receive assistance with accessing Parents Square and for completing forms. All materials are in English and Spanish. Phone calls are made to families identified as not having electronic access. We hold meetings, conferences, and offer translation."	"We utilize Google surveys, hold meetings that are in person and Zoom method. there is always translation services for parents."	The focus area was to increase participation as COVID decreased participation. We are moving toward more participation now. Holding strategic parent workshops is where we are focusing.	Parent workshops for strategic planning with translation services will be held at least twice a year.	4	5	5	5	4	5	5	5	4	5	4	5	Met	6/6/2022	2022
30664640140061	OCASA College Prep	3	Seeking Input from parents/guardians in school decision making  Multiple family meetings to share information and seek feedback from families (virtual and in person) Official PTSA was formed this year Family Survey  Promoting parental participation in programs  IEP/504/SST Meetings Parent University/PTSA Parent Education Nights PTSA Sponsored Events Board Meetings	Seeking Input from parents/guardians in school decision making  Multiple family meetings to share information and seek feedback from families (virtual and in person) Official PTSA was formed this year Family Survey  Promoting parental participation in programs  IEP/504/SST Meetings Parent University/PTSA Parent Education Nights PTSA Sponsored Events Board Meetings	Seeking Input from parents/guardians in school decision making  Multiple family meetings to share information and seek feedback from families (virtual and in person) Official PTSA was formed this year Family Survey  Promoting parental participation in programs  IEP/504/SST Meetings Parent University/PTSA Parent Education Nights PTSA Sponsored Events Board Meetings	Two-way communication	Parent Education	Translators	All stakeholders are actively involved in the education of students. Parents have access to near real-time grade book and access to see student progress information.	Regular progress reports for parents.	Making sure that we actively reach out to underrepresented families and make them part of the process.	3	4	3	5	5	4	4	3	4	4	4	4	Met	6/28/2022	2022
19647330102335	Ocean Charter	3	"Educational partner input and local data indicate that relationships between school staff and families is an area of strength at Ocean Charter School. Teachers communicate regularly with families, staff is warm and inviting, and school communications, outreach, and community events support the strengthening of the school and family relationship.  Family participation at all levels of the school from the Board of Trustees to individual class volunteerism is high."	"The two focus areas are helping families connect to each other and more targeted relationship building with specific subgroups, such as our dual-language families and our families of children with exceptional needs."	"OCS will continue to build on the engagement of underrepresented families identified during the self-reflection process by creating more outreach and communication events with targeted groups, by focusing on these groups in our Equity Plan, and by designing community events and celebrations with their needs as central."	"OCS is built on an understanding that a strong connection between school and families is critical to student outcomes.  Professional development annually includes best practices to engage parents in support of their children as well as ways to empower parents to work with their children and share with teachers any concerns and celebrations they have.  In addition, school resources are targeted to support all families especially those with social-emotional needs through our CARE team that includes extensive informal counseling and a strong Student Success and Progress Team process."	OCS' focus area is strengthening our relationships with economically disadvantaged families and multi-lingual families so that the partnership between school and home is stronger for better student outcomes.	OCS will improve engagement of underrepresented families by directing targeted engagement activities and communication to our underrepresented families so that their needs are better understood and can therefore be better met with the goal of supporting higher student achievement.	OCS has very high participation from our educational partners in all levels of decision-making at the school.	"The focus are for improvement in seeking input for decision-making is working towards all subgroups being represented in decision-making from parent-led, to faculty-led, to leadership (administration and Board)-led forums."	OCS is actively recruiting representation from all groups to decision-making roles and groups within the OCS community.	5	5	4	4	5	4	5	4	5	5	4	4	Not Met	10/6/2022	2022
44698070110007	Ocean Grove Charter	3	"On our annual LCAP survey 93% of educational partners were somewhat or very satisfied with the school’s progress towards building relationships with families. Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community. In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school and we have excellent two-way communication. We personalize the education for each of our students and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family."	An area of improvement is to increase participation in our ELAC and our communication with families whose primary language is other than English. We are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. We also want to improve on families being involved on a school-wide level.	"Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships where all families are involved in decision making on their child’s education. We seek to bring their engagement to a school-wide level through participation in ELAC and parent council, as well as soliciting input from them on school-wide surveys. We are focusing our hiring efforts on increasing the diversity of our certificated staff so that students can see school staff that reflect their own unique characteristics."	"On our annual LCAP survey 91% of educational partners were somewhat or very satisfied with the school’s progress towards building partnerships for student outcomes. We use Title II funding to support teachers with personalized professional development, school-wide trainings, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a students area of need as determined by our internal assessment. The school operates with a high consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education."	"The school provides all required legal notifications either on our website (which can be translated to a language of a parents choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments which leads to opt outs on testing which leads to penalization of the school. An area of improvement is to improve the understanding of the need for and benefit of standardized testing."	The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroup.	"On our annual LCAP survey 87% of educational partners were somewhat or very satisfied with the school’s progress towards seeking input for decision making. In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school wide opportunities for parents to serve on parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community vendors that provide academic enrichment for our students. Our staff consult with parents at monthly learning record meetings and we host parent town halls and parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve what educational programs and services the school offers."	"Though parents are heavily involved in their child’s individulized learning plan, parents tend to be less interested in school-wide decision making. This is an area for continued improvement."	An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. One goal of the school is to improve parent participation in the ELAC. Additionally we are targeting supports for our homeless families through our McKinney-Vento liaison.	5	4	4	3	5	4	4	3	4	4	3	3	Met	5/11/2022	2022
56725120000000	Ocean View	3	"Strengths include welcoming school environments, parent meetings, and the rate of parent survey completion. The parent engagement coordinator position that was vacated is being replaced by two parent engagement coordinators in order to further provide relationship building. Parenting classes, SEL support, referrals to outside resources, and general parent information nights are also successes."	"There is an ongoing goal to increase two-way communication, and increase parent volunteer opportunities in the classrooms."	The district will continue to connect with all families including in their primary language. Increased use of Mixteco translators for families that require that service in order to better engage with the school system in Ocean View.	"The district has strong relationships focused on student learning outcomes. Parent conferences, back to school night, and open house are very well attended. Parent nights reviewing our programs and learning supports are well attended."	Improved use of the new two-way communication application of parent square is a focus this year.	"Use of translators for languages beyond English and Spanish. Provide opportunities for two-way communication in a variety of ways including via electronic communication, oral communication, both in person and remotely."	Great parent response for survey and parent meeting opportunities to share ideas and opinions.	The focus area is to increase parent volunteer participation on advisory committees and leadership roles at the schools and within the district.	Meetings are held in English and Spanish. Provide interactive opportunities for communication and expression beyond formal question-and-answer sessions in meetings.	3	4	3	3	4	4	4	4	4	4	4	5	Met	6/14/2022	2022
30666130000000	Ocean View	3	"Each year, OVSD administers an LCAP Parent/Guardian survey as part of our continuous improvement model.  Parent/guardian experiences were overall positive with 91% of respondents indicating they know whom to share concerns with at school, 87% indicating they feel their input is listened to, and 93% feeling welcome at their child’s school.  Parents/guardians also reported positive experiences for their children with 95% feeling respected by teachers, administrators, and other staff and 91% feeling respected by peers. OVSD will continue to build upon established relationships to ensure the sustainability of two-way communication and family engagement."	"While LCAP and Title 1 survey results were strong, there is always a need to continue to collaborate with families to ensure they feel welcome, respected, and valued for their partnership. Additionally, the goal is to ensure relationships are at the cornerstone of family engagement and efforts are tailored to address all families at each unique school community within the district to ensure all learners are successful."	"State and federal funds (both on-going and one-time) will continue to be utilized to foster engagement, with a particular emphasis on underrepresented groups, to support parents/guardians as their children’s first teachers."	"The district has created strong systems and structures to engage families and gather input regarding district goals, program initiatives, and priorities for funding that positively affect student achievement. The partnerships have been strengthened through the development and participation in Focus Groups, School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee (DELAC), and Parent Forums, with representation from each school PreK-8, including representatives from Special Education and the Community Advisory Committee. In addition, OVSD will continue to foster two-way communication through consistent messaging on ParentSquare, social media outlets, and parent surveys."	"OVSD parent feedback continues to stress the desire for parent involvement and the need for parent education.  A focus on strengthening parent engagement will continue through increased school-to-home communication, as well as District and site parent workshops and training, parent participation on the School Site Council, English Language Advisory Committee, and District English Learner Committee.  The district will continue to engage educational partners to receive feedback regarding LCAP goals, priorities, and expenditures for the use of one-time federal funds (Expanded Learning Opportunity Program, Educator Effectiveness Grant, Arts, Music, and Instructional Materials Discretionary Block Grant, etc.) that directly impact student outcomes."	"Efforts will continue to focus on providing interpretation and translation to ensure parents are able to communicate with staff, access information regarding their child’s academic and social-emotional needs and progress, and support parent information meetings and parent education workshops.  The District English Learner Advisory Committee (DELAC) will include parent representatives from each site to engage and support parents of Emerging Bilinguals across the District. OVSD will continue to make progress with the recruitment of Parent Liaison Instructional Assistant Bilingual support and focus on improving communication and engagement with our underrepresented families to increase Home-School connections."	"In OVSD, the Educational Services Division works directly with principals and staff to support their efforts to engage families in advisory groups and with decision-making.  They hold regular meetings throughout the year with principals to review training, ensuring all required topics are covered, and that the School Plan for Student Achievement is aligned with the LCAP.  They coach principals and maintain a commitment to seek parent input in District and school decisions through the District English Language Advisory Committee (DELAC), the Community Advisory Committee (CAC), the site English Language Advisory Committees (ELACs), and the School Site Councils (SSCs)."	"OVSD parent feedback continues to stress the desire for parents to be included in decision-making.  A focus on strengthening it will continue through site parent workshops and training, parent participation on the School Site Council, English Language Advisory Committee, and District English Learner Committee.  The district will continue to engage educational partners to receive feedback regarding LCAP goals, priorities, and expenditures for the use of one-time federal funds (Expanded Learning Opportunity Program, Educator Effectiveness Grant, Arts, Music, and Instructional Materials Discretionary Block Grant, etc.) that directly impact student outcomes."	"To ensure parents/guardians who are unable to participate on committees have a voice, the District administers an annual LCAP survey in English, Spanish, and Vietnamese for all parents to provide feedback on District and site activities, programs and curricula; services for low-income, English Learners, and students with disabilities; and school safety and connectedness. Title I sites conduct additional stakeholder input to inform decisions on how best to use their Title I Parent and Family Engagement funds. These surveys and committees include parents of low-income, foster youth, English Learners, and students with disabilities, as well as parents of a variety of ethnic and cultural backgrounds."	5	5	4	4	5	5	4	4	5	5	5	5	Met	6/28/2022	2022
37735690000000	Oceanside Unified	3	"OUSD provides multiple opportunities throughout the year for staff and families to work together, both at the site and district levels. Interpretation is provided for Spanish speaking families during all district engagement opportunities. Engagement activities were held virtually throughout the school year, and in-person offerings resumed in spring 2022.  These include:  Virtual Parent Academies: Multiple sessions offered throughout the year on various topics. Each session was recorded and posted on the district website for families unable to attend in person.   Mano a Mano parenting workshops (presented in Spanish w/ English interpretation available). Monthly newsletters for elementary, middle school, and high school families, focused on age-appropriate topics. Available in both English and Spanish. Community Outreach; Parent/teacher conferences at elementary schools; Back to School Night; Open House; Opportunities for families to connect with school staff over video chat. (OUSD returned to in-person meetings, but we continued to offer virtual options.) Oceanside created four Community Schools to build stronger relationships with the community and community resources. Maximize community strength and improving accessibility to site based leadership."	"There has been an effort to help families advocate for their legal rights; however, in some areas, there is additional need to continue building self-efficacy in families. In some instances, it can be difficult for teachers to schedule translation and interpretation services during parent conferences."	"OUSD will continue to offer multiple opportunities for staff to engage with the community. Our schools are also using multiple social media platforms to include our families in events. In addition, Oceanside is expanding our Community Schools model to two additional schools."	Contacting families of students who were not present for learning Ensuring all students had a computer and wifi Providing staff to support families and foster the school home relationship including:      Bilingual office assistants at all sites;      School Community Advisor at all sites;      Access to counselors at every school      Increased assistant principal staffing at elementary sites      Four new Community Schools Family Engagement Teacher on Special Assignment to coordinate events and share information with the community Community Relations Liaison Translation and interpretation offered at educational partner meetings Learning opportunities offered to our families Community Schools Coordinators	"There is a need to further build staff capacity in relationship building. Parent participation remains low at many school events, especially among our underrepresented families."	Oceanside is continuing work on developing cultural proficiency to facilitate better connections to families of diverse backgrounds. We completed a yearlong equity audit and will be improving our inclusive practices in the coming years.	There are many committees across the district which seek family and educational partner input/feedback for decision making. These include: District Parent Advisory Committee (DPAC) District English Learner Advisory Committee (DELAC) Special Education TASK Group (new) Preschool Parent Advisory Committee Portrait of a Graduate Guiding Coalition Committee Migrant Parent Advisory Committee (PAC) CTE Advisory Board Wellness Committee Local Control and Accountability Plan Committee School Site Councils (school level) English Learner Advisory Committees (school level) Listening circles	There is a need to continue building capacity in our school staff. Oceanside Unified School District will continue improving engagement for our underrepresented families. We completed a portrait of a graduate work with the community. We look forward to implementing these suggestions focusing on our areas of need.	Oceanside Unified School District will provide opportunities to provide input with surveys and on social media.	2	3	2	4	2	4	3	3	2	3	3	3	Not Met	9/6/2022	2022
19648810136945	OCS - South	3	"Relationships are a core belief of how we work, how we treat each other, and what our school values in life and through education. Cultivating trusting and respectful relationships with families to create welcoming environments is furthered by our classroom looping model. These multi-year relationships between teacher-student-family, create a deep level of knowledge of students’ social-emotional health and a deeper understanding of the child to guide instructional decisions.  The results of our Spring 2022 California School Parent Survey, indicate our greatest strengths are: Encouraging families to be an active partner with the school in educating my child School staff treat parents with respect School keeps parents well-informed about school activities  This demonstrates our continued commitment to relationships with families in the continued education and development of our students."	"The results of our Spring 2022 California School Parent Survey, indicate our greatest areas for improvement are: Providing information about why your child is placed in particular groups or classes. Parents feel welcome to participate at this school. Providing information on your expected role at your child’s school. Letting you know how your child is doing between report cards"	"Areas of Improvement to increase engagement of underrepresented families include: Make our communication accessible in both English and Spanish Make deliberate attempts to invite underrepresented families into the classroom and share their family histories and lived experiences. Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community. Deliberate individual outreach with families that do not have access to email or electronic communication."	"A hallmark of our school community is our school family partnerships aimed at connecting with families to be able to have a holistic approach to discuss strategies to support student learning, progress, social emotional wellbeing which in unison support improved student outcomes.  Strengths to support student outcomes and engagement of underrepresented families are: Individualized student goals based on their needs (academic or social emotional) enable teachers to ensure a child’s area of need is addressed. These goals are developed in partnership with families rather than in isolation by the teacher Verified assessments such as i-Ready, CAASPP, and authentic teacher assessments are used throughout the year to monitor student progress. This information is communicated with families during parent/teacher conferences and provides families with information and resources to support student learning and development in the home. Multiple forms of communication ensure students and families are supported and have access to resources within the school. The Parent-Student Handbook offers families a comprehensive repository of clear policies and procedures. Some communication strategies include:  teacher/classroom newsletters; weekly student self-reflections, parent education nights, town hall meetings, and parent representation on our Governing Board.  Student Support Progress Team (SSPT) processes ensure that families understand and are aware of how to exercise their legal rights and advocate for their own students"	"In the 2020-21 school year, we increased our staffing to include a Director of Student Support Services to improve and identify policies, procedures and programs to support teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  In order to better meet the needs of educational partners in Building Partnerships for Student Outcomes, OCS- South has shifted its service delivery model to include a site-based Student Support Coordinator who will work closely with partners to strengthen Student Outcomes by bridging the communication and information gap between families and school. To support students’ mental health and social emotional needs, a site-based Counseling Staff member will also support students’ needs."	"To further engage underrepresented families in building partnerships for student outcomes, the Principal, Teachers, and Support Staff will deliberately focus on cultivating and nurturing relationships with families to ensure they are aware of the many programs, services, and resources available to families. Specific items that we will do to engageme underrepresented families include: Make our communication accessible in both English and Spanish Make deliberate attempts to invite underrepresented families into the classroom and share their family histories and lived experiences. Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community. Deliberate individual outreach with families that do not have access to email or electronic communication."	"The strength of Odyssey Charter School’s Governing Board is a key component to our stability, success and reputation as a high quality public choice school. Our Governing Board is composed of diverse community members and parents with a variety of skills and expertise needed to ensure compliance with its role of oversight and fiduciary responsibilities per school policies, local state and federal regulations. Its role to oversee the vision, mission, unique school design, related school performance, and overall school operations has led to the successful fulfillment and implementation of the organization’s goals, mission, and vision.  Based on the results of the 2022 California School Parent Survey, 70% of respondents indicated feeling welcome to participate in the school. This encompassed both academic and non-academic ways of involvement by participating in school or classroom based activities and events. Increased administrative support in our organization structure has increased the capacity of  principal and staff to improve engagement with families in decision making.  We continue to demonstrate progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent representatives on the Governing Board and OPPG. Families and our faculty work together to ensure all parents have access to participate meaningfully in our community through the parent newsletter, email lists, town hall meetings, take home flyers and surveys. Opportunities for participation in the decision-making process include but are not limited to: Governing Board Parent Representative, Parent Liaison to a standing committee, Parent representation on the School Site Council, Parent member of an ad hoc committee, Survey and Evaluation Participant.  Our organizational structure ensures we continue to make progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  This is achieved through our dedicated board members who work to create and lead a democratic learning community engaging all stakeholders.  This composition balance creates an effective leadership structure grounded in transparency and provides communication avenues for all stakeholders to have access in shaping the climate and culture of our school community"	"Based on the results of the 2022 California School Parent Survey, 18% of respondents indicated they would want an improvement in the response time to email or phone inquiries from staff, administrators or teachers. To help mitigate this and improve parents’ perception of response times, the school is shifting toward a unified communication system, Parent Square, that will be used by staff, teachers, and parents."	"To further engage underrepresented families in Seeking Input for Decision Making, the Principal, Teachers, and Support Staff will deliberately focus on cultivating and nurturing relationships with families to ensure they are aware of the many programs, services, and resources available to families. Specific items that we will do to engageme underrepresented families include: Make our communication accessible in both English and Spanish Make deliberate attempts to invite underrepresented families into the classroom and share their family histories and lived experiences. Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community. Deliberate individual outreach with families that do not have access to email or electronic communication"	5	4	4	4	4	4	3	4	4	3	3	4	Met	6/14/2022	2022
19101996116883	Odyssey Charter	3	"Relationship building is a core belief of how we work, how we treat each other and what our school values in life and through education. Essential to building trusting and respectful relationships with families that create welcoming environments is our looping philosophy. Looping practices support our educational environment where a single group of students stays with a teacher for two (or more) years or grade levels. This multi-year relationships between teacher and student create a familiarity with the social-emotional health of a student and provides for deeper understanding of the whole child to guide instructional decisions. Odyssey’s looping classroom environments are a critical component to the success of our unique and innovative school design. It is key to the success of our School-Family Partnership as it encourages and develops a stronger sense of community and family among parents, students, and teachers.  The results of our Spring 2022 California School Parent Survey, indicate our greatest strengths are: Encouraging families to be an active partner with the school in educating my child School staff treat parents with respect School keeps parents well-informed about school activities  This demonstrates our continued commitment to relationships with families in the continued education and development of our students."	"Through the analysis of educational input and our local data, our main focus area continues to be the implementation of the Social Justice Standards from Learning for Justice.  Due to the on-going COVID-19 pandemic throughout the 2020-21 school year we were unable to implement our planned professional development goals for the year.  Moving forward, we will continue our work with the Teaching for Tolerance Anti-Bias Framework to support our work in improving the relationship between school staff and families and ensure we include all  identities represented in our classrooms and school community."	"Through the analysis of educational input and our local data, we will improve the engagement of our underrepresented families with the following strategies:  Based on the results of the 2022 California School Parent Survey, respondents indicated they would want an improvement in the response time to email or phone inquiries from staff, administrators or teachers. To help mitigate this and improve parents’ perception of response times, the school is shifting toward a unified communication system, Parent Square, that will be used by staff, teachers, and parents. Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community. Make our communication accessible in both English and Spanish Make deliberate attempts to invite underrepresented families into the classroom and share about their experiences."	"A hallmark of our school community is our School Family Partnership to ensure we have developed processes and procedures for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Analysis from our educational partner input and local data identify for the following strengths for Building Partnerships for Student Outcomes: Individualized student goals based on their needs (academic or social emotional) enable teachers to ensure a child’s area of need is addressed. These goals are developed in partnership with families rather than in isolation by the teacher Academic, Social emotional, and social responsibility goals are developed in consultation with parents during the fall trimester and serve as a guide for the area where a student could benefit the most during the year. These goals ensure students are learning and growing along all three components of the educational program Verified assessments such as i-Ready, CAASPP, as well as authentic teacher assessments are used throughout the year to monitor student progress. This information is communicated with families during parent/teacher conferences and provides families with information and resources to support student learning and development in the home. Multiple forms of communication ensure students and families are supported, have access to resources and a  clear policies and procedures in our Parent Student Handbook.  Strategies to support communications are:  daily home to school folders, weekly teacher/classroom newsletters; weekly self-reflections, parent education nights, town hall meetings, and parent representation on our Governing Board.  Student Support Progress Team (SSPT) processes ensure that families understand and are aware of how to exercise their legal rights and advocate for their own students"	"Based on the analysis of educational partner input, local data and the 2022 California School Parent Survey , an area identified for improvement is the promotion of parental involvement to ensure parents feel welcome to participate in our school community and to increase family participation in the Odyssey Parent Participation Group.  In the 2021-22 school year, due to the health and safety protocols, the school was unable to allow families on campus to support student learning, hold community building events and students were required to remain in grade level cohorts to limit the spread of COVID-19 which impacted our ability to build those crucial relationships."	"Based on the analysis of educational partner input and local data, we have identified the need to restructure our school organization to ensure improvement, support and engagement of underrepresented families by eliminating the Director of Student Support Services and hiring a Student Support Coordinator to work closely with the Principal.  With the increased staffing our underrepresented families will focus on policies, procedures and programs to support teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  Additionally, this will support our staff in ensuring they reach out to all student groups, including families of underrepresented students and families of individuals with exceptional needs."	"The strength of Odyssey Charter School’s Governing Board is a key component to our stability, success and reputation as a high quality public choice school. Our Governing Board is composed of diverse community members and parents with a variety of skills and expertise needed to ensure compliance with its role of oversight and fiduciary responsibilities per school policies, local state and federal regulations. Its role to oversee the vision, mission, unique school design, related school performance, and overall school operations has led to the successful fulfillment and implementation of the organization’s goals, mission, and vision.   Based on the results of the 2022 California School Survey, 81% of parents and 92% of faculty agreed that the school encourages them to be active partners with the school in educating their child. Increased administrative support in our organization structure has increased the capacity of  principal and staff to improve engagement with families in decision making.  We continue to demonstrate progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent representatives on the Governing Board and OPPG. Families and our faculty work together to ensure all parents have access to participate meaningfully in our community through the parent newsletter, email lists, town hall meetings, take home flyers and surveys. Opportunities for participation in the decision-making process include but are not limited to: Governing Board Parent Representative, Parent Liaison to a standing committee, Parent representation on the School Site Council, Parent member of an ad hoc committee, Survey and Evaluation Participant.  Our organizational structure ensures we continue to make progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  This is achieved through our dedicated board members who work to create and lead a democratic learning community engaging all stakeholders.  This composition balance creates an effective leadership structure grounded in transparency and provides communication avenues for all stakeholders to have access in shaping the climate and culture of our school community."	"Based on the results of the 2022 California School Parent Survey, respondents indicated they would like to see improvement in the school actively seeking the input of parents before making important decisions. To help mitigate this and improve parents’ perceptions, the school is shifting toward a unified communication system, Parent Square, that will be used by staff, teachers, and parents."	"To further engage underrepresented families in Seeking Input for Decision Making, the Principal, Teachers, and Support Staff will deliberately focus on cultivating and nurturing relationships with families to ensure they are aware of the many programs, services, and resources available to families. Specific items that we will do to engageme underrepresented families include: Make our communication accessible in both English and Spanish Make deliberate attempts to invite underrepresented families into the classroom and share their family histories and lived experiences. Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community. Deliberate individual outreach with families that do not have access to email or electronic communication."	5	4	3	4	4	4	3	4	4	3	3	4	Met	6/14/2022	2022
56725200000000	Ojai Unified	3	"Educational partners report that the district's strengths include providing a variety of ways both formal and informal for families to build relationships with school staff. Examples include 1 on 1 meetings, zoom, phone calls, emails, Parent Square messages, surveys, Board Meetings, parent group meetings, public hearings and other outreach opportunities."	The district is focused on increasing engagement and building relationships by enhancing informed decision-making and building greater trust among various groups.	OUSD has taken steps to increase communication with families by adding Learning Management Tools that allow for active engagement in the academic work and progress of their students. The district is in the second year of utilizing a new position titled: Family Support Services to improve and enhance engagement of underrepresented families.	"Educational partners report that the District's strengths include: outreach to families including the addition of a monthly Roadmap Newsletter, Parent Universities and the Monday Minute."	"The District's focus areas include: continued family outreach, increased personal interaction at sites (ex: a person answering phone calls instead of a machine), and access for those who speak a language other than English."	The District is offering a Spanish in the Workplace course for staff. A position has been added so that there is always a Spanish speaking administrator who can personally reach out to families to discuss student issues.	The District's strengths include: using varied methods to communicate to families opportunities to provide input for decision-making.	"The District's focus areas for improvement include: increasing the vehicle to solicit input like surveys, zoom meetings, in-person meetings, committees and coalitions."	The District will improve engagement of underrepresented families to provide input for decision-making by seeking feedback from families about methods to increase participation.	4	5	4	5	4	4	3	4	4	3	3	4	Met	6/29/2022	2022
49708476051924	Old Adobe Elementary Charter	3	"Old Adobe Elementary Charter prides itself on being an inclusive and welcoming school community. We understand that strong, trusting relationships with families are the foundation for a child's success in elementary school. The teachers and administration are actively welcoming of parent contact and communication, and the parent community frequently comments on this fact. We have made good progress on building relationships and partnerships with our community this year. One of our strengths lies in both administrators and teachers treating all of our families with respect. On the Youth Truth survey that was completed by our community this year, over 90% of our families responded positively to questions related to relationships with the school, 100% of our Spanish-speaking respondents responded positively. As we come out of the pandemic, it has been wonderful to welcome families back on campus for special events and to volunteer. The face-to-face interactions and community events really help to build a sense of belonging and connection to the school community."	"A focus area for improvement next year is to hold parent education evenings and events on topics such as Positive Behavioral Intervention and Support, Child Mental Health, Supporting Early Literacy, and possibly other academic topics. This was something that we were hoping to accomplish during the 2021-22 school year, but due to the continued caution about group gatherings, we did not. Bringing parents to the school and helping them to learn about our programs, our instructional methods and curriculum not only engages them with their children's academic development, but builds community and relationship as well."	"Both the school and the district have been focusing on becoming cultural proficient and celebrating each student's contribution to the classroom and school community. We are raising our awareness of the importance of representation of all cultures in instructional materials, and having a strengths-based, rather than a deficit-based approach in our instruction. Our Counselor, Response to Intervention Teacher, and our RSP teacher all actively build relationships with families through frequent communication through phone calls, zoom meetings, face-to-face meetings, and email. A variety of regular weekly communication from the principal in the form of email, text, and robocalls in the parents' preferred language informs families of school events and opportunities for sharing their ideas, concerns, and perspective. Our office manager, who is bilingual, makes personal phone calls to invite all of our Spanish-speaking families when we have LCAP community or ELAC meetings. We have found that personally reaching out in this manner has helped to build attendance at school events. Relationships need ongoing care and attention. This is clearly an area of continuous improvement. We will need to continue to increase the opportunities for all families to contribute their ideas. In addition, all staff could benefit from more learning on the value and importance of all parents feeling heard, welcomed, and respected. This will continue to be an area of discussion and learning at staff meetings so as to keep it at the forefront of everyone's practice. Actively seeking out opportunities to interact both informally and formally with underrepresented families needs to continue to be a focus. I was very conscious of the need for consistent, clear communication, visibility within the school and community, and prompt responses to parent concerns or inquiries. This is also an area of ongoing growth and improvement. While there has been progress in the regularity and modality of two-way communication, there is still room for progress."	"This is an area where we have been making strides and have definitely had some success. Our twice-yearly parentteacher conferences are well attended and valued by both teachers and parents. Many teachers include students in these conversations, using them as an opportunity to reflect on learning habits for success, areas of strength and areas for growth, and to set learning goals for the next trimester. Our Student Success Team partners with families to provide resources and ways to support students in the home environment, including working with our school counselor, our district behaviorist, and our Literacy Coach. Personal invitations in the form of face-to-face communication and live phone calls are a strength and a strategy we will continue to use. In addition, the attendance at our Parent Teacher Organization meetings increased to an average of between 20-25 attendees throughout the year. This is an increase from the 2020-21 school year when the average attendance was around 15. Our PTO membership also increased, with 110 members this year as compared to 85 in the past year. Our Parent Teacher Organization is very active in our school and makes tremendous contributions to our school community. Several teachers and the principal are active members of our PTO, attending all of the monthly meetings. We have welcomed many new members to our PTO board while keeping many outgoing board members actively involved in the organization. Volunteers are an integral part of our school community and program. In addition to the PTO, volunteers contribute in many ways both within and outside of the classroom. Parents are now back to volunteering regularly in the classroom, with special projects, on field trips, in our school garden, with coordinating fundraising events, and in so many other ways."	"We have two focus areas for the coming year. One will be continuing to work on increasing the use of social media to inform families of events and encourage attendance, and to build awareness in the greater community of our programs. Another will be continuing to welcome new and diverse members of our community to volunteer, and increasing involvement in our PTO will be an ongoing focus. While we have done fairly well in this area, it is still an area for growth."	"We have done much work on raising the awareness of all of our stakeholders on issues of equity in education and inclusion of all students and families regardless of race, gender, religion, or orientation. This is work that is being done across our district and will be ongoing. Parent information and conversation opportunities, student listening sessions, classified, certificated and leadership workshops on these topics have moved us forward in this area. Developing our awareness of implicit bias and the challenges that our underrepresented families face will also be an ongoing area of growth and improvement. Despite the fact that the number of English Learners has diminished over the past few years we still need to continue with regular ELAC meetings, translation available at all parent meetings, and find additional ways to engage our underrepresented families."	"One of our strengths in this area is that we hold periodic parent meetings at our site where we actively listen to and gather parent input on how the school is meeting families' needs, and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms, monthly Parent Teacher Organization meetings, ELAC meetings, LCAP committee meetings, and facilities improvement meetings. In all of these parent meetings input is sought in order to improve our school and to use the ideas that stakeholders bring to us to improve our service to students. Often input is gathered in informal ways: in conversations in the hallways or when parents are dropping off or picking up their children, at fundraising events, through phone calls, or at parentteacher conferences. Being accessible in a variety of ways, not always in formal settings, can increase the comfort level that families have with communicating their ideas and/or concerns. As well as holding parent meetings and gathering input in informal ways, parent surveys also provide valuable opportunities for anonymous input. Using the Youth Truth survey over the course of several years will give us valuable data on how families perceive how we value their input."	"While we have done fairly well with holding these meetings regularly throughout the school year, we could improve by calendaring all of these meetings at the beginning of the year and providing this information to families well in advance. In order to improve the engagement of underrepresented families, we will continue to communicate in their preferred language, provide translation at events, and reach out with personal invitations whenever possible. We will also endeavor to schedule meetings at times when parents are most likely to be able to attend. Not all educational partners are available for meetings at the scheduled times and providing alternative ways to contribute and participate is crucial. In addition, at all school events, we will welcome everyone with warmth and genuine appreciation for their participation. Another area for improvement is to increase the percentage of families who respond to our parent surveys. This could be done by providing the devices at parent conferences for parents to complete the survey, by providing access to the survey on social media and through text messaging as well as through email or our website."	"We have found that one of the best ways to improve engagement of underrepresented families is through personal invitations or requests to join committees, to come to meetings, and/or volunteer at the school. While many of our underrepresented families may not respond to mass emails or communications, when invited in person, they are more likely to participate. Another way to improve engagement that we will continue to utilize is to ask families to share skills, interests, hobbies, talents and/or aspects of their culture with the students and the school. As members of the community come to learn that we value their funds of knowledge and cultures, they are more likely to be engaged and actively participate in their children's education and engage with the school."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
49708470000000	Old Adobe Union	3	"Based upon our Spring 2022 YouthTruth survey, 88% of parents report that they have a good relationship with teachers and staff. Successes in parent outreach include parent education nights, family events, opportunities for volunteering in the classroom, and communication in multiple languages to and from school."	A focus area for building relationships between school staff and families would be reaching the parents who don't report they have a good relationship with teachers and staff. Providing additional surveys to narrow down reasons for why they may feel this way is important and a goal moving forward.	"Parents are welcomed each day on campus and are encouraged to walk with their children to the classroom. Teachers often have their classroom doors open early to connect with parents and give students additional transition time to prepare for the school day. ELAC/DELAC meetings are held. Certificated staff, classified staff, and parents/guardians attend the meetings which foster the continued building of ongoing relationships based on respect and equity. Multiple opportunities for staff and parents/guardians ensure that stakeholders engage in two-way communication that is both frequent and consistent. We will continue to provide translation services for families at all meetings. A focus area for improvement is to increase overall attendance at all stakeholder engagement meetings and outreach events. Planning for meaningful and relevant topics with outside presenters can increase interest and participation. In addition, continuing to provide Zoom access to all meetings will give our parents the ability to attend and participate, even if they are not able to attend the meeting in person. We will improve the engagement of underrepresented families by providing additional community events for parents/guardians and students and providing more accessibility to interpretation during school hours."	"Building partnerships with all our stakeholders is an integral part of the support for students. Back to School Night starts the school year with opportunities for families to volunteer, join PTA, and better understand their role in helping their children succeed. Information is shared about communicating with the office, teacher, and  principal. At the Back to School Night event, the need for ongoing communication is always beneficial to the home/school connection. Teachers and other staff members consistently work with parents as equal partners, building ties between parents and the school. Parents will be encouraged to participate in school activities through memos, weekly letters, surveys, emails, phone, and flyers. Information will be provided in a language and format parents can understand. We will continue the engagement of underrepresented families by offering Zoom meeting links to families who are unable to attend engagement meetings on the school campus."	"At parent conferences, teachers will inform parents about not only curriculum content, achievement standards, assessment results, and monitoring student progress, but will also share information about ways to participate (volunteer, PTA) and be informed (Principal Chats, monthly meetings). Parents will be provided with materials and information needed to help improve and increase engagement and student success. Data will continue to be shared at LCAP, ELAC, and DELAC educational partner meetings."	"We will continue to increase overall attendance at all stakeholder engagement meetings and outreach events. In addition, continuing to provide Zoom access to all meetings will give our parents the ability to attend and participate, even if they are not able to attend the meeting in person. We will improve the engagement of underrepresented families by providing more accessibility to interpretation during school hours."	"We have been able to consistently provide parent meetings where we actively listen and gather parent input on how to best meet families' needs and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms including parent coffees, monthly Parent Teacher Organization meetings, ELAC meetings, LCAP committee meetings, and Master Plan facilities meetings. In all of these parent meetings, input is sought to gather ideas that stakeholders bring to improve our service to students. Increased contact points for families have occurred in a variety of ways, not always in formal settings. Accessibility to the principal each morning as parents arrive has helped build relationships and build comfort for families to ask questions and give input. Since not all stakeholders are available for meetings at the scheduled times, sharing documents that review topics covered at formal meetings provides additional opportunities to keep families informed. Utilizing electronic surveys in both English and Spanish provides alternative ways to contribute."	"While we have done fairly well with holding meetings regularly throughout the school year, we could improve by calendaring all of the meetings and providing an annual calendar of parent meetings for parents to access. In addition, being able to meet with the leadership of stakeholder groups (PTA, LCAP, and ELAC) early to build agendas for the year will greatly help provide more meaningful meetings that cover topics based on stakeholder input. In addition, utilizing Parent/Teacher conferences as an important time to inform parents about meetings can help improve engagement and attendance at stakeholder meetings."	"An area for improvement is to increase the percentage of families who respond to our parent surveys. Providing time at parent/teacher conferences, back to school night and other site events for parents to complete surveys would be helpful."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
37683380123778	Old Town Academy K-8 Charter	3	"Although bettering educational partnership relationships is always a goal, OTA has implemented a sustainable number of channels for strengthening the relationship between staff and families that includes scheduled conferences, weekly class announcements, emails, and before and after school virtual or in person availability. Additionally, OTA held monthly town hall style meetings for parent input."	OTA seeks to continue building a relationship of transparency between all educational partners while maintaining a level of healthy professionalism.	OTA will actively seek out educational partnerships with families from the underrepresented community.	"After reflecting on the data, we recognized that professional development is a key part of building relationships for student outcomes."	"Again, increased focus on professional development will help in building these vital partnerships."	OTA has identified a need for increased professional development in improving the engagement with underrepresented families.	OTA’s community as a whole currently has a high level of involvement through the foundation and room parents.	A structured committee or advisory group would provide a more purposeful and structured collection of data and the ability to provide meaningful input.	OTA will set aside a representative percentage of this committee or group for seeking to build relationships and increasing engagement of underrepresented communities.	4	4	4	4	3	3	3	3	3	3	3	3	Met	6/23/2022	2022
42772140138388	Olive Grove Charter - Buellton	3	"OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students at least once every 2 weeks to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making good progress in re-engaging families in person, as we seek to fully reopen our learning centers."	"Goal 2 in our 2022-23 LCAP includes a focus on maintaining a safe, engaging, and positive school climate. Actions to achieve this goal include striving for a completely inclusive school culture for all students, families, and staff by implementing strategies that support the Whole School, Whole Community, Whole Child (WSCC) approach to student belonging and connectedness to caring responsible adults. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English."	"Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys."	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	"Goal 3 in our 2022-23 LCAP is to develop and implement Learning, Engagement, Attendance, and Parent Empowerment (LEAP) strategies as part of a comprehensive plan to increase student academic and personal achievement. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school."	"Goal 3 in our 2022-23 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English."	"OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making."	"Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement."	"Goal 3 in our 2022-23 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English."	5	4	3	3	4	4	5	3	3	3	3	3	Met	6/23/2022	2022
42772060138370	Olive Grove Charter - Lompoc	3	"OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students at least once every 2 weeks to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making good progress in re-engaging families in person, as we seek to fully reopen our learning centers."	"Goal 2 in our 2022-23 LCAP includes a focus on maintaining a safe, engaging, and positive school climate. Actions to achieve this goal include striving for a completely inclusive school culture for all students, families, and staff by implementing strategies that support the Whole School, Whole Community, Whole Child (WSCC) approach to student belonging and connectedness to caring responsible adults. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English."	"Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys."	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	"Goal 3 in our 2022-23 LCAP is to develop and implement Learning, Engagement, Attendance, and Parent Empowerment (LEAP) strategies as part of a comprehensive plan to increase student academic and personal achievement. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school."	"Goal 3 in our 2022-23 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English."	"OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making."	"Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement."	"Goal 3 in our 2022-23 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English."	5	4	3	3	4	4	5	3	3	3	3	3	Met	6/23/2022	2022
42771980138362	Olive Grove Charter - Orcutt/Santa Maria	3	"OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students at least once every 2 weeks to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making good progress in re-engaging families in person, as we seek to fully reopen our learning centers."	"Goal 2 in our 2022-23 LCAP includes a focus on maintaining a safe, engaging, and positive school climate. Actions to achieve this goal include striving for a completely inclusive school culture for all students, families, and staff by implementing strategies that support the Whole School, Whole Community, Whole Child (WSCC) approach to student belonging and connectedness to caring responsible adults. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English."	"Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys."	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	"Goal 3 in our 2022-23 LCAP is to develop and implement Learning, Engagement, Attendance, and Parent Empowerment (LEAP) strategies as part of a comprehensive plan to increase student academic and personal achievement. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school."	"Goal 3 in our 2022-23 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English."	"OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making."	"Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement."	"Goal 3 in our 2022-23 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English."	5	4	3	3	4	4	5	3	3	3	3	3	Met	6/23/2022	2022
42772220138396	Olive Grove Charter - Santa Barbara	3	"OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students at least once every 2 weeks to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making good progress in re-engaging families in person, as we seek to fully reopen our learning centers."	"Goal 2 in our 2022-23 LCAP includes a focus on maintaining a safe, engaging, and positive school climate. Actions to achieve this goal include striving for a completely inclusive school culture for all students, families, and staff by implementing strategies that support the Whole School, Whole Community, Whole Child (WSCC) approach to student belonging and connectedness to caring responsible adults. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English."	"Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys."	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	"Goal 3 in our 2022-23 LCAP is to develop and implement Learning, Engagement, Attendance, and Parent Empowerment (LEAP) strategies as part of a comprehensive plan to increase student academic and personal achievement. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school."	"Goal 3 in our 2022-23 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English."	"OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making."	"Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement."	"Goal 3 in our 2022-23 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English."	5	4	3	3	4	4	5	3	3	3	3	3	Met	6/23/2022	2022
39103970120717	one.Charter	3	"one.Charter staff and family strongly believe there is a process in place that allows for trusting and respectful relationships to be built. This belief is based on the use of strategies such as PBIS and Restorative Practices, opportunities to meet individually with staff and families, and the overall commitment to helping students and their families be successful. 96% of respondents on a survey given to students and parents state they feel welcomed at the school site. 88% state they have a trusting relationship with staff and 93% responded that they are happy with how the school communicates with them."	"The main area of focus for one.Charter in regards to building relationships between school staff and families is providing more direct mental health services to our students. This area of focus will help students learn skills that will help them grow social-emotionally and then feel more confident and safe when interacting with staff and there own families. The following information is from the most recent CHKS and is the main reason for this focus: 37% of students reported feeling chronically sad or hopeless, 20% seriously though about suicide, 53% of students are dissatisfied with their lives, 30% of students are dissatisfied with themselves, 40% have a hard time relaxing, 40% feel sad or down. Anecdotally, when our teachers are engaging with students, they report they have to support students with social-emotional issues before beginning instruction in academic content. This is another reason for this focus on mental health."	"one.Charter staff are in a district improvement process that has as part of the focus, developing and creating more meaningful relationships with families. Part of the training will directly involve staff and administration on the “how-to” of doing this. There is a fundamental belief amongst staff that this work is critical as is the desire to help the student and families improve their overall access to learning opportunities. Given that over 90% of our students report as low socio-economic income students, this approach will benefit all of our students."	"In regards to current strengths in seeking feedback and input to improve partnerships for improving student outcomes, from a recent parent/student survey, 74% said I attended at least one family/teacher conference this year. 93% said they receive information on what I can do at home to help my student improve and/or advance their learning. one.Charter believes strongly in seeking input from their educational partners and our level of direct communication with them is strong."	An area of focus is our continued need to develop formal educational partner meetings with parents/students. This need was called out specifically in the recent WASC review.	"Based on feedback that was solicited from direct questioning of students and staff, the decision to hire an Outreach Specialist to support home visits to underrepresented families was made. The early feedback and other engagement data shows it has made a strong impact on supporting student learning outcomes and an additional Outreach Specialist will be hired."	From a recent student/parent survey 94% of respondents stated I am invited to meetings (in person or virtual/online) so that I can learn more about what is going on at the school. 76% said they attended at least one family/teacher conference this year. This is a reflection of staff making a concerted effort to communicate directly with our parents and students.	"Staff at one.Charter have a fundament belief that working with students and families is critical to the overall success of the student. The logistics of creating opportunities for families to engage in effective planning meetings on a continual basis has been the challenge. Multiple opportunities for families to engage with staff are offered in LCAP meetings and surveys, but there has been limited participation. Barriers to this have included transportation issues, schedules, and “faith” in the system. An area of focus will be to continue creating effective opportunities for families to meet with the school staff so they can help us design family engagement activities."	"Based on feedback that was solicited from direct questioning of students and staff, the decision to hire an Outreach Specialist to support home visits to underrepresented families was made. The early feedback and other engagement data shows it has made a strong impact on supporting student learning outcomes and an additional Outreach Specialist will be hired."	4	5	4	4	4	4	4	4	3	3	3	3	Met	6/23/2022	2022
36678190000000	Ontario-Montclair	3	"The District has created a new Family and Community Engagement Department with the goal of increasing family and community engagement with equitable opportunities for all our educational partners.  A Parent Education Center (PEC) is preparing parent leaders to create a bridge between the District and the school sites.  Through parenting classes, materials, resources, and training, the center helps parents to work with their children to improve their children’s achievement. The District also provides differentiated training based on school site needs at the Parent Educational Center and at school sites.  Some of the topics offered at the PEC are technology, ESL, digital citizenship, academic preparation to support their children, health, nutrition, internet safety, reading literacy, math, positive parenting, social-emotional learning, and wellbeing.  An Annual Parent Leadership Conference is provided annually to parents where they attend workshops designed to support them helping their child succeed academically, behaviorally and socially."	"As part of the District Five Year Action Plan, the District is placing a focus on enhancing student, family, and community partnerships through culturally responsive practices.   The District is working to develop parent leaders to help bridge the work being done between the school site and district in an effort to prepare parents to support the academic, social emotional, and behavioral needs of students.  In addition to providing ongoing training and parent classes, an Annual Parent Leadership Conference is provided annually to parents where they attend workshops designed to support them helping their child succeed academically, behaviorally and socially."	"The District has actively engaged in creating multiple engagement opportunities to connect with our underrepresented families.  Each site has hired an Outreach Consultant to ensure families are provided with the information and resources they need to support in the academic, behavioral, and social-emotional success of their children.  A school site mentor is also available to support the behavior and social-emotional wellbeing of children and connect with families.  Additionally, various input platforms such as survey, site and district meetings, and outreach to families has improved the participation and engagement of underrepresented families."	"The District educates teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. The district has hired two additional Teachers on Assignment (TOA) that provide workshops specific to English Language Arts and Math to provide parents with the tools and strategies they need to support their students at home."	"The District provides training to administrators on supporting strong parent involvement at the school sites. The District prepares tools and resources for administrators to use with their staff to develop their ability to build strong connections between home and school. Further efforts to build relationships with parents are evident in parent participation in district and site advisory groups.  Cultural proficiency learning is being built into professional development workshops for site and district leaders to increase awareness of one’s own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of staff and families, in order to build stronger relationships with staff and families."	"As part of the effort to provide tools and resources to administrators to implement with staff, the Director of Family & Community Engagement Department is working directly with school leaders, staff, and leader parents to design academic workshops and training around site specific needs for our underrepresented groups."	"The District has consistency in the LCAP process by providing educational partners with resources, information and multiple opportunities to engage in the LCAP development process. LCAP resources include presentations, data sets, surveys, infographics, Superintendent communications, opportunities for engagement, the ‘OMSD LCAP Season’ webpage, written Comments for the Superintendent forms, and meeting agendas are provided to educational partners and administrators for use in conducting input meetings."	"Each year, the District contracts with “Thoughtexchange”, a portal designed to provide participants a vehicle to give input and collaborate with one another, as they rate one another’s 'Thoughts.' As a result of this interactive process among educational partners that participate, the highest rated 'Thoughts' are highlighted and themes emerge giving the District critical and relevant information to inform the LCAP.  Understanding that some of our families may need varying opportunities to engage in decision-making, other survey opportunities and communication in a variety of ways is being implemented to access more families.  Continuing to expand marketing of existing efforts for parent engagement will further increase families’ participation in input for decision-making to be incorporated into advisory groups and LCAP and Schoolwide Plan for Student Achievement (SPSA) processes."	"The District ensures it meets its responsibility to provide multiple opportunities to consult with educational partners and engage them in the LCAP development and Annual Update process in a transparent way at both the District and site levels. These meetings include information on the Local Control Funding Formula (LCFF), Local Control Accountability Plan (LCAP), LCAP Federal Addendum, District and Site Level student achievement, student and parent engagement data, and LCAP Annual Update. The District will improve engagement of underrepresented families by continuing to equip families with the tools and resources they need to become leaders and/or active and contributing members."	4	5	4	5	5	5	5	5	5	5	5	5	Met	6/16/2022	2022
27102720116491	Open Door Charter	3	"The Open Door Charter School staff understands the student's needs and assets. The Independent Study nature of the school allows the staff to build strong relationships with each student and recognize their needs, strengths, and interests. The individualized approach also allows for a closer partnership with parents and guardians. The staff is well versed in the resources available through the school and the community and can refer families as needed."	"The Open Door Charter School will focus on improving the participation of families as educational partners to provide feedback and recommendations regarding the delivery of services. The school will increase the opportunities for families to engage in the school through educational programs for families, school events, and parent /student/ teacher conferences to acknowledge academic progress."	"The Open Door Charter School will focus on identifying the needs and strengths of all families. For underrepresented families, the school staff will provide support and services in the family's primary language, recognize cultural values and beliefs, and extend support and resources in a manner that is understandable and accessible."	"The Open Door Charter School maintains extensive partnerships with governmental agencies, local non-profits, and industry partners. Partners work in collaboration with the school to ensure the needs of each student are met, including basic needs, social-emotional support, enrichment, intervention, experiential learning, access to college courses, technical training, and paid work-study opportunities. The school has established formal relationships with community partners to provide direct services such as social-emotional support and enrichment."	The most significant area for improvement is with industry partners to ensure that students receive training to meet the needs of potential employers and place students in career transitions. The Open Door Charter School will strengthen partnerships with industry partners to increase paid internships and work-study opportunities.	"The Open Door Charter School will establish formal relationships with organizations that support underrepresented families. These organizations will focus on providing resources in a comprehensive and accessible way to families. Partner agencies will provide support in the family's language, at convenient hours, and in a manner conducive to the family's success."	"The Open Door Charter School staff work diligently to engage all stakeholders, gather input, and leverage resources to meet each student's unique needs. Educational partners include staff, students, parents, guardians, agency partners, community partners, and industry partners. The school engages these partners through town hall meetings, student/teacher conversations, meetings and conferences, the onboarding process, surveys, all staff meetings, and Professional Learning Communities. The school provides various opportunities throughout the year and emphasizes a personal connection with each partner to understand their needs and gather feedback genuinely. The input received via qualitative and quantitative methods is analyzed and synthesized to identify emerging patterns."	"The Open Door Charter School will improve on engaging a more diverse group of educational partners, including parents and students from different locations and demographic backgrounds. The school will also strengthen the delivery of partner engagement opportunities, such as face-to-face meetings and phone calls. The program will broaden the list of educational partners to include industry professionals and organizations to strengthen the placement of students in paid internships and work-study."	"The Open Door Charter School will improve the engagement of underrepresented families by establishing a welcoming and conducive school environment. These strategies will include ensuring that staff provides information in the family's primary language, that staff is culturally sensitive and responsive, and that all parents feel welcomed. The school will leverage parent leaders to help engage other parents that don't know how to get involved."	4	4	4	4	4	3	4	4	4	3	3	4	Met	6/15/2022	2022
19642871996479	Opportunities for Learning - Baldwin Park	3	"OFL-BP staff meet with students and parents many times throughout the course of the school year to discuss academic progress, benchmark assessment data results, goals, and strategies to meet those goals. These meetings can include discussion on resources available to students such as Direct Instruction classes, cohort facilitation of content,  tutoring, and intervention staff that are available at the school site to support academic achievement.  Regular communication with families is achieved through weekly phone calls, virtual google meets, zoom, emails, social media posts, in person, and letters home. OFL- BP continued its school school site council and DELAC meetings as well as back to school nights and parent information nights. The school was also able to begin in person extracurricular activities and field trips in the second semester of the year."	"In the educational partner survey that was sent out in February of 2022, overall, 76% of parents/guardians responded favorably with the school climate section of the survey. 85% of parents/guardians stated that administrators create a school environment that helps children learn, 93% of parents/guardians feel staff respect their children, 74% of parents/guardians responded favorably that the school values the diversity background of students. The school views these percentages as strengths that the school is providing an educational setting that educational partners value and appreciate for their children.   Areas of improvement - Based on stakeholder input, 59% of students feel they belong at the school, and 71% of students feel their teachers seem interested in their answer when asked how they’re doing. 67% of parents feel the school supports their child socially and emotionally and 56% said their child has a sense of belonging at school."	"OFL-BP aims for Full-implementation and Sustainability of the strategies and plans to develop the capacity of staff  to ensure that they have the necessary tools to continue re-engaging students and their families after more than a year of a distance learning format and as transitions between in person and distance learning take place.  In addition, the school aims for Full-implementation and Sustainability in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families by providing additional opportunities such as Parent University sessions to empower and inform parents on strategies to support their child’s learning and academic success. The School also aims to improve Social Emotional Learning opportunities and teaching strategies through professional development in order to ensure  a sense of belonging for all students.   To support these efforts, OFL- BP stakeholders specifically included the addition of LCAP Goal 1- Action 4, Goal 1- Action 5, Goal 4-Action 1, Goal 4- Action 3 and Goal 4- Action 4."	"OFL-BP takes pride in providing a welcoming environment in all school sites. Parents are provided virtual meetings and or in person meetings upon request where academic progress can be discussed. The goal is to create positive and meaningful experiences for students and families by offering family game nights, college application nights, open house, art shows, and science fairs. Staff communicates regularly with parents and families regarding student academic progress, attendance, and strategies to support the learning process both at home and in the school site. Staff utilize multiple methods of student and parent communication.   A variety of staff members (administration, counselors, instructional coach and EL specialist) attended a professional development conference from April 27-29, 2022 about school climate. The goal is to provide an opportunity for team members to attend this conference then bring the information back to the rest of the team at an upcoming in-service for all staff."	"Areas of Improvement: The school will work on building additional workshop opportunities for educational partners including parents/guardians and students to help academic learning at home and to help the student emotionally as well. Although offerings were provided in the past, the school will try to work on increasing the amount of people who attend. Attendance is an issue and the school has tried virtual and in-person offerings but attendance isn’t quite what the school wants to see. The school will also work on enhancing digital resources for educational partners so they’re able to review the information on their own time since parents/guardians are busy with balancing work and family.  All of the previous goals and areas of improvement still apply, given the circumstances of the 21/22 school year. OFL-BP aims to provide and offer professional learning opportunities to address the needs identified by stakeholders in the areas of such as but not limited to post-secondary and career pathways, Math intervention, English Intervention and strategies to meet the needs of our unduplicated student populations.  In addition, it will continue with the cultural diversity and responsiveness to support the learning needs of diverse and underrepresented learners. Staff need strategies and resources to help support students emotionally and academically coming out of the pandemic and the amount of learning loss from the past two years."	"The LEA has worked towards including all students including underrepresented families. Although the LEA works on including all families, participation percentages from subgroups and parents/guardians has yet to meet the threshold the LEA would like it to be. The school will continue to offer workshops, meetings and events that are geared towards parents/guardians during evening hours in order to garner greater participation. The LEA will continue to work on providing communication for events in other languages in addition to English and Spanish. The LEA will look into purchasing a software that permits staff to communicate via text with families in their prefered language. This will hopefully increase engagement with families that do not primarily communicate in English.   The LEA will continue to provide additional instructional positions that will support families and subgroups that may need additional resources to assist at home. This position will be the Family Liaison and part of their job entails providing additional resources within the community that families and students may use. This will help the LEA and community organizations to build partnerships that aim to assist students/families within the community; this will help to assist with the students’ well-being and homelife.   The LEA also has Special Education Specialists that work directly with students with disabilities, which will provide the additional instructional support that is needed to facilitate the services required by the student’s IEP. The LEA has English Language Specialists who work closely with English Language Learners  in order to provide the support needed to assist with language development for ELL.   Foster Youth students meet with Post-Secondary Counselors throughout the academic school year to ensure that a Graduation Plan is developed with the student and Post-Secondary Counselor, which informs the LEA what is required to provide for foster youth to achieve academic success for students."	"Each school site in the OFL-BP charter has its own unique culture that is heavily influenced by student and staff input, as well as student/staff activities that are planned and implemented. OFL-BP LCAP goals are heavily influenced by the LCAP survey results, focus group meetings and achievement chats that are offered to all stakeholders each semester in hopes of increasing the amount of feedback received.  Additionally, OFL- BP will continue to encourage parent participation in our School Site Council (SSC) and District English Learner Advisory Committee (DELAC), which is essential in providing insight and feedback on how we can best serve our English Language Learners and continue a positive trajectory for student outcomes.The Charter  also invites Stakeholders to participate in an annual Safety Committee meeting that helps in the development of the Comprehensive School Safety Plan.  The LEA uses Parent Nights/Back to School Nights, Meet the Principal and LCAP Nights to garner feedback/input from educational partners to help make informed decisions. The LEA values the voices from its community members/educational partners in ensuring that the program that is being offered is welcomed by families."	"The LEA provides educational partners the opportunity to provide suggestions anonymously through the use of a digital suggestion box throughout the entire school year. The suggestion box permits educational partners the chance to provide their input about the program and potential ways to enhance the program for students and the community. All responses are shared directly with leadership.  Area of improvement - Although OFL-BP welcomes input from all stakeholders, LCAP data indicates that input is not received from a majority of parents. In the spring parent engagement survey the school only received 61 responses from parents/guardians. OFL-BP has used various methods to seek parent input on policies and programs through LCAP surveys, QR survey codes, Google surveys, emails, and flyers. Although, Parent participation in activities continues to be a challenge, OFL-BP plans to increase parent engagement through the implementation of Parent University sessions, FAFSA nights, Parent Portal, and other parent information night opportunities.  OFL-BP also continues efforts to strengthen their District English Learner Advisory Committee (DELAC) in the coming year.  We continue to offer opportunities for families to participate in events virtually.  To support efforts is this area, BP stakeholders included LCAP Goal 1- Action 4 and Goal 4- Action 1 to provide a variety of stakeholder engagement opportunities and platforms to obtain feedback and input from stakeholders on items, including but not limited to instruction, support services, school climate, and operations related to unduplicated students, students with disabilities and general education students, was made by stakeholders groups."	"By providing more student-specific meeting opportunities, OFL-BP aims to improve engagement with underrepresented families.  For example, English Language Specialists (ELSs) meet with each student, along with their parents/guardians in the Fall and the Spring in order to go over the student’s individualized Academic Learning Plan (ALP).  Parents/guardians are involved in the decision-making regarding the courses the student will take and any extra support that may be needed. The LEA’s foster youth and homeless youth meet with their Post Secondary Counselor (PSC) once a semester to go over their Individualized Learning Plan (ILP). This is an opportunity for families to learn about Post-Secondary options and other academic/career resources.  The LEA will continue to use the Student Achievement Chats as an opportunity to receive feedback from educational partners to help support decision-making for the program. This is where the LEA observed the most participation from educational partners, and where the program can best make improvements when seeking input from underrepresented families.   The LEA will review purchasing a software that can facilitate a medium for staff to communicate via text with families using their preferred language. This will hopefully assist in receiving feedback and input from parents/guardians whose native language is not English."	4	4	4	4	3	3	4	3	3	3	3	3	Met	6/20/2022	2022
30664646120356	Opportunities for Learning - Capistrano	3	"OFL Capistrano has continued to focus its efforts on building trusting relationships and a welcoming atmosphere in our charter post-covid for students, parents and staff. We want to ensure students and staff feel excited to be back to in person learning.  OFL Capistrano's current strength in building relationships lies in the fact that it serves a small student population that allows for more hyper focus and intentional interactions with its unduplicated students and their families.  The small student population allows teachers and staff to know students and families as well as understand their needs.  Daily, weekly, and monthly interactions with families throughout the academic school year are a common practice among staff .  These school-home interactions provide staff much feedback and input as school plans are developed, implemented, and monitored.  As a result, OFL- Capistrano continues to focus efforts to build school connectedness, educational partner engagement, and providing social emotional seminars to ensure students health/wellbeing. These efforts and resources are captured within our LCAP specifically -LCAP Goal 3/Action 2 (Social Emotional Development), Goal 4/Action 1 (Educational Partner Engagement) and Action 2 (School Climate Survey).   Additionally, another strength for OFL Capistrano lies in school staff’s vested interest in ensuring that all students and their families see themselves as part of the school community and feel their voices are heard. To accomplish this,  professional development opportunities are offered to empower, build, and develop staff’s capacity and have them learn how to pull from a student's language, background and culture. This school year, staff has already participated in an Equity Summit and Community Building to incorporate strategies and practices when working with students and their families, additional opportunities will be made available throughout the year."	"Area of improvement for OFL Capistrano would be to increase two-way communication as it relates to participation rates with input and feedback opportunities provided by the school to families.  OFL Capistrano staff understand the value input and feedback from families can be especially for its most vulnerable student populations, however, low participation rates in this area is showing that more work is needed to ensure that families understand their role in this process.  Staff continues to look for ways to enhance communications efforts from our usual repertoire of surveys, social media, flyers, phone calls, workshops, achievement chats, and parent committees to engage more of our families.  Additionally, translation efforts continue to be increased and review of the accessibility of the content continues to take place on the school leadership level."	"OFL Capistrano has systems in place to ensure that from enrollment students and families get the information they need and are set-up with support and resources to address their specific needs. All students have access to bilingual staff and are connected to their school team based on the services required to meet their unique needs.  At OFL Capistrano, students have access to an English Language Specialist, Special Education Specialists, Post-Secondary Counselor, School Psychologist and Intervention staff.  This is in addition to instructional staff assigned to the student.  The school teams work collaboratively towards building relationships with our unduplicated students and their families.  Based on the last education partner survey, 66% of our parents indicated that they felt that they completely belong to the school community and 73% of our parents indicated that staff go extremely out of their way to create a safe and comfortable learning environment for their students.  Although these percentages are promising, OFL Capistrano is striving to increase its percentages and participation rates especially among its duplicated families to ensure that it continues to engage them in school decisions and their voice is present among the school community.  As mentioned above, professional development opportunities will continue to be offered to empower, build, and develop staff’s capacity and have them learn how to pull from a student's language, background and culture to continue engagement efforts among our underrepresented families."	"OFL Capistrano’s strengths in building partnerships for student outcomes is in its ability to offer the necessary training and resources for educational partners to access and participate in the decision making process.  OFL Capistrano continues to work on building partnerships that will drive positive student outcomes by increasing the capacity of its various educational partners.  Currently, OFL- Capistrano’s leadership attends monthly professional development strategies and to better understand how to partner and engage with families through the School Site Council and other parent advisory groups. These practices are shared at designated weekly meetings.  During these weekly meetings, all school staff collaborate and share strategies to improve OFL Capistrano’s instructional program and connect with students that might be struggling to keep up with academic expectations.  Frequent communication to parents is also provided to ensure that families are part of the conversation when creating monthly academic plans for each student. Parents and families are also provided additional opportunities to engage with the school.  The School Site Council provides families with training and the necessary information to better understand data driven decisions incorporated into the Local Control and Accountability Plan, Title I and the School Plan for Student Achievement.  Families are provided multiple input and feedback opportunities throughout the school year through surveys, conferences and other advisory groups.  Additionally, school leadership and staff are able to participate in external conferences geared at creating a culture of learning, positive school climate, differentiated instruction, collaboration, and engagement of educational partners.  OFL- Capistrano has also captured these efforts in the LCAP Goal 4/Action 1- Parent Involvement and Educational Partner Engagement."	"OFL Capistrano supports and provides opportunities to get families involved in the decision making and in supporting positive student outcomes.  The school understands that these opportunities provide parents a better understanding of their rights and role in the process.  OFL- Capistrano is invested in building parent capacity to understand various areas such as but not limited to LCAP, SPSA, Title funding,  IEPs and 504s.  This knowledge will be beneficial to parents and students to help advocate for themselves now and in the future.  OFL Capistrano has been able to see the benefits of creating a school-home partnership as it drafted its first  school-parent compact with the SSC to better inform parents about Title funding, spending, and focus areas for the school.  This joint collaboration allowed for authentic  communication between the school and parents. An area of improvement for OFL Capistrano would be to increase the number of parents/families, especially unduplicated students that would be willing to participate in more formal input and engagement opportunities such as School Site Council, parent focus groups, and workshops.  As mentioned above, OFL Capistrano has a small student population and wants to ensure it is able to serve all students by building strong partnerships with families that will drive positive student outcomes."	"OFL Capistrano will continue to use platforms such as Remind application, School Messenger, emails, newsletters, phone calls, school planners, surveys and social media to engage families and students. The charter will continue to hold parent conferences/ student-led conferences once a semester to ensure teachers, students and parents are able to connect and partner together to discuss academic progress, assessment results, graduation data, and course work to help in the development of an academic plan for each student.  OFL Capistrano will continue to offer the translation services in addition to support from the English Language Specialist for EL students, Foster/Homeless Liaison for Foster and Homeless students, intervention services for our FRMP students and Special Education Specialists for its special education population. The school will offer parents workshops focused on social emotional learning as a resource for families to support students at home and to promote learning.  OFL Capistrano wants to continue to invest resources and provide training to ensure access to materials needed to participate in the development, implementation and monitoring of school plans."	"As mentioned previously, a strength for OFL Capistrano in seeking input for decision-making is in the plethora of opportunities offered to students and their families to join the conversation and participate in the process. OFL Capistrano offers different avenues for families to participate in the decision-making process which include but are not limited to School Site Council, focus groups, safety committee, WASC focus groups and Student Council. Additionally, much of the input and feedback provided is through one-on-one communication between teachers and parents. The daily, weekly, monthly interactions staff create offer multiple touch points for families to communicate their needs and input.  Additionally, in order to maximize these educational partner engagement opportunities, OFL Capistrano’s  leadership and staff attend professional development geared at learning effective engagement and communication strategies to build their knowledge/capacity in these areas.  Training on how to conduct parent meetings and present information including the SSC are also part of the professional development opportunities.  Here administrators and other charter leaders learn how to best leverage and include educational partner input into the decisions that the charter incorporates into their school improvement plans such as SPSA and LCAP. In the SSC educational partners including staff, parents and students join forces to gain an understanding of the school data, build parent capacity and vote / understand subsequent decisions aligned to improve student performance, well-being, learning environment, and school safety.  Together leadership, parents and students join forces to work toward the creation of meaningful engagement opportunities that are welcoming to everyone within the school community.  Translation of materials and translators are provided for parents and students who might need such support to engage at a deeper level. SSC agendas are created and posted in accordance with the Green Act that allows for transparency and accessibility to all community members while board items follow the Brown Act requirements to engage the school community in school matters. Additionally, Goal 4 Action 1 and Action 2 captures the charter efforts to improve and maximize resources to build on educational partner input."	"As mentioned in the Areas of Improvement for Building Relationships section,  OFL Capistrano staff and school leadership understand the value input and feedback from families can be especially for its most vulnerable student populations, however, low participation rates in this area is showing that more work is needed to ensure that families understand their role and impact in this process.  Greater active participation in formal feedback and input opportunities would bring forth more viewpoints to ensure that we continue improving on efforts for positive student outcomes"	"OFL Capistrano will improve engagement of underrepresented families by looking for ways to enhance communications efforts from our usual repertoire of surveys, social media, flyers, phone calls, workshops, achievement chats, and parent committees to engage more of our families.  As more students and families have demonstrated more engagement in a one-on-one setting, OFL Capistrano leadership is working on ways to capitalize and streamline feedback gathered in these settings and how to replicate this more casual tone into its more formal setting like School Site Council to encourage more parents to get involved with these committees.  Additionally, OFL Capistrano is actively working on ensuring that its Fall and Spring educational partners surveys are accessible to the entire school community including its unduplicated student populations."	5	5	4	4	4	5	5	5	4	4	4	4	Met	6/13/2022	2022
19644690128736	Opportunities for Learning - Duarte	3	"The partnership between students, families, and school staff is the core of school wide decisions for OFL Duarte. Teachers build and maintain strong, positive relationships with their students and are able to provide individualized support to students on the academic, mental, and social emotional level. OFL Duarte is able to collaborate with parents and additional educational partners through surveys and School Site Council meetings. Communication with families on individual student academic progress occurs on a daily, weekly, monthly, and semesterly basis. Formal updates on individual student academic progress occur at the end of each semester and teachers hold achievement chats with students and parents to also provide updates on current benchmark assessment data as well as progression towards graduation requirements. Teachers are proactive in supporting students in need of interventions and partner with parents in this process to ensure that all learning needs are addressed for the student. OFL Duarte promotes family engagement through multiple modalities. In the Fall semester, a virtual family engagement event occurred and in the Spring semester, an in person family engagement event was held. The LEA has utilized both virtual and in person modalities per current COVID19 policies and procedures to ensure the safety of all educational partners. OFL Duarte utilizes multiple methods of communication with educational partners such as texts, emails, video meetings, phone calls, and message blasts. Communication is also in families' home language to promote inclusion.  Student Leadership was maintained throughout the entire school year with meetings being held both virtually and in person to engage all students enrolled in the LEA.    School Connectedness and positive school climate continues to be an area of strength for OFL Duarte. From data derived from the Spring LCAP survey, students, staff, and parents reported feeling a sense of connectedness with an average of 83%. In regards to a positive school climate, students, staff, and parents reported OFL Duarte having a positive school climate with an average percentage of 85.33% of educational partners."	"Educational Partner engagement is an area that OFL Duarte continues to strive to increase, even with steady gains in this area as it values the partnership of working together to best meet the needs of its students. The LEA utilizes Google Classroom as a message board for all students to provide updates and announcements to its student body. A monthly newsletter is provided to all families as well as emails with important updates in families’ home language. Due to restrictions resulting from the COVID19 pandemic, the LEA had limited in person extracurricular activities within the Fall semester of 2021 with more opportunities being provided to students within the Spring semester such as Volleyball and an experiential learning trip. In the new school year, the LEA is focusing on re engagement of families with the transition to being able to hold in person meetings and events for the school community. The LEA promotes parental involvement and input on schoolwide goals through eliciting feedback on educational partner surveys. In addition, relationship building amongst school staff and families is maintained through collaboration during School Site Council meetings. Through the implementation of planned strategies for improvement listed above, the LEA plans to increase opportunities for collaboration and relationship building amongst school staff and families."	"Opportunities for Learning Duarte is focused on promoting and enhancing engagement with educational partners. Parent engagement events supplemented with language interpretation ensures that the families of English Learners are provided equitable access. The charter strives to provide more in person events and opportunities for families throughout the school year. OFL Duarte utilizes multiple modalities of communication with educational partners. Communication is provided to educational partners through modalities such as but not limited to the school’s website, Google Classroom, emails, social media platform, phone calls, etc. The LEA plans on promoting involvement of parents that represent special populations of English Learners and Students with Disabilities at School Site Council Meetings. In addition, the LEA strives to promote more parental involvement in SELPA Community Advisory Committee meetings with parents representing the school’s students with disabilities population.   College and Career resources and services are provided to all students through the support of the school’s Post Secondary Counselor and Career Path Coordinator. Career chats and various career opportunities are provided to the student population throughout the school year. The Post Secondary Counselor maintains a crisis resource page for students and their families to support the mental health and wellbeing of our educational partners. Printed resources for both college and career opportunities and relevant information is accessible at the school site for all students."	"OFL-Duarte initiates relationship building amongst students and their families starting with our new student orientation. An Introductory course called My Learning Path is provided to all newly enrolled students to familiarize students with the program and school expectations. New families have an introductory meeting to get to know the teacher to begin the relationship between the teacher, student, and new family. Ongoing student and parental participation also occurs through the LEA’s School Site Council. The School Site Council meets on a monthly basis to collaborate on schoolwide plans and initiatives, provide updates on the LEA’s progression on both LCAP and SPSA goals, and elicit feedback from students, parents, and staff on the LEA’s ability to meet the needs of all students enrolled in the Charter school. Instructional staff participate in weekly professional learning community meetings to assess current student needs based on data from student performance on internal benchmark assessments in English Language Arts and Mathematics as well as current student academic performance data. Teachers hold parent conferences at the end of each semester with all families to collaborate with parents/guardians on individual student strengths and areas of needed support. When deemed necessary, intervention meetings are held with families when needs arise for students both academically and social emotionally. Progress Review IEPs are held when needed to intervene for students with disabilities when needs arise outside of the annual or triennial review cycles. Quarterly progress reports are provided to parents/ guardians on IEP goal progress for all students with disabilities enrolled in the LEA. Foster and Homeless youth are provided support and interventions by meeting with the Post Secondary Counselor. The school provides social emotional and experiential learning opportunities for all students to support social emotional and mental health well being of all students to ensure that possible barriers are addressed to allow access for all students to the general education curriculum.   School staff holds annual meetings in order to review the individualized Academic Learning Plans for all students designated as English Learners to review EL student progress towards reclassification and to ensure all supports are aligned to student needs and current access and attainment of ELD and statewide state standards."	"The LEA takes action to promote parent engagement throughout the course of the school year. Teachers utilize both informal and formal updates to families on student academic progress as well as progression towards graduation. Various methods of communication are maintained by school staff to ensure parental involvement. Methods of communication utilized are text messages, emails, Google Voice, virtual meetings, mailers, and a school messenger system. Parents are also able to monitor student academic progress on the virtual curriculum Edmentum through the parent portal. Students are also provided both physical and virtual planners to allow collaboration between school staff and families on academic deadlines and keeping students organized. While the LEA has expanded its modes of communication with families, it hopes to continue to improve and innovate to promote more parental involvement in schoolwide offerings and activities.   The LEA maintains a strong partnership with a certain population of parents on a frequent basis. While the LEA has established this relationship with this particular group of parents, the LEA plans to incorporate various modalities of outreach to build a stronger relationship with its parent population that is less participatory in schoolwide offerings. Outreach strategies will be utilized to build relationships with its EL parent population and Foster/Homeless populations."	"The needs of all students and all learners is supported through various staff members. The Special Education Specialist provides specialized academic instruction to students with disabilities as well as providing accommodations as determined in each student’s individual IEP. EL students are directly supported by the EL Specialist who provides designated instruction and supports students in progressing towards reclassification. Social Emotional needs are supported by the school psychologist to ensure that mental health and social emotional needs of students enrolled in the LEA are met. Foster Youth students are provided additional support through meeting with the Post-Secondary Counselor to ensure that students are aware of resources available, their educational rights, and receiving mentoring and guidance towards their academic and post-secondary goals."	OFL Duarte has experienced changes in its capacity in engaging educational partners. These changes resulted from unforeseen challenges due to COVID19 policies and procedures. The LEA was able to utilize virtual modalities of engaging educational partners throughout this school year. OFL Duarte was able to maintain its School Site Council that was established in Fall of 2020 through holding virtual meetings on an ongoing basis. SSC members were able to be active participants in the school planning process as well as supporting monitoring the school progress on improvement goals for both its LCAP and SPSA. The SSC team members also provided feedback on the allocations for Title fund spending this past school year. School wide educational partner surveys are provided to the entire school community in both the Fall and Spring Semesters of the school year to elicit feedback on school decision making and progress on school wide goals. The LEA holds Root Cause analysis and data driven plc meetings with a diverse population of instructional staff members across multiple domains to include input in regards to decision making that is utilized as qualitative data for the school wide decision making processes. School staff utilizes outcomes derived from data analysis meetings to assess current student needs to inform decisions that are made by the LEA to ensure that all needs of its diverse student population is being met. School policies such as the Parent Family Engagement Policy are provided to all educational partners. School board meeting notices and agendas are distributed to all educational partners to keep the school community informed as well as promote parent participation in such meetings to provide equitable access for any educational partner to provide feedback and give input items on the school board agendas.	"The LEA provided educational partners with both virtual and in person family engagement events this past school year. These two events provided families with information on school improvement goals as well as information on the LEA’s student achievement data and school offerings. LCAP surveys were provided to all educational partners in the Fall and Spring semesters of the 2021-2022 school year. The LEA utilized multiple methods of distributing the surveys to families. Some methods utilized were email, School Messenger, social media postings, and mailers. The charter saw an increase in student and parent participation on the Spring survey when compared to Fall survey data. The survey was provided in both English and Spanish to accommodate families' home languages and to promote inclusion of all families served by the LEA. In the new year, the LEA will continue to promote family engagement and increase family engagement event offerings. The LEA has addressed its desire to increase parent engagement and involvement in the 2021-2024 LCAP Goal 4 Action 1 and 4. The LEA strives to increase parental involvement in School Site Council meetings throughout the school year."	"The LEA strives to target underrepresented families through direct contact campaigns performed by  instructional staff. Many parents will respond to surveys through email; however, once an underrepresented group is identified, the LEA will incorporate outreach strategies to promote inclusion and engagement of the group."	5	5	5	4	4	4	5	5	4	3	3	4	Met	6/21/2022	2022
19651361996263	Opportunities for Learning - William S. Hart	3	"Strengths - OFL-WSH provides multiple opportunities for families to engage with school teachers, staff, and administrators.  Family engagement begins at orientation where the new student and parent/guardian are able to meet and build positive relationships with the teacher, Post-Secondary Counselor, Career Pathways Coordinator, and Assistant Principal. These orientations give families the opportunities to share strengths and potential areas of concern, preferred pronouns and names, permanent information about the student’s strengths, family culture and languages needs, and goals for their student.    These positive relationships are maintained through Achievement Chats which help OFL-Santa Clarita to increase 2-way communication between the teachers and families as well as address the student’s needs every semester.  Once again families are encouraged to communicate any academic and social emotional needs and concerns. It is a great opportunity for staff to learn more about the family's background, culture, and language preferences.  Achievement Chat participation percentage has been maintained in the mid to high 90s.  Engagement strategies have been implemented to ensure that students are connected with the necessary resources to be successful with a return to in-person appointments.  These resources include offering students tutoring services, mental health resources, and social services as well as wellness materials and supplies. When needed, school psychologists were available to offer social-emotional support for students one on one and with wellness groups.  Many in person and virtual experiential learning opportunities were offered throughout the school year.  Family engagement opportunities are provided throughout the school year including Back to School Night, Open House, awards ceremonies, and committee meetings. The LEA has also offered multiple PD opportunities to addressing LGBTQIA+, diversity and inclusion training, and various cultural informational events to increase awareness and resources."	"Area of Improvement - Currently, OFL-WSH has about a 15.4% participation rate in mental health groups and workshops.  The LEA would like to see that trend increasing with more individual messaging, promotion and communication increase of events.  This is reflected in LCAP Goal 3, Action 4 - Mental Health Awareness and participation.  The LEA has rebranded its mental health group offerings and is now marketing these as wellness groups.  The idea behind this rebranding is to destigmatize the idea of seeking help and to normalize the idea of practicing self care and prioritizing both physical and mental wellness.  Families are invited to various engagement opportunities throughout the school year.  The LEA is hoping to increase participation in these family engagement events by promoting these events on multiple platforms including social media, center websites, emails, text messages, phone calls, and fliers."	"As mentioned above, OFL-WSH provides multiple opportunities for all  families including underrepresented families to engage with school teachers, staff, and administrators.  Family engagement begins at orientation where the new student and parent/guardian are able to meet and build positive relationships with the teacher, Post-Secondary Counselor, Career Pathways Coordinator, and Assistant Principal. These orientations give families the opportunities to share strengths and potential areas of concern, preferred pronouns and names, permanent information about the student’s strengths, family culture and languages needs, and goals for their student.    These positive relationships are maintained through Achievement Chats which help OFL-Santa Clarita to increase 2-way communication between the teachers and families as well as address the student’s needs every semester.  Once again families are encouraged to communicate any academic and social emotional needs and concerns. It is a great opportunity for staff to learn more about the family's background, culture, and language preferences. This also serves as a great starting point for improving engagement of our underrepresented families as well.  In addition, the LEA has multiple layers of support to help further engage these families.    The EL Specialists work with our EL students and their families to help them feel welcomed and more connected with the school.  This includes personal invitations to all of the family engagement events, support at events like Back to School Night, regular updates about the student’s educational progress, and encouragement to participate in extracurricular events.  The LEA has a DELAC committee in which EL students and parents are encouraged to join as well as an annual celebration to acknowledge all of the hard work and accomplishments of our EL students.    The Special Education Specialist and Paraprofessionals work with our Students with Disabilities and their families to help them feel welcomed and more connected with the school.  This also includes personal invitations to all of the family engagement events, support at events like Back to School Night, regular updates about the student’s educational progress, and encouragement to participate in extracurricular events.  Relevant topics about Special Education are shared with these families on a regular basis.    Foster Youth students and families are supported by the School Counselors to make sure they have all of the resources they need and are encouraged to attend all engagement events."	"Strength - OFL-WSH worked hard to establish open communication between staff and families. Teachers communicate with parents consistently regarding student academic progress, attendance, and strategies to support learning at home and at school.  Teachers utilize multiple means of communication such as phone calls, emails, Remind, Back to School Night, Open House, fliers, social media, and School Messenger. Achievement Chats take place at least twice a year to discuss academic progress with parents, staff and students. Additionally, parents have the option to speak with the administration and staff through set appointments or Fridays for one on one time to discuss student progress/outcomes. Parent engagement events such as open house, focus group meetings, community partnership events, and resource and career fairs provide a time in which parents and students can interact with our school administrative and instructional staff outside of appointment times. Parent engagement events offer an opportunity for parents to discuss their student’s academic progress in light of their post-secondary goals."	"OFL-WSH provides various professional development opportunities focused on family and student reengagement. PDs are offered through a 3rd party vendor and by the LEA’s Instructional Coaches throughout the year in order to build upon strategies to help improve on parent involvement and long term sustainable participation.  Area of Improvement - OFL – WSH offers many opportunities for parental involvement.  Although the LEA has seen an increase in educational partner participation increasing to 46%, the LEA would like to continue to focus in this area.  An area of improvement is to increase educational partner participation in engagement events which has been addressed in LCAP Goal 4, Actions 2 and 4 where we look to host various events to increase parent and student connectedness to school and improve school connectedness by utilizing school messenger, social media, google voice, and Remind to advertise and message educational partner events."	"OFL-WSH provides additional support to its unduplicated students in order to target and help improve their academic performance.  Students with Disabilities are supported by Special Education Specialists and Paraprofessionals to assist them with meeting their academic, social, and emotional goals.  EL students are supported by English Language Specialists to assist them with language acquisition and meeting their academic goals.  Foster Youth and Homeless students are supported by Post-Secondary Counselors to assist with academic strategic planning.  Additionally, OFL – WSH provides Post-Secondary Counselors and Career Pathways Coordinators to provide students and families with opportunities surrounding college/career events, career pathway options, and preparing for life after high-school. OFL-WSH supports families in advocacy by providing relevant information and training at DELAC and School Site Council meetings.  The school also explains student and parent rights at all IEP and 504 meetings. The school also participated in PDs targeting Alternative Dispute Resolution to increase staff knowledge about educational partner efficacy and rights."	"Strengths - OFL-WSH has established DELAC and School Site Council where Parents can view and participate in budgetary discussions, provide feedback on SPSA/CSI plans and year to date spending, review LCAP plans, and conduct data dives and root cause analysis for LCAP and WASC planning.  School Site Council participates in a comprehensive needs assessment with data dives and participates in the decision making process for school improvement and programs.  A  process to analyze specific data, agree on areas of focus, and create measurable metrics or goals that focus on OFL-WSH’s special populations was established to help the School Site Council conduct an effective needs assessment.  The CNA Data Analysis Google Sheet was shared with all educational partners and an introduction to provide some guidance for the group.   OFL - William S. Hart has participated in professional developments to help launch all efforts for these parent participatory groups ensuring leadership understands compliance requirements as well as best practices involving parent groups specific to SSC/DELAC."	"Area of Improvement - Parent engagement events such as open house, focus group meetings, community partnership events, and resource and career fairs provide a time in which parents and students can interact with our school administrative and instructional staff outside of appointment times.  While the LEA has seen improvement in this metric (increased to 46%), the LEA would like to keep this as an area of focus. Since parent engagement events offer an opportunity for parents to discuss their student’s academic progress in light of their post-secondary goals and also to give feedback on broad school programs and initiatives, OFL - WSH will be focusing on ways to increase and/or maintain parent participation and recruit so that parents are in the loop and a constant part of these oversight groups with the opportunity to weigh in on decisions on behalf of the charter.  The LEA would like to see DELAC grow in its membership."	"The LEA will seek to improve engagement of underrepresented families through participation in DELAC and all of the parent engagement events mentioned above.  Additionally, the LEA has found the best way to connect with and improve engagement with underrepresented families is through our semesterly Achievement Chats.  The teacher, educational support providers, parents/guardians, and students meet together once a semester to conduct academic strategic planning, celebrate accomplishments, develop strategies to support the student’s individual needs, and discuss any concerns/needs of the family.  Having these semesterly meetings gives underrepresented families the opportunity to discuss academic and school related issues that matter the most to them in a stress free meeting with a smaller group of educators.  We believe this reduces stress for these families and provides a more comfortable platform for these families to share their thoughts and concerns. Most importantly it can build the bridge for a constant 2 way communication and engagement in our oversight groups including but limited to the school site council and DELAC."	5	4	4	5	5	4	4	5	4	3	4	4	Met	6/21/2022	2022
01100170136226	Opportunity Academy	3	There are a number of ways that AOA communicates with the families and students of the school through the use of the application REMIND to send text messages and emails to students and families; communication logs that are used by each teacher every time they communicate with families; mail merge that allows the site to send out general announcements; monthly community meetings called Coffee with the Principal; community events including graduation; and end of the semester meeting with any family of students under 18 years old.	"AOA has identified the need to add services that best support the special education population. AOA holds monthly special education meeting with the resource teacher, school psychologist, and the special educator coordinator. AOA has also identified the need to have a Spanish interpreter at some of the SST meetings, IEP meetings, or other events. The resource teacher communicated to all education partners to make sure that all annual and triennial IEPs are updated."	"AOA has identified the need to add services that best support the special education population. AOA will hold monthly special education meeting with the resource teacher, school psychologist, and the special educator coordinator. The resource teacher will communicate to all education partners to make sure that all annual and triennial IEPs are updated.The school will continue to build out better support services for English learners and foster youth with specialized tutoring supports to help improve overall skill in all content areas."	AOA has established the following procedures to build partnerships for student outcomes: Full implementation of creating an individualized learning pathways through the use of the individualized learning transition plan; students and families receives the student/family handbook that includes student and family rights; established SST process to address student progress; full implementation of the multi tiered reengagement plan adopted in 2020 during the pandemic and used to reengage students; use of communication logs; use of progress reports	Based on the analysis of local data there was a need to improve interpretation for those families needing Spanish interpretation. Two of AOA's para educators were able to test for proficiency in Spanish and are able to do interpretation and translation for families. As well there was a need to explore the use of the RTI process at the school site and how the RTI process can be used for independent study.	"AOA identified the need for staff to be trained on reengagement strategies for our special education students, English Language learners, and Foster Youth. Starting for the 2022-23 school year staff will receive training to better address the needs of those underrepresented."	"AOA provides several ways to seek input from educational partners. One way is through the monthly community meetings called Coffee with the Principal. These meeting are used to present information to the community and ask for community input concerning school site issues, policies, and procedures. Another way the school engages input is through site level community meeting with community based organizations. Finally educational partners participate in completing surveys specific to the LCAP, WASC, or culture and climate of the school."	"There is a need for the school to identify more time and space for educational partners to participate that is more inclusive. Inclusiveness must include Spanish interpretation and a time that is accessible for all students like Saturday meeting times, use of virtual platforms, or evening meeting times."	"In response to improve engagement of underrepresented families, the school now has a Spanish interpreter and translator. As well the school changed it monthly community meeting from 2-3 in the afternoon to 6-7pm to better accommodate work schedules of our students"	4	4	4	4	3	4	4	4	4	4	4	4	Not Met	7/1/2022	2022
19644690139535	"Options For Youth - Duarte, Inc"	3	"OFY-Duarte prides itself on building trusting and respectful relationships, creating welcoming environments, respecting and promoting diversity, and developing multiple opportunities for 2-way communication between families and educators. OFY-Duarte recognizes the importance of collaborating with families to drive positive student outcomes, and our individualized approach to promoting well-rounded student growth and achievement is evidenced throughout our program, from the structure of student appointments to the quality of student/teacher relationships. Teachers regularly connect with families by informally updating parents/guardians on student progress on a monthly basis, and more formally at the end of each semester through parent conferences. When student intervention is needed, teachers proactively involve parents to best address students’ learning needs and identify academic resources and strategies for student success.    OFY-Duarte conducts family engagement nights as well as more individualized communication through both in-person and remote options. These actions are crucial in maintaining engagement with parents and the community and keeping them abreast of important updates regarding school events and opportunities, school and community resources, and students’ academic progress. The LEA has increased staff capacity to be more responsive to the academic, mental, and social-emotional needs of students. The impact of school communication and its focus on supporting families is evidenced by our positive 2021 School Climate Survey “Social Support for Adults” indicator (Students: 4.06, Families: 4.03, Staff: 4.65)."	"As a new charter school that opened in July 2019, the charter was open for less than a year when it transitioned to a distance-learning platform as a result of the pandemic, and the majority of the school’s operation has been during either distance learning or transition back to hybrid/in-person instruction. The charter is proud of its effective transitions between distance learning and hybrid/in-person instruction, and has worked diligently to ensure that students feel safe and supported returning school in person for the 21-22 school year. The charter has prioritized rebuilding the school community that was lost during distance learning through rebuilding our sports program, providing various field trips, student groups, and clubs, and community service opportunities. In the 2022 Spring LCAP survey, parents, students, and staff all reported a positive school atmosphere, where staff respect students, and students feel safe and enjoy coming to school. As we continue to rebuild our school community, we look forward to partnering with community organizations to increase our opportunities for job training, mentorships and internships, and social emotional learning in order to continue to foster our positive school climate and community networking resources for students as they enter postsecondary education and the workforce.  Planned actions to maintain progress made: 4.2 Parent Involvement and Educational Partner Engagement."	"OFY-Duarte continues to seek ways to increase opportunities for families to engage with families and educators using language that is accessible and understandable to all families. This includes providing school newsletters, emails, and information in family native languages, and providing translators during parent meetings. OFY-Duarte’s emphasis on Educational Partner engagement is reflected in its 21-24 LCAP through Goal 4 Action 1: Educational Partner Engagement, Goal 3, Action 1: Academic and Postsecondary Counseling, and Goal 4 Action 4: School Safety.  These actions continue to be an essential need to ensure that our school continues to provide families and the community with opportunities to engage in our offerings, continue to provide two-way communication to build rapport with students and families, and provide welcoming environments both remotely and in our physical locations.   Additionally, the charter is proud of the development of its Bilingual Scholars Program and the emphasis that it has placed on developing relationships with students and parents, and really partnering with families to explain the process for reclassification. This work has really increased the buy-in of our students in participating in additional appointments with English Language Specialists. Continuing to expand and enhance the Bilingual Scholars Program offerings is an area of focus for our charter."	"Our analysis of our strengths in building partnerships in student outcomes is evidenced by our positive results in the 2021 School Climate Survey’s “Support for Learning” indicator (Students: 4.06; Families: 4.11) and the “School Connectedness” indicator (Students: 3.93; Families: 3.93). We will continue to improve these areas through our 21-24 LCAP through Goal 4 Action 1: Educational Partner Engagement, Goal 3, Action 1: Academic and Postsecondary Planning, and Goal 2 Action 4: 21st Century Education and Technology.  As mentioned previously, In the 21-22 school year, 25 eligible English learners reclassified as fluent English proficient for a 100% reclassification rate. This is a 65% increase from the previous school year, and the charter is proud of the hard work of its English learners to master fluency over their second or even third language. The charter is proud of the development of its Bilingual Scholars Program and the emphasis that it has placed on developing relationships with students and parents, and really partnering with families to explain the process for reclassification. This work has really increased the buy-in of our students in participating in additional appointments with English Language Specialists. Continuing to expand and enhance the Bilingual Scholars Program offerings is an area of focus for our charter."	"One area of growth for our charter is providing more opportunities for providing professional learning and support to partner with families. In our Spring 2022 LCAP survey, 76% of Staff feel the professional development they receive is valuable, while 24% feel it is only somewhat or not valuable. Our charter provides well-developed internal professional development for staff, utilizing both a Programs Coach who train staff on policy implementation and develop resources for students and families to support student learning at home. However, our charter seeks external professional development opportunities and training for increasing our capacity to implement partnerships with students and families. This is addressed in our 21-24 LCAP Goal 2, Action 2: Professional Development.   Options for Youth Duarte understands that hiring and retaining highly qualified staff members in our schools is an important factor in providing a quality educational experience for students and helping them move toward graduation. For this reason, we will continue to invest in professional development opportunities that build capacity in school staff and help them provide quality instruction and academic enhancement to the curriculum and instruction. One example of this includes data dives, where instructional staff will participate in evaluating trends in student outcomes of external standardized assessments to find achievement gaps and determine solutions for filling them. Current ELPAC data analysis conducted by our EL Department during data dives indicates our students have the greatest areas of growth in reading and writing; as a school, we look forward to facilitating a professional development with instructional staff so that our English language learners have a greater opportunity to become English language proficient. Other professional development we plan to invest in includes content-specific conferences and training, social emotional and mental health professional development, and technology professional development."	"OFY-Duarte fully implements providing families with resources to support learning and development at home, implementing policies and programs for teachers and families to collaborate toward improving student outcomes, and supporting families to understand their legal rights to advocate for their students. The  implementation process begins when new students and their parents attend an individualized enrollment orientation, where the school expectations, policies, procedures, and school programs are reviewed. Families are provided with the student handbook, and are assigned a mentor teacher as well as English Language Specialists, Special Education Specialists, and/or a Foster Homeless Youth Liaison, when applicable. These teachers and specialists, as well as our Post Secondary Counselors work with families to provide individually tailored supports and resources for promoting student learning and development at home. In addition to monthly communication between parents and mentor teachers, formal parent conferences are held semesterly and the charter has a streamlined intervention policy designed to provide additional support for students struggling to meet student learning outcomes. Our charter fully implements supporting families to understand and exercise their legal rights to advocate for themselves and all students. Our leadership teams provide teachers with clear expectations for following policies and procedures adopted by our School Board. Our Special Education Specialists, who conduct IEP meetings, are fully in compliance with all state and federal laws, including providing and explaining parent rights to education rights holders and/or adult students."	"As a charter in its third full year of operation, OFY-Duarte is in its initial implementation of seeking input for decision making.  The LEA employs multiple modalities to provide all Educational Partners with key information about our school, and to solicit feedback about events, goals, and programs our school uses to support the success of our students.  The LEA posts information to our website, mass emailing through School Messenger, posts on multiple social media outlets, sends mailers to student residences, and posts flyers at the learning sites.  As an independent study secondary school, every student is assigned a teacher who monitors their progress towards graduation.  This one-to-one relationship creates the dynamic where a student’s teacher formally and informally contacts the student’s guardian multiple times a month through text, phone call, and email. The charter is fully implemented and seeks input from the School Site Council (SSC), which develops and approves the SPSA, and provides feedback for the LCAP and other school improvement initiatives. The charter has a DELAC, and is looking for ways to increase parent participation in the DELAC. The charter also provides the overall parent community with opportunities to participate in the development of LCAP, WASC, and other school improvement plans and policies.   A draft of our goals, metrics, and actions was presented to the DELAC (5/12) , SSC (5/19)  and SELPA (5/16) and feedback from the DELAC was positive and the participants were satisfied with the metrics and actions relating to English learners, SPED and title fund spending. No additional suggestions were requested."	"Due to ongoing COVID restrictions throughout the 21-22 school year, the charter continued to experience reluctance from students and families to return to school in-person. While the charter continues to offer remote learning options to students, the effectiveness of instruction was not as effective as in-person instruction, especially due to the logistics and scheduling for staff navigating between providing in-person and remote instruction on an individually tailored basis. Additionally, re-engaging Students with Disabilities and Foster Youth continued to be an area of concern for staff as attendance for independent study appointments and intervention appointments continued to be low. An area of growth for the charter is in recruiting parents to more actively participate in parent groups, including DELAC and SSC. In order to address this, the charter has developed Goal 2 Action 2: Educational Partner Engagement and will work toward pursuing parent participation in decision making. The charter will continue to focus on transitioning from distance learning to in-person and/or hybrid instruction for students, in order to provide individualized support and instruction for Students with Disabilities, English Learners, Foster Youth, and Low-Income students through both in-person and remote instruction, but with an emphasis placed on re-engaging students through in-person instruction."	"The charter hosted several family engagement events both virtually and in-person and saw an increase in the number of parents and students providing feedback through surveys and conversations with teachers and administrators for school improvement planning.  Research shows that strong parent partnerships and participation in social emotional learning increases attendance for students, and the data indicates that the charter needs to focus on increasing in-person parent involvement and participation in social emotional opportunities for our unduplicated populations. To address these needs, we will provide and focus on increasing attendance for both virtual and in-person engagement events at our school sites, with special attention and events for our English Learners and Low-Income families (Goal 4, Action 1). We will also specifically recruit and remove barriers to access for participation in our social emotional learning opportunities for English Learners, Low Income, and Foster Youth (Goal 4, Action 3). These actions will include promoting events and SEL opportunities in parents' home languages and through a variety of modalities, including phone calls, texts, emails, and mailers home. Although 80% of parents and 89% of students indicated they felt a sense of connectedness with the school community, teacher feedback indicates that developing and improving outreach with our English Learners, Foster Youth, and Low Income parents is an area of growth, which is supported by attendance data and as a result will continue to our focus as a community in bringing our underrepresented families to the decision making parent oversight groups."	5	5	5	4	4	4	5	5	4	3	3	4	Met	6/21/2022	2022
19752911996016	Options for Youth San Gabriel	3	"OFY-SG has successfully developed and maintained our DELAC and SSC group for the 21-22 school year. Taking the opportunity to provide committee information and sign-ups during our Fall Back-to-School nights as well as communication to families from teachers and support staff. This has allowed us to obtain parent and student involvement in these school committees and ensure our families feel a part of our community and welcomed to provide input where necessary.. OFY-SG Continues to communicate and open platforms to feedback through live interaction such as Google Chat and Meets, phone calls, text messages, and social media on an on-going basis to continually increase 2-way communication with all stakeholders. OFY-SG staff seek to learn from families in all of our one on one touchpoints with them to better build upon cultural practices and norms. We also regularly communicate with families through School Messenger to keep all stakeholders informed of school updates.  Through our Achievement chats, we are able to connect with our Educational partners and create/build on academic plans for the school year. During this time, we discuss school progress, testing scores, and the available programs to bridge any educational gaps. The LEA actively seeks Educational Partner and student feedback in modifying and establishing expectations for the students on an individual basis that align with our school mission and academic expectations, that will lead to the accomplishment of student academic goals. Throughout the 2021-2022 school year, staff was provided with Professional Development opportunities to maintain a healthy school climate, and support our diverse group of students. Staff attended Professional Learning Communities focused on Social Emotional Learning, support for mental health (for staff and students), and creating resources to aid in student academic progression."	"LEA seeks to improve in educational partner involvement in our school engagement committees in efforts to increase their feedback and voices in school decisions. We will continue to increase outreach to our educational partners through previously mentioned engagement events. The LEA reviewed parent survey that showed only 28% of our parents were invited to or attended a parent monthly group. Additionally, data gathered showed that 58% of parents said that they have not had the opportunities to participate in the School Improvement Development Process. The gathered data has allowed LEA to target goals around the need to improve engagement with our families. The LEA will continue to host parent/guardian events in spring, summer and fall semesters, where parents are invited to come and learn about the different support opportunities offered both in-person and virtually. Teachers and instructional staff will continue to communicate with students' parents/guardians through email, phone call or text, whichever is most convenient for parents to encourage participation in additional instructional support. As mentioned previously, the LEA will provide professional development opportunities to staff in areas of Equity, Cultural Awareness, Student/Parent engagement and SIOP emerce training. School site council, DELAC and other parent advisory groups will continue to be promoted and encouraged for our staff and families to become voices of our school community and a major contributor to school-wide initiatives.  School Site Council will provide families with training and the necessary information to better understand data and connection towards funding and school needs."	"Educational partners feedback is paramount to our charter and as a result resources and actions in our LCAP reflect as much, as noted specifically in Goal 1 Action 6 - Parental Involvement / Stakeholder Engagement for unduplicated student groups and LCAP - Goal 4 action 1 - Parent Involvement and Educational partner Engagement. Within charter feedback 96% of students reported feeling that their learning environment was uplifting, positive and calm. In the same feedback we had 100% of parents feel that our school environment is safe for their students. The school aligns support for its students with disabilities, Foster and McKinney-Vento (homeless) youth and will closely monitor and support these groups. Identified school liaisons work directly with Foster and McKinney-Vento students to ensure they have the support needed. LEA will also continue to provide specialized instruction for our English Learners to support individualized academic needs. LEA will also continue to provide enrollment/registration support and resources to ensure that students of all subgroups, especially EL, Foster, Homeless, Low-Income and SWD have any barriers towards academic success addressed and/or removed. LEA will continue to offer community partner workshops such as mental health presentations, Financial Aid workshops and Community Resources. The LEA has a DELAC committee in which EL students and parents are encouraged to join as well as an annual celebration to acknowledge all of the hard work and accomplishments of our EL students. LEA will continue to provide Special Education Specialists who will work with our SWD on a one-on-one basis which will allow us to continue building personal connections with our students and their families that will lead to providing awareness and inclusion of our school activities. These efforts align with continued focus on recruitment and retention of family representation fro underrepresented families."	"OFY-San Gabriel continues to support our educational partners through a wrap around approach. Creating an inclusive and supportive learning environment. Partners are given the opportunity to collaborate with teachers and staff through semesterly achievement chats, anytime teacher/parent appointments and LCAP/School Climate surveys. Families are sent information by  utilizing multiple means of communication such as phone calls, emails, Remind, Back to School Night, Open House, fliers, social media, and School Messenger. These efforts are captured in our LCAP Goal 1 Action 6 and Goal 4/Action 1. OFY-San Gabriel continues to provide various professional development opportunities focused on family and student reengagement. PLC’s are offered to provide opportunity for staff and leadership to review survey responses and collaborate toward strategies to best improve practices to address survey needs or concerns. These PLC’s are led by the LEA’s Instructional Coaches throughout the year. Additionally, data is reviewed through our semesterly staff In-services to continue modifying school goals and expectations throughout the school year."	"Based on current levels of attendance and participation from OFY-San Gabriel educational partners, the charter will continue to work on increasing opportunities for educational partner engagement and disseminating up to date information regarding school policies surrounding educational codes and student rights. The LEA will focus on improving communication and awareness to our educational partners regarding groups such as School Site Council and DELAC.  Leadership will continue to provide and improve SSC members with appropriate tools and the necessary information to better understand data driven decisions incorporated into the LCAP, Title I and SPSA. Additionally, school leadership attends monthly professional development with the School Improvement team to better understand ways to partner with families through active involvement in parent groups, and learn recruiting and retention strategies. They are instructed on the creation of meaningful LCAP survey development, PD culture and scheduled to attend school climate conferences."	"Through the continued engagement and informational opportunities such as School Site Council, DELAC and IEP meetings, educational partners are able to understand their rights as partners. During the IEP meeting, parents/students are provided their writing educational rights and offered further explanation. Our IEP meetings are held as a collaborative, supportive and informative time to meet required supports allowing partners to feel confident their students are getting their educational needs met. In our DELAC meetings leadership provides  training and presentations on how teachers utilize the Academic Learning Plan for our ELL students. Additionally, providing consistent and continued information on what resources are available as an EL student is important to improving the engagement of underrepresented families.  Our EL specialists provided the opportunity to increase their professional development through attendance to EL specific conferences and using learned tools to support students during their individual appointments. These continued efforts are captured in our LCAP as evidenced in LCAP Goal 1 / Action 2 and 3. Our homeless and foster Youth will continue to meet with our counselors as soon as they enroll and obtain guidance of their rights with a set academic plan for our school and receive a copy in the case they would have the need to work with a new school. These efforts are captured in our LCAP goal 1 action 4."	"OFY - San Gabriel attends monthly professional development with our School Improvement team to better understand how to build our capacity to engage more educational partners as a school. In these meetings we learn about meaningful engagement with parents, unpacking lcap survey to lead our improvement efforts. Leadership and staff learn to better engage, recruit and retain members in all of our parent advisory committees such as DELAC and School Site Council (SSC)  OFY-San Gabriel continues to hold regular School Site Council, DELAC and LCAP information meetings throughout the school year. School Site Council participates in a comprehensive needs assessment with data dives and participates in the decision making process for school improvement and programs. OFY-San Gabriel is creating a collaborative process to analyze specific data, agree on areas of focus, and create measurable metrics or goals that focus on special populations was established to help the School Site Council conduct an effective needs assessment. The School Site Committee has the opportunity to vote at the beginning of the school year on members to be elected to serve on the committee, allowing for the information to be clear and concise regarding voting procedures. Member recruitment and involvement information are shared as soon as our first event, Back-to-School night, follows up through school messenger, teacher outreach and email communication.  Additionally, during OFY-San Gabriel School Site council meetings educational partners provided information regarding received Title I funding, LCAP up-to-date results/tracking, SPSA and survey results. Including the opportunity to ask questions and give feedback and suggestions towards these items. This year, parents and students shared great feedback to these funding opportunities sharing the need to provide more post-secondary preparation for students and informative workshops for parents in areas of financial aid, college preparation and school involvement."	"OFY-San Gabriel finds that areas of improvement include continued offering of these educational partner opportunities to participate and engage with school decisions such as parent groups and other additional engagement events to increase our partners participation in these areas in order to increase interest on behalf of our educational partners.  Since parent engagement events offer an opportunity for families to discuss their student’s academic progress in light of their post-secondary goals and also to give feedback on broad school programs and initiatives, LEA will be focusing on ways to increase and/or maintain and improve parent participation and recruitment so that parents continue to become active participants in committees and oversight groups. These opportunities will be promoted directly by our teachers to families as well as Leadership through school-wide newsletters, emails and mail. LEA additional will continue to increase survey participation from our educational partners through increased outreach and communication. The LEA’s practice of Fall and Spring Achievement Chats will continue to also provide a meeting time to our partners where feedback will be our priority item of discussion. The LEA would like to see DELAC grow in its membership. These charter efforts have been integrated in our LCAP as evidenced in LCAP Goal 4 Action 1 - Parent Involvement and Educational Partner Engagement."	"The LEA will seek to improve engagement of underrepresented families through continued increase of recruitment and participation in our DELAC and all of the parent engagement events mentioned above.  The LEA has found success in engagement of underrepresented families through our Fall and Spring Achievement Chats. The school community meeting which includes teachers, educational support providers, parents/guardians, and students collaborate once a semester to conduct academic strategic planning, celebrate accomplishments, develop strategies to support the student’s individual needs, and discuss any concerns/needs of the family.  By continuing to hold these semesterly meetings, this continues to provide the LEA the opportunity to give underrepresented families a safe and connected platform to discuss input on school, student and academic items. During these meeting times and any other communication, translation will be provided to our partners. The LEA will continue to engage our underrepresented families through direct communication to provide awareness of other opportunities, as mentioned above, where they are welcomed to join and continue to promote their voices and connections to our school."	5	4	4	5	4	4	4	4	4	4	4	4	Met	6/24/2022	2022
19753090136648	Options for Youth-Acton	3	"OFY-Acton moved away from distance learning and toward more in-person instruction. This was a significant change for our educational partners and staff. Some educational partners initially objected to this. To combat this, we granted medical exemptions to students who were at high risk of severe illness if they returned completely in person. We allowed parents who were concerned about registering their students in person to conduct their registration appointments virtually.   We focused on developing trusting and respectful relationships with families in several ways such as the Bilingual Scholars Awards Celebration, where we honored our EL students' achievements, Senior Signing Night, where we celebrated students who were accepted into 4-year universities, and a sports banquet, where we celebrated our students who participated in sports this school year. Knowing that a lot of trauma has occurred to our students throughout the pandemic, whether it be by losing a loved one, feeling isolated, etc., we made a concerted effort to focus on our students’ and staffs’ socio-emotional well-being. Our school psychologists were readily available to our students when concerns came to our staff’s attention. We focused on mental health awareness each month and promoted those initiatives throughout each school site.   Another emphasis for our school year was to help our surrounding communities. Our students led a beach cleanup day. We also had our student council lead an event to create Valentine Day’s cards for veterans and people living in assisted living facilities. Several of our locations held blood drives which were extremely successful.   Another step we take in building relationships with our educational partners is through Parent Teacher Conferences which occur once each semester. During these conferences, parents find out about their students' progress at our school, discuss class schedules, and get to know each other better."	"After reviewing responses from our educational partner LCAP survey data, OFY-Acton became aware that about 40% of our parents/guardians feel like they belong a little bit or not at all to our school community. The school was not able to offer many in person opportunities during the school year as it was our transition year of returning back to in person learning. In order to decrease the amount of parents/guardians who feel this way, the school will be more intentional in incorporating the parents/guardians of our students by including them in emails, sending out school messenger announcements more frequently, and hosting events in the schools and/or community that will involve more educational partners.   The above efforts will also contribute to parents/guardians being aware of parent groups such as School Site Council or District English Learner Advisory Committee they can participate in at the school. About 40% of parents/guardians expressed they were not invited or attended parents groups. OFY-Acton also intends to make such parent group meetings in person this school year in hopes to welcome educational partners into our schools and increase the participation of their involvement in parent groups."	"Teachers use a variety of communication tools including Google Voice, Remind, Google Hangout conferences, phone calls and face-to-face meetings. Many of our parents speak Spanish only, therefore we have dedicated translators for each school site. We also use School Messenger, a tool that allows us to send email broadcasts to all students and parents. While messages are sent in English and Spanish, other translations are available upon request. As a charter we also ensure to translate our LCAP and SPSA along with any information that each parent should have access to.  The leadership of OFY-Acton also recognizes opportunities of improving engagement of underrepresented families based on response data and as a result the charter will work to be more strategic in incorporating families in school activities, events, or community events. The school is also aware of the need for more in person parent groups that could be hosted at the schools to increase their involvement in our school and community."	"OFY Acton continues to be committed to partnering with families to ensure we have successful student outcomes. There are opportunities for teachers and principals to participate in professional learning to improve the partnership with families. Staff were able to participate in a workshop titled: An Educator's Guide to Effective Family Engagement to learn about practical tools to make parents more connected to their child’s education. LCAP Goal 4 Action 2 - Parental Involvement and Educational Partner Engagement.   The LEA focuses on ensuring teachers are in good communication with families throughout the school year to discuss student academic progress. Parent Teacher Conferences are held once a semester where teachers focus on sharing academic progress, strengths, and opportunities to improve student outcomes. Parents/guardians have the ability to reach staff by email, phone, and/or Remind as needed. Important information, events, and student extracurricular are communicated to families by email and/or School Messenger.  The LEA has developed an intervention process to follow for students who are not meeting compulsory education requirements. During the process, teachers are collaborating with the students, parents/guardians, post-secondary counselors, and/or support staff and the assistant principal to develop a plan to better support the student. The plan may include increased time at school with teachers and/or tutors, goal-setting, and time management activities to ensure students are given the tools to be successful during enrollment. LCAP Goal 4 Action 1 - Enrollment and Outreach"	"A challenge OFY-Acton faced was rolling out our Intervention program beyond the pilot phase. The Intervention program was designed to support our students in improving their reading and math skills to help them perform closer to their grade level. With limited staff, OFY-Acton offered an intervention program to students in the lowest intervention level to support them through their reading and math skills. The LEA recognizes students performing lower than our desired outcome of receiving a student growth percentile score of 40. Our year-1 outcome resulted in 42.85 SGP from Fall to Winter administration and 35.8 SGP from Fall to Spring administration. There was a decrease in the second administration results which may be due to the inability to offer the intervention program to more students in the spring. About 15% of students felt that the school did not offer enough intervention opportunities which includes tutoring, intervention programs, and one-on-one support for all students. Even though this percentage of students is low, the school does recognize it is an area of improvement due to test scores and the ability to offer these programs to all students. As a result we are focused not only on diversifying our offerings based on their preferences but better marketing them to students and families. We hope to yield more responses in our outreach and relationship building with families to better serve their needs."	"The LEA does encourage families to participate in all school activities as well as supporting families to understand and exercise their legal rights and advocate for their child and/or all students enrolled at our school. Families are given their legal rights to review before IEP meetings and are part of the IEP writing process. Some school policies are reviewed, edited, and approved during School Site Council (SSC) meetings. In addition to SSC, parents of English Learners are also invited to participate in the District English Learner Advisory Committee (DELAC) meetings to discuss and share their input to improve our educational program for EL students.  All school policies are posted on the school website for any member of the public to review. The principal and assistant principals will continue to be made available to meet with educational partners upon request to address any concerns or items at question. Promotion of these parent groups will continue to be shared with our community in the hopes of peaking their interest in weighing into the school decisions and student outcomes."	"OFY-Acton continues its commitment to partnering with families to ensure that school plans and initiatives are reflective of the needs of all students. The leadership team attends monthly PD meetings with the school improvement team to ensure compliance with running our School Site Council (SSC) and District English Language Advisory (DELAC) Committee. SSC meetings consist of training to help members better understand our school and to be informed on the voting and decisions being made in the council. The SSC developed by-laws for the 2021-2022 school year to provide policies and procedures for voting on members and meeting rules, as well as for seeking approval and feedback on school-wide charter plans. The DELAC committee reviews data for English Language Learners and addresses any areas of improvement or feedback.   Educational Partners have the opportunity to provide feedback in Fall and Spring semesters with our Local Control Accountability Plan (LCAP) surveys. The surveys ask questions about the following: school climate and connectedness; programs, interventions, and resources offered and provided; feedback and suggestions on any improvements that need to be made."	"Based on input from educational partners, 44.5% of families stated they had never been invited to join any parent advisory groups or meetings. Unfortunately, during our first year back to in person learning, we had to limit the number of in person events we should host which required the school to only offer virtual meetings to host our parent groups. During virtual meetings, we had families who experienced issues with joining the meeting link, attending due to work schedules, and/or lack of technology resources to be able to join on a reliable device. Involving parents in planning, designing, implementing and evaluating family engagement activities at both school and district levels. This continues to be an area of improvement for the school. We do value the input of our educational partners and recognize that there is a need to increase their involvement in being about to participate in sharing their input for decisions made at the school."	"To improve engagement of underrepresented families the school is aware of the need for more in person opportunities to improve the participation for families to join meetings, activities, and/or events to increase the input for decision-making from our educational partners. The school also will be more proactive in sending communication to educational partners through School Messenger to increase the awareness of opportunities to join the school in decision-making. OFY-Acton does plan on have an event at the school during the Fall to welcome families into our school to learn more about what we have to offer and provide an opportunity for parents/guardians and students to sign up to join and participate in groups like SSC and DELAC to be part of the decision making process for the school. We hope that with the increase of events with translators available onsite in addition to material sent home translated, more parents from under-represented communities will be informed and will increase in participation specifically parent groups (DELAC, SSC, IEP meetings) where decisions are taking place that impact student programming."	4	4	4	4	4	3	5	4	4	4	4	2	Met	6/24/2022	2022
36678760120568	Options for Youth-San Bernardino	3	"OFY San Bernardino continues to facilitate various opportunities to engage with families. Now that schools have reopened, families are able to come into the school sites and speak directly to school staff to answer their questions or receive information. At orientation, families are given information regarding our program and meet several staff members that can help them throughout their time in our program. In the fall, the school hosts a back to school night where families have the opportunities to engage with the various school departments and learn how to take advantage of school offerings. The school holds parent-teacher conferences twice a year at the end of each semester. At each school, bilingual staff are available to translate for both staff and families in Spanish if needed. Families also have the ability to schedule more meetings to discuss their students' progress or concerns. According to survey data, 87% of parents feel part of the school community to some degree which can be attributed to engagement opportunities offered to families. The school’s post-secondary counselors also offer various opportunities for parents to engage by inviting families to Senior Signing Night, Senior information nights, Senior Social, FAFSA workshops and other events. Other events like Bilingual schools night, Sports Banquets offer parents the ability to engage with the school."	OFY San Bernardino is committed to improving relationships between school staff and families by increasing parent involvement in our District English Learner Advisory Committee (DELAC) and School Site Council (SSC) to ensure we have high parent and family representation in these important decision making bodies. Our focus is reaching out to families through various platforms to enlist their support and making attendance easier by holding meetings virtually and providing families with computer and internet access if needed.	"OFY San Bernardino is committed to developing multiple opportunities to engage in two-way communication with families. School staff have recently received training in School Messenger to increase the amount of communication home to parents. Communication would include announcements for upcoming school events, newsletters, information regarding access to mental health resources and local food distributions and other valuable information. To provide families with translated copies of published school communications, we have increased the number of communications sent home in Spanish by allowing school staff to request translations for non-critical communication such as newsletters and fliers."	"Options For Youth- San Bernardino remains committed to building partnerships to ensure student academic progress. The school continues to provide opportunities for staff to communicate with students and families throughout the school year with semesterly Parent-Teacher conferences and additional meetings at the request of parents. Additionally, teacher and post secondary counselor email and phone contact information are shared at orientation. The LEA partners with various service providers to support student outcomes. The LEA partners with school field trip organizer, Pathways Travels to provide experiential overnight field trips that support students Socio-emotional health. The LEA continues to provide families with best practices to support student outcomes and achievement at regularly scheduled Parent-Teacher conferences. Time management, and other best practices are discussed at these meetings to equip parents with resources to support their students at home."	Recent educational partner data from our Spring LCAP survey shows that our educational partners do not feel included in the School Improvement Development Process. The LEA can increase communication to our educational partners for opportunities to participate in the school improvement process. The LEA will also use all communication platforms available and translate these communications in different languages to ensure stakeholders are given the opportunity to participate in the school improvement process.	"The LEA values participation and input from all stakeholders including underrepresented families. The LEA will continue to provide translation communication and documents to engage with our bilingual families. The LEA will continue to make virtual input and advisory meetings accessible to families by providing access to technology and internet access to ensure any family who wants to participate, can."	"The LEA works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and committees and decision making. The LEA’s School Site Council continues to meet quarterly to review progress for the School Plan for Student Achievement. The LEA’s DELAC committee continues to evaluate the ELD program, assess EL related goals and provide feedback for support of our EL population. 46% of families have stated that they have never been invited or attended a parent group such as school site council or DELAC/ELAC so we will continue our efforts to offer the opportunity to participate in advisory, committee and other parent meetings to all parents. Opportunities to provide input on policies and programs are provided to families at orientation and through meetings such as parent-teacher conferences and back to school night. We continue to work with parents and families to increase their participation in decision making and school governance as well as to increase the quantity of opportunities to provide input through stakeholder engagement surveys and school climate surveys. 46% of families have stated that they have never been invited or attended a parent group such as school site council or DELAC/ELAC so we will continue our efforts to offer the opportunity to participate in advisory, committee and other parent meetings to all parents."	The LEA communicates annually our Parent Engagement Policy which can also be found on the school’s website. Opportunities to provide input on policies and programs are provided to families at orientation and through meetings such as parent-teacher conferences and back to school night. We continue to work with parents and families to increase their participation in decision making and school governance as well as to increase the quantity of opportunities to provide input through stakeholder engagement surveys and school climate surveys.	"The LEA can ensure that communication is accessible to underrepresented families by having all engagement communication translated for our bilingual families. For in-person or virtual meetings, the LEA can ensure translators are available to families in order for families to participate and provide input. The LEA will also continue to schedule stakeholder engagement opportunities at times that are convenient for families and promote high participation."	4	5	5	5	3	4	4	4	4	4	4	4	Met	6/24/2022	2022
34674473430691	Options for Youth-San Juan	3	"Throughout the academic school year, OFY-SJ strives to build strong relationships between school staff and families. One of the ways OFY builds relationships is providing various opportunities and resources for 2-way communication with families.  OFY-SJ is currently operating as a hybrid school.  Families have the opportunity to walk in and receive information or call the center for help.  61% of families on recent surveys stated that they found the center appealing and 84% said that the staff creates a safe and comfortable learning environment for students. OFY has been utilizing a school wide messaging system to send out weekly newsletters to families with information about academic months, school events, and any other important information for the charter.  The staff uses many different modalities to communicate with families about student achievement and build trusting relationships.  Each teacher has a google voice number where families can text or call the teacher directly. Charter wide, the school has been utilizing school messenger weekly to communicate important information regarding the schools.  62% of Families found the weekly messages to be very helpful. Lastly, our virtual curriculum, Edmentum, and our student information system, Studentrac, allows families to log into the parent portal to track students’ progress on their school work and high school graduation progress.  Twice a year, virtual achievement chats to update families on students’ progress toward graduation and talk about strategies to support student learning and discuss any barriers to learning. Staff Members have been completing Professional Learning Communities (PLC’s) to develop workshops, resources, or training for students and staff.  The PLC’s are based on the areas of need expressed by Educational Partners.  The staff has seen increased engagement in workshops with positive feedback from students.  Staff also participates in many different professional developments to learn about re-engaging families after the pandemic and creating a positive culture at the school sites, one that is receptive to student culture and background. The charter held virtual awards nights where families and students were able to log in to recognize student achievement throughout the semester.  OFY-SJ held many events throughout the year to bring back in person engagement such as Senior Wrap-Up, Field Trips to Sacramento State, Soccer, Graduation, Prom and Movie in the Park.  Families and Students express how much they appreciate having all these engagement opportunities coming back since the pandemic (LCAP goal 4/Action 2)."	"OFY-SJ is still developing engagement opportunities (LCAP Goal 4/Action 1 and 2) since returning from distance learning and adjusting to family’s comfort level with the pandemic.  OFY San Juan will be transitioning from mostly virtual offerings for families to engage with school staff to in person events that will hopefully bring more families through the door.  With this transition, there is an added layer of planning and process for ensuring families and staff are safe and feel welcome at one of our center locations.  In addition, during the pandemic we did not offer many field trips or Pathways trips to connect families and students to our staff.  These trips are essential to building and connecting with our school community. With these offerings will be added PD for our staff to learn strategies and build their skills in understanding and offering needed support to families from diverse backgrounds"	"Based on educational partner input and local data, OFY-SJ has identified several different areas of improvement to building relationships between staff and families of underrepresented families.  The first area of improvement is ensuring all communication sent out on our school-wide messaging system  is translated in English and Spanish with access to translation support in various other dialects.  OFY San Juan has a large population of newcomers and the school is navigating how to best support them with tools and resources in their primary language.  Another area of improvement is targeting events and field trips for underrepresented students and families.  Some of the events the school is looking into are specific trips to community colleges to discuss Special Education services the colleges provide and resources available to students with IEP’s and 504 plans. The last area of improvement is examining who is attending the events and how they heard about them.  When we break down how information is shared and attendance, the school can target specific underrepresented families and students to increase involvement and relationships."	"OFY-SJ developed many different platforms for families to track, monitor, and communicate student outcomes with staff.  Families can track and monitor student outcomes through our online curriculum platform and student information system.  Through these platforms, parents can check in on how much time students are working on their academic units and what progress they have made towards graduation.  Teachers also regularly check in with families if a student is excelling in their school work or if they are falling behind in their academic goals set forth in the achievement chats each semester.  At the achievement chats, families also have an opportunity to talk about how they can support their students at home and make goals for their students. Ultimately the goal is that partnership with all families is ongoing and does not just take place at any one event, but is constant and in both directions."	"An area of improvement in creating partnerships with families to improve student outcomes is using survey data to implement resources and workshops for students and families.  Our leadership team attends monthly meetings with our School Improvement Team to improve the school’s capacity to partner with families through workshops geared towards using survey data and feedback to tie directly to LCAP actions.  In turn, OFY-SJ leadership works with our PLC groups to develop these workshops and resources families would like to see. Based on a recent survey, families would like to have more mental health workshops (LCAP Goal 4 / Action 4), college and career workshops (LCAP Goal 3 / Action 1) , and fun family nights (LCAP Goal 4 / Action 1 and Goal 4/Action 5). In addition, in our monthly SSC and DELAC meetings, educational partners discuss and provide feedback on initiatives taking place based on surveys that directly relate to LCAP actions. OFY-SJ would like to see an increase in participation in SSC and DELAC meetings to increase the number of voices being heard to discuss school wide initiatives and goals."	"OFY–SJ focuses on underrepresented families and improving engagement for building partnerships for student outcomes through achievement chats to develop a academic learning plan for english language learners and semester plans for special populations, meetings with students and families who have IEPs, and creating specific events and workshops to target barriers for underrepresented families.  Achievement Chats provide an opportunity for educational partners to discuss improving student outcomes.  The past two years we have seen increased involvement in achievement chats due to meetings being virtual. This year, the charter will have to find ways to increase participation in in-person achievement chats and reduce barriers to participation.  At achievement chats, academic learning plans and semester plans are created for students to improve communication and a time to collaborate with all educational partners to improve student outcomes through learning about tools and resources the school provides.  For students with individualized education plans, families have the opportunity to exercise student rights and advocate for their student needs.  Families are in consistent communication with Special Education Specialists to discuss accommodations and extra support and resources for IEP students."	"OFY-SJ has developed a School Site Council (SSC) and District English Language Advisory Committee (DELAC). OFY SJ leadership attends monthly PD to ensure we understand how to run these advisory groups and are compliant. The meetings were held 6-8 times this year. The DELAC committee collaborates on looking at data for English Language Learners and addresses any areas of improvement or feedback.  SSC developed by-laws for the 2021-2022 school year to provide policies and procedures for voting on members, meeting rules of order, and approval and feedback on school wide charter plans.  Each SSC meeting covered training to help members (staff, student and parents) better understand our school and to be informed on the voting and decisions being made in the council. Educational Partners have the opportunity to provide feedback in the Fall and Spring Semester with our Stakeholder Engagement Surveys.  The surveys ask questions about school climate, programs offered, student outcomes, and feedback on what we need to improve on.  The surveys are analyzed through our comprehensive needs assessment and in turn are identified as an area of need or improvement for our LCAP or professional learning communities."	"OFY- SJ wants to increase the participation of educational partners in decision making.  The number of educational partners participating in engagement surveys has decreased throughout the years, especially post covid. Engagement surveys are the primary source of seeking input from educational partners.  As a school, we would like to increase the numbers of educational partners who complete the survey.  For the families that do complete the survey, 75% of families stated they had never been invited to any parent advisory meetings.  This is an area of improvement for next year and how to inform families of the purpose of SSC (school site council) and DELAC (district english language advisory committee) and get consistent engagement in meetings. Which brings us to our second area of focus, engaging even more families to learn about SSC and DELAC, so that families can know what they are, what they do and either run for a seat or vote / nominate a fellow parent to voice their decisions."	"OFY-SJ would like to increase the input from underrepresented families through surveys and parent groups.  In order to increase survey completion, different modalities should be used to communicate the importance of these engagement surveys.  We currently translate the survey and all communication to include families whose primary language is not english, in addition, we can call, email and text families the link to complete the survey.  With school staff, having students complete the survey at their student appointments is key to include all voices captured. For parent groups such as SSC and DELAC, ensuring we are capturing educational partners that represent underrepresented populations as part of the committee or council.  For example, on SSC we have many parents who have students with IEP’s and an SES teacher represented on the council.  We will continue to focus on ensuring our under-represented communities continue to learn about and participate in our parent advisory groups and let their voices be heard, this will be done via mailers, emails, one on one conversations and mass marketing pushes."	4	4	4	4	4	4	5	4	3	3	3	3	Met	6/17/2022	2022
36679343630670	Options for Youth-Victorville Charter	3	"OFY Victor Valley provides multiple resources and opportunities for families to engage at the school-level and provides multiple opportunities for 2 way communication. Families are welcome to walk-in and receive information or talk to a staff member that can help them at any time of the school day, in these instances staff notes any specifics with regard to goals families have set for their children. OFY Victor Valley provides families with FAFSA Night where seniors can complete the FAFSA application with the help from the school counselors. Additionally, OFY Victor Valley provides opportunities for students to complete their mandatory community service hours towards graduation. The school counselors also provide step by step assistance for completing student college applications in a timely manner. Families have the opportunity to meet with their student’s teacher during parent-teacher conferences. At each school, bilingual staff are available to translate for both staff and families in Spanish if needed. Families also have the ability to schedule more meetings to discuss their students' progress or concerns."	"To continue re-engaging students as the school has returned to in-person learning and build the capacity of staff to work on and build trusting and respectful relationships with families once again, appropriate professional development will continue to be provided for teachers, administrators and support staff  to continue supporting student development with particular attention to learning about cultures, languages and specific goals set for students. Most importantly we will ensure that as a charter all staff are working collectively to ensure that all staff are implementing the necessary strategies to build relationships directly with the families that we serve. Parent workshops and materials will be made available to families so that they are supported in this transition and equipped with the necessary strategies to support their students. The school will hold in person back to school nights, open houses, in person parent teacher conferences, and invite families in for special events to meet and get to know the staff. The staff meets families at orientation and uses, Google Classroom, REMIND , School Messenger to better connect with families."	"LCAP Goal 4 / Action 1 -Parental Involvement and Educational Partner Engagement.The charter will host various Educational Partner engagement events specific to unduplicated students, students with disabilities, and the general student population to seek feedback on the development and growth of our program. The charter will survey all Educational Partner groups to inform program effectiveness.Incoming students continued to receive the necessary enrollment/registration support and resources to ensure that students of all subgroups, especially EL, Foster, Homeless, Low-Income, and SWD were identified and staff understands their unique needs. We will hold in-person parent nights and teachers reach out monthly to discuss student progress and upcoming events. We utilize social media and our website as well to connect our families with resources and OFY events. All resources and postings are offered in English and Spanish."	"OFY Victor Valley  leadership attend monthly professional development to better understand how to partner and engage with families through school site council and other parent advisory groups. SSC provides families with training and the necessary information to better understand data driven decisions incorporated into the LCAP, Title I and SPSA. Additionally, school leadership attends monthly professional development with the School Improvement team to better understand ways to partner with families through active involvement in parent groups, and learn recruiting and retention strategies. They are instructed on the creation of meaningful LCAP survey development, PD culture and scheduled to attend school climate conferences.  OFY Victor Valley continues to provide families with best practices to support student outcomes and achievement at regularly scheduled Parent-Teacher conferences. Time management, and other best practices are discussed at these meetings to equip parents with resources to support their students at home.The LEA partners with various service providers to provide additional support for student outcomes. The LEA partners with Pathways Travels to provide experiential overnight field trips that support students Socio-emotional health."	"Options for Youth Victor Valley starts building relationships and will continue to do so with students and their families beginning at orientation. An Introductory course called My Learning Path is provided to all newly enrolled students to familiarize students with the program and school expectations. All new students take this class to help them integrate into their new school and learn about the school, curriculum, and programs we offer. New families have an introductory meeting to get to know the teacher to begin the relationship between the teacher, student, and new family. Ongoing student and parental participation also occur through the LEA’s School Site Council. The School Site Council meets on a Semi-monthly basis to collaborate on schoolwide plans and initiatives, provide updates on the LEA’s progression on both LCAP and SPSA goals, and elicit feedback from students, parents, and staff on the LEA’s ability to meet the needs of all students enrolled in the Charter school. The charter is looking to build upon these relationships from the start and hopes to build our resources in order to provide even more opportunities for engagement specifically around student outcomes. We hope to promote our school site council and DELAC in the hopes of having more interest and participation from our parent community."	"OFY Victor Valley has policies and programs in place to ensure student progress is discussed and ways in which both school and family can work together for the betterment of the student, and most importantly exercise their legal rights and advocate for their own students and. EL students receive designated and integrated instructional support from their EL specialist. Every EL student that enrolls at OFY- Victor Valley works with the EL Teacher Specialist to develop an individual Academic Learning Plan that includes assessment scores, academic goals, intervention plans, and plans for the future (college/career). The EL teacher meets with the student and parents to complete the students' Academic Learning Plan within 60 days of enrollment. Engaging parents in this process allows for all stakeholders to work collaboratively to ensure the student’s needs are met.  These efforts are also captured in the LCAP Goals and actions below.  LCAP Goal 1 Action 3 - Foster Youth Services, LCAP Goal 1 Action 7 - SWD PD - SPED Specialist PD and LCAP Goal 3 / Action 4 - POst secondary events."	"OFY - Victor Valley continues its commitment to partnering with families to ensure that school plans and initiatives are reflective of the needs of all students.  The School Leadership team attends monthly PD meetings with the school improvement team to ensure compliance with running our School Site Council (SSC), District English Language Advisory (DELAC) Committee, WASC focus groups and the safety committee.  OFY Victor Valley  leadership and staff attend professional development geared at learning effective engagement and communication strategies to build their knowledge/capacity in these areas.  Training on how to conduct parent meetings and present information including the SSC are also part of the professional development opportunities.  Here administrators and other charter leaders learn how to best leverage and include educational partner input into the decisions that the charter incorporates into their school improvement plans such as SPSA and LCAP. SSC meetings consist of training to help members better understand our school and to be informed on the voting and decisions being made in the council. The SSC developed by-laws for the 2021-2022 school year to provide policies and procedures for voting on members and meeting rules, as well as for seeking approval and feedback on school-wide charter plans. The DELAC committee reviews data for English Language Learners and addresses any areas of improvement or feedback.  Educational Partners have the opportunity to provide feedback in Fall and Spring semesters with our Local Control Accountability Plan (LCAP) surveys. The surveys ask questions about the following: school climate and connectedness; programs, interventions, and resources offered and provided; feedback and suggestions on any improvements that need to be made. Their feedback is incorporated into the LEA lcap goals and actions."	"Our School Site Council is  new to our charter this year. We will make an effort to reach more parents to get them involved with our school site council. We hope to continue to provide opportunities like this to have families, teachers, principals, and district administrators work together to plan family engagement events at school.  Translation of materials and translators are provided for parents and students who might need such support to engage at a deeper level. Agendas are created and posted in accordance with the Green Act which allows for transparency and accessibility to all community members. We hope to grow the interest in  our DELAC committee, so our EL students and parents can have a greater connection and voice in shaping our program to help fit their unique needs. LCAP surveys were provided to all educational partners in the Fall and Spring semesters of the 2021-2022 school year in both English and Spanish. The school used  multiple methods of distributing the surveys to families. Some methods used  were email, School Messenger, social media postings copies were handed to parents that came into the school sites , and mailers. The charter saw an increase in student and parent participation on the Spring survey when compared to Fall survey data.  In the new school  year, the LEA will continue to promote family engagement and increase family engagement event offerings."	"We were able to offer in person back to school nights, open houses, FASFA Parent information nights, parent/teacher conferences and EL nights. To better connect and engage with our parents/guardians.The needs of all our students is supported through our various staff members and programs offered at OFY- Victor Valley. The Special Education Specialist provides specialized academic instruction to students with disabilities as well as providing accommodations as determined in each student’s individual IEP. /All EL students are directly supported by the EL Specialist who provides designated instruction and supports students in progressing towards reclassification. Social Emotional needs are supported by the school psychologist and the School Counselor to ensure that the mental health and social-emotional needs of our students are being addressed. Our foster Youth are provided additional support through meeting with the Post-Secondary Counselor to ensure that students are aware of the resources available, and their educational rights. They also  receive mentoring and guidance toward their academic and post-secondary goals. We also offer students access to vocational education, internships, resume writing, and workshops. All school sites have Career Pathway Coordinators available to help students find a career path and they support them in finding training, internships, and jobs. We were able to offer in-person back-to-school nights, open houses,  These efforts will continue to be offered in our lcap as we continue to improve upon an seek even more input for our decisions as a charter from all of our educational partners.:  LCAP Goal 4 Action 1 - Parental Involvement and educational Partner Engagement"	4	4	4	5	3	3	5	3	3	3	3	3	Met	6/24/2022	2022
10623310000000	Orange Center	3	"With a one-to-one ratio of technology devices to students, each and every Orange Center Elementary School student, from TK-8th grade, has a device assigned to them. This allowed families to feel safe during the COVID-19 school closure by providing distance learning to those students whose families felt more comfortable with their students at home learning from their teachers online. Hot spots were provided to families who either had no internet or were unable to secure reliable internet connectivity at their homes.   Services to improve facilities and parent communication include the purchase and installation of a digital marquee and furniture that foster collaborative learning environments.  School safety and campus climate actions included the purchase and installation of security cameras and the implementation of a digital sign-in and out process (Raptor) which includes the features of checking visitor backgrounds and alerting administration to any individuals who may put students at risk and who wish to enter campus.   An additional day of school psychologist services was added to the plan in the 2017– 2018 school year in order to extend services in the area of social skills groups and behavior modification for students who need assistance with learning appropriate conduct.  All 4 Youth counseling services, licensed family therapists, counsel students that are learning how to deal with their emotions since the 2018-19 school year. This along with the added day of a school psychologist's services has created a place where our students may benefit from emotional support and can feel comfortable, safe, and valued. Since providing these services, our chronic absenteeism has declined by 4%. In the area of student achievement, 47.5% of Orange Center Elementary School's 120 English Learner students are making progress toward English language proficiency. The number of students progressing at least one ELPI level is 37.5%.   Special Education services were increased in the 2019-2020 school year in order to decrease suspension rates by more than 3% and the achievement gap between all students and students who are in the SPED subgroup. Orange Center provided an increased amount of academic support for SPED students in the general education setting and our SPED department continued delivering services to our students with IEPs throughout the COVID closures."	"When reviewing data for all students at Orange Center School, data indicate that, although positive gains are being made, there is still a low number of students who are meeting grade-level standards in ELA and Mathematics. A teacher on special assignment was designated to collect, disaggregate, analyze, and present data that identified students' academic needs. Strategies were then identified, discussed, and implemented to improve students' academic performance. By identifying these specific needs, and addressing these needs at students' levels, students become more engaged. This process improves students' confidence and provides them with a sense of empowerment and pride. A teacher-taught, live, in-person summer school was offered to students in grades TK-7 during the summer break to help mitigate learning loss from the COVID-19 school closure. This improved students' academic performance."	"The district implemented a comprehensive math, writing, and reading intensive intervention program, increased opportunities for teachers to plan instruction and pacing, and in order to maintain consistent staff, hired highly qualified and fully credentialed teachers. Orange Center included actions to support teachers and improve student achievement by offering opportunities for teacher training in the following areas: opportunities for CSET/RICA test preparation/support, Teacher Induction (previously BTSA) teacher support, teacher training in the area of Mathematics and Writing, training in Common Core Curriculum /Standards/Instruction, SPED IEP development and implementation, Classroom Management (Time to Teach) and training in student engagement structures (KAGAN).  Administration and support staff increased steps to involve parents in the educational process by increasing communication through the incorporation: of monthly newsletters, bi-monthly staff/parent communication experiences, education-related participation incentives, and childcare / educational activities made available during all evening parent meetings."	"In order to continue progressing towards our goals, we have continued and enhanced services to best meet the needs of English Learners, Foster Youth, and Low-Income students who are not meeting grade level expectations, as measured by SBAC and School Climate Survey. These actions included: Increased course access such as the Dual Immersion Language Acquisition Program, STEAM Electives, and increased opportunities for students to explore college and career readiness pathways. An additional day of school psychologist services was added to the plan in the 2017-2018 school year in order to extend services in the area of social skills groups and behavior modification for students who need assistance with learning appropriate conduct. All 4 Youth counseling services, licensed family therapists, counsel students that are learning how to deal with their emotions since the 2018-19 school year. The Special Education Program Improvement Team met regularly to discuss program needs in order to decrease the achievement gap between all students and students who are in the SPED subgroup.  The District provides English Learner intervention and support through supplemental services provided by an English Learner Coordinator and Instructional Aide(s). Orange Center will continue to provide an increased amount of designated ELD support delivered by highly trained Instructional Aides, with an emphasis on training. Continued professional development will be provided to TK-8th grade teachers in the areas of Student Engagement (Kagan), ELA, Math, Science, and History."	"A focus area for improvement to increase the number of underrepresented families engaged in building partnerships in student outcomes is by offering a wider variety of activities and programs at times of the day that will be more amenable to families.   Because of a low number of students who are meeting grade-level standards in ELA and Mathematics, the creation and implementation of an intensive intervention program for students who demonstrate proficiency levels of 2 or more years below grade-level expectations in the area of ELA and Mathematics, as measured by CAASPP results, RESULTS data, STAR Reading Assessments, and local benchmark data will be implemented."	"Training in the area of safety and emergency situations to include bus evacuations and bus safety. Cameras and radio communication on buses. Update and maintain facilities: play yards and fields (holes filled in), rain gutter maintenance and upgrade, repair cracks in sidewalks  Increased the number of hands-on experiences and lessons in the classroom: keyboarding, home economics, science experiments, and music program. Increase the number of clubs and extracurricular opportunities: cheer, dance team, band, and community service opportunities.  The district increased opportunities for teachers to plan instruction and pacing, and in order to maintain consistent staff, hired highly qualified and fully credentialed teachers. Orange Center included actions to support teachers and improve student achievement by offering opportunities for teacher training in the following areas: opportunities for CSET/RICA test preparation/support, Teacher Induction (previously BTSA) teacher support, teacher training in the area of Mathematics and Writing, training in Common Core Curriculum /Standards/Instruction, SPED IEP development and implementation, Classroom Management (Time to Teach) and training in student engagement structures (KAGAN)."	"Programs and activities where parents become involved and are an integral part of the school included: The After School Program, Parent/Teacher Club (PTC), School Site Council (SSC), English Learner Advisory Committee, and District English Learner Advisory Committee (ELAC/DELAC), District Advisory Committee (DAC), Parent Advisory Committee (PAC) provided opportunities for parents to assist them in becoming more involved in leadership and decision-making roles at the school site."	A focus area for improvement to increase the number of underrepresented families engaged in decision-making school activities is by offering a wider variety of programs and activities at times of the day that will be more amenable to families.	"To increase the number of underrepresented families engaged in decision-making school activities is by offering a wider variety of programs and activities at times of the day that will be more amenable to families.   Administration and support staff increased steps to involve parents in the educational process by increasing communication through the incorporation: of monthly newsletters, bi-monthly staff/parent communication experiences, education-related participation incentives, and childcare / educational activities made available during all evening parent meetings."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/29/2022	2022
30103060134056	Orange County Academy of Sciences and Arts	3	Multiple family gatherings to support programming Increase in PTSA membership Family survey	IEP/504/SST Meetings PTSA Meetings Board Meetings Volunteer Training and Opportunities Reinstated	Schoolwide Activities Volunteer Parent Meetings Individual Parent Meetings Staff Meetings Student Meetings Newsletter Readership	We utilize a variety of outreach approaches to collect individual and collective perspectives.	We would like to increase parental volunteerism now that we can have parents back on campus.	We will continue to partner with our PTSA organization to increase membership.  We will also utilize our Inquiry ARC process and Student Led conferences to establish a strong rapport with families.	Strengths include the implementation of strong PTSA relationships and opportunities for families to provide ongoing feedback.  We are implementing Teacher Led School principles for decision-making.	We established a teacher leadership team and will utilize the MTSS Cohort Training to improve the group's ability to make recommendations during the decision-making process.	"We will be bringing families on campus frequently throughout the year.  In addition, we will continue to develop"	5	5	4	5	4	4	4	4	4	4	4	4	Met	6/28/2022	2022
30103060139964	Orange County Classical Academy	3	"OCCA will prioritize parental involvement in the school community in a multitude of ways including different committees parents and family members may choose to participate in, such as, the Academic Advisory Council, Academic committee, Safety committee, Playground committee, Property committee, Fundraising committee, and the Room Parents committee. These will allow families to be engaged in the school community in their areas of interest. In addition, current parent surveys and responses have shown that families are very satisfied, if not satisfied, with the level of communication and opportunities for parents to be involved. Other forms of communication that will allow families to stay involved are through the monthly Coffee with the Headmaster, which will be recorded and shared with all families, as well as the weekly newsletter which lists important dates and announcements.  OCCA will also initiate venues for parent training in the Classical Education model, and how to better support their child at home and plans on building further on that program. In addition, we continue to receive specific feedback from SPED Parent Engagement Meetings and the EL Parent Engagement Meetings so that we can inform future year planning to improve our programs and supports."	See above.	See above.	"OCCA will have an “open door policy” for all parents and families to address concerns or to ask questions, and will promptly respond to any parent concerns of questions, and this timeliness of response has been very beneficial in creating trusting partnerships.  OCCA has published a very robust family handbook, and the policies are also located on the website so families can reference it at any time. The entire staff will be provided with multiple professional development opportunities in creating and maintaining goals around family engagement, as well as how to hold difficult conversations properly. We will consistently hold parent conferences, and IEP related meetings in excess to what would usually be prescribed in order to support our Special Education students.  Parental education in classical education will be provided to better connect our parents to our Mission and Vision, and to better equip them to support their children at home. As we continue this parent education, we look for more resources to provide our families with, so they can continue to support the success of their child."	N/A	N/A	"OCCA will offer many different parent committees for family members to join and provide input. In all of the committee meetings mentioned previously, family members will be able to voice their ideas and address concerns directly with our leadership team. This will also be supported by our “open door policy,” to ensure parents and families know they can address their concerns and questions with us at any time. Parents will have the benefit of surveys offered throughout the year to communicate their level of satisfaction with, and understanding of, our policies and Mission/Vision. We will also provide specific meetings for underrepresented groups of students and families to get their input through our SPED parent engagement meeting and EL parent engagement meeting. In addition to providing an all-encompassing parent survey we will also actively seek to integrate parental input in our school’s future strategic planning."	See above.	See above.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	7/14/2022	2022
30103060000000	Orange County Department of Education	3	"Building authentic, trusting relationships has been identified as the most effective strategy for increasing engagement among underserved families by Harvard researcher Dr. Karen Mapp. Feedback from recent LCAP surveys and parent advisory groups identified the school’s Family Engagement Team as a strength for the LEA. Serving as a bridge between schools and families, the Family Community Liaisons and Community Resource Specialists focus on building authentic relationships to sustain engagement. This team provides information, resources, and referrals to help families support their child’s education, and coordinates services with teachers, counselors, nurses, and other support staff to meet the needs of families."	"Following the best practices outlined in Mapp’s Dual-Capacity Framework, the LEA will focus on training teams of families and staff to create welcoming environments where families know their cultural and linguistic knowledge is a valuable asset in the school community. Teams of parents and school staff participate in state and local conferences, regional collaborative meetings, and a variety of workshops to learn techniques and strategies that are effective for building relationships with families from diverse cultural, linguistic, and economic backgrounds. Input from parent focus groups validates these types of professional learning opportunities to support relationship building."	"Input from parents and data from recent LCAP surveys illuminate the need for more Spanish language support for families. To meet this need, the LEA will hire two additional Family Community Liaisons to provide information, resources, and language support during school meetings and events. Average attendance at parent workshops has doubled this year, demonstrating a need for additional classes. The LEA will increase the number of workshop sessions offered in Spanish by contracting with two different providers to offer both in-person and virtual workshops. These classes will empower underrepresented parents with knowledge of adolescent development, tools to strengthen communication with their children, and strategies to encourage motivation."	"The Orange County Department of Education’s collaborative, wrap-around approach to student academic planning is highly valued by our educational partners. On the 2022 LCAP parent survey, 87 percent of respondents said that the school was preparing their child academically, and 85 percent said they had met with their child’s teacher to discuss academic progress. The LEA’s partnership model includes School Counselors, Clinicians, Transition Specialists, and community partners, who work together with families to assess student needs and develop individually tailored plans to support college and career goals, as well as soclal-emotional needs. These meetings are scheduled during the school day as well as before or after school, and may be in-person or virtual, in order to meet the needs of families. Interpretation is provided in the parent’s home language when needed."	"In focus groups, parents express the need for more information on how they can support their child’s academic progress at home. To address this need, the LEA offers on-going workshops on adolescent development, family communication, and student motivation. During school events, staff share techniques and materials that parents can use to help their children with goal setting, study skills, and time management. According to researcher Joyce Epstein’s typology, these types of “Learning at Home” activities have the greatest impact on student academic achievement. The LEA also maintains a website with curriculum information, learning resources, and tutorials."	"Feedback from educational partners during focus groups indicate that home visits are effective for engaging underserved families, especially when students are experiencing truancy issues. The LEA will improve engagement of underserved families by training additional teams of school staff on best practices for conducting home visits."	"The District English Learner Advisory Committee (DELAC) is the LEA’s greatest strength in seeking input for decision-making. The LEA met its LCAP goal for participation and regional representation in monthly meetings, increasing attendance from an average of 10 parents during the 2020-2021 school year to 15 parents during the 2021-2022 school year. Parents from all regions of Orange County are now represented. The meetings are planned and conducted by parent leaders serving on the DELAC Board using the Title III Federal Program Monitoring Tool and input from families."	"During focus groups, both parents and school staff indicated a need for training to support joint participation in school decision-making. To address this feedback, the LEA will provide leadership training to build the dual capacity of parents and school staff to work together as full partners in the continuous school improvement process. Training will be provided in a variety of formats, including in-person and virtual workshops and conferences, during times that are convenient for families. Topics will include organization of schools and districts, purpose and structure of advisory groups, rights of parents to be involved in decision-making, laws that pertain to public meetings, and decision-making protocols. Other topics may include principles of cultural proficiency and small group facilitation skills. All trainings will be provided in the language requested by parents, or interpretation will be provided."	"Parents who regularly participate in decision-making groups such as DELAC share that receiving a personal phone call in their home language is the most effective way to engage underserved families in the school decision-making process. By training parent leaders to conduct outreach to other parents, the LEA strives to build trusting, genuine relationships with families. According to research by Karen Mapp, similar programs have been effective in sustaining engagement among underserved families."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/1/2022	2022
30103060134841	Orange County Workforce Innovation High	3	"Orange County Workforce Innovation High School (OCWIHS) engages its educational partners  during the quarterly PAC and ELAC, where feedback is garnished, and local data is shared, and  input is requested. In addition, the communication between the staff and educational partners is  continuous by the use of multiple communication platforms such as parent-teacher-student  conferences, L4L Connect Posts, phone calls home, text messages, emails, and updates posted in  the school lobby."	"Based on input and data analysis, OCWIHS would like to improve the number of participants who  attend the ELAC meetings. One way this can occur is by providing educational partners with  focused topics such as college planning, English classes for families, gang prevention, drug/alcohol  abuse, etc."	"To engage underrepresented families, OCWIHS plans to make additional contacts home in the  form of L4L Connect Posts, phone calls, emails, text messages, and visits to the home. OCWIHS has  seen when families are reached out to in multiple formats, their attendance at school events  increases, and the school-home relationship improves.  Also, we may be able to reach a higher percentage of parents and families by providing incentive  for participation, such as door prizes, shout-outs in a school newsletter publication for parents who have volunteered time or participated in committees, or an end-of-year luncheon to celebrate the parents and families who provide input and participate in our school community."	"Through the analysis of input from OCWIHS's educational partners, the strengths include students  being supported in rigorous coursework, encouraged to graduate, and feeling connected to the  staff. Student relationships are built on face-to-face interactions, virtual classroom experiences,  and during small group instruction classes."	"Based on input and data analysis, OCWIHS would like to improve the number of students who  participate in small group instruction classes, counseling events, and workforce partner workshops  and receive mental health/social-emotional services. Increasing the number of students  participating in the above events will improve the student-school relationships and increase  student achievement."	"To engage underrepresented families and students, OCWIHS plans to make additional contacts  home in the form of L4L Connect Posts, phone calls, emails, text messages, and visits to the home.  OCWIHS has seen when students are continuously engaged with communication from school-home, they are more engaged in their coursework, their attendance improves, and student-school  relationships are strengthened."	"OCWIHS engages its educational partners during the quarterly PAC and ELAC, annual surveys, and  parent-teacher conferences where feedback is garnished, and local data is shared, and input is  requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, and updates posted in  the school lobby."	"Based on input and data analysis, OCWIHS would like to improve the number of students and  families who complete the annual survey to help inform the decision-making process. The rate of  completion, if improved, would help determine social-emotional support, new courses, and  academic support."	"To engage underrepresented families, OCWIHS plans to make additional contacts home in the  form of L4L Connect Posts, phone calls, emails, text messages, and visits to the home. OCWIHS has  seen when families are reached out to in multiple formats, their attendance at school events  increases, and the school-home relationship improves. Based on a family's preferred form of  communication, OCWIHS will seek input for the decision-making process. One key finding from the local survey was from parent/guardian responses. When asked in the last  school survey if they felt that their school encourages parents/guardians’ participation and input in  activities, events, parent workshops and meetings, 77% responded that they agreed and strongly  agreed. The school also continues to implement parent engagement activities like PAC/ELAC,  student recognition days, Parent University workshops, open houses, back-to-school nights, and  parent-teacher-student conferences."	4	4	4	3	4	4	3	3	4	3	3	3	Met	6/7/2022	2022
30666210000000	Orange Unified	3	"Orange Unified educates teachers, support personnel, and administrators in the value and utility of contributions from parents and families, specifically, how to reach out to, communicate with, and work alongside parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. The District provides training to administrators on supporting strong parent involvement at the school sites and prepares tools and resources for them to use with their staff to develop their ability to build strong connections between home and school. Further efforts to build relationships with parents are evident in parent and family participation in district and site advisory groups. Cultural proficiency learning is built into professional development workshops for site and district leaders and teachers.  The purpose is to increase awareness of one’s own cultural identity and views about difference, and to learn and build on the varying cultural and community norms of staff and families, with the intention of building stronger relationships with staff and families. Strong relationships with families are evidenced by: active PTAs, SSCs and ELACs, the high frequency of volunteers, and significant participation in school events across the district.  We continue to strengthen participation in our DAC and DELAC.  Effectively communicating with and engaging our families in District initiatives and in decision-making is critical to the success of our students, schools, families and OUSD. Many of our actions and services addressed in our LCAP focus on investing in our families."	"Based on the Self-Reflection Tool, we have identified “developing the capacity of staff to build trusting and respectful relationships with families” as a focus. Although rating a 4, OUSD can improve on strengthening the overall capacity of certificated, classified and leadership staff in cultivating stronger ties with families.  Even though we are at Full Implementation,  we continue to look for constructive avenues to provide on-going training for staff in cultural relevancy and appreciation.  To achieve sustainability in this area, OUSD will host and provide on-going professional development opportunities for staff to understand, empathize, and relate to the multitude of cultures represented in the district."	"OUSD provides numerous opportunities for parents and families to be involved at school, including serving on SSC and ELAC, and parents are encouraged to participate on district level on committees like DAC and DELAC. We are committed to communicating and engaging parents as partners in education and obtaining community resources for our schools.  The Office of Accountability, Equity and School Support offers workshops to build skills, knowledge and relationships in order for families to fully participate in the academic learning process.   All schools in OUSD are required to complete a School-Parent Compact and Parent-Family Engagement Policy. These documents require collaboration between home and school and provide information on family engagement activities that impact student learning and social-emotional growth and development. OUSD provides families with a variety of resources to support student achievement. Some of these resources include technology such as apps designed to supplement instruction at home, electronic devices and hot spots to provide access to students who might need these to reinforce what they have learned in class and to conduct further research. Lists and links to grade-level appropriate resources are available on the website, as well as, recordings of parent and family engagement workshops. The Community Liaisons and TOSA for Parent and Family Engagement collaborate monthly to share ideas to increase parent participation at the school sites. Community liaisons are essential in providing resources, activities, and guidance to increase academic and social-emotional growth for students.  OUSD demonstrates its strength in building partnerships for student outcomes based on events such as Back to School Nights, Family Math/Science Nights, parent workshops, and parent/teacher conferences. Multi-Systems of Support and intervention teachers provide additional service to underrepresented students. Other opportunities for site teams to engage and support underrepresented families who are struggling with academics or need additional social-emotional resources include Student Attendance Review Team, Student Study Team, and Individualized Educational Plan meetings."	"Orange Unified provides materials and training to help parents work with their children to improve their academic achievement. The District also provides parent trainings online, at the district office and at different sites locations on topics to help their child succeed. The topics for workshops are based on input from parents and staff and have included technology, English Language Development, digital citizenship, academic and college preparation, health, nutrition, internet safety, reading literacy and positive parenting.  Virtual workshops have allowed parent education to continue during social distancing.  Moving forward, OUSD is considering utilizing both in-person and virtual formats to allow for maximum participation.  Current strengths and progress in building partnerships result from the success of school site Community Advisory and School Site Council groups as well as our school site English Learner Advisory Committees. OUSD annually provides professional learning for the engagement of these advisory groups and support in seeking input for the development of School Plans for Student Achievement and the District Local Control Accountability Plan. OUSD continues to focus on reaching and seeking input from underrepresented groups as we build greater partnerships within the school community with the support from our Office of Accountability, Equity and School Support."	"An area of continued growth focuses on educating families in understanding and exercising their  legal rights and acting as advocates for their children.  Empowering parents is essential in building understanding of the vital role they play in the education of their children.  OUSD will continue to offer workshops on a variety of topics that provide families with information to navigate the public school system, including workshops on college eligibility and financial aide, effective parenting strategies, and supporting social emotional well-being of the whole family.  Another focus area will be to increase participation in both ELAC and DELAC meetings so that parents of English learners can provide input and feedback into strategies and actions to support this unduplicated group of students."	"OUSD provides numerous opportunities for parents and families to be involved at school, including serving on SSC and ELAC, and parents are encouraged to participate on district level on committees like DAC and DELAC. We are committed to communicating and engaging parents as partners in education and obtaining community resources for our schools.  The Office of Accountability, Equity and School Support offers workshops to build skills, knowledge and relationships in order for families to fully participate in the academic learning process.   All schools in OUSD are required to complete a School-Parent Compact and Parent-Family Engagement Policy. These documents require collaboration between home and school and provide information on family engagement activities that impact student learning and social-emotional growth and development. OUSD provides families with a variety of resources to support student achievement. Some of these resources include technology such as apps designed to supplement instruction at home, electronic devices and hot spots to provide access to students who might need these to reinforce what they have learned in class and to conduct further research. Lists and links to grade-level appropriate resources are available on the website, as well as, recordings of parent and family engagement workshops. The Community Liaisons and TOSA for Parent and Family Engagement collaborate monthly to share ideas to increase parent participation at the school sites. Community liaisons are essential in providing resources, activities, and guidance to increase academic and social-emotional growth for students.  OUSD demonstrates its strength in building partnerships for student outcomes based on events such as Back to School Nights, Family Math/Science Nights, parent workshops, and parent/teacher conferences. Multi-Systems of Support and intervention teachers provide additional service to underrepresented students. Other opportunities for site teams to engage and support underrepresented families who are struggling with academics or need additional social-emotional resources include Student Attendance Review Team, Student Study Team, and Individualized Educational Plan meetings."	"Orange Unified has demonstrated fidelity to the LCAP process by providing educational partners  with resources, information and multiple opportunities to engage in the development process. LCAP resources include presentations, data sets, surveys, infographics, Superintendent communications, opportunities for engagement, district webpage, written Comments for the Superintendent forms, and meeting agendas.  All of these are provided to various stakeholders and administrators for use in the facilitation of meetings to gather input. OUSD ensures it meets its responsibility to provide multiple opportunities to consult with all educational partners and engage them in the LCAP development and Annual Update process in a transparent fashion at both the District and site levels. These meetings include information on the Local Control Funding Formula (LCFF), Local Control Accountability Plan (LCAP), LCAP Federal Addendum, District and Site Level student achievement, student and parent engagement data, and LCAP Annual Update. Continuing to expand existing efforts for parent engagement will further increase participation by families in decision-making that is incorporated into advisory groups, LCAP and School Plan for Student Achievement (SPSA) processes.  We continually meet with our educational partners to gather input for the Extended Learning Opportunities Grant Plan and Universal Transitional Kindergarten.  Input into these programs is critical in the initial planning stages as it sets the foundation for a strong, rigorous program in the years to come."	"OUSD recognizes the value that families add to our collective success. Families engage their existing leadership talents in dialogue with personnel when making decisions on policies and programs for schools.   Our focus is providing families with opportunities to give input on policies and programs, and implementing strategies to seek input from underrepresented groups.  Our goal is to ensure that every school site has a representative from their School Site Council that attends regular District Advisory Committee meetings and a representative from each site’s English Learner Advisory Committee elects that attends the District English Learner Advisory Committee. At site SSCs and ELACs, as well as at the DELAC and DAC, parents are trained in their roles and responsibilities as parent members on these important teams.  OUSD continues to improve on established feedback communication loops so that all families in all committees share information and collect input to inform district decision making.  Reaching families without internet access has proven challenging.  To remedy this, OUSD continues to devote resources to develop ways to communicate and interact with members of our community who lack internet and digital resources.  OUSD has a large geographical area that proves to be a challenge for our parents without transportation. We are working to add parent workshops at different locations to meet the needs of all families. This may expand the participation of parents who traditionally are not  involved in school activities or attend district meetings."	"The primary focus of district PD and trainings is to build relationships with parents and families. School sites offer multiple opportunities to participate in leadership roles such SSC, PTA, DELAC and ELAC, DAC, and GATE Advisory committee. Translation/interpretation is provided to encourage parents to attend and actively participate in forums. District leaders attend, participate, and present at meetings and facilitate engagement, which conveys that a home/school partnerships is a priority. Families have the opportunity to give input on topics related to academic achievement of underrepresented students.  Increasing participation in decision-making committees and ELAC is one way OUSD can improve engagement. CBO and staff provide families with a Budget Overview to ensure that they are informed about budgets. During SSC, ELAC, DELAC and Board meetings, families can make public comments to express concerns and opinions.  OUSD incorporates family input and feedback  into the LCAP, site SPSAs, and other programs that are inclusive of all families and are responsive to their needs."	4	5	5	5	5	5	5	5	5	5	5	5	Met	6/2/2022	2022
43696330000000	Orchard Elementary	3	"We offer monthly meetings for our families to engage with district leadership. In addition, surveys are utilized to gather community feedback. Finally, the staff has various site committees to engage in discussions regarding the best ways to connect with our families as well as educational partners."	We have revamped our communication systems to be able to update our families in a consistent and sustaining manner.	"We use translation services and a tool called Talking Points, which promotes communication in various languages via text messages and emails."	"Students are at the forefront of all strategic planning. All committees and meetings are focused on student needs. In addition, work has been done to grow our end user student data interface."	We must continue to find ways to allow student voices in all meetings.	Student voice and surveying in various languages will help build our engagement.	A strength is a desire to broaden our current offerings and a shared vision and desire to gather input from our community partners.	"Increase the tools and resources to promote a shared decision-making system. In addition, we will increase meetings with our partners to allow for time to share while also providing more district-level data."	The district is updating systems to allow families to receive information in their native language to promote methods to gather and share input.	3	3	3	3	4	2	3	2	3	2	3	2	Met	6/9/2022	2022
49709614930319	Orchard View	3	Orchard View School is an Independent Study school and as such students and their families meet routinely with Supervising Teachers. Families play an active part in their children's learning and goal setting through meetings with their Supervising Teacher. Family members are invited to serve on the Advisory Board and participate in a variety of school events.	"In addition to the weekly or bimonthly meetings, OVS hosts multiple events for students and their families to create projects and showcases for student work and interests."	"Through individual outreach and be seeking input through surveys, Orchard View staff seeks input from all families to create an inclusive educational model."	"The OVS website serves as the communication hub for the school. Parents and students have access to curriculum, grades, and resources to support student learning."	"An increased emphasis on student study team meetings by teachers and administrators, allows for a team approach to lesson design, engagements and academic support."	"Through the analysis of assessments and surveys and through parent input, outreach is conducted through weekly check ins to students and bimonthly check in with parents."	"Input and decision making for individual students is conducted in weekly meetings and reports shared with parents. Parents have access to all assignments and evaluations of student work. Community level decision making is conducted through monthly meetings of the Advisory board, which is open to all parents in a format that allows for online participation and in person meetings. Weekly meeting with the principal are conducted on Thursday mornings. Surveys are conducted prior to Advisory board meetings to gather parent feedback."	The OVS community has identified a need to support families new to independent study and will begin meetings for families hosted by current families and the principal.	Telephone and digital outreach is conducted to invite families to participate in the design and implementation of community identified needs.	5	4	4	5	4	4	5	4	5	4	4	4	Met	6/24/2022	2022
42692600116434	Orcutt Academy Charter	3	"The Orcutt Academy considers school-home communication a strength. The Parent Square communication system gives principals, office staffs, and teachers the ability to communicate with parents in the parents’ preferred format and language, and it gives parents the ability to respond to communication they have received. Parent Square is used to promote community resources, parent education opportunities, school and district meetings, and much more. In a Spring 2022 survey done in association with the school’s Local Control and Accountability Plan (LCAP), 78.0% of parent respondents termed the school-home communication “excellent” or “good.”  Our district and school frequently survey parents and students to seek input on district and school programming. In Spring 2022 the Academy did three surveys in association with its LCAP; these included a new survey on the effectiveness of proposed LCAP actions. Since 2020, each Academy campus has conducted student and parent surveys on the level of caring and responsiveness they experience from the school.  In the past year, the district also conducted two surveys for its First 5 Early Learning Plan, a survey for its ESSER III Plan, a survey on proposed dress guidelines, and a survey of interest in free childcare provided through state Expanded Learning Opportunities Program funding. All surveys are done in English and Spanish, and surveys are promoted on the Parent Square platform. Needless to say, these surveys give Orcutt Academy families many opportunities to give feedback.  The ability to hold virtual meetings and the ability to promote them via Parent Square has increased parent engagement. Anecdotally, our school and district have seen that parent attendance at school meetings, district meetings, parent-teacher conferences, and parent workshops improves when parents have the option of attending from their own home. While we are excited to plan more in-person involvement (see next response), we do want to build on the successes we have had with virtual meetings."	"The health restrictions that came with the COVID-19 pandemic caused great damage to the ability of parents to be involved, and feel involved, in their child’s school. A Spring 2022 survey done in association with the Orcutt Academy LCAP indicated that just 29.5% of parents considered themselves “extremely involved” or “very involved” in their child’s school, and 29.6% of parents indicated they were “not involved.” These numbers are a marked contrast to pre-COVID years when parent involvement was significant. In the 2022-2023 school year we would like to work to improve these numbers by giving parents more opportunities and options for being involved in their child’s school. Our efforts here include the following: • Fall parent-teacher conferences (held the last week of September) will return to in-person format (parents still will have the option to request a virtual conference) • Large schoolwide events such as Back to School Night, Open House (at OAK-8), and Spartan Showcase (at OAHS) have returned as in-person affairs, and OAK-8 even invited food trucks on campus to give families the opportunity for on-campus fellowship • Parent volunteers have been welcomed back on campus • Smaller events such as classroom performances, band and choir performances, plays, and school meetings have returned to in-person format • Important student functions such as dances, the Senior Prom, Grad Night, and athletic events have returned to in-person with few health restrictions • Campus tours and in-person information nights in association with the Academy’s annual recruitment/enrollment period will resume  With parents being able to return to campus, we believe they will feel a stronger sense of involvement in their child’s school. That is our improvement initiative this school year."	"To facilitate even more family engagement in our schools, our district has added two community liaisons to give us a total of six. This means we have more capacity to serve and engage our non-English-speaking families. Each liaison will have dedicated times when they are available on campus so families can access in-person support.  The district Educational Services and Special Education departments are planning trainings and workshops to help parents support their children's learning and development. Recent topics have included online components of district curricula, helping children navigate social media, and tobacco/cannabis use prevention; this school year additional topics will be added. Additionally, the Educational Services Department has posted recordings of meetings and Screencastify videos so parents have continuous access to information on curriculum and learning. Spanish translation is available at all of these trainings and meetings to ensure all parents can benefit.  At the start of each school year the district distributes to all parents its Annual Notification of Parent and Student Rights and Responsibilities. This outlines parents' legal rights. Each year the district informs parents of its Uniform Complaint Procedures. Parents of Special Education students are notified of their legal rights at IEP meetings and in communication from Special Education providers."	"School-home communication is a strength at the Orcutt Academy. In a parent/guardian survey done for the school’s 2022 Local Control and Accountability Plan (LCAP), 78.0% of respondents characterized communication from the school about school activities as ""excellent"" or ""good,"" and 78.2% of respondents characterized communication from teachers about their child's academic progress as ""excellent"" or ""good."" The Parent Square communication platform allows for easier school-home communication because it sends messages in the parent/guardian's preferred format (email, text, or voicemail) and translates messages into Spanish. Additionally, each school site has the support of a community liaison who facilitates communication with Spanish speaking parents as needed.   Schools work to create welcoming environments for families. A Freshman Parent Night at OAHS and Back to School Nights at both OA campuses occur early in the school year and are well attended. Parent-teacher conferences are held early in the year so teachers and parents can establish rapport. Community liaisons reach out to parents who speak Spanish to offer ongoing support. The district has a district administrator and counselor who serve as foster/homeless liaisons, and they periodically contact foster care providers and parents to offer assistance. In 2021-2022, administrators and office staffs participated in a McKinney-Vento training on best practices in serving students experiencing homelessness."	Our school and district would like to improve its level of service to students in foster care and students experiencing homelessness. In 2022-2023 we are working on the following efforts in support of these students: • Working with the Santa Barbara County Education Office on training for staff in best practices for serving youth in foster care • Expanding the number of teachers available to provide tutoring for these students • Involving more staff in McKinney-Vento training • Continuing to provide transportation (as possible) so students in grades TK-8 who are displaced from their school can continue to attend school there  The district will explore available opportunities to improve what it is doing for these students.	"The Orcutt Academy and Orcutt Union School District take seriously their duty to seek input and ideas from their community, including underrepresented groups. Parents, including parents from underrepresented groups, are included in the district’s annual work to update its strategic planning process. Spanish language translation is available so all parents can provide input on the strategic plan goals and actions. The superintendent has a ""parent/superintendent"" group with representatives of school Parent Teacher Association (PTA) units and other parent groups that meets monthly. Presentations are made about district programs and plans, and parents in attendance have the opportunity to ask questions and make suggestions. The superintendent, district administrators, and principals are involved in the District English Learners Advisory Committee (DELAC), which includes representatives of each school’s English Learners Advisory Committee (ELAC). The DELAC is an important forum for two-way dialogue about how the district is meeting the needs of English Learners. For the district LCAP, specific meetings were scheduled to solicit input from the parents of English Learners, youth in foster care, and students experiencing homelessness.  Supporting staff to meet the needs of students and families is an ongoing district goal. In 2021-2022, the district partnered with the Orcutt Educators Association and California Teachers Association on a full-day workshop that explored the topic of equity and how school practices can be more equitable for all students. In August 2022, the district brought in presenters to do a training for the management team on cultural proficiency and building a more inclusive school climate. McKinney-Vento training on serving students experiencing homelessness has begun, with administrators and office staff participating and 2021-2022 and more job-alike cadres scheduled to do the training in 2022-2023. The district is collaborating with the Santa Barbara County Education Office on training in best practices for serving youth in foster care."	"The Orcutt Academy's most important venue for soliciting and reviewing stakeholder input is its School Advisory Council. The Council includes representatives of parents, teachers, Classified employees, secondary students, and school administration, and the Council includes representatives from OAHS and OAK-8. Discussions are honest and authentic, and students and parents play a key role. As an example, for the past four years the Council has had several discussions about our students' emotional and mental health. Its input on this topic is reflected in the 2022 LCAP document.  As mentioned previously, the Orcutt Academy and Orcutt Union School District takes pride in their frequent use of surveys to gather input from educational partners. This typically is done in association with the development of state and federal plans (LCAP, ESSER III, etc.), but the school and district also have surveyed parents on enrollment preferences, summer programming, childcare, dress guidelines, and more. Academy campuses also survey parents. As an example, each fall OAHS and OAK-8 survey parents and students regarding the level of caring and responsiveness they experience at school. This data is tracked from year to year as part of the School Plan for Student Achievement development process. All surveys are done in English and Spanish, surveys are kept at manageable lengths, and they are promoted in multiple communication formats to promote a strong response."	"Parents play a vital role in school and district groups such as the School Advisory Council,  the District English Learner Advisory Committee, the parent/superintendent group, and the district strategic planning group – and the district can generate countless examples of how parent input made an impact on school and district plans. That said, an improvement goal is to have even more parents involved in these venues. This can be accomplished by inviting more parents, providing both in-person and virtual options for participation, and providing food, childcare, or other benefits that make it easier for parents to participate."	The school and district’s desire to improve engagement of underrepresented families mirrors what is described in the previous response. A method we would like to try in association with the development of our 2023 LCAP is to convene focus groups consisting of parents of underrepresented groups. We have done some previous work with focus groups and found that participants feel more comfortable and are more candid in that format than in more formal meetings.	4	3	4	4	3	4	4	3	4	3	3	3	Not Met	9/14/2022	2022
42692600000000	Orcutt Union Elementary	3	"Our school district considers school-home communication a strength. The Parent Square communication system gives the district and schools the ability to communicate with parents in the parents’ preferred format and language, and it gives parents the ability to respond to communication they have received. Parent Square is used to promote community resources, parent education opportunities, school and district meetings, and much more. In a Spring 2022 survey done in association with the district’s Local Control and Accountability Plan (LCAP), 88.0% of parent respondents termed the school-home communication “excellent” or “good.”  Our district frequently surveys parents and students to seek input on district and school programming. In Spring 2022 the district did three surveys in association with its LCAP; these included a new survey on the effectiveness of proposed LCAP actions. Since 2020, each school has conducted student and parent surveys on the level of caring and responsiveness they experience from the school.  In the past year, the district also conducted two surveys for its First 5 Early Learning Plan, a survey for its ESSER III Plan, a survey on proposed dress guidelines, and a survey of interest in free childcare provided through state Expanded Learning Opportunities Program funding. All surveys are done in English and Spanish, and surveys are promoted on the Parent Square platform. Needless to say, these surveys give Orcutt families many opportunities to give feedback to their school district.  The ability to hold virtual meetings and the ability to promote them via Parent Square has increased parent engagement. Anecdotally, our district has seen that parent attendance at school meetings, district meetings, parent-teacher conferences, and parent workshops improves when parents have the option of attending from their own home. While we are excited to plan more in-person involvement (see next response), we do want to build on the successes we have had with virtual meetings."	"The health restrictions that came with the COVID-19 pandemic caused great damage to the ability of parents to be involved, and feel involved, in their child’s school. A Spring 2022 survey done in association with the district LCAP indicated that just 35.3% of parents considered themselves “extremely involved” or “very involved” in their child’s school, and 17.9% of parents indicated they were “not involved.” In the 2022-2023 school year we would like to work to improve these numbers by giving parents more opportunities and options for being involved in their child’s school. Our efforts here include the following: • Fall parent-teacher conferences (held the last week of September) will return to in-person format (parents still will have the option to request a virtual conference) • Large schoolwide events such as Open House and Back to School Night have returned as in-person affairs, and some schools even have invited food trucks on campus to give families the opportunity for on-campus fellowship and fun • Parent volunteers have been welcomed back on campus • Smaller events such as classroom performances, band and choir performances, and school meetings have returned to in-person format  With parents being able to return to campus, we believe they will feel a stronger sense of involvement in their child’s school. That is our improvement initiative this school year."	"To facilitate even more family engagement in our schools, our district has added two community liaisons to give us a total of six. This means we have more capacity to serve and engage our non-English-speaking families. Each liaison will have dedicated times when they are available on campus so families can access in-person support.  The district Educational Services and Special Education departments are planning trainings and workshops to help parents support their children's learning and development. Recent topics have included online components of district curricula, helping children navigate social media, and tobacco/cannabis use prevention; this school year additional topics will be added. Additionally, the Educational Services Department has posted recordings of meetings and Screencastify videos so parents have continuous access to information on curriculum and learning. Spanish translation is available at all of these trainings and meetings to ensure all parents can benefit.  At the start of each school year the district distributes to all parents its Annual Notification of Parent and Student Rights and Responsibilities. This outlines parents' legal rights. Each year the district informs parents of its Uniform Complaint Procedures. Parents of Special Education students are notified of their legal rights at IEP meetings and in communication from Special Education providers."	"School-home communication is a strength in the Orcutt Union School District. In a parent/guardian survey done for the 2022 Local Control and Accountability Plan (LCAP), 88.0% of respondents characterized communication from the school about school activities as ""excellent"" or ""good,"" and 82.0% of respondents characterized communication from teachers about their child's academic progress as ""excellent"" or ""good"" – both figures were improvements over 2021. The Parent Square communication platform allows for easier school-home communication because it sends messages in the parent/guardian's preferred format (email, text, or voicemail) and translates messages into Spanish. Additionally, each school site has the support of a community liaison who facilitates communication with Spanish speaking parents as needed.   Schools work to create welcoming environments for families. Back to School Nights occur early in the school year and are well attended. Parent-teacher conferences are held early in the year so teachers and parents can establish rapport. Community liaisons reach out to parents who speak Spanish to offer ongoing support. The district has a district administrator and counselor who serve as foster/homeless liaisons, and they periodically contact foster care providers and parents to offer assistance. In 2021-2022, administrators and office staffs participated in a McKinney-Vento training on best practices in serving students experiencing homelessness."	Our district would like to improve its level of service to students in foster care and students experiencing homelessness. In 2022-2023 we are working on the following efforts in support of these students: • Working with the Santa Barbara County Education Office on training for staff in best practices for serving youth in foster care • Expanding the number of teachers available to provide tutoring for these students • Involving more staff in McKinney-Vento training • Continuing to provide transportation (as possible) so students displaced from their school can continue to attend school there  The district will explore available opportunities to improve what it is doing for these students.	"The district takes seriously its duty to seek input and ideas from its community, including underrepresented groups. Parents, including parents from underrepresented groups, are included in the district’s annual work to update its strategic planning process. Spanish language translation is available so all parents can provide input on the strategic plan goals and actions. The superintendent has a ""parent/superintendent"" group with representatives of school Parent Teacher Association (PTA) units and other parent groups that meets monthly. Presentations are made about district programs and plans, and parents in attendance have the opportunity to ask questions and make suggestions. The superintendent, district administrators, and principals are involved in the District English Learners Advisory Committee (DELAC), which includes representatives of each school’s English Learners Advisory Committee (ELAC). The DELAC is an important forum for two-way dialogue about how the district is meeting the needs of English Learners. For the district LCAP, specific meetings were scheduled to solicit input from the parents of English Learners, youth in foster care, and students experiencing homelessness.  Supporting staff to meet the needs of students and families is an ongoing district goal. In 2021-2022, the district partnered with the Orcutt Educators Association and California Teachers Association on a full-day workshop that explored the topic of equity and how school practices can be more equitable for all students. In August 2022, the district brought in presenters to do a training for the management team on cultural proficiency and building a more inclusive school climate. McKinney-Vento training on serving students experiencing homelessness has begun, with administrators and office staff participating and 2021-2022 and more job-alike cadres scheduled to do the training in 2022-2023. The district is collaborating with the Santa Barbara County Education Office on training in best practices for serving youth in foster care."	"As mentioned previously, the district takes pride in its frequent use of surveys to gather input from educational partners. This typically is done in association with the development of state and federal plans (LCAP, ESSER III, etc.), but the district also has surveyed parents on enrollment preferences, summer programming, childcare, dress guidelines, and more. Schools also survey parents. As an example, each fall they survey parents and students regarding the level of caring and responsiveness they experience at school. This data is tracked from year to year as part of the School Plan for Student Achievement development process. All surveys are done in English and Spanish, surveys are kept at manageable lengths, and they are promoted in multiple communication formats to promote a strong response."	"Parents play a vital role in school and district groups such as School Site Councils, school English Learner Advisory Committees, the District English Learner Advisory Committee, the parent/superintendent group, and the district strategic planning group – and the district can generate countless examples of how parent input made an impact on school and district plans. That said, an improvement goal is to have even more parents involved in these venues. This can be accomplished by inviting more parents, providing both in-person and virtual options for participation, and providing food, childcare, or other benefits that make it easier for parents to participate."	The district’s desire to improve engagement of underrepresented families mirrors what is described in the previous response. A method we would like to try in association with the development of our 2023 LCAP is to convene focus groups consisting of parents of underrepresented groups. We have done some previous work with focus groups and found that participants feel more comfortable and are more candid in that format than in more formal meetings.	4	3	4	4	3	4	4	3	3	3	3	3	Not Met	9/14/2022	2022
12629680000000	Orick Elementary	3	Orick School has the benefit of building long term relationships with family and community due to the multi-graded classroom settings and well as veteran staff members who are dedicated to the school and community.	We will continue to work with families and community to address chronic absenteeism and the underlying causes that contribute to attendance problems.	Orick School will build on the established community events and invite underrepresented families to gatherings tailored to their needs.	Orick School provides and supports staff professional development goals that are aligned with the district's LCAP goals. The district is committed to offering events and built-in opportunities for staff to meet with families and students for improving learning outcomes.	Orick School staff will work to share resources that support student learnig with families and community.	Orick School administration will share important information about exercising legal rights with all families.	We offer many events and mechanisms throughout the year for educational partners to provide input for decision making.	Our focus area is to host events that solicit input and showcase our student's talet.	Orick School will engage educational partners by hosting events and reporting back to partners on how their collaboration directly influences  planning and decision making.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/16/2022	2022
07617700000000	Orinda Union Elementary	3	"Orinda Union School District has a highly engaged  parent community and the District thrives in part due to the positive relationships that it has established between staff and families. During the 2021-22 school year, the parent community was surveyed to gain an understanding of their level of engagement and school and district priorities. The survey was administered during the Strategic Directions and LCAP development process. The results of the survey, as well as the high level of engagement in committees, parent organizations and during volunteers opportunities, demonstrate a highly engaged parent community who feels a strong level of trust at their schools.  Since the COVID-19 distance and hybrid learning, District has placed great efforts in building positive relationships, improving communication and building this level of trust.  In addition to the survey, parents provide input by being actively engaged through the Orinda Network Education (ONE) Foundation that supports all the schools and their individual school Parent Clubs. They provide input at the formal and informal meetings and many are represented at the various committees (ex. Coordinating Council, Safety, Site Council, Diversity, Equity and Inclusion, Orinda School International Families) The district and schools provide regular communication via newly implemented messaging service, websites, parent forums and public meetings."	"OUSD staff administered the parent survey during the 2021-22 school year, the year following the distance learning and hybrid instruction. Much of the community input suggested the need for community building, increased opportunities for parent volunteers on campuses while implementing sounds health protocols. The input from the parent community was affected by the health and instructional practices from the prior years.  Parents of English learners have been under-represented in parent leadership groups and during parent input surveys. All schools have been reviewing ways to increase participation of the parents who have traditionally not be represented."	"Orinda Union School District will continue to build upon its strength of building relationships for all families. Staff will continue to encourage and support participation in the many community and parent committees. The District's Diversity Equity & Inclusion (DEI) group, and the Orinda School International Families Association (OSIFA) will continue to be an avenue for collaboration around the needs of our underrepresented groups. The District is implementing its first district wide Diverse Abilities Awareness Week and through it will highlight the importance of including all students. All OUSD staff members are participating in equity training in order to better support all students and families."	"OUSD staff members have a strong partnership with the parent community and the District has developed ways of communicating and addressing student progress and achievement outcomes. All schools regularly communicate academic progress. In elementary grades, teachers hold parent-teacher conferences to address student goals and discuss student progress. In middle school grades, teachers regularly communicate academic progress via digital platform. Middle school counselors are available to meet with each student individually and review their progress throughout the year as well as to guide them in their transition to high school. Students with special needs have a case manager who provides them with additional support and communicates with parents regarding progress on goals. Schools provide intervention support through intervention specialist for elementary grades. Middle school students have targeted support period embedded within their school day schedule."	OUSD staff is examining and evaluating the way progress is measured and reported to parents in elementary schools. Existing elementary report cards and systems within the parent-teacher conferences will be evaluated and possibly revised to better serve the student. Middle school grading practices and policies are being evaluated through the lens of grading for equity as the staff takes on evaluating grading procedures and how they measure student learning.	"Achievement and social emotional data was analyzed and shared with parent groups during the strategic directions process during the 2021-22 school year. Staff will continue to administer state and local assessments, disaggregate the data and share it with groups of parents. in addition to the analysis of data, staff has implemented a new school schedule that allows for staff collaboration time focused on evaluation of student data and development of intervention strategies."	"All OUSD schools have Site Council advisory groups and a parent club organization highly involved and providing input in decision making. ONE is a very active parent fundraising organization for the entire District. All organizations functions to provide parent voice and input in all aspects of decision making at the school sites. School and district administrators hold regular meetings with the parent leadership to obtain feedback and seek input regarding relevant and current happenings at the sites. There is a true collaborative partnership amongst the parent leaders and staff members at each school site and at the district level.  In addition to general advisory groups, there are specific parent advisory groups focusing on specific topics (ex. student wellness, before and after care)."	"Parents of English learners have traditionally been under-represented on the parent advisory groups. This is true of some other identified underrepresented groups. Additionally, parents have reported parent engagement ""burn out"" and wanting to see more parents take on leadership roles within their organization or sharing of resources across the district."	The District is working with the parent organizations to streamline districtwide processes and improve collaboration across the sites that would improve communication between different parent organization. Staff is examining structures on how and when different parent leadership groups are meeting to allow for a wider participation of parents of underrepresented students.	5	4	4	4	5	4	4	5	5	5	4	5	Met	6/13/2022	2022
11754810000000	Orland Joint Unified	3	Current strengths include creating welcoming environments for families and building trusting relationships with families. One focus area for improvement might be supporting staff to learn about each family's culture. This will be addressed through the LCAP planning process and any actions/goals determined collaboratively.	"By focusing on using data to improve instruction, all classrooms will improve outcomes for all students.  This avoids the see-saw effect of focusing improvement efforts on very specific grade levels or content areas.  Typically, when a district focuses on improving ELA test scores, the ELA scores may improve, but other content areas stagnate or decline because they are not seen as a priority.  By focusing on instructional improvement, all students will experience more efficient, effective, and engaging classrooms.  The success of the student's experience will add to their feelings of school connectedness, and drive down Chronic Absenteeism.  When student's become confident in their ability to master content, they will be more likely to engage in more challenging classes driving up their overall College and Career Readiness.  We call these key areas ""Leverage Points"".  Leverage Points create positive ripple effects throughout the system and create increased momentum toward sustainable, systemic improvement."	"As the pandemic began to wane, in the winter of 2021, the LCAP process began again.  Staff and parent committees refreshed their memories of the needs assessments.  All stakeholder groups were reminded of the data and results driving the District's improvement planning.  Conversations in the various committees and groups returned focus to long-term improvement and the LCAP creation process.  Again, the LCAP became a regular reoccurring topic on the Board agenda. Generally, the process was to include improvement planning in pre-existing scheduled meetings."	"Current strengths include providing families with information and resources, and OUSD's systems for conveying information about student progress. One focus area for improvement might be additional training for EL families about their legal rights. This will be addressed through the LCAP planning process and any actions/goals determined collaboratively."	The district and the schools have a robust system of including stakeholders in decision-making and planning. One focus area for improvement might be supporting staff to learn about each family's culture. This will be addressed through the LCAP planning process and any actions/goals determined collaboratively.	"As the pandemic began to wane, in the winter of 2021, the LCAP process began again.  Staff and parent committees refreshed their memories of the needs assessments.  All stakeholder groups were reminded of the data and results driving the District's improvement planning.  Conversations in the various committees and groups returned focus to long-term improvement and the LCAP creation process.  Again, the LCAP became a regular reoccurring topic on the Board agenda. Generally, the process was to include improvement planning in pre-existing scheduled meetings."	"OUSD's cultural values are inclusion, equity, and transparency.  The District realizes that all stakeholders play key roles in making the system successful, and every group is essential in helping students receive an excellent education. Achieving our vision is only possible if we listen to, and act upon those improvement suggestions which maximize benefits for students.  To avoid ""mission drift"" (confusion and diffused efforts) we take all suggestions and actively search them for ideas that will create positive impacts in multiple areas."	"This too changed after the pandemic.  Initial inputs were more focused on minor changes in management or courses offered.  Meetings with parents and community members in the Spring of 2021 evidenced a shift to supporting students academically, helping students make up for missed credits, changing grading policies in acknowledgment that distance learning was not effective for many students, and supporting the mental health needs of students."	All stakeholder groups were reminded of the data and results driving the District's improvement planning.  Conversations in the various committees and groups returned focus to long-term improvement and the LCAP creation process.	4	5	3	5	3	3	5	4	4	5	4	3	Not Met	8/22/2022	2022
36678270000000	Oro Grande	3										4	4	4	4	4	4	4	4	4	3	4	3	Met	6/15/2022	2022
04615070000000	Oroville City Elementary	3	"OCESD values parent input and continues to encourage families to be our partner to support their child(ren).  We do this through parent conferences, School Site Council, LCAP, parent organization meetings, parent survey, Title I meetings, parent coffees, parent trainings and coffee with the principal.  Informally our superintendent is consistently out at sites talking to parents and our principals are out on campus conferring with parents as they drop off and pick up their children."	OCESD continues to work on parent and community relationships.  Parent input indicates we can do a better job of communicating.  We are working on building our social media presence and more parent training to strengthen our partnerships.	"Our surveys do not indicate parents of underrepresented groups are seeking further engagement with parents but want more programs for their children.  We have addressed this by identifying a foster and homeless liaison with counseling background.  This has been a very positive support for our families.  In addition, we have hired multi-lingual translators to support our parents in their home language and have trained them on how to advocate for the families.  In addition, we have contracted with a company for translations in any other language we may need."	OCESD hired two translators and trained them to support advocacy of underrepresented students including 504 and Special Needs students.  A districtwide Support School Community committee was established to partner with community members and familiarize them to identify practices that support our underrepresented students.  We continue to have policies that require teachers to keep parents informed of student progress throughout the school year.  Teachers meet with parents at the fall conference and can meet more frequently as needed.  Parent University will continue this year to support parents in pertinent issues.  We have expanded our counselors to support families in crisis.	We will continue to build on what we have started last year. Parent University was new last year and we plan to continue to build that program.  Supportive School Climate Committee is an opportunity to hear about the changes we are making and getting input in creating more equity in the district.	We will continue to monitor and develop programs as the need arises.  OCESD implemented Restorative Practices this year and are trying to engage families in supporting community agreements made in restorative circles and educate our parents on Restorative Practices for students in all languages.	"This is an area of growth for our district.  We struggle to get parents participating in on-going meetings such as LCAP, SSC or parent advisory groups.  We offer, recruit and support parents but our attendance is low."	A more targeted survey will be developed to fully address the survey questions asked this year in the Dashboard.	A more targeted survey will be developed to fully address the survey questions asked this year in the Dashboard.													Met	6/30/2022	2022
04615150000000	Oroville Union High	3	"OUHSD has an unduplicated count of 77%. The focus area for improvement is to promote the great things going on in the district regularly and find ways improve engagement for all families.  OUHSD has developed a social media strategy to promote staff, students,  activities and programs throughout the district.  OUHSD also uses Parent Square to send messages to families."	"OUHSD has used educational partner input and local data to utilize Parent Square, social media, community newsletters and the OUHSD website to make parents, students and the community of the great things going on in the Oroville Union High School District."	OUHSD has been implementing CR-PBIS for the past two years. Along with implementing CR-PBIS with fidelity and hiring an additional social worker and adding targeted case managers to each school site to address barriers that impede learning for students. OUHSD is working with the Butte County SELPA to provide training to parents on how to exercise their legal rights and advocate for their own students.	"OUHSD has built partnerships with BCOE, Boys and Girls Club of the North Valley, Axiom, Tutor.com and Feather River Parks and Recreation District to provide students with services and support that improves student outcomes."	"OUHSD has an unduplicated count of 77%. The focus area for improvement is to promote the great things going on in the district regularly and find ways improve engagement for all families.  OUHSD has developed a social media strategy to promote staff, students,  activities and programs throughout the district.  OUHSD also uses Parent Square to send messages to families"	"OUHSD has struggled with family engagement.  the district has used Parent Square, social media and the OUHSD website to promote activities going on at each of the schools.  OUHSD has also held meetings on Zoom and Google Meets to increase the participation of different parent meetings."	OUHSD gives educational partners opportunities to give input at each monthly Board of Trustees meeting.  The district also seeks input from educational partners through surveys.  The response rate to different surveys averages approximately 15% of the district stakeholders surveyed.	"OUHSD needs to find ways to improve response rates on surveys seeking input on LCAP and participation in School Site Council, ELAC, DELAC, Athletic Boosters and PTSA."	OUHSD is in the second year of Culturally Responsive Positive Behavioral Intervention Supports (CR-PBIS). This focus has changed how staff communicate with parents. OUHSD produces a Community Newsletter bi-monthly to let all stakeholders know what is going on in the district. OUHSD has redesigned our website and social media presence to inform stakeholders and community on a daily basis of the great things going on in the Oroville Union High School District.	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/22/2022	2022
54720250000000	Outside Creek Elementary	3	"Outside Creek School continues to have parents comprise 80% of the school board which is the most direct way to have families give input on school decisions. The school continues to employ a sufficient amount of bilingual staff to communicate with families.  The school provides opportunities throughout the school year to build relationships including Back-to-School Night, Parent Conferences, Informal Meetings, and other events throughout the school year."	"Using educational partner input and local data, Outside Creek continues to build relationship in communication and trust with the families by providing numerous opportunities and outreach to the families. All families are asked to attend Back-to-School Night. The teachers provide daily and monthly behavior and progress reports so that the families are current about their children's progress.  Outside Creek continues to focus on maintaining 80% of the board members be parents of children attending the school."	"Outside Creek continues to engage underrepresented families by recruiting underrepresented families to serve on our school board, weekly informal communication between the teachers and the underrepresented families, and invitations to school events. Families were provided with the opportunity to see reptiles on Back-to-School Night as well as a fire poi show. Outside Creek School strives to have 100% parent conference attendance and 100% Winter Program attendance."	Outside Creek School is a 130 student K-8 school which is a size that enables building partnerships to be a strength.  The staff have been trained in ways to build relationships with families.	The focus area of improvement is in providing families information and resources to support student learning and development in the home. The school has focused on providing families with an overview of the online literacy programs in which the students can access at home. The school provides laptops that can be checked out to be brought home.	"Outside Creek will continue to have underrepresented families have opportunities to serve on the school board. Outside Creek will continue to strive for 100% communication between staff and families at parent conferences. Outside Creek will continue to provide announcements in English and Spanish, which is the most prevalent non-English language in the school community."	Outside Creek's strength is having 80% of the board be comprised of parents.  Outside Creek continues to seek input for decision making by communicating through formal and informal meetings and making home visits.	A focus area for improvement in seeking input is emphasizing the need to school announcements to be brought home and signed so that the school knows that the parents were aware of the school announcements.  The school continues to send home surveys in English and Spanish to all families including underrepresented families.	"Outside Creek will continue to have underrepresented families have opportunities to serve on the school board. Outside Creek will continue to strive for 100% communication between staff and families at parent conferences. Outside Creek will continue to provide announcements in English and Spanish, which is the most prevalent non-English language in the school community."	4	4	4	4	4	3	4	4	4	4	4	4	Not Met	9/1/2022	2022
14632970000000	Owens Valley Unified	3	Our current strengths include the relationships that school staff members have with the majority of our families. We hosted a number of events this school year to engage parents and help stakeholders get to know each other.	Our focus for improvement in this area is to try to engage more of our families in school-based activities so that they are able to build strong relationships with school staff.	"We will ensure that underrepresented families have additional, more personalized outreach to encourage engagement and to allow them to build relationships with school staff members."	"Our strength in this area is our work with local agencies, especially the Inyo County Free Library, to provide opportunities for our students to enrich and strengthen their academic outcomes."	"In the coming years, we would like to build partnerships with new agencies in our local area as well as strengthen existing partnerships with local agencies, including the Fort Independence Paiute Tribe."	"We will ensure that the voices of our underrepresented families are heard by providing additional, more personalized outreach to encourage them to give input to us on how we can build more partnerships for student outcomes."	"This year, an area of strength for our district was soliciting input from all parent stakeholders through surveys on Google Forms. We sent out these survey opportunities via text message through ParentSquare, allowing all parents an opportunity to provide input for decision-making. We established a school site council which gave our stakeholders the opportunity to provide input for decision-making."	"We need to engage additional stakeholders to provide input for decision-making, with a special focus on parents of underrepresented students."	Personalized outreach will be made to underrepresented families to allow them the opportunity to provide input for decision-making in a way that is comfortable for them.	5	4	4	5	4	3	5	4	4	4	4	3	Met	6/8/2022	2022
30103060133785	Oxford Preparatory Academy - Saddleback Valley	3	"Oxford Preparatory Academy (OPA) has focused on building strong parent relationships at our school. Communication was especially important as we moved out of virtual learning and the hybrid in-person model, but still had COVID-19 restrictions that limited parent presence on campus. We used technology to engage our students and families in 2-way communication for many events and to establish a welcoming environment for all of our families. When surveyed, 73% of our families agreed that OPA creates parent involvement opportunities and over half are aware of our parent education opportunities."	The focus area for improvement is recreating volunteer opportunities for our families now that COVID-19 restrictions have been lifted.	Improved engagement of underrepresented families will occur now that we are able to fully develop our parent involvement tiered program.  Parents will be contacted individually and will be walked through the process of volunteering.  OPA parents respond well to this method.	"Oxford Preparatory Academy (OPA) has been focusing on partnering with families for many years. In-person meetings that had been occurring prior to the COVID-19 restrictions being in place, have begun to be offered once again on campus, as COVID-19 restrictions are lifted.  It may take a little time to build attendance at in person meetings, but we believe parents will begin to attend in large numbers as they did pre-pandemic."	Improvement in Building Partnerships for Student Outcomes will occur now that we are able to fully develop our parent involvement tiered program.  Parents will be contacted individually and will be walked through the process of volunteering.  OPA parents respond well to this method.	"We will continue to build partnerships amongst underrepresented families by communicating on an individualized basis with them through phone calls, email, and teacher weekly messages.  The method has worked well in the past."	"When surveyed, approximately 77% of parents of Oxford Preparatory Academy (OPA) agreed that their input was sought for decision-making. Even during COVID-19 restrictions, OPA families virtually participated in PTA ( Honour Society), School Site Council, and DELAC (District English Language Advisory Committee). Using the digital platform, we saw an increase in participation for most of our parent engagement events."	Large numbers of parents participate in opportunities for decision making.  Additional measures to improve participation when seeking input will be both on campus and virtual meeting opportunities.	Improved engagement of underrepresented families will occur now that we are able to fully develop our parent involvement tiered program.  Parents will be contacted individually and will be walked through the process of volunteering.  OPA parents respond well to this method.	4	5	4	5	4	4	5	4	5	4	4	4	Met	6/23/2022	2022
30664640124743	Oxford Preparatory Academy - South Orange County	3	"Oxford Preparatory Academy (OPA) has focused on building strong parent relationships at our school. Communication was especially important as we moved out of virtual learning and the hybrid in-person model, but still had COVID-19 restrictions that limited parent presence on campus. We used technology to engage our students and families in 2-way communication for many events and to establish a welcoming environment for all of our families. When surveyed, 73% of our families agreed that OPA creates parent involvement opportunities and over half are aware of our parent education opportunities. The focus area for improvement is recreating volunteer opportunities for our families now that COVID-19 restrictions have been lifted."	"Oxford Preparatory Academy (OPA) has been focusing on partnering with families for many years. In-person meetings that had been occurring prior to the COVID-19 restrictions being in place, have begun to be offered once again on campus, as COVID-19 restrictions are lifted. OPA will continue to focus with intention on building collaborative partnerships with all families, including those who are underrepresented."	"We will continue to build relationships  and engagement amongst underrepresented families by communicating on an individualized basis with them through phone calls, email, and teacher weekly messages.  The method has worked well in the past."	"OPA has been focusing on partnering with families for many years. In-person meetings that had been occurring prior to the COVID-19 restrictions being in place, have begun to be offered once again on campus, as COVID-19 restrictions are lifted."	The focus is to fully develop our parent involvement tiered program.  Parents will be contacted individually and will be walked through the process of volunteering.  OPA parents respond well to this method.	Improved partnerships with underrepresented families will occur now that we are able to fully develop our parent involvement tiered program.  Parents will be contacted individually and will be walked through the process of volunteering.  OPA parents respond well to this method.	"Current Strengths include:  Excellent communication (open and detailed), Good communication from Parent Organizations, and Participation of Parent was strongly encouraged even though COVID-19 requirements limited participation. Progress areas: Parent Education opportunities, getting input from all community partners on activities prior to communication about them, and Increased teacher communication to families"	"Focus areas are:  Increase ways for  meaningful participation including subgroup populations (EL, SED, SWD), create a tiered parent incentive program in regard to parent involvement, Continue expansion of parent education opportunities, increase DELAC attendance, and examine ways to consolidate communication from the school and organization."	Improved engagement of underrepresented families will occur now that we are able to fully welcome families to the school.  Outreach will be individualized as this method has worked well in the past.	4	5	4	5	4	4	5	4	5	4	4	4	Met	6/23/2022	2022
56725380000000	Oxnard	3	"Over the last several years, building relationships with families has been a priority for the Oxnard School District. The Oxnard School district has had tremendous success building collaborative relationships with parents, particularly parents of English Learners who regularly participate in committees at school and district levels. The LEA has also committed to providing parent leadership development opportunities, such as Project 2 Inspire workshops in English and Spanish. Through these leadership workshops, parents acquire the tools and resources to establish and sustain positive communication with their schools and advocate for their student’s academic success.  The LEA employs a Manager of Equity, Family and Community Engagement to design and lead activities and programs to build relationships with diverse families and engage them as partners in supporting all students' academic and social-emotional wellbeing. Over the last two years, one of the LEA’s most significant strengths has been establishing African American and Mixteco parent focus groups to build positive and trusting relationships with these underrepresented parent groups.  Additionally, the LEA employs a Parent Support Liaison that helps coordinate parent and family engagement activities and a Community Liaison to work with families of at-risk students by ensuring they receive the support and services they need. The Parent Support Liaison and the Community Liaison are housed in the Family Center, a space where families are welcomed and connected with district and community resources and programs.  Furthermore, every school in the district has an Outreach Resource Specialist (ORC). The ORCs primary roles include establishing trusting relationships between school staff and families, creating opportunities for families and staff to engage in meaningful ways, building on families’ funds of knowledge, and connecting families to school and community resources and programs.   Lastly, access and equity are at the core of the LEA’s efforts to build strong relationships with all families by maintaining effective communication. The LEA contracts with outside interpretation agencies to provide translation and interpretation services to families from diverse linguistic backgrounds. To meet the needs of the LEAs’ increasingly Mixteco community, the LEA has employed two Mixteco family liaisons who are key cultural connectors between the schools and the Mixteco community."	"One identified area for improvement is to continue to support schools in building solid relationships and authentic partnerships with all families, particularly underrepresented parent groups, and to sustain an environment of trust and respect that honors and values the perspectives and cultural contributions of the district’s diverse parent communities. Another area for improvement is to continue to build the capacity of school staff in understanding the cultural diversity of the families they serve by building student programs and instructional practices on families’ funds of knowledge and providing families with information and resources about family engagement activities that support student learning and development while addressing barriers to positive relationship building."	"The LEA will continue solidifying positive and trusting relationships with African American and Mixteco families and parents of English language learners by holding regular district-level meetings as a safe space for families to connect with other families and district staff.   Additionally, this year the LEA launched Foster Youth, Newcomer, and Asian American & Pacific Islander parent focus groups. The district aims to strengthen relationships and effective two-way communication with these underrepresented parent groups and provide them with opportunities to engage in meaningful conversations about culturally responsive practices that will lead to positive student outcomes."	"The LEA is committed to working collaboratively with families to ensure authentic parent and family engagement by making parents an integral part of the decision-making process that impacts student outcomes at school and district levels. This is accomplished through regular ELAC meetings, DELAC meetings, School Site Council, the Superintendent's Parent Advisory Committee, and the African American and Mixteco parent groups/committees. These meetings are virtual, hybrid, and in-person to accommodate the needs of families.  These meetings center around student achievement and how the district addresses these needs, and a variety of topics are addressed, such as Mathematical growth mindset, literacy, enhancing communication with teachers and school staff, bullying, culturally responsive teaching and learning, development of LCAP goals, Pathway to Biliteracy, and High School and Beyond nights. High School and Beyond nights occur at every school and are facilitated by the school counselor and principal. During these meetings, student academic achievement is discussed, parents learn how to navigate the high school setting, and connections are made to high school requirements. Both Spanish and Mixteco interpretation is provided to ensure families understand the topics and can give feedback in their native language.  Additionally, the LEA supports school administrators in implementing, monitoring and evaluating site-level Parent and Family Engagement Policies that align with the California Family Engagement Framework. Each school collaborates with its advisory groups to commit to specific goals and actions focused on developing true partnerships to impact student outcomes. Lastly, the LEA has strong partnerships with a community-based Wellness Collaborative, California Association for Bilingual Education, Ventura County Behavioral Health, and other local organizations to improve students’ academic achievement and social-emotional well-being."	"One area of improvement is the ongoing support of School-Level Parent and Family Engagement Policies by ensuring schools are engaging all educational partners in the monitoring and evaluating of their family engagement activities. Another area for improvement is to assist schools in identifying specific metrics that will be used to monitor and measure the effects of parent and family engagement on student outcomes. Some metrics to be considered include keeping track of parent attendance in the different parent advisory groups, ongoing review of student academic data, analysis of the annual family engagement survey to address families’ strengths and areas of need and designing more effective parent and family engagement as part of their continuous improvement plans."	"The LEA aims to sustain positive relationships with all families, particularly parents of English language learners, African American, Mixteco, Asian American, Pacific Islander, foster youth, and newcomer families. This year, the LEA will focus on improving outreach to foster youth and newcomer families by meeting with these parent groups three times a year to have conversations that will center around the best learning environment and programs for their children and allow them to engage in decision-making processes that impact student outcomes."	"One of the LEA’s strengths is empowering families to advocate for their students by actively participating in the decision-making processes at district/school levels to impact student achievement. This is done through parent focus groups that meet regularly throughout the year to provide input about programs and processes impacting student learning and feedback on how funds will be used. Parent and family members are invited and encouraged to attend district-level parent advisory groups such as the District’s English Learner Advisory Committee (DELAC), Parent Advisory Council (PAC), and the African American and Mixteco parent groups to engage in the development of the LEA’s Parent and Family Engagement Policy, provide feedback on the LCAP goals and other district-led initiatives. Other means to seek feedback are the use of an annual Family Engagement Survey, LCAP surveys for parents and staff, and ESSER Planning surveys to collect ongoing input from our stakeholders. These bilingual surveys are available on the district’s website and promoted through various venues by Outreach Resource Specialists at every school."	"The LEA focus area for improvement in Seeking Input for Decision-Making is to support schools in increasing opportunities at the site level for seeking input from their diverse families, diverse representation in school committees, and ensuring all families have a voice in decisions that impact student learning, such as curriculum adoptions, the development of the school’s parent and family engagement policy, the school’s Plan for Student Achievement (SPSA), School safety plans and other school programs and initiatives."	"An identified area for growth is to continue to seek input from parents of English learners and African American and Mixteco families and to strengthen partnerships with foster youth and newcomer families through effective communication, and regular meetings focused on seeking input for decision-making. The LEA will also share the feedback gathered from the various parent focus groups with school administrators, teachers, and support staff to assist them in developing a better understanding of the LEAs diverse families, their cultural assets, and the importance of building instructional programs on families’ funds of knowledge. The LEA aims to establish an asset-based culture that fosters positive relationships between district and school staff and families and cross-cultural relationships within the district’s ethnic and racial groups."	5	4	4	4	3	4	4	4	5	5	4	3	Met	6/22/2022	2022
56725460000000	Oxnard Union High	3	"The Oxnard Union has a long-established foundational principle of meaningful educational partner engagement. These efforts were refined and improved through the Local Control and Accountability Plan (LCAP) development process. The district’s practices have been further enhanced during the pandemic as Oxnard Union sought the input and feedback of its educational partner groups from the onset of the pandemic and reopening of schools, through the development of the Learning Continuity and Attendance Plan, the 2022-2023 LCAP, Expanded Learning Opportunities Grant and the ESSER III Expenditure Plan.  The Oxnard Union has multiple platforms for school to home and home to school communication. These include ParentSquare, BlackBoard Connect, ParentVue, and Synergy email. ParentSquare’s platform engages all families via its powerful translation tools. From the district to the site level,  mass communications  including urgent alerts, posts, newsletters, and classroom communications with teachers, leverage the platform translation and interpretation tools. The Oxnard Union has also increased its social media presence with the addition of a social-media liaison at the district, and stipend webmaster positions at the site levels, to engage families through Twitter, Facebook, and the oxnardunion.org website.   The Oxnard Union has multiple opportunities for community engagement at the district level, via regular advisory group meetings, including the Black African-American Educational Advisory Committee (BAAEAC), Inclusivity Taskforce (ITF), LCAP PAC (Parent Advisory Committee), LCAP DCC (District Consultation Committee), Wellness Committee, Asian Filipino Pacific Islander (AFPI), the Superintendent’s Student Advisory Group, and DLAC, as well at the site level via booster groups, the School-Site Council, ELAC, PTSA, monthly Coffee with the Principal meetings, and parent and newcomer centers."	"Based on an evaluation of data, including educational partner input, the Oxnard Union identified focus areas in building relationships between school staff and families are: 1) a need for audio translations for our indigenous communities, 2) a better understanding of the cultural backgrounds and languages of all families that reside within the district, and 3) District outreach to ensure increased parent representation and involvement in educational partner advisory groups at schools in lower socioeconomic neighborhoods where participation has historically been low."	"The Oxnard Union has developed and implemented the following advisory committees in order to improve engagement of underrepresented families: Black African-American Educational Advisory Committee (BAAEAC), Inclusivity Taskforce (ITF), LCAP PAC (Parent Advisory Committee), LCAP DCC (District Consultation Committee), Wellness Committee, Asian Filipino Pacific Islander (AFPI). Translation services will be provided, in multiple contexts and communication mediums to effectively close the communication gap between the district and educational partners, including underrepresented families. The six committees will engage throughout the year to ensure the review of LCAP goals, actions, budgets, and student performance data; including the Dashboard. Parents, staff, community members and students will receive an overview of the LCAP goals and provide input in the development of the LCAP and single-site plans. The Instructional Support Services department will seek out, advertise, and implement professional learning opportunities for all staff and faculty centered around cultural awareness, cultural competency, and cultural responsiveness training."	"The Oxnard Union continues to build mutually beneficial partnerships through its concentrated effort to communicate with families via ParentSquare and ParentVue, as well as increased opportunities for educational partners to partner through advisory groups including PTSA, School-Site Council, the district DLAC committee, site ELAC committees, as well as the district LCAP DCC and LPAC Parent Advisory Committee.   Unduplicated students, as well as underrepresented families, are using the welcome center facilities during the day at various sites. Welcome Centers are open two evenings a week.  Families and students are taking advantage of the services and the evening hours.  A resource fair was coordinated for the community and the Welcome Center was the focal point; a beautiful and well-organized area that the students and parents feel comfortable with and is language and culturally appropriate.  The Center is also located near the Students with Limited or Interrupted Formal Education (SLIFE) classrooms and the students are dropping in and talking to the categorical counselors and categorical guidance technicians.  Partnerships with community-based organizations have served to build on programming provided by wellness center staff in the areas of mental health and wellness. School Resource Officers have been a continued success at our sites. The SROs are providing guidance and services to our students, faculty, and families. The increase in community partnerships allowed for a more restorative approach to improving campus safety, climate and culture."	"Based on an evaluation of data, including educational partner input, the Oxnard Union identified focus areas in building partnerships for student outcomes are: 1) intentional training and support in leveraging ParentSquare to more effectively build community partnerships, 2) provide parent training opportunities to assist families with supporting the academic and social-emotional development of their children at home, and 3) provide additional avenues and incentives for community partnerships throughout the district, including opportunities for parents of unduplicated students to be involved in every aspect of the educational program to improve student outcomes."	"The Oxnard Union has developed three broad goals utilizing educational partner input to affect student outcomes:  1. To build Powerful Futures for Every student, the Oxnard Union High School District will utilize educational partner input to develop and implement an instructional program that supports the high school diploma as a minimum and provides college and career and life readiness to every student through an accessible, engaging, equitable, and rigorous curriculum and instructional practices.  2. To build Powerful Futures for Every student, the Oxnard Union High School District will utilize educational partner input to provide college, career, and life readiness opportunities and experiences for every student prior to high school graduation.  3. To build Powerful Futures for Every student, the Oxnard Union High School District will utilize educational partner input to implement multitiered systems of intervention and support to promote both academic and social-emotional learning that effectively promote diversity, equity, and inclusion."	"The Oxnard Union established structures and systems to ensure a collaborative approach whereby educational partners regularly provided input, feedback, and recommendations to inform the district and site educational programs, including the LCAP.  Educational partners reflected and discussed the impact of the LCAP actions through a review of programs and activities led by Educational Services Department Directors; including a review of both qualitative and quantitative data related to district and school-wide actions. Educational partner feedback included opportunities for educational partners to provide input and recommendations presented during the following advisory committee meetings: Black-African/American Educational Advisory Committee [BAAEAC] (2/28, 3/7, 3/14, 3/21, 3/28, 4/4), District English Learner Advisory Committee [DELAC] (3/16), Inclusivity Taskforce (1/11, 2/8, 3/8, 4/5, 5/10, 5/17), LCAP Parent Advisory Committee [LCAP PAC] (3/1, 3/29, 4/26) LCAP District Consultation Committee [LCAP DCC] (2/22, 3/22, 419), Wellness Committee (10/19, 1/18, 3/15, 5/17). Input provided addressed items related to students' academic achievement, attendance, social-emotional, health needs, and instructional delivery."	"Based on an evaluation of data, including educational partner input, the Oxnard Union identified focus areas in seeking input for decision-making are: 1) a need to increase attendance at advisory groups to ensure underrepresented families provide input to inform both district and site decision making and 2) a need to provide more adequate interpretation and translation services to close the communication gap between the district and all educational partners."	"The Oxnard Union has developed and implemented the following advisory committees in order to ensure that there is seeking input for decision-making: Black African-American Educational Advisory Committee (BAAEAC), Inclusivity Taskforce (ITF), LCAP PAC (Parent Advisory Committee), LCAP DCC (District Consultation Committee), Wellness Committee, Asian Filipino Pacific Islander (AFPI). The six committees engaged throughout the year to ensure the review of LCAP goals, actions, budgets, and student performance data; including dashboard. Parents, staff, community members and students received an overview of the LCAP goals and provided input in the development of the LCAP and single-site plans. The district’s parent liaison will ensure district-wide interpretation and translation services will be provided to close the communication gap between the district and all educational partners, including underrepresented families."	4	4	3	4	3	4	3	3	3	3	3	3	Not Met	10/12/2022	2022
37680490136416	Pacific Coast Academy	3	We have established positive and fruitful relationships with families and staff. Our yearly family and staff engagement survey results demonstrate positive relationships with both families and staff.	"We have a positive relationship with our non-English-speaking parents/guardians, and we continue to focus on refining our communication/support infrastructure for them."	"We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Beyond that, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees."	"We assign each family an appropriately credentialed home school teacher (HST). The HST meets with families to collaboratively create an individual education that reflects a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. HSTs also schedule additional appointments and support as needed. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value."	We have focused on communicating to families and students the importance of participating in and making an earnest effort in state assessments.	"We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Also, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees."	"Appropriately credentialed home school teachers (HST) assigned to each family facilitate direct communication of opportunities to participate in LEA decision-making. Additionally, we regularly communicate input opportunities such as our LCAP Advisory Committee meetings electronically."	We are focusing on improving input from families related to participation in state assessments.	"We regularly strive to reach out to and include underrepresented families in our LEA wide-decision making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title 1 meetings, and our English Learner Advisory Committee."	5	5	5	4	5	4	5	4	4	4	4	4	Not Met	9/14/2022	2022
44697994430229	Pacific Coast Charter	3	"PCCS provides its students and families with a unique learning experience that allows them to work directly with a supervising teacher that will address any of the educational needs that they may have. Students and families have access to their teachers and the school administrator, and the schools culture promotes the concept of education through cooperation. Every student has a team of individuals, including teacher, principal, and family members, that work toward helping them reach their academic and life goals. It has been an ongoing challenge to get more parents and students involved in the monthly Governing Council Meetings, but the teachers and administrators continue to encourage their participation."	"PCCS provides its students and families with a unique learning experience that allows them to work directly with a supervising teacher that will address any of the educational needs that they may have. Students and families have access to their teachers and the school administrator, and the schools culture promotes the concept of education through cooperation. Every student has a team of individuals, including teacher, principal, and family members, that work toward helping them reach their academic and life goals. It has been an ongoing challenge to get more parents and students involved in the monthly Governing Council Meetings, but the teachers and administrators continue to encourage their participation."	"PCCS provides its students and families with a unique learning experience that allows them to work directly with a supervising teacher that will address any of the educational needs that they may have. Students and families have access to their teachers and the school administrator, and the schools culture promotes the concept of education through cooperation. Every student has a team of individuals, including teacher, principal, and family members, that work toward helping them reach their academic and life goals. It has been an ongoing challenge to get more parents and students involved in the monthly Governing Council Meetings, but the teachers and administrators continue to encourage their participation."	"Pacific Coast Charter prides itself on the its' communication with students and parents due to its' unique attributes as a K-12 Home School/Independent Studies program. All parent and students are met with by the principal of the school before enrollment, and information pertaining to the unique needs of each individual student is passed on to the instructional staff. Each student is assigned a supervising teacher who is responsible for the creation of a Personalized Learning Plan, and that teacher acts as the point person for the entire educational experience of the student and their family for the duration of their time at PCCS. Parents are given email and phone contact information for the school's staff and they are encouraged on a regular basis to participate in various school activities, including Back to School events, field trips, fund raisers, and, participation on the school's Governing Council. Through regularly scheduled one-on-one meetings, supervising teachers learn about their students' home lives, cultural diversities, and plans for the future, ensuring that every student and family are treated with the individualized attention that best fits their needs."	"Parents and staff members are encouraged on a regular basis to attend the PCCS Governing Council meetings where they can provide input about improving student outcomes. The principal of PCCS also has an open door office policy that allows parents and community members the opportunity to share ideas, and express their thoughts about how the school operates."	"Pacific Coast Charter prides itself on the its' communication with students and parents due to its' unique attributes as a K-12 Home School/Independent Studies program. All parent and students are met with by the principal of the school before enrollment, and information pertaining to the unique needs of each individual student is passed on to the instructional staff. Each student is assigned a supervising teacher who is responsible for the creation of a Personalized Learning Plan, and that teacher acts as the point person for the entire educational experience of the student and their family for the duration of their time at PCCS. Parents are given email and phone contact information for the school's staff and they are encouraged on a regular basis to participate in various school activities, including Back to School events, field trips, fund raisers, and, participation on the school's Governing Council. Through regularly scheduled one-on-one meetings, supervising teachers learn about their students' home lives, cultural diversities, and plans for the future, ensuring that every student and family are treated with the individualized attention that best fits their needs."	"Pacific Coast Charter prides itself on the its' communication with students and parents due to its' unique attributes as a K-12 Home School/Independent Studies program. All parent and students are met with by the principal of the school before enrollment, and information pertaining to the unique needs of each individual student is passed on to the instructional staff. Each student is assigned a supervising teacher who is responsible for the creation of a Personalized Learning Plan, and that teacher acts as the point person for the entire educational experience of the student and their family for the duration of their time at PCCS. Parents are given email and phone contact information for the school's staff and they are encouraged on a regular basis to participate in various school activities, including Back to School events, field trips, fund raisers, and, participation on the school's Governing Council. Through regularly scheduled one-on-one meetings, supervising teachers learn about their students' home lives, cultural diversities, and plans for the future, ensuring that every student and family are treated with the individualized attention that best fits their needs."	"Parents and staff members are encouraged on a regular basis to attend the PCCS Governing Council meetings where they can provide input about improving student outcomes. The principal of PCCS also has an open door office policy that allows parents and community members the opportunity to share ideas, and express their thoughts about how the school operates."	"Pacific Coast Charter prides itself on the its' communication with students and parents due to its' unique attributes as a K-12 Home School/Independent Studies program. All parent and students are met with by the principal of the school before enrollment, and information pertaining to the unique needs of each individual student is passed on to the instructional staff. Each student is assigned a supervising teacher who is responsible for the creation of a Personalized Learning Plan, and that teacher acts as the point person for the entire educational experience of the student and their family for the duration of their time at PCCS. Parents are given email and phone contact information for the school's staff and they are encouraged on a regular basis to participate in various school activities, including Back to School events, field trips, fund raisers, and, participation on the school's Governing Council. Through regularly scheduled one-on-one meetings, supervising teachers learn about their students' home lives, cultural diversities, and plans for the future, ensuring that every student and family are treated with the individualized attention that best fits their needs."	5	5	5	5	4	4	5	4	4	4	4	4	Not Met	9/26/2022	2022
23655576116669	Pacific Community Charter	3	"Whole family involvement, including parent and/or extended family participation is strongly encouraged for all students attending the Pacific School. The Pacific School believes and supports the premise that families who contribute time to the school explicitly demonstrate to children that they value education. Additionally, their contribution models the value of community service, a value which the Pacific School wishes to instill in its learners. Participation, freely given, is essential to the spirit and operation of the Pacific School.  To ensure the success of the Pacific School, parents are encouraged to support and abide by the Pacific School’s policies and expectations and to participate in the learning process at home and at the school site. Participation can be achieved in many ways and is coordinated with individual teachers, directors or Governance Council members. It is hoped that parents can attend most, if not all, family forums, exhibitions and performances, and help with fundraising activities and field studies. Families agree to contribute a minimum of 40 hours per school year. The following activities will be counted towards meeting a family’s participation obligation: 1. Family Forums 2. Fundraising 3. Committee meetings 4. At school work (requires in-house training) . instructional assistant . making instructional materials (can also be done at home) . reading tutors . before-, during- and after-school playground duty . assisting with field trips 5. General assistance . various coordinator/committee positions . cleaning and maintaining the facility and grounds . organizing and managing fund-raising events . maintaining records . assisting in organizing special evening or weekend workshop/events . attending w hole-school meetings, exhibitions and performances . attending parent/teacher conferences . conducting public relations and outreach activities . and other unforeseen tasks that can and will come up during the school year 6. Serve as a Community Mentor for a High School Passage"	"Improving family participation with fulfilling all of their annual volunteer hours (these volunteer opportunities represent many ways that families can be engaged at the school, see number 1). 90% of K-12 families participated in school activities  and collectively logged 1818 volunteer hours. The goal is 100% participation for some level of participation and an increase in the number of families who contribute their full number of annual volunteer hours."	Improving on the offering of Spanish language supports for family engagement and diversifying the ways that families can participate in Family Forums/student meetings (hybrid options) are ways that engagement could improve with underrepresented families.	"Student-led conferences, tutoring, and small class sizes continue to be an effective way to build strong partnerships with students."	Focusing on making sure students feel that their voices are heard when identifying priorities is an area of improvement.	Continuing to provide bi-lingual supports for meetings and flexible options (both in timing and location) for family meetings will help improve engagement with underrepresented families.	"Families are invited to participate in decision making and priority setting throughout the school year. This is available through surveys, Family Forums, Goverance Council and committees."	Ensuring all families are aware of the various venues for participation is an area for improvement.	Continuing to employ a variety of communication techniques is a critical way to improve engagement; this ensures all families reamin informed of opportunities for participating in decision making.	5	5	5	4	5	5	5	5	5	5	5	5	Met	6/29/2022	2022
09618530930214	Pacific Crest Academy	3	"PCA staff feel they make connections with students and that strong positive relationships with students increases student achievement. Students and families feel welcome and safe at school.  PCA is known as a small community and family focused school. Relationships between all stakeholders are at the center of how we operate. Capacity in building trusting and respectful relationships is one of our greatest strengths. Parent Square and monthly bulletins are a source of conversation and increase communication of happenings on campus. Our Charter Advisory Committee invites and has parent participation. Canvas, our LMS, is also utilized for continuous communication with families. Teachers communicate concerns and often schedule parent meetings to discuss student success and areas of growth. Parents are also invited to annual student conferences where the counselor and administrator discuss students four year plans and track progress for graduation and A-G. The student/parent handbook and information regarding parents/students rights is distributed annually to families."	"Current efforts to improve are a more involved group of educational and community partners including parents/guardian, students, and staff to have a more direct role and impact on the review of data and recommendations for improvement.  Despite the capacity or ability of staff and administration to engage with and encourage participation in our Advisory Committee, sometimes it is difficult for families to do so. Our Charter Advisory Committee along with staff will be focusing on making suggestions for improving family activities at the school that are engaging and informative."	"PCA engages in a variety of educational and community partners through our Charter Advisory Committee, as well as through our Internship program. Through meetings regarding our LCAP and student internships, we can gather input on how to attain more involvement of our stakeholders and community partnerships in participating in surveys, family events, and other educationally related activities. One are of focus for improvement would be offering more family engagement nights such where families learn to support their children in their educational goals at home and at school. Pacific Crest Academy offers planning meetings with all students annually. All 9th grade students are met with their parents present and then it is optional for parents to attend after this. Families will be invited to campus events, to participate in surveys, on our Charter Advisory Committee, and have a collaborative relationship with our staff and school."	"Pacific Crest Academy offers planning meetings with all students annually. Student and parents/guardians are invited to planning meetings/conferences annually. Through Canvas, parents have full access to their students work and progress. Teachers can communicate weekly, even daily, utilizing Canvas. Staff also collaborate weekly regarding student success and challenges and administration follows up with family meetings- phone calls or in person."	"The focus areas for improvement include helping parents/guardians to know how to help their student at home with their school work and four year plans; more information about timely topics such as fentanyl poisoning, vaping, mental health; and training teachers and school staff on family engagement strategies"	"To improve the engagement of underrepresented families, we will continue to intentionally invite these educational partners to attend meetings and engage in student focused activities/events."	"Strengths include educational partners being invited to and participating in district and school activities such as Charter Advisory Committee. As part of EDUHSD, parents are also invited to participate in district committee, such as the DLAC and BAC."	"As part of EDUHSD, the district has an area of improvement for all families in seeking input in decision making processes. At PCA. we will intentionally invite parents and students to the table, value and respond to their feedback, and will continue to seek ways to involve partners to provide input. We are planning for more informal family engagement meetings"	We will improve engagement with underrepresented families through intentionally inviting them  them to family engagement events so they feel welcomed and valued.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/7/2022	2022
27661340000000	Pacific Grove Unified	3	"Pacific Grove Unified School District strengthens educational partner relationships through holding monthly site level outreach events in addition to our Back to School Night and Open House. Sites provide opportunities for parents to converse with site administration, send weekly updates to families, and gather educational partner input through school site council meetings, parent surveys, parent teacher association meetings,  English language advisory council meetings, IEP's, SST's, and 504 meetings."	"PGUSD can improve our relationships with educational partners by holding more of our outreach events in the neighborhoods rather than on school campus. Also, we plan on scheduling events such as our English Language Advisory Council meetings in the early evening when families will have a better chance of attending and provide child care at these meetings."	"These outreach events are planned for 2022-2023, and we hope to broaden the participation of our families of at promise youth. We have done an analysis of residential data to determine the most strategic locations to have these outreach meetings where families can learn about our school program and offer suggestions about how PGUSD can better service their families."	"PGUSD devotes extensive resources and time to our multi-tiered system of support for our students. Our data collection processes help identify students with academic and social emotional needs, and once the students are identified, specific accommodations and services are implemented to serve their needs. This level of service extends to all students."	"PGUSD has room to grow in our use of data to allocate resources more equitable, ensuring that the resources are deployed based on student needs. We can also improve in how we share the data with our educational partners, so we can receive their input on how best to address our students needs as expressed in our data."	PGUSD will bring some data findings to our community outreach meetings and also share the data with our ELACs and School Site Council so our educational partners have an opportunity to process the data and offer their reflections and suggestions.	"PGUSD offers a variety of ways for educational partners to provide input toward decision making. In addition to our school site councils, input is received at parent teacher association meetings, monthly site based outreach meetings, school board meetings, and family surveys."	"PGUSD can be more clear regarding the specific decisions we are facing, so our educational partners understand the issues and can offer thoughtful feedback."	"We believe that our community outreach meetings as well as district-wide focus on Cultural Proficiency will improve the engagement of underrepresented families. Also, as our sites hold their monthly outreach meetings, we will keep educational equity at the forefront of our conversations ."	5	4	4	4	4	4	4	4	4	3	4	4	Met	6/2/2022	2022
39686760124248	Pacific Law Academy	3	Pacific Law Academy was able to maintain parent participation on School Site Council during the last year as we returned to in person instruction and meetings.   We were able to have a quorum for every School Site Council Meeting. We were able to return to in person guest speakers.	Some of the challenges were getting parent participation for our Tiger Talk virtually.	"We will continue to use our Website, phone messaging system, and emails to encourage more participation from our parents as well as build relationships."	Pacific Law Academy was able to maintain parent participation on School Site Council during the last year as we returned to in person instruction and meetings.   We were able to have a quorum for every School Site Council Meeting. We were able to return to in person guest speakers.	Some of the challenges were getting parent participation for our Tiger Talk virtually.	"We will continue to use our Website, phone messaging system, and emails to encourage more participation from our parents as well as build meaningful partnerships"	Pacific Law Academy was able to maintain parent participation on School Site Council during the last year as we returned to in person instruction and meetings.   We were able to have a quorum for every School Site Council Meeting. We were able to return to in person guest speakers.	Some of the challenges were getting parent participation for our Tiger Talk virtually.	"We will continue to use our Website, phone messaging system, and emails to encourage more participation from our parents as well as seek input for decision making"	2	3	3	3	3	3	2	3	2	2	2	2	Not Met	10/25/2022	2022
37103710138016	Pacific Springs Charter	3	"One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide several opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, and field trips, and clearly communicate these opportunities to families."	"Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals."	We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference. We have an Equity Diversity Task Force whose focus is in part to ensure that we are all learning about and ensuring inclusive environments where all students are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.	"Our pillars of personalized learning and core values are embedded in the school culture which supports family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through in-services, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and newsletters. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Student centers have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year."	Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our area of focus will continue to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Our focus will be on providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time.	Supporting healthy SEL in the home and the school is essential to learning. Areas of need are more prevalent in underrepresented families and we will increase support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We will seek input from our leaders who are doing this well.	"The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. We have established advisory groups and have created opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including ELAC and to collaborate with leadership for decision-making."	We will increase our opportunities for family members to engage in advisory groups and decision-making and especially in seeking input from underrepresented groups in the community.	"In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We will collaborate with our Diversity Task Force and our Pupil Services and Homeless Youth Liaison to develop this plan."	4	4	4	4	3	4	4	4	3	3	3	4	Met	6/9/2022	2022
10623560000000	Pacific Union Elementary	3	"Pacific Union strives to build an environment of trust and respect among staff, students, and families. According to data collected through surveys, students, staff, and parents at Pacific Union feel a sense of belonging which contributes to a positive climate. Pacific Union will continue to encourage every family to participate in at least one or more school events throughout the year. We have placed a focus on holding events before, during, and after school to accommodate families' varying schedules.  Families are encouraged to communicate with teachers via email or phone regarding student progress."	Pacific Union will focus on increasing parent and family participation in school events in order to improve building relationships between school staff and families.  Families are encouraged to attend school meetings and events where they can learn more about Pacific Union's programs and opportunities for involvement.	"Across all grade levels teachers conference with all parents within the first two months of school. Information on school-wide programs for assistance with academics and behavior is discussed. Parents are notified consistently throughout the school year on their child's progress. Resources and programs are made available to improve student outcomes. Academic progress is always available online through Aeries, Pacific Union's student information system. Pacific Union will improve the engagement of under-represented families by providing assistance with the utilization of online resources and at-home learning aids."	"Pacific Union is a one school school district. Administration, teachers, and staff are available and accessible to all parents and guardians. Pacific Union holds regularly scheduled meetings with advisory groups (i.e. School Site Council, DELAC, PAC, etc.). To continue to encourage engagement of underrepresented families reminder notices of meeting dates and times are printed on the monthly activities calendar, posted on the school website, and sent home via paper correspondence. All correspondence is in both English and Spanish."	Pacific Union will focus on providing families with information and resources to support student learning and development in the home.  Families will be provided with meetings and flyers with information to help parents and families support learning and development in the home.	"Pacific Union will support underrepresented families by continuing to implement policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved outcomes and help them to understand and exercise their legal rights and responsibilities.  To continue to encourage engagement of underrepresented families reminder notices of meeting dates and times are printed on the monthly activities calendar, posted on the school website, and sent home via paper correspondence. All correspondence is in both English and Spanish."	Pacific Union seeks input for decision-making through annual surveys and feedback during regularly scheduled meetings.  62% of surveys sent home were completed and returned.	Pacific Union will focus on building the capacity of and supporting family members to effectively engage in advisory groups and decision-making.	"Pacific Union will provide opportunities to have families, teachers, staff, and administration work together to plan, design, implement, and evaluate family engagement activities at school.  The district will focus on reaching out to underrepresented families to take part in this process.  Pacific Union will work with families to find meeting times that accommodate family work schedules.  To continue to encourage engagement of underrepresented families reminder notices of meeting dates and times are printed on the monthly activities calendar, posted on the school website, and sent home via paper correspondence. All correspondence is in both English and Spanish."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/28/2022	2022
12629760000000	Pacific Union Elementary	3	"As part of the community engagement process for the LCAP, the district reached out to staff, families, and community members in the following ways: - School Site Council Meetings -DELAC Meetings -PTO Meetings - School Board Meetings with opportunity for comment from parents/guardians and community members - Staff Meetings - Parent-Teacher Conferences - Weekly Support Service Team Meetings - Collaboration Meetings, Student Study Team, IEP, and 504 Meetings - at a minimum, held annually for each student receiving services. - Parent surveys throughout the school year Surveys were developed with input from Site Council in order to assess parent/guardian involvement and engagement in the school community and how actively involved they felt in the decision making process. The survey questions were directly related to LCAP Goals.  Many opportunities were given to all our families, including, but not limited to our unduplicated pupils and students with disabilities, to provide input.  Parent/Guardian/Community Feedback (151 surveys completed): Overall there was high praise for how the PUSD handled the pandemic and appreciation of the ongoing communication. The most common comment was how proud people are to be part of a school community that ""truly feels like a family."""	"A common theme for improvement/need is to continue to make updates to facilities/restrooms, beautification of the campus, healthier choices for lunch, more communication from teachers to parents/guardians, evaluation of math curriculum, more aides for small group instruction, librarian/access to the library, and school nurse time."	"Parents of students with disabilities and underrepresented families report that they do feel that they are part of the decision making process, and that their input is valued.  The District will continue to seek input in various ways (surveys, advisory boards, school board meetings, parent/teacher conferences)."	"Student Engagement Survey Feedback (249 surveys completed in grades 3rd-8th). • 80% agrees or strongly agrees that my school provides a good education. • 76% agrees or strongly agrees that Pacific Union helps students succeed in school. • 91% agrees or strongly agrees that they want to do well in school. • 68% agrees or strongly agrees that their school communicates with their parents/guardians to help them do their best in school. • 35% agrees or strongly agrees that at my school, students get along with each other and respect their differences. • 98% agrees or strongly agrees that students trust teachers and staff at school."	"Students would like to see: More lunch options • Healthier lunch • To feel comfortable going and getting a lunch • More art classes, Spanish class, electives • Clean up the trash on campus • Librarian • More support to do math and time to get work done • Continue to think of creative ways to provide more enrichment/elective opportunities to students (i.e. art, gardening, digital citizenship, internet safety)"	"Parents of students with disabilities and underrepresented families report that they do feel that they are part of the decision making process, and that their input is valued.  The District will continue to seek input in various ways (surveys, advisory boards, school board meetings, parent/teacher conferences)."	"As part of the community engagement process for the LCAP, the district reached out to staff, families, and community members in the following ways: - School Site Council Meetings -DELAC Meetings -PTO Meetings - School Board Meetings with opportunity for comment from parents/guardians and community members - Staff Meetings - Parent-Teacher Conferences - Weekly Support Service Team Meetings - Collaboration Meetings, Student Study Team, IEP, and 504 Meetings - at a minimum, held annually for each student receiving services. - Parent surveys throughout the school year"	"Continue to provide surveys and opportunities to be a part of committees, boards, and parent groups on campus."	"Parents of students with disabilities and underrepresented families report that they do feel that they are part of the decision making process, and that their input is valued.  The District will continue to seek input in various ways (surveys, advisory boards, school board meetings, parent/teacher conferences)."	5	5	5	4	4	4	5	5	4	4	4	4	Met	6/16/2022	2022
37735693731221	Pacific View Charter	3	"Relationship building is a key to success at Pacific View Charter School. The weekly meetings between student, parent and teacher provide a designated time for families to engage with the school directly and build a strong partnership to ensure student progress through the curriculum. Each year, survey results indicate that parents of PVCS students continue to be satisfied with the education that their child is receiving. In the Spring 2022 survey 97% of parents rated themselves as satisfied and very satisfied with the school in general and 96% rated their child’s experience with their Supervisory Teacher as Good or Great. 86% of families believe that PVCS is preparing their students for life beyond high school."	An area of focus for the school would be the engagement of Spanish speaking families	"PVCS has targeted actions in the current LCAP to address this including increasing teacher training in EL strategies, improving access to translation services and the development of an EL parent committee."	"The personalized learning model at Pacific View requires that teachers meet weekly or biweekly with parents and students to track progress, review grades and conduct assessments. Families are supported in aiding their childs’ progress through courses during these meetings and this is also an opportunity for families to voice suggestions and concerns with the program. Parents are also encouraged to review student grades and assignments in real time through their parent accounts in the school’s learning management system, Schoology. Families are supported in the knowing of their legal rights through the IEP and 504 processes. Further, all families are informed of their due process rights at enrollment.  In addition, the school has a robust set of interventions when students struggle, including an SST process that requires meetings between administration, teachers, parents and students to help students get back on track. The school is also open for any and all students who choose to enroll and no family is discouraged from enrollment or turned away."	A focus for improvement in building partnerships with parents is the need for additional training for teachers to engage Spanish speaking families in weekly meetings	"There will be an increase in translation services, further training on EL strategies and engaging students and families in the weekly meetings and monitoring by the Director of Student Services and the Lead Teachers."	"Parent input is sought in a variety of ways. Parents are encouraged to serve as school board members, bi-annual surveys for families are conducted and a variety of social activities are offered to encourage family participation including: Winter festival, Back to School Night and Open House. Parents have also been essential in helping to get the school club sports teams operational."	"Although parents have many avenues for input in school activities, the school has struggled to create and maintain parent committees in the past. One of the goals for the next school year is to encourage more committee representation including the expansion of an EL parent committee to support English Language Learners"	The hiring of a Marketing Specialist will assist in this role and work towards developing partnerships with families. The creating and ongoing meetings of the DELAC Committee will also improve the representation of underrepresented families in decision making.	5	5	4	4	4	4	5	4	4	3	4	4	Not Met	9/28/2022	2022
12755151230150	Pacific View Charter 2.0	3	The majority of responses were very positive among all educational partners.	"Based on the Likert survey, only three parents marked a limited choice. All parents marked most of the time or all of the time."	"Pacific View Charter School 2.0 promotes parental participation in a variety of ways. Being an independent study hybrid, teachers and parents meet a total of four times a year. Two Master agreement meetings and two-parent conference meetings after the quarter. This is, in addition, to regularly scheduled Back to School night, Open House, Community performance, and sporting events. Though Pacific View Charter 2.0 has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. At the MARC, BBQ and Movie nights were initiated to promote parent participation in Back-To-School night, Friends of Pacific View Charter membership drives, and LCAP surveys."	"Partnerships with parents are an asset to PVCS. The LEA will encourages parent classroom volunteers, parent participation at school events, 100% parent attendance at parent-teacher conferences, etc. The LEA will also provide professional development for staff on how to promote parent participation. An area of improvement is providing families with information and resources to support student learning and development at home. During the 2021-2022 school year, the LEA will be researching new digital curricula to engage parents better to support student learning in the home, such as the possible move from APEX learning."	"Metrics increased higher than in previous years. According to the data, there was only one outlier that stated ""not at all"" in partnerships. The largest area of growth is policies to discuss ""student progress"" and ""support families in understanding their legal rights."""	PVCS will continue to make progress on engagement for our underrepresented families and increase partnerships. We are excited by the increased metrics on our hardworking.	"Based on the data, all metrics increased to ""Full implementation and Sustainability"" with no outlier for specific weaknesses. PVCS will continue to seek input from parents through surveys and meetings going forward."	"During the distance learning during the pandemic, the MARC executed two new family orientation nights in a zoom virtual format. The participation exceeded prior back-to-school and open-house nights. During the orientation, parents could provide feedback and conduct Likert scale questions evaluating the programs at Pacific View Charter. The MARC will continue this practice for the upcoming 20-21-2022 school year.  A 2020 recommendation of the board, the LEA facilitated a COVID-19 response and reopening advisory committee with representatives from parents, teachers, and administrators from both sites. Public health responses were actively engaged by the advisory group, as well as a recommendation for in-person learning in the month of March. The LEA met its goals to grow to full sustainably in the future years with a similar advisory format."	"PVCS experienced growth in all metrics for seeking input for decision-making. The utilization of google forms for surveys will continue, and in-person activities will increase as we move forward to improve the engagement of underrepresented families identified during the self-reflection process."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/14/2022	2022
41689320000000	Pacifica	3	"A great amount of progress has been made in Building relationships between school staff and Families due to the increased ways and use of different tools to communicate between school and families. now along with the weakly newsletters from the school and the parent teacher conferences, school admin and staff have utilized parent square and social media platforms to communicate both from the school to families and also from the families to schools. The use of zoom meetings and text alerts has allowed for more engagement both ways. Schools have also put together engagement plans with an academic and or social emotional learning focus that has strengthened relationships between School staff and Families"	"The focus area for improvement in building relationships between school staff and families is around using school wide events to promote shared partnership around an academic goal. Based on each school engagement plan and the focuses and goals within the plan, the school wide events need to be a catalyst in achieving the goals and highlighting the focus/s."	"To improve engagement of underrepresented families, the district office staff in collaboration with the school sites will reach out individually to these families to identify and support their needs and to promote engagement between home and school staff as a way to monitor and assure supports are in place. Schools will target and prioritize these families when engaging families for input in and reflections of actions taken by school to improve practices."	"Due to the new comprehensive academic monitoring system, teachers and school staff have been able to identify progress on student outcomes academically three times a year. It has also allowed teachers to collaborate with families more frequently about student progress. Along with the new SEL Program that has a family engagement part embedded in the program, families are more frequently and in real time seeing the level of progress their child is making both academically and social emotionally."	The main focus area continues to be informing families more regularly about their child's progress and identifying ways families can support their child at home. Families have indicated that they are more aware of where their child is academically and social/emotionally but are asking what they can do to support their progress and growth.	"To improve engagement of underrepresented families in building partnerships for student outcomes will occur by connecting with these families on a regular basis and focusing these connections around academic and social/emotional data. By providing and communicating this data and then collaborating on addressing needs and promoting progress with families, we will be able to build lasting strong partnerships between school staff and these families."	"Through the work with High Expectations consulting group, Pacifica School District has brought teams together from each school which include school administration, school teachers and support staff; and parents/guardians. These teams met several times through the summer and within the school year to develop plans that allow them the structure to provide input on goals and actions that the school would include in their School Plans for Student Achievement. Within the process of doing this work, Pacifica School District Strengthened their communities including their educational partners access to have an impact on decisions made at their schools and also district wide."	Pacifica School Districts main focus area to improve allowing access to educational partners input for decision making is building a strong communication between school/district and home. Focusing on both regular and engaging communication is the main focus area. By providing two way communication structures many of the actions we have established through our family engagement work will be followed through on and in-turn build stronger opportunities for decision making.	"Building District English Learner Advisory Committee (DELAC) and our individual schools' English Learner Advisory Committees that have direct connections to our schools when developing goals and actions within the LCAP. Also, included within our engagement plans is the recruiting and supporting higher number of representation of low income, English learner and foster youth families in leadership positions within the schools and at the district level."	4	5	4	4	4	4	4	3	3	4	3	4	Met	6/15/2022	2022
44697990000000	Pajaro Valley Unified	3	"PVUSD Strengths: PVUSD has a strong focus in supporting the Whole Child, Whole Family, Whole Community. At the center of this is the relationships between the district, sites, families, students and community partners. Our aim is to continually build capacity in all areas of engagement and involvement. A few highlights include: our new Family Engagement and Wellness Center, a parent and family engagement goal in all Site SPSAs, established best practices for parent meetings, mental health and wellness conferences and workshops throughout the year, implementation of the Master Plan for English Learners which highlights Cultural and Linguistic Responsiveness, Mixteco Family Nights, Town-hall events for current community issues, community presence at events like farmers markets and fundraising events, Early childhood educational opportunities, Healthy Start centers, partnerships with service providers to ensure family needs are met, and multiple surveys and formats to elicit input."	The main area of growth for PVUSD is to develop a sustaining professional learning system to ensure that all PVUSD staff have training and expertise in supporting families and connecting all to appropriate resources. Another area of focus is to ensure that all partners truly have a voice in the decisions that are made and that we sustain 2-way communication.	The new Family Engagement and Wellness Center provides essential items for families as well as counseling and parent classes.  We are utilizing the time families come to the Wellness Center to build connection and relationships with families.	"PVUSD's Strengths: PVUSD has a history of providing information and resources to our community and we feel that over the past year and a half we have elevated that to new heights. With the learnings of our responsiveness to school closures and our prioritization to ensure that family needs were met, we have built a robust set of ways to connect with and support families. This includes a large ecosystem of community partnerships, revamped websites with multiple entry points, administrative trainings on meeting best practices, and a variety of town halls, workshops and community meetings. In addition we have continued with the implementation of policies and programs to support the building of partnerships with families. One highlight of such a policy is seen in our site and district Wellness Teams. These teams are dedicated to ensuring that each student is receiving the identified support they require to be successful."	"The main areas for improvement again revolve around the need to provide all staff members with the professional learning opportunities to support and engage all families. Additionally, we hope to reintroduce our parent leadership series to increase parent advocacy."	The new Family Engagement and Wellness Center provides essential items for families as well as counseling and parent classes.  We are utilizing the time families come to the Wellness Center to build connection and relationships with families.	": PVUSD was recently selected to participate in the Community Engagement Initiative, a collaborative institute of districts committed to family and community engagement. This honor has highlighted some of our promising practices and provided a platform to deepen our commitment to ensure that all members of our community are able to provide input. Over the last two years, PVUSD has provided many opportunities for all stakeholders to provide such input. With surveys, digital and paper, we have asked many crucial questions to help guide our decisions and actions. One example is the Youth Truth Survey with gives us metrics to see how we are progressing with key areas like how families feel upon entering our schools. Our Superintendent receives and responds to questions weekly in her ""Ask Dr. Rodriguez"" communiques which address pressing issues. Our town halls and workshops are responsive to community needs and requests. One such series is our Mixteco Parent Night series."	"The main area for improvement in seeking input from all stakeholders is both to ensure that all staff members have the professional learning opportunities to support and engage all families and to ensure that we build opportunities to have all stakeholders participate in the planning, designing, implementation, and evaluation of activities and initiatives."	We are actively finding ways to partner with local growers to hold meetings during the work day to access more of our underrepresented families.	3	4	3	5	2	5	4	3	3	3	4	2	Met	6/22/2022	2022
04615230000000	Palermo Union Elementary	3	Educational Partner input and local data indicates that parents feel welcome at school and that the district has implemented policies and practices that foster trust and respect among members of the school community. Feedback also indicates that another current strength is that the district provides multiple opportunities for two-way communication using language that is accessible and understandable to families. School events are very well attending by our families and parents are supportive of their students and our school staff.	"Educational Partner input and local data indicates, that both staff and parents, feel that the district needs to improve in the area of supporting staff to learn about each family’s strengths, cultures, languages and goals for their children."	"Educational Partner input and local data indicates that there is a need to improve in the area of consistently engaging with underrepresented families in meaningful activities that will further build positive relationships between school staff and families. Research shows that families of low-income students and students of color are often underrepresented in family engagement activities.  The district will actively engage in communication with our families to determine the barriers to their participation in engagement activities such as lack child care, lack of translation services, and lack of transportation. The district will research and implement strategies to improve participation and engagement of these families."	"Based on the analysis of educational partner input and local data, our current strength in the area of Building Partnerships for Students Outcomes is in the areas of providing opportunities to discuss student progress and working together to support student outcomes. Both staff and parents indicate that this has been fully implemented in our district.  We are also showing good progress in providing families with support student learning and development in the home.  Our parent groups rated this as fully implemented while staff rated it as an area of initial implementation."	"Based on the analysis of educational partner input and local data, we have identified two focus areas for improvement in the area of Building Partnerships for Student Outcomes. Our analysis indicates that we should focus our improvement areas on providing professional learning and support to teachers and principals in this area and providing additional support to families so that they can understand and exercise their legal rights and advocate for students."	"Based on the analysis of education partner input and local date, we have identified the need to work cooperatively with representatives of the underrepresented groups to determine strategies and activities that will improve and build engagement. We also have determined that there is a need to actively engage with parents to determine and continue to eliminate the barriers to their engagement. Parents, in our district, are very supportive of student focused events and activities and participation is high for these events.  The district will utilize these events and activities as opportunities to more intentionally engage with families."	"Based on the analysis of educational partner input and local data, we have determined that we are making progress in the area of Seeking input for Decision-Making.  We have discovered that we have improved participation in opportunities for seeking decision-making input, if we offer the flexibility for parents to attend and participate virtually.  We have also used surveys to provide opportunities for all families to provide input.  We will continue to expand these types of opportunities to our parents."	"Based on the analysis of educational partner input and local data, we have determined that Seeking Input for Decision Making is a growth area for the district and each of the individual school sites. As a district, we continue to look for ways to involve more parents in school activities and especially the decision-making process. We will continue to provide parents the opportunity to participate in the decision-making process through school site councils, LCAP meetings, ELAC/DELAC meetings Indian Education Parent Committee meetings and parent surveys."	"Based on the analysis of educational partner input and local data, the district has identified the continued need for effective strategies/activities that will improve the engagement of underrepresented families. the Administrative Leadership team will explore and research opportunities to build our capacity to increase the effective engagement of our families in decision making or advisory opportunities and in seeking input for design making."	3	3	2	3	2	3	4	2	2	3	3	3	Met	6/29/2022	2022
33670586031991	Palm Desert Charter Middle	3	PDCMS received tremendous support from families once we were able to open up school to parent visitations at our end-of-year celebrations.	The pandemic severely limited access to parents and the community for most of the year.  This led to lower than normal connectiveness and safety rates in our annual Panorama Survey.	PDCMS has a culture where collaboration between families and teacher is emphasized.  Counselors go beyond school time to reach out to families in need.  A focus area for next year is targeting underrepresented families and inviting them to participate in a collaborative school success program.  Another area of focus is to educate parents of EL students in the SPED program an introduction to common terms and expectations during the IEP process.	"PDCMS offers faculty multiple opportunities to go to professional development workshops covering a wide range of topics such as SEL, technology, and diversity.  In addition, counselors and faculty frequently meet with parents to offer support as needed.  This year we offered extended learning opportunities such as summer school and after-school Panther camp. We plan to continue FEV tutoring and iReady's individualized pathways."	"To help improve building relationship to affect student outcomes, PDCMS plans to continue Homework Help, institute ELOP, and open a wellness room to help root out the cause of poor performance."	PDCMS plans to continue the positive steps to build an ELAC committee by offering activities both online and in-person.	PDCMS continues to hold regularly scheduled Governing Council Meetings and PTO meetings to encourage parents and community members an opportunity to participate in decision planning.	"PDCMS's strength areas include communication between parents, teachers, and counselors, a strong PTO program, and a desire to include parents in the triad to student success.  PDCMS launches a Parent/Family Panorama survey to gather a large sample size of feedback on school programs.  In addition, we added a weekly Youtube presentation and Friday newsletter to support families this year.  Next year, we plan to target underrepresented families by doing a targeted outreach 6-week program to help families feel a greater sense of community."	"An additional counselor was hired to spearhead programs to reach out to our under representative groups via zoom, phone. in-person meetings and celebrations."	5	4	4	4	4	4	5	5	4	4	5	4	Met	6/15/2022	2022
33671730000000	Palm Springs Unified	3	"PSUSD is committed to community and parent engagement, consistently working to improve relationships with parents through innovative and evolving relationship-building practices and resources. PSUSD added a Coordinator of Diversity and Racial Equity in the 2021-22 school year, improving relationships between families, schools, and the district through promoting equitable practices and encouraging active engagement from educational partners via a culturally responsive methodology.  Family and Community Engagement (FACE) Specialists were also added in the 2021-22 school year at high needs schools, providing school-level staff whose primary responsibilities include building relationships with families and promoting active school engagement.  The district’s Family Center provides a wide variety of workshops and resources regarding family engagement, adjusting content based on educational partner feedback and input.  Translation services are routinely provided in Spanish, removing a communication barrier and increasing participation opportunities for Spanish-speaking parents.  Educational partner input and feedback has been positive regarding building relationships with families.  2021-2022 family survey data (3,149 responses) indicates high ratings of school connectedness in topics including school staff treating families with respect (96% favorable), responding to needs in a timely manner (92%), and that staff takes family concerns seriously (91%).   PSUSD continues to solicit parent input regarding district and school relationship building and encourages parents to connect with their child’s school in as many ways as possible."	"PSUSD continues to work to improve systems related to building relationships between school staff and families.  Quality two-way communication between families, schools, and the district continues to present opportunities for improvement.  Although relationship-building systems have been received positively, including the Family and Community Engagement Specialists and the district’s parent advisory committee structures, routine communication practices have been identified by educational partners as an area for improvement.  Families receive information and communicate with district and school personnel through multiple systems, creating a need for streamlined communication structures to simplify information access and response methods for families.  Similarly, high survey ratings related to providing welcoming environments at schools are counterbalanced with narratives from educational partners of interactions where families could be better welcomed and supported upon entering schools.  The district will continue to refine systems to provide all families with a welcoming environment at all district locations, with a continuing focus on building trusting and collaborative relationships between families, schools, and the district."	"PSUSD has an ongoing commitment to community and family engagement, including cultivating relationships with all members of our diverse local community.  The district has made positive strides in engaging and building relationships with underrepresented families.  2021-2022 family survey results  indicate high ratings of family backgrounds being valued at schools (94% favorable; 3,149 responses), indicating that overall efforts in engaging and supporting underrepresented families are having a positive effect.  The district’s African American Parent Advisory Committee (AAPAC) has worked to build relationships between African American families and the district through promoting equitable practices.  Positively received actions, such as the HBCU trip and Junior Black Achievers program, are continuing to provide relationship building through highlighting student successes.  The Native American Parent Advisory Committee (NAPAC) formed in 2021-2022, and will be working to connect and engage Native American families with schools and the district.  The district’s Equity Conference continues to expand and provide opportunities for underrepresented families to connect with the district.  Each school has an Equity Lead Teacher working to build capacity in relationship-building with underrepresented families at each school site.  Diversity and Racial Equity Specialists are being added in 2022-2023 to further relationship building with families across the district using culturally-responsive methods."	"PSUSD continues to develop and improve practices related to family partnerships in improving student outcomes.  The district continues to increase the number of parent advisory groups, providing forums for families to provide input and feedback regarding possible improvements to district programs.  The Family Center supports school efforts building capacity in partnering with families through systems such as parent nights, PTA/PTG/PTO training, and parent workshops on topics focused on improving outcomes for students.  Offerings take place virtually and in-person, allowing multiple access points for family attendance.  Schools host parent-teacher conferences multiple times during the year to facilitate discussions around student progress and performance. Continued use of virtual meeting platforms for parent conferences have been identified as effective, increasing parent engagement rates and generating positive feedback from educational partners. Tutoring and intervention services are available at both the district and school level, including using online tools and programs for improving student academic performance while in the home setting."	"PSUSD continues to refine and improve systems related to building partnerships with families to improve student outcomes.  Family Center workshops, training, and conference offerings are adjusted based on student performance measures and educational partner input to provide information and resources directed at improving student outcomes.  Professional learning structures regarding school capacity building in partnering with families is being researched and will be part of the ongoing development plan moving forward.  Additional planning is underway regarding establishing workshops and resources related to parent legal rights and advocacy in the school setting, allowing for partnerships to develop for these purposes across the district.  Continuing pandemic-related factors continued to create a health-related access barrier for PTA, PTO, and PTG groups to school campuses in 2021-2022, limiting the normal levels of access and support from these parent-based groups in school activities.  It is expected that these school-based organizations will be able to provide additional support and partnering opportunities on campus in 2022-2023, increasing connectivity between families and school staff in supporting student learning.  PSUSD will continue to improve support for families in providing additional and effective resources to support student learning in the home that meet the needs of students and families."	"PSUSD has many advisory groups and committees designed to promote underrepresented parent and family advocacy with a focus on improving outcomes for students.  These groups include the African American Parent Advisory Committee (AAPAC), LGBTQIA+ Family Advisory, Special Education Parent Advisory Committee (SEPAC), and District English Learner Advisory Committee (DELAC) among others.  The Native American Parent Advisory Committee (NAPAC) was added in 2021-2022, representing local native student interests in the district.  The district’s Anti-Racism Coalition (ARC) works to promote equitable practices throughout the district and will continue to use educational partner input to make recommendations regarding policies and practices that promote equitable outcomes for students.  Educational partner input has been positive regarding these structures, and the district will continue to refine practices to partner with underrepresented families in improving outcomes for students.  FACE specialists have been providing resources and engaging with families at high needs schools to improve student outcomes, expanding in 2022-2023 to include services specifically for families of students with disabilities.  Their work will be supplemented by new Diversity and Racial Equity Specialists starting in the 2022-2023 school year.  The Historically Black Colleges and Universities (HBCU) tour conducted in the spring of 2021 increased awareness of the need for improved student outcomes and college access.  This action will continue along with a similar program for Hispanic Serving Institutions (HSI) starting in 2022-2023."	"PSUSD offers many opportunities for parent and family input on programs, policies, and plans.  Committee structures such as AAPAC, DELAC, SEPAC, and the Superintendent’s Parent Meetings continue to provide forums through which input is collected representing various perspectives that drive district decision-making.  The number of advisory groups within the district is increasing, creating forums for more perspectives to be included in program and plan development.  The LCAP input process for 2022-2023 included input sessions with ten parent advisory groups, five community level meetings, and opportunities for all School Site Councils to provide input into the district plan.  This process received positive feedback from educational partners.  Similarly, family survey results in 2021-2022 indicate high favorability in school staff welcoming parent suggestions (91% favorable; 3,149 responses).  Access to these sessions has improved through the continuation of virtual meeting opportunities, providing families with the opportunity to attend sessions that may not be accessible through solely in-person opportunities.  The district’s Anti-Racism Coalition (ARC) continues to promote equity-related practices and inform decision making through an equity lens, providing guidance in policy development.  School sites have multiple input groups meeting regularly each year that provide input and participate in evaluating school level systems.  These groups include School Site Councils, English Learner Advisory Committees, and Parent-Teacher groups (PTA, PTG, etc.)."	"PSUSD continues to increase and improve opportunities to connect with families as part of collecting input for decision-making processes. Survey participation improved in 2021-2022 as compared to the prior year, however response rates have not yet returned to pre-pandemic levels.  The district will continue to work on increasing family participation via survey completion, using input collected as part of the LCAP development process as part of refining systems.  Two-way communication and input systems is a continuing opportunity for improvement and development for the district, ensuring families have access to information and pathways to provide feedback.  Although the district has expanded the number of parent advisory groups (PACs), additional opportunities exist in increasing parent engagement in these structures.  Pandemic-related limitations did not allow for annual collaboration opportunities between PACs.  This structure is set to return in 2022-2023 in order to provide an opportunity for PAC members to share their perspectives with other groups within the district.  The district’s Family Center will continue to offer workshops and training opportunities regarding advocating for student needs, with additional opportunities related to English learners and students with disabilities in response to educational partner input.  The district will continue efforts related to building site capacity in the engagement of families to participate in decision-making in order to best serve the needs of families in the school community.  This includes working to increase participation in School Site Council meetings and English Learner Advisory Committees (ELAC)."	"PSUSD offers many opportunities for input on programs and policies specifically promoting the needs of underrepresented families and students.  Committee structures such as AAPAC, DELAC, SEPAC, and the Superintendent’s Parent Meetings continue to provide forums through which discussions are held across various perspectives to drive district decision making. These advisory groups assist in reviewing and providing input regarding multiple district plans and structures including the district’s Local Control Accountability Plan (LCAP) and the district’s engagement policy.  Input from each PAC regarding training requests, discussion topics, and input collection is used to drive agendas and provide opportunities to inform district decision-making processes.  Virtual meeting formats continue to be received well by parents, with additional participants attending advisory committee meetings and input sessions due to ease of access. Parents in various advisory groups and committees were able to attend training sponsored through the Family Center and virtual conferences and workshops such as regional Family Engagement Network meetings, CABE, and Akoben’s Understanding Youth and Poverty workshop. The district will work to continue providing access to these experiences, asking attendees to return and aid other families in engaging with schools and the district in decision-making processes.  The district’s Anti-Racism Coalition (ARC) promotes equity-related practices and informs decision making through an equity lens. As part of continuing work regarding diversity and racial equity, community forums are being held with equity consultants to collect input that will inform next steps in continuing to provide equitable services and outcomes across the district.  School sites have various decision-making input groups meeting regularly, including School Site Councils, English Learner Advisory Committees, and Parent-Teacher groups (e.g. PTA, PTG)."	3	4	3	3	3	4	3	3	3	3	4	4	Met	6/28/2022	2022
19648570000000	Palmdale Elementary	3	"PROMISE strategic goal # 5: “Engage diverse families and communities in powerful learning and collaboration.”  Capturing Kids Hearts Parent Community Liaisons Interpreters/ Messages translated Foster Youth Programs Homeless Support  Parent Advisory Groups: AAPAC, DELAC/ELAC, SPAC, GATE New Mental Health Department Improved communication protocols with, Parent Square, Peachjar, TV monitors at the school office for information, Twitter, Facebook, press, multicultural events Radio program on local radio station with guest speakers on a variety of educational topics Parent Ambassadors, DPAC Public Service Announcements  Results from Title 1 and LCAP Parent Surveys:  Home School Communication: 85% felt schools/ district communicate well Feel welcome at school: 79% agree or strongly agree Parents feel respected: 88% agree or strongly agree"	"Focus Area for Improvement: Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."	"Through the listed strategies and actions, Palmdale School District will focus on  improving the relationships with underrepresented families. The District has also made significant efforts in seeking to honor the contributions, languages, cultures, and needs of both families and staff."	"LCAP Goal 3 – “Family and Community Partnership”  Capturing Kids Hearts Parent Community Liaisons SEA (Student Engagement Advocates) Parent/ Teacher Conferences Infinite Campus Parent Portal  LCAP Stakeholders, ELAC, DELAC, AAPAC, SPAC, GATE, Parent Center classes, Mini-CABE,  Latino Family Literacy, Parent Institute for Quality Education (PIQE), Project 2 Inspire, English as a Second Language Parent Academy  Parents were part of the extracurricular events and multicultural programs at the school site including the DELAC celebration, the African American Unity in the Community meetings and African American Gala Night  PSD continues to operate the central office parent center called the PSD Center for Parent Partnership    PSD increased school/community partnership with different organizations and agencies including Code Read Program, First Five, Walmart, Stater Brothers, Antelope Valley College, the High School District  Department of Defense STARBASE Edwards AFB- science development targeting low income/ low performing students  Healthy Schools Community of Practice mental health grant from Kaiser Permanente- targeting families of students with mental health issues  Parent Survey: Provides information on how to help their student: 74% agree or strongly agree Provides information on school activities: 90% agree or strongly agree"	"Focus Area for Improvement: Providing families, including those who are underrepresented, with information and resources to support student learning and development in the home."	"Through the listed strategies and actions, Palmdale School District will focus on building partnerships for student outcomes with underrepresented families. The District has also made significant efforts in seeking to honor the contributions, languages, cultures, and needs of both families and staff."	LCAP Stakeholder Meetings Superintendent’s Breakfasts DELAC/ ELAC AAPAC SPAC SSC PAC GATE PD Surveys  Parent Survey Parent Participation & Engagement: 83% % felt the district/ schools encourage active participation 71% felt the district/ schools actively seek input before decision making	"Focus Area for Improvement: Providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community."	"Through the listed strategies and actions, Palmdale School District will focus on improving engagement of underrepresented families in relation to seeking input for decision-making. The District has also made significant efforts in seeking to honor the contributions, languages, cultures, and needs of both families and staff."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
43696410000000	Palo Alto Unified	3	"In 2018-2019 the district redesigned the Family Engagement Program (FES) to the Student and Family Engagement Program and moved the program to the Department of Equity and Student Affairs. A coordinator was also hired to oversee implementation of the new program. The program has growned and additional positions have been added to meet the needs of our students and community. These changes were implemented based on feedback from surveys sent to families and community meetings. Each site is allocated hours and time, with secondary sites assigned a student coach for targeted populations. The SAFE specialist serves as the link between the school, parents, and community. They will develop and foster community collaborations, as well as provide referrals to community-based services for families. They expand opportunities to families for continued learning, voluntary community service, and civic participation. They guide parents to understand the educational system to become advocates for their children’s education and empower parents to become decision-makers."	"In PAUSD, we value and need family engagement to seek feedback and gain insight for the needs of our students. We utilize town hall meetings, SITE Council meetings, District LCAP meetings, Student Success Academies and surveys from students/staff/parents to seek feedback about student needs and our academic programs. Each school in the district has developed a written family and parent engagement policy. In addition, each school has developed a parent/school compact. Our needs assessment is driven by our family engagement feedback and the California Dashboard as well as from feedback from ELAC meetings. It was very clear to us that our students were struggling from social and emotional issues and which is why, additional support was provided."	"PAUSD understands that training all staff to work collaboratively with parents is essential. PAUSD has expanded the cultural and equity workshop series to include parents, administrators, board members, certificated and classified staff.  At Title I sites  SAFE specialists provide workshops and one on one meetings with parents on current technology to track student achievement, understanding of progress reports, current standards and assessment. The SAFE specialists also accompany parents to teacher conferences when requested. The SAFE specialists ensure that childcare, translation and family needs are communicated to site and district staff. The FES program reaches out to targeted populations at sites through phone calls and home visits. With smaller numbers of migratory families, the full-time district social worker with 10 SAFE specialists, the program is able to reach out to all families of participating students which include; students with disabilities, migratory, foster youth and McKinney Vento students. The social worker meets with families one on one with special circumstances or needs to ensure access to school. The social worker also meets with families when they are leaving and returning to school to help provide transportation, translation, basic school supplies and other needs that may arise. Each SAFE specialist and the district social worker are given site access to these distribution lists to ensure families are contacted, informed and how to participate."	"PAUSD worked directly with and sought input from the parents of Title I students at our Title I parent information nights, through town hall meetings, and with surveys sent to all homes. All of our schools worked with parents and students to develop written family engagement compacts and distributed the final product at parent information nights. Our school district reached out to parents through the SAFE specialists to seek feedback from parents on academic, behavioral, and social issues so families can gain an understanding on such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their students."	"Parental input is received through discussion on how funds reserved for parental involvement activities should be utilized. In addition, Title I parents are included on our LCAP advisory board so we can work jointly with them to enhance our family engagement policy. In addition, we partner with parents at both our ELAC and DLAC meetings and have increased opportunities for the informed participation of parents and family members with disabilities, and parents and family members of migratory children, including providing information and school reports in a format and, to the extent practicable, in a language such parents understand by purchasing software that automatically translates phone messages to the home language identified by the parents on our student information system."	"PAUSD values family engagement to seek feedback and gain insight into the needs of our students. We utilize town hall meetings, SITE Council meetings, District LCAP meetings, and surveys from students/staff/parents to seek feedback about student needs and our academic programs. PAUSD will continue to work with families to determine the best method of communication and provide multiple ways of communicating. In addition, teachers and administrators will continue to receive Unconscious Bias Training to further learn about building positive relationships with our diverse community."	"We also dedicated these funds to expanded summer school programming, credit recovery, instructional materials, and one-time technology purchases. In addition to the engagement of all partners and colleagues as noted in the 2021-2022 LCAP from August-May 2020-2021. We expanded our efforts to engage our partners in several ways during the 2021-2022 school year, between August and January 2022 when other funds became available."	"PAUSD schools conducted monthly meetings, our monthly SSC/ELAC meetings that include students, administration, community partners, classified staff, certificated staff, parents and guardians. We also engaged our DAC/DELAC parent groups during two of our quarterly meetings between June 2021 and December 2021. On February 22, 2022, we had our supplement to the Annual  LCAP Board presentation that involved board members, local community educational partners, parents, students, school staff, and administration to specifically discuss LCAP goals."	"As noted earlier, we routinely obtain feedback in three primary ways- Surveys, Community Forums, District/ Community Group Meetings- to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. Since the pandemic began, we focus on physical and emotional safety for our students. Throughout this emergency response, we surveyed families (March 2021), conducted virtual meetings with ELAC (March 2021), students (August 2021), staff (May and June 2021), and administration (August 2021) and corresponded via web-based tools as we prepared to return to in person learning. Our focus groups, listening meetings, and safety talks resulted in articulating the impact of distance learning on families, students, and staff including social emotional issues as well as academics."	3	4	3	3	4	3	3	2	3	3	3	3	Met	6/21/2022	2022
33671810000000	Palo Verde Unified	3	"Based on data reviewed from LCAP and other input from various stakeholder groups, PVUSD finds its strength is in offering opportunities for two-way communication between families and educators."	"PVUSD finds that its weakness is in supporting staff in learning about the students' and families' strengths, cultures, languages, and the goals for the parents' / guardians' children. PVUSD is placing a focus on first best instruction with secured least restrictive environment for all students to improve this area."	"PVUSD is placing a focus on first best instruction with secured least restrictive environment for all students to improve relationships between school staff and families, while improving engagement of underrepresented families."	"Based on data reviewed from LCAP input from various stakeholder groups, PVUSD finds its strength is in implementing programs that allow teachers to meet with families to discuss student progress and ways to work together to support improved student outcomes."	PVUSD finds that its weakness is in supporting families in understanding and exercising their legal rights and advocating for their own children and all children. PVUSD is offering parent informational nights to address this area and other areas to educate and inform the families and the community.	PVUSD is offering parent informational nights to inform the families and the community.	"Based on data reviewed from LCAP input from various stakeholder groups, PVUSD finds its strength is in building the capacity of its principals in effectively engaging families in advisory groups with decision-making."	"PVUSD finds that its weakness is in providing opportunities to have various stakeholders work together to plan, design, implement, and evaluate family engagement activities at school district levels. PVUSD is offering more opportunities to allow stakeholders to work together to plan and evaluate family engagement activities."	PVUSD is offering more opportunities to allow stakeholders to work together to plan and evaluate family engagement activities.	3	4	3	3	3	3	3	3	3	3	3	3	Met	6/28/2022	2022
54720330000000	Palo Verde Union Elementary	3	Local data and partner input confirm that our greatest strength in building relationships between school staff and parents is that we honor and empower the parent voice at Palo Verde School. We walk the talk. Parents see that their concerns and needs are of the highest priority through formal means such as the School Site Council and English Learner Advisory committees and through the LCAP development process. They see their concerns and needs addressed in specific actions and services funded through the district budget.	"Our focus for improvement is to continue to expand and enhance opportunities for our educational partners to be heard and to provide leadership in the schooling of children at Palo Verde School. The pandemic response over the past two years had a definite impact and getting back to normal means not just getting back to pre-pandemic realities, but mitigating the impact of the pandemic on processes at our school."	We will continue improvement efforts through communication and feedback loops and increased opportunities for meaningful involvement and training for staff and parents.	"Palo Verde enjoys very active, positive, and continuously expanding parent involvement in our school and the education of their children. Each year we have increased the number and type of parent engagement opportunities with the result that more and more parents are actively engaged each year with annual increases in parent participation in school and decision making, parent education and training to help their children succeed in school, and student participation in school wide and countywide academic showcases and competitions aligned with state standards."	The focus for improvement is to identify and mitigate gaps created and/or exacerbated by the pandemic response. Parents and staff are concerned with the impact of social/emotional losses suffered by students during the pandemic. Mitigating the impact of lost social/emotional learning is the number one priority in the area of building partnerships for student outcomes.	"We will utilize existing structures and feedback mechanisms of School Site Council, English Learner Advisory and LCAP development to improve and enhance opportunities, training, and participation."	"Palo Verde tracks the following measures to assure that all parents actively participate in school and district decision-making: • participation rate in parent training/involvement opportunities schoolwide and subgroups; • availability of parent training/involvement opportunities in school and district decision-making school wide and subgroups; • participation rate in parent training/involvement opportunities in school and district decision-making schoolwide and subgroups; • parent involvement in decision-making school and district of parents of unduplicated count students and of students with exceptional needs. • Availability of and participation in parent involvement training by teachers, staff and administration; • Availability of and use of interpretation and translation service These measures were selected because they are most likely to be good indicators of parent involvement at our school and because they also give us feedback for improvement. These are all incorporated into our LCAP goals and supported by LCAP actions and services."	"The focus for improvement is to continue to recruit, train, and enhance empowered educational partners in all aspects of classroom, school and district decision-making."	The district will expand and enhance parent and staff training opportunities and methodologies.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/15/2022	2022
19648650000000	Palos Verdes Peninsula Unified	3	"PVPUSD works hard to build relationships between staff and families. Based on local data, 60% of parents felt that the district worked hard to cultivate a supportive environment. In addition, 67% of parents and 50 % of teachers stated that the District worked to foster a culture of continuous improvement. 67 % of teachers responded to having a positive, welcoming environment."	"A continued goal for our district is supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. In addition, local data indicated that the District can improve in 2-way communication between families and educators. While the district continues to ensure communications are understandable and accessible to all families, it is an area of improvement that we are continuing to work on."	The District will improve engagement with underrepresented families in relation to building relationships between school staff and families by improving our 2-way communication by using language that is understandable and accessible to families.	"Educational partners stated numerous examples of ways in which the District was building partnerships for student outcomes This included having various committees to learn about ways to work together to improve student outcomes. Some committees are the superintendent roundtables, the District DELAC, the LCAP, and the school board's ""Coffee with a board member"". As well, educational partners agree that communication is better than ever as parents can email teacher or administrators at any time to discuss building partnerships for student outcomes. Principals have many ways of communicating with families and providing information such as their newsletters, parent nights, and PTA meetings."	"An area of improvement for the District is providing families with information and resources to support student learning and development in the home and beyond the school day. While the district has offered information nights to support learning and development beyond the school day, these events are not always well attended."	"Educational partners suggested considering the times that meetings were held to ensure that most families could attend. In addition, the district will consider holding events back in person versus zoom as the possible low turnout could be related to being online."	"The district works hard to seek input for decision making and this has been seen by the various committees, which include: Budget Advisory Committee, Facilities Advisory Committee, Local Control Accountability Plan Committee (LCAP), Citizens' Oversight Committee for Measure M (COC), District English Learner Advisory Committee (DELAC), Nutrition and Wellness, Technology Advisory Committee, Sustainability Committee, Medical Professionals Meetings, Elementary Parent Committee Meetings, Intermediate Parent Committee Meetings, High School Parent Committee Meetings, Staff Meetings, Special Education Parent Advisory Committee, Elementary Music Committee, Curriculum Committee, High School Student Roundtable, and Intermediate Student Roundtable. The committees are comprised of teachers, parents, staff, administrators, and board members. Committee notes are posted on the website for all to view, and these committees are open for anyone interested to apply."	A focus for improvement will be building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. This will be accomplished through a leadership summit over the summer along with ongoing principal meetings throughout the year.	"The district will improve the engagement of underrepresented families by identifying who is providing input. If underrepresented families are not included, the district will work to seek their feedback to ensure their voice is heard."	4	4	3	5	4	4	4	4	4	4	4	4	Met	6/22/2022	2022
15633620000000	Panama-Buena Vista Union	3	"PBVUSD has a variety of structures in place for teachers and families to meet and discuss student progress through Student Success Team (SST) meetings, parent-teacher conferences, Back to School Night, Open House, and other activities such as math, literacy, and AVID family nights. The District will continue to develop opportunities for teachers, administrators, and parents to attend professional learning events to increase school-family partnerships and providing strategies for families to support student learning in the home. The District will be using an intervention counselor as a resource for both staff and families, and to develop family engagement activities with a focus on providing access and engagement of underrepresented families."	"The Panama-Buena Vista Union School District (PBVUSD) has implemented the use of a digital communication system that is dedicated to engaging its parents, families and community in a convenient and efficient way. This digital communication system allows district and school site staff to communicate with parents and families in preferred languages, increasing the quality and accessibility of 2-way communication. PBVUSD also engages parents and families in a variety of events and activities at both the district and school site level designed to increase parent partnerships and involvement. The District is beginning to develop systems to better identify and engage families that are underrepresented, which includes an intervention counselor whose focus is family engagement activities."	"Through the use of district and site level advisory groups such as School Site Councils (SSC), District Advisory Council (DAC), English Learner Advisory Council (ELAC), and District English Learner Advisory Council (DELAC), Local Control Accountability Plan (LCAP) activities, and Board of Trustee meetings, families have multiple opportunities to provide input on policies and programs. Families are encouraged by the District and school sites to participate in and attend advisory group meetings as well as parent engagement activities. The District would like to better identify and target families who have not previously participated in activities in order to engage all families."	"The District builds the capacity of all participating schools within the LEA in planning and implementing effective engagement activities by inviting parents and family members to become committee or advisory members for the following: planning safety at the schools, School Plan for Student Achievement (SPSA), English Learner Advisory Committee (ELAC), Schoolsite Council (SSC), and Parent Club. Parents and family members are encouraged to access the district website, ParentSquare, and District Twitter for school and district information. Each school gathers with input from parents, staff, and committee and advisory members to meet their students' needs. School sites identify their unique parent engagement needs in the School Plan, using the SWIFT FIA. District-level staff use this information to target and develop activities determined to have a universal effect. District staff also provide technical assistance and support to ensure family engagement requirements are being met and implement strategies outlined in the school plan.   PBVUSD works with the following community organizations and individuals due to their expertise in effectively engaging parents and family members in education related to their students:  • Fresno State's Parent University  • Henrietta Child Guidance  • First Five Kern  • Community Action Partnership  • California Association for Bilingual Education (CABE) ""Project 2 Inspire"""	"The District involves parents and family members in the joint development of the Local Control and Accountability Plan (LCAP)/LCAP Federal Addendum and the development of school support and improvement. Review of and comments on the LCAP/LCAP Federal Addendum are encouraged through discussions with the DAC, DELAC, School Site Councils (SSC), and other educational partner meetings/listening posts. Parents and families are provided surveys where they can provide the District feedback regarding the LCAP goals. Information about the LCAP/LCAP Addendum is shared through local Board of Education reports, through the District's website, LEA report card, and through reports at DAC and DELAC meetings on each school's progress in meeting all accountability measures and in the annual evaluation of the LCAP/LCAP Addendum. Parents have the opportunity to address the Board regarding the LCAP at a separate public hearing held before the scheduled Board meeting to review and approve the LCAP. The district will continue to focus our efforts on increasing the percentage of parents and stakeholders in providing the district with input on district plans and decisions to further improve student outcomes."	"The Panama-Buena Vista Union School District involved multiple educational partners utilizing a variety of opportunities for input throughout the LCAP process. Surveys were provided to all parents/guardians of students currently enrolled in both English and Spanish. An invitation via email and text alert was sent to staff members in the spring of 2022 sharing input opportunities, and students participated in an online survey as a classroom activity. Educational partners were able to address the Board on the LCAP during the Public Comment portion of the meeting.  The District met with the District English Language Advisory Committee (DELAC) and reviewed the 2021-2022 LCAP as well as the proposed 2022-23 LCAP during the regularly scheduled monthly meeting. Committee members were provided information regarding the LCAP process and were able to review and explore the LCAP goals, actions, and services. Data concerning the progress of English learners (EL), Long-Term English learners (LTEL), and Re-designated Fluent English Proficient (RFEP) students were provided. Committee members were also given timely information regarding parent and educational partner meetings, surveys, and input opportunities. Our DAC and DELAC groups did not submit any questions regarding the input sessions; therefore, the superintendent did not need to respond to any questions in writing.   Community and educational partner feedback on the LCAP was gathered in conjunction with Panama-Buena Vista Union School District's LCAP zoom webinars, which included opportunities for various staff members as well as collective bargaining units (CSEA, PBVTA, and Teamsters) to participate. The intention of the zoom webinar was to provide the groups an opportunity to participate in a review of previous actions and to provide input regarding future LCAP goals, actions, and services.   Essential to the success of the LCAP is the active participation of all educational partners: our district SELPA, parents, students, employee groups (certificated and classified), administrators, industry partners, and community leaders. Thoughtful and open communication regarding how to address and overcome the challenges facing students today, especially those who are typically under-served and/or at risk, provides the necessary input and collaboration to maximize student learning.   To improve engagement of underrepresented families, the district will continue to provide several input session offerings at various times of the day and evening in both English and Spanish to reach more families. We will continue to offer input sessions virtually so that parents may attend meetings virtually in a setting more conducive to their daily life."	"The Panama-Buena Vista Union School District involved multiple educational partners utilizing a variety of opportunities for input throughout the LCAP process. Surveys were provided to all parents/guardians of students currently enrolled in both English and Spanish. An invitation via email and text alert was sent to staff members in the spring of 2022 sharing input opportunities, and students participated in an online survey as a classroom activity. Educational partners were able to address the Board on the LCAP during the Public Comment portion of the meeting.  The District met with the District English Language Advisory Committee (DELAC) and reviewed the 2021-2022 LCAP as well as the proposed 2022-23 LCAP during the regularly scheduled monthly meeting. Committee members were provided information regarding the LCAP process and were able to review and explore the LCAP goals, actions, and services. Data concerning the progress of English learners (EL), Long-Term English learners (LTEL), and Re-designated Fluent English Proficient (RFEP) students were provided. Committee members were also given timely information regarding parent and educational partner meetings, surveys, and input opportunities. Our DAC and DELAC groups did not submit any questions regarding the input sessions; therefore, the superintendent did not need to respond to any questions in writing.   Community and educational partner feedback on the LCAP was gathered in conjunction with Panama-Buena Vista Union School District's LCAP zoom webinars, which included opportunities for various staff members as well as collective bargaining units (CSEA, PBVTA, and Teamsters) to participate. The intention of the zoom webinar was to provide the groups an opportunity to participate in a review of previous actions and to provide input regarding future LCAP goals, actions, and services.   Essential to the success of the LCAP is the active participation of all educational partners: our district SELPA, parents, students, employee groups (certificated and classified), administrators, industry partners, and community leaders. Thoughtful and open communication regarding how to address and overcome the challenges facing students today, especially those who are typically under-served and/or at risk, provides the necessary input and collaboration to maximize student learning.   Over the course of the school year, P-BVUSD provided various opportunities for educational partners to convene and provide input. Educational partners were able to address the Board at regularly scheduled board meetings and/or provide feedback via email to the open email address or U.S. mail as well."	"The District involves parents and family members in the joint development of the Local Control and Accountability Plan (LCAP)/LCAP Federal Addendum and the development of school support and improvement. Review of and comments on the LCAP/LCAP Federal Addendum are encouraged through discussions with the DAC, DELAC, School Site Councils (SSC), and other educational partner meetings/listening posts. Parents and families are provided surveys where they can provide the District feedback regarding the LCAP goals. Information about the LCAP/LCAP Addendum is shared through local Board of Education reports, through the District's website, LEA report card, and through reports at DAC and DELAC meetings on each school's progress in meeting all accountability measures and in the annual evaluation of the LCAP/LCAP Addendum. Parents have the opportunity to address the Board regarding the LCAP at a separate public hearing held before the scheduled Board meeting to review and approve the LCAP. The district will continue to focus our efforts on increasing the percentage of parents and stakeholders in providing the district with input on district plans and decisions to further improve student outcomes."	"The Panama-Buena Vista Union School District involved multiple educational partners utilizing a variety of opportunities for input throughout the LCAP process. Surveys were provided to all parents/guardians of students currently enrolled in both English and Spanish. An invitation via email and text alert was sent to staff members in the spring of 2022 sharing input opportunities, and students participated in an online survey as a classroom activity. Educational partners were able to address the Board on the LCAP during the Public Comment portion of the meeting.  The District met with the District English Language Advisory Committee (DELAC) and reviewed the 2021-2022 LCAP as well as the proposed 2022-23 LCAP during the regularly scheduled monthly meeting. Committee members were provided information regarding the LCAP process and were able to review and explore the LCAP goals, actions, and services. Data concerning the progress of English learners (EL), Long-Term English learners (LTEL), and Re-designated Fluent English Proficient (RFEP) students were provided. Committee members were also given timely information regarding parent and educational partner meetings, surveys, and input opportunities. Our DAC and DELAC groups did not submit any questions regarding the input sessions; therefore, the superintendent did not need to respond to any questions in writing.   Community and educational partner feedback on the LCAP was gathered in conjunction with Panama-Buena Vista Union School District's LCAP zoom webinars, which included opportunities for various staff members as well as collective bargaining units (CSEA, PBVTA, and Teamsters) to participate. The intention of the zoom webinar was to provide the groups an opportunity to participate in a review of previous actions and to provide input regarding future LCAP goals, actions, and services.   Essential to the success of the LCAP is the active participation of all educational partners: our district SELPA, parents, students, employee groups (certificated and classified), administrators, industry partners, and community leaders. Thoughtful and open communication regarding how to address and overcome the challenges facing students today, especially those who are typically under-served and/or at risk, provides the necessary input and collaboration to maximize student learning.   To improve engagement of underrepresented families, the district will continue to provide several input session offerings at various times of the day and evening in both English and Spanish to reach more families. We will continue to offer input sessions virtually so that parents may attend meetings virtually in a setting more conducive to their daily life."	4	5	4	4	3	4	4	3	4	4	4	3	Met	6/14/2022	2022
35675200000000	Panoche Elementary	3	"During the 2021-2022 school year Panoche School administered a Parent Survey to parents of all students.  The survey included questions regarding the level to which parents felt encouraged to become involved in school-related activities, their satisfaction with school/campus safety, and the extent to which they felt the learning needs of their child were being met."	"The LEA continues to focus on improving safety and security on campus, as well as providing opportunities for Families to feel comfortable becoming more involved in their children's' education."	The reluctance of underrepresented families to engage is often informally reported as having to do with a language barrier. The LEA's LCAP details plans to educate staff in the Spanish language.	"Panoche’s very small enrollment allows for daily interaction between the teacher/principal and parents, increasing the strength of the relationship between parents and staff."	Informal discussion with parents/guardians indicate a common desire for more complete and frequent communication between home and school regarding student success and areas identified for improvement.	The LEA will be implementing mid-trimester progress reports to keep all families better apprised of student outcomes throughout the school year.	"Stakeholder surveys and monthly board meetings were used as the main venue to solicit parent input for decision-making. In addition, Back to School Night was held to review school and LCAP goals and seek input from parents about the actions in the LCAP to meet those goals."	The LEA's focus area  for improvement in Seeking Input for Decision Making centers around increasing parental attendance of and involvement in monthly school board meetings.	"Continuous outreach continues through daily conversation, in-person invitation and reminders of upcoming School Board meetings,  and bilingual home-school communication."	4	4	3	3	4	3	4	4	4	3	4	4	Met	6/20/2022	2022
04615316112999	Paradise Charter Middle	3	"A key component of the PCMS charter mission is partnering with parents in their child(ren)'s education to develop a culture that emphasizes character development and provides opportunities to succeed and enhance the greater community. Strengths identified in 2022, include building trusting relationships, creating a welcoming environment, and engaging in two-way communication. PCMS strives to strengthen relationships with and elicit feedback from families through a process of surveys and personal interviews with site administration. PCMS also consistently uses the Remind app to allow for two-way communication and sends out a monthly newsletter to families to provide school updates. Future newsletter editions will include strategies for parents to support their student's academic and social-emotional needs. PCMS intends to host a community event each spring and invite currently enrolled and newly enrolling families for a BBQ dinner that will include a new family orientation. This event will provide opportunities for new families to hear the vision/mission of the school, and learn about opportunities to be actively involved in the decision-making process."	"PCMS has room to improve in all areas of building relationships with families, however, the area that most needs to be addressed is expanding conference opportunities to increase communication directly between teachers and parents. PCMS will pilot a student-led conference model and elicit feedback from families regarding parent/guardian strengths that support student learning and goals for their students moving forward."	"PCMS added a self-identification question to the spring survey so data could be disaggregated by student group. As PCMS reviews data with educational partners, a local procedure will be developed to address any student groups with low response rates. If response rates are low, PCMS will make calls to families to offer 1:1 support for the completion of the survey. All families meet with the executive director, annually. In spring 2022, the executive director added a self- identification question in order to better identify specific trends and needs. PCMS is actively working to revise its charter to ensure enrollment demographics match Paradise Unified. This process will include making enrollment for low-income families a priority. Low-income families are also supported by receiving priority for admission to the after-school program. The school also makes hotspot distribution a priority for low-income families so learning can continue in the home."	An area of strength is supporting families with information and resources that support learning and development at home. Teachers post information on the school website and use Google Classroom to support off-site learning.	"Areas for improvement include implementing policies, procedures, and/or programs in which teachers and families will meet to discuss student progress and ways to work together to support improved student outcomes. PCMS also needs to strengthen the school program by supporting families' understanding of their legal rights and ways they might advocate for their own students and all students. PCMS will implement student-led conferences to support this priority and will improve the monthly newsletter by adding information relevant to parent and family engagement requirements addressed in the Local Indicator Report."	"As stated in item 3 above, PCMS has implemented a self-identification question in the annual parent survey so data can be disaggregated and needs can be addressed. In addition, site administration is meeting with individual families to elicit feedback. Questions that guide these conversations are being reviewed and revised to address these specific requirements and shape the school culture/programs to better address the needs of families."	"PCMS supports parent decision-making with a monthly PLC and with the implementation of the new family orientation. Again, parents will be invited to participate in the PLC and other onsite opportunities with the support of site administration. In spring 2022, PCMS revised and rolled out an annual spring survey to elicit specific feedback for LCAP development."	"The LEA will continue to focus on improving outcomes with a new family orientation and 1:1 interview, as described in previous sections."	PCMS will continue to ask families to self-identify to better document trends and needs to be addressed during LCAP development.	3	3	2	3	2	3	1	1	2	1	2	3	Met	6/28/2022	2022
04615310000000	Paradise Unified	3	"Following the Camp Fire and COVID families continued to need a return to normal.  This school district has been the safe place for families as well as a source of hope in our community.  During the Camp Fire approximately 14,000 homes were lost.  Our enrollment dropped from 3,200 to 1,450.  At this time approximately 2,000 of the 14,000 homes lost have been rebuilt.  We are often looked to as the leading organization in the rebuilding process.  This has brought many families to our communities and has helped us establish relationships.    On top of this school culture always remains a priority.  Each of our elementary schools provide multiple family nights, as a district we partner with local businesses to provide Thanksgiving dinners, and we have opened up our new tennis courts and other facilities for community use.  PUSD's student services department continues to function at high levels.  This department works in conjunction with our SARB board to assist and connect families to necessary resources so that students not only get mental health services, but also other basic needs met.  PUSD also has a part time administrator who works on grants with a focus on bringing SEL support to our community.  Most recently a grant for $250,000 to support a multi-year program to provide additional counselors throughout our district."	"Over the past year multiple surveys for staff, families and students have been provided.  What is consistent is the need for additional counselors.  This has been asked for and PUSD has provided.  As mentioned above grants have been sought to provide what is asked for.  Additionally PUSD has hired an additional staff to focus on attendance and community outreach.  This position includes increasing the number of home visits, participation in community events, and the Thanksgiving Basket Brigade.   Our high school has started work with a group called Inflexion.  Inflexion is a group that support culture building through a process that reaches out to the community for community input.  With input from the community, students, and staff three axioms are identified.  One of the axioms is Connected.  So for the past month the focus is on how staff connect with students and parents.  PUSD is also frequently invited to the Town of Paradise Council meetings and the Upper Ridge Community meetings.  During these meetings we get the opportunity to share the district's progress, but more importantly listen and respond to community questions."	"Building relationships has been a strength in Paradise Unified and has grown since the Camp Fire and COVID. Stakeholder input is greatly valued and sought after at the site level and the district level. At the site level, each site has a Site Council that is part of the decision body and a Parent Club that is focused on building the culture and community of the school. There is a Parent/Community Council and Employee Council at the district level that meets monthly with the Superintendent.  Each year our secondary counselors meet with students and their families to review the student's academic plans. At the high school, intervention courses have been put in place to support all learners. This includes students who are failing to meet the requirements for sports. When a student is put on academic probation, a meeting is held with the intervention teacher, content teachers, and families.  Surveys to all stakeholders are used to gather input regarding student, staff, and community needs. An example of this is the most recent survey regarding the use of our COVID-19 related funds. All stakeholders were given a survey asking for input on the needs of students and how to use funds to best address the needs. PUSD then shared the surveys with the stakeholder groups, and the plan was developed on their needs.  Two years ago PUSD received a letter from seven of our graduates. This prompted the development of the Social Justice Committee.  Throughout last year this group met each month to hear from underrepresented families.  This year the committee continues to meet and is being run by two teachers.  The content around the letter was regarding social injustices and systemic racism. The committee helped organize a book club focused on racism, staff development opportunities, and staff meetings in which members of the graduates spoke to the staff whom many were their previous teachers.  The focus area for PUSD will continue to be on our Special Education, English learners, Foster Youth, and Homeless populations."	"Since the Camp Fire and COVID, PUSD has become a hub for the community.  Many people are watching what we do in the anticipation of rebuilding the community.  Stakeholder input is a priority and is gathered at the site level and district level.  This is done through Parent Club and Site Council at each site and through Superintendent meeting that are held monthly.  PUSD is also involved in many town meetings, which include Town Hall, community wide evacuation planning, and partnerships with the local community college and university.   Additionally the high school's work with Inflexion and the development of the culture of the high school have proved to be positive for the community."	"As with most communities a viable workforce has decreased.  This has been shared by many local businesses.  Parents and students have also asked for additional Career Technical Education Programs as well as work experience for our students.   A recent community project that is being worked in is a Community Expo.  There are approximately 20 local partners involved with this activity and the focus is educating our students in 5th through 12th grades on the job market beyond high school.  As we move through this process we have also brought in members from Butte College and Chico State to help with developing pathways to not only provide practical hands on experience that directly relate to the workforce, but also that provide for education beyond high school."	"PUSD will continue to gather information throughout the year.  This will be done through site and district meetings as well as student, parent, staff, and general community surveys.  When developing these committees an effort is made to reach out to unrepresented families for participation and input.   Our Social Justice Committee will continue to play an important role in reaching our underrepresented families.  While the goal of this committee is focused on equity, families get to have their voice heard in a small setting.  Many times it is concerns or incidences that have come up at our sites.  When this happens it gives us an opportunity to reach and have further discussion so that we can help repair any negative impacts that may have taken place or support in someway that we currently are not."	"Each school site has parent committees and Site Council Committees. The parent committee focuses primarily on building community and culture. The efforts are placed on improving engagement for students and families. Examples of student engagement may include the student store. For parents/families, an example may consist of a movie night or STEAM night. At the high school level, sports add another layer for parent engagement through the booster club. At the high school level, approximately 60 percent of our students are also athletes."	"In the past we have heard from families that we have too many surveys.  We have also heard that it is difficult to make some of our meetings.  To resolve the second comment we have made an effort to provide opportunities for community to zoom in.  This is dones at some Site Council Meetings and Parent Club Meetings, and all Board Meetings."	"I continue to see our Social Justice Committee play an important role in engaging our underrepresented families.    Over the past year we have also seen a growth in our Special Education population.  Currently our percent of Special Education students is very close to 23 percent.  Pre-fire we were near 15 percent.  In an effort to hear their voice and help address the needs of this group, creating multiple meetings throughout the year would improve this communication.     SPED Meetings"	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
58727360121632	Paragon Collegiate Academy	3	"Through surveys, Paragon Collegiate Academy has learned that the relationship between school staff and families is strong. The school offers various opportunities for families to come and share their thoughts on all aspects of our school. An all call message is sent every time there is an event taking place or if we simply want to relay critical information to our families."	Paragon has learned that we need to strengthen our services when it pertains to families helping their children with homework. We are also looking to improve on educating parents on issues such as social-emotional health and bullying.	Paragon recognizes the fact that underrepresented families must be kept informed. The school will schedule meetings and gatherings in both English and Spanish to include those families that need assistance. Paragon also works closely with Yuba County Office of Education when working with foster youth. And the hiring of a full time school psychologist will assist in working with families of students on IEP and 504s.	Paragon has a open communication with outside organizations that work with our students. These include outside counseling and/or behaviorists. Paragon is proud to have an effective partnership with these organization. P	Paragon's focus is to improve on searching for organizations that will come in and assist with student outcomes. These include outside tutoring services and literacy coaches.	Paragon will improve the engagement of underrepresented families by communicating clearly with those families and inviting them to events that will improve student outcomes. Paragon will focus on seeking for these families and reaching out to them.	"Paragon appreciates input from all stakeholders. Currently, Paragon administration allows input from community members at our monthly board meeting. Paragon also provides time during PTSA (parent organization) meetings for parents and community members to share input about our school."	Paragon is focusing on expanding the opportunities for community input. The school will offer more opportunities through surveys and town hall meetings to offer input to school leaders.	Paragon will continue its search for underrepresented families through surveys and invitations to school events.	5	5	5	5	5	4	5	5	4	3	4	4	Not Met	10/6/2022	2022
19648730000000	Paramount Unified	3	"Strengths and Progress  In the area of “Building Relationships”, engaging in two-way communication between families and educators using language that is understandable and accessible to families was identified as a strength. Two-way communication includes phone calls via a district wide system, written materials, conferences and meetings. PUSD has made progress in two-way communication by purchasing headsets for in-the-moment translation at meetings and presentations. This allows parent participants and presenters to interact during the presentation without the delay of listening to messages twice before responding. Such practices encourage parents to participate and validate their participation."	"Focus Area for Improvement  While all areas were rated as ""Full Implementation,"" PUSD has identified supporting staff to learn about each family's strengths, cultures, languages, and goals for their children as focus for improvement. PUSD will engage in districtwide training to address this need."	"Plan for Improvement  The district is providing opportunities for staff to attend culturally proficiency training. Focus on cultural proficiency will provide staff members the necessary tools to effectively work with families as partners and build on each family's strengths, cultures, and languages."	"Strengths and Progress  Implementing policies and programs for the teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes is a strength for PUSD. Annual parent conferences provide opportunities for parents and teachers to work together to support student outcomes. School sites at the secondary level are staffed with counselors who discuss student's academic, social, and emotional needs.  Parents are presented with student assessment data throughout the school year. PUSD recognizes the importance of ongoing communication with families and understands that time constraints can prevent parents and teachers from meeting throughout the year. As a result, the district provides Schoology, an online platform, for parents and school staff to communicate. Schoology also provides a platform where parents can access student achievement data.   In addition to the meetings and platforms to share student data, each school holds parent meetings and workshops that support parents as partners in education. Workshop topics include AVID, literacy, math, progress reports, A-G requirements, and the college application process, among others. Topics are determined based on parent interest."	"Focus Area for Improvement  Supporting families to understand and exercise their legal rights and advocate for their own and all students continues to be an area of need. Information on this topic is presented at School Site Council, English Language Advisory Committee, and Individualized Education Plan. Parent rights are disseminated annually through Student/Parent Handbook and annual notification letters. Additionally, some schools offer parent classes/workshops that focus on parents’ legal rights. While information is disseminated annually and at various meetings and workshops, PUSD recognizes the benefit of supporting more families in this area."	"Plan for Improvement  While PUSD has implemented platforms to support school parent communication, it still remains a challenge. As a result PUSD is planning to launch a new system for this purpose called Parent Square. The system will be user-friendly and allow for two-way communications through an app.  Each school site will resume in-person parent engagement events, thus providing more opportunities for families and school staff to work together. Additionally, sites are offering in-person and virtual meetings. This blended approach will reduce some of the barriers families experience when they want to participate in school-related meetings and events."	"Strengths and Progress  In the area of “Seeking Input for Decision Making,” building capacity and support for family members to effectively engage in advisory decision-making was identified as a strength. Training for members of School Site Council, English Language Advisory Committee, District English Language Advisory Committee, and Parent Teacher Association is offered at each school. Annually, the district provides professional development for key school site staff on requirements for School Site Council, English Language Advisory Committee, and District English Language Advisory Committee. The LCAP Committee and Parent Advisory Committee receive information on how the LCAP is used for services that address the eight state priorities."	"Focus Area for Improvement  PUSD identified providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. While family engagement activities are planned and implemented, a more collaborative system will provide more meaningful activities."	"Plan for Improvement  More opportunities are planned for active parent input. At least two large districtwide LCAP meetings are planned with the goal to increase the number of parents in attendance. Additionally, each school site will hold an LCAP meeting designed to gather input. The locally planned meetings will be designed to encourage families to gather at their child's school, which is more comfortable than a very large venue."	4	4	4	4	4	4	4	4	4	4	4	3	Met	6/22/2022	2022
10623640000000	Parlier Unified	3	Parlier Unified School District progress towards building relationships between school staff and families has improved as a result of the purposeful work that school sites have done to increase communication through  the use of a variety of tools.  Input from educational partners indicates that families are receiving information in different forms to accommodate the families access to information.  The district's collaboration between the school site and the Family and Community Engagement Coordinator has also strengthen the relationship between our educational partners and schools.  The Family and Community Engagement Coordinator has helped bridge the communication by providing staff and parents with strategies that provide school staff with tools to improve and enhance communication.	"Parlier Unified School District main focus area for improving and building relationships between school staff and families is providing connectedness.  The district's focus on family and school connectedness is at the core of all parent and family engagement.  Local data indicates that educational partners have seen an increase in the number of opportunities to participate in school meetings, events, and parent workshops.  Input from educational partners has shown that the school district's effort to provide parent workshops at different school sites has really increased access to resources for families.  The district's focus on connectedness is further supported by the input and support provided to school staff in the support provided to staff through their participation in workshops, parent meetings, and involvement in district-wide sponsored family engagement events."	"Parlier Unified School District will continue to provide parent workshops that are focused on educational partner input for workshop topics.  The district's focus on improving parent engagement will be on the identification of families who may not be well represented at school and district parent engagement events.   The process for improvement will include the collaboration between school sites, the district's Family and Community Engagement Coordinator, and continued input from parents.  The district will also work on refining the systems and protocols for identifying student groups whose parents may not have access to school and district information.  Family outreach will also be pivotal in the district's work towards the identification and outreach of families who may not participate in school and district events due to mobility issues that impact their access to information."	"Parlier Unified School District has worked towards building relationships with our educational partners by hiring a Family and Community Engagement (FACE) Coordinator as a way to build a bridge and connect with parents and community members.  This has helped to bridge the communication between schools, district, and home.  The F.A.C.E. Coordinator and support staff have been able to connect with outside entities to bring services and resources to families in our community.  Opportunities to attend parent trainings has made easier by providing childcare and resources in Spanish.  The district's actions and focus on improving the connections with parents utilizing a coaching approach has been instrumental in working with our educational partners by improving communication and providing them with tools on how to access school resources."	Parlier Unified School District will focus on continuing to build relationships with all educational partners and their families by expanding on parent outreach through the continued parent engagement projects facilitated by the district's Family and Community Engagement Coordinator.  The district will also focus on refining and seeking new ways to increase educational partner input for the decision-making at the district and site level for all students.  Parlier Unified will also continue the focus on strengthening the home to school connection by expanding on the tools it utilizes to communicate with school and community educational partners.  Parent workshops will also be expanded to include topics that are relevant to our community needs and provide parents with the necessary tools to engage with their child's school and staff.	"Parlier Unified School District will work on the identification of families that are not fully participating in school and district events, meetings, trainings, and other districtwide offerings.  Once underrepresented families have been identified, Parlier Unified School District will utilized a variety of communication tools to reach families in order to build the bridge between the schools and community.  The district will provide an array of opportunities for parents to attend family engagement meetings facilitated by our district's Family and Community Engagement Coordinator.  Opportunities for engagement will be provided at multiple school sites and meeting times to accommodate working family schedules.  Parlier Unified will provide underrepresented families with training on how to access school resources, communicate with school staff and administration, and build their capacity to work with other parents."	Parlier Unified School District's progress towards seeking input from educational partners has improved as a result of providing parents with a variety of ways to access meetings and information.  Providing access to information and seeking input through a variety of modes of communication has increased the number of parents who can participate in decision-making school committees.  This process has also allowed for improvements in the evaluation of school programs through the critical input and involvement of parents.  The district's continued focus on developing systems of communication and parent involvement have been instrumental in the progress towards ensuring our educational partners' input is part of the cycle of continuous improvement.	"Parlier Unified School District is committed to the continuous improvement in seeking input from all educational partners.  Based on the collected input data, the district has determined that improving or increasing input for decision-making will require the district to focus on providing continuous parent workshops and trainings on how to access and maximize the use of the district's digital resources.  There is also a need to revisit the district's parent workshop topics to reflect current educational partners and community needs.  The district will also focus on working with all school sites to continue to build their communication with parents by providing them with their child's academic and behavioral progress on a timely manner."	"Parlier Unified School District will continue to work on improving engagement of underrepresented families by consistently reviewing engagement data in order to monitor groups of families who may not be participating in school and district workshops, meetings, and/or events.  The district will also provide family outreach through home visits and multiple forms of communication.  The district will continue to work on identifying needs and access issues while utilizing that information to design/plan school and district events and meetings at scheduled times that accommodate the access needs of underrepresented families.  The district will also utilize the Family and Community Engagement Coordinator and other support staff to provide underrepresented families with the tools and information necessary to access school resources and increase communication with school staff."	4	5	5	5	5	5	5	4	5	4	4	4	Met	6/28/2022	2022
19648810113894	Pasadena Rosebud Academy	3	"Our business model at Pasadena Rosebud Academy Charter School (PRACS) is to provide quality customer service. School staff and families are a part of cohesive school culture that work collaboratively to educate students enrolled in (PRACS). We have built and cultivated family and staff relationships by maintaining small class sizes. Small class sizes help us connect with our students and their families with relative ease. Our school culture promotes positive engagement and collaboration among staff and administration which creates a desirable climate in which to work.   We begin our school year with Meet and Greet where students and parents get to meet their new teacher before the first day of school which creates a positive and healthy introduction.  PRACS also hosts an annual Back- to-School Night for parents that allows them to understand what their child will be learning throughout the school year and how they can work with the teacher to support their child’s needs. Our teachers meet parents twice a year for Parent Conferences to discuss the academic progress of students. Impromptu meetings with staff and teachers are available to parents as part of our open-door policy. Throughout the year, we host programs where parents and students gather to connect with other families and build lasting relations with our school staff. Parent Teacher Organization (PTO) meets once a month. The PTO sponsors assistance to teachers in the classroom setting, raises funds for supplemental educational materials and experiences, supports school and family social interaction, and provides a non-biased forum for sharing information on issues that impact our students. As a daily ritual that supports our friendly and welcoming environment, our scholars are met each morning with a greeting and positive affirmation as they enter the school.  With our efforts, we are making progress towards receiving more parent participation with attendance of our PTO meetings."	"The focus for improving relationships between school staff and families is on maximizing engagement. The school offers parent education classes that are designed to train parents to create supportive and positive learning environments for their children that will stimulate their physical, intellectual, social and emotional growth. This year, we initiated Coffee with the Director once a month so parents can get to know the director and the administrative team in an informal setting. We aim to organize parent socials once every quarter for parents to meet other parents in an informal setting. Once a month, a staff member will plan an informal gathering for employees to socialize outside of the school setting."	"The majority of the families at PRACS are underrepresented. Improving engagement between school staff and families is always a focus. We understand that the bond between school staff and families provides the best support for students.  Cultural awareness is key to building relationships. It is knowledge and essential to getting along and promoting racial harmony.  At PRACS, students learn about cultural differences, by celebrating what they share and embrace life together, united as a human race. Through our Cultural Perspective Program students gain tolerance, self-respect, and respect for others. The staff of PRACS also participated in an year long Professional Development: Dismantling Racism in Education. The focus of the professional development was to help teachers and staff to create anti - racism classrooms and an anti-racist school. It also focused on celebrating our differences, and bridging cultural divides."	"Pasadena Rosebud Academy believes that educational partnerships are critical to maximizing student achievement and supporting the social-emotional and academic growth of students. Over the years we have fostered strong on-going partnerships with organizations and businesses that support the school’s mission  and vision.   Junior Achievement: PRACS partners with Junior Achievement to provide lessons in financial literacy, work and career readiness, and entrepreneurship that are shown to positively impact the lives of young people. These lessons align with national and state educational standards and are delivered to millions of students across the country with the help of our education partners and volunteers from the local community. Pasadena Service Federal Credit Union: To support our financial literacy program, we have partnered with a local bank, the Pasadena Service Federal Credit Union. Students are encouraged to open savings accounts with the bank and they are able to make deposits in the office at school. Steam Coders: STEAM CODERS aims to introduce  students to the fundamentals of (Science, Technology, Engineering and Math (STEAM), by  teaching logic, critical thinking, and problem solving. Pasadena Unified SchoolDistrict/CalFresh: PRACS partnered with CalFresh to bring nutrition education for 4th & 5th graders. The CalFresh grant has provided our garden beds and irrigation systems. They also partner with our Smarter Lunch program to increase our Smarter Lunchroom scorecard. They are also working with our middle school students on a new water project. Care Solace: Care Solace is an online resource, offering a live, 24 hour per day, seven days per week concierge service designed to help individuals find local mental health-related programs and counseling services. Care Solace services are now available for our students, staff, and their families. Mayfield Senior School -PRACS partners with Mayfield students to provide  tutoring support to students in our after-school program."	"One of the schools’ LCAP goals is to add 10 additional educational partners by 2023. We are intentional in our efforts to seek partners who share our mission and vision and will add value to our program. Our focus is to seek partners that will support our students and their families mentally, socially, emotionally, and academically.  We strive to support our students' academic development through programs like STEAMCoders, and it has been an on-going effort to provide our students with access to the arts (i.e. music, dance, art, etc.). Our vision is to develop well-rounded critical thinkers who will impact the world.  Seeking partnerships that address a variety of interests, skills, academic disciplines, and mental health and wellness allows us to develop the whole child in an  effort to maximize student growth."	"Ninety-nine percent of our school community represents underrepresented families. Our goal is to engage as many students as possible. In order to maximize student outcomes, we will endeavor to offer a variety of programs that will provide students with a wide range of options that peak students interest. Programs like, STEAM CODERS inspire underrepresented and underserved students and their families to seek academic and career opportunities in Science, Technology, Engineering, Art, and Math (STEAM)."	"PRACS continues to seek input for Decision Making through parent surveys and the PTO. Every year, we encourage both parents and students to complete a survey to obtain their opinion about the curriculum, school atmosphere, teaching methods, school safety, facilities, etc. The feedback from the parents and students is intuitive information that can help in major decisions regarding education and student well-fare. Our ASB team represents the voice for students by advocating for students' interests, planning school activities, and representing the entire student body.  Teacher Surveys provide a way to elevate teacher and staff voices, helping PRACS administrative team address teachers’ professional, social, and emotional needs. Teachers who feel that their voices are heard and will contribute to decision-making are more likely to stick around, which is crucial during post-COVID teacher and staff shortages.  Public comment in board meetings is encouraged, where the public  has the right to voice their opinions or concerns regarding school matters."	"An area of improvement that educational partners would like to see is more extra-curricular activities. Post pandemic and quarantine, PRACS is working with community organizations to provide extra-curricular options for scholars."	PRACS is seeking to improve the underrepresented families engagement in the decision-making process. The PTO provides incentives to parents and students in an effort to encourage parents to participate and attend meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/20/2022	2022
19648810000000	Pasadena Unified	3	"Educational partner input highlighted that school principals and community assistant training is provided consistently. Focus group responses highlighted that these two staff positions are consistently available and engage with families in ways that are meaningful, respectful, and show care for how families are engaged in the communication process between families and schools."	"While focus group input generally indicated the school site principals and community assistants excel at building relationships with families, focus group feedback indicated that areas for improvement should include orienting other school positions (not principals and not community assistants) towards “customer oriented” models for interacting with families that focus on: a) overall quality of interactions between staff and families; and, b) tangible resolution of concerns or connecting families with specific resources to better meet their needs."	"Through the focus group interviews and meeting with families of students identified as English learners, PUSD identified that two specific barriers to building relationships included limited opportunities for families to engage with school staff in-person and “virtual fatigue” where families have had opportunities to monitor information/receive updates but not as many opportunities/avenues to engage in active conversations with schools site staff. To that end, district staff and the Family and Community Engagement staff are looking at ways to support more in-person family events/opportunities and provide for active two-way communication opportunities when individuals are participating via virtual conference platforms such as Zoom/WebEx."	"School site and district level communication plans have provided avenues where families are aware of events, activities, and updates that directly impact students’ learning, engagement, and enrichment. Specific areas of strength include the supports from Community Assistants at school sites; computer technology courses provided through Parent University; ongoing efforts to support parents use of both Aeries Parent Portal as well as Canvas; weekly communications from the district office; Tech Bytes updates from ITS; and, the use of Paper tutoring as a avenue to provide academic support both within the school day and at home."	"One recurring element from district focus group meetings involved shifting communication and updates from “information providing” to “opportunities to engage.” Examples of this include identifying ways for families to engage in active ways using linked-parent accounts on Canvas that go beyond just “observing” student assignments. Families also highlighted that while they are aware that professional development opportunities are provided to school/district staff to support family engagement, families themselves are not always aware of what the focus of these particular PD sessions are. The result is that families are not always aware of what areas the district may be trying to strategically improve. To that end, communicating with families around what family engagement PD opportunities are presented to staff is an area for the district to improve in. Lastly, reformatting parent information sessions to not only include “what rights parents have” but also “this is how parent exercise these rights in PUSD.”"	"Items specifically highlighted in supporting underrepresented families with respect to Building Partnership for Student Outcomes included supports for families to engage in more person-to-person activities and reduce the amount of exclusively “virtual” engagement opportunities; providing opportunities for hybrid participation for families who choose to use virtual platforms like Google Meet, WebEx, and Zoom but not ensuring that those are not the only viable means for participation; ensuring consistent availability of all school staff during events like back-to-school nights; and, concretely explaining what topics and information parent workshops are covering and emphasizing less about “the why” of the workshop. This is based on feedback explaining that in some cases, families have looked at workshop descriptions that explain what benefit families will get by attending the workshop while getting very little information about what they will actually learn from the workshop. In this instance, leading with “here is what you will learn” will provide a more direct way for families to understanding if the workshop is applicable to their needs."	"Strengths of the district that were highlighted during focus group interviews included the support that central office staff provide to parent groups such as AAPC, School Site Councils, school site and district level English Learner Advisory Councils, and PTA units. Other strengths include regular use of surveys to gather feedback from the broader PUSD community in determining priorities for strategic decision making purposes."	"Specific areas that were identified for improvement include supporting all families in understanding their opportunity to participate in advisory groups. This was especially emphasized when the topic of explaining what groups were available and what their specific advocacy focus was. Currently, most of the information provided to families lists the different advisory groups by name while not clearly describing the advisory groups’ roles in working with district staff. Lastly, participants in the focus group interviews did express that one area of challenge they could identify (and one identified by PUSD staff as well) was the “digital divide” that exists due to some families not having access to either a computer, reliable internet, or both."	"PUSD will continue to prioritize communications involving summer enrichment experiences for students who are members of groups that academic outcome disparities; parent input opportunities such as survey and school site focus groups; and, opportunities to join advisory groups such as ELAC, SSC, PTA, GATE, and school site specific groups. These will be communicated through school site newsletters, district phone blasts, weekly email updates, and listings on school/district websites including the Family Resource Center website."	3	4	3	4	4	5	3	3	3	4	3	3	Met	6/30/2022	2022
34674210132019	Paseo Grande Charter	3	"The connection with our educational partners is a priority at Paseo Grande Public Charter. Through  regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory  Committee, Parent Teacher Conferences, student and family celebrations and weekly  communication through our Data + Design system our families express a sense of feeling highly  connected to the school and their student’s progress as evidence by our data results, engagement  at events and feedback received. One of our parents recently shared that they feel confident and  proud of their ability to complete work online. Another parent expressed their appreciation on the open communication. Moreover, parents who have students with IEP’s feel they are getting a more individualized approach to the online independent model. Additionally, parents believe Parent Square program is friendly and easy to access communication towards teachers."	"Based on input and data analysis, Paseo Grande would like to improve the number of participants  who attend the PAC/ELAC meetings. One way this can occur is by providing educational partners  with focused topics such as college planning, English classes for families, gang prevention,  drug/alcohol abuse, etc."	"We are confident that both the parent engagements and systems of communication will help this  continued effort in keeping our educational partners connected and continued growth in  relationships.  Paseo Grande will improve engagement of underrepresented families by providing translation services for educational partner communications, offering multiple opportunities for participation both virtually and in-person, and providing classes/workshops based on educational partner needs/requests."	"From the input received from our educational partners, an area of strength is our flexibility in  providing opportunities for our families to receive support. Between evening options for live  instructional support, weekly progress summaries and a variety of services for students, our  parents have tools accessible for educational success."	"Based on input and data analysis, Paseo Grande would like to improve the number of students  who participate in small group instruction classes, counseling events, and workforce partner  workshops and receive mental health/social-emotional services. Increasing the number of  students participating in the above events will improve the student-school relationships and  increase student achievement."	Educational partners in our underrepresented families have expressed a strong confidence in  service and support to our students. We will continue in our commitment to provide partnership  and accessibility in services as our students continue on their educational journey.	"Our strength at Paseo Grande is providing information and soliciting feedback from our  educational partners in multiple opportunities and spaces that work with our parents' needs for  flexible hour options for connection to the school.  Although parents attend meetings and events, an area of improvement for Paseo Grande is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite educational partners to our public meetings and events, our  progress in building the capacity of staff to effectively engage families in the decision-making process is still developing. Through professional developments, we will learn better ways to  connect with families and draw out feedback and input in order to make more communal  decisions."	Our advisory committees are currently in development for official positions. Our focus is to  continue communication for roles available to our parents at our Parent Advisory Committee and  English Learner Advisory Committee.	"Our underrepresented families of Paseo Grande are in need of translation in Spanish. We will  improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to  members of the community to join our team and where our community needs exceed staff  availability, we will partner with outside organizations to provide excellent service to our students  and families.  One key finding from the local survey was from parent/guardian responses. When asked in the last  school survey if they felt that their school encourages parents/guardians’ participation and input in  activities, events, parent workshops and meetings, 100% responded that they agreed and strongly  agreed. The school also continues to implement parent engagement activities like PAC/ELAC,  student recognition days, open houses, back-to-school nights, and parent-teacher-student  conferences."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/8/2022	2022
40754570000000	Paso Robles Joint Unified	3	"Currently, sites use Parent Square, Aeries email systems, PIQE (Parent Institute for Quality Education), Literacy nights, science nights, parent conferences, athletics, parent information nights, and college nights to invite families to their school sites. Additionally, we have added staff including counselors and family advocates K-12 to support access and communication for all families to participate and engage with their child's school site and learning.  We have added counselors, family advocates and a bilingual Communication Specialist this year to support with the bridge in building relationships between our school sites and families. Additionally, we added a Homeless/Foster Supervisor position to provide added attention and focus to this subgroup and their unique needs to be successful in school."	"We continue to seek ways in which we can find and support low-income and limited English families to be invited and welcomed to our school sites, parent events, and school activities. We have included a variety of additional resources in our recently adopted LCAP as well as ESSER plans to enhance service to kids and support our continued work in connecting every child to school."	"In the 2022-2023 school year, we increased the number of bilingual family advocate positions in our district to ensure a more close communication and support to all families.  All advocates are bilingual to ensure accessibility and support for our spanish speaking families.  Additionally, we have added a bilingual Community Communication Specialist. Lastly, we have added a Homeless/Foster Supervisor position which monitors and facilitates connection with every child identified as homeless/foster to ensure their needs are met to both attend and be successful in school."	"PRJUSD continues to build increased partnerships with the community to serve schools and students in the academic, behavioral and social-emotional realms. As a part of the ELOP grant, we have partnered with local Boys and Girls Clubs and YMCA to support with afterschool tutoring and childcare. Additionally, we are working with our local LINK resource center to provide community support and service to students in the community.  We partner with local agencies for anger management and drug/alcohol counseling to support students who demonstrate a need in these areas.  Lastly, we have hired additional family advocates, counselors, and yard duty to ensure a sense of safety and promote a sense of connection to school and, ultimately, improve student outcomes."	"We continue to evaluate data related to our district goals with a particular emphasis on: - Every child being a reader at the end of third grade - Every 8th grader being prepared for high school algebra - Every English Learner making progress toward reclassification - Every child feeling connected to school and engaged in learning - Every child will be college and career ready -Every student with an IEP will improve in both ELA and math each year We focus on these goals and our commitment with local partnerships including, but not limited to Cuesta College, State preschool programs, local library, LINK Resource Center, Prevention and Early Intervention grant, and local afterschool care programs."	"At the site and district level, PRJUSD continually seeks opportunities to improve our systems and services for communication and access to school sites. We have great feedback in our site communications with regard to student activities and invitations to come on campus for a variety of forums: ELAC, School Site Council, athletic events, theme nights, conferences, performances, etc.  At the district level, we continue to focus on ways in which we can expand parent input and community involvement in response to survey data and demonstrated student needs. We will continue to foster support and engagement with the following systems: LCAP Stakeholder groups and surveys of staff and families,  Parent Institutes for Quality Education (PIQE), surveys of staff and parents, and expanded translation services. Collaboration and engagement from these groups led to the development of summer school programs K-12, athletics K-12, expanded tutoring, in-class tutors, and additional on-campus staff for behavior, academic, and social-emotional needs. We will continue to evaluate data around performance as well as connectedness to school to inform and adjust our processes pertaining to the engagement of underrepresented families."	"The development of the 2021-2024 LCAP was a very involved process which involved the evaluation of data for a variety of subgroups in multiple areas and input collection from student, teacher, staff, and parent surveys.  The feedback compiled from this process supported the design of our current LCAP as well as our ESSER expenditure plan."	"We continue to evaluate our system for parent communication to refine processes and support for registration into the Parentsquare database which is our primary source of communication from sites and district.  This site allows us to use phone calls, text, and email communications in multiple languages depending upon the preference of families."	PRJUSD will continue to respond to the input received from parents and the community with regard to the best and most preferred method of communication to families. We value and encourage the participation and input of our ELAC and DELAC committees as well as our Diversity committee at PRHS to best inform the district on practices which promote inclusion and participation of all students and families.	4	4	3	4	4	3	4	4	4	3	3	4	Met	6/28/2022	2022
37754160139451	Pathways Academy Charter - Adult Education	3	"To create a positive and supportive partnership with our families, PACSAE has developed opportunities for two-way communication for parent support and student learning, for our minor students. To expand and enhance connectedness, our teachers partner with our minor families to guide and support the academic development and learning of students. Opportunities for students and families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents."	"Our focus on the continuation of improvement of the engagement of our Educational Partners is reflected in the number of participants in our school input opportunities: LCAP Annual Review Input Survey Participation:  2019 - 7 participants 2020 - 19 participants (171% increase) 2021 - 35 participants (84% increase)   The Educational partner input survey participation rate has steadily increased throughout the years demonstrating a remarkable increase in parent engagement, partnership and participation in the Pathways Academy school program. Effective and timely communication to ensure all Educational Partners have an opportunity to participate and provide their input in school planning has included the use of social media as a method to reach and engage our adult students and parents."	"DataQuest data 2021-2022: Enrollment of 59.5% socio-economically disadvantaged, 13.40% English Learners, 10.30% Special Education, and 9.0% Homeless Youth student groups; and, 8.20% African American, 2% American Indian, 64.90% Hispanic, 17.50% White, and 3.10% Two or More student ethnicities.  Input Educational Partner Participation: 35  With students in student groups: English Learner (EL) 9.5%, Low Socioeconomic (LI) 23%, Student with Disability (SWD) 9.5%,  N/A 42%  To continue to support and engage all of our students and families and our 59.5% socio-economically disadvantaged students we will continue to ensure access and engagement through teacher meetings, and provision of wifi access as needed.  To continue to support and engage our 64.90% Hispanic or Latino student group and 13.40% English Learner student group we will ensure translation is provided as needed in communication."	"100% feel a genuine connection with the teacher and that she/he really cares about their success in school 100% feel safe and welcome to meet with the teacher to discuss their progress 100% feel their input is valued and respected when collaborating with the teacher or school staff and administration 100% feel their input and welcome to meet with the teacher to discuss their progress and that their input is valued and respected when collaborating with the teacher or school staff and administration. 94.4% reported that their teacher inquired about their well-being and provided information on accessing community coordinator services (health, mental health, public assistance, housing).  Meaning: Overall high satisfaction rate with educational partnership with the school.  Use: Continue the teacher collaboration and training to maintain and continue to improve the overall satisfaction with the school educational program."	"We will continue to seek Educational Partner input and assess our level of engagement through community participation and WIOA and/or other supported partnerships. We will identify our level of meaningful and transparent communication through direct community engagement, regular input meetings, and surveys. Notices, reports, statements or records sent to a student, parent or guardian will be translated as needed. Support provided by Classified staff to increase student engagement and performance; and, parent involvement."	"DataQuest data 2021-2022: Enrollment of 59.5% socio-economically disadvantaged, 13.40% English Learners, 10.30% Special Education, and 9.0% Homeless Youth student groups; and, 8.20% African American, 2% American Indian, 64.90% Hispanic, 17.50% White, and 3.10% Two or More student ethnicities.   To continue to support and engage all of our students and families and our 59.5% socio-economically disadvantaged student group, we will continue to ensure access and engagement through teacher meetings, and provision of wifi access as needed.  To continue to support and engage our 64.90% Hispanic or Latino student group and our 13.40% English Learner student grouup we will ensure translation is provided as needed in communication."	"100% feel a genuine connection with the teacher and that she/he really cares about their success in school 100% feel safe and welcome to meet with the teacher to discuss their progress 100% feel their input is valued and respected when collaborating with the teacher or school staff and administration 100% feel their input and welcome to meet with the teacher to discuss their progress and that their input is valued and respected when collaborating with the teacher or school staff and administration. 94.4% reported that their teacher inquired about their well-being and provided information on accessing community coordinator services (health, mental health, public assistance, housing).  Meaning: Overall high satisfaction rate with their partnership with the school and the opportunity to provide input.   Use: Continue the teacher collaboration and training to maintain and continue to improve the overall satisfaction with educational partners ability to provide input and participate in decision making."	"The Educational partner input survey participation rate has steadily increased throughout the years demonstrating a remarkable increase in parent engagement, partnership and participation in the Pathways Academy school program. Effective and timely communication to ensure all educational partners have an opportunity to participate and provide their input in school planning has included the use of social media as a method to reach and engage our adult students and parents."	"DataQuest data 2021-2022: Enrollment of 59.5% socio-economically disadvantaged, 13.40% English Learners, 10.30% Special Education, and 9.0% Homeless Youth student groups; and, 8.20% African American, 2% American Indian, 64.90% Hispanic, 17.50% White, and 3.10% Two or More student ethnicities.   To continue to support and engage all of our students and families and our 59.5% socio-economically disadvantaged student group we will continue to ensure access and engagement through teacher meetings, and provision of wifi access as needed.  To continue to support and engage our 64.90% Hispanic or Latino student group and our 13.40% English Learner student group we will ensure translation is provided as needed in communication."	5	5	5	5	4	4	5	5	3	4	4	4	Met	6/22/2022	2022
49707306120588	Pathways Charter	3	"Pathways students do a majority of their work at home and our staff offer a range of support services to help students be successful at home, but we should continue to expand in this area. We also offer parent workshops. Teachers already hold individual meetings with students and parents approx. every 2-3 weeks to review progress."	For the next year we want to add a two-way communication system such as Parent Square and increase the amount of documents translated into Spanish. We increased communication related to social emotional learning needs of specific students with a contract for therapists.	"Pathways students do a majority of their work at home and our staff offer a range of support services to help students be successful at home, but we should continue to expand in this area. We also offer parent workshops. Teachers already hold individual meetings with students and parents approx. every 2-3 weeks to review progress. For the next year we want to add a two-way communication system such as Parent Square and increase the amount of documents translated into Spanish."	All teachers work one on one with each parent and student to design a learning plan. We have a strong ebulletin program and robust website and offer various in-person events in each region.	We are working on translating documents and forms and could continue to improve in this area.We are seeking new ways to invite parents into more on-going partnership with us on the development of new program resources.	We hired an ELD Coordinator who communicates directly with families about students and how to help their students with at home learning. We increased home to school communication. Teachers are in constant communication with families.	"We have parents on the school board and solicit input from the full community through surveys and parent forums. Survey completion is good, attendance at forums is low."	We should continue to find ways to have families participate in decision making. We are seeking new ways to invite parents into more on-going partnership with us on the development of new program resources. We want to explore an informal ELAC group this coming year.	"Even though we have a small EL population, we will begin an ELAC group. We will survey parents to determine what their interests are for participation on forums and advisory groups."	4	4	4	3	3	3	3	3	2	2	3	2	Met	6/15/2022	2022
51105120140152	Pathways Charter Academy	3	School staff communicate through a variety of means to foster and maintain relationships that are beneficial to the students. It has been reported by educational partners that having multiple methods of communication opportunities has helped in relaying information to families. These methods include: ? fliers ? mailers ? mass phone calls ? individual phone calls ? invitations to participate in Parent Advisory Meetings ? Email ? text messages ? home visits	"Success varies from family to family for a variety of reasons. Transportation is a barrier in getting families to school events and  parent meetings. Some parents have reported not feeling like they have enough opportunities to participate so an area of focus will be to help remove transportation as a barrier. More opportunities for participation will be created through virtual methods such as Zoom meetings to see if this will help increase parent involvement. Additionally, it has been shared that a feeling of cultural understanding and equity is a concern for families. Equity and cultural sensitivity will be an area of focus."	PCA will look to engage in training to align practices with a practice of appreciation and respect that recognizes the spectrum of diversity we are now seeing on campus. Goals would include but are not limited to: ? Develop ethical and effective techniques for supporting and engaging with the full spectrum of educational partners. ? Explore what underrepresentation is and learn how to recognize it and how to ensure all voices are heard. ? Know how to translate these new learning into consistent practice.	"Family engagement has grown recently to help foster and motivate students to increase student outcomes, academically. School staff communicate through a variety of means to foster and maintain relationships that are beneficial to the students. It has been reported by educational partners that having multiple methods of communication opportunities has helped in relaying information to families. This has been identified as a strength for PCA. Frequent communication, invites to parent conferences, back-to-school night and home visits to support youth has been important in building partnerships at PCA."	"Through input gathered from surveys of our different educational partners there are a few focus areas that we will be addressing. These areas include addressing building capacity with staff, identifying the conditions integral in successful school-family partnerships, and providing more opportunities for family engagement at school. We will address the concerns by identifying the challenges, providing more opportunities for family engagement, identify policy and make it consistent, and build the capacity of both staff and families to engage in meaningful relationships that will help influence student outcomes in a positive way."	"We will address the concerns by identifying the challenges, providing more opportunities for family engagement, identify and create policy and make it consistent, and build the capacity of both staff and families to engage in meaningful relationships that will help influence."	"The level of engagement strategies that are being implemented at PCA are many. Parents celebrate the relationships that are built at school and the attempts to engage with families through the many means of communication, such as the home visits, and transportation provided for students."	"Through data gathered from administering the educational partner surveys, there seems to be a disconnect with ensuring that all voices are being heard and served at the same level. The main area of focus is to work diligently to bring more parents into the stakeholder engagement opportunities that are being offered, and to offer more opportunities in which families can participate and provide input in the decision making process."	PCA will look to engage in training to align practices with a practice of appreciation and respect that recognizes the spectrum of diversity we are now seeing on campus. Goals would include but are not limited to: ? Develop ethical and effective techniques for supporting and engaging with the full spectrum of educational partners. ? Explore what underrepresentation is and learn how to recognize it and how to ensure all voices are heard. ? Know how to translate these new learning into consistent practice.	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/22/2022	2022
36750440112441	Pathways to College K8	3	"The school engaged stakeholders including staff and families by providing a safe, supportive, inclusive, and positive learning environment. The principal maintains an open door policy and addresses parent concerns in a timely manner. Parents and staff are able to communicate positively with each other using parent/teacher conferences, informal meetings with administrative personnel, and the more formal SSC/DELAC meetings in addition to written communication in the form of flyers, announcements, and newsletters."	Areas for improvement include dissemination of information regarding discipline procedures for students that align with the State and our SELPA focus on Restorative Practices.	Engagement of underrepresented families does occur through the means described above in #1. Engagement will be improved through the development of advisory committees designed to involve parents who are traditionally underrepresented.	PTC provides opportunities for parents to obtain input from staff relative to students outcomes twice a year during parent teacher conferences.	"A focus area for improvement will be the sharing of data related to outcomes of students participating in the tiered supports in the areas of academic achievement, social emotional learning, and behavior."	"As mentioned elsewhere in this document, advisory groups of the underrepresented will help to improve engagement in relation to  Building Partnerships for Student Outcomes."	PTC engages all stakeholders in the process of decision-making through formal meetings such as the SSC/DELAC and through informal meetings such as the coffee and tea with the principal. Parents are welcome to attend all board meetings to provide commentary as part of the Public Comment portion of the meeting and on occasion to provide reports on various school facets.	A focus area for improvement will be the development of advisory groups that will provide input for decisions that affect student outcomes.	Advisory groups of the underrepresented will be organized to seek input for decision-making.	4	4	2	4	2	3	4	3	2	2	3	3	Met	6/27/2022	2022
42767866045918	Peabody Charter	3	"Peabody has reached full implementation toward making continual progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. This happens using established practices and tools. For example, Kindergarten teachers still perform home visits prior to the school year starting to introduce themselves, meet the child and their family, share vital school information, and begin the process of establishing a home-school relationship. These visits are conducted in the primary language of the child's home."	"These initial efforts are reinforced with a back-to-school night, which happened in-person this year, the first time in two years due to the pandemic. This event informs parents of not only aspects of the year-long journey that will take place in the classroom, but also of the workings of the school as a whole. This helps parents to understand how they can be involved, and how they can access the opportunities and resources provided by the school.  We continue to inform families about both the importance of being involved, as well as how they can be involved in other parent meetings."	"Throughout the year, there are parent-led committees that deepen the relationship between home and school. Our Parent-Teacher-Staff Organization, our English Language Advisory group called ""Podemos,"" our Foundation, School Board, School Site Council, and Sports Committee are all ways that parents engage with the school, providing support and learning more about how they can be supported."	"Founded on an expectation that the school and the families it serves would work together for the betterment of all the children in the school, Peabody has a long history of parent participation and input. With several in-person opportunities - conferences, committees, boards, associations, and school activities - as well as utilizing 21st-century communication tools that are accessible and easy to use, Peabody has many venues for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Peabody has also embraced the collecting and sharing of ongoing formative assessment data that is shared with families regularly, along with suggestions, tools, and resources for parents to support their children at home.  Seeing communication as an important and essential form of transparency, parents are also aware of and able to exercise their legal rights and advocate for their own students and all students."	Peabody's focus area(s) for improvement in Building Partnerships for Student Outcomes centers around communicating with families who historically haven't been highly engaged.  This includes families from across our diverse demographics and subgroups.	"Peabody is focused on identifying systematic and programmatic procedures that unintentionally create barriers to participation.  Peabody will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by utilizing our bilingual liaison, maintaining translation at all school events, and increasing support services for families that need it."	"The membership of Peabody's School Board is primarily made up of parents at the school. These members are ultimately the ones who make the final decisions with regard to policy and fiscal issues, as well as a host of other topics.   Peabody's Parent-Teacher-Staff organization is run by parents and provides a monthly forum to gather input and feedback from the parent- body. Peabody's English Learner advisory council is run by staff, who work with parents to provide parent education, solicit feedback on school efforts, and identify ways to support the school.   Peabody's Foundation is run by parents who support the school through grant writing, fundraising, and community development. Put together, these groups insure that there is a flow of information between the school and the community.    Peabody's School Site Council has parent representation to ensure that parent input is considered when reviewing the expenditure of state and federal funds."	One of Peabody's focus areas for improvement in Seeking Input for Decision-Making is to review and revise the recruitment processes for the various parent groups to ensure that potential candidates better represent the diversity of the school as a whole.	Peabody will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by identifying and establishing volunteer recruitment activities to reach all groups within the larger school community.	4	4	3	4	3	4	4	4	4	4	4	4	Not Met	9/28/2022	2022
56725530139592	Peak Prep Pleasant Valley	3	"Our faculty are dedicated to the success of our students. In addition, our model is built around each student getting a homeroom teacher that builds a bridge between the school and family."	We continue to seek ways to get more and more families involved.	"Our strengths are our compassionate staff. We truly have a welcoming group of educators that want to serve their families and educate them. We provide HR teachers that build relationships with 15-25 students. They are their go-to forms of communication and check ins. These HR teachers are constantly checking in with students and families. An area of focus is catching disengaged students quickly. We will have multiple forms of check ins: Content teachers, HR Teachers, and Counselors. Multiple people will be check in with students. They will build those relationships and help them transition and adjust to an online platform."	"Not only do we have a school wide plan, but we have additional support mechanisms in place. We have HR teachers assigned to provide additional support and do weekly check ins. In addition, we have content teachers that send weekly progress reports. Also, our sped teachers provide parent right forms in their email and every time they do an IEP. Areas of opportunity is parent education nights. We want to engage more families and educate them on support systems and resources for them."	We strive to find additional ways to provide support and opportunities for students. It is part of our LCAP goals.	We are seeking ways to get families involved and make additional efforts to reach out to unduplicated populations (i.e. McKinney Vento Liaison calling all McKinneyVento families).	"With our homeroom teacher model and easy access to leadership, we have an open and revolving door of conversations, feedback, and implementation. Not only are parents and other educational partners invited into our LCAP process, we encourage and invite them to reach out at any given time for support and communication. Our strength is our desire to grow and constantly welcoming input and surrounding ourselves with the right educational partners to see us grow."	"We have a Parent Advisory Committee, School Site Council, and reach out to our families for feedback. Through surveys, calls, meetings, and public hearings, we seek out feedback from our families. Parent Engagement, in general, is an area of opportunity for us. As an independent study, many families do their own thing. However, we are really seeking out ways to get them involved. A few ways we are doing that is: 1) We added a parent to our board 2) increasing communication: newsletter, progress reports, website, lower HR/teacher ratio to make additional time. 3) Parent Education Nights. 4) HS Information Night/8th Grade Transition to HS Night 5) McKinney-Vento Liaison. For the 2022-2023 we will continue to push and improve this area."	We are calling individual families to gain input and we are inputting the Parent Square communication system.	5	5	5	5	5	5	5	5	5	4	4	4	Met	5/18/2022	2022
15636280128504	Peak to Peak Mountain Charter	3	"Current strengths and progress in building relationships between school staff and families include increased parent volunteer opportunities, monthly parent-staff functions, and community-based/parent/staff seasonal functions."	Focus area for improvement is recruitment of new parents and families to Charter community.	"Improving engagement efforts from staff and underrepresented families require integration of local businesses, active school board members, and parents of pre-K aged children not old enough for TK."	Current strengths and progress reveal consistent and authentic interaction weekly.	Focus area for improvement shows the need to increase school to home visitations for identified students and families.	Improving engagement of underrepresented families is undertaken by participation in Mountain Communities monthly meetings and representation.	Current strength and progress relies on local businesses and community groups consistent involvement.	"Focus area for improvement surrounds parent volunteering and consistently allowing parents to feel welcome during LCAP, SAC and School Board meetings."	"Improving engagement of underrepresented families to secure ""Seeking Input"" is founded on development of trust and authenticity of parent input being valued and celebrated."	5	5	5	5	4	2	5	4	4	4	4	4	Not Met	9/22/2022	2022
12629840000000	Peninsula Union	3	"The district strives to build trusting and respectful relationships with families (4); the district has stepped up its efforts at providing a welcoming environment for all families, including regular communications from the principal about safety and return to in-person learning, and direct communications between the principal and families inviting feedback and support requests (5); the LEA continues to support staff as they learn about the cultures, strengths, languages and goals of each family (4); staff members engage weekly in 2-way communication with families via email, zooms, in person meetings and phone calls (5); professional development opportunities are provided to both teachers and principals as they arise (5); parent-teacher conferences are provided twice a year for teachers and families to discuss student progress and ways to work together to support improved student outcomes (5); parents are provided annual parental notifications of rights and are informed of further legal rights as needs arise (5); Principal is involved with school-site council, which is also available to any parents interested in joining in decision-making, and surveys are regularly distributed to receive parent feedback (5); the district actively seeks out input from teachers, families, students, and all members of the staff when making decisions (4)"	"Using the help of our new wellness center staffed daily with social workers, we are in the beginning development phase of a consistent, multi-layer communication , feedback, and support system for and between staff and families. We are in the planning grant phase of becoming a community school, and also developing our Extended Learning Opportunity Program."	"Specifically utilizing the skills of our Community Schools and ELOP plan manager, the After School Program Director, and the wellness center to identify and connect with underrepresented families."	"Our strengths come from our team communication, and nearly daily connections with families of all students. The staff and principal are adept at building trust and creating and maintaining open communication between families and staff. In addition, staff is consistent about communication with the whole team when new information arises."	"The principal is working on increasing family connections to school, including bringing families on campus for school-wide events. Beginning with graduation in June of 2022, families will be invited on to campus for social events, conferences, and informational events to increase family knowledge and create more of a partnership between families and school staff."	"Specifically using our wellness center to reach out to families will increase our consistency in connecting, ensuring we do not miss our underrepresented families identified during the self-reflection process."	"We have three to five site council meetings per school year to see advisory and input for all of our decision-making. In addition to those and our monthly school board meetings open to the public, we conducted several surveys offering opportunities for input to all families in our school community."	"In the coming school year, we will implement more connecting events, more surveys seeking input, and we will implement a parent-teacher-organization."	Our staff will reach out to specific underrepresented families to invite their participation personally in our multi-tiered plan of seeking input and collaboration.	4	2	2	3	2	1	2	2	3	3	3	2	Met	6/13/2022	2022
29768770000000	Penn Valley Union Elementary	3	This is an area of strength.  We recently changed our communication format based on our educational partners' input.  Families are invited to return to the school sites and participate in events.  We have high engagement with Back to School Night and Open House.  Student Study Team meetings and Individual Education Plan are conducted to address students' individual needs.	"Parent surveys indicated there was overall satisfaction with the communication between families and our schools.  Our feedback did indicate that parents wanted communication through ""texting"" and ""emailing"" versus lengthy phone messages. A new program was purchased to allow all staff to communicate with their families utilizing the upgraded technology."	"PVUESD uses many ways to communicate to improve parent engagement and communication.  Each school site and the District utilizes the telephone, texts, emails, and different social media platforms.  Each site collaborates with the Parent Teacher Clubs and Organizations.  Site-based opportunities are developed for families to meet with the principal and superintendent monthly."	PVUESD continues to work with families to enhance student outcomes.  Teachers and principals meet with families and students as necessary to help student success.  Valuable information is distributed to all families at the beginning of the year at Back to School Nights.	PVUESD will continue to develop an effective process for communicating with families when their children are struggling in academics and/or social emotionally.  This is a District-wide goal for all our staff.	"Unrepresented families for our Hispanic students, students with disabilities, and socio-economically challenge students will be identified so a systematic approach can be taken to enhance engagement."	All educational partners were allowed an opportunity for input and feedback on our Local Control Accountability Plan.  Multiple opportunities were given to reach as much input back from our partners.  Last year was a challenge due to limitations related to COVID.	"The sites do a great job at creating multiple avenues for parent participation through PTC/PTO, SSC, and family nights.  Our biggest challenge is getting parents to engage regularly.  One avenue we have been successful in offering online meeting platforms such as Zoom."	"All our families are invited and encouraged to attend parent meetings, participate in surveys, and are offered multiple platforms to engage with the district and school site.  An interpreter can be used when necessary along with form translation when appropriate."	4	4	3	5	3	4	4	3	4	3	3	4	Met	6/14/2022	2022
49402466051981	Penngrove Elementary	3	Districtwide: 79% of families report that teachers treat families with respect. 82% of families report that they feel comfortable approaching teachers about their child's progress.	Districtwide: 74% of families report that administrators treat families with respect. 74% of families report that feel comfortable approaching the administration about their concerns. 78% of staff feel comfortable speaking honestly to families about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	Districtwide: 68% of families report that they receive regular feedback about their child’s progress.	Districtwide: 67% of families report that they receive the guidance necessary to help their child succeed.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. Continue to utilize DELAC to engage with families of English Learners. Development and implementation of the EL Master Plan to support EL students and another avenue to engage with families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	Districtwide: 58% of families report that they are included in planning school activities.	Districtwide: 43% of families report that they are empowered to play a meaningful role in decision making at their school.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	1	3	3	4	1	4	4	4	2	2	3	3	Met	6/28/2022	2022
33671990000000	Perris Elementary	3	"In analyzing educational partner input, the district’s strength in building relationships has been in creating welcoming environments for all families and engaging families in 2-way communication. During distance learning, parent and teacher communication increased, parents were seeking teacher support, and vice versa. It seems that this heightened level of communication may have positively impacted the welcoming environment in our schools."	"Building Relationships has been and continues to be an area of focus for the district. Professional development has been provided to teachers and administrators. Based on the educational partner input data, the district continues to see a need to support and train staff in building those relationships with families."	"In recent years, the district completed a series of professional development provided by Dr. Anthony Muhammad for teachers and administrators, focusing on overcoming the achievement gap and transforming school culture. A large portion of the professional development was focused on building relationships with students by learning about students’ culture, language, academic/social needs, and interests. Currently, we have two school sites providing, “Capturing Kids Hearts” professional development to staff. The district will be working on providing this opportunity to the remainder of the school sites."	"Based on the analysis of the educational partner data, improvements have been made in the area of building partnerships to improve student outcomes. The year in distance learning provided parents and teachers the opportunity to work closer than ever before in supporting students academically.  We continue to build on this newfound comfort level of communication and collaboration to support high levels of learning."	"Though gains have been made in this area, the district continues to provide professional development to staff on building relationships. School events on academic priorities are offered regularly at each school site. A mixture of in-person and virtual event opportunities have been offered to meet the needs of families."	The district continues to improve the engagement of underrepresented families by providing various opportunities to participate in events offered at school. A mixture of in-person and virtual event opportunities have been offered to meet the needs of families.	"Strengths include surveying educational partners on a regular basis including, LCAP Survey, Title I Surveys, and district and site workshop surveys all for the purpose of increasing educational partner participation in the decision-making process. The district will continue to provide opportunities for feedback via surveys. We will provide refresher trainings that include strategies on effectively engaging in advisory groups and decision making."	"The district will continue to seek educational partner input in the form of surveys and feedback from any educational partner meetings, whether it be at the district or site level. Feedback/input is documented and recorded in notes or minutes. There is a need to over-communicate that parent events and meetings are an opportunity for educational partners to provide input and feedback that plays a role in decision-making at the site and district level."	"There is a need to over-communicate that parent events and meetings are an opportunity for educational partners to provide input and feedback that plays a role in decision-making at the site and district level. The district will continue to offer various opportunities for parents to participate in events and meetings virtual and/or in person.  By providing these opportunities, the district plans to engage a larger number of parents and seek input that will continue to inform decision-making."	4	5	3	5	4	5	5	5	4	4	4	4	Met	6/16/2022	2022
33672070000000	Perris Union High	3	"Perris UHSD offers trainings/workshops/courses for parents/community members to build capacity and connections that will empower, engage, and connect parents to support student academic achievement. Under the auspice of Parent University, parents will be recognized for their participation and completion of volunteer hours, Parent Pathway Leadership Series, and any completed trainings/conferences/courses."	"Perris UHSD has Identified and integrated resources and services from the community to strengthen school programs, family practices, and student learning and development that includes: - Forming a partnership with community-based organizations and other public agencies to plan or coordinate parent/ family involvement activities and programs; - Obtaining technical assistance; - Establishing effective channels for communicating with families; - Obtaining training for families; - Disseminating resources and information on an ongoing basis; - Supporting the establishment of a comprehensive, collaborative parent resource center to meet the needs of all families."	"Perris UHSD ensures that schools have a system in place with multiple strategies to facilitate two-way communication with staff, parents and community members on a regular basis. A. Conduct input meetings and/or surveys to collect input from parents of children receiving special education services with the required response rate (for Special Education Self-Review). B. Conduct parent surveys or use other local methods to measure school climate for LCAP. C. Utilize regular print outreach and communication, employ Web-based applications to support ongoing communication and interaction between schools and parents/families. D. Provide training and resources to personnel on - effective two-way communication; - interactive meetings and events; - interactive Web sites; - community outreach; - translation for parent/teacher conferences."	"Perris UHSD annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement. Develop family-friendly board policies;"	"Provide professional development on family and community engagement for school staff; Offer training for parents and community stakeholders on effective communications and partnering skills; Provide better information on school and school district policies and procedures; Ensure timely access to information, using effective communications tools; Information that is translated into languages that parents/families understand;"	"Hire and train school-community liaisons who know the communities’ history, language, and cultural background to contact parents and coordinate activities; Develop an outreach strategy to inform families, businesses, and the community about school and family involvement opportunities, policies, and programs. Regularly evaluate the effectiveness of family involvement programs and activities."	"Perris UHSD annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement."	"Develop family-friendly board policies; Provide professional development on family and community engagement for school staff; Offer training for parents and community stakeholders on effective communications and partnering skills; Provide better information on school and school district policies and procedures; Ensure timely access to information, using effective communications tools; Information that is translated into languages that parents/families understand;"	"Hire and train school-community liaisons who know the communities’ history, language, and cultural background to contact parents and coordinate activities; Develop an outreach strategy to inform families, businesses, and the community about school and family involvement opportunities, policies, and programs. Regularly evaluate the effectiveness of family involvement programs and activities."	4	4	4	5	4	4	4	3	4	4	4	4	Met	6/6/2022	2022
49402460131961	Petaluma Accelerated Charter	3	Districtwide: 79% of families report that teachers treat families with respect. 82% of families report that they feel comfortable approaching teachers about their child's progress.	Districtwide: 74% of families report that administrators treat families with respect. 74% of families report that feel comfortable approaching the administration about their concerns. 78% of staff feel comfortable speaking honestly to families about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	Districtwide: 68% of families report that they receive regular feedback about their child’s progress.	Districtwide: 67% of families report that they receive the guidance necessary to help their child succeed.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. Continue to utilize DELAC to engage with families of English Learners. Development and implementation of the EL Master Plan to support EL students and another avenue to engage with families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	Districtwide: 58% of families report that they are included in planning school activities.	Districtwide: 43% of families report that they are empowered to play a meaningful role in decision making at their school.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	1	3	3	4	1	4	4	4	2	2	3	3	Met	6/28/2022	2022
49402460000000	Petaluma City Schools	3	79% of families report that teachers treat families with respect. 82% of families report that they feel comfortable approaching teachers about their child's progress.	74% of families report that administrators treat families with respect. 74% of families report that feel comfortable approaching the administration about their concerns. 78% of staff feel comfortable speaking honestly to families about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	68% of families report that they receive regular feedback about their child’s progress.	67% of families report that they receive the guidance necessary to help their child succeed.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. Continue to utilize DELAC to engage with families of English Learners. Development and implementation of the EL Master Plan to support EL students and another avenue to engage with families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	58% of families report that they are included in planning school activities.	43% of families report that they are empowered to play a meaningful role in decision making at their school.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	1	3	3	4	1	4	4	4	2	2	3	3	Met	6/28/2022	2022
49402460000000	Petaluma City Schools	3	79% of families report that teachers treat families with respect. 82% of families report that they feel comfortable approaching teachers about their child's progress.	74% of families report that administrators treat families with respect. 74% of families report that feel comfortable approaching the administration about their concerns. 78% of staff feel comfortable speaking honestly to families about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	68% of families report that they receive regular feedback about their child’s progress.	67% of families report that they receive the guidance necessary to help their child succeed.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. Continue to utilize DELAC to engage with families of English Learners. Development and implementation of the EL Master Plan to support EL students and another avenue to engage with families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	58% of families report that they are included in planning school activities.	43% of families report that they are empowered to play a meaningful role in decision making at their school.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	1	3	3	4	1	4	4	4	2	2	3	3	Met	6/28/2022	2022
49402460000000	Petaluma City Schools	3	79% of families report that teachers treat families with respect. 82% of families report that they feel comfortable approaching teachers about their child's progress.	74% of families report that administrators treat families with respect. 74% of families report that feel comfortable approaching the administration about their concerns. 78% of staff feel comfortable speaking honestly to families about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	68% of families report that they receive regular feedback about their child’s progress.	67% of families report that they receive the guidance necessary to help their child succeed.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. Continue to utilize DELAC to engage with families of English Learners. Development and implementation of the EL Master Plan to support EL students and another avenue to engage with families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	58% of families report that they are included in planning school activities.	43% of families report that they are empowered to play a meaningful role in decision making at their school.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings.  The LCAP Committee gave positive feedback on the parent panel which will continue next year.  We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families.  The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	1	3	3	4	1	4	4	4	2	2	3	3	Met	6/28/2022	2022
45699480141580	Phoenix Charter Academy College View	3	The Teacher of Record (TOR) meets with families every 2 to 3 weeks.  During these meetings student progress is shared and student strengths and areas for improvement are discussed.  Parents and students can come to any Board or Advisory Counsel meeting in person or via zoom.  Advisory Counsel members has increased.	"PCA's area of focus for improvement in building relationships between school staff and families is communication of special notices.  Advisory counsel members requested better communication of special notices, for example a follow up with a hand out in addition to email notice."	PCA will engage underrepresented families by allowing for meeting to be held via Google Meets or Zoom so that the cost of gas does not prevent them from attending regularly scheduled meetings.	The Teacher of Record (TOR) meets with student families every 2-3 weeks.  Parents and students are welcome to attend any board meeting in person or via zoom.  Advisory Counsel is also always seeking membership and input from all educational partners.  The Advisory Counsel has increased in the number of members.	"The Advisory counsel requested better communication of special notices, for example a follow up hand out in addition to email notice."	PCA will engage underrepresented families by allowing for meeting to be held via Google Meets or Zoom so that the cost of gas does not prevent them from attending regularly scheduled meetings.	The Teacher of Record (TOR) meets with families every 2 to 3 weeks.  During these meetings student progress is shared and student strengths and areas for improvement are discussed.  Parents and students can come to any Board or Advisory Counsel meeting in person or via zoom.  Advisory Counsel members has increased.  PCA also sends our surveys to both parents and students to elicit feedback for decision-making purposes.	"Although the Advisory Counsel had increased in member numbers, this group remains a focus area for improvement.  Consistent attendance would be optimal."	PCA will engage underrepresented families by allowing for meeting to be held via Google Meets or Zoom so that the cost of gas does not prevent them from attending regularly scheduled meetings.	5	5	5	4	5	5	5	5	4	4	4	4	Met	6/20/2022	2022
01612750000000	Piedmont City Unified	3	"Parent Engagement is a strength for the Piedmont Unified School District.  We provide many opportunities for parent participation in both decision making and program participation.  We have several very active parent committees and engage our school community in a rich variety of training and workshops.  Engaging with the parent community is a high priority and we enjoy working with parents for fundraising,  classroom support and decision making. Keeping our parent community informed is important to continued success in shared decision making.    Our LCAP goals now include an emphasis on equity and inclusion.  One of the several efforts at engaging with parents has been community circle events.  These restorative circles engage staff and community from different groups, including under-represented families, to create more meaningful communication and connection. An LCAP action item for 2022-23 includes engagement with educational partners to develop additional events and resources related to social justice, equity, inclusion and belonging.  In 2021-22 the district hired a Director of Communication who has activated several social media channels including Facebook, Instagram and expanded the district's Twitter presence.  The district, schools and teachers make extensive use of the district's online communication tools including Infinite Campus Messenger, Remind, Zoom, Schoology.  The district identified a need to upgrade its web presence in 2021-22 and investigated several platforms and solicited feedback from educational partners.  It plans to upgrade all schools to the new platform in 2022-23."	"Based on focus group research, and community feedback, sponsored community affinity group work will continue in 2022-23, along with additional engagement around equity, inclusion and belonging.  In addition, the district will implement a new website platform with improved communication features."	"Expansion of the district's parent education and training programs will include topics that specifically address the needs of underrepresented families including English Learners, and the families of other subgroups of students. Parent/guardians of unduplicated students have been identified for outreach and engagement in committees and groups with educational partners."	"The district continues to work to develop partnerships with families to build partnerships for student outcomes.  Piedmont has established many policies and programs which provide families with information and resources to support student learning and development in the home.  Newsletters, speaker series, engagement nights, open house, back to school nights, and conference days are all well attended and utilized. Families have access and training to the learning management system Schoology to better support student outcomes."	"Based on feedback in LCAP engagement work and surveys, communication about expected student outcomes and curriculum was an area of interest for educational partners.  Redevelopment of the district and school websites will address some need (including staff training), and continued improvements in communications for the school.  Turn-out at Back-to-School nights, Open House, Conferences and Education Speaker Series events continues to be high and the district continues to work to offer timely and responsive events and content to improve student outcomes with all educational partners.  Goal 3 of the LCAP includes actions and services focused on this effort, including increasing opportunities for meaningful collaboration with BIPOC parents."	"Based on feedback in LCAP engagement work and surveys, communication about expected student outcomes and curriculum was an area of interest for educational partners.  Redevelopment of the district and school websites will address some need (including staff training), and continued improvements in communications for the school.  Turn-out at Back-to-School nights, Open House, Conferences and Education Speaker Series events continues to be high and the district continues to work to offer timely and responsive events and content to improve student outcomes with all educational partners.  Goal 3 of the LCAP includes actions and services focused on this effort, including increasing opportunities for meaningful collaboration with BIPOC parents. Parent/guardians of unduplicated students have been identified for outreach and engagement at sites."	"The parent - school partnership is a strength of Piedmont.  The parent community is very actively recruited and whole-heartedly participates in a variety of advisory committees and provides input in decision making through a variety feedback mechanisms including: WASC committees School Site Councils Parent Clubs LCAP Advisory Committee Equity and Inclusion Committee Health Council CTE Advisory, Technology Advisory, Special Education Advisory Committees Programmatic Surveys (ie Math) STEAM Committees Teacher Evaluation Surveys Climate Surveys Calendar Surveys Health and Safety Steering Committee Facilities Steering Committee Budget Advisory Committee Curriculum adoption processes and feedback Title IX Athletics Audit Task Force  The district maintained a LCAP advisory committee this year with invited members from across the schools and support groups.  It met regularly throughout the year, providing input into the districts' programs and services for students. Although the primary purpose of the LCAP advisory committee is to provide input into the development of the district's Local Control Accountability Plan (LCAP), the recommendations made there go beyond the LCAP, supporting the needs of students across the district, regardless of specific plans or funding sources. Members were well-informed on the district's programs and services for students, also going beyond programs and services in the LCAP, and are active participants in the district's comprehensive strategic planning."	The LCAP Advisory Committee was structured differently in 2021-22 with a consistent membership attending each meeting.  This structure lent itself to better informed members and will continue in 2022-23.  Additional mechanisms for wider feedback will be added for 2022-23.	"The district will continue engagement strategies to underrepresented families. Goal 3 of the LCAP includes actions and services focused on this effort, including increasing opportunities for meaningful collaboration with BIPOC parents. Parent/guardians of unduplicated students have been identified for outreach and engagement at sites."	2	3	3	2	2	3	4	4	5	5	3	4	Met	6/8/2022	2022
06616140000000	Pierce Joint Unified	3	Two-way communication between families and educators continues to be a strength within the district. the other three areas are strengths as well based on input from both parents and staff. This will continue to be a focus area for the district.	"The district will continue to use their messaging system that utilizes phone message, emails and text messages. Communication to parents when students are failing courses besides the mailed progress report was an area brought forward by the DELCA. They would like to see earlier communication and have phone calls home."	Underrepresented families will have an opportunity to learn how to access their child's Aeries account during Back-to-School Night at the middle and high schools. Personalized outreach through phone calls to specific families will be used to encourage parents to participate in parent workshops and trainings. Virtual and in-person meetings will both be available as much as possible to accommodate the needs of families.	"In terms of building partnerships for student outcomes with families, feedback from surveys shows that all areas have 'full implementation' as the rating for each of these areas which presents itself as a strength."	The district will continue to work with teachers and principals through professional development to find additional ways to partner with parents. Staff will know resources that are available to families to help them at home.	"To improve engagement of underrepresented families, the district will consider having cultural events or including food to entice families to participate in opportunities that will also include resources for supporting student outcomes."	"Again, survey results show that full implementation in regards to seeking input was the rating for each area. The district strives to have translation at each of its different types of meetings so that all parents can participate."	Continuing to ensure translation is available to families at school events such as Back-to-School Night is critical so that parents understand how to support their children.	Unrepresented parents need to be personally invited to participate in events and meetings. Teachers and administrators can work together in outreach efforts to increase participation from a variety of groups to be part of committees and input sessions. DELAC has been a strong group representing English Learners.	4	4	4	5	4	4	4	4	4	4	4	4	Met	6/16/2022	2022
10623720000000	Pine Ridge Elementary	3	Our current strength is the closeness of our community.  Many of our employees are also long time residents of the area.  This is extremely helpful in building and strengthening the current relationships in the community.  Our teaching staff is very effective at getting to know their students families and in helping locate any needs the family may have.	We are currently in the process of building more effective ways to communicate with our families.  Our website and parent notification systems have recently been upgraded.	We will be more deliberate with our communication and outreach to those families.  We plan on hosting community event evenings and we reach out to underrepresented families to ensure they are getting the information in a easy way and access the families needs.	Our current strength is the closeness of our community.  Many of our stakeholders work in local industries and have expertise in areas that not all of our teachers may have.  We utilize these local experts to provide more opportunities for our students.	"Better communication systems, more elective options, and more cocurricular options for students."	We partner with our county office of education to provide counseling and family support for students and their families.  We make home visits and also will help provide basic needs as needed.	"Our strength is the closeness of our community.  We reach out in multiple ways to elicit input on decision making.  We also offer many different forums, both formal and informal.  Whether it be community bbq's where we ask for attendees to complete surveys, or to one of the many different themed evenings our Library Media Center host."	"The areas that we will improve in seeking input include, better scheduling with our communities to allow for more participation."	We reach out specifically to the underrepresented families and host specific events just for those families.	4	4	3	3	4	4	4	4	3	3	3	3	Met	6/8/2022	2022
49708700000000	Piner-Olivet Union Elementary	3	"School site's websites were redesigned to allow families to instantly translate them, making them truly accessible to all. Newly adopted communication software allows school sites to engage with families in their home language. Bilingual Community Outreach personnel are utilized to engage Spanish speaking families"	"The district launched a new tool that allows communication with families based on their home language. In addition, a district-wide professional development program was commenced 2201-22 around equity and engaging students of diverse backgrounds."	"Professional learning in 2022-23 is focused on engagement and equity, specifically to improve our practice of engaging students and families of diverse backgrounds. School sites have structured opportunities that allow for family engagement of underrepresented families ELAC, DELAC, Back to School Night, Parent Conferences, etc.)."	"The district utilizes ELAC and DELAC articulation to inform decision making. In addition, the YouthTruth survey has allowed the district to receive input from students and families."	"The district needs to grow its ability to engage with its community partners. Involvement with organizations like ""Lo Cien"" and ""Coffey Strong"" are a start. However, more work needs to be done in developing additional partnerships."	Additional ELAC and DELAC meetings have been scheduled 2022-23. The district will pivot from the pandemic to take advantage of additional engagement with its educational partners.	"The district utilizes ELAC and DELAC articulation to inform decision making. In addition, the YouthTruth survey has allowed the district to receive input from students and families."	"The district needs to grow its ability to engage with its community partners. Involvement with organizations like ""Lo Cien"" and ""Coffey Strong"" are a start. However, more work needs to be done in developing additional partnerships."	Additional ELAC and DELAC meetings have been scheduled 2022-23. The district will pivot from the pandemic to take advantage of additional engagement with its educational partners.	3	3	3	3	3	3	3	3	3	3	3	3	Not Met	10/12/2022	2022
16639906010557	Pioneer Elementary	3	"Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. On the parent survey 97.18% of parents responded positively to the question, ""All cultures are treated fairly and with respect at school."" Additionally 96.67% of parents responded positively to the question, ""I believe there is open communication between myself and my child's teacher."""	"The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children, including engagement of underrepresented families, through its continued work in MTSS and a future identified need for culturally responsive teaching professional development."	The district will continue to reach out to underrepresented families to encourage them to be involved in the school community.	"On the parent survey, 95.1% of parents gave a positive response to the question, “I regularly receive information about my child’s progress and know how they are performing academically.” The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families."	The District 's area of improvement is in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families.	The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families.	"Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians  of the district. For the 2021-2022 survey, 390 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. Survey results show that 61.3% of parents are aware of the District Parent Advisory Council, 32.8% are aware of the English Language Advisory Committee, 68.5% are aware of the School Site Councils, 34.1% are aware of the Title I meetings, 84.1% are aware of the Parent/Teacher Clubs, and 22.8% are aware of the Wellness Committee."	The District could expand its capacity to reach underrepresented families to provide input and be engaged in District and school activities and committees.	The district works to advertise and increase community awareness amongst underrepresented families of ways they can be involved in providing input and be engaged in district and school activities and committees.	4	4	3	4	3	4	4	5	5	5	5	4	Met	6/22/2022	2022
16639906110233	Pioneer Middle	3	"Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. On the parent survey 97.18% of parents responded positively to the question, ""All cultures are treated fairly and with respect at school."" Additionally 96.67% of parents responded positively to the question, ""I believe there is open communication between myself and my child's teacher."""	"The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children, including engagement of underrepresented families, through its continued work in MTSS and a future identified need for culturally responsive teaching professional development."	The district will continue to reach out to underrepresented families to encourage them to be involved in the school community.	"On the parent survey, 95.1% of parents gave a positive response to the question, “I regularly receive information about my child’s progress and know how they are performing academically.” The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings."	The District 's area of improvement is in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families.	The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families.	"Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians  of the district. For the 2021-2022 survey, 390 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. Survey results show that 61.3% of parents are aware of the District Parent Advisory Council, 32.8% are aware of the English Language Advisory Committee, 68.5% are aware of the School Site Councils, 34.1% are aware of the Title I meetings, 84.1% are aware of the Parent/Teacher Clubs, and 22.8% are aware of the Wellness Committee. The district works to advertise and increase community awareness amongst underrepresented families of ways they can be involved in providing input and be engaged in district and school activities and committees."	The District could expand its capacity to reach underrepresented families to provide input and be engaged in District and school activities and committees.	The district works to advertise and increase community awareness amongst underrepresented families of ways they can be involved in providing input and be engaged in district and school activities and committees.	4	4	3	4	3	4	4	5	5	5	5	4	Met	6/22/2022	2022
20102072030229	Pioneer Technical Center	3	"PTC staff members enjoy a great working relationship with the Madera County Department of Probation and Madera County Department of Public Health to facilitate various opportunities for parents to be informed of services and resources available in the community.  Collaborative efforts are made with probation, behavioral health, teachers, administrators and academic counselors to support the needs of parents and families. PRIDE assemblies are held during the school year; staff, parents, and community members are invited to observe students receiving recognition for academics, attendance, athletics, or PRIDE character efforts. Parents, families, and other educational partners are invited to attend graduation ceremonies. Professional development is focuses on building relationships with students and best practices for increased student academic achievement. School counselors include parents in transition plan meetings to understand placement and educational rights for incarcerated and expelled youth. Parent input is sought for possibility of students being on modified graduation track by qualifying for AB 2306 or other assembly bills, and parent input is sought in reclassification of EL students. Surveys are provided to parents in English and Spanish to gather input on program, and surveys are accessible in through ParentSquare, which continues to increase two-way communication with all families, allowing for messages to be emailed or texted, based on preferences.  Areas of focus moving forward include increasing in-person parent participation in advisory groups, providing informational support meetings on topics of interest for parents and accommodating participation for families with transportation, language barriers, or mobility issues."	"PTC holds LCAP educational partner meetings on different days, times, and sites with translation services provided to increase parent participation in guidance of school program.  Since in-person meetings continue to be challenging during the COVID-19 Pandemic, virtual meetings allow for educational partners to participate without needing to travel or risk exposure."	"Pioneer Technical Center participates in a consolidated School Site Council for multiple school sites that support transiency of students and families through various MCSOS programs, including incarcerated students upon release.  On-going professional development for teachers, academic counselors, and administrators focuses on implementing best practices to increase student academic achievement. Leadership Team Meetings with school counselors, and administrators serve to ensure a comprehensive approach to educating students is the continued focus of PTC program.  Student achievement data from formative and summative assessments continues to drive professional development, along with data collected from student, parent and staff surveys."	"PTC staff members enjoy a great working relationship with the Madera County Department of Probation and Madera County Department of Public Health to facilitate various opportunities for parents to be informed of services and resources available in the community.  Collaborative efforts are made with probation, behavioral health, teachers, administrators and academic counselors to support the needs of parents and families. PRIDE assemblies are held during the school year; staff, parents, and community members are invited to observe students receiving recognition for academics, attendance, athletics, or PRIDE character efforts. Parents, families, and other educational partners are invited to attend graduation ceremonies. Professional development is focuses on building relationships with students and best practices for increased student academic achievement. School counselors include parents in transition plan meetings to understand placement and educational rights for incarcerated and expelled youth. Parent input is sought for possibility of students being on modified graduation track by qualifying for AB 2306 or other assembly bills, and parent input is sought in reclassification of EL students. Surveys are provided to parents in English and Spanish to gather input on program, and surveys are accessible in through ParentSquare, which continues to increase two-way communication with all families, allowing for messages to be emailed or texted, based on preferences.  Areas of focus moving forward include increasing in-person parent participation in advisory groups, providing informational support meetings on topics of interest for parents and accommodating participation for families with transportation, language barriers, or mobility issues.  Pioneer Technical Center participates in a consolidated School Site Council for multiple school sites that support transiency of students and families through various MCSOS programs, including incarcerated students upon release.  On-going professional development for teachers, academic counselors, and administrators focuses on implementing best practices to increase student academic achievement. Leadership Team Meetings with school counselors, and administrators serve to ensure a comprehensive approach to educating students is the continued focus of PTC program.  Student achievement data from formative and summative assessments continues to drive professional development, along with data collected from student, parent and staff surveys."	"PTC holds LCAP educational partner meetings on different days, times, and sites with translation services provided to increase parent participation in guidance of school program.  Since in-person meetings continue to be challenging during the COVID-19 Pandemic, virtual meetings allow for educational partners to participate without needing to travel or risk exposure."	"Pioneer Technical Center participates in a consolidated School Site Council for multiple school sites that support transiency of students and families through various MCSOS programs, including incarcerated students upon release.  On-going professional development for teachers, academic counselors, and administrators focuses on implementing best practices to increase student academic achievement. Leadership Team Meetings with school counselors, and administrators serve to ensure a comprehensive approach to educating students is the continued focus of PTC program.  Student achievement data from formative and summative assessments continues to drive professional development, along with data collected from student, parent and staff surveys."	"PTC staff members enjoy a great working relationship with the Madera County Department of Probation and Madera County Department of Public Health to facilitate various opportunities for parents to be informed of services and resources available in the community.  Collaborative efforts are made with probation, behavioral health, teachers, administrators and academic counselors to support the needs of parents and families. PRIDE assemblies are held during the school year; staff, parents, and community members are invited to observe students receiving recognition for academics, attendance, athletics, or PRIDE character efforts. Parents, families, and other educational partners are invited to attend graduation ceremonies. Professional development is focuses on building relationships with students and best practices for increased student academic achievement. School counselors include parents in transition plan meetings to understand placement and educational rights for incarcerated and expelled youth. Parent input is sought for possibility of students being on modified graduation track by qualifying for AB 2306 or other assembly bills, and parent input is sought in reclassification of EL students. Surveys are provided to parents in English and Spanish to gather input on program, and surveys are accessible in through ParentSquare, which continues to increase two-way communication with all families, allowing for messages to be emailed or texted, based on preferences.  Areas of focus moving forward include increasing in-person parent participation in advisory groups, providing informational support meetings on topics of interest for parents and accommodating participation for families with transportation, language barriers, or mobility issues.  Pioneer Technical Center participates in a consolidated School Site Council for multiple school sites that support transiency of students and families through various MCSOS programs, including incarcerated students upon release.  On-going professional development for teachers, academic counselors, and administrators focuses on implementing best practices to increase student academic achievement. Leadership Team Meetings with school counselors, and administrators serve to ensure a comprehensive approach to educating students is the continued focus of PTC program.  Student achievement data from formative and summative assessments continues to drive professional development, along with data collected from student, parent and staff surveys."	"PTC holds LCAP educational partner meetings on different days, times, and sites with translation services provided to increase parent participation in guidance of school program.  Since in-person meetings continue to be challenging during the COVID-19 Pandemic, virtual meetings allow for educational partners to participate without needing to travel or risk exposure."	"Pioneer Technical Center participates in a consolidated School Site Council for multiple school sites that support transiency of students and families through various MCSOS programs, including incarcerated students upon release.  On-going professional development for teachers, academic counselors, and administrators focuses on implementing best practices to increase student academic achievement. Leadership Team Meetings with school counselors, and administrators serve to ensure a comprehensive approach to educating students is the continued focus of PTC program.  Student achievement data from formative and summative assessments continues to drive professional development, along with data collected from student, parent and staff surveys."	4	5	4	4	4	4	4	4	4	4	4	4	Met	6/14/2022	2022
16639900000000	Pioneer Union Elementary	3	"Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. On the parent survey 97.18% of parents responded positively to the question, ""All cultures are treated fairly and with respect at school."" Additionally 96.67% of parents responded positively to the question, ""I believe there is open communication between myself and my child's teacher."""	"The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children, including engagement of underrepresented families, through its continued work in MTSS and a future identified need for culturally responsive teaching professional development."	The district will continue to reach out to underrepresented families to encourage them to be involved in the school community.	"On the parent survey, 95.1% of parents gave a positive response to the question, “I regularly receive information about my child’s progress and know how they are performing academically.” The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families."	The District 's area of improvement is in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families.	The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families.	"Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians of the district. For the 2021-2022 survey, 390 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. Survey results show that 61.3% of parents are aware of the District Parent Advisory Council, 32.8% are aware of the English Language Advisory Committee, 68.5% are aware of the School Site Councils, 34.1% are aware of the Title I meetings, 84.1% are aware of the Parent/Teacher Clubs, and 22.8% are aware of the Wellness Committee."	The District could expand its capacity to reach underrepresented families to provide input and be engaged in District and school activities and committees.	The District works to advertise and increase community awareness amongst underrepresented families of ways they can be involved in providing input and be engaged in district and school activities and committees.	4	4	3	4	3	4	4	5	5	5	5	4	Met	6/22/2022	2022
09619450000000	Pioneer Union Elementary	3	"Pioneer Union School District educational community is highly effective in using multiple platforms to inform and engage the community including outreach activities and media posts, Blackboard Connect messaging program, Aeries.net e-mail communication and ClassDojo applications."	"Administration with the support of the Health and Attendance Clerk, Outreach Coordinator and full-time Counselor work with the referral process to connect families to resources to meet a variety of needs including counseling, health services, shelter, transportation and other basic needs. PUSD in conjunction with local service providers held more than a dozen distribution events to provide food, clothing, bedding, etc. for families impacted by the Caldor fire and families experiencing poverty."	"PUSD continues to expand efforts to reach underrepresented families through the referral process. The process can start with an individual community member, teacher, student, administrator, health clerk, counselor or outreach coordinator."	"PUSD staff work diligently to inform parents and guardians of student progress through multiple means of communication including informative progress reports, regular email and ClassDojo communication and parent conferences."	Parents indicated that they would like to have the opportunity to attend more STEAM events to support their understanding of the STEAM standards and how they are taught and assessed.	"PUSD will continue to identify the needs of students that are underrepresented and utilize processes including Student Study Team meetings to build supports for students and their families. In addition, the referral process for support will continue to be employed to identify needs and address barriers to engagement and learning."	"PUSD utilized multiple platforms to engage educational partners in the decision-making process. Parents were provided opportunities to participate in surveys seeking their input on various programs including adopting resources for standards-based curriculum, prioritization of resources and effective ways to engage the community in expanding learning opportunities. The School Site Councils reviewed data, goals and success indicators to provide input into the development of the School Plans for Student Achievement. Educators, students and parent groups participated in a series of Listen & Leap sessions to provide input for building a greater capacity for improving the educational program at all schools as well as improving engagement and climate at all schools."	"PUSD recognizes that the survey system employed resulted in few parent responses. It will work with administration and teachers on all sites to increase opportunities for parent participation by having surveys available at different school events throughout the year. In addition, the Listen & Leap sessions are scheduled to occur more frequently during the 2022-23 school year with more opportunities for the community to participate."	PUSD will seek input from underrepresented families through personal and phone contacts and through the use of empathy interviews.	5	5	3	5	4	4	5	3	5	5	5	5	Met	6/16/2022	2022
07617880000000	Pittsburg Unified	3	"The district has a cadre of Family Liaisons to help ensure timely, linguistically and culturally appropriate communication with parents.  Parent-Teacher Conferences are routinely scheduled.  Multiple workshops are offered to facilitate family engagement, including both face-to-face and virtual opportunities.  PUSD uses a variety of modes of in-person, virtual and online communication strategies, and recently has rolled out consistent use of Parent Square for parent communications as well."	PUSD is specifically focusing on improving its relationship-building with African American families.	"PUSD has planned initial engagement/relationship-building opportunities with African American families, and is beginning the process of establishing an African American Advisory Committee, involving parents/guardians and community members."	"Besides promoting a wide-variety of venues and modes of communication for working with parents/guadians, PUSD has a central office Coordinator of Family Engagement, and a cadre of Family Liaisons to help facilitate growing empowering/trusting relationships and partnership opportunities.  Our Family Engagement team also facilitates a range of in-person and virtual workshops and networking opportunities for parents/guardians around a wide variety of topics (parents are also surveyed for their input on topics)."	"Similar to the Building Relationship goal, previously described, PUSD is specifically focusing at this time on improving partnership with African American families."	"As described under Relationships, PUSD is focusing on the development of an African American Advisory Committee, and additional partnerships with African American-led community organizations and agencies."	"PUSD promotes and supports decision-making involvement, including through School Site Councils, LCAP Community Meetings and Surveys, open Board Meetings, a variety of in-person and virtual information-sharing sessions, with opportunities for feedback, polls, and/or surveys."	"As noted in prior sections, we see a particular success gap when it comes to African American scholars, and are working to enhance our engagement with African American families."	"PUSD is seeking ways to better engage our African American families, including by establishing and African American Advisory Committee."	3	4	3	3	3	3	3	4	4	4	4	3	Met	6/8/2022	2022
49708390138065	Pivot Charter School - North Bay	3	"Building relationships is at the core of what Pivot Charter School does. Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students."	"Pivot Charter School is working on getting more communications and documents translated into languages other than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form."	"Recently Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these groups. Pivot will continue to build off of these positions so that families of these underrepresented students can build a stronger relationship on understanding and trust."	"Pivot Charter School communicates regularly to families the importance of meeting with teachers to discuss student progress and working together to support improved student outcomes. This is communicated to families prior to enrollment, during enrollment, and after enrollment. Educational Coordinators and Education Specialists, as applicable, meet with families at minimum once per month to discuss the student’s progress. Teachers meet with students at minimum weekly to discuss the student’s progress. In addition to regular meetings, focused SST meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together a team to help support the student who may be struggling in Pivot’s independent study program."	"Staff are not formally trained in building relationships and partnering with families. It is discussed in depth and frequently during regular trainings but not done in a formal, standardized way. Staff may benefit from a dedicated training on building relationships with families that provides tools and strategies that they may not have considered previously."	"Pivot Charter School will seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their student. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education."	"Communication at Pivot Charter School is frequent and thorough. Families are often included on texts and emails with students. Parents and guardians are able to reach their teachers in a variety of mediums and receive a response in a timely manner. Pivot Charter School also utilizes ParentSquare, a communication tool that allows families to engage with the school in an additional way."	There are not currently any formed advisory groups at Pivot Charter School. Families have not expressed an interest in collaborating with one another to form any such group. The school is small in size and it is often difficult to get many families to engage in that way. We continue to solicit input through surveys. Families provide a significant level of feedback in this manner.	"Pivot Charter School can do more to highlight the opportunities that families have to provide input, in addition to the multiple surveys sent out each year Pivot can encourage more engagement at governing board meetings and other organized events with school staff."	5	5	4	4	3	3	4	4	3	3	3	3	Met	6/4/2022	2022
37737910138222	Pivot Charter School - San Diego II	3	"Building relationships is at the core of what Pivot Charter School does. Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students."	"Pivot Charter School is working on getting more communications and documents translated into languages other than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form."	"Recently Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these groups. Pivot will continue to build off of these positions so that families of these underrepresented students can build a stronger relationship on understanding and trust."	"Pivot Charter School communicates regularly to families the importance of meeting with teachers to discuss student progress and working together to support improved student outcomes. This is communicated to families prior to enrollment, during enrollment, and after enrollment. Educational Coordinators and Education Specialists, as applicable, meet with families at minimum once per month to discuss the student’s progress. Teachers meet with students at minimum weekly to discuss the student’s progress. In addition to regular meetings, focused SST meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together a team to help support the student who may be struggling in Pivot’s independent study program."	"Staff are not formally trained in building relationships and partnering with families. It is discussed in depth and frequently during regular trainings but not done in a formal, standardized way. Staff may benefit from a dedicated training on building relationships with families that provides tools and strategies that they may not have considered previously."	"Pivot Charter School will seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their student. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education."	"Communication at Pivot Charter School is frequent and thorough. Families are often included on texts and emails with students. Parents and guardians are able to reach their teachers in a variety of mediums and receive a response in a timely manner. Pivot Charter School also utilizes ParentSquare, a communication tool that allows families to engage with the school in an additional way."	There are not currently any formed advisory groups at Pivot Charter School. Families have not expressed an interest in collaborating with one another to form any such group. The school is small in size and it is often difficult to get many families to engage in that way. We continue to solicit input through surveys. Families provide a significant level of feedback in this manner.	"Pivot Charter School can do more to highlight the opportunities that families have to provide input, in addition to the multiple surveys sent out each year Pivot can encourage more engagement at governing board meetings and other organized events with school staff."	5	5	4	4	3	3	4	4	3	3	3	3	Met	6/4/2022	2022
04614240137828	Pivot Charter School North Valley II	3	"Building relationships is at the core of what Pivot Charter School does. Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students."	"Pivot Charter School is working on getting more communications and documents translated into languages other than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form."	"Recently Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these groups. Pivot will continue to build off of these positions so that families of these underrepresented students can build a stronger relationship on understanding and trust."	"Pivot Charter School communicates regularly to families the importance of meeting with teachers to discuss student progress and working together to support improved student outcomes. This is communicated to families prior to enrollment, during enrollment, and after enrollment. Educational Coordinators and Education Specialists, as applicable, meet with families at minimum once per month to discuss the student’s progress. Teachers meet with students at minimum weekly to discuss the student’s progress. In addition to regular meetings, focused SST meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together a team to help support the student who may be struggling in Pivot’s independent study program."	"Staff are not formally trained in building relationships and partnering with families. It is discussed in depth and frequently during regular trainings but not done in a formal, standardized way. Staff may benefit from a dedicated training on building relationships with families that provides tools and strategies that they may not have considered previously."	"Pivot Charter School will seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their student. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education."	"Communication at Pivot Charter School is frequent and thorough. Families are often included on texts and emails with students. Parents and guardians are able to reach their teachers in a variety of mediums and receive a response in a timely manner. Pivot Charter School also utilizes ParentSquare, a communication tool that allows families to engage with the school in an additional way."	There are not currently any formed advisory groups at Pivot Charter School. Families have not expressed an interest in collaborating with one another to form any such group. The school is small in size and it is often difficult to get many families to engage in that way. We continue to solicit input through surveys. Families provide a significant level of feedback in this manner.	"Pivot Charter School can do more to highlight the opportunities that families have to provide input, in addition to the multiple surveys sent out each year Pivot can encourage more engagement at governing board meetings and other organized events with school staff."	5	5	4	4	3	3	4	4	3	3	3	3	Met	6/4/2022	2022
33103300137836	Pivot Charter School Riverside	3	"Building relationships is at the core of what Pivot Charter School does. Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students."	"Pivot Charter School is working on getting more communications and documents translated into languages other than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form."	"Recently Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these groups. Pivot will continue to build off of these positions so that families of these underrepresented students can build a stronger relationship on understanding and trust."	"Pivot Charter School communicates regularly to families the importance of meeting with teachers to discuss student progress and working together to support improved student outcomes. This is communicated to families prior to enrollment, during enrollment, and after enrollment. Educational Coordinators and Education Specialists, as applicable, meet with families at minimum once per month to discuss the student’s progress. Teachers meet with students at minimum weekly to discuss the student’s progress. In addition to regular meetings, focused SST meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together a team to help support the student who may be struggling in Pivot’s independent study program."	"Staff are not formally trained in building relationships and partnering with families. It is discussed in depth and frequently during regular trainings but not done in a formal, standardized way. Staff may benefit from a dedicated training on building relationships with families that provides tools and strategies that they may not have considered previously."	"Pivot Charter School will seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their student. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education."	"Communication at Pivot Charter School is frequent and thorough. Families are often included on texts and emails with students. Parents and guardians are able to reach their teachers in a variety of mediums and receive a response in a timely manner. Pivot Charter School also utilizes ParentSquare, a communication tool that allows families to engage with the school in an additional way."	There are not currently any formed advisory groups at Pivot Charter School. Families have not expressed an interest in collaborating with one another to form any such group. The school is small in size and it is often difficult to get many families to engage in that way. We continue to solicit input through surveys. Families provide a significant level of feedback in this manner.	"Pivot Charter School can do more to highlight the opportunities that families have to provide input, in addition to the multiple surveys sent out each year Pivot can encourage more engagement at governing board meetings and other organized events with school staff."	5	5	4	4	3	3	4	4	3	3	3	3	Met	6/4/2022	2022
54720410000000	Pixley Union Elementary	3	"Many of the areas for partnership and engagement registered high, but in particular:  Implementing policies for teachers/ parents to meet and discuss student progress   Offering a variety of ways for 2-way communication to occur between home/ school  Having a welcoming environment"	#NAME?	"We continue to focus on personalized outreach to underrepresented families, in particular our English Learner families who still express reticence and discomfort in institutional interactions."	"Overall, the areas of providing opportunities for educators and families to work together for family engagement activities AND providing families with opportunities for input/ implementing strategies to engage underrepresented families are higher in this area."	"The area of building the capacity of and supporting principals/ staff to effectively engage families in advisory groups and decision making is low.  This has been a struggle, particularly with SSC and ELAC boards so it continues to be an area of focus."	"Our English Learner parents continue to be underrepresented in input-meetings.  Our focus is in individualized outreach, guidance about ways to provide input, and ambassadors who are bilingual will continue."	"Overall, the areas of providing opportunities for educators and families to work together for family engagement activities AND providing families with opportunities for input/ implementing strategies to engage underrepresented families are higher in this area."	"The area of building the capacity of and supporting principals/ staff to effectively engage families in advisory groups and decision making is low.  This has been a struggle, particularly with SSC and ELAC boards so it continues to be an area of focus."	"Our English Learner parents continue to be underrepresented in input-meetings.  Our focus is in individualized outreach, guidance about ways to provide input, and ambassadors who are bilingual will continue."	3	4	3	4	2	3	3	3	2	3	3	3	Met	6/28/2022	2022
30666470000000	Placentia-Yorba Linda Unified	3	"PYLUSD prides itself on creating welcoming environments, working effectively with diverse student populations, and developing effective two-way communication. The 2022 parent survey data report reflects these efforts as respondents “Completely Agree” or “Agree” with statements regarding relationships at an average rate of 83%.  Thus, all ratings for this section were scored as “5s” (Full Implementation and Sustainability)."	"The annual Educational Partner survey asked parents to respond to the prompt, “I feel connected to my child’s school.”  Although, still relatively high, 72% of parents  “Completely Agreed” or “Agreed” with this statement.  Staff believe this outcome is related to the pandemic and they will work to refine  protocols and practices in order to build relationships between school staff and families so that families feel “connected.”"	PYLUSD has a Family Resource Center to serve underrepresented families in their own neighborhoods.  Staff will continue to work to build relationships and high levels of trust with families and inform them of available resources and services.	"Stakeholders rated the prompts for Building Partnerships for Student Outcomes. All criteria were rated as “Full Implementation” or “Full Implementation and Sustainable.” An analysis of the 2022l survey prompts, shows and average of 82% of parents “Completely Agree” or “Agree” with statements regarding building partnerships. Professional learning to support teachers and principals has been a particular focus. PYLUSD provided practical tools and techniques to assist teachers and administrators in achieving respectful and healthy relationships during the pandemic and throughout the 2021-22 school year."	One area that PYLUSD will focus on as an area for improvement in providing  opportunities for families to participate in their child's education. When examining the qualitative survey data 72% of parents “Completely Agreed” or “Agreed” with this statement.	"The District’s Executive Services Department offers educational opportunities designed to teach families specific strategies for supporting their children’s education over time. PYLUSD’s Parent University includes sessions focused on school and family communication, support for learning at home, and secondary readiness and transition. Input is sought from families, (including underrepresented families), on topics to support their needs. Additionally, The District’s English Language Advisory (DELAC) meets monthly to advise PYLUSD on programs and services for English learners. PYLUSD will continue to hold these regular meetings and ensure each school has one or more representatives."	"Placentia-Yorba Linda has always placed a high value on engaging stakeholders. For this reason, there are a plethora of opportunities for families to be part of the decision making process, including: The Superintendent’s Community Advisory Council, District and school English Learner Advisory Councils, Special Education Community Advisory Council, Parent Teacher Associations, and School Site Councils. In addition, PYLUSD has an extensive plan of action for Educational Partner engagement and input regarding the Local Control and Accountability Plan (LCAP).  As a result, parent survey data shows the area of parent engagement to 84% or higher."	"An area of focus for Seeking Input for Decision Making is in the area of family engagement activities. Although stakeholders stated that planning of engagement activities are strengths for school and district activities, there could be improved collaboration for the design and implementation of such programs."	"The District’s Executive Services Department offers educational opportunities designed to teach families specific strategies for supporting their children’s education over time. PYLUSD’s Parent University includes sessions focused on school and family communication, support for learning at home, and secondary readiness and transition.  Input is sought from families, (including underrepresented families), on topics to support their needs. Additionally, The District’s English Language Advisory (DELAC) meets monthly to advise PYLUSD on programs and services for English learners. PYLUSD will continue to hold these regular meetings and ensure each school has one or more representatives."	5	5	5	5	4	5	5	4	5	5	5	4	Met	6/21/2022	2022
31750850137927	Placer Academy Charter	3	"COVID made it very difficult to build community due to all the restrictions placed upon social distancing, mask-wearing, and vaccination status for teachers, parents, and students. Once Placer County was able to remove the mask requirement, PAC was able to offer performances, field trips, and other community events. Attendance at our Back-to-School Night was over 90% and our monthly Coffee and Conversations with administration continue to draw a sizeable group of parents. We believe that the involvement rate for parent participation at the end of the school year was a positive sign and will continue to grow as the county continues to navigate the pandemic."	"To build community, we intend to start the 2022-2023 school year with a significant amount of time dedicated to building a strong and common understanding of PBIS structures and adopting a school-wide SEL program. This common understanding will also hold a parent partnership component and will include communication that strongly aligns with the messaging on campus. This information will be presented to families with an aligned timeline to help bridge our approach to supporting students on-site with families supporting their children at home. Finally, we have identified the need to increase our levels of participation in meaningful engagement activities. We only had 11% of our parents/guardians provide input in our Annual LCAP Survey. Through personal interactions, emails, and other avenues of communication, parents have made it clear they want to be back on campus, attending field trips, family nights, and social events with their students."	"Parent volunteering, student leadership opportunities, school culture events, and family events will be reincorporated and a consistent part of our school again. As student recognition, parent visibility on campus, and an increase in positive support occur, students' connection and a sense of belonging will increase. Additionally, we are actively working on student engagement via community building to help combat our high chronic absenteeism rate.  We will intentionally focus on personal outreach to underrepresented families as well."	"Due to the Covid-19 pandemic, a substantial amount of time had to be dedicated to the ever-changing CDPH guidelines. Precious resources that could have been devoted to academic support and improvement were often directed at health-related issues including contact tracing, outreach to families, cleaning/disinfecting, creating seating charts, and more. Additionally, PAC, as all schools in the area, was impacted by staff illness and dire substitute shortage. This often led to leadership having to cover classrooms, family outreach, and covering lunch/recess. Through all of this, PAC's staff and teachers continued to provide the students with an outstanding and rigorous education."	"Multiple professional learning opportunities have been created to ensure that our teachers and staff are well equipped to support all students in various ways. Within our school calendar, we have embedded 5 days that are dedicated to professional learning for our teachers and staff, and we have a weekly Early Release day, where staff is led through various professional development support. These include targeted training and support for our classroom teachers, education specialists, teachers of English learners, and paraprofessionals.  Additionally, we have two dedicated parent/student/teacher conferences throughout the school year as well as weekly updates from teachers and school."	"Placer Academy is committed to the Vision and Mission it has set for students, staff, and the community.  In order to ensure that all English learners, low-income students, and Foster Youth are provided with opportunities to receive support and assistance to achieve at high levels, school site supports have been designed through the three-year LCAP. These supports include increased classified staff to provide reduced class sizes for designated and targeted instruction, opportunities for full parental involvement through volunteering and support on campus and after school, and access to technological resources and connectivity to the network for EL and low-income families. Students are supported by additional personnel including instructional aides and an intervention specialist. Funds for personnel, instructional materials, technological supplies, equipment, and resources have been specifically designated to support the English Language learner, low-income students, students with special education needs, or Foster Youth."	"Parents, staff, and community members participate in the decision-making process in a variety of ways including a series of parent workshops, parent meetings, staff meetings, Board meetings, and Parent Teacher Organization meetings. In addition, written communication was distributed home and posted to the website describing the new budget and plan development process. Prior state testing data and current data from student assessments and classroom performance of Placer Academy were used by staff to make recommendations for school-wide goals. The input was taken from parents via a survey and special meetings, special education District support staff, school support staff, and classroom teachers via staff meetings and a survey. Staff and parents regularly attend Board meetings to provide input. Board of Directors members, staff, and parents sit on and make recommendations to the budget committees."	"In order to ensure that all families feel they are part of the decision-making process, PAC has implemented a new communication platform.  This allows parents to receive information via text, email, or phone.  Teachers send weekly communication to families as does the school.  Additionally, the administration has implemented monthly Coffee and Conversations to allow families to discuss issues in a less formal setting than the Board meetings."	PAC continues to focus on personal outreach to underrepresented families through personal conversations and phone calls.  We provided translated materials when necessary as well.	4	4	4	4	4	4	4	4	3	3	3	3	Not Met	9/22/2022	2022
31103140000000	Placer County Office of Education	3	"PCOE is committed to engaging parents, guardians, and other educational partners and incorporating their feedback in decision-making. When supporting student needs, clinical support staff and site administrators ask families and guardians about their family or living dynamics, strengths, barriers, and what works for them. An area of strength and progress in building relationships is frequent individual guardian contact from site leadership, clinical support staff, and special education staff."	"PCOE is dedicated to offering a wider variety of opportunities to engage with families and guardians and direct connections to community-based services to remove barriers to learning, support academic achievement, and facilitate successful transitions. Although PCOE currently supports staff in learning about student groups and their cultures, languages, and goals, it is committed to extending this work to all students by increasing Tier I support related to successful transitions from the court school setting."	PCOE works with Probation as the guardians of students.  PCOE's Student Support Practitioner will continue connecting families with resources outside the facility to support the student's transition.	"PCOE shows particular strength in connecting families/guardians with community partners and services. The addition of a Student Support Practioner has aided in this work. The position will continue to expand in connecting families and students with resources as they prepare to transition out of court school. PCOE is also committed to engaging parents and guardians and incorporating their feedback in decision-making.    As a result, PCOE has established various programs tailored to the unique challenges of our students and families, including academic counseling sessions provided during daily advisory periods, opportunities for students to self-refer for social-emotional counseling supports, prevention of Commercially Sexually Exploited Children (CSEC) workshops, and Free Application for Federal Aid (FAFSA) workshops for parents and guardians. In addition, when supporting probation staff as guardians for short-term students, PCOE provides resources related to evidence-based practices that support all student behavior. These offerings are designed to meet students and families “where they are” - with one-on-one conversations scheduled during convenient times for parents via online video calls and/or individualized phone calls from a dedicated Bilingual Parent Liaison. Establishing these connections and developing trusting relationships has led to greater parent/guardian involvement."	An area for continued growth in this area is to increase the involvement of the Student Support Practitioner before transitions to ensure necessary connections are made to a wider variety of community resources before students exit the program.	PCOE has begun training Probation officers on how to support students with mental health challenges.  PCOE also invites Guardians to weekly inter-agency collaboration meetings and team PBIS meetings to help create school-wide action plans.	"Families can provide meaningful input and contributions to decision-making when serving on committees such as School Site Council and the Local Control Accountability Plan (LCAP) Advisory Committees. PCOE also employs a parent Bilingual Parent Liaison to provide translation and support for families with a primary language other than English. Parent input contributed to revisions of the School Site Safety Plan. For LCAP goal development feedback, each of our non-English speaking parents and parents of foster and homeless students was individually called by a PCOE program administrator and/or Bilingual Liaison and verbally asked survey questions designed to solicit stakeholder feedback."	PCOE is committed to increasing family/guardian input in developing engagement opportunities as an area of focus for improvement.	"PCOE is committed to increasing opportunities for meaningful parent and family involvement and will continue to utilize the bilingual support staff and Foster Youth Liason for increased engagement opportunities for underrepresented families.  Family/guardian feedback will continue to be collected via electronic surveys, hard copy surveys, one-on-one phone calls, and virtually facilitated conversations.  Sharing data about processes and student outcomes with guardians on a regular basis."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/16/2022	2022
31103140126904	Placer County Pathways Charter	3	"Pathways Charter is committed to engaging parents and other educational partners and incorporating their feedback in decision-making. Clinical support staff and site administrators ask families about their family dynamics, strengths, barriers, and what works for them. In addition, an area of strength in building relationships is frequent communication with individual parents and families from site leadership, clinical support staff, and special education staff. Pathways Charter is dedicated to offering a wider variety of opportunities to engage with families, including videos, continuing the recently re-initiated newsletter at iCARE, QR code feedback systems for families, and increasing parent information and engagement events."	"A focus area for improvement is classroom teachers initiating more robust and proactive communication with families. Although Pathways Charter already supports staff in learning about each family's strengths, cultures, languages, and goals for under-represented students, it is committed to extending this work to all students by increasing its Tier I support."	Pathways Charter's Student Support Practitioner will continue to reach out to families with additional supports outside of the school environment when students are referred.  Pathways Charter also works closely with Foster Youth and Homeless Students liasons and participates in additional County-based supports such as Wraparound Services.	"Pathways Charter shows particular strength in connecting families with community partners and services.  The addition of a Student Support Practioner has aided in this work.  In addition, Pathways Charter has established programs tailored to the unique challenges of our students and families, including before and after-school credit recovery and academic counseling sessions and Free Application for Federal Aid (FAFSA) workshops for parents and guardians.   These offerings are designed to meet families ""where they are"" - with one-on-one conversations or workshops scheduled during convenient times for parents via video calls, face-to-face meetings, and/or individualized phone calls from a dedicated Bilingual Parent Liaison.  Establishing these connections and developing trusting relationships has led to greater parent involvement and collaboration."	"A focus area for improvement is Pathways Charter's Independent Study program and its support of parents as teachers.  As such, Pathways Charter is expanding resources to help families develop and navigate systems to help keep students on track.  Examples include an ongoing video series about instructional practices for parents and streamlined documents to help parents and students navigate various online accounts and platforms.  These resources will be built into the orientation process and provided ongoing.  In addition, the orientation process for Independent Study and Come Back families will include preventative instruction on how to be successful in the program."	"Pathways Charter iLearn Academy offers intervention for students and additional guided instructional sessions for families who are struggling with independent study work completion. In addition, parents and families of students at iCARE can log in to engage in their student's behavioral progress monitoring."	"Families can provide meaningful input and contributions to decision-making when serving on committees such as School Site Council and the Local Control Accountability Plan (LCAP) Advisory Committees.  PCOE also employs a parent Bilingual Parent Liaison to provide translation and support for families with a primary language other than English. Pathways Charter collects family feedback via electronic surveys, hard copy surveys, one-on-one phone calls, and virtually facilitated conversations.  For LCAP goal development feedback, a PCOE program administrator or bilingual support staff called each of the non-English speaking parents and parents of foster and homeless students and verbally asked survey questions designed to solicit feedback."	A goal for next year is to include a standing item about PBIS updates on every School Site Council agenda.	"Pathways Charter is committed to increasing opportunities for meaningful parent and family involvement and will continue to utilize the bilingual support staff and Foster Youth Liason for increased engagement opportunities for underrepresented families. In addition, data and updates related to Positive Behavioral Interventions and Support (PBIS) are shared with parents at some School Site Council meetings for parent/guardian feedback."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/16/2022	2022
31668860000000	Placer Hills Union Elementary	3	PHUSD consistently uses assessment throughout the school year to determine needs of staff and families and facilitates building relationships through parent and school organizations and input opportunities.	PHUSD is continues to look for ways to improve communication and between families and staff.	PHUSD continually works to improve the engagement of underrepresented families to build relationships and will continue to survey and reach out to those families for input.	PHUSD consistently uses assessment throughout the school year to determine intervention needs for students and adjusts student learning opportunities accordingly. PHUSD works collaboratively with families and connects families with the resources that are needed for student success.	PHUSD will continue to focus on improving the student outcome of our underrepresented students.	PHUSD seeks feedback from families on how the District can improve in areas that engage families. Families have shared through surveys that there are many opportunities for involvement in the schools and they feel connected to our schools. PHUSD continues to ask for feedback from our families on how we can improve on our engaging families.	PHUSD seeks input on decision making and reaches out to educational partners continually to ensure a variety of perspectives are considered.	PHUSD will continue to reach out to those educational partner who are more reluctant to give input to be sure when making decisions that all perspectives are heard.	PHUSD reaches out specifically to underrepresented educational partners through surveys and communications. The District will continue to ask for feedback on how to better gather input from underrepresented families.	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	10/12/2022	2022
31668940000000	Placer Union High	3	"Placer Union High understands the importance of building and maintaining relationships with students, parents, staff, and the community. Moreover, PUHSD takes great pride in creating a culture of involvement and cooperation. Key to this endeavor is the foundational philosophy of Quality Schools which attempts to create a needs satisfying environment for staff and students. PUHSD is continuously looking for ways to improve communication, trust, and relationships between our schools and our communities. To achieve all of this, PUHSD utilizes a variety of different strategies to build these relationships. All of our school sites have many ways to involve our parents, including School Site Councils, Parent Clubs, LCAP meeting nights, Back to School nights, and Parent Information Nights. PUHSD also provides staff training and professional development to our staff on topics related to student emotional health, communication with parents and community via technology, and utilizing resources to support students and parents. PUHSD has increased its effective communication to parents via School Messenger, social media, and different computer based applications. PUHSD has been responsive to the needs identified by our parents and community.  PUHSD has added positions, courses, and activities based on input from our parent communities.  We have also increased our level of communication to our families.  We have added a Communications Officer to help ensure more consistent communication to our public."	"While PUHSD does communicate often, we have relied on email, websites, and School Messenger and not as much on different social media platforms.  Our parents have also mentioned a need to be more deliberate and articulate in our communication regarding our initiatives and ensuring transparency and access to information.   PUHSD recognizes the need to continually improve our relationships, especially with our foster youth, English learners, and low-income students, and is an area of focus. PUHSD reaches out specifically to parents of our foster youth, English learners, and low-income students to participate in district, and site based discussions and activities. PUHSD also includes different state and county organizations along with community groups to be involved in our site and district meetings."	"PUHSD will use new Communications Officer to strategically communicate to our foster youth, English learners, and low-income students.  We have also created a new Guidance Counselor position who will work with foster youth, English learners, and low-income students and families."	"Student learning and achievement are key areas of focus for PUHSD. More importantly, PUHSD understands and appreciates the many different variables that impact student achievement and has attempted to develop initiatives, programs, and systems that enhance our student outcomes. Perhaps the most important of these initiatives is the individualized academic planning and guidance our students receive at each site. Counselors work with both students and parents to ensure that they are taking courses that will promote college and career readiness. PUHSD also provides professional development to our staff that addresses student learning and outcomes. PUHSD utilizes a variety of outside resources and agencies to help provide important information to parents regarding their students academic, social, and emotional well being. These include county and state agencies, non-profit entities and other partners that allow us to provide strategic programs. These deliberate and strategic partnerships have allowed us to support all of our students. All of our sites have Parent Information nights that provide timely and important information regarding academics, social/emotional health, college admissions and financial aid workshops."	"An area of focus will continue to be achievement gaps. We realize that our socio economic disadvantaged students and our students with disabilities are behind their peers and we are working to address those through these partnerships. We will continually solicit support, input, and involvement of our parents, partners, and communities."	"PUHSD will use new Communications Officer to strategically communicate to our foster youth, English learners, and low-income students.  We have also created a new Guidance Counselor position who will work with foster youth, English learners, and low-income students and families."	"PUHSD has made a concerted effort to ensure our students and parents have the opportunity to be involved in the decisions being made at both the site and district level. All of our sites have School Site Councils, LCAP meetings, and Parent Clubs that play a vital role in the decision making process. Deliberate effort is made to include our foster youth, socioeconomically disadvantaged students, students with disabilities, minority students, and our English Learners. The past four years, PUHSD has utilized student board members who play an important role at our board meetings and work with our board to ensure their voice is heard. They are tasked with going out in their school sites to get student concerns and perspective on a variety of issues at their campus, and report back to the board. Moreover, PUHSD employs Student Voice meetings which give students the opportunity to provide feedback to site and district administration. District administration also holds Student Engagement visits at all of the sites in which students get an opportunity to discuss their issues and concerns. PUHSD also spends a considerable amount of time analyzing student and parent surveys to identify needs and concerns that need to be addressed."	"An area of focus will be to continue our efforts to reach out to all student groups and ensure their voice is being heard. Although we do this for all of our LCAP meetings, we still get lower turnout than we would like. We are working on different strategies to try and gain more attendance and participation of all groups."	"PUHSD will use new Communications Officer to strategically target communication to our foster youth, English learners, and low-income students.  We have also created a new Guidance Counselor position who will work with foster youth, English learners, and low-income students and families."	5	5	3	4	5	5	5	5	5	5	4	4	Met	6/21/2022	2022
09619520000000	Placerville Union Elementary	3	"PUSD annually surveys parents in English and Spanish. See PUSD Web page for Parent Survey results as they were reported to the PUSD Governing Board on June 8, 2022.  PUSD also annually surveys all EL Families for input in the programs established for our EL Students.  Meetings are held throughout the school year to solicit parent input.  Parents are involved in many District wide committees as well as Site level committees in an effort to garner input.  These committees include DELAC, HEAC, Budget Advisory and Site Council.  Principals attend PTC meetings in an effort to share and solicit information.  The Superintends Parent Advisory Council is also a very valuable group in communication between the District and parents.  PUSD regularly surveys parents on a variety of topics utilizing Google Forms through both email and text."	"PUSD annually surveys parents in English and Spanish. See PUSD Web page for Parent Survey results as they were reported to the PUSD Governing Board on June 8, 2022.  PUSD also annually surveys all EL Families for input in the programs established for our EL Students.  Meetings are held throughout the school year to solicit parent input.  Parents are involved in many District wide committees as well as Site level committees in an effort to garner input.  These committees include DELAC, HEAC, Budget Advisory and Site Council.  Principals attend PTC meetings in an effort to share and solicit information.  The Superintends Parent Advisory Council is also a very valuable group in communication between the District and parents.  PUSD regularly surveys parents on a variety of topics utilizing Google Forms through both email and text."	"PUSD annually surveys parents in English and Spanish. See PUSD Web page for Parent Survey results as they were reported to the PUSD Governing Board on June 8, 2022.  PUSD also annually surveys all EL Families for input in the programs established for our EL Students.  Meetings are held throughout the school year to solicit parent input.  Parents are involved in many District wide committees as well as Site level committees in an effort to garner input.  These committees include DELAC, HEAC, Budget Advisory and Site Council.  Principals attend PTC meetings in an effort to share and solicit information.  The Superintends Parent Advisory Council is also a very valuable group in communication between the District and parents.  PUSD regularly surveys parents on a variety of topics utilizing Google Forms through both email and text."	"The District calendars 6 minimum days annually for Parent Conferences. All sites have staff who translates as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. For grades 6-8 parents have the opportunity to meet with all 6 teachers for 1 on 1 meetings.  Teachers also utilize electronic means of communication such as email, parent link and Class Dojo.  All sites have staff that can translate for parents either through phone calls or in person when necessary."	"The District calendars 6 minimum days annually for Parent Conferences. All sites have staff who translates as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. For grades 6-8 parents have the opportunity to meet with all 6 teachers for 1 on 1 meetings.  Teachers also utilize electronic means of communication such as email, parent link and Class Dojo.  All sites have staff that can translate for parents either through phone calls or in person when necessary."	"The District calendars 6 minimum days annually for Parent Conferences. All sites have staff who translates as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. For grades 6-8 parents have the opportunity to meet with all 6 teachers for 1 on 1 meetings.  Teachers also utilize electronic means of communication such as email, parent link and Class Dojo.  All sites have staff that can translate for parents either through phone calls or in person when necessary."	"PUSD annually surveys parents in English and Spanish. See PUSD Web page for Parent Survey results as they were reported to the PUSD Governing Board on June 8, 2022.  PUSD also annually surveys all EL Families for input in the programs established for our EL Students.  Meetings are held throughout the school year to solicit parent input.  Parents are involved in many District wide committees as well as Site level committees in an effort to garner input."	Information on how student attendance impacts over all student success.	"PUSD will continue to solicit input for Parent Engagement for all student groups.  This is done through surveys, committees, regular parent nights and continual communication."	4	4	4	4	3	4	4	4	3	4	3	3	Met	6/9/2022	2022
24658130000000	Plainsburg Union Elementary	3	"A strength of PUESD is the willingness of our parents to volunteer to support our school in any way possible. An example of this is our Parent Club. They have created a social media page that has amplified our communication to the community. In fact, this has become the preferred method of communication for parents."	"A focus area of improvement will be how to prioritize communications that are sent home electronically. Parents complain of over-communication by the district. The staff of PUESD works and will continue to work hard in communication with families, especially underrepresented families."	PUESD strives to keep parents connected to school and school activities. PUESD will evaluate communication platforms and messages to determine which platform is best suited for the type of communication we are trying to send especially when trying to reach our underrepresented families.	"A strength for PUESD in this area is that we have built a strong partnership with our parent club. This facilitates ease of communication between the school and the community at large. We also have calendared events to meet with families, including two sets of parent conference weeks in order to facilitate communication between the parents and teachers regarding student progress. A final strength is the in person events we host. For example, our end of the year track meet will also serve as a way for parents to pick up summer school back packs full of supplies to keep kids engaged in learning over the summer. This also provides an opportunity for parents, students and staff to spend time with one another in a positive environment."	"An area of focus in this area will be to onboard new teachers to our processes for communicating with parents, including conferences, open houses and back to school nights. We will mentor new staff in this area as they are hired at PUESD."	PUESD strives to keep parents connected to school and school activities. PUESD will evaluate communication platforms and messages to determine which platform is best suited for the type of communication we are trying to send especially when trying to reach our underrepresented families.	"A strength in this area is the multiple platforms we use to solicit input from parents and families. We also work with outside organizations, such as migrant education, the other schools in the tri-city area to solicit input from our larger community. For example we have held a tri-cities board meeting, with boards from Plainsburg, Planada and LeGrand."	A focus areas for improvement is to increase the percentage of parents responding to the Annual LCAP Survey. We will analyze our methods of communication to how we ask for feedback from parents in order to increase parental responses	PUESD will analyze our methods of communication to our underrepresented families and how we ask for feedback from parents in order to increase parental responses.	5	5	5	5	5	5	5	5	5	4	4	4	Met	6/9/2022	2022
24658210000000	Planada Elementary	3	Bilingual staff members are available most of the time to help open the lines of communication.	Provide additional workshops for parents and more frequent communication regarding student learning.	PESD needs to make continued improvement on being culturally responsive to underrepresented families and needs to include families in all activities.	Parents in the district feel able to ask for conferences with teachers if needed.	Continuing the work of the Community Liaison and the District Parent Resource Center.	PESD needs to be more respectful of parents and include them in their child’s education from day one to day 180.  There needs to be more communication between teacher and parent regarding the student’s academic progress.	I receive frequent communication from my child’s school about upcoming events.	"Continue to encourage parent input through School Site Council, ELAC and additional informal settings."	"PESD needs to provide more training for administrators, teachers and staff in improving communication with parents regarding students’ academic progress.  Concerns need to be addressed not only during parent/teacher conference but any time there is an academic “red flag” that needs to be addressed."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/30/2022	2022
11626380000000	Plaza Elementary	3	"Plaza School District teachers communicate with families regularly regarding student progress via email, text, phone calls, and in person. Plaza uses an online grading program that students and families have access to."	"Although Plaza School does encourage families to understand and exercise their legal rights and advocate for their students, they do not offer specific support. English Language Learner families are typically less engaged."	Plaza School will offer additional community engagement opportunities throughout the year.	"Plaza School District teachers communicate with families regularly regarding student progress via email, text, phone calls, and in person. Plaza uses an online grading program that students and families have access to."	"Although Plaza School does encourage families to understand and exercise their legal rights and advocate for their students, they do not offer specific support."	"Plaza School District has a strong relationship with the community with a long waitlist of students who want to attend. In pre pandemic years, the District has a significant amount of volunteerism. One area the District continually works to improve is receiving more involvement from non-English speaking families."	"Stakeholders are offered multiple opportunities to provide input for decision making, including School Site Council, Plaza Community Club meetings, LCAP meetings, and Board meetings. Surveys are administered annually."	"One area of improvement is obtaining input from English Learners. Also, increasing the number of survey responses from all families."	"Surveys and messages translated into Spanish. Also, reaching out to Spanish speaking parents to participate in stakeholder meetings and committees."	4	2	4	4	3	4	4	2	4	4	4	4	Met	6/16/2022	2022
51714310000000	Pleasant Grove Joint Union	3	"Pleasant Grove School is committed to creating a welcoming, positive learning environment for all educational partners, including underrepresented families.  Our efforts are ongoing and measured in survey results (percent of parents marking Agree or Strongly Agree):  96% All parents, (83% parents of Underrepresented Students) feel the school is a friendly, welcoming environment; 87% All parents, (67% parents of Underrepresented Students) report there is good two-way communication between home and school; 95% All parents, (92% parents of Underrepresented Students) say the communication from the school is understandable and accessible; and 89% All parents, (67% parents of Underrepresented Students) feel a sense of belonging and connectedness to the school.   Family engagement opportunities in the 2021/22 school year included:  Parent/Teacher conferences, Fridays at the Flag, awards assemblies, chaperoning on field trips, Site Council, Board meetings, and Student Study Team (SST) meetings.  The district is dedicated to providing two-way communication with parents to ensure student success.  Communication via email and social media is on-going and parents are encouraged to contact the school with questions.  Parents have access to the Parent Portal where they view attendance, grades/class assessments, report cards, & State assessment results.  Our website contains resources & links for parents regarding curriculum-based supports as well as State assessments & standards.  We provide materials & supports to help parents to work with their children. During BTSN & Parent Conferences, teachers in grades K-2 discuss best practices for working with beginning readers.  Early reading materials and flashcards are sent home throughout the year so parents can work with their children.  Online access to math, science, and social studies supports are available to 6-8 grade students."	"Based on educational partner input, we have identified the need to focus on creating a welcoming environment where all parents feel a sense of belonging and connectedness to the school."	"Building relationships between school staff and families and improving engagement of underrepresented families will be a multi-year endeavor.  Our underrepresented families don’t feel the school is as welcoming as our All parent group nor do they feel the same sense of belonging and connectedness.  We will survey families, focusing on underrepresented families, so we can identify the root cause.  We will work with our Site Council/LCAP Advisory Group, Parents’ Club, and staff to plan actions based on the survey results.  We will provide training to our office staff in working with underrepresented families."	"Pleasant Grove School is committed to building partnership between families and school staff.  At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights.  During Back to School Night (BTSN) and Parent Conferences, curriculum and grade-level standards are reviewed to increase parent understanding of expectations and requirements.  Conferences are held for every student in the fall and as needed throughout the year giving parents an opportunity to meet with teachers to discuss student progress on grade-level standards and local assessments.  When a student is identified as struggling to meet academic, behavioral, or attendance expectations a meeting is scheduled with the parents.  A parent and family engagement policy was developed jointly with the School Site Council and Parent's Club in 2018 and is reviewed by the Site Council annually.  The policy is also reviewed by the Governing Board as part of their Title I Plan review process.  This policy is distributed annually to all parents as part of our Annual Notice to Parents.  Additionally, educational partners can engage and provide feedback through Site Council and attendance at monthly board meetings.  Parents have the opportunity to participate in surveys to give us meaningful feedback on the school.  This allows us to evaluate and modify practices to encourage positive interaction and participation between the district and all educational partners.  Results from a spring 2022 survey (percent of parents marking Agree or Strongly Agree) indicate:  91% All parents, (83% parents of Underrepresented Students) feel welcome and are encouraged to participate at school; 93% All parents, (92% parents of Underrepresented Students) feel the school encourages them to be an active partner in educating their child; 89% All parents, (83% parents of Underrepresented Students) say they receive information on what their child should learn at each grade level; and 80% All parents, (75% parents of Underrepresented Students) report they receive information about what they can do at home to help their child improve or advance his/her learning."	"Based on input, we have identified a focus area.  Eighty percent of all parents and 75% of parents of underrepresented students say they receive information about what they can do at home to help their child improve or advance his/her learning.  We will focus on providing families with information and resources to support student learning and development in the home."	"As part of our plan to improve our partnership with underrepresented families we will give standards brochures for each grade level to parents at Back to School Night, send home curriculum based newsletters, and improve our web site to include resources for activities families can do at home to support their child’s learning.  We will provide translations as necessary for our standards brochures and curriculum based newsletters.  We will reach out to our underrepresented families to encourage them to attend Back to School Night and teachers will share resources for families.  We will discuss ways families can help their child improve or advance his/her learning during parent conferences."	"Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, School Board meetings, Parents’ Club, academic awards assemblies, parent/teacher/student conferences, as classroom volunteers, as chaperones on field trips, and family nights.  To encourage participation in these and other events, notices are sent through email and posted on social media.  In addition to the above, regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, newsletters, school calendars, student assessments, and grade reports.  Although we only have 6 English learners, we make every attempt to provide communications in the home language.  Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night.  School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested.  According to our spring 2022 Parent survey, 87% of All parents (75% parent of Underrepresented Students) feel they have been given different options or ways that I can be involved with the school; 91% All parents (92% parent of Underrepresented Students) say they have the opportunity to participate in decision making committees (School Site Council, governing board meeting, parent advisory group, Parent Club); and 78% All parents, (75% parents of Underrepresented Students) believe they have opportunities to provide input on school policies and programs."	"Many parents, but especially underrepresented families don’t feel that they have opportunities to provide input on school policies and programs (78% All, 75% Underrepresented Students).  Based on this input, the district has identified the need to improve in providing opportunities for parents to provide input on school policies and programs."	"To increase the engagement of underrepresented families in Seeking Input for Decision-Making we will reach out to underrepresented families to invite them to attend school committees and events.  Communication for school events will be increased through email and social media.  At the beginning of the school year, we will heavily advertise our web-site and social media platforms as a way parents can stay current on school events."	3	3	3	4	4	4	4	4	4	4	4	4	Met	6/15/2022	2022
29663730000000	Pleasant Ridge Union Elementary	3	"PRUSD is intentional in engaging parents in the academic growth of all students. Every year begins with 1st-day packets which include the school's handbook. PRUSD provides time for staff to communicate each student's academic achievement status through the Student Information System (Power School) parent portal. Teachers communicate with parents through teacher pages, weekly informational folders, social media posts, parent-teacher conferences, and Back-to-School/Open House nights. More formalized meetings like Student Study Teams and Individual Education Plan meetings are conducted to address students' individual needs to ensure behavioral and academic expectations. Each school has a proactive and engaging parent-teacher club that supports enrichment and field trip learning opportunities. Parents often support staff by volunteering in the classrooms or the main office."	"Parent surveys that were sent home report that parents were overall satisfied with the communication between parents and the teachers or school. Some outlier parents provided feedback that teachers and the school must improve communication using different communication methods. They were identified as outliers as their recommendations were already implemented during this school year. Either they did not get the message, or they did not engage in the communication."	"Pleasant Ridge Union School District (PRUSD) continues to improve parent engagement and communication. PRUSD uses multiple ways to communicate to the learning community members through telephone, texts, emails, and social media about opportunities to address students' needs, school volunteer opportunities, school events, and other messaging important for parents to make informed decisions. PRUSD works collaboratively with the Parent-Teacher Clubs (non-profit) support teachers within their classrooms, and provide field trips and guest speakers or enrichment classes for students. PRUSD continues to reach out to our population that is most at risk to support the community in preparing better and supporting their children's learning. Due to the pandemic, all communication and meetings have been through a virtual platform. Beginning the 22-23 school year, PRUSD will reestablish District Education Advisory Committee."	"PRUSD continues to work with families that need support for their children. Pre-pandemic, PRUSD has offered parenting classes that support parents with strategies on how to support students with their growth. Also, parents have opportunities to meet with teachers annually during parent-teacher conferences in a formal setting. Parents are able to schedule a meeting with the teachers at any time to discuss their child's progress. Student Study Teams are formed when students need intervention or to address any concern that could impact the students learning growth. At the beginning of each school year, students and parents are provided with documents describing their rights as students. Students with disabilities and their parents receive a copy of their rights prior to each IEP meeting."	PRUSD will continue to develop a better process for communicating and reporting to parents when their children are not performing at the expected academic performance level. Communication must be timely and thorough. This will be done through forms on the parent portal so parents will be their child's progress behaviorally and academically. Students will have the ability to receive extra help in math and ELA during the expanded learning opportunities program. The summer school will be offered for students needing intensive help during the 2022 summer session from 5th -7th grade students. PRUSD will phase in two grade levels yearly until all grade-levels are offered.	"PRUSD will analyze data weekly to make necessary changes and revisions for each student. Unrepresented families for our Hispanic students, students with disabilities, and socio-economically challenged students will be identified weekly in the data analysis review, decisions will be made during these weekly meetings and communicated to parents and any support agencies for the benefit of the student. This protocol will be implemented in the 22-23 school year."	"Based on the annual Student, Parent, and Staff surveys, all stakeholders were given the opportunity for input and feedback on the progress of our Local Control Accountability Plan. Over 50% of all potential respondents, responded to the annual survey. 88% of all respondents (699), responded that all students were successful this year. 70% of the stakeholder groups determined that parents have the ability and contributing to planning this year. PRUSD works diligently in providing an opportunity for all members of the learning community to provide ongoing relevant feedback."	"PRUSD values and welcomes all feedback from members of the learning community. Pre-pandemic, PRUSD established a learning community advisory to engage all members in feedback on the local plan updates. Each site has a school site council and a parent group that gives site feedback throughout the school year. The "	"All families are invited to provide input during site and district parent meetings, surveys, and scheduled education advisory committee meetings. As everyone is invited to these meetings, PRUSD intentionally invites members of the learning community who are of the unrepresented class of learners. Teachers, Principals, and other staff are constantly engaging with parents in inquiring about what is working well and what needs to change."	5	5	4	5	4	4	5	5	5	5	5	5	Met	6/27/2022	2022
56725530000000	Pleasant Valley	3	"PVSD seeks to elevate the voices of educational partners and students through meaningful engagement processes. In order to capture a 360-degree view of needs and perceptions, PVSD regularly seeks input and communicates with the community.    Last year, the PVSD family survey was administered and gathered over 1000 responses.  The survey strongly informed the PVSD LCAP.  Whenever new initiatives are on the horizon, PVSD seeks parents/caregiver input and input from parent advisory structures.   Ongoing communication is a priority in PVSD.  There are robust communication structures in place to keep families apprised of current district information.  A weekly family update is emailed to families every Friday.  PVSD has a variety of committees that allow for authentic and meaningful participation with families.  Pleasant Valley School District leadership regularly engage with members of the various school communities through the Superintendent’s Roundtable which has representatives from every school as well as community partners.  PVSD has strong parent participation on the LCAP Parent Advisory Committee and District English Learner Advisory Committee."	"PVSD continually engages in the continuous improvement process.  As part of this process, we identified customer service as an area of focus for all members of our organization.  The goal of providing a customer service approach in working with all educational partners will be a coordinated effort at all schools and district departments.  We will expand our PVSD Parent University structure to continue to meet the parent education needs of families.  In the 2021-22 school year, we administered a survey to elicit input about the parent education topics parents and caregiver were seeking to learn more about.  These topics have been woven into the Parent University series for this year.  We are excited to expand opportunities for parents and caregivers to engage through a blend of in-person and virtual meetings this year.  Throughout the pandemic, we learned that the virtual option is beneficial in parent/caregiver engagement, while the in-person structure is something that is also valued.  PVSD is exploring hybrid meeting structures with the goal of providing options that allow for more parents/caregivers to engage in the various meetings and training opportunities."	"The Pleasant Valley School District prides itself on the strong partnership with families and actively seeks to identify ways to better engage with under-represented families. Data from parent/caregiver surveys are disaggregated by group in order to better gauge specific needs.  Last year, two listening sessions were held through a fellowship sponsored by the Ventura County Social Justice League that sought to examine the experiences and needs of families who may be underrepresented.  The District English Learner Advisory Committee (DELAC) survey results are shared at a regularly scheduled Board of Education meeting and are used to inform the use of supplemental funds and Title III targeted for English Learners.  Last year, PVSD developed a community advisory council that represents families of students with disabilities.  Families were surveyed to provide input on the use of Alternative Dispute Resolution (ADR) funds."	"Outcome data are regularly reviewed as part of ongoing meeting structures.  LCAP, ELAC, School Site Council meetings, and PTA roundtable meetings all engage with data throughout the year. Universal screening data points are shared and larger summative assessment data from CAASPP are disaggregated by student group and shared with families.  This allows for the examination of performance gaps between student groups.    Principals engage with their site leadership teams and school site councils to review data. Discipline and attendance data are also shared with the various committees and groups.  All teams review the actions in the LCAP and provide voice on whether they are having the impact on the intended goal  These fidelity checks are conducted a minimum of two times per year.  An LCAP overview document that synthesizes the goals, actions, and services of the LCAP is available to families."	"Through the support of the Parent Engagement Coordinator, we will incorporate more parent/caregiver information about our academic program, including information on student outcomes.  PVSD is leveraging the ELO program as an opportunity to partner with the Boys and Girls Club of Camarillo to provide expanded learning. Staff from the district’s ELO program provide connected learning opportunities for students.  Tutoring services allocated through the LCAP will provide increased academic support with the goal of improving student outcomes.  PVSD has a robust Family Literacy Project.  The project provides parents and caregivers with strategies on how to effectively support reading at home.  The middle school component of the program focuses on providing families with information about post-secondary opportunities."	"Pleasant Valley School District has strong processes in place for partnering with families.  The Parent University content is concurrently translated in Spanish to provide greater access.  Title-I funded campuses have specific parent engagement events that are coupled with family workshops.  This year, PVSD is excited to partner with the Parent Institute for Quality Education (PIQE) to provide a series of workshops for families.  The District English Learner Advisory Committee made the recommendation of providing specific information sessions for new arrival English Learner families.  By providing families with multiple opportunities to engage, PVSD endeavors to remove barriers for parent/caregiver input and participation."	"PVSD has multiple mechanisms in place to provide opportunities for educational partner input.  The district advisory (LCAP) committee is an opportunity where parents, caregivers, community partners and staff work in concert towards the development of the district's LCAP.  A teacher advisory is woven into PVSD's input structures. The advisory has representatives from each school site. Additionally, the PTA Roundtable monthly meeting structure allows for regular input and questions to be addressed.    PVSD employs survey structures to gather feedback to inform plan development (LCAP, ESSER III, and ADR).  By keeping a close pulse on district operations, staff develop surveys to address areas of need.  PVSD also analyzes survey data from parents/caregivers, students, and teachers from the California Healthy Kids Survey to provide additional perspectives."	"As part of our ongoing evaluation of our multi-tiered system of supports (MTSS), schools are using the Fidelity of Implementation Tool. An important component of this work is the incorporation of engagement structures for educational partners.  School sites will administer a survey to obtain feedback on the engagement structures in place in alignment with this framework."	"By working with the Parent Institute for Quality Education (PIQE), we are targeting schools with the highest levels of underrepresented families.  The tools and strategies this institute will provide will empower parents and caregivers in providing feedback.  We will continue to leverage our Family Literacy Project at sites with higher numbers of underrepresented families."	4	3	3	4	4	4	4	3	4	4	3	3	Met	6/23/2022	2022
40687910000000	Pleasant Valley Joint Union Elementary	3	Pleasant Valley Joint Union Elementary School District has a long-established foundational principle of meaningful educational partner engagement. The Local Control and Accountability Plan (LCAP) development process refined and improved these efforts. The school is a very small one with only 55 students. Every day teachers greet parents personally as they are picking up their students.  They hold frequent parking lot conversations with parents to share student progress and needs. The ParentSquare communication platform enhances the ability of parents to communicate with the school and teachers as well as the school and teachers communicating with parents.	"One area that is a focus for improved relationships between school staff and families is the area of school program meetings and information sharing/discussing meetings.  Nearly every parent participates when the school has a social or student-related event. However, despite attempting many different types and times for meetings for programs or reports, such as Title I, LCAP, and grant spending, we have only had a small handful of parents willing to attend these meetings. Zoom meetings right after school seem to get the most attendance."	"Based on the feedback from parents on parent engagement surveys, we will continue to try to hold meetings and encourage parents to attend."	Our parents and students have access to the district's SIS system. The use of the ParentSquare platform has made it possible for parents to send messages or posts in English or Spanish to the school and teachers and vis versa. Informal parent/teacher/school conferences happen every day after school during the student pick-up times. Teachers and staff regularly reach out to parents to share students' strengths and needs.  The school has a robust student study team system where we meet more formally to discuss the strengths and needs of individual students.  Teachers regularly report to parents and students regarding academic and behavioral outcomes.	"We have begun to hold parent workshops to try to help parents learn more about the school programs and instruction. Unfortunately, attendance has not been good, but this year we are going to try to start these meetings earlier in the school year with the hope that will encourage greater attendance. Our parents, in parent engagement surveys, have said that they would like these kinds of meetings. However, the parent workshop attendance does not reflect the same level of interest."	"We have fully developed relationships with all the parents. However, we need to improve the representation of low-income and English language learner parents for more formal meetings. We have several Spanish-speaking staff members and always have translation services available for these meetings."	"As mentioned above, the district has been trying for several years to find the best way to encourage more parents to participate in the decision-making process. At best, roughly 10% of the parent population has participated in decision-making meetings. At worst, there has been only one parent in attendance."	"We need to find more ways to encourage parent involvement. Now that most pandemic restrictions have been removed, we will need to go back to our attempts to tie these decision-making meetings with the more fun student-centered events that happen throughout the school year."	We would like to be able to have at least 20% of our families involved in the decision-making process.	5	5	4	5	4	4	5	4	3	3	3	2	Met	6/22/2022	2022
54720580000000	Pleasant View Elementary	3	"Student and family partnerships play a critical role in helping students succeed in school. Parents, families, and other caring adults provide the primary educational environment for children early in life and can reinforce classroom learning throughout the school years. Pleasant View has made great strides to make the school a more welcoming environment for parents and students. The school hosts monthly meetings on a variety of educationally related topics to give stakeholders access to information and provide them with an opportunity to ask questions and provide input. The school hosted a back to school night followed by a family fun night giving parents and staff a greater opportunity to begin building relationships. The school has scheduled student showcase nights, where parents can come and see student work. Many field trips have been planned to include as many parents as possible to again provide opportunities for parents and staff to begin to build relationships. The school has started a welcoming committee to provide tours to new families and students to explain and answer questions about the education environment at Pleasant View."	We understand that making the school a safe and caring place where parents feel comfortable coming is critical to our success. We continue to plan multiple events throughout the year to try and reach all families. The school has identified the greater need to partner with parents. To inform them of the progress of their child academically and social emotionally. There is also a need to seek parents’ goals for their children in this process.	The school also recognizes the need to continue to find ways to meet with parents and discuss ways to improve outcomes for their children. Pleasant View is always looking for ways to reach out and partner with our underrepresented families. We also utilize our community liaison to reach out to families. Pleasant View recognizes the ongoing need to continually reflect and make changes to how we build relationships and engage our parents and students in this process.	Pleasant View strives to build partnerships between families and school staff for positive student outcomes. Pleasant View works together with parents in the development of the whole child. The community liaison continually reaches out to parents and provides resources to families. Pleasant View also reaches out to local community resources to connect families based on their specific needs. Our School Psychologist and Social worker are also a resource for students and parents to utilize to get the support they need. Pleasant View continuously reaches out to make connections with families to build relationships and encourage engagement in their child’s education to achieve academic success and develop social emotional skills.	"Pleasant View continues to be future focused on the skills and knowledge, students will need in the future. The challenge is to educate parents and advisory groups as to what those skills and knowledge will be and how that translates into the education of their child."	"Pleasant View recognizes the importance of building partnerships for positive student outcomes and continually looks for ways to communicate and engage with underrepresented families. Pleasant View will continue to utilize our community liaison, school Psychologist and social worker to reach out to families."	Pleasant View continues to work alongside the advisory groups at the school to bring them the information they need to make the most informed decisions about the school and their child. The school has multiple measures it uses through a variety of student and parent surveys to measure progress and make decisions based on survey results.	Pleasant View knows that its extremely important that advisory groups and staff engage all stakeholders in the process of making decisions for the school.	The school has planned many activities to engage parents and students this school year in order to begin building the capacity of these stakeholders to make the decision to drive improvement for all learners. Pleasant View is always looking for ways to reach out and partner with our underrepresented families.	3	2	3	2	2	2	2	1	2	2	1	2	Met	6/14/2022	2022
01751010000000	Pleasanton Unified	3	"Last Spring in 2021, PUSD held its yearly School Quality Educational Partner Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. Responses included in this Self Reflection Tool are based on this yearly survey.  Strengths and Progress: Survey shows an increase in percentage of parents/guardians  giving schools a high rating (85%) that agree/strongly agree that students have a trusted adult to go to with a school problem (84%) that agree/strongly agree that district and site leaders have open lines of communication within the community (75%) that agree/strongly agree that families are encouraged to attend school-sponsored activities, such as back to school night (89%)"	"Last Spring in 2021, PUSD held its yearly School Quality Educational Partner Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. Responses included in this Self Reflection Tool are based on this yearly survey.  Focus Areas for Improvement Survey shows a need to focus on the following areas: Provide support that addresses individual student needs Give timely feedback about student work Support staff to learn about families’ culture, language, strengths and goals  Address the perception that students are treated unfairly based on race/ethnicity and culture"	"Last Spring in 2021, PUSD held its yearly School Quality Educational Partner Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. Responses included in this Self Reflection Tool are based on this yearly survey.  Pleasanton Unified School District will improve engagement of underrepresented families:  - Professional development in a systems approach to support educational leaders from all educational levels including Board of Trustees, Executive Cabinet, District and Site Leaders, in the development of deep belief systems and understanding of diversity - Continue to build systems of communication such as Parent Square and Virtual Town Halls that enhance two way communication with families - Promote opportunities for equity based initiatives throughout the district  During the 2021-2022 school year, eight District Wide Parent Liaisons continued to support parents and guardians at all schools in becoming more involved in their child's education. During the school year, these staff members  were critical in establishing lines of two way communication with school site office staff, administrators, teachers and other support personnel. Their efforts ensured that students and families had access to much needed resources. In addition, they helped parents make connections within the school community by providing support during registration/enrollment, and providing language support for parent education workshops."	"Last Spring in 2021, PUSD held its yearly School Quality Educational Partner Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. Responses included in this Self Reflection Tool are based on this yearly survey.  Strengths and Progress: Educational Partners Survey shows an increase in percentage of parents/guardians who agree/strongly agree that - The District maintains open and effective lines of communication with the community - The District is transparent in their communication efforts with the community - District leaders have built trust with the community - District and school staff are responsive when there is a concern - Families are informed about school sponsored activities"	"Last Spring in 2021, PUSD held its yearly School Quality Educational Partner Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. Responses included in this Self Reflection Tool are based on this yearly survey.  Focus Areas for Improvement based on the survey - Need to increase opportunities for families to volunteer as this has been challenging given restrictions regarding on campus presence during the pandemic - Need to increase outreach to gather and use family input to improve instruction for students - Recognize and address the perception that students are treated unfairly based on race/ethnicity and culture"	"Pleasanton Unified School District will improve engagement of underrepresented families:  - The District is currently in the second year of implementing a comprehensive Equity Plan and working together with an outside consultant which has as its purpose: -- Draw on the expertise of an equity consultant to build capacity to address equity issues at all levels of the organization -- Address racism, marginalization of student groups, and microaggressions -- Determine processes and actions to close access and opportunities gaps -- Identify policies and practices that contribute to inequities and revise such policies  -- Assist with the planning, development and implementation of a multi-year Equity Plan -- Provide ongoing professional development support for PUSD staff - Continue to engage parents/guardians of Black/African American students through the African American Family Network - Continue to engage guardians of Foster Youth through the work of the Youth Development Specialist for Foster Youth - Continue to engage parents/guardians of Emerging Bilingual students through the ELAC and DELAC meetings  In addition, during the 2021-2022  school year, trained facilitators implemented Loving Solutions and Parent Project Parent Education Programs that helped parents/guardians to support their children by teaching critical parenting skills. The LCAP funded Spanish speaking Social Worker provides support for all qualifying parents. School Smarts, which is a program provided through California PTA, was expanded to the middle school level and included approximately 100 families.  In 2021-2022, School Smarts was held at four elementary schools and two middle schools. Programs at three elementary schools were postponed until 2022-2023. Altogether there were 95 parent graduates out of 144 participants. Sessions were facilitated by trained parents and staff. Surveys revealed that 85% of parents/guardians found School Smarts extremely valuable, while 90% of parents/guardians reported that facilitators were extremely effective."	"Last Spring in 2021, PUSD held its yearly School Quality Educational Partner Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. Responses included in this Self Reflection Tool are based on this yearly survey.  Strengths and Progress: - Educational Partner Survey shows an increase in percentage of parents/guardians that agree/strongly agree that -- Families are encouraged to attend school-sponsored activities (both in person and virtual), such as back to school night -- The School encourages families to volunteer -- School administrators (principals and assistant principals) clearly communicate the school's mission and vision - Renewal of robust Mariachi Afterschool Program with 151 students enrolled in the 21-22 school year -- 81% are students who self-report as low income  -- 66% are English Learners  -- Weekly 1 hour of adult education in the area of school engagement including, course registration, helping your student with homework, housing and transportation, online tax, immigration, and census classes offered.  - Parent Community Council (PCC) representing PTA from all schools meets monthly with Superintendent and District Leadership to engage in two way communication and discussion about issues of interest to parents/guardians - LCAP/District Organizational Goals and Organizational Work Plan are aligned with areas of growth and represent feedback from educational partners in our district"	"Last Spring in 2021, PUSD held its yearly School Quality Educational Partner Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. Responses included in this Self Reflection Tool are based on this yearly survey.  Focus Areas for Improvement - Focus on increasing participation this year and continue to pay attention to if/how data changes for areas of growth/celebration - Ongoing conversations will be helpful for fully understanding the survey data and developing action plans - Outreach to underrepresented families to participate in school governance"	"Pleasanton Unified School District will increase outreach to families of underrepresented students through  - DELAC - African American Family Network - Mariachi Program - School Smarts Continue implementation of Multi Year Equity Plan to build capacity to address equity issues at all levels of the organization - Address racism, marginalization of student groups, and microaggressions - Determine processes and actions to close access and opportunities gaps - Identify policies and practices that contribute to inequities and revise such policies  - Assist with the planning, development and implementation of a multi-year Equity Plan - Provide ongoing professional development support for PUSD staff Focus on increasing parent and guardian participation in school governance.   - Support site administrators regarding increased communication and development of the School Plan for Student Achievement.   - Increasing outreach to families to engage them in deeper conversations about school governance and the role of the School Site Council.  During the 2021-2022 school year, educational partners were engaged and included in the development of plans to inform actions and services for multiple grants, most prominently the Expanded Learning Opportunity Grant (ELOG) during the fall of 2021. The responses from that engagement lent support for the Annual 2021-2022 PUSD Listening Campaign.   Throughout the 2021-2022 school year the LOCAL CONTROL ACCOUNTABILITY COMMITTEE (LCAC) met monthly to learn about and monitor the implementation of actions and services that are included in the LCAP.  The LCAC is composed of members of the Pleasanton School community with a particular interest in serving the students of PUSD, with a focus on students who are low income, emerging bilinguals, foster/unhoused youth. Currently the council is comprised of: Parents/guardians or community members Students Two certificated teachers One classified staff member Assistant Superintendent of Teaching and Learning Assistant Superintendent of Business Services The committee received information about programs associated with LCAP actions and services and gave feedback. Multiple committees of staff, teachers, parents, students and community members participated in a feedback process regarding LCAP through an online survey.  Based on the results of the survey, the LCAC made final adjustments and recommendations to the Local Governing Board. At the District English Learner Advisory Council (DELAC), district leaders provided descriptions of PUSD's educational programs. Outcome data and other information was shared with the LCAC and the DELAC. Parents and guardians were given the opportunity to provide input regarding planned activities and data about actions within the LCAP."	5	5	3	4	4	5	5	4	4	5	5	4	Met	6/23/2022	2022
32669693230083	Plumas Charter	3	"Plumas Charter School offers parents beginning, middle and end of the school year conferences; provides weekly messaging to specific classes and whole school; provides parent meetings several times a year, encourages one on one communication between teachers and families; provides regular whole site activities; and offers a parent club that meets monthly."	Parents have requested weekly communication specific to their child.  School staff are trying to accommodate this request.	School staff will continue to make regular efforts to actively engage all families.	Academic goals are set with each child and family and communicated about regularly.	Continuing to engage students in their investment in their own learning.	School staff will continue to make regular efforts to actively engage all families.	Plumas Charter School has an active parents club that meets monthly.  The PCS Board of Directors is open to parents and currently consists of three parent members.  All school administrators have an open door policy.	Continue to encourage greater participation from parents in school level decision making.	School staff will continue to make regular efforts to actively engage all families.	4	4	4	4	4	4	4	4	4	4	4	4	Met	5/23/2022	2022
32103220000000	Plumas County Office of Education	3	"Based on the analysis of educational partner input and local data, building relationships between school staff and families continues to be a priority and area of focus."	"Based on the analysis of educational partner input and local data, building relationships between school staff and families focus areas include building trusting relationships, creating welcoming environments, learning about family's strengths, cultures and goals and engaging in 2-way communication."	"Based on the analysis of educational partner input and local data, we will seek to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by building relationships, creating welcoming environments, learning about family's strengths, cultures and goals and engaging in 2-way communication."	"Based on the analysis of educational partner input and local data, current strengths and progress in Building Partnerships for Student Outcomes include improved communication tools (Weekly newsletters, website, social media and Parent Square)."	"Based on the analysis of educational partner input and local data, focus areas or improvement in Building Partnerships for Student Outcomes include 2-way communication and trusting relationships."	"Based on the analysis of educational partner input and local data, bwe will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by explicitly seeking participation from underrepresented families."	"Based on the analysis of educational partner input and local data, focus area(s) for improvement in Seeking Input for Decision-Making include authentic feedback and 2-way communication opportunities"	"Based on the analysis of educational partner input and local data, focus area(s) for improvement in Seeking Input for Decision-Making include authentic feedback and 2-way communication opportunities."	"Based on the analysis of educational partner input and local data, we will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making explicitly seeking participation from underrepresented families."	2	2	2	2	2	2	2	2	2	2	2	2	Not Met	10/12/2022	2022
58727440000000	Plumas Lake Elementary	3	This is a real strength for PLESD. The parent survey that is done every year to gather a broad perspective on the goals of the LCAP and the climate of the community shows that parents feel connected to the schools and staff in the District.	"PLESD will continue to focus on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As well as PLESD is doing in this area, work still can be done to make it sustainable over the long term."	"PLESD will continue to focus on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As well as PLESD is doing in this area, work still can be done to make it sustainable over the long term."	"PLESD has made it a focus to develop resources for parents to support their students' learning and development in the home. Prior to Covid, the attendance at our parent information nights has increased over the past two years. Student Services has  focused on supporting students socially and emotionally. Parent conferences have been scheduled so that the conferences are not centered on report cards but on developing learning goals for students."	"PLESD has identified the continued growth of parent participation in the parent information nights and to continue to find new ways to communicate to parents about how they can support their children academically, socially, and emotionally."	"PLESD has identified the continued growth of parent participation in the parent information nights and to continue to find new ways to communicate to parents about how they can support their children academically, socially, and emotionally."	"PLESD has found that parent surveys are the best way to engage our parent community in information gathering about current programs, desires of the community, and future planning. Our last parent survey had over a 75% response rate."	PLESD continues to develop methods of encouraging parents to be part of the decision making process. We have begun to develop more productive advisory groups outside of the Parent Teacher Organizations.	Our PTO’s are very involved and active. PLESD will continue to develop procedures and processes to involve parents in the decision making for school sites and the District.	4	5	4	4	4	4	5	5	3	3	4	3	Not Met	9/29/2022	2022
32669690000000	Plumas Unified	3	"Based on the analysis of educational partner input and local data, building relationships between school staff and families continues to be a priority and area of focus."	"Based on the analysis of educational partner input and local data, building relationships between school staff and families focus areas include building trusting relationships, creating welcoming environments, learning about family's strengths, cultures and goals and engaging in 2-way communication."	"Based on the analysis of educational partner input and local data, we will seek to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by building relationships, creating welcoming environments, learning about family's strengths, cultures and goals and engaging in 2-way communication."	"Based on the analysis of educational partner input and local data, current strengths and progress in Building Partnerships for Student Outcomes include improved communication tools (Weekly newsletters, website, social media and Parent Square)."	"Based on the analysis of educational partner input and local data, focus areas or improvement in Building Partnerships for Student Outcomes include 2-way communication and trusting relationships."	"Based on the analysis of educational partner input and local data, bwe will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by explicitly seeking participation from underrepresented families."	"Based on the analysis of educational partner input and local data, current strengths and progress in Seeking Input for Decision-Making include site based relationships with parent organizations, weekly newsletters and annual surveys."	"Based on the analysis of educational partner input and local data, focus area(s) for improvement in Seeking Input for Decision-Making include authentic feedback and 2-way communication opportunities"	"Based on the analysis of educational partner input and local data, we will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making explicitly seeking participation from underrepresented families."	2	2	2	2	2	2	2	2	2	2	2	2	Not Met	10/12/2022	2022
09619600000000	Pollock Pines Elementary	3	The input from educational partners shows that they feel the district communicates well with them and keeps them informed.  Each school site sends weekly newsletters informing families of the following weeks activities.	Continue to increase involvement of all parents in being partners in their child's education.	The district will continue to reach out to underrepresented families to build trust and offer ways they can support their children.	"The district utilizes a variety of formal and informal methods of building partnerships with partners to build student outcomes.  These include but are not limited to, back to school nights, open house, parent/ teacher conferences, student study team meetings, school site council meetings, weekly school newsletters and frequent communications between classroom teachers and parents."	The district has a focus on expanding the wellness center to address the social emotional needs of the students.	The district will continue to reach out to underrepresented families to build trust and offer ways they can support their children.	"The district has a joint school site council that has parents, teachers and classified staff from both schools.  This group meets monthly to make decisions on spending, development of the school plan for student achievement, local control and accountability plan and comprehensive school safety plan."	"An area of focus for the seeking input will be the development of a new survey for parents, staff and students that can inform the SPSA and LCAP."	The district actively seeks participation of underrepresented families to participate on the school site council and other parent groups.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/14/2022	2022
19649070000000	Pomona Unified	3	"In building relationships between school staff and families, parents are indicating that PUSD is in the Initial Implementation level of developing capacity for staff, in creating a welcoming environment, in supporting staff to learn about families, and developing opportunities for staff to engage with families."	It is the goal of PUSD to continue to engage in building relationships between school staff and families though continued district wide and school wide events that bring staff and parents together.	"It is the goal of PUSD to continue to engage in building relationships between school staff and families though continued district wide and school wide events that bring staff and parents together, especially our underrepresented student groups. PUSD will reach out and invite parents of all student groups so that their voice and choice is present in the discussion."	"In PUSDs current strength and progress in building partnerships for student, parents see the district in the initial stages of implementation."	"In PUSDs current strength and progress in building partnerships for student, parents see the district in the initial stages of implementation. The district will continue to focus on how the sites can partner with families; provide families with resources to support students at home; how sites can work with families to improve student outcomes; and, proved families with guidance on how to advocate for their children. PUSD will continue to offer parent workshops, classes, and meetings through site and virtual options."	"In looking at underrepresented students and their families, PUSDs current strength and progress in building partnerships for these students, parents see the district in the initial stages of implementation. The district will continue to focus on how the sites can partner with families; provide families with resources to support students at home; how sites can work with families to improve student outcomes; and, proved families with guidance on how to advocate for their children. PUSD will continue to offer parent workshops, classes, and meetings through site and virtual options."	"In PUSDs strength and progress in seeking input for decision-making, parents indicate that the district is mostly in the initial stages of implementation in building capacity of families to engage in advisory groups; in seeking out representation of underrepresented groups; and, to evaluate family engagement in these activities."	"PUSD will continue to use both in-person and virtual parent meetings and workshops to seek input for decision-making, parents indicate that the district is mostly in the initial stages of implementation in building capacity of families to engage in advisory groups; in seeking out representation of underrepresented groups; and, to evaluate family engagement in these activities."	"As to underrepresented groups, PUSD will continue to use both in-person and virtual parent meetings and workshops to seek input for decision-making, parents indicate that the district is mostly in the initial stages of implementation in building capacity of families to engage in advisory groups; in seeking out representation of underrepresented groups; and, to evaluate family engagement in these activities. PUSD will continue to reach out to all our parent groups."	3	3	3	4	3	3	3	3	3	3	4	3	Met	6/29/2022	2022
15637190000000	Pond Union Elementary	3	"LEA sees the importance in building relationships between school staff and families. Pond sends out monthly newsletters to families to let them know about events at school and how they can participate in school activities. Pond also hosts several school-wide events to foster staff and family relationships, including but not limited to Back to School Night, Fall Carnival, Winter Program, Parent Conferences, Math/Literacy Night, and Open House. These events are especially important in fostering good relationships with staff and families that Pond staff was able to host them with some ""creativity"" and modification, so that families can still attend these events while following CDE guidelines. Our educational partners have seen these efforts and have orally expressed their appreciation. There are also daily and weekly messages with staff and families through Class Dojo, as each grade level communicates with families in their class."	"The LEA needs to improve in supporting staff to learn about each family's cultures, languages, and goals for their children. Pond has created a ""Pond Way"" culture that both families and staff both know and follow; however, while the school culture is well known to all educational partners, staff have limited knowledge in the family's cultures and languages. Therefore, Pond staff has made it a goal to improve in learning more about the cultures, traditions, and languages of their families and using this knowledge to better support their students in and out of the classroom. By learning more about their cultures, strengths, and language, the staff feel that they will be able to better partner with families to create goals for each student."	"We believe that here at Pond, we are continuously seeking to improve our capacity to build a trusting and respectful relationship with our families. Through online surveys and stakeholder feedback, our parents and students have shared that they enjoy and feel welcome and safe in our campus. We have provided multiple opportunities, both online and in-person, for families and educators to engage in 2-way communication, especially during this pandemic, through the use of online platforms and in-person meetings and conferences. One focus area for improvement is to increase the engagement of our underrepresented families. We will improve the engagement, participation, and volunteerism of our underrepresented families by involving them in our school activities. These families include those who socioeconomically disadvantaged, limited English proficient and students with special needs. We will also better equip and support our staff's professional learning on how to better engage our underrepresented family's strengths, cultures, languages, and goals for their children. We have made the parent and family engagement one of our goals in our upcoming LCAP."	"Here at Pond, we believe the importance of partnering with families to support student learning and development both in the home and at school. Encouraging and engaging our families to participate in school activities and programs is an ongoing job. We have seen an increase of family involvement because of Covid. The school and families have partnered together during this difficult time to ensure that students are safely and effectively learning both at home and at school. There is frequent and open communication between the school and families about the measures and programs in place at school during this pandemic. There has been an increase of family interest to discuss student progress and improving student outcomes. They had fully supported our expanded school year because families understood the massive learning loss that occured due to COVID. To improve the engagement of families we have asked them to be a ""room parent."" Through this, they can participate and plan activities for their students and at the same time help the teacher. We still believe that this has more room to grow. Thus, we have made the parent and family engagement one of our goals in our upcoming LCAP."	"The LEA has provided many parent education opportunities for families in order to provide them with information and resources to support student learning and development. However, the attendance rate is lower that 5% and educational partners have inputted that having families attend these classes is important for both the benefit of families and students."	"The majority of our underrepresented families work in agriculture; therefore, they work long hours in the day. In order to improve engagement of these families, many of our parent meetings and special events are held in the evening. These allows them to be able to attend special events like Back to School Night and parent conferences. As a small school, Pond is also able to do phone calls or house visits to these families in order to build partnerships."	"Pond always holds two different meeting times when holding school-wide educational partner meetings. These two different times are to accommodate all work schedules for Pond's educational partners and to increase the number the attendance rate during these decision-making meeting. School board agendas are also posted a week in advance in the school website so that educational partners can see the topics being discussed and are invited to attend these board meetings for input. Finally, surveys are given to partners in both print and digital formats in order to increase the number of inputs for decision making."	"Here at Pond, we believe that our families are well informed and have multiple opportunities to be part of the planning process and decision making. We hold meetings that work for them, i.e. an early one and a late one, in order to accommodate all educational partners. All school meetings and information are both in English and Spanish, in order to accomodate our high population of Spanish-speaking families. Our focus area for improvement is the attendance rate of families in our school-wide meetings. There is minimal attendance of underrepresented families on our in-person meetings. These families include those who socioeconomically disadvantaged, limited English proficient and students with special needs. We have made the parent and family engagement one of our goals in our upcoming LCAP."	"Although two different meeting times are held to accommodate all working schedules, there is still low attendance rate for our underrepresented families. Through educational partner input and local data, Pond will improve engagement by providing incentives to attend meetings and for returning surveys. Pond will not only provide incentives but also provide families more information about the importance of being part of the decision making."	3	3	2	3	2	2	2	3	2	2	3	3	Met	6/21/2022	2022
28662820000000	Pope Valley Union Elementary	3	"As a small community school, PVUESD works to know the needs of every student and family. We work together as a whole staff to know when a child is struggling in an academic, social/emotional, or family dynamic. All instructional staff meet regularly to discuss academic progress of all students and then share progress with parents. School instructional staff and leadership make themselves available to meet with parents about students' educational programs at mutually convenient times. PVUESD regularly communicates about school events, reminders, and emergencies through our student information system, ALMA. Our bilingual parent liaison also communicates with families on a regular basis about school functions and announcements that need to be shared with the broader community. PVUESD would like to start a Parent Teacher Organization (PTO) where parents/family members can help provide more input into the functioning of the school and help with school events that can increase the school-family partnerships so vital to student success."	"Engaging with underrepresented families is an area of concern and need. As the community population changes, the school needs to adapt to new community traditions and cultures. The school is attempting to be a center of focus, but it was extremely difficult during the pandemic when parents were encouraged to stay off campus. We hope this will change as we bring back parent nights, community activities, and establish a PTO. PVUESD would like to leverage the monthly family nights as ways to collect parent input on school functions and school focus areas. As many families attend PVUESD's monthly family nights or events, these seem like a natural way to involve more parents with some of the decisions for the school."	Family engagement is a priority for PVUESD and our LCAP goal #3 is built to improve this area. The school is working to increase parent engagement with the school and to give parents additional tools to work with their children at home in academic and social/emotional areas. New engagement and input tools will be explored and parent nights will be brought back for the 2022-2023 year.	"As a small community school district, PVUESD works to know the needs of every student and family. All instructional staff meet regularly with each other and with parents to discuss academic progress of students using a variety of data (quantitative and qualitative) and evidence. Staff respond to parent requests for information in a timely manner. Formal Parent-Teacher Conferences will be scheduled at least twice a year (at the end of each trimester) to share student progress across the content areas and ideas on how parents/families can support children at home. Family nights will also be scheduled across the school year where information will be provided on how families can support academic development, social-emotional learning, and prioritize attendance for better student outcomes."	PVUESD needs to explore and improve how to support families with understanding and exercising their legal rights and how to advocate for their own students and all students. PVUESD will explore how to address this area with parents and families. We might need to add this information to our enrollment packets and build this content into our monthly family nights.	"The district is working to increase parent engagement and to give parents additional tools to work with their children at home in academic and social/emotional areas. PVUESD will track which families are attending school events and consider how to encourage more families, especially underrepresented families, to attend functions. PVUESD's Parent Liaison will track communication and contacts with parents and will help staff determine how to engage with underrepresented families who might not be connected with school yet."	"As a small community school, PVUESD works to know the needs of every student and family. Staff work diligently to engage parents/families with decision-making for the district. PVUESD surveys students, staff, and families annually asking for input related to school and educational programs. PVUESD also asks for input on programs during monthly family nights. Families have the opportunity to share their thoughts and input for improving processes related to school systems."	"PVUESD would like to involve more parents/families with decision-making. Approximately 25% of families complete the annual survey and 50% of families attend monthly family nights. While the input provided by families already engaged with school is extremely helpful, PVUESD needs to seek ways to engage with more of our community. PVUESD's Parent Liaison can help promote family engagement with the school. We can leverage her expertise to implement more ways to gather family input for important decision-making and planning."	"The district is working to increase parent engagement and input in decision making. PVUESD will plan for ways to encourage more families, especially underrepresented families, to complete the annual survey which would provide much input for the improvement of school processes and programs. PVUESD will also leverage the expertise of our Parent Liaison who can help provide ideas on how to create more opportunities for parent input/decision-making and encourage increased engagement of all families in those opportunities."	3	3	3	3	3	3	3	2	3	2	3	3	Met	6/16/2022	2022
19647330107755	Port of Los Angeles High	3	"POLAHS is committed to building strong partnerships between staff and families. We strive to implement various ways to connect with our families because we know that student outcomes increase as a result of sound partnerships. This year 73% of parents surveyed indicated a positive perception regarding the welcoming environment we foster. We had over 125 parent/guardians complete the survey. In the 2021-22 school year, POLAHS partnered with PIQE in order to provide parents the opportunity to participate in an online educational program. PIQE provided a linguistically and culturally responsive evidenced-based program that engaged, empowered and transformed parents to actively engage in their child’s education as well as addressed the school’s goal for strengthening parent-school collaboration. Parents expressed high satisfaction with the workshops presented by PIQE and expressed a desire to continue participating in these learning forums in the fall. POLAHS hosts beginning of the year orientation meetings for all new families where parents receive a Parent/Student Handbook and presentations from various department leaders to welcome the students to our community. Parents are provided workshops, in English and Spanish, on using Aeries to monitor their students' grades. POLAHS launched Parent Square to improve communication between home and the school community. This tool allows administrators, teachers and staff to send out communication to parents, guardians or caregivers in their preferred language. There are currently 821 parents who are connected to this communication tool for the purpose of interacting with the school community."	"POLAHS is actively seeking new ways to improve parent participation throughout the school community. We will continue to focus on ways to increase parent participation and foster a stronger relationship between school staff and families. In the Parent/Guardian survey 58.3% of parents felt that parent/teacher communication was very effective and 36.2% of parents felt that it was somewhat effective. We strive to look at different ways to increase the effectiveness of our parent/teacher communication. We want more parents/guardians to feel that it is very effective. In the 2021-22 school year, professional development meetings in the grade-level teams focused on improving the engagement of families. Teachers discussed actions to increase outreach to parents and to increase dialogue with parents/guardians.. Teachers increased the amount of phone calls home not only to inform families about missing assignments and grades but also to give praise when students were doing well."	POLAHS will increase our recruitment efforts to increase participation of underrepresented families by increasing in PIQE. We will also increase the use of translation services and translated materials when communicating with parents/guardians. We will also continue to provide the support of the full -time Social Emotional Counselor who focuses on the social emotional wellness of our students as well as providing much needed resources to our families. Our committees will increase their outreach to parents during Freshman Orientation and Back-to-School Night to encourage greater family participation.	"POLAHS implements various ways to build partnerships with our families because we know that student outcomes increase as a result of strong partnerships. POLAHS has three academic counselors, one college counselor, one career and technical education counselor as well as one social-emotional counselor. The counseling staff is committed to supporting our students in their educational endeavors as well as fostering a healthy social-emotional well being. Counselors meet with families to ensure that students have the knowledge and tools necessary to be prepared for college and career. Financial aid workshops are planned to help families with resources to pay for college or trade schools. Partnerships with Boys and Girls Club’s College Bound program offers our students the opportunity to receive additional academic mentoring. This year academic counselors have given students more autonomy in creating their academic plans through Aeries. Students and parents are given access to these plans and can see the trajectory of the students' 4 years at POLAHS. This allows students to have more autonomy, ownership and sense of direction in their educational plans as well as gives parents a visual image of their students' academic course of study. POLAHS hosts an annual CTE Showcase and VAPA Senior Showcase for parents and the community that highlight what students are learning in the respective classes. These showcases give student the opportunity to show what they have learned to their families and provides them the opportunity to cultivate pride in what they have accomplished."	"A focus area of improvement is to explore more ways to communicate student outcomes with parents. In the Parent/Guardian Survey there were still 21% of parents/ guardians who reported being somewhat familiar with the courses their child needs to take in order to earn a high school diploma. Since this was the first year the academic counselors launched the access to the Academic Plan on Aeries, more parent education will be needed in helping parents understand the information they see. Also, finding other creative ways to have dialogue on student outcomes in addition to Back to School Night and Parent/Teacher conferences."	POLAHS plans to build stronger partnerships for student outcomes by providing more materials in English and Spanish and to host Parent Workshops on the Academic Plan as well as on topics of interest specified in parent surveys.	"POLAHS values educational partner feedback as a way to build stronger relationships within the school community. This year students and parents/guardians took an in-house created survey on various aspects of POLAHS services as well as the social/emotional well being of our students and families. These surveys were available in both digital and paper form as well as in Spanish. POLAHS provides parents with the opportunity to join various committees on campus including: School Site Council, Parents of POLAHS Students (POPS) and ELAC. POLAHS has identified participation in parent engagement activities, such as Back to School Night, and Parent-Teacher Conferences as a relative strength. In order to conduct meetings with greater parent participation the English Learner Advisory Committee provides parents with surveys to establish optimal meeting times and dates. This year ELAC parents had a split vote between Wednesday afternoon and Saturday morning meetings therefore the meetings alternated from both options to accommodate parents."	"POLAHS utilizes yearly surveys, school committees, and on-campus parent engagement events as a means to build relationships with its stakeholders and to seek input for decision-making. Although our Parent Survey is provided in both English and Spanish we are still not satisfied with the rate of participation in the survey. We will continue to find ways to seek increase parent participation in the yearly surveys. A focus area of improvement is to increase recruitment efforts to increase parent participation in the various committees on campus including: School Site Council, Parents of POLAHS Students (POPS) and ELAC."	"POLAHS is committed to increasing parent participation, including underrepresented families, and maintaining student and staff participation with school surveys. We have set a metric in the school's LCAP to increase parent survey participation to 50% by the 2023-2024 year in the LCAP cycle. POLAHS has adopted a Parent Liaison to increase parent engagement and communication with underrepresented families."	4	5	3	3	3	3	4	5	3	3	4	4	Met	6/15/2022	2022
54755230137968	Porterville Military Academy	3	"Building relationships between PMA staff and families is an ongoing process, and this relationship building involves efforts to ensure communication, listening to family/community input, and providing ample opportunity for involvement. This relationship building at the site level is supported at the district level as well. Initiatives that appear to be effective, and therefore continuing, include: • Efforts to improve the relationship between schools and families by improving communication with families. In recent years, the district, and PMA, have shifted from the more limited Blackboard messaging system, to the ParentSquare platform. Communication through this platform occurs at both the district level, and the school site level. Types of communication include informational topics, invitations and requests for involvement of parents in the schooling of their students, and solicitation of perspectives and opinions through surveys. Familiarity and use of the platform have been increasing, and family/community input has indicated that this form of communication is valued. • PMA utilizes the district provided support in the form of Family Service Workers, a team of individuals who will make personal connections with those families when PMA staff experience difficulty in making the connection. Due to the increased need, this team was increased in numbers for the 2021-2022 academic year, and the support is expected to remain in future years. • With the school reopening, various opportunities for parental involvement are presented at the site in addition to the required School Site Council, and English Learner Advisory Council groups. In addition, the site offers activities such as parent information nights, and student activities that involve parents, along with informational meetings on topics relevant to parent needs, in efforts to increase engagement opportunities."	"Although opportunities for engagement exist at the school, input from our educational partners that include both parent/community and site staff, indicate that participation is lower than desired. Inquiries into the success of the Migrant Program on involving parents (which has shown a degree of success) are considered as beginning stages of improving parent/family engagement across the district. Also, a newly established and approved strategic plan has Parent and Community Involvement as one of four pillars, and should guide efforts to improve parent and community involvement at the site as well. School and district staff have expressed challenges with increasing in-person participation rates among parents and families, and have also clearly expressed the desire for increasing this involvement.  Limitations as a result of the pandemic included postponements that impeded the staff involvement in the opportunity to participate in training related to various areas that were focused on building relationships with families. As restrictions begin to relax, the site will once again pursue the training which would help facilitate building relationships with families, for instance, ways to incorporate family strengths, cultures and languages in instruction. Additionally, the site should also anticipate the number of in-person training/exposure opportunities for parent and community members to return to normal rates, and increase. A couple areas of notable success are the school's annual ""Trunk or Treat"" and Pass In Review Family Day. These events have consistently had strong attendance from families and provide an opportunity to build relationship and parent involvement.  Starting with community input related to the 2022-2023 LCAP year two review, the district and PMA will attempt to shift the target audience to more specifically involve parent and community members. Prior years required the community to meet at the district office, and participation reflected a higher percentage of site administration, when compared to parent groups. An adjustment under consideration is to conduct the community review meetings at school sites throughout the district in effort to increase parent participation. One of those sessions is tentatively scheduled to take place at Porterville Military Academy."	"Porterville Military Academy has systems in place, but some families do not make use of them. In addition, sometimes there is a hesitancy for teachers to contact parents. The district provides opportunities to include families in the development of policies, goals and vision. PMA also provides many forums for parents to be involved in 2-way communication through SSC, ELAC, parent conferences and the addition of a parent representative on the school's Advisory Board. Making parents feel comfortable to participate in school and district meetings is an ongoing goal."	"Our district has many resources to support this. The area of improvement is educating the parents on how to use the resources, including reaching out into community organizations to provide workshops. The district supports PMA and has built a mental health team of family liaisons to help our parents understand their rights and help give them a voice to make the most informed decisions for their children. Also, the outreach to our foster youth and homeless families has increased significantly. This is an important connection between school and home, thus, increasing the number of staff in this area will help bridge that gap."	"Partly as a result of pandemic-related factors, educational partner input from parent groups, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Although multiple educational partner groups agree in the need, realization of participation rates by parents and community members proves less than desired, and remains an area for improvement. This is a realization at both the site and district levels.  Porterville Military Academy prioritizes partnerships with families. Based on input from educational partners, that include family members, training in identified areas of need is one method of trying to build partnerships. Input from multiple community meetings have suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, ParentSquare, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling."	"Reaching out to underrepresented families is a priority for PMA as a means in building partnerships, partly based on the possibility that voice from these groups might be inadvertently marginalized. Initiatives intended to build capacity of parents of underrepresented families include partnering with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), the Parent Institute, and the Parenting Network. To further support our English Learner families, parenting classes will resume to help support the needs of English Learner families. Other opportunities, such as Parent Information Nights, are offered for all families. These efforts to support parents to partner in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings.  Academic monitoring has become an increased focus of needed attention this past year due to pandemic-related factors. The monitoring efforts will be on-going as learning loss is anticipated or all students, but especially those who are English Learners, Homeless, Foster Youth, and Native American. Policies have been established for sites to reach out to families of students in greatest needs, and prioritize learning recovery opportunities for these students. Due to the anticipated magnitude of the negative impact, this area is deemed of greatest need, and structures for monitoring, and intervening, in an effective manner will be areas of growth.  Additionally, appropriate students participate in structured weekly sessions for students (i.e. Native American, Foster Youth, etc.) in collaboration with the Tulare County Office of Education. These sessions include a breath of presentations, including rights of students. Outreach to families of Homeless students occurs by home visits where interaction is on a personal level, and identifies needs, resources, and rights of the Homeless population."	"Porterville Military Academy attempts to build capacity among our educational partners by encouraging engagement with advisory groups throughout the year. Topics covered throughout the year focus on outlining expectations, and providing details related to state and federal requirements associated with various student groups. The site also maintains documentation that assists in the monitoring process in efforts to ensure that communication and involvement is solicited from families of underrepresented student groups.  Structures are in place to address areas of support that include focal areas pertinent to student populations such as Migrant students, English Learners, Homeless students, Native American, Special Education, and Foster students, and also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as English Learner Advisory Council (ELAC) and School Site Council.  The site utilizes information presented at district-level advisory meetings as information shared at site-level advisory meetings. Educational partners participate in reflecting on district-level data, and then comparing it to site-level trends, in efforts to guide next steps. District-level meetings are numerous with five District Advisory Council meetings, five separate English Language Advisory Committee meetings, five separate LCAP meetings, and nine public meetings centered on our Native American population, and each provides opportunity for parents at the site level to learn, and be involved.  Porterville Military Academy also solicits input at on site parent meetings and through it's school's Advisory Board."	"Our district and site have made improvements in including teachers and even students, but getting parent input from all subgroups continues to be a challenge. Again, partnering with other agencies and organizations: Foster Care groups, homeless shelters, churches, to reach a wider population is beneficial. The district conducts forums to support our families as well as create opportunities for all the parties involved to communicate openly, for example: LCAP, DAC, DELAC, PIQE and recently our parent summit. They have also scheduled these meetings during times were it is most convenient for families and site administrators to attend. PMA and the district believe that if we keep moving in this direction more underrepresented families will hear about the support we are providing and become involved."	"Involvement from educational partners such as students, parents, teachers, administrators, and community members occur multiple times, and with multiple groups, throughout the year, and input helps inform decision-making that impacts students from underrepresented families. Site level parents and staff participate in district-level engagement opportunities that include a series of five general session, community-based, meetings during the last half of the academic year, intended to provide site-level input and suggestions that would inform decision making on goals, actions and metrics affecting those students who may exhibit compounded challenges (English Learners, Homeless, Foster Youth, Special Education students, etc.) In addition to general sessions, focus group meetings take place with parents and/or students representing English Learners, Homeless students, Migrant students, American Indian students, and Foster Youth. The site obtains input from students (secondary), parents and staff who compose their School Site Councils and English Learner Advisory Councils, and provide site-level initiatives for improvement of services to students.  Porterville Military will support the district as it intends to improve the degree of input solicited by underrepresented families by modifying delivery locations of the LCAP meetings by becoming one of the sites to host a community session. Suggestions presented by educational partners, would then become embedded in the LCAP intended to offset the compounded challenges faced by students of underrepresented families in areas of: student engagement during instruction, working with families to improve attendance rates, and providing staff with training specific to social-emotional learning and trauma-informed practices. Porterville Military provides opportunities to support students from underrepresented families by supporting staff (fiscally, with allocated time, and additional personnel), and providing staff opportunity to attend external training events (i.e. those sessions offered by the Tulare County Office of Education).  Site administration meets monthly at the district level to bring site-level discussions and considerations to be shared district-wide during data-review sessions focused on underachieving student groups. The site utilizes time on a weekly basis through an early-release day to plan and implement efforts to engage families, teachers and administration in collaborating for the purpose of planning, designing, and implementing improvement initiatives related to family engagement activities."	4	3	3	4	3	3	3	3	3	3	3	3	Met	6/23/2022	2022
54755230000000	Porterville Unified	3	"Building relationships between school staff and families is an ongoing process, and this relationship building involves efforts to ensure communication, listening to family/community input, and providing ample opportunity for involvement. This relationship building occurs primarily at the school site, but is supported at the district level as well. Initiatives that appear to be effective, and therefore continuing, include:  • Efforts to improve the relationship between schools and families by improving communication with families. In recent years, the district has shifted from the more limited Blackboard messaging system, to the ParentSquare platform. Communication through this platform occurs at both the district level, and the school site level. Types of communication include informational topics, invitations and requests for involvement of parents in the schooling of their students, and solicitation of perspectives and opinions through surveys. Familiarity and use of the platform have been increasing, and family/community input has indicated that this form of communication is valued.  • The district provides support to sites in the form of Family Service Workers, a team of individuals who will make personal connections with those families that schools have difficulty communicating with. Due to the increased need, this team has increased in numbers for the 2021-2022 academic year, and the support is expected to remain in future years.  • With schools reopening, various opportunities for parental involvement are presented at school sites in addition to the required School Site Council, and English Learner Advisory Council groups. One of the more successful divisions within the district, in terms of engaging families, is the Migrant Department. Activities such as community resource fairs, and student activities that involve parents, along with informational meetings on topics relevant to parent needs, typically involve over 40 participants, indicating value in the information provided, and in the engagement opportunity. Efforts such as these are mirrored to some degree as school sites (apart from Migrant-focused activities), with varying degrees of participation."	"Although opportunities for engagement exist at school sites, input from educational partners that include both parent/community and site staff, indicate that participation is lower than desired. Inquiries into the success of the Migrant Program on involving parents are considered as beginning stages of improving parent/family engagement across the district. Also, a newly established and approved strategic plan has Parent and Community Involvement as one of four pillars, and should guide efforts to improve parent and community involvement across the district as well. School and district staff have expressed challenges with increasing in-person participation rates among parents and families, and have also clearly expressed the desire for increasing this involvement.  Limitations as a result of the pandemic included postponements that impeded the district’s involvement in the opportunity to participate in training related to various areas that were focused on building relationships with families. As restrictions begin to relax, the district will once again pursue the training which would help facilitate building relationships with families, for instance, ways to incorporate family strengths, cultures and languages in instruction. One example previously pursued involves effort to develop a train-the-trainer model on implementing culturally-responsive instruction.  Starting with community input related to the 2022-2023 LCAP year two review, the district will attempt to shift the target audience to more specifically involve parent and community members. Prior years required the community to meet at the district office, and participation reflected a higher percentage of site administration, when compared to parent groups. An adjustment under consideration is to conduct the community review meetings at school sites throughout the district in effort to increase parent participation."	"Communication is an important foundation on building relationships with families, and may be more challenging, and even more necessary, with underrepresented families. In these cases, outreach efforts to families are paramount. Efforts to improve will continue to rely on educational partner input from groups such as English Learners, American Indian, and Special Education populations. The district’s efforts to improve the level of communication is ongoing. Due to the potential difficulties related to certain populations in attending scheduled meetings (whether in person, or on-line) contact with groups such as our Homeless and Foster populations are an area of growth.  Porterville Unified encourages the interaction between staff and families, especially to high need student groups such as the Homeless, Foster Youth, American Indian, Special Education, economically disadvantaged, and students experiencing academic or social-emotional difficulties. To facilitate the building of these relationships by staff, the district has financially committed to employment of multiple dedicated individuals for the exclusive purpose of community outreach. To foster the relationship between staff and families, these individuals are resources that staff can reach out to for needed follow-up with families.  Besides personal communication from staff, another primary means of communication is through school messaging systems, which provides communication in the family’s home language. This system allows for the disaggregation of recipients into targeted groups so that communication can be tailored for English Learners, Foster Youth, American Indian, and Special Education students. The ParentSquare system allows communication with families from both the district, and site levels, and provides interactive reports that indicate the level of comments, appreciations, RSVPs, volunteers, form/permission submissions, and poll responses that families provide, and can be reflective of targeted student groups.  A Learning Director structure at the K-6 grade span facilitates ongoing communication and monitoring of student progress and needs (academic, social-emotional, or familial), giving priority to students from underrepresented families. All schools serving students in the K-6 grade span have at least one Learning Director. Layered upon the teacher communication with students and families is the Dean of Students who collaborates with the classroom teacher in informing parents and guardians of any identified need. This role is accomplished through the Counselor of Students structure at the 7-12 grade span where multiple counselors are responsible for a subset of students to monitor and communicate with. These support staff monitor student performance, and target those who are underperforming for any needed support or intervention. Typically, these students represent underrepresented student groups."	"The district has an existing structure of engagement which allows multiple opportunities for parents to review student performance data, trends, priorities, and provide input on both site and district level initiatives. Policies related to student and family rights are addressed through these opportunities. Opportunities at the site level include the more formal School Site Council, and the English Learner Advisory Committee, as well as more informal site-level opportunities, such as Parent Information Nights, to interact with other parents, and site administration. At the district level, opportunities exist within the context of the District Advisory Council (five meetings per year), and District English Learner Advisory Committee (five meetings per year separately from the District Advisory Council), and also include structured LCAP sessions (five meetings per year), and parents and community members representing the Native American student group (nine meetings per year)."	"Partly as a result of pandemic-related factors, educational partner input from parent groups, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Although multiple educational partner groups agree in the need, realization of participation rates by parents and community members proves less than desired, and remains an area for improvement. This is a realization at both the site and district levels.  Porterville Unified School District, along with individual school sites, prioritizes partnerships with families. Based on input from educational partners, that include family members, training in identified areas of need is one method of trying to build partnerships. Input from multiple community meetings have suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, ParentSquare, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling."	"Reaching out to underrepresented families is a priority for the district in building partnerships, partly based on the possibility that voice from these groups might be inadvertently marginalized. Initiatives intended to build capacity of parents of underrepresented families include partnering with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), the Parent Institute, and the Parenting Network. To further support our English Learner families, parenting classes will resume that include English as a Second Language. These opportunities, as well as Parent Information Nights, are offered at the school site where the student attends. These efforts to support parents to partner in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings.  Academic monitoring has become an increased focus of needed attention this past year due to pandemic-related factors. The monitoring efforts will be on-going as learning loss is anticipated or all students, but especially those who are English Learners, Homeless, Foster Youth, and Native American. Policies have been established for sites to reach out to families of students in greatest needs, and prioritize learning recovery opportunities for these students. Due to the anticipated magnitude of the negative impact, this area is deemed of greatest need, and structures for monitoring, and intervening, in an effective manner will be areas of growth.  Additionally, the district has structured weekly sessions for students who are American Indian, and another set of meetings for students who are Foster Youth in collaboration with the Tulare County Office of Education. These sessions include a breath of presentations, including rights of students. Outreach to families of Homeless students occurs by home visits where interaction is on a personal level, and identifies needs, resources, and rights of the Homeless population."	"The district attempts to build capacity of sites for effective engagement with advisory groups by meeting with sites throughout the year through district-level Compensatory Education (Comp Ed) meetings focused on targeted topics, for targeted groups, to outline expectations, and provide details related to state and federal requirements associated with various student groups. The district also maintains a documentation protocol that assists in the monitoring process to identify which sites are in need of additional guidance or assistance.  Structures are in place to address areas of support that include focal areas pertinent to student populations such as Migrant students, English Learners, Homeless students, American Indian, Special Education, and Foster students, and also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as English Learner Advisory Council (ELAC) and School Site Council.  Content that could be covered at site-level advisory meetings are presented from a district-perspective at district-level advisory meetings. These can serve as modeling presentation topics for site-level discussions to seek input from educational partners and help formulate decisions. District-level meetings are numerous with five District Advisory Council meetings, five separate English Language Advisory Committee meetings, five separate LCAP meetings, and nine public meetings centered on our Native American population."	"Ensuring compliance is an ongoing effort, and establishing structures to support desired outcomes is an area of continued improvement, and desired growth. Structures are in place to monitor effectiveness of seeking input from educational partners, and stages of improvement would include development of next steps to support situations reflecting lack of effectiveness.  Priorities and initiatives outlined in the LCAP are influenced by input from educational partners. Needs and concerns expressed by multiple participating educational partner groups, including students, parents, teachers and administrators helps inform decision making. District-level staff provide input on an ongoing basis. It has been noted that parent and community involvement wanes as the year progresses. An area of improvement includes efforts to try and increase, and retain, involvement of parents and community members throughout the year. The same challenge is voiced from site level representation."	"Involvement from educational partners such as students, parents, teachers, administrators, and community members occur multiple times, and with multiple groups, throughout the year, and input helps inform decision-making that impacts students from underrepresented families. At the district level, a series of five general session, community-based, meetings occur in the last half of the academic year, intended to obtain input and suggestions that would inform decision making on goals, actions and metrics affecting those students who may exhibit compounded challenges (English Learners, Homeless, Foster Youth, Special Education students, etc.) In addition to general sessions, focus group meetings take place with parents and/or students representing English Learners, Homeless students, Migrant students, American Indian students, and Foster Youth. Sites obtain input from students (secondary), parents and staff who compose their School Site Councils and English Learner Advisory Councils, and provide site-level initiatives for improvement of services to students.  The district intends to improve the degree of input solicited by underrepresented families by modifying delivery locations of the LCAP meetings, and requesting assistance from sites to involve parents and community members, especially those from underrepresented student groups. Suggestions presented by educational partners, would then become embedded in the LCAP intended to offset the compounded challenges faced by students of underrepresented families in areas of: student engagement during instruction, working with families to improve attendance rates, and providing staff with training specific to social-emotional learning and trauma-informed practices. The district plans to provide internal opportunities to support students from underrepresented families, and due to the breath of need, supports staff (fiscally, and with allocated time, and additional personnel), and provides staff opportunity to attend external training events (i.e. those sessions offered by the Tulare County Office of Education).  Site administration meets monthly at the district level to bring site-level discussions and considerations to be shared district-wide during data-review sessions focused on underachieving student groups. The district will commit time on a weekly basis through an early-release day for site staff to plan and implement efforts to engage families, teachers and administration in collaborating for the purpose of planning, designing, and implementing improvement initiatives related to family engagement activities."	3	4	3	4	3	3	3	2	3	3	3	3	Met	6/23/2022	2022
41689810000000	Portola Valley Elementary	3	"Families have multiple forums through which they can communicate with the school district including, parent surveys, principal chats, and superintendent chats. Parent-teacher conferences that incorporate joint goal setting for students helps to build relationships with families. The end of year parent survey indicated that  89% of the parents felt that they are comfortable with communicating with the district.  Each school has regularly scheduled Parent/Teacher Conferences which were done virtually this year. The Back to School night was also done virtually and an overwhelming majority of parents loved the format as it allowed for more participation. Attendance at these important meetings is always high. For students who may be struggling in school and are participating in intervention classes or programs, both schools have Student Study Team meetings. Again, participation at these meetings is high. Attendance at IEP meetings is also very high. We are lucky that our  Voluntary Transfer Program (VTP/Tinsley) parents are committed partners in their children's education and participate fully in these meetings.  For the past few years PVSD has hosted evening events with dinner and childcare in East Palo Alto for the VTP/Tinsley families as it is difficult for these families to attend events in Portola Valley. Attendance at these meetings has fluctuated. In person meetings were suspended during the pandemic. Parent participation in virtual meetings was significantly reduced (4-6 families). The District was finally able to return to in-person meetings in April 2022 and the turnout was significantly higher (approximately 15 families or 53%). Parent feedback at the meeting indicated a high level of satisfaction (100%) with quality of education and teachers, 100% agreement that PVSD has a safe and positive environment, 93% (14 out of 15 families) agreement with positive student engagement and comfort communicating with the school/district."	"The VTP Parents' anecdotal/informal input indicated concerns such as having adequate culturally relevant content in books, as well as their student’s ability to engage in activities with friends after school due to bussing constraints. PVSD will improve in Building Relationships Between School Staff and Families by increasing the efforts in addressing Diversity, Equity and Inclusion."	"All of this feedback was taken into account when adding a new Action Item to our LCAP to focus on developing PVSD’s Diversity, Equity, and Inclusion efforts. We want to continue to make sure that all our support systems are in place so that all our students feel safe and a part of the community."	"As mentioned earlier, families have multiple forums through which they can communicate with the school district including parent surveys, principal chats, and superintendent chats. The  2021-2022 end-of-year parent survey showed that 93% of the respondents are very satisfied with the overall academic achievement of the district. 89% of the respondents feel the district provides adequate opportunities for parent involvement.  Communication and building relationships is a high priority for our Superintendent and Cabinet. The district is using parent-education to support student’s social-emotional well-being and academic needs.  As the school district has come out of the pandemic there are more opportunities for parents to volunteer in-person. This personal connection is helping to build stronger parent-school relationships.  Both of the schools' Back to school Night and parent-teacher-student conferences were held virtually instead of canceling them to help with building relationships to support students.  The use of landing pages on the district website helps parents and students to find the weekly academic playlist which gives parents a window into their child’s classroom.  The use of Seesaw, Google Classroom and Powerschool let parents and students keep track of assignments and grades. Our district participates in the San Mateo County Office of Education Volunteer Transfer Program (VTP). Students from East Palo Alto and East Menlo Park who opt in to this program travel a great distance via bus to attend school in our district. It is not always feasible for parents of these students to participate in school activities although a fair number of these parents do volunteer in classrooms or for special events. We offered one virtual VTP Family night in the Fall and one in-person VTP Family night that was well attended and very productive and informative for both VTP parents and district staff. The topics covered include: Homework Online platforms Wellness Transportation Gain input for the LCAP This year we were fortunate to have a VTP parent participate in our District Advisory Committee (DAC) which serves as our LCAP Parent Advisory Committee. The rich and honest conversations at our first in-person VTP meeting in 2 years also elicited increased interest from parents with regard to engaging with the district."	"As stated in goal 2 in our LCAP: The Portola Valley School District will provide a safe, healthy and respectful learning environment to maintain involvement and satisfaction of students, staff, parents and community members.  Using information gathered from the parent survey, parents would like to have more opportunities to participate in classroom activities.  PVSD will  continue to improve partnerships with VTP families to enhance a strong bond to improve all student outcomes."	District plans to return to in-person VTP family nights as this format is clearly more accessible and meaningful for these families	"Our district affords many opportunities for parents and community members to provide input about decisions. We have very active participation in our Parent Teacher Organization and our Portola Valley Schools Foundation.   We use a variety of ways to communicate and ask for input from our educational partners: District website and five different social media platforms Superintendent and Principal Chats District Advisory Committee (DAC) which serves as the LCAP Parent Advisory Committee  Staff surveys (including Portola Valley Teachers’ Association (PVTA) and Classified School Employees Association (CSEA)   Parent surveys  (including those who participate in the Voluntary Transfer Program) Student surveys (grades 2 - 8) San Mateo County Special Education local plan area administrators (SELPA) Enrollment Study Group Superintendent’s Construction Progress Committee Safety/Emergency Preparedness Committee Parcel Tax Advisory Group Construction Bond and Citizens Parcel Tax Oversight Committee(s) Budget Oversight Committee  The district also receives input from a variety of Surveys that include: End of Year Parent Survey End of Year Student Surveys (grades 2-8)  Staff Professional Development Interest Survey Challenge Success Wellness Staff Survey Superintendent’s Staff Relations Evaluation Superintendent Community Relations Evaluation Family Exit Survey for families who have disenrolled from the district (data not available at time of this LCAP) Using all of these input sources from our educational partnerships helps PVSD make a more informed decision about the student achievement, wellness and parent involvement."	"PVSD’s focus on seeking input for decision-making needs to include more opportunities for educational partners from the entire community to provide input, especially parents of students with disabilities and  English language learners and VTP parents.  Family nights and Back to School night meet and greet are ways to create opportunities for educational partners to provide input."	PVSD will continue with VTP family nights which help connect the district to this unique population. PVSD will focus on providing families of English learners and students with disabilities additional opportunities for providing input via specific targeted surveys and focus group meetings.	4	3	3	4	3	4	4	4	4	4	4	4	Met	6/16/2022	2022
37682960000000	Poway Unified	3	"The Poway Unified School District actively engages our students and their families with strategies and programs to build relationships. We pride ourselves in establishing welcoming school environments and positive school climates. Each site encourages parents to be active partners in their child's education. Parent volunteers can be seen regularly at our sites, supporting the school in various ways. Our district and individual school sites share specific school-related information via various sources, including emails, social media, school and district websites, principal chats, and calls to home.  We welcome feedback from our families and utilize the ThoughtExchange platform yearly as a means to share thoughts and prioritize the thoughts most important to them.  In our professional development work with our staff, we will continue to create strategies that staff can utilize to enhance their interactions with families. We have a robust Response to Intervention program, which includes student Success Strategies teams that involve the parents throughout the process of identifying needs and action plans for individual students.  The Caring Connections Center offers support for our families districtwide. This resource includes access to a counselor to develop family action plans and a large variety of parent workshops to provide information and resources.  Those parent education offerings are often produced from feedback from our parent community.  The Caring Connections Center also serves as the home to our Youth in Transition homeless program, which assists students and their families with needs to support their educational experience.  Due to the case management approach, families in the program develop relationships with staff at the Center and school site of attendance. Finally, our families identified as newly immigrated to the United States share their experiences and find support at the Center’s Family Learning Center.  Our District created a new Parent Ambassador program during the 2021-22 school year to strengthen the bridge between the school and the parents of students in special education."	"Our District continues to engage our staff in ways to support each of our families in terms of their strengths, cultures, and languages. In 2020-21 every secondary site created an equity team who participated in professional learning to build awareness of barriers that our students and families may experience and to focus attention on removing those barriers. All elementary schools created equity teams in 2021-22 and will continue this equity work for the 2022-23 school year as the secondary schools move on to year three.   Additionally, we will identify ways our families may not feel a sense of belonging, and we will develop professional learning for our site leaders to Design for Belonging."	"Our district prides itself in partnering with families to yield positive outcomes for our students. To improve engagement of underrepresented families and to foster trust and build relationships focused on improving racial equity and inclusion in Poway Unified Schools, during the 2020-21 school year, a series of three virtual Racial Equity Community Conversations were held for school feeder patterns to engage with parents and students. These Community Conversations continued during the 2021-22 school year and will shift to a site level for future years.    Teachers make themselves available to meet with individual parents to offer support for students both in the academic and social-emotional areas. As an area of focus, we, as a district and at our school sites, continually reflect upon and seek efficacious strategies to enhance our family partnerships. This ongoing reflection has led to the creation of a new position in 2021-22 in the District - Director of Equity - to lead professional development, stakeholder engagement, and build capacity of our site staff in engaging underrepresented families.  We have partnered with College Bound for many years, and the number of students and families has increased over those years.  We will continue actively recruiting new scholars for the program through intentional outreach.   Based on input from our underrepresented students and parents,  we expanded the number of diverse texts in all elementary and middle school libraries through donations and expanded the literature selections used in middle and high school English courses to include more diverse texts and authors."	"The Poway Unified School District values and encourages parent input and participation. In order to garner parent viewpoints concerning our schools and district, we utilize the results of the WestEd 2021 District Parent Perception Survey that was developed to align with the Student California Healthy Kids Survey to yield a comparative analysis of parent and student perspectives. 87% of responding parents agreed that Poway Unified encourages parents to be an active partner in their child’s education. 79% of parent respondents agreed that their school welcomes their participation.  In February of 2022, we continued the use of Thoughtexchange - 4,448 adults and 3558 students shared comments, ideas, and opinions. The results guide the establishment of goals and priorities as reflected in the LCAP reports, which shape the district’s goals and guide our budgeting priorities for the school year."	"As an area of focus, we, as a district and at our school sites, continually reflect upon and seek efficacious strategies to enhance our family partnerships. This ongoing reflection has led to the creation of a new position in the District - Director of Equity and Improvement - to lead professional development, stakeholder engagement and build capacity of our site staff in engaging underrepresented families.  Moving forward, we are exploring a survey to gather data on different parent engagement and partnership types to determine which parents are engaged as partners and in what ways, for example - through volunteering, events, advisory committees, and site communications/newsletters.  This survey will help us better focus our outreach efforts."	"Our district prides itself in partnering with families to yield positive outcomes for our students. To improve the engagement of underrepresented families, during the 2021-22 school year, to foster trust and build relationships focused on improving racial equity and inclusion in Poway Unified Schools, a series of three virtual Racial Equity Community Conversations were held for school feeder patterns to engage with parents and students. The Community Conversations will continue at the site level for future years.  Additionally, site administrators do intentional outreach to our underrepresented families to gather their input and build partnerships."	"Seeking parent input from families is highly valued and supported in our district and at our sites and is an important area we continue to refine.   Parents have opportunities to serve on site-level advisory committees such as the School Site Council, Safety Committee, and the English Learner Advisory Committee.  Engaging our parents as partners is important to our district.  Each year, as part of our Local Control Accountability Plan (LCAP) process, we seek input through the ThoughtExchange platform.  Here, parents, students, staff, and community members share their thoughts and ideas on our district goals and initiatives.  This feedback informs those actions and services outlined in our LCAP.    At the district level, you will find our parents involved in the Community Advisory Committee, District Advisory Committee, District English Learner Advisory Committee, Equity Advisory Committee (established in 2021-22), and Inclusive Practices Advisory. Based on input from parents, a new program was developed for  2021-22 school year  - the Special Education Parent Ambassador program."	"We continually seek additional ways to recruit new voices on-site and district committees through intentional outreach - one example is that we will have site administrators send invitations for community conversations and advisory committees directly to underrepresented families. In addition, we will explore new ways to gather feedback from parents in an ongoing way - both formally and informally."	"As a district, we are aware that we have to improve our engagement with underrepresented families.  During the summer of 2022, our site and District leaders will participate in professional learning around the book Design for Belonging to build capacity for our district and site leaders to increase awareness and specific skills in using levers to identify aspects of the campus experience where underrepresented families do not have complete access.  Sites will work closely with their Equity Teams to identify barriers to access and employ levers to remove or reduce the barriers."	4	4	4	4	4	4	5	5	4	4	4	3	Met	6/2/2022	2022
19647330127936	PREPA TEC - Los Angeles	3	"The focus areas are student achievement, parent engagement, and facilities. Each of the IB programmes reflects a central desire to provide an education that enables students to make sense of the complexities of the world around them, as well as equipping them with the skills and dispositions needed for taking responsible action for the future. They provide an education that crosses disciplinary, cultural, national and geographical boundaries, and that champions critical engagement, stimulating ideas and effective relationships. These aspirations are summed up in our ambitious mission: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.  IB learners are: *encouraged to think critically and solve complex problems *drive their own learning *a core part in educational programmes that can lead them to some of the highest-ranking universities around the world *more culturally aware through the development of a second language  *able to engage with people in an increasingly globalized, rapidly changing world.  Why the IB is Different? IB schools strive to develop students who will build a better world through intercultural understanding and respect. The IB's programs are different from other curricula because they: * encourages students of all ages to think critically and challenge assumptions * develop independently of government and national systems, incorporating quality practice from research and our global community of schools * encourages students of all ages to consider both local and global contexts * develop multilingual students"	"The International Baccalaureate Primary Years Program and Middle Years Program are rigorous courses of study in years TK through 8.  Our goal is to close the achievement gap for the underserved students, namely English Learners, foster, and low-income students. English learners, foster youth, and low-income students are always considered in every instance or circumstance. Beginning with nearly every item purchased, each program instituted, and almost every new initiative that the school initiates, they are all done with these populations in mind. For example, English learners, foster youth, and low-income students are considered for small group instruction that incorporates multimodal instruction, with frontloading of vocabulary and concepts to strengthen their connection to text and comprehension.   ILT, SSC and ELAC partners were asked and collaborated on the identification of needs of our special populations. Low-income students, EL students, or other students identified as at-risk of potentially experiencing learning loss, received additional small group instruction and support via the intervention team throughout the school year. By analyzing instructional planning reports for each student, students continue to be grouped by ability level and focus skill in order to ensure that instruction is targeted to their specific growth goals. Instructional strategies and modalities of instruction during small groups are varied and determined by student learning preferences. These students receive and shall continue to receive counseling and behavioral support on an individual and ongoing basis.  Small group instruction, intervention services in math and English Language Arts, and free after-school tutoring services are provided for these students first and foremost. When offering summer school or program during breaks, English learners, foster youth, and low-income students were considered first when determining who would be eligible to participate. Low income students receive technology (e.g. chromebooks), school resources and other school-related materials, including school uniforms free of charge as needed.  Teachers received professional development in differentiating teaching strategies for English Learners and special education needs, in addition to addressing students' social and emotional needs."	"The International Baccalaureate Primary Years Program and Middle Years Program are rigorous courses of study in years TK through 8.  Our goal is to close the achievement gap for the underserved students, namely English Learners, foster, and low-income students. English learners, foster youth, and low-income students are always considered in every instance or circumstance. Beginning with nearly every item purchased, each program instituted, and almost every new initiative that the school initiates, they are all done with these populations in mind. For example, English learners, foster youth, and low-income students are considered for small group instruction that incorporates multimodal instruction, with frontloading of vocabulary and concepts to strengthen their connection to text and comprehension.   ILT, SSC and ELAC partners were asked and collaborated on the identification of needs of our special populations. Low-income students, EL students, or other students identified as at-risk of potentially experiencing learning loss, received additional small group instruction and support via the intervention team throughout the school year. By analyzing instructional planning reports for each student, students continue to be grouped by ability level and focus skill in order to ensure that instruction is targeted to their specific growth goals. Instructional strategies and modalities of instruction during small groups are varied and determined by student learning preferences. These students receive and shall continue to receive counseling and behavioral support on an individual and ongoing basis.  Small group instruction, intervention services in math and English Language Arts, and free after-school tutoring services are provided for these students first and foremost. When offering summer school or program during breaks, English learners, foster youth, and low-income students were considered first when determining who would be eligible to participate. Low income students receive technology (e.g. chromebooks), school resources and other school-related materials, including school uniforms free of charge as needed.  Teachers received professional development in differentiating teaching strategies for English Learners and special education needs, in addition to addressing students' social and emotional needs."	"Some of the strengths are student achievement, school culture and positive climate, teacher assignment, parent engagement, and facilities."	"Focus areas are student achievement, school culture and positive climate, teacher assignment, parent engagement, and facilities."	"Educational partners meet regularly throughout the school year, including the School Site Council (SSC) and District English Learner Advisory Committee (DELAC) which consists of parents, teachers, principal, assistant principal, and other school personnel.  Representation from the special education local plan area administrator who participated in group discussions, review of the budget process and data collection, and a parent survey (in English and Spanish) was considered to provide input for programs and services within the LCAP. Members of these committees were encouraged to engage in the LCAP process during monthly meetings held by the SSC, ELAC, among other forums like Coffee with the Principal and Coffee with the Superintendent, to ensure that feedback and input shared during LEA meetings is inclusive of site feedback. The LCAP survey was administered in preparation for completing the LCAP last year and again this year as it was important to gather current input from stakeholders due to changes in the environment due to COVID-19. The input was gathered from teachers, staff, administrators/principals, parents, and the community and then analyzed for trends during Leadership Meetings. Purposeful engagement with education partners is an ongoing process, these meetings take place on a monthly basis. A main focus of meetings is to share and solicit input as well as identify trends and priorities as a result of analyzing feedback from education partners, goals, actions, and local and state data. The Superintendent engaged staff, parents, and students with revising the school’s mission, vision, and values through a variety of methods including parent/guardian meetings, staff meetings, student focus groups at each school, and family events. Input received while revising the mission, vision, and values informed the LCAP development and focus. The Board of Education is also engaged and informed of the ongoing LCAP process. The Superintendent presented the draft LCAP to District stakeholder groups of DELAC and SSC and the special education local plan area administrator (SELPA). The feedback and questions from educational partners about the draft LCAP were answered verbally and in writing by the Superintendent. The written response was posted to the district website. Education Partner Meetings were held mostly virtually through the zoom platform. Therefore many communications were sent school wide via Parent Square and classroom wide via Classdojo or Toddle messages from teachers to parents."	"We send put surveys to families, hold meetings with different access (in-person and via Zoom), provide interpretation and translation, provide babysitting, and provide time and space for their input."	"Focus areas are to ensure we get to the majority if not all parents for their input in decison making process. We provide surveys adn opportunities in both Engligsh and Spanish as those are the languages our parents prefer. We send out reminders, flyers, and communicate with them verbally."	"We serve an underserved community by providing a key feature such as the International Baccalaureate program in the Primary and Middle Years Program.  Designed for students age 3-16 the IB-PYP and MYP provides the knowledge, concepts, skills, personal attributes, and the capacity to take action, all of which young students need to equip them for successful lives both now and in the future. Learning through an inquiry-based model, children investigate subject matter where knowledge and understanding about global topics, and six transdisciplinary themes are explored.  We successfully implements the attributes of the IB-PYP and MYP which are ideal to foundations for children to become successful, life-long learners by developing their:  * Social and emotional wellbeing  * Independence, as they take responsibility for their own learning * International mindedness  * Understand how the world works and their ability to function within it  * Attitudes and dispositions of learning  * Ability to take mindful, appropriate, and sustainable student initiated action  * Language skills; all students study an additional language  * Learner Profile (10 attributes of positive character development)"	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/8/2022	2022
37683383731189	Preuss School UCSD	3	"206 responses were received for the Preuss Parent Survey in 2021-22.   Primary language of respondents  62.9% Spanish, 22.9% English, followed by Vietnamese (5.4%).  Ethnic background of respondents is 71.8% Hispanic, 12.4% Asian, 8.4% African-American, followed by Other (5%) and Caucasian  (2.5%).  Parent Participation   84.5% of parents surveyed attend the Saturday PTA meetings, 20% volunteer during school hours, and  1.6% attend the PTA Executive Board meetings.  68.1% attend Back to School Night, 45.7% attend Student Awards Assemblies, and 29.7% attend the Multicultural Celebration Potluck. Safety and Respect at Preuss   62.4% strongly agree that the school is a safe place to learn,  4.6% agree, 2.4% disagree, and 0.5% strongly disagree. 55.1% strongly agree that the teachers really care about their student, 42.4% agree, 1.5% disagree, and 1% strongly disagree. .8% strongly agree that students show respect for each other, 5 .9% agree, 10. % disagree, and 2% strongly disagree.  40.9% strongly agree that there is someone their child can feel comfortable talking to at Preuss, 56.2% agree, 2.5% disagree, and  0.5% strongly disagree.  45 % strongly agree that their concerns are taken seriously at Preuss, 47. % agree, 5.9% disagree, and 1.5% strongly disagree.  Student Needs and Basic Needs   60% strongly agree that the school meets the academic needs of the students,  9.5% agree, 0.5% disagree, and none strongly  disagree.  52.2% strongly agree that the school meets the social needs/psycho-social needs of the students, 4 .9% agree,  .4% disagree, and  0.5% strongly disagree.  46.6% strongly agree that they know who to contact when they have non-academic concerns regarding their student, 45.1% agree,  6. % disagree, and 1.9% strongly disagree.  47.5% strongly agree that they are aware of the additional services the school provides to students who need them, 4 .1 agree, 8.4%  disagree, and 1% strongly disagree.  Parent Engagement   5 .7% strongly agree that parents are encouraged to be involved with the school, 42.9% agree, 2.4% disagree, and 1% strongly  disagree.   8. % strongly agree that it·s easy for them to participate in PTA meetings because the school provides childcare and interpretation,  51% agree, 8.2% disagree, and 2.6% strongly disagree.  52.5% strongly agree that their participation supports and enriches their student·s academic career, 46.5% agree, 1% disagree, and  none strongly disagree.  72.7% strongly agree that ParentSquare is an important tool for them to remain engaged in participating in their students' success,  25.9% agree, 1% disagree, and 0.5% strongly disagree.  Communication between the school and parents   51.9% strongly agree that they know what teachers expect of their student, 42.2% agree, 5. % disagree, and 0.5% strongly disagree.  61.5% strongly agree that the Aeries Parent Portal allows them to easily check attendance and grades,  4.6% agree,  .4% disagree,  and 0.5% strongly disagree.  4 .9% strongly agree"	The Preuss School would like to implement providing interpretation in additional languages other than Spanish for our familes (Vietnamese and Somali).	The Preuss School uses ParentSquare to conduct surveys with families and plans to send the yearly survey earlier in the year and multiple times throughout the year to increase parent engagement.	"Student Needs and basic Needs   60% strongly agree that the school meets the academic needs of the students,  9.5% agree, 0.5% disagree, and none strongly  disagree.  52.2% strongly agree that the school meets the social needs/psycho-social needs of the students, 4 .9% agree, .4% disagree, and  0.5% strongly disagree.  46.6% strongly agree that they know who to contact when they have non-academic concerns regarding their student, 45.1% agree,  6. % disagree, and 1.9% strongly disagree.  47.5% strongly agree that they are aware of the additional services the school provides to students who need them, 4 .1 agree, 8.4%  disagree, and 1% strongly disagree."	n/a	The Preuss School uses ParentSquare to conduct surveys with families and plans to send the yearly survey earlier in the year and multiple times throughout the year to increase parent engagement. We may add additional surveys focusing on student outcomes in the future.	"The school is developing our school site council for 2022-2023, with a focus on returning to learn and student mental health."	The school has already identified parent participants and will add instructor participants shortly.	The vast majority of Preuss students are considered underrepresented and their needs are addressed and reflected in the school's LCAP goals.	5	5	5	5	5	5	5	5	5	3	2	2	Met	6/23/2022	2022
43693856046486	Price Charter Middle	3	"Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students."	"Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC).  From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district levels.  The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based on Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy. We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports."	"The LCAP development process provides many opportunities at the sites and district level to assist parents with understanding expectations for their children.  Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area.  Regular communication from school and district leaders reinforces the importance of parent involvement."	"The district and schools were able to maintain and engage our educational partnerships involvement through our committees through a variety of venues and opportunities.  The district continued to provide a variety of parent education events throughout the year, including sessions supporting the ISVSP, EL program, Mental Health, Project Cornerstone, Health Connected, Internet Safety, and how best to support technology use at home.  The district and school sites provided multiple methods of communication for parents using our Blackboard & SMORE Communication systems.   The COVID-19 pandemic continues to present numerous challenges for traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. However, we had large turnouts at our board meetings in-person and via zoom. Although all of our Governing Board meetings were held in person, the district continued to stream the live meeting via Zoom.  The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community was kept apprised with the latest information as much as possible through a variety of communication platforms."	"The district will continue to provide a variety of regular communication venues including  - Blackboard, Website, Newsletter, Social Media, email, texts, and multi-languages - Maintain the Communications Coordinator - Continue to provide and improve/increased Multilingual Services, including Language Line via phone or zoom; in-person - School/home communication, parent-teacher conferences, and school/community events - Provide opportunities and improve our process for community engagement and involvement  - District & School Site Committees, Volunteer Opportunities, Community Events  - Different ways for input and involvement in decision-making  - Continue to provide and improve parent education opportunities  - Mental health, Multicultural, Project Cornerstone, Social Media, Safety, Enrichment  - Increase and/or improve community outreach to families with high needs  - Home visits, enrollment processes, “schooling”"	"CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. The district improved the use of different communication tools to reach our English learner families, including a Quarterly Multilingual Learner Newsletter.   All students will have access to high-quality tier 1 instruction, and tier 1 interventions, and support is provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students."	"Consultation through the LCAP review and development process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops."	"Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for educational partners, including parents, is posted beginning in February. Requests for feedback and participation are sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch."	"CSD does not have any language groups above the 15% threshold representation as required by the Ed Code for providing translation services for those languages, the district and school sites' information for families of English learners is communicated in both English and other languages, using Google Translate, and parents are informed of different language resources to assist them in accessing the important information."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/16/2022	2022
39754990102384	Primary Charter	3	"Primary Charter has a sustainable parent outreach plan that is highlighted by the School Improvement Committee (SIC). This committee is made up of Parents, Teachers, Administrators, Board Members and students and meets once per month to discuss all issues related to school action plan. Community involvement is a key to the process. Primary Charter also has created ""Parent Café"" which is an outreach to our English Language Learner families to ensure they have a voice in the learning environment. The Parent Café meets once per month and includes members of Primary Charter's EL staff to facilitate the contribution."	"Primary Charter is continuing its outreach to increase the number of parents and families involved with both the SIC meetings and the Parent Café by advertising in the weekly electronic newsletter ""Charter Chatter"" and by sending home informational flyers."	The EL Coordinator makes phone calls to each EL family to inform them about how they can become involved with the school as well as enlighten them about different opportunities available for their students. Our special education department has a specific section dedicated to their program in the charter chatter electronic newsletter and also make reach out via phone calls to the families of Special Education students.	"Primary Charter strength is its strong relationships with stakeholders. Parents are routinely involved and meet often with teachers, Special Education staff, EL Coordinators and Administrators."	Primary Charter is focused on improving outreach efforts and communication with the goal of maximizing parent involvement. iReady results are sent home three times per year to measure progress. Parent/Teacher conferences are also held three times per year to discuss performance with parents.	Primary Charter will continue to work with our EL department to continue building partnerships with our underrepresented families.	The Primary Charter School Improvement Committee has been an invaluable resource and program that has significantly increased the amount of stakeholder engagement at the school.	Primary Charter will continue to work with all stakeholders to gather their input for the decision making process.	"Primary Charter will continue its outreach programs via our electronic newsletter ""Charter Chatter"" and continue to emphasize the outreach conducted by our Special Education and EL departments."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/10/2022	2022
11626460000000	Princeton Joint Unified	3	Princeton uses a variety of tools to communicate with both families and the larger Princeton community.  Due to the small size of the school and community the relationships and trust is long established and the community feels they are a true partner with the school district.	As with any communication model we can always improve.  Princeton will continue to seek input to improve and sustain good communication.	Princeton will continue to support all families by using a variety of tools to support communication with everyone.	Princeton's small class size and community involvement allows for easy communication with all the educational partners. Using a variety of communication methods will allow us to continue to serve all families.	This is a great strength for Princeton but support to develop multiple layers of communication is always a focus.	Families input will continue to be obtained to ensure we are meeting their needs with our current processes.	As a single school district this is a seamless process for all partners.	This is a great strength for Princeton but support to develop multiple layers of communication is always a focus.	Families input will continue to be obtained to ensure we are meeting their needs with our current processes.	5	5	5	5	4	4	4	4	5	5	5	5	Met	6/23/2022	2022
36678763630993	Provisional Accelerated Learning Academy	3	"PAL Charter Academy (PCA) staff have engaged in Professional Development to learn how to continuously engage with families in order to build relationships. We have many community events such as football games, feed families with our IMPACT Program on Tuesdays, Back to School events that take place both semesters, awards to parents that volunteer their time, Holiday giveaways, IE Live which features local vendors and musical acts, plus we fed 50,000 families per month during the onset of COVID."	PCA has developed a community park where families and staff can come together. Our facilities are open to the public for the community to use outside of school hours.	PCA has adopted the usage of social media to reach more families in addition to our ParentSquare which provides parents updates in their chosen language.	PCA adopted curriculum that allows students to have an individualized course of study to ensure we are meeting students' needs where they are and providing them with the necessary technology to be successful in their learning.	PCA focused on attendance and behavior to ensure students are achieving the outcomes necessary to be successful in and outside of the classroom.	PCA continues to use community resources to meet the needs of underrepresented families in order to ensure the necessary student outcomes for success.	The board and the internal staff of PCA work together to ensure that our students and families are a priority in any decision-making.	PCA families are encouraged to attend board meetings to shares their comments and/or views. Coffee with the CEO to have conversation with families to ask what PCA can do better and to encourage family involvement.	PCA provides a translator during board meetings and Coffee with the CEO along with any translated-materials to ensure that our Spanish-speaking population is represented.	4	5	4	5	4	4	4	4	4	4	4	4	Met	9/23/2021	2022
36678760109850	Public Safety Academy	3	"Public Safety Academy (PSA) has established with all families their ability to advocate for their child(ren) via parent conferences, interventions, and support. Weekly progress reports are sent home to families. Families also have the ability to check grades often by logging into school SIS. PSA identifies the need to increase parent participation and engagement by continuing to invite parents to school events and SSC meetings.  Public Safety Academy (PSA) holds monthly School Site Council (SSC) meetings virtually and in person. Parents are able to learn about school events and learn about ways that they can participate and help their children succeed in school. PSA uses the web tool ParentSquare to communicate with all stakeholders regarding all school related activities."	"While parent engagement is consistent, PSA would like a larger number of parents to be involved in school activities such as School Site Council (SSC) and Coffee with the Principal, as well as have higher attendance at workshops such as FAFSA and a-g requirements."	PSA plans to improve engagement of underrepresented families by holding more specialized meetings that pertain to families' unique needs and interests.  These meetings will be held at varied times and in a hybrid format to accommodate parent and family schedules.	"Currently, PSA requires all advisory teachers to schedule parent conferences with the families of students who have a D or F grade in their class.  Additionally, PSA staff communicates regularly with families about student achievement and progress.  Weekly progress reports are sent home to families. Families also have the ability to check grades often by logging into school SIS."	Focus areas for improvement regarding building partnerships for student outcomes include the need to provide professional development opportunities to staff and principals to improve the school’s capacity to partner with families.	"PSA is addressing this issue by incorporating parental support topics during weekly PLCs.  Workshops and held throughout the year for families to learn about topics such as college financial aid, special education support at home, and a-g requirements information."	PSA current strengths include supporting family members to effectively engage in advisory groups and decision-making which includes underrepresented families.  Families have the opportunity to meet with the principal and counselors once a month to collaborate on decision making items.  All parents are invited to School Site Council (SSC) meetings to engage in more formalized decision making.	"An area of focus for improvement in seeking input and decision making is providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school."	PSA will improve the engagement of underrepresented families by providing more opportunities for all educational partners to work together on family engagement activities.	4	3	3	5	3	4	5	5	5	5	4	5	Not Met	10/20/2022	2022
19647330133298	PUC CALS Middle School and Early College High	3	"Our campus is highly relational with our relationship building not only with our students but families. Students are able to feel connected to at least one adult on campus. Through this relational approach and being connected, students feel safe and comfortable to learn in the classroom. The school continues to create and foster relationships through all virtual platforms. Parents contribute as stakeholders through committees, parent advocacy groups, and participate in workshops/presentations. We look forward to providing in-person supports in the upcoming school year and cementing our relationships with all families."	"One area of improvement is essentially having teachers building community classroom relationships through advisory classes to help foster building peer to peer and student to teacher relationships. School will focus on creating more opportunities for teachers and families to work together and develop a more profound relationship. Teachers will support, and advise, school-wide action committees. Additionally, will foster partnerships with families through teacher led workshops and presentations."	We have an intentional focus on our underrepresented families through work with our Parent Action Committee group. They will be the liaison to the families of underrepresented groups. The school will also address needs of underrepresented families through relationships with community partners and service providers.	"We are strong at empowering and assisting families with school and community related topics.The provides workshops and services for stakeholders in order to create a family/student support network. Additionally, students have access to varied services on-site throughout the school year in support of their social-emotional well being. Student overall well-being contributes to building positive relationships and creating positive student outcomes."	A focus area for us will be to strengthen our numbers of families to attend school events in order to create partnerships and foster healthy relationship building with school personnel. We look forward to a return to in-person supports and family outreach in order to improve all stakeholder partnerships and student outcomes.	"To improve this engagement with families we will network with outside resources to connect families back to the school. Additionally, we will continue to access families through the Director of Student and Parent Engagement & Advocacy."	"A strength on our campus is our ""family environment"" where parents feel comfortable to give us their input or feedback."	An improvement will be in the area of Coffee with the Principal to ensure we are implementing the feedback and voice from our parents into our School Success Plan.	"One way we will improve engagement with underrepresented families, would be going over our LCAP goals in our monthly SAC meetings to ensure parents are in the know and have received all school information."	4	5	4	5	4	5	5	5	4	4	5	4	Met	1/26/2022	2022
19647330129619	PUC Community Charter Elementary	3	"PUC CCES has developed multiple opportunities for the school site to engage in 2 – way communication between families and educators. As a school site, we have a thriving Class Dojo community in which we have 98% + of our parents connected. The site leaderS posts messages on ongoing bases and communicates with all parents and families. Each teacher hosts their own page in which they share important updates, classroom pictures, and homework help. In addition, PCCES has an open door policy, which means that all parents and families are welcome to meet with school leaders and/or visit classrooms at any time."	"At this time, an area for improvement is supporting staff in learning more about each family’s strengths, cultures, language, etc. We plan to accomplish this by reflecting on our Family Survey data, continuing to offer Family Nights and Coffee with the Principals that are directly targeted at the areas of need identified by families."	PUC CCES will provide opportunities for parents to engage in workshops that cover a variety of topics that will further expand their knowledge and provide tips and resources for parents. We will continue to work with our staff to provide a variety of opportunities to connect within the classroom and provide parents with opportunities to immerse themselves in the classroom community.	"PCCES has monthly Family Nights, tailored to the needs of our families in support of our students. Popular family nights include Back to School Night, Data Night, Math Night and Literacy Night, in which parents receive student data, resources and information that support parents and families with supporting their children at home. In addition, PCCES has established a successful Parent Conference program, in which 100% of parents attend a conference to discuss their child’s progress, strengths, needs, etc. in depth. Lastly, PCCES has incorporated parent workshops to support parents of students with disabilities."	An area for improvement is supporting families to understand and exercise their legal rights to advocate for their students.	"The school will engage PUC Schools' Department of Student and Parent Engagement and Advocacy to support and augment PCCES's parent engagement opportunities by offering organization-wide workshops, training, focus groups, interventions, and resources."	"PCCES sends monthly parent calendars, newsletters, fliers, etc. to inform and engage families in joining SAC and/or ELAC meetings as well as Coffee with the Principal.  Through Coffee with the Principal, families have the opportunity to build their knowledge base and capacity in making strategic decisions. Through SAC and ELAC meetings, families have the opportunity to engage in advisory groups and provide input and feedback on policies and programs."	An area for improvement is providing opportunities for and encouraging families from underrepresented groups in the school community to engage in advisory groups and committees.	"The school will provide additional opportunities for and encourage families from underrepresented groups in the school community to engage in advisory groups and committees such as SSC and ELAC.  Making sure that invites get sent out in all available media such as the school’s website, school’s social media platforms, flyers, and phone calls.  In addition, communication will be in both English and Spanish."	5	5	4	5	5	4	5	4	4	3	3	4	Met	1/26/2022	2022
19647336116750	PUC Community Charter Middle and PUC Community Charter Early College High	3	"PUC CCMS/CCECHS creates opportunities for administrators, teachers, and classified staff to learn more about our families and how to cultivate positive relationships with them. PUC CCMS/CCECHS facilitates multiple professional development for faculty and staff that allows for them to learn about school demographics and the families in which they serve. Additionally, PUC CCMS/CCECHS facilitates multiple parent-teacher conferences, Family Success Team meetings, monthly parent meetings with school admin, and Data Nights that allows teachers, parents, and students to set academic goals and provide a safe space for parents feedback. Due to remote learning, we have implemented quarterly family surveys to highlight areas of achievement and focus. Furthermore, many of our faculty and staff are bilingual, but we also provide translators during all parent meetings when necessary. All parent communication is sent home in two languages-English and preferred language."	"An area of focus we would love to continue to grow is in the area of ensuring we are receiving live feedback from all stakeholders (students, parents, and staff) to ensure we are supporting the families of today and tomorrow."	"Besides the PUC Schools online survey, we would like to conduct our own internal survey at key points in the school year to ensure we are meeting the needs of the community we are very PROUD to serve."	"PUC CCMS/CCECHS develop a yearly Family Engagement Scope & Sequence that provides numerous opportunities for families, teachers, administrators, and students to build and cultivate positive relationships. These monthly events include Back To School Night, Winter Arts Performance, Parent-Teacher Conferences, Student-Led Conferences, Spring Arts Performance, Academic Award Assemblies, Coffee with the Principals, and Data Nights."	One area of focus we would like to do is make our parent events more personable by giving depth vs breath.	One way we plan to see it come to action is by making quarterly parent conferences over a two day span for parents to connect with teachers in a more personal level rather than a family night.	"PUC CCMS/CCECHS facilitate collaborations with administration, families, and teachers to identify, plan, design, implement, and evaluate activities at the school site level. PUC CCMS/CCECHS facilitate quarterly SSC and ELAC meetings, Coffee with the Principals, and quarterly parent surveys are distributed throughout the school year."	A focus area for development would be supporting all family members to effectively engage in advisory groups and with decision-making.	"While we understand that not all parents can come at the same time, we are constantly asking for feedback on how we can improve our practice to accommodate our current families work schedule. In partnerships to use live time data, we also want to make sure we are supporting our subgroup parents by reaching out to them personally and inviting them to special family school related events. Having our teachers make meaningful connections. An area we would like to use to increase their voice is through the SSC/ ELAC committee."	5	5	5	5	5	4	5	4	4	4	4	5	Met	1/26/2022	2022
19647330124933	PUC Early College Academy for Leaders and Scholars (ECALS)	3	PUC eCALS does a good job encouraging school personnel to communicate and collaborate with families of students. The school hosts a variety of family engagement events throughout the year for families to utilize in learning more about how their scholar is progressing.	An area for improvement is to increase the turnout rate of families at these engagement events.	"To improve the engagement of underrepresented families, the school will improve communication with these families through texts, phone calls, social media posts, and other forms of outreach. The school will also utilize its parent action committee, which is akin to a parent-teachers association, to reach out to these underrepresented families and bring them in to the school."	PUC eCALS does a good job utilizing school data systems with families to help them engage in the learning process with their scholars. This information is helpful to keep families informed and allows them to inquire about their scholar's success.	An area for improvement is to increase the frequency of communication of student data to families.	"To improve the engagement of underrepresented families, the school will improve upon the frequency at which it delivers data to underrepresented families. This will occur through increased emails, texts and phone calls to convey the info."	"PUC eCALS has done a good job to develop its parent action committee, which is akin to a parent-teachers association, to help families collaborate with school regarding ways in which the school can improve."	A focus area for improvement is to increase the number of families that participate in the parent action committee and attend family engagement opportunities.	The school will improve upon the engagement of underrepresented families by reaching out to these families to offer opportunities to participate in the parent action committee.	4	5	4	5	4	4	4	4	4	4	4	4	Met	1/26/2022	2022
19647330112201	PUC Excel Charter Academy	3	"Families are essential partners in their young adolescent’s education program at PUC Excel. Family members are provided year-round opportunities to participate and build a relationship with the school to meet social emotional and academic demands young adolescent’s experience during the middle school years.  For example, incoming students have family success meetings, parent workshops occur weekly at Excel’s Parent Center, monthly coffee with the principal meetings, access to parent committees, annual family and student led conferences, and opportunities to plan and participate in annual school events.  The school sends bilingual communication schoolwide on a weekly basis, and each teacher communicates weekly/daily with families through the school’s online communication platform.  Annual surveys are sent to each family schoolwide and grade level teams provide opportunities for families to share more about themselves and any possible needs."	We are working to improve reaching families who do not respond or utilize the schools’ communication systems.	"Our goal is to ensure a 100% of our families have knowledge of important events and their child's academic progress.  The school will ensure that invites get sent out in all available media such as the school’s website, school’s social media platforms, flyers, and phone calls.  In addition, communication will be in both English and Spanish."	"PUC Excel believes that a child’s family is their first and most important teacher.  In order for a child to succeed in school they must be surrounded by people both inside and outside of school who believe learning is important.  Preparing families for high school and college success becomes a data driven priority in Middle School.  Families are encouraged on developing an intimate relationship between student achievement and student data.  Families have multiple opportunities to engage meet with their child’s teacher around data and growth goals.  For example, families participate in student and teacher led conferences, math and literacy data nights, family success team meetings, grade level teacher meetings and Parent College classes.  Teachers are always available to provide support with any questions regarding their young adolescent’s academic progress through the school’s Online communication system, emails, and in person.  Annually each family engages with their child's teacher during a personalized conference, and these types of meetings continue to occur based on their child's or family’s needs.  Families are given year-round access to their students’ progress report card, including a detailed look into all graded assignments and assessments.  Monthly progress reports are sent home with two end of semester report cards."	"The school's area of improvement is to work toward a 100% parent participation in Teacher Student Led Conferences, Math and Literacy Data Nights, and have families use our online grade book tool to celebrate, support and empower their students’ academic achievement.  We want all families to work in partnership."	In order to achieve this goal teachers and parent leaders are consistently developing new ways to track and reach out to those families who are not active partners and provide them alternative ways for participation.	"PUC Excel recognizes family members as educators, as individuals with experiences to offer, capable of constructing and sharing knowledge. It is essential for student achievement that the worlds of school and home see, know, respect, and learn from each other. The school utilizes family meetings, the SAC and ELAC councils, Title 1 meeting, and LCAP development meetings to engage all stakeholders. Participating members are provided information, training, and the opportunity to actively participate in the school's decision-making process. The PUC organization also provides regional opportunities where families are informed about their schools, charter management organization, district, county, state, and federal level decision making process through its Parent College classes.  The PUC organization also informs, educates and utilizes our organization wide Uniform Compliant Policy to inform families of their rights and provide them with support to resolve issues or concerns."	The school's improvement goal is to increase the number of families who participate in these opportunities and systems that allow for their voice to be heard and have impact in the school's decision making.	"Staff and participating family members are continuously developing recruitment plans and reaching out to all families in person and via the school multiple communication systems.  Surveys are sent home and readily available throughout the year at school events to determine how each family would like to engage, parent leaders, grade level teams and staff use this information to revise recruitment and parent engagement plans."	5	5	5	5	5	5	5	5	5	5	4	4	Met	1/26/2022	2022
19647330129593	PUC Inspire Charter Academy	3	"As an LEA, our strength is working at ensuring we provide workshops for parents around access to advocacy."	An area of focus is to provide more opportunities and more community involvement for advocacy to our families.	We will improve engagement of underrepresented families through our parent nights and parent conference nights.	"As an LEA, our strengths in parent engagement lies in ensuring we are providing monthly workshops for parents around important topics that have surfaced as needs.  We have monthly topics related to the content areas in Math, ELA, SPed, History, Electives, and Science.   We also have workshops with community partners in trying to help build parent capacity."	"As it relates to an area of need, we need to ensure we are providing more sessions around the special education subgroups and the parents’ needs."	To improve engagement of underrepresented families we will provide more sessions around the special education subgroups and the parents’ needs.	"As a school, we are having monthly coffee with the principal to inform students and parents in engaging families. We have also conducted surveys and will continue to conduct quarterly surveys to assess progress."	"As a school, we need to implement more from the feedback received from the surveys such as workshops around immigration and parent advocacy."	The school will engage with the PUC Schools’ Department of Student and Parent Engagement and Advocacy to support with and augment the school’s parent workshop opportunities around immigration and parent advocacy.	4	4	3	4	4	3	4	3	3	4	4	3	Met	1/26/2022	2022
19647330102442	PUC Lakeview Charter Academy	3	"PUC LCA offers multiple opportunities for families to connect with all stakeholders in an effort to build strong relationships that supports students' emotional and academic growth.  PUC LCA offers monthly family nights, ARTS showcases and performances, Student-Led conferences, graduate success meetings, and individual family support meetings to meet specific student needs.  PUC LCA also employs an open door policy coordinating times for parents to come into classrooms and observe as well as ensuring that parents' voices are heard via parent surveys around culture and academics. All verbal and written communication is offered in both Spanish and English.   In an effort to keep the lines of communication open at all times, PUC LCA shares events and school news via mass texts/calls, emails, social media, and home visits."	An area of growth would be for PUC LCA to provide more opportunities to connect outside of the school campus.	"We will improve engagement of underrepresented families, such as our English Learners, Students with Special Needs, and our Immigrant and Homeless students by providing additional opportunities to connect outside of the school campus."	"PUC LCA is in constant communication with families around specific student goals and needs via student-led conferences, one to one conferences, and family nights.  During these times student data is shared with families. The data is used to create actionable steps that families can work with teachers around to target specific needs.  Whole group sessions (in both Spanish and English) walk stakeholders through the data ensuring understanding and building investment around a culture of continual growth and improvement."	A growth area would be going beyond an initial conversation around legal rights.	"To improve engagement of underrepresented families the school will provide parent classes that will dive deeper into having parents understand those rights and how to best advocate for their children, especially to our English Learners and Immigrant parents."	PUC LCA has both a SAC/ELAC committee and meets at least 4 times yearly. During these meetings the LCAP and its goals are discussed and plans/ actionable steps are created to ensure that funds are spent appropriately.  Parents are also given the opportunity to provide input around how to best target subgroup needs.	"A growth area would be finding more opportunities for families (especially our immigrant and families with students with special needs) to have greater, input that impacts decision-making."	"The school will improve engagement of underrepresented families by inviting underrepresented families to our SSC and ELAC meetings.  In addition, encouraging families of students with special needs to attend the PUC Special Education Parent Advisory Committee quarterly meeting."	4	4	4	4	4	4	4	4	4	4	4	4	Met	1/26/2022	2022
19647330122606	PUC Lakeview Charter High	3	"PUC Lakeview Charter High School prides itself in building relationships between school staff and families.   In order to accomplish this, the school develops a family scope and sequence in order to ensure that there is an ongoing plan to connect with families throughout the year. Aside from recurring monthly events, the school also host a monthly coffee with the Principal so that families are able to have direct communication with administration."	"While PUC Lakeview HS has a strong group of parents who are involved, the school would like to improve the involvement of the parents of students who are English Language Learners."	We will improve participation of EL parents through targeted outreach efforts.  This includes calling these parents directly and hosting an EL luncheon to discuss what it means and how to support your child at home.	"PUC Lakeview Charter High School has continued to refine practices that foster partnerships between families and staff in support of student growth.  Lakeview host mandatory parent conferences with all of its families in the fall in order to not only inform families of student progress, but to also have them be partners in the work. Additionally, families of students who are failing have an additional spring conference in order to support the student and ensure that the family also has input."	A focus area for improvement in Building Partnerships for Student Outcomes is refining practices that foster partnerships between families and staff in support of student growth.	"PUC Lakeview Charter High School has continued to refine practices that foster partnerships between families and staff in support of student growth.  Lakeview host mandatory parent conferences with all of its families in the fall in order to not only inform families of student progress, but to also have them be partners in the work. Additionally, families of students who are failing have an additional spring conference in order to support the student and ensure that the family also has input."	"PUC Lakeview Charter High School has various groups that serve as an avenue for different stakeholders to provide input and provide feedback.  Lakeview has a School Advisory Committee that is comprised of parents, teachers, students, and community members.  This committee meets quarterly to review and give feedback on several school practices.  Additionally, Lakeview has a strong parent group that meets monthly with administration in order review policies and plan various fundraising efforts. Lakeview also has a PBIS committee that focuses around both teachers and student culture. Teachers also have the opportunity to participate in a curriculum committee which focuses on instruction at Lakeview."	A focus area for improvement in Seeking Input for Decision-Making is to increase underrepresented families’ engagement.	Lakeview hopes to increase the engagement of various underrepresented families through various outreach efforts and through incentivizing the involvement as well.	5	5	5	5	4	5	5	4	4	4	4	4	Met	1/26/2022	2022
19647330102426	PUC Milagro Charter	3	"Families are essential partners in their children's education program at PUC Milagro. Due to the school’s relational culture, during Distance Learning, PUC Milagro staff, students, and families were able to stay connected and in partnership.  Video conferencing,  the school’s online bilingual communication platform, and additional messaging tools (phone calls, texting, and email) allowed all stakeholders to engage, build community, and support student learning and growth"	For those families that struggled to stay connected the School Student Success team reached out on a daily/weekly basis. Video conference meetings were scheduled to determine needed supports and set goals to improve engagement.	Moving forward PUC Milagro will continue to use technology as a means of connecting with all families. The current Student Success Team will stay in place to support all students and families who struggle to engage in the school community on a consistent basis.  As safety protocols allow PUC Milagro looks forward to redefining family engagement on campus with all stakeholders and implementing lessons learned through school closure and distance learning to strengthen family partnerships.	"PUC Milagro believes that a child’s family is their first and most important teacher. In order for a child to succeed in school they must be surrounded by people both inside and outside of school who believe learning is important. Each family engages with their child's teacher in personalized conferences. The purpose of these meetings are to  learn more about the family, receive insight from the family  about the student’s passions, interest, and social emotional needs, and for the family to learn about their child’s strengths and areas for growth."	"In addition to family conferences, all families receive diagnostic results, academic, and attendance/engagement.  These reports inform families about  their child’s growth, standards-based achievement, and overall engagement in learning and school culture.  Families are encouraged and provided information on how to share and discuss these reports as a family to both celebrate and set new goals for growth and success."	"The school's area of improvement is to work toward a 100% participation in  family conferences, and have families use the report card as a tool for celebrating and supporting their child at home. We want all families to work in partnership to ensure the success of all students.  PUC Milagro will continue to develop systems  to track, reach out, and support those families who are not active partners, and develop with them alternative ways for participation and engagement."	"PUC Milagro recognizes family members as educators, as individuals with experiences to offer, capable of constructing and sharing knowledge. It is essential for student achievement that the worlds of school and home see, know, respect, and learn from each other. The school utilizes family meetings, the SAC and ELAC councils, Title 1 meeting, and LCAP development meetings to engage all stakeholders. Participating members are provided information, training, and the opportunity to actively participate in the school's decision-making process. The PUC organization also informs and utilizes our organization-wide Uniform Complaint Policy to inform families of their rights and provide them with support to resolve issues or concerns."	The school's improvement goal is to increase the number of families who participate in these opportunities and systems that allow for their voice to be heard and have impact in the school's decision making.	"Staff and participating family members are continuously developing recruitment plans and reaching out to all families in person and via the school multiple communication systems. Surveys are sent home to determine how each family would like to engage, and the councils and staff use this information to revise recruitment plans."	5	5	5	5	5	5	5	5	5	5	5	5	Met	1/26/2022	2022
19647330133280	PUC Nueva Esperanza Charter Academy	3	"Strength: At NECA, building partnerships with families is essential to our work. From the moment a student enrolls, it is a priority to learn about the family, how the student works best, the most effective way to come alongside to support the development of their child. It is clear through family interactions and involvement that staff value parents through the events held for families as well as interactions with families that are thoughtful and proactive."	Improvement: NECA can continue to ensure that all families are a part of the goal setting and monitoring process for students.	"We will improve engagement of underrepresented families, specifically ensuring all families are a part of the goal setting and monitoring process through parent-teacher conferences and progress reports and that they are available in English and/or Spanish."	Strength: NECA strives to have strong and consistent communication with families. This involves informing families of the goals and expectations of the school as well as timely follow up when a concern or issue arises.	Improvement: The focus area for improvement in Building Partnerships for Student Outcomes is how to engagement can be improved.	The team would benefit from some more focused study on best practices around partnerships with families to see how engagement can be improved.	Strength: All stakeholder involvement and support is valued by staff.	Improvement: Additional systems to ensure an effective feedback loop.	The school will improve engagement of underrepresented families by putting in place additional systems to ensure an effective feedback loop is created that is able to be proactive and not reactive.	4	4	4	4	4	3	4	4	3	3	3	3	Met	1/26/2022	2022
19647330133272	PUC Triumph Charter Academy and PUC Triumph Charter High	3	"PUC Triumph uses multiple ways to communicate with families, such as ClassDojo, PowerSchool, Remind, and SchoolMint. Family communications are sent out on a daily and weekly basis or as needed.  All communications are done in English and Spanish to ensure that parents of English Learners are being communicated in their primary language."	The school has a long history of monthly family nights which engage parents with the school staff. One area of improvement that we have identified for underrepresented families for this year is to engage in home visits in order to build relationships.	"The school sends weekly communication to all families with a newsletter with updates and information.  Due to COVID restrictions this school year, we were unable to host in-person meetings with our families, but held virtual meetings- through zoom."	"PUC Triumph exhibits many strengths in communicating with families. Families are consistently provided with resources about learning, continuing education after high school, and community resources."	One area of improvement for underrepresented families is to ensure higher attendance of underrepresented families at monthly family meetings.	To improve engagement of underrepresented families and increase attendance the school will provide personal invitations and phone calls to families of focus.	"PUC Triumph has established procedures for shared decision making. The school has a School Advisory Committee, English Learner Advisory Committee, holds Coffee with the Principal Meetings, and provides an annual parent survey regarding the school environment and each staff member."	One area of improvement for decision making is getting family feedback for monthly topics.	The school will improve engagement of underrepresented families by providing a parent survey on monthly family night topics that they would like covered for our community.	5	5	4	4	5	5	5	5	4	4	4	4	Met	1/26/2022	2022
19647336120471	Puente Charter	3	"PUENTE's current strengths and progress in building strong partnerships between staff and families provides the best education possible for all children. We continue to build better communication between the staff and families by enhancing interpersonal relationships among teachers, students and families. This year the school adopted ParentSquare, a new communication tool to help families and staff remain informed. The partnership between the home and school gives parents the knowledge about how to help their children learn, a better understanding of the curriculum, keeps families informed of events and updates. Being well informed of school events empowers families to make decisions that will enhance their children's education.  Meet & Greet Event prior to the first day of school. Parents have an opportunity to meet the PUENTE team.  Introductory Meetings (Beginning of year)  Parent conferences (2 times a year)  Monthly Family Night"	"The summary of stakeholder feedback from the ELAC centered around a few key points. One are of improvement noted was to conduct all school-wide parent engagement and communications in English and Spanish. Translations were noted to include all texts, phone calls, flyers, newsletters, activity calendars and communication with the teachers. There was also feedback on the need for an increase in social-emotional support for students, which would help support students as they transition back from distance learning to in-person instruction."	"Establishing positive relationships is one strategy used to improve engagement of underrepresented families that will build trust and better communication between home and school. The students benefit by gaining higher achievement and motivation to learn, a positive attitude toward school, better attendance and improved self-confidence. Parental involvement is beneficial for student of all underrepresented groups. Parents and families are able to support their children to make achievement gains."	"• Integrated Services through PUENTE Learning Center (White Memorial, Comprehensive Therapy • Enrichment (Theater of Hearts- Visual & Performing Arts, LAPD Pals - Physical Education, Girls on the Run- Physical Education & Social Emotional Learning) • Regular check-ins with educational partners to discuss scheduling, curriculum and logistical components to their programs."	• Receiving feedback from educational partners throughout the year	Providing surveys to educational partners yearly. Feedback is to be used to improve student outcomes.	"PUENTE continues to engage with our educational partners with scheduled meetings, communications and participation opportunities including the Charter Advisory Committee; the ELPAC Committee; The Wellness Committee; school-wide LCAP community meetings; along with soliciting feedback with surveys and parent meetings. We want to strengthen capacity with our educational partners by expanding our Advisory Committee and establishing a student advisory group."	The improvement for Seeking Input for Decision-Making is to expand our Advisory Committee membership to reflect the completed grade-level expansion of TK-5 and to also establish our student advisory group to include stronger voice in the school community issues.	"PUENTE has strong participation in our ELPAC Committee which as resulted in support for the 36% reclassification rate and a strong home-to-school connection for our English Learner students and families, We continue to include our sub-group student families in our decision-making and we will continue to strengthen our inclusive communications to them via Parent Square; school-wide community meetings; Coffee with the Principal meetings; surveys and other participation activities."	5	5	5	4	5	5	5	5	3	3	4	5	Met	6/15/2022	2022
10624146117865	Quail Lake Environmental Charter	3	"Based on the 2021-22 LCAP Hanover LCAP Survey which is available in three languages, 91% of the parents agree that families are kept informed about events and activities, 91% agree that the schools encourage families to participate in the child's education, 91% agree the the district is responsive to parents' concerns and 79% believe that the schools offer workshops that enable families to learn about the programs it offers. Events and activities that families attend or participate in include: Parent-teacher conferences 66%, Open House 54%, School events 51%, Volunteering at school 25%, Board Meetings 7%, Parent Workshops/training sessions 7%, School Site Council 6%, DELAC 4%, no events 12%.  Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities for communication between families and educators using a language to is understandable and accessible."	"Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be more involved: Vary the time of meetings and classes for working parents, include information in a language they can understand and provide child care.  Sanger Unified will continue to enhance efforts to highlight existing district and school support networks and mechanisms for parents. LCAP Survey respondents overall have a positive opinion of existing support resources and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of resources in place, but also of educational partner awareness of these resources. However, there is still a significant number of parents that are not aware of district and school resources."	"Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established five years years ago in order to improve engagement of underrepresented families. . The goal was to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. This year we have a full implementation rating of 4 in all four areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children. In addition, 2022 Local Performance Indicator Self-Reflection for Sanger Unified School District Page 9 of 16 our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with input to better serve our community. We will also be opened a new Sanger Unified Family Resource Center in August 2021, in which families will be welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as Comprehensive Youth Services who will all be in one building to better meet the needs of our families."	"Education dual-capacity framework for family engagement states that successful initiatives must be systemic,integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD has partnered withthe Gardner Center from Stanford University to better understand and evaluate the progress of practices involvingFamily Engagement. Through analysis of current practice and reality, we have developed a more systematicapproach Family Partnership and Engagement. In addition, we have recognized the need for professional learningopportunities in our schools. We have begun the process with site leaders and will be moving to office assistantsnext. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric forBuilding Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. Thisyear, stakeholders rated all areas as Full Implementation. A goal of ours in this area is around family leadership andempowering our families to understand their rights and how they can be an advocate for their children. Improvingparticipation of underrepresented families will also be a focus. A Parent Education Program Specialist has beenhired to assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagementopportunities for next year."	"The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the development of goals for students, identifying methods to improve engagement with underrepresented families. According to the 21-22 Hanover LCAP Survey Analysis, 91% of families agree that the district/schools keep families informed about events and activities, 79% agree that the district offers workshops that enable families to learn about the programs it offers."	A Parent Education Program Specialist has been hired to offer direct services to families through a new SangerUnified Family Resource Center which opened in August 2021. A more concentrated approach to FamilyEngagement and Outreach will facilitate increased engagement.Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to ourunderrepresented families.	"In our analysis of educational partner response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation 2021. This year we have one area in full implementation and three areas in full implementation and sustainability. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school."	"A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent Universityfocused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school. In addition, Families are actively involved in the Needs Assessment for their child's school. The School Site Council and District English Language Advisory Council have been a foundation for families to learn, access and be a part of the decision making process."	A Parent Education Program Specialist has been hired to offer direct services to families through a new SangerUnified Family Resource Center which opened in August 2021. A more concentrated approach to FamilyEngagement and Outreach will facilitate increased engagement.Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to ourunderrepresented families.	4	4	4	4	4	4	4	4	4	5	5	5	Met	6/28/2022	2022
10623800000000	Raisin City Elementary	3	"It is a priority to building relationships between school staff and families.  There is a need for good communication and partnership between the school and families.  This will help to serve the needs of the students.  The school has offered opportunities with back to school night, open house and various events that include carnivals, holiday events and academic awards.  The largest and most attended are parent teacher conferences."	There is still a need to build and bridge the relationships between school staff and families as evidenced by the survey results.	"Raisin City Elementary School District is in a small rural community and serves about 265 students.  This is important because of its size you can reasonably engage all students and families that would include those underrepresented.  The work, and continued outreach from school will continue also to find out what engagement looks like to every family and their needs."	The district has worked to put instructional programs into place and kept families informed of initial student placement and progress monitoring throughout the year.  This has been done to be more transparent and that families understand where students are.  This has been an area of strength.	"The district understands that their is still a growth opportunity for our students in math and reading.  The district has set reading goals and provided professional development, new curriculum and will continue to monitor and access students."	The district will continue to seek out input through formal meetings held at the school and opportunities for all educational partners to share their input.  The district will continue to seek out the underrepresented families identified to make sure that they have the opportunity to provide input both formally and informally.	The district and this administration has held regularly scheduled meetings to provide several opportunities for the educational partners to provide input.  This has not regularly happened in the past.  Also making sure that communication and parents are kept informed has been a strength.	The district and this administration has put several forms of seeking and gathering input in place however it is also an area that can continue to be evaluated for change or adjustments that need to be made.	"Raisin City Elementary School District is in a small rural community and serves about 265 students.  This is important because of its size you can reasonably engage all students and families and that would include those underrepresented.  The work, and continued outreach from school will continue also to find out what engagement looks like to every family and their needs."	3	3	3	3	3	3	3	3	4	4	4	4	Met	6/13/2022	2022
37683040000000	Ramona City Unified	3	"Overall, Building Relationships is an area of strength for Ramona Unified School District, particularly creating a welcoming environment for families and our community. With the support of our districtwide Bilingual Parent Liaison, our schools and district are building better relations and partnerships with families."	"An area receiving increased focus is supporting staff to understand families' strengths, cultures, languages and goals. Families want to be able to volunteer and be back on campus. We are working on opening up our schools to parent/family and community support in a safe manner."	We have improved the diversity of our school and district advisory groups to better reflect the student population in our area. Increased district and parent trainings occurred during the 2021-2022 to support the School Site Council and English Learner Advisory Committees at school sites. Improvement will also require increasing input and engagement by our under-represented families and building family capacities to engage with schools.	"Our District Bilingual Parent Liaison supports and facilitates connections and partnerships between schools and our educational partners. Our DELAC attendance has increased back to to near pre-pandemic numbers. Providing our families with parent education classes through Fresno State University on topics like Social-Emotional Wellness, Digital Literacy, Health and Wellness, and Developing English Conversation skills has also been a point of success and celebration within RUSD."	Ramona Unified needs to support families more in understanding and exercising their legal rights and advocating for their own students and all students.	"Through our Parent Advisory Committees and through Parent Education opportunities, we will continue to build parent/guardian/family capacity to advocate for their child, participate on advisory committees, and partner with schools to ensure student success."	An area of strength comes from our ability to build strong relationships with families and welcome them to provide feedback on decisions made within our district.	"Our parent advisory committees offer input on all site and district plans, but the number of participants in our committees do not yet mirror that of our district population. Areas of focus include increasing input on decisions being made throughout our district, especially by under-represented groups and seeking parent/family input on decision-making and family engagement activities."	We will continue to actively recruit diverse families to participate and lead our advisory committees at the school and district levels.	4	4	3	4	3	3	3	2	3	3	3	3	Met	6/23/2022	2022
18641620000000	Ravendale-Termo Elementary	3	The LEA has always enjoyed a strong relationship between the educational partners and the school site. The small number of families allows the staff at the school to build personal relationships with each family.	The LEA will focus on increasing opportunities for parental engagement following the varying and difficult pandemic-related restrictions that have been felt for the past two years.	"The LEA's current strength is the relationship that the teaching staff have with the individual students. While the LEA can boast strong parental engagement at the school, we recognize that it can always improve. Our focus will remain tied to strategies and activities that improve parent engagement across the school year."	"The current strength of the LEA lies in the small number of students and the relationship that is built between the school staff and the parents. With only a few families in the community that have students in the school, communication is very personalized. The school invites parents to the site for a variety of engagements throughout the school year. We will work to develop strategies to increase engagement that will fit the needs of our students and programs."	The pandemic has limited our ability to partner with outside entitities and create more engagement for our families. The LEA will focus generating more opportunities for collaboration in the near future.	Analysis in this area does not show a deficit in the district's ability to improve engagement with underrepresented families. the LEA will continue to engage our families in a manner that provides ample opportunity for all segments of the population to be engaged.	"The close, interpersonal relationships that exist between the families and the school employees provides a strong foundation for meangful input. Our parents provide almost daily interactions with staff and freely share input on a regular basis."	"With the small number of families and the intimate setting of the school, the District has continuous interaction with representative members from all groups of stakeholders. We will continue to seek to identify additional parents, guardians, foster family members or other agencies to include in our stakeholder groups to increase engagement to further support decision-making input for parents and family members."	Analysis in this area does not show a deficit in the district's ability to improve engagement with underrepresented families during the self-reflection process in relation to seeking input for decision-making. the LEA will continue to engage our families in a manner that provides ample opportunity for all segments of the population to be engaged.	3	3	3	3	2	3	3	3	3	2	3	2	Met	6/22/2022	2022
41689990000000	Ravenswood City Elementary	3	"Overall Ravenswood has made a lot of progress in continuing to build relationships with families, and developing welcoming environments, as we deal with the ongoing impacts of the COVID-19 pandemic, which has continued to provide challenges such as limiting the amount of in-person events, and severely impacting staff capacity. In general ParentSquare has been extremely valuable for communication, including reminders for completing application documents, the ability to send text messages with auto-translation, and the promotion of school site/district/community events.   All of our schools also offer multiple methods and opportunities for communication with teachers, school staff, and administrators. We have Spanish Translator/Interpreters available for our non-Spanish speaking staff, and Outreach Coordinators at each school who are supported by the district Family & Community Engagement Coordinator. Some specific teachers/staff are more engaged with their student’s families, so our Coordinators work to ensure all families are supported. They have found it very valuable to spend time at the gate during pick-up/drop-off times, just connecting with students and families, and answering questions as they come up.  Based on data collected from specific schools, we have made progress in building relationships as more families feel comfortable sharing their stories, ideas, and concerns with school staff throughout the week. At the moment these are often limited to specific staff, but we hope to encourage more of these interactions system-wide, across the district.   Some examples of events or opportunities for relationship building include “Earth Day” where families from the different schools all went to one campus, “Cafecito”, “Safe Routes to School” partnership with SMCOE, “Parent University” which includes presentations from the Diversity Equity and Inclusion Coordinator, “SSC/ELAC” or “DAC/DELAC” meetings with our families as community leaders, and “Family Workshops” which often includes content from community organizations. We encourage families to request topics that they are interested in and would like to hear more about. A popular event is when the cafeteria managers share their knowledge with parents, talking about nutritional information, the high quality standards of food preparation, and also sharing what the students enjoy and don’t like! When events are held in-person, there is a high level of interaction between school staff and families, but when events are held virtually it is challenging to connect on a personal level.   Ravenswood typically has a relatively high turnover of staff, so it is always challenging for families to continually reestablish new relationships. As a district we are working towards increased staff retention, which will hopefully also support long-term relationship building with families."	"While we have so far put a lot of effort into ensuring that a range of opportunities are available for engagement, a significant area of improvement for us will be connecting more personally and more individually with our families, to truly understand the underlying reasons  why so few of our families are attending events. Families do respond when it is about their individual student, but we want to work towards creating community.  Another key point here is that we need to ensure that all vacancies are filled, having an Outreach Coordinator/Director of Culture, or other similarly student- and family-focused role we have found is beneficial to overall school and community culture.  As a district, we also want to identify specific needs for specific families, in order to help overcome these barriers and connect families with relevant support services. For example, there is not always one single reason why students are absent from school. It could be related to transportation, needing to stay home to care for younger children or elders, not having appropriate clothing to wear, or any number of other reasons. Some of the reasons for limited family involvement in school are due to the stressors and ongoing impacts of the COVID-19 pandemic. We have found that those who do attend, and who do engage are fully involved and committed to forming strong relationships with school staff. The challenges are focused on those families and individuals who we haven’t yet reached - and predominantly virtual communication has only made this more difficult, as school staff are less likely to be able to match names and faces of families, and also identify the student they are connected to."	"Throughout our LCAP engagement and Local Indicator self-reflection processes this year, we have worked to focus on hearing from families who are traditionally underrepresented. In particular, our Outreach Coordinators, Family and Community Engagement Coordinator, and the Social Worker continue to reach out to families who are struggling, checking in with them regularly, and in some cases staff even make home visits. It’s also important that all school staff notice and identify students and families who need any sort of additional support. We know we have challenges making connections between the district, school sites, and families. We are working at increasing the presence of school staff at after school events such as middle school sports games, and music concerts. By simply increasing the presence of staff in situations where families are already attending and supporting their children, we can increase the interactions and contact points that staff and families have. This allows for more authentic conversations and with more opportunities for relationship building."	"Some examples of events or opportunities for partnership building include “Cafecito”, “Parent University” which includes presentations from the Diversity Equity and Inclusion Coordinator, “SSC/ELAC” or “DAC/DELAC” meetings with our families as community leaders, and “Family Workshops” which often includes content from community organizations. We encourage families to request topics that they are interested in and would like to hear more about, and we emphasize what families can do to support student learning at home. A popular event is when the cafeteria managers share their knowledge with parents, talking about nutritional information, the high quality standards of food preparation, and also sharing what the students enjoy and don’t like! It is very valuable for both teachers and families when they can get to know each other at these events which are focused on student successes. There are always a number of super involved and engaged families who are just amazing, and will show up to everything! We’d like to continue increasing the percentage of our families that fit into this category.    We also try to ensure that families have sufficient resources at home to support student learning, particularly in partnership with the Boys & Girls Club of the Peninsula (BGCP) and the 49ers Academy. Both of these community partners support our students and families with tutoring, homework time and space, and case worker support. Conferences are held three times per year, and it is a great opportunity for teachers and families to work together to support their students. We have found that increased text/ParentSquare communication between families and teachers often leads to increased attendance at these conferences. In some cases, families do not feel confident in approaching the teacher about an issue or to request support, but they have spoken with the site Outreach Coordinator, who has been able to provide assistance in bridging any communication or comfort barriers."	"A key focus area for Ravenswood is to truly work together. Building strong, collaborative connections with families has been challenging, particularly during these pandemic-impacted years. We are looking into how we can provide more direct staff support - for example, only having one counselor per school means that we either have to focus on either a shallow breadth of service or narrow depth of service, but not both. It is also challenging to support students and their families, when the solution is unclear. By focusing on more personal conversations and connection points to truly know our families and their students, we hope that some of these challenges can be addressed. We already attempt to convey large volumes of information, but the follow-through and implementation of the actions themselves can sometimes be inconsistent across school sites, or don’t quite meet the actual needs. We need to continue to work on establishing strong feedback loops, and encouraging true engagement from our families, that has a visible impact in our students’ educational experience at Ravenswood. Our Outreach Coordinators are supporting these efforts, but this is a new role that was established, so it will take time for the impact to be more widely felt. Additionally, we need to show across the board representation of our teachers, district staff, and school staff at events and activities, particularly supporting students outside of the classroom setting, and being present at community meetings and gatherings."	"When students and families are not aware of the resources and support available to them, it is extremely difficult for them to request these services. As a district, we are working on ensuring that all families, especially those whose voices and experiences are typically underrepresented, are fully aware of all options. As mentioned previously, additional personal connection, conversations, and interactions are extremely valuable in hearing from our families - and this is extremely important for families and students who are underrepresented in our engagement processes. We are always striving to improve these experiences, knowing that both staff and families are always working towards the same goals of success for all students."	"We have been working on building staff skills in building strong relationships with families and students, and also working on developing the capacities and skills of families. We have had some participation from families, but the ongoing impacts of the pandemic have significantly influenced everyone’s capacity for engagement. Providing materials and holding meetings in both English and Spanish is important for our community events to be inclusive. We have also found it useful to go outside of the traditional “meeting” format, to gather input through conversations and at times when families are already interacting with school staff (such as at pick-up and drop-off times). We are also starting to have more conversations with families about how activities are prioritized and funded, and hearing what their preferences are for future adjustments!"	"We would love to receive more input from families, however input thus far has often been relatively minimal, even with many opportunities provided. This is possibly because it is difficult to visibly see the impact that family feedback has at schools and in our processes, or because the ongoing impacts of the pandemic have contributed to decision and engagement fatigue. We are working on improving our feedback and communication, building stronger relationships, and demonstrating that we hear and respond to the requests and suggestions of our families and students."	"This is an area of development for Ravenswood. We are focusing on hearing from families through more authentic conversations, rather than through manufactured and formal meetings and surveys. This focus on conversational connection certainly includes all families in our community, including those who are typically underrepresented, particularly in decision-making processes. It is important that we reduce any barriers to engagement, and come together as one group, without the traditional hierarchical structures. This might look like involving students and inviting them to share their opinions, or eating together and sharing thoughts over a meal. We want to focus on all people working together for the betterment of our entire community, rather than perpetuate the type of expert participant engagement that continues to exacerbate the underrepresentation of voices from some families and students."	3	3	3	3	3	3	2	3	2	2	2	2	Met	6/23/2022	2022
49709380120121	REACH	3	"We have a standing ""Coffee with the Director"" during which families are encouraged to meet with the administrator and to stay for community announcements. In addition, we use ParentSquare for more direct teacher/family connections.  In addition, we actively recruit parents for participation in volunteer activities and leadership roles within the school. In addition, we actively look for ways to bring student voice and experience into the learning process.  We engage in training from a variety of non-profit groups to help us improve our ability to recognize bias in our program and to learn more about how to engage in ""teachable"" moments between students in our our lessons."	We can improve the systems by which we get parents on campus and connected with teachers to engage in meaningful work.  We are also looking to continue growing our parent education nights around social-emotional curriculum and mathematic mindsets.	We are working with an equity committee of volunteers to identify places where we can better reach out to our whole community.	"Previous to the pandemic we had a strong parent education program. In 21-22 we began to build that back up with free  Positivie Discipline and free parent education around anxiety and supporting students returning to school. And in ad hoc interactions, we always point families to resources in the community, such as River to Coast, if there are funding needs or food stability issues."	Our next goal will be to increase parent education around mindset mathematics and to support parents stepping into leadership roles here at the school.	We celebrate various cultural holidays and traditions and invite our community members to share their stories with the school. We also seek out partnerships with artists and other providers to ensure leadership that reflects our broader community.	"We have always held meetings to bring community input in planning for the school. In addition, we offer a standing meeting time with the director to discuss concerns and Ideas. In addition, we continuously actively recruit for the charter school board and to support parents in creating committees with the power to lead projects and programs within the school."	"Our outreach has fallen short of our goals. It looks like while we are often scheduling and inviting community decision-making, it isn't always heard through the channels the school has traditionally used, and we can improve the effectiveness of our outreach by increasing the number of communication channels we use to invite participation."	We can send out messages with translation and haven't. One easy step is to use the translation tools to support schoolwide messaging.	4	3	3	2	2	3	4	1	4	3	4	2	Not Met	9/14/2022	2022
33672150126128	REACH Leadership STEAM Academy	3	"The LEA currently offers school-wide activities and support groups that promote family engagement: (1) parents meet the teaching teams, support staff, and learn about program and extracurriculars the week before school starts in our annual Meet and Greet and again during Back to School Night, and during Parent Teacher conferences in the fall; (2) event and communication updates are sent via ClassDojo which allows parents to translate postings into other languages. ClassDojo has allowed the administration to collect feedback on school policies and procedures that otherwise might not have been brought to their direct attention. (3) A governing board and parent committees, i.e., School Site Council, African American Parent Advisory Committee, and English Language Learner, are spaces for parents to connect with school administration and leadership."	"Our African American student population is currently orange on the CA Dashboard for performance levels in mathematics and English language Arts. To increase participation and awareness from this parent group, (1) the LEA has currently has an African American Parent Advisory Committee (AAPAC) composed of a diverse and dedicated group of parents that are concerned with the narrative data depicted; (2) School Site Council (SSC)  is another means by which parents are able to participate in school governance and decision making; (3) Parents of students who are learning English as a second language are invited to participate in quarterly ELAC meetings as a means to get connected, stay informed, and to voice concerns about their unique experiences in accessing teachers, school personnel and academic materials. The LEA has Spanish and Arabic speaking families, and as a result, ELAC translates its flyers and presentation materials in those languages."	"As mentioned above, the LEA has parent engagement committees that aim to engage the parents in the academic and social-emotional development of their children. The School Site Council (SSC) is currently in its second year of implementation and its primary focus is to engage their parent peers. The school administration has presented local assessment data, Local Control and Accountability Plan and LCFF funds, and a School-wide Action Plan. As a committee composed of a parent majority, the SSC (1) aims to utilize its public meetings as a space for parents to address the LEA’s academic offerings; (2) brainstorm school-wide activities that support all students especially our underrepresented/unduplicated population; and (3) brainstorm ways on how to support other committees."	"The LEA addresses all parent grievances as a high priority, which can be detrimental to building relationships if left unattended. We want all parents, regardless of their background, to feel heard and supported, especially from our front office staff. A review of customer service techniques has been part of the front office’s team building meetings. The LEA currently has a homeless liaison that provides identified families with community resources and supplies families in need with nonperishable food items and clothing."	"The LEA has several events and activities designed to effectively and authentically improve parent relationships, partnerships, communication and access to information. As a general rule, all on-site activities are well-attended by families. Two-way parent-to-school communication is regular and continuous. The LEA gathers parent feedback annually as a means to improve and strengthen ties. However, one identified area of improvement is parent involvement in the evolution and continuous improvement loop of the Local Control and Accountability Plan (LCAP) and its service to our student population. Parent feedback is solicited each year. Parents are strongly encouraged to attend planning meetings and to participate in surveys related specifically to LCAP goals, action, and service, yet the LEA continues to receive a minimal and tepid response from parents in comparison to other school-wide events, activities and initiatives. With a focus on equitable access, the goal in the 2022-23 school year shall be to improve parent participation by sharing LCAP goals on all communication channels, including social media, sharing meeting dates well in-advance of planned meetings, providing incentives for attending, child care, and food (dinner) as well as communicating information around the significance of the LCAP in more parent-friendly terms, reaching out to parents directly emphasizing the importance of their attendance drawing the correlation between individual parent involvement and its influence in how money is allocated within the organization."	"An identifiable area of growth would be for staff to continue to seek opportunities to learn about the cultures of our families, especially since the school has attracted a large number of immigrant families. These families represent countries in Asia/Southeast Asia and the Middle East, which make up a small number of our minority demographics. In this current school year, the LEA has marked on the calendar monthly cultural celebrations in an effort to be more culturally aware and inclusive as it relates to highlighting the unique attributes contributions that every culture adds to our school community and beyond. The school site hosted a school-wide Hispanic Heritage and Black History Month that included a museum walk-through, historical figures, country facts, music, and other hands-on activities."	"The LEA currently has parents on our governing board which adds knowledge and perspective to the decisions that affect our families. Other parent committees (SSC, AAPAC, & ELAC) also allow opportunities for parent voice and choice related to key financial decisions around curriculum and material purchases as well as other actions and services offered to students. The LEA also sends annual climate surveys to parents, staff, and students. The sections and questions have remained relatively unchanged in the last two years so that the administration can draw longitudinal conclusions for the Local Control and Accountability Plan and other plans.  The LEA understands that ample notice is needed for parents to secure time and childcare. Our event calendar is posted during the summer so parents can look at a glance and anticipate events. As the event gets closer, flyers and digital reminders are sent home. When event series are scheduled, such as, Coffee with the Director or LCAP, the LEA selects different times of the day to give our stakeholders flexibility."	"The LEA shall continue to seek input for decision-making as identified in the sections above. As demonstration of that fact and proof of the LEA’s commitment to its education partners having a strong voice and taking part in the decision-making, four out of seven of its current school board members are parents of existing students which demonstrates the LEA’s commitment to school and home partnerships and parents having a voice at the table directly related to how the school is governed and how funds are allocated to improve student outcomes."	"To improve engagement for underrepresented families, the LEA shall continue with its outreach to homeless and foster youth families -starting with identifying families in need at the start of each school via survey response data. In addition, the ELAC, AAPAC and School Site Council (SSC) Committees are intended to provide a platform for all parents to be heard and to disseminate data in formats that are more accessible to the different cultures that are represented. The LEA shall continue to use translation services to ensure all parents can access school information and shall provide information and training intended to develop parent knowledge and skills related to methods for working together in ways that benefit underrepresented students in particular. Parent board representatives and the homeless and foster youth liaison reach out to families directly informing them of ways in which the LEA can provide support and assistance in areas of need. The committees, in particular, are designed to seek input from families that would not otherwise participate in open forums. The LEA shall continue to seek ways to improve access, looking for opportunities to make information more readily available to underserved families assisting them in making their presence and voices heard in ways that are productive and lead to improved student outcomes."	4	5	4	4	4	4	4	4	4	3	4	4	Not Met	9/26/2022	2022
52716390000000	Red Bluff Joint Union High	3	"RBJUHSD has worked diligently over the last three years to build a more inclusive decision making process.  This includes input from three separate leadership teams as well as the parent advisory groups.  Though Covid put a pause on many of the groups ability to meet, this next school year will present the opportunity to return to in-person meetings."	"RBJUHSD has worked diligently over the last three years to build a more inclusive decision making process.  This includes input from three separate leadership teams as well as the parent advisory groups.  Though Covid put a pause on many of the groups ability to meet, this next school year will present the opportunity to return to in-person meetings."	"RBJUHSD has worked diligently over the last three years to build a more inclusive decision making process.  This includes input from three separate leadership teams as well as the parent advisory groups.  Though Covid put a pause on many of the groups ability to meet, this next school year will present the opportunity to return to in-person meetings."	"The pandemic made it very difficult to meet.  The High School setting makes it more difficult to meet with parents and community on a regular basis.  The district looks to improve in this area specific to students with disabilities, English Learners, and foster youth."	"The pandemic made it very difficult to meet.  The High School setting makes it more difficult to meet with parents and community on a regular basis.  The district looks to improve in this area specific to students with disabilities, English Learners, and foster youth."	"The pandemic made it very difficult to meet.  The High School setting makes it more difficult to meet with parents and community on a regular basis.  The district looks to improve in this area specific to students with disabilities, English Learners, and foster youth."	"Decision-making is a shared responsibility between all stakeholders and administration.  This includes parents, students, teachers, and staff.  Input suggests that communication can be improved between administration and staff."	Communicating out decisions and how they were made is a focus this year.	Recruitment to our advisory councils such as School Site Council and DELAC.	4	4	3	3	2	3	2	3	3	3	3	3	Met	6/16/2022	2022
52716210000000	Red Bluff Union Elementary	3	"Building positive relationships among staff, families, and students is part of our Positive Behavior Supports and  Intervention (PBIS) framework district-wide. The district has worked to improve two-way communication recognizing  that all student groups benefit from site and district outreach for collaborative exchanges about important structural  and academic developments in the district approach and program. Surveys, collaborations, and direct outreach to  families and students from subgroups is a necessary part of enrolling families in partnership in their student's  education. Considering the climbing participation rates for our collaborative platform and survey tools, as well as  through our social media and home to school communication tools, these actions are warranted and expected to  continue as part of the comprehensive plan."	"Parents reported communication as a strength; being open and with effective lines between families and schools.  Input from parents indicated a desire for specific information more frequently as it relates to what students were  learning in the classroom, so parents can better support students at home."	"It is particularly important for our low income, foster and homeless populations that family communication is effective  and consistent and includes various modes such as flyers and use of apps or social media. When forming our  Parent Advisory Committee, the district recruit parents representative of our underrepresented families. Each school  with 10% or more English Learners has an English Learner Assistant at the site to support students and families,  serving as a liaison to resources and building positive relationships between home and school. Translation is  provided to ensure access and collaboration with our English learner families. Ongoing support needs to continue in  the area of understanding family strengths, culture, and role in education beyond what have traditionally existed."	"On our most recent family survey, the two highest rated themes were Communication and Feedback: open &  effective line of communication between families and schools and Resources: schools deploy necessary resources  to support students . Parent training is offered by each site across a range of topics multiple times during the school  year by school personnel and/or community agencies. However, this past year the impact of COVID negatively  impacted the level at which parents could engagement with schools. Raising A Reader, an early literacy parent  engagement program, continues to be implemented in grades TK-2nd to create a strong home school partnership  with families. Surveys indicated the success of this program with increases in home reading routines, the amount of  books and minutes spent reading."	"Parents expressed they are highly motivated to reconnect and supporting schools to raise achievement, challenge  students, and increase opportunities for extra-curricular activities. Recent school hosted events, like Open House,  had high numbers of attendees. Our summer program this year has over 300 students enrolled and parents  expressed a strong interest in tutoring services."	"Areas of focus are how to best reach all families, especially underrepresented groups, and continuing to learn on  how to improve a school's capacity to partner with families in meaningful ways to improve student outcomes.  Providing training to parents related to technology and school programs to assist their students at home."	"Several opportunities are offered to parents to get involved in at the decision-making or collaboration level, including  our English Language Acquisition Committee (ELAC) at both the school and district level (DELAC). School Site  Councils (SSC) and the District /Parent Advisory Committee, afford opportunities to collaborate on the alignment of  district and site improvement plan priorities and actions to increase achievement, as well as to monitor progress  towards all goals."	Making these engagement sessions more comprehensible or parent friendly may increase participation along with  options that better accommodate for the schedules of parents. Parent express childcare is helpful to promote  participation in these opportunities.	"Intentional efforts to invite representatives reflective of the various student groups served, which may expand to the  recruitment of community representatives who work with underrepresented families or student groups, continues to  be an areas of focus along with increasing parent participation at this level. Providing childcare is beneficial,  especially for opportunities that occur outside of the school day."	4	4	3	5	3	3	3	4	3	3	3	3	Met	6/14/2022	2022
45699710135848	Redding Collegiate Academy	3	"The district provides ongoing training in building trusting relationships. Two-way communication is offered through Town Halls and forums, parent advisory committees, and conferences A Spanish interpreter is present at these meetings."	"An area of growth is to be more intentional about learning about families' strengths, cultures, languages, and goals for their children. The district has developed communication plans as well as a comprehensive offering of parent education courses."	"The district will improve engagement with underrepresented families by offering more parent education opportunities, providing more formats of communication including videos, podcasts, and forums."	RCA offers multiple avenues for meeting with parents to support student learning. Regular Parent Conferences are held every month.	The district needs to provide staff with greater professional development on partnering with families.	The district will improve in using creative measures and formats to communicate and build partnerships with families for their students' outcomes.	RCA maintains advisory groups and provides training for its members. These groups provide input on decisions. RCA also develops unique family engagement activities supported by LCAP funds.	RCA needs to focus on exploring more creative mediums of two-way communication to receive more input for decision-making	RCA will attempt to improve the engagement of underrepresented families by incentivizing district-sponsored events to seek input.	4	4	3	4	3	4	4	3	4	4	4	4	Met	5/25/2022	2022
45701100000000	Redding Elementary	3	"Each site has adopted a school-wide platform that provides two way communication. In addition, due to COVID, all family engagement meetings have a virtual option to increase the participation outcomes. There are numerous relationship building activities, such as Back to School night (in which learning outcomes are shared and discussed), Open House (in event that celebrates student work and achievement), and  annual Parent Conferences held by the teacher to discuss each child served."	"Continue to work amongst all the school community, students, parents, and staff, to increase involvement and input in the Local Control Accountability Plan, District Advisory Committees, and Parent Advisory Committees."	"The District will provide support by offering transportation and childcare to increase the participation of underrepresented families. In addition, understanding cultural and linguistic pedagogy of all students is an area of focus."	"Annually parents are given a District Standards booklet that informs parents of the learning outcomes for the grade level of their child. In addition, resources and support for student learning are provided to the family at the annual parent conference meeting. During the first week of school, all families are distributed a booklet titled, Parent Rights Handbook. For those parents/community members involved in the District Advisory Committee or the School Site Council, Uniform Complaint Procedures are distributed at the first annual meeting."	Continue to build the capacity of involving families and students in the learning process and outcomes.	Each 6th-8th grade student will have the opportunity to give feedback via a district assigned device through a pop up survey application. By providing the tools for ease of access the intent is to increase participation in order to get feedback.	"78.8% of 482 parent/guardian respondents stated they definitely agree/agree that they have the opportunity to participate and be involved in school and district level programs and decision-making.  The District actively solicits parental involvement through newsletters, flyers, messaging apps, and site level conversations. We have many areas in which family, community, and staff can be involved. We have community engagement through various means: Parent Advisory Council, District Advisory Council, District English Learner Advisory Committee, as well as site level committees such as School Site Council and the English Learner Advisory Committee."	"The LEA will continue to seek parental input in regards to the School Plan for Student Achievement, the Local Control Accountability Plan, District Advisory Committee, and the Parent Advisory Committee."	The District will provide support by offering transportation and childcare to increase the participation of underrepresented families.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/28/2022	2022
45699480134122	Redding School of the Arts	3	Redding School of the Arts conducted surveys to the educational partners.  Listed below is the data we analyzed which identifies our current strengths and progress in Building Relationships between School Staff and Families. These partners which represents 35% of the families stated:  They felt able to be involved in school-wide decision making at RSA. 15% rated 1 or 2 (low level of decision making)  36% neutral 44 people 49% rated 4 or 5 (high level of decision making)   That  RSA had established Instructional practices adjusted to meet the academic needs of students 6% rated 1 or 2 (instructional practices are not adjusted)  22% neutral  72% rated 4 or 5 (instructional practices are adjusted)   That RSA's instructional practices are adjusted to the meet the social and emotional needs of student groups 8% rated 1 or 2 (not adjusted to SEL needs)  24% neutral 69% rated 4 or 5 (practices are adjusted for SEL)  RSA provides a safe and healthy learning environment 3% 2 (not safe)  4% neutral  93% rated 4 or 5	"Included in the survey with our educational partner was an opportunity to identify areas the school could improve in, or list concerns they  may have.  One general area identified was consistent and accurate communication coming from the school staff, especially between teachers and families. Another area of concern was the amount of homework the students were assigned each night and how families would be able to access that information while at home.  To improve Relationships between School and families, our teachers will  use Google Classroom / Aeries Parent Portal and Teacher Websites so that students and parents are aware of assignments and grades.  Teachers can be reached via email for a timely response to questions they may have. Parent, Student, Teacher conferences are held in the fall to discuss student learning goals for the year and can be repeated as needed through out the year. Parents receive copies of NWEA tests and CAASPP."	"RSA provides many opportunities for families to meet teachers and learn about the various educational opportunities at RSA .  With Covid Restrictions waning, RSA will again provide all families with engagement opportunities to Build relationship between School Staff and Families  These opportunities include:  The re-opening of RSA campus to both visitors and volunteers, Meet and Greet your teacher before school begins ,  Back-to-School Night, All School Field Trips, Theme Days, In Person Parent Conferences, Student Assembly and Performances, etc.. These opportunities to build relationships  have not occurred due to COVID restrictions the past two years."	Redding School of the Arts conducted surveys to the educational partners. These partners represent 35% of the RSA families. They stated that the current strengths and progress in building partnerships for student outcomes as measured by these statements:  RSA provides Information so that parents can support children’s learning at home and at school 8% rated 1 or 2 (need more information to help their child) 22% neutral  70% rated 4 or 5 (had enough information)   RSA encourages families to advocate for their child 6%   26% neutral 3 68 % 4 or 5	"When reviewing data and feedback to determine focus areas of improvement in building partnerships for student outcomes, families identified a desire partner with the school via past practices such as; volunteering in the school, resuming school field trips, evening events and special theme days."	"RSA will work to improve engagement of underrepresented families by providing translated documents when possible, offering opportunities to learn and celebrate other cultures, continue to research and seek ways to encourage feedback from these families."	"RSA strives to provide for a variety of meetings to ensure a quality engagement and ample opportunities in several formats to achieve meaningful input for strategic planning goals. RSA believes a major factor in the success of students is the involvement that a significant adult has in their school life. Although parent involvement opportunities were initially limited to zoom due to COVID restrictions,  parent-run committees interfaced indirectly with RSA teachers and staff using Zoom meetings and shared documents. The stakeholder groups include two parent groups, Parent Teacher Council and Theater Booster Club, Certificated and All Staff meetings, Instructional Leadership Team (ILT) and Administration, Associated Student Body, and fourth - eighth-grade students.   Ways that our parents are engaged and are informed of the LCAP achievements, goals, and determining needs:  Our Parent Teacher Council (PTC) worked to promote community within the school through events such as the Fall Fox Trot where family members volunteered to cheer students on as they ran laps, served water, and shared photos of their children trotting to earn donations, PTC conducted an evening auction event with support from local businesses and classroom projects made by the students. They honored the staff during  Staff Appreciation Week with treats and gifts. PTC has established monthly onsite and zoom meetings, an adopted annual budget,  elected officers, and committee bylaws that support its mission of creating a welcoming environment to support families and give back financially to the school. You can reach this group at: http://www.rsarts.org/parent_pages/p_t_c_-_parent_teacher_club.  Another significant parent group is Theater Booster Club (TBC). TBC supported our annual spring musical. Parents and community members work with RSA staff to sew or secure costumes, help construct set pieces, work alongside students to run the backstage activities during performances, promote the musical production in the community, concession sales, and more. TBC has established monthly onsite and zoom meetings, an adopted annual budget,  elected officers, and committee bylaws that support its mission of creating a welcoming environment to support families and financially support the performing arts. You can reach this group at: http://www.rsarts.org/parent_pages/p_t_c_-_parent_teacher_club.. You can reach this group at: http://www.rsarts.org/parent_pages/t_b_c_-_theater_booster_club  Parents can participate on several school committees as appointed by the Governing Board such as curriculum review and adoption, the School Site Safety committee, LCAP review and implementation, Governing Board, and Finance Committee. RSA encourages and appreciates the input from our parents."	"RSA will continue to utilize the various educational partner groups to review, provide input and ideas to create the school's LCAP goals and actions."	"RSA will continue to look for ways to improve engagement of the underrepresented families when seeking input for decision making. However when sorting data by categories of special education services, health  or academic 504 plans, English Language services or school based intervention (35% of the total families responding) 95% agreed that their input was important and were actively involved in developing plans for student improvement and progress."	4	5	4	5	4	4	5	5	5	4	5	5	Not Met	10/18/2022	2022
45104540132944	Redding STEM Academy	3	"Redding STEM Academy believes it is critical to build partnerships with parents to generate better student outcomes. Typically this is done via relationship building. Parents are invited to participate in Governing Board Meetings, LCAP Meetings, Parent Conferences, Student Study Team Meetings, IEP meetings, and school social gatherings like Ice-Cream Social, etc. Parents are also encouraged to volunteer in the classroom to see what happens on a daily basis. Unfortunately because of COVID restrictions, many of these volunteer opportunities were suspended; however, meetings and conferences were held virtually so that all parents had an opportunity to share their input and to be part of their child's education. We are looking forward to the day when we can once again have our parents on campus on a regular basis."	"The 2021-22 school year started with strict COVID regulations in place. Parent volunteers were discouraged from coming onto campus to mitigate the possible spread of the virus. They were still encouraged to attend board meetings virtually and could participate in the Site Council, but all other types of volunteer activities were suspended.  By the end of 2021, the guidelines were being lifted and parents were able to drive for field trips. We are looking forward to the 2022-23 school year when family events and volunteering will once again be reinstated."	"Redding STEM Academy believes it is critical to build partnerships with parents to generate better student outcomes, particularly with our underrepresented families. Typically this is done via relationship building. Parents are invited to participate in Governing Board Meetings, LCAP Meetings, Parent Conferences, Student Study Team Meetings, IEP meetings, and school social gatherings like Ice-Cream Social, etc. Parents are also encouraged to volunteer in the classroom to see what happens on a daily basis. Unfortunately because of COVID restrictions, many of these volunteer opportunities were suspended; however, meetings and conferences were held virtually so that all parents had an opportunity to share their input and to be part of their child's education. We are looking forward to the day when we can once again have our parents on campus on a regular basis."	"Parents and students (grades 3-8) took a survey in 2019 and again in 2021. A report was provided to the governing board. The parents and student responses were positive overall. The results of the surveys were also shared with a parent group during an LCAP meeting. The school has many opportunities for parent involvement, which include: Being on the school board - when vacancies arise, Parent Club meetings - multiple times per year LCAP Parent Meetings - Parents are looking forward to being able to volunteer on campus including evening activities, classroom volunteering, and field trips."	One area that we are looking forward to improving is having all school events and parent volunteers in the classroom. These activities were suspended until the COVID guidelines are lifted.	"RSTEM will improve engagement of underrepresented families by reinstating all school events, parent volunteering, and parents driving for field trips once the COVID guidelines have been lifted. In a typical year, the school has many opportunities for parent involvement including: Being on the school board - when vacancies arise; Parent Club meetings - multiple times per year; LCAP Parent Meetings -  volunteering on campus including evening activities, classroom volunteering, and field trips. We send out a survey each year to gather feedback regarding how we can best serve our families. We use the surveys to implement changes to support those we serve."	"Parents and students (grades 3-8) took a survey in 2019 and again in 2021. A report was provided to the governing board. The results of the surveys were also shared with a parent group during an LCAP meeting. Overall, the results were positive. The school has many opportunities for parent involvement, which include:  - Being on the school board  - when vacancies arise, Parent Club meetings  - multiple times per year LCAP Parent Meetings."	"The school will continue to reach out to parents so they can be involved in the various committees and activities on campus. With these opportunities, parents get to learn about all aspects of their child's education, which we believe will empower parents to make better choices for their children. The school tries to encourage all families to participate in all school functions. This is done by advertising all school events in the weekly newsletter, as well as sending out messages via text and voicemails."	"RSTEM will continue to engage its underrepresented families, encouraging them to be part of the various opportunities on campus. Through these opportunities parents get to learn about all aspects of their child's education, which we believe will empower parents to make better choices for their children. The school tries to encourage all families to participate in all school functions. This is done by advertising all school events in the weekly newsletter, as well as sending out messages via text and voicemails."	4	4	4	3	4	4	5	5	3	3	3	3	Not Met	9/28/2022	2022
36678430000000	Redlands Unified	3	86% feel that the school provides a welcoming environment for all parents. 85% feel that the school communicates how important it is to respect the practice of all cultures. 92% indicate that the schools use multiple ways to communicate with families.	"The district understands that there are families who do not have technology at home to receive communications. Therefore, there is a concerted effort to reach out to all families through AERIES Parent Square to identify at home technology and wi-fi needs. Additionally, the Parent and Family Engagement Department is making on-going efforts to increase parent participation and involvement in school/district activities and stakeholder group opportunities."	"Communication is of utmost importance. RUSD works to provide families with the technology that they need to have excellent 2 way communication. There is a concerted effort to provide families with information in their native language. Also, RUSD has Family and Community Support Liaisons that specifically focus their outreach to our underrepresented families."	81% of the families feel that schools keep parents well informed about how their student in progressing in school. 89% of the families feel that schools keep all families informed about important issues and events. 86% of the families feel that staff respond quickly to parent calls or emails.	RUSD uses Thought Exchange annually to provide families with a safe and convenient way to provide input about schools. Kelvin surveys are administered on a regular basis for families to provide input about parent involvement. The Family Engagement department has an ongoing focus on outreach and support.	"RUSD makes continual efforts to provide our ability to communicate with parents through multiple means. Additionally, RUSD has personnel such as FACE Liaisons who are dedicated to reaching out to our underrepresented populations- in the effort to increase parent communication and involvement."	82% of the families feel that they have opportunities to be part of the important decisions about the school through surveys and advisory groups. 85% of the families feel encouraged to share any concerns with the school or staff.	"As mentioned earlier, RUSD has a focus on assisting families with needed technology and internet coverage for effective 2 way communication. Additionally, there is a concerted focus on improving parent attendance at focus groups and stakeholder meetings."	"Similarly, RUSD will continue to use effective communication tools such as Thought Exchange, Parent Square, and surveys to provide parents with a method of sharing input. Additionally, RUSD will use dedicated staff such as FACE Liaisons to reach out to our underrepresented families."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/14/2022	2022
19753410000000	Redondo Beach Unified	3	"A strength of RBUSD is its high parental involvement and participation in its schools. The district, site administrators, teachers and staff work hard to build trusting relationships and create welcoming environments for all families in the community. All schools are supported by a strong Parent Teacher Associations (PTA), the Redondo Beach Education Foundation (RBEF), and the Beach Cities Health District. Parents also actively participate in decision making and goal setting through School Site Councils, English Language Advisory Committees (ELAC), and the District English Language Advisory Committee (DELAC). Further, all parents and community members are welcome to attend any school meeting or activity, and RBUSD welcomes and encourages parent involvement throughout the year. Various activities include but are not limited to: parent education workshops, open house, back to school night, parent-teacher-student conferences, PTA-sponsored events, speaker series events, music performances and more. District and school site communication ensures parents are well informed, have opportunities for involvement and are connected to their children's school. Regular and timely communication with families and staff continues to build strong relationships within our school community.   In addition to an annual LCAP survey, ongoing communication with educational partners is accomplished in multitude of forms within the district including the publication of an annual parent-student handbook; Parent Square, a school messenger system; PowerSchool Parent Portal; Scholl News; PTA newsletters; principal weekly communication/newsletters; teacher newsletters; fall and spring conferences; social media platforms; and District and school websites."	"A focus area for improvement in the upcoming year is increasing on-site parent involvement and education opportunities. Prior to the COVID-19 pandemic, parent events were well coordinated and highly attended. The necessary pivot to providing online opportunities understandably resulted in fewer opportunities than what is traditionally seen in RBUSD. A focus will be increasing in-person parent involvement and education opportunities to further strengthen the home to school connection."	"A continued area of focus for RBUSD is increasing services and supports for its second language learner and low socio-economic status (SES) families by providing school and District information and resources in their home language to assist the academic, social-emotional, and physical development in the home. Further, feedback from DELAC meetings and results of community surveys indicates a desire for increased outreach efforts at the site level. To this end, RBUSD will support its school sites with resources to support school-specific outreach and parent education opportunities. Further, the District English language coordinator in conjunction with the District parent liaison will coordinate efforts to support school sites in increasing parent participation in ELACs and subsequently the DELAC."	"On an annual basis, the RBUSD administers the California School Parent Survey (CSPS) to all parents of K-12 students in order to evaluate and improve parent engagement, involvement, and satisfaction in the RBUSD. The CSPS also allows the District to reflect on areas of strengths, identify a focus area for improvement and to establish baseline targets for those areas as measured by the parent survey results. RBUSD also utilizes qualitative data through parent engagement meetings and committees to gather feedback on progress towards building relationships. Lastly, in the 2021-22 school year, RBUSD implemented student surveys through Panorama Education to garner additional student feedback in regards to school safety, connectedness and a sense of belonging. Results of these surveys are shared with the community and act as metrics for goal-setting and progress monitoring in the LCAP.   A strength of RBUSD in this area is evidenced in its strong partnerships with parent and community groups. RBUSD maintains a collaborative relationship with the Redondo Beach PTA as well as the Redondo Beach Education Foundation. Both groups provide ongoing support in strengthening school to home relationships. Further, RBUSD has also developed a strong partnership with the Redondo Beach Police Department. These community partnerships allow additional resources for building capacity around relationship building.   RBUSD’s teachers have traditionally maintained very strong relationships with their families, and an additional strength is the ongoing communication that occurs to update families on student progress. In addition to fall and spring parent/teacher conferences, families receive information on student progress via growth reports mailed home; Individual Education Plan (IEP) meetings; 504 meetings; and Student Success Team meetings."	"A continued area of focus for RBUSD is supporting all staff in learning about each family’s strengths, cultures, and customs of their children. Increased cultural awareness training is a continued goal for the district as well as increased awareness and sensitivity in working with alternative family structures."	"RBUSD will continue to work with our parent community and local parent groups in order to continue to improve the engagement of our underrepresented families by offering alternative meeting times and locations, alternative feedback opportunities, and continuing to communicate in home languages, as needed. Additionally, a District liaison will support the coordination of efforts between schools and District to ensure continuity and layering of services."	"The strengths realized by RBUSD that provide families the opportunity to give input on school procedures and policy is evident by their involvement in School Site Council, School Wellness Council, English Language Advisory Committee (ELAC), and District English Language Advisory (DELAC) as committee members. Through our partnership with Beach Cities Health District (BCHD), RBUSD parents also serve as members of the BCHD parent-advisory board and as volunteers in school wellness programs. Title I parent meetings are held to inform families of Title I students of opportunities and procedures for parental involvement and to gather input on developing effective and successful programs. Lastly, there are opportunities for educational partners to provide input on priorities and needs including participation on the LCAP advisory committee and the development and analysis of the annual LCAP survey. Priorities have been identified from this feedback that directly impacts underrepresented families."	"The largest underrepresented group in RBUSD is its English Learner (EL) community. The District has dedicated funding to maintain an EL site specialist at every site to build relationships and act as a liaison between school and families. However, parent participation in school and district involvement opportunities are not as high as desired. A focus for RBUSD is increasing parent participation and involvement on ELACs and the DELAC to better inform the work of School Site Councils the LCAP Advisory Committee."	"A district-level coordinator maintains communication with families and will focus on increasing parent outreach opportunities and parent involvement in District English Learner Advisory Committee (DELAC) meetings. Further, efforts will be coordinated with a parent liaison to build relationships and strengthen outreach efforts and feedback opportunities. A final area of development is increasing, district-wide, parent participation and representation by underrepresented families on a whole. There is a need for increased outreach efforts and a variety of formats for engagement and participation."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/28/2022	2022
41690050000000	Redwood City Elementary	3	"Based on our survey results, parents are often more connected to the school when they do get to speak to school leaders. The transition to community schools at several RCSD sites has brought a lot of services to RCSD campus that help connect the school with families. Principal's Newsletters, teacher & principal emails and strong communication channels with automatic translation help with communicating information to parents. The District has also been successful in having open forum conversations regarding large decisions."	"Although we have many strengths in building partnerships with our families, there is always room for improvement. The district collaborates with school leadership to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active partners. Opportunities to provide input on policies and programs are provided to all families through LCAP surveys, School Site Council (SSC) meetings, PTA/PTO meetings, ELAC/DELAC, and a variety of district committees. We send out communication to help families understand their role in the decision making process and school governance as well as to increase the quantity of families that engage in decision-making and input-gathering opportunities. We will continue to offer opportunities for families to participate virtually, when possible, in advisory committees, and general parent meetings."	"RCSD parent/guardians have the opportunity to provide regular input of school site and district decisions. LCAP funds have been allocated for these efforts in order to fully support the work the district is doing to improve school climate, to create inclusive schools for diverse families, and to foster healthy relationships across the district. For example, in 2022-2023, RCSD will provide a Spanish speaking consultant who will work directly with Spanish speaking families to increase their understanding of the requirements for entering the high school graduation pathways, local and statewide testing preparation, and in the understanding of the use of district assessment data and class grades."	"RCSD has standards based grading and ask teachers to give evidence for student learning. Teachers communicate the learning progress being made throughout the year and in general have been pretty open to discussion and dialogue.  This school year, parents of students in grades 3 - 8 will have online access to the digital Parent Portal that provides up to date information on student assignments and learning progress."	"There is significant outreach to a variety of educational partners in the RCSD extended learning program, DELAC, and LCAP and other plan development.  The RCSD administration is committed to parent and student voice in making decisions.  Due to recent feedback, more emphasis will be placed on building site capacity and opportunities for including parents in information sharing, school and district leadership, and decision making."	"RCSD provides translation for all meetings with parents - both site and district level.  A variety of meeting venues will be explored, both site based, community based and online.  Contracting with an outside agency, Familias Unidas/United for Education has taken place for several years.  This agency provides ongoing series of trainings for families in school governance, successful student conferences, and curriculum content support for families."	"RCSD promotes meaningful interactions and partnerships between educators and the school community. Parents and community members are provided many opportunities for input on goal setting for RCSD. Parents/guardians are provided regular updates on the actions of school board meetings via newsletter, email updates, and website postings. Public comments are received at board meetings and all committee meetings.  RCSD used multiple strategies to engage in the development of the 2022-23 LCAP. Our various methods were intentional in order to seek input from our stakeholders based on the eight state priorities, and determine priorities on how to use supplemental funds using the California State Dashboard data."	Ongoing outreach to families and educational partners is a priority at both the site and district level in the development of School plans (SPSA) and the Local Control Accountability Plan (LCAP).	"Translation is offered for all site and district meetings.  Where meetings take place in person, child care and food is provided.  Most district meetings take place virtually, and translation is available for the larger group meetings, with designated Spanish speaking breakout sessions, led by a fluent Spanish speaker, are always offered for small discussions."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/29/2022	2022
12626790137653	Redwood Coast Montessori	3	"RCM encourages parent/guardian participation in a variety of ways including: volunteering in the classroom, field trip chaperone and driving, parent/teacher conferences and student led conferences which take place twice per year, participation in school-wide educational events, use of weekly newsletter for communication with community partners."	"Through the school resource center, RCM is working on providing additional services and opportunities for engagement with families and school staff."	"To accomplish greater engagement with underrepresented families, RCM relies on several actions/services that are related to increased opportunities for parents/guardians and other community partners to participate in school activities. The area RCM is planning on increasing is through more active engagement with the LCAP process and outreach by our school board."	"RCM leadership and teaching staff maintain regular and ongoing communication about the needs of individual students. Through careful observation and the assessment data, under-performing or struggling students are identified in the general education environment. As these students are identified, a student study team (SST) will be assembled that includes parents, general education teachers, administration, and often resource specialists and if needed additional staff including the reading specialist, school psychologist, and classroom assistants."	Goal #1 - Curriculum development Goal #2 – Assessment and Accountability	Targeted Annual Goals for Improvement: 1. Increase in the rate of RCM students either meeting or exceeding ELA and Math standards on CAASP in comparison to prior year scores 2. Meet or exceed the percentage of RCM high school students who complete A-G coursework  3. Meet or exceed the percentage of RCM high school students who complete the SAT /ACT  4. An increase in the rate of RCM senior student families will complete the FAFSA  5. An increase in the rate of RCM students who attend college  6. An increase of RCM students who demonstrate college preparedness pursuant to the Early Assessment Program 7. Addition of Honors Option for high school grades 10th – 12th	"RCM seeks input from community partners in many ways. RCM has a school board of directors, a Site Council Committee, a Equity and Diversity Committee, and a school fundraising organization. RCM also maintains an “open door” approach to providing community members the opportunity to provide regular feedback. RCM seeks input from parents/guardians in site surveys, visioning meetings, LCAP, and SPSA development."	"Areas of Growth • Need for additional training of school board, specifically in terms of their understanding of local control and measuring progress of all students. • Need for increased diversification of governing boards."	Seek student participation with school governance and decision making.  Hold Board retreat Provide additional training for Board members.	5	5	4	4	4	4	4	4	4	4	4	4	Not Met	10/12/2022	2022
23656152330413	Redwood Collegiate Academy	3	The school staff is very successful at building relationships with families as indicated on this year's parent survey. 94% of families indicated they feel they can talk to staff about their child's needs.	The school needs to focus on including parents in more school activities by increasing communication with parents about upcoming events.	The school needs to increase the amount of communication that is sent out in Spanish.	The staff are very successful at building relationships with students. 92% of students feel that school staff support and value their efforts. 92% feel that their classes are helping them to learn and prepare for college. Students consistently provide feedback thanking staff for their support.	The staff will focus on social emotional learning to better support students social emotional health since 69% of students felt that they could talk with students about their needs.	The school needs to increase the amount of communication that is sent out in Spanish.	"The school provides many opportunities for family input.  The school provides Parent Advisory, School Site Council, board meetings and parent surveys to solicit family input.  Additionally, the staff is available and willing to speak with families at any time."	The school can focus on improving participation in the various opportunities to provide feedback.	The school needs to increase the amount of communication that is sent out in Spanish.	5	5	5	4	4	4	5	4	4	4	4	3	Met	6/14/2022	2022
12768020124164	Redwood Preparatory Charter	3	Creating trusting and positive relationships with our families is a core value of Redwood Prep. We seek to engage the families in our community through meaningful communication and many opportunities to participate in school life. We plan to create an equity group to increase thoughtful connection with all families.	We plan to increase parent participation in school activities and events by changing the format of our parent council. We'll ask for one or more parent representatives at each grade to meet with the Director each month. We will plan and implement opportunities that support our core values as we support and enhance the experience of students and families in our school community.	"Several of our teachers and the Director participated in the California Rural Leadership Academy. This learning experience focused on how to engage stakeholders, assess areas for growth, analyze feedback data, and strategically plan and implement change across our organization. We have strong systems of shared leadership and effectively engage stakeholders in the decision making process; however, there is always room for growth and we believe the skills and strategies we've learned will assist in this endeavor."	"Our strengths are strong communication, engaged families, and a staff motivated to make connections with students and families. We are beginning to rebuild connections that have been stressed due to the restrictions that have been placed on schools over the last few years."	"We are committed to providing a broad range of opportunities for families make connections with each other and with our staff. We are offering family events, doing more outreach and developing cohesion across the various systems within our organization."	We plan to engage underrepresented families through 1)relationship 2) by offering services such as extended child care and babysitting options 3) by offering flexibility in the ways we run parent meetings.	"We are currently seeing a slight decline in the number of parents participating in school surveys but class surveys, volunteerism on committees/events and attendance at school functions is reviving post-pandemic."	Our focus is on implementation of new methods for seeking input related to school decision making.	We plan to reach out directly to families.	5	5	5	5	5	5	5	5	5	4	4	4	Met	6/21/2022	2022
10622650126292	Reedley Middle College High	3	"RMCHS is always looking to improve how we partner with our stakeholders to improve student outcomes.  Through our partnership with our parents and community, families have a very positive opinion about the quality of services provided to students.  Based on the annual School Performance Survey (Parent Survey), 100% of parents felt that the overall quality of the school their child attended was either “Excellent”, “Good”, or “Satisfactory”.  This perception of quality is only possible through performance results and through the climate and culture we have built on our campus and with our families. Parents also rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 98% responding either “Excellent,” “Good” or “Satisfactory”."	"Communication is only effective if the communication makes it to its intended audience. Through the feedback on the parent survey, we learned that 85% of our RMCHS families rely on text messages and phone app notifications for communication. This data shows us that we need to continue to rely heavily on the use of these features within parent square to reach the majority of our families and continue to learn how to use the Parent Square platform to the greatest extent possible.  Parent Square has been our primary means of two way communication with both students and parents, allowing students/parents to both view and send communication with the school.  Also based on feedback from educational partners, we know that we must continue to focus on meaningful communication via parent meetings and parent educational opportunities."	"Parent engagement is always a focus for RMCHS.  In addition to the sharing of information via Parent Square, RMCHS holds numerous parent education opportunities for parents around topics like financial aid, graduation requirements, college application processes, school expectations, etc.  To improve the engagement of underrepresented families, we will continuously adjust the delivery of such education opportunities to ensure we capture as many parents as possible in a given year.  In addition, we plan to identify a staff member to be in charge of parent outreach in effort to strengthen parent connections with school."	"Utilizing the 2022 School Performance Survey (Parent Survey), parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 98% responding either “Excellent,” “Good” or “Satisfactory.” These statistics show the level of respect that is routinely shown to our families, especially considering the difficult times our students and families have experienced throughout the COVID-19 pandemic."	"In order to ensure that our positive relationship continues and is able to reach all RMCHS families, we plan to continue to focus on providing families with non threatening opportunities to engage on campus, whether it is at drop off in the morning or pick up in the afternoon.  We also plan to continue our parent outreach to get them involved in anything we can on campus.  Getting them here and engaged will help to develop a feeling of belonging.  We will ensure that all communication that goes out to parents is translated in their home language and that we respond to parent inquiries/questions/concerns within 24 hours, validating their concerns and questions throughout the year.  Strengthening our partnership with parents will yield positive results in our students' success."	"RMCHS will continue to utilize existing site and district parent committees such as school site council, district advisory committee, and district english language advisory committee meetings to engage parents and support their voice in their children’s educational experience.  To increase parent participation on these committees, RMCHS will identify a staff member to be in charge of parent outreach and recruitment with an emphasis on building relationships with our underrepresented families."	"Reedley Middle College High School has a systematic strategy to engage stakeholders to provide input for decision making as a whole.  RMCHS has a school site council committee and an Ag Booster committee that both serve as opportunities for parents to provide input on our program.  At the District level, parents can participate on the District Advisory Council (DAC) and a District English Learner Advisory Council (DELAC).  In addition to these councils/committees, RMCHS corresponds with the community through several surveys including the annual Parent Survey, annual Student Climate survey, LCAP survey and other surveys to collect opinions and suggestions on how our school site can improve."	"While these systematic ways of collecting input have been effective, RMCHS is always looking for better ways to connect with our parents.   Our authorizing school district, KCUSD, will be enhancing efforts to improve parent communication and engagement through the hiring of an Administrator for Parent Education and Engagement.  RMCHS will lean on this administrator to assist in identifying new ways to increase opportunities for our underrepresented families to get involved.   In addition, we plan to assign ""parent involvement"" to a staff member as their primary day to day role at RMCHS."	"As previously mentioned, RMCHS will improve the engagement of our underrepresented families by utilizing the new district Administrator of Parent Engagement as a support person to connect with our parents.  In addition, RMCHS will assign ""parent involvement"" as a primary role to a staff member at the school site.  This will ensure that parent outreach, educational workshop planning, and site committee involvement is a priority at RMCHS.  Lastly, RMCHS will ensure that all communication and outreach is sent home in the student/parents primary language."	4	4	3	4	4	4	5	3	4	4	4	4	Met	6/14/2022	2022
16739320000000	Reef-Sunset Unified	3	Our staff helps to provide welcoming environments to our families and is cognizant of language and cultural barriers that may deter families from engaging with the school system. We adjust to meet the needs of all cultures and languages. This is seen as we bring in the various cultures into school events in the form of food or other items that have been requested by the families. Training for staff includes Culturally Responsive Teaching and Social Emotional Learning.	"LEA’s progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. (2) LEA’s progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children (2)"	"The district is opening the Family Engagement Center at two school sites to provide a resource center and a centralized location for meetings, parent education and other  engagement activities."	A caring staff that is open to learning and helping to support the needs of students and families.  The addition of a Family Engagement Center and administrative staff to begin to establish programs and structures to help build partnerships to improve student outcomes.	"We will continue to focus on providing families with information and resources to support student learning and development in the home. Also, helping to support families to understand and exercise their legal rights and advocate for their own students and all students."	The Family Engagement Coordinator and other administrators will attend professional learning on how to improve community outreach.  The Family Engagement Center will provide wrap around resources including access to legal and advocate resources.	"The district has hired a Family Engagement Coordinator to help increase addressing the coordination of services and education for families.  A Family Engagement Center is being established to provide a community hub for education classes, support, and services. DELAC and DAC parent group meetings."	LEA’s progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. We want to increase parent participation in the areas of policy making.  This may not be an area parents are comfortable with and/or understand why their voice is important and it is our responsibility to help improve in this area.	"Learning Services is providing additional professional learning on how to seek input for decision making including the role of SSC, ELAC and DELAC.  Principals were given resources to improve their agendas, processes and policies to enhance engagement."	3	4	3	4	2	2	2	2	3	2	3	3	Met	6/16/2022	2022
19647330101683	Renaissance Arts Academy	3	"RenArts has multiple mechanisms for actively involving parents, both individually and communally, in their children’s artistic and academic development including: a. 100% of faculty have participated in Parent/Student Compact Meetings, student-led conferences, and symposia on curricula-related topics. b. 100% of parents have access and are invited to meetings linked to student learning and social-emotional development and growth. c. 100% of faculty participate in professional development aimed at supporting families to promote 100% graduation rate and 100% college acceptance.  d. 100% of 12th grade students had conferences aimed at college preparation. e. 100% of parents were provided access to technology to meet virtually with faculty. f. The RenArts community is organized around cohesive strategic principles focused on student learning and includes the maximum number of individual stakeholders in a model of fair, effective and responsible participation."	"RenArts has multiple mechanisms for actively involving parents, both individually and communally, in their children’s artistic and academic development including: a. 100% of faculty have participated in Parent/Student Compact Meetings, student-led conferences, and symposia on curricula-related topics. b. 100% of parents have access and are invited to meetings linked to student learning and social-emotional development and growth. c. 100% of faculty participate in professional development aimed at supporting families to promote 100% graduation rate and 100% college acceptance.  d. 100% of 12th grade students had conferences aimed at college preparation. e. 100% of parents were provided access to technology to meet virtually with faculty. f. The RenArts community is organized around cohesive strategic principles focused on student learning and includes the maximum number of individual stakeholders in a model of fair, effective and responsible participation."	"RenArts has multiple mechanisms for actively involving parents, both individually and communally, in their children’s artistic and academic development including: a. 100% of faculty have participated in Parent/Student Compact Meetings, student-led conferences, and symposia on curricula-related topics. b. 100% of parents have access and are invited to meetings linked to student learning and social-emotional development and growth. c. 100% of faculty participate in professional development aimed at supporting families to promote 100% graduation rate and 100% college acceptance.  d. 100% of 12th grade students had conferences aimed at college preparation. e. 100% of parents were provided access to technology to meet virtually with faculty. f. The RenArts community is organized around cohesive strategic principles focused on student learning and includes the maximum number of individual stakeholders in a model of fair, effective and responsible participation."	"RenArts has multiple mechanisms for actively building relationships with parents, including: a. 100% of faculty have participated in conferences collaboratively with parents. b. 100% of parents have translation needs met for individual conferences and school information meetings. c. 100% of faculty participate in professional development focused on the priorities of the Title I / LCAP council. d. 100% of faculty are involved in producing student performances for families and the community. e. Families shared the student-led performances with over 6,000 people across 6 continents, 29 countries, 43 states, and the District of Columbia. f. RenArts’ governance process involves the entire school community in active and ongoing support of the mission and goals that are the underlying purpose of the organization."	"RenArts has multiple mechanisms for actively building relationships with parents, including: a. 100% of faculty have participated in conferences collaboratively with parents. b. 100% of parents have translation needs met for individual conferences and school information meetings. c. 100% of faculty participate in professional development focused on the priorities of the Title I / LCAP council. d. 100% of faculty are involved in producing student performances for families and the community. e. Families shared the student-led performances with over 6,000 people across 6 continents, 29 countries, 43 states, and the District of Columbia. f. RenArts’ governance process involves the entire school community in active and ongoing support of the mission and goals that are the underlying purpose of the organization."	"RenArts has multiple mechanisms for actively building relationships with parents, including: a. 100% of faculty have participated in conferences collaboratively with parents. b. 100% of parents have translation needs met for individual conferences and school information meetings. c. 100% of faculty participate in professional development focused on the priorities of the Title I / LCAP council. d. 100% of faculty are involved in producing student performances for families and the community. e. Families shared the student-led performances with over 6,000 people across 6 continents, 29 countries, 43 states, and the District of Columbia. f. RenArts’ governance process involves the entire school community in active and ongoing support of the mission and goals that are the underlying purpose of the organization."	"RenArts has multiple mechanisms for actively seeking input from parents, including: a. 100% of parents participate in an annual survey focused on their child’s academic and artistic skills and growth. b. 100% of parents participate in an annual survey focused on their child’s personal growth, including cooperation, responsibility, character, and study habits. c. 100% of parents participate in an annual survey focused on their involvement with their child’s academic and artistic work. d. 100% of staff participated in professional development focused on parent input and results of parent surveys. e. RenArts provides multiple communal (advisory committees) and individual opportunities for parent, student and community involvement, including Title I / LCAP Consolidated School Council and Parent Volunteer Committee."	"RenArts has multiple mechanisms for actively seeking input from parents, including: a. 100% of parents participate in an annual survey focused on their child’s academic and artistic skills and growth. b. 100% of parents participate in an annual survey focused on their child’s personal growth, including cooperation, responsibility, character, and study habits. c. 100% of parents participate in an annual survey focused on their involvement with their child’s academic and artistic work. d. 100% of staff participated in professional development focused on parent input and results of parent surveys. e. RenArts provides multiple communal (advisory committees) and individual opportunities for parent, student and community involvement, including Title I / LCAP Consolidated School Council and Parent Volunteer Committee."	"RenArts has multiple mechanisms for actively seeking input from parents, including: a. 100% of parents participate in an annual survey focused on their child’s academic and artistic skills and growth. b. 100% of parents participate in an annual survey focused on their child’s personal growth, including cooperation, responsibility, character, and study habits. c. 100% of parents participate in an annual survey focused on their involvement with their child’s academic and artistic work. d. 100% of staff participated in professional development focused on parent input and results of parent surveys. e. RenArts provides multiple communal (advisory committees) and individual opportunities for parent, student and community involvement, including Title I / LCAP Consolidated School Council and Parent Volunteer Committee."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/21/2022	2022
09619780000000	Rescue Union Elementary	3	"The Rescue Union School District has taken extensive efforts to build relationships with parents, caregivers, and community members. The District focuses on consistent improvement in the area of customer service to meet the needs of families and strengthen connections and relationships.  While this is an area of strength, it is an area that requires annual review with the desire to meet the ever changing needs of our community. Each school site and department developed a customer service plan designed to ascertain the needs of the families they work with and respond to those needs with care and commitment. These plans are reviewed annually and work continues to provide meaningful outreach to the students and families we serve."	The Rescue Union School District is focused on providing training and support to teachers and staff in the areas of Social Emotional Learning.  The District has employed a Coordinator of Multi-Tiered Systems of Support to work with each school site with the intent of providing professional development in working with students.  Each school site is using Positive Behavior Intervention Support strategies to implement procedures and incentives that encourage positive SEL growth.  Data collection is a goal this year to determine the effectiveness of procedures and student needs.	"The Rescue Union School District  has identified kinship care providers and the families of non-English speaking students are areas for additional improvement. To address this need, the District has employed a bilingual community liaison and an English Language Program Coordinator. These two employees, along with principals, teachers, and support staff provide outreach to families and help ensure effective two-way communication between the home and the school.  Monthly community meetings will be scheduled to promote relationship building and connections with families with the intent to learning their needs and providing supports."	"The Rescue Union School District understands the importance of building partnerships for student outcomes and recognizes the value that parents and caregivers have in improving academic achievement and social competency. As such we offer parent informational nights on topics ranging from how to support your student with homework, to parenting in a digital age, to the dangers of vaping."	"The Rescue Union School District has identified a focus area as supporting special education families in understanding and exercising their legal rights. We value our parent’s input, and understand that they are their child’s strongest advocate. As such, our special education staff is taking additional time in IEP meetings to ensure that parents truly understand what rights they have and how they can be a more active part of the IEP process."	English learner families are invited to gatherings throughout the year where information about their children’s school is shared. These meetings are designed to provide parents with the understanding necessary to best navigate the school system and ensure that their children receive the supports needed to thrive.	"The Rescue Union School District prides itself on seeking input from parents, caregivers, and community members for decision making. Our District has a very active Local Control Accountability Plan (LCAP) A Community survey is administered to review the academic and social needs of the district and suggest strategies to address these needs.  In fact, many of the aforementioned supports, including the customer service plans, parent information nights, and the need to ensure that special education parents better understand their educational and legal rights came directly from this survey. Each site also has an active school site council, where parents have direct input on the development of the School Plan for Student Achievement. Parents also serve on the Calendar Committee, English Language Advisory Committee, and the Superintendent’s Advisory Committee, where they help guide the district in decision making. Student input is also actively solicited through student listening circles conducted each year in the spring."	"The Rescue Union School District has identified a focus area in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. To address this need, facilitators of the LCAP-PAC, School Site Councils, and other committees will lead discussions on the various ways that parents and caregivers can help improve engagement activities at all levels."	The Rescue Union School District is utilizing the data from our educational partners to provide opportunities for underrepresented families to actively participate in giving input for Decision-Making.  Our MTSS Coordinator will be holding monthly meetings thereby inviting families to meet and discuss their needs and feedback for the District regarding Decision-Making.  School administrators work with families and solicit feedback from them.	5	4	5	4	3	3	4	3	5	5	5	4	Met	6/28/2022	2022
36678500000000	Rialto Unified	3	"Over the last few years, Rialto USD has focused on building positive school environments where all families feel valued and welcomed. The District's commitment to embracing the spirit of kindness is one of current strengths in building relationships with our families."	"The District will focus on professional development in Implicit Bias and Culturally and Linguistically Responsive Teaching (CLRT) for teachers and staff. Follow up support will include continued site based training, the inclusion of CLRT in all instructional and content area training and support in differentiated lesson design that is inclusive of culturally and linguistically relevant practices."	The District's Parent Institute will help improve the engagement of underrepresented families. Staff will help bridge communication between families and the District. Staff will also inform parents of the course offerings at the Parent Center and related resources through a monthly calendar of events that will be placed on the district's webpage.	"RUSD’s process of gathering educational partner feedback for the LCAP has been one of our key strengths in building partnerships with families. In addition to continuing with various community meetings and conducting various surveys, RUSD continued to meet with Equity groups made up of parents, teachers and administrators throughout the year. These equity groups have developed a deeper knowledge of needs within the District by receiving the constant reporting of local data and progress of actions included within the LCAP and within their equity plans.  The goals and actions of the District's LCAP were highly influenced by the feedback from educational partners. The feedback included the need for increased professional learning opportunities for teachers in math content and culturally and linguistically relevant teaching and learning. Educational partners also felt that there should be increased support for social emotional learning, increased opportunities for tutoring, continued implementation of the Literacy and Numeracy plan and improved opportunities for parents to participate in workshops and programs."	"The District will focus on ensuring that families have multiple opportunities to participate in the decision-making process. Through the use of virtual and in-person meetings, surveys, and communications, families will be kept up to date on key events and meetings. A District calendar of events will also be created and made public on the District webpage."	"The District will ensure full parent representation and participation at schools’ School Site Council (SSC), English Learner Advisory Committee (ELAC), and African American Parent Advisory Council (AAPAC) as well as the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), District African American Parent Advisory Council (DAAPAC), and Alianza Latina meetings throughout the year. Parents belonging to these Advisory Councils or Committees will have the opportunity to attend conferences, workshops and obtain guest consultants for each group. LCAP input will be sought at least twice per year at each District parent committee."	"Rialto USD has excelled in seeking parent input through parent advisory groups, Strategic Planning, and school site council groups. The new LCAP meeting model has allowed parents to meet various members that oversee the execution of the actions on the LCAP."	The District’s focus continues to be parent/family support. Each school site has selected a parent workshop or academy that develops social capital amongst families and helps families navigate educational systems for success.	"The District will continue to reach out to underrepresented families, focusing on engaging with families/guardians of Foster Youth, McKinney Vento, and English learners. Meetings will be scheduled at various times of the day, both in-person and virtually, to allow families to join when it is most convenient for them."	4	4	3	4	3	4	3	4	3	3	3	3	Met	6/22/2022	2022
52716540000000	Richfield Elementary	3	"RESD's strength in parent/community engagement is evidenced by strong participation in the following school/community events: Back to School Night, Grandparent's Day celebration, choir/band performances, PTO Family Fun Nights, Book Fair family night, annual Ham Dinner and Auction, School Site Council, District English Language Advisory Committee (DELAC), Open House and Graduation."	"RESD would like to increase the participation rate at our DELAC meetings, Site Council Meetings and Athletic events."	RESD has emphasized hiring bilingual staff and parent outreach in home language.  RESD has also ensured that all communications are sent out in multiple languages and has purchased and utilized whisper mics for just in time translations.	RESD has strong two-way communication from families as evidenced by our school's site council and District English Language Advisory Committee meeting attendance and dialogue.	"RESD would like to further develop the capacity of our non-English speaking parents to provide effective school improvement and improve the ability of these parents to advocate for, and effectively be partners in their children's education."	"RESD has purchased and is utilizing a new parent outreach tool called Parent Square which is connected to our school SIS.  This will allow RESD to send translated push, text and phone notifications to parents in a timely fashion for thing including, but not limited to parent conferences, parent meetings, intervention scheduling, back to school night etc."	"RESD has a strong District English Language Advisory Committee (DELAC) as well as School Site Council.   Additionally, the school holds open board meetings at least once per month."	"RESD will explore adding a new parent survey in addition to the California Healthy Kids Survey that helps parents become further involved in decision making.  Additionally, RESD has purchased and is implementing Parent Square which includes ""Polls"" which RESD now uses for parent input in various instances."	"RESD will ensure that everything from ""2"" above is delivered in a translated and delivered to both English speaking and non-English speaking families."	4	4	4	5	3	4	4	4	4	3	4	3	Met	6/22/2022	2022
54720820000000	Richgrove Elementary	3	"RSD has invested in various way that the district staff can communicate with our Educational Partners. Instructional staff has the use of Class Dojo to communicate daily with parents. Each teacher and administrator has a Zoom account that allows them to meet virtually face to face with parents if they can not come onto campus.  Richgrove has also invested in a new website/school app that allows for communication with parents via text messages, social media and robo calls. RSD has used this system to get information to parents on a regular basis."	RSD has conducted several surveys and questioned our Educational Partners on this area and one strong concern is the lack of in person meetings due to the adherence to COVID protocols and social distancing. This is an area of focus for our school and we feel that building back that face to face dialogue/relationship is an area of focus and work to be done.	"RSD will make it a focus through our Student Services Department to make sure that those students and their families that are not represented in out feedback, contact or services be sought out and counselled on how to connected to the school. Richgrove will also work through our parents groups in SSC, ELAC and Migrant to seek out families not represented in the Richgrove process."	RSD has provided various PD opportunities for staff to learn how to build capacity with parents to work on student outcomes. Staff also meet to share ideas on this integral part of the educational process.  Richgrove provides monthly parent meetings on various topics revolving around scholastic needs and requirements. Important information is also pushed out to parents and staff via our school app.	The RSD Educational Partners have stated in feedback opportunities that they would like to have more live events and more chances for face to face contact. They also stated that they would like more contact from instructional staff. Coming out of the pandemic they have asked for more on-site afterhours events for parents and some adult classes that will best help them work with their students in their educational growth. They also talked about making sure parents are greeted in more friendly manner across entire campus and staff.	RSD will use its parent committees and Student Services Department to reach out and discover those families that may not be represented in our District’s processes. Richgrove will continue to market itself and its programs on Social Media to help give all of our Educational Partners an opportunity to become more involved in everything RSD has to offer.	RSD has utilized its new school app and website along with Google Forms to push out surveys and questionnaires to all Educational Partners.  This has allowed for more input from those individuals that do not participate in school meetings. This coupled with input from our parent committees has allowed for much more input than in the past that is automatically translated into graphs and charts for easy disaggregation.	RSD needs to continue to gather information from those parents not on social media or on a parent committee.  Pre-pandemic this information was gathered from our face to face meetings.  RSD plans on bringing back those face to face events in the upcoming school year now that restrictions are minimized. This will allow for a more well-rounded representation from our Educational Partners.	As stated RSD will continue to reach out to underrepresented Educational Partners via our Student Services Team and Parent Committees to bring the into the fold. The goal is to get out more invitations to community members to attend our face to face events when they come back to fruition.  Word of mouth in regards to school events and flyers sent home will bring in more families not already connected to us.	4	4	3	5	5	5	5	3	4	4	5	4	Not Met	7/16/2022	2022
15635780000000	Richland Union Elementary	3	Our greatest strength is developing the capacity of our entire staff to build relationships with families.	Our current focus is to provide training to our administrators and staff to ensure we all understand the challenges our community has faced during and coming out of the COVID pandemic.	Some of our underrepresented families include our foster and homeless students. We continue to provide annual training for staff and for our families to ensure any stigma that might exist is dispelled as we build our relationships.	We have had success in the number of parents attending our Parent University workshops. The topics have been received well by parents. We have increased the number of support personnel to assist families.	"We will focus on increasing parent attendance and staff involvement in our parent training, including using the Parent Institute for Quality Education (PIQE). We will shift some training to include social-emotional challenges and include our staff to increase empathy for all toward one another, thus building relationships - a foundation for building partnerships."	"The work we do in building relationships will assist in this. We also have staff whose focus will be on encouraging and engaging families, focusing on those who are underrepresented, in the programs we have to offer during and after school - in particular, our Expanded Learning programs."	"First and foremost, we recognize that we can not continue in a one-size-fits-all model of seeking and meeting for decision-making input. We are conveying this information to our staff and are working to develop ways to best seek input. Coming out of the pandemic, families are less reluctant to meet with us. We are excited about that."	"We have listened to our educational partners and make use of hybrid meeting models, allowing those who want to be present in person to do so, and allowing those who cannot - or prefer Zooming - to be present virtually as well."	"We will continue to provide parent training via PIQE, offering opportunities for families and staff to participate throughout the year. We have also listened to families who prefer meetings such as IEPs to occur via Zoom, which has increased participation in the educational decision-making process for these families. We will continue to use Parent Square, verifying via weekly reports that information is being received. Additional efforts, such as personal invitations and phone calls will be made by site staff."	4	3	3	3	3	2	3	3	3	3	3	3	Met	6/27/2022	2022
07617960110973	Richmond College Preparatory	3	"The Local Control Accountability Plan (LCAP) steering committee, consisting of parents and staff, met regularly throughout the year. Interpreting in Spanish was provided at each meeting.  Materials were also translated. The committee reviewed each of the goals and its activities and services as well as the data. The LCAP committee participated in planning the 2021-2022 LCAP and in revising the annual parent survey.  Families also provided input at monthly School Site Council (SSC) meetings,  English Learner Advisory Committee (ELAC), and parent meetings throughout the year. The results of the annual parent survey were used to refine our plans. Parents provided input on LCAP activities and services for students as well as for parents.  Staff’s relationship with families was also strengthened through Family Nights, Back to School Barbecue, Spring Festival, Family Book Club, Melanin Mama meetings, and the annual African American Parent Dinner. In all our groups, staff go over the data to get input on RCP goals and priorities.   Our analysis showed that participation of our Latinx parents is strong, so we focused more on building relationships between staff and African American families."	"RCP’s analysis revealed that the best way we can improve relationships between school staff and families will be to do our best to implement the following suggestions regarding improving services for students, parents, teachers, instructional aides, and staff: Parent stakeholder groups continued to provide both confirmation of the value of existing services and practices as well as recommendations for additional services and actions. Parents expressed support for: • Continuing the professional development for teachers and instructional aides, including the focus on readers' and writers'     workshops, cyberbullying, and the use of technology • Providing more support for the program for English learners • Providing more professional development and support for teachers on ELD • Providing more support for students performing below grade level, including more specific, targeted intervention; more after     school intervention coordinated with other interventions, and more tutors • Continuing to provide online opportunities for parents to participate, e.g. Zoom meetings • Expanding the study trip program Students expressed support for continuing the tutoring program. They also expressed an interest in having more time to meet and collaborate with classmates.   Staff expressed support for continuing PD for teachers, instructional aides, and tutors with increased support for math;  continuing and expanding the tutoring program and extended learning opportunities (e.g., Sat. School and Summer School); and expanding the social-emotional learning program, including Mindful Life and counselors. RCP will also strengthen relationships between staff and African American families."	"RCP’s full-time Family and Community Engagement Coordinator continues to strengthen parent/guardian participation through Friday morning parent meetings,  School Site Council (SSC), and English Learner Advisory Committee (ELAC), which increased and is more than 60%. Due to the pandemic, these meetings plus parent workshops and training have been done through Zoom during distance learning and for the transition to in-person instruction when parents can’t come onto the campus. Parents like being able to meet from their own homes.    Engagement of underrepresented families is also increased by Family Nights, Back to School Barbecue, Spring Festival, Family Book Club, Melanin Mama meetings, and the annual African American Parent Dinner. In all our groups, staff go over the data to get input on RCP goals and priorities. The Family Engagement Coordinator participates in a coalition of West County Charters for this work.   During our Summer PD, RCP provides training for all staff in building trusting and respectful relationships with all families and in working with families whose students are still doing distance learning rather than in-person instruction.   Before the first day of school, RCP holds a parent orientation to explain relevant school policies and distribute the Parent Handbook. During the first month of school, RCP has a Back to School Night so families can visit their student's classrooms virtually.     Parent/teacher conferences are held twice a year (October and March) to discuss the academic, behavioral, and social progress of their students.   We reached out to students and families through the schoolwide use of ClassDojo, robo calls and texts, and our school website. Parents and caretakers who were not experienced or comfortable with technology did not readily respond to emails and did not get on Zoom meetings or engage with ClassDojo. One of the reasons for this challenge was their not being able to speak or understand English. To ameliorate this, we made sure that all emails, dojo messages, Facebook posts, and website posts were translated into Spanish.   Zoom and ClassDojo have increased attendance at the monthly meetings by 100% or more."	"RCP’s Family Engagement Coordinator continues to provide an effective program to engage parents and families as evidenced by the attendance at events and the continued positive responses on parent surveys. One of our current strengths in building partnerships for student outcomes is the parent/teacher conference that is held twice a year (November and March) to discuss the academic, behavioral, and social progress of their students. Parent participation in RCP’s School Site Council (SSC) and English Learner Advisory (ELAC) Committee increased."	"RCP’s focus areas for improvement of building partnerships for student outcomes are:  • continuing professional development (PD) for teachers, instructional aides, and tutors with an increase in math and support for     math  • expanding the tutoring program and the extended learning opportunities (e.g., Sat. School and Summer School) • expanding the social-emotional learning program, including Mindful Life, and hiring an additional counselor."	"RCP is improving engagement of underrepresented families through  Family Nights, Back to School Barbecue, Spring Festival, Family Book Club, Melanin Mama meetings, and the annual African American Parent Dinner. In all our groups, staff go over the data to get input on RCP goals and priorities. The Family Engagement Coordinator participates in a coalition of West County Charters for this work."	"RCP’s full-time Family and Community Engagement Coordinator continues to seek input and strengthen parent/guardian participation through Friday morning parent meetings,  School Site Council (SSC), and English Learner Advisory Committee (ELAC), which remains at more than 60%. Due to the pandemic, these meetings, plus parent workshops and training, have been done through Zoom during distance learning and for the transition to in-person instruction when parents can’t come onto the campus. Parents like being able to meet from their own homes.  The Director sends out the annual survey to parents. RCP received an A or a B rating from over 93% of the parents, including participation in decision-making."	"RCP is seeking to improve input from students and families through the schoolwide use of ClassDojo, robocalls and texts, and our school website. Parents and caretakers who speak English as a second language will receive emails, dojo messages, Facebook posts, and website posts in Spanish.     Before the first day of school, RCP holds a parent orientation to explain relevant school policies, distribute the Parent Handbook, and seek input for decision-making. During the first month of school, RCP has a Back to School Night so families can visit their student's classrooms virtually and share their responses. In addition, families are encouraged to share input and help make decisions during the SSC, ELAC, and LCAP meetings."	"RCP is improving engagement of underrepresented families and receiving more input through  Family Nights, Back to School Barbecue, Spring Festival, Family Book Club, Melanin Mama meetings, and the annual African American Parent Dinner. In all our groups, staff go over the data to get input for decision-making on RCP goals and priorities. In addition, staff encourages underrepresented families to attend and share input at the SSC, ELAC, LCAP, and other West County Charter coalition meetings."	4	4	4	4	3	4	4	4	4	4	4	4	Met	6/23/2022	2022
15101571530500	"Ridgecrest Elementary Academy for Language, Music, and Science"	3	Family contact is a cornerstone of the REALMS Charter.  It is the center of what we do to serve our families and develop students.	"One of the LCAP Goals is to reinstate a functioning Parent/Teacher Organization.  During COVID-19, REALMS experienced a decrease in parent participation."	"REALMS will continue to seek input from it's stakeholders.  Some of the ways in which parents and families can provide input is via survey, parent teacher conferences, and participation in school groups."	"REALMS continuously seeks opportunities to collaborate with educational partners to provide resources for students and families.  Some of the resources include clothing as students of REALMS wear school uniforms, access to free meals, and access to city programs such as summer camps and recreational activities."	"REALMS strives to provide academic enrichment and recreational activities for students before and after school.  Based on input received from educational partners, many families express need in after-school care.  This need is one of the focus areas for REALMS during 2022-2023."	REALMS will continue to provide opportunities for its underrepresented families by sharing and providing resources families can benefit from.  REALMS will also seek partnerships with community groups to provide additional opportunities as they become available.	"REALMS provides opportunities for families to engage in advisory groups by way of a School Board representatives, PTO, SSC, and ELAC."	"REALMS wants to exhaust every effort to connect with families and provide information and resources as they become available.  One of our primary goals is to reinstate a functional Parent Teacher Organization that will allow for collaboration of teachers, parents, and administrators to provide opportunities for input and decision-making."	"REALMS will use every means possible to gain input from it's underrepresented families.  Some of those means include (but not limited to) electronic messages, phone calls, social media posts, and opportunities to meet in-person."	5	5	5	4	4	5	4	4	4	4	3	4	Not Met	10/24/2022	2022
36678680000000	Rim of the World Unified	3	"Rim of the World Unified School District is committed to engaging parents and other educational partners by building meaningful relationships. For the 21-22 school year, in addition to the state rubric, the district chose to administer parent engagement surveys through the Kelvin system. Kelvin’s “pulse” surveys are a quick way to provide teachers and education leaders with actionable data that allows them to understand where their students, parents, and schools are thriving, and what needs work. The “pulses” were administered 5 times throughout the year. These surveys help us measure progress in both state priorities three and six, Parent Engagement and School Climate. In 2021-22 the district had a 31% parent participation rate with 69% of the results favorable.  The three domains surveyed were: Sense of Safety, Instructional Environment, and School Participation/Relationships. Our strength was identified in the area of instructional environment where 78% of Rim parents indicated a favorable response in this domain."	"On the KELVIN pulse, school participation/relationship had a lower favorable response percentage with 62%. In addition, our rubric ratings in this area remain at the initial implementation phase on the state rubric. This is still an area of focus for the district."	"The district will continue to focus on engaging parents of underrepresented families and has hired additional personnel to focus on providing programs, support, workshops, and resources to the parents of our foster, English learner, and low SES students. Options for families to attend school events virtually are being continued to provide more access to families. An ABC team ""Always Be Communicating"" meets regularly to brainstorm ideas and plan the implementation of programs, policies, and practices that builds relationships with our families. This is also achieved as a part of our Positive Behavior Interventions and Supports (PBIS) initiatives on all campuses."	"Rim of the World Unified School District is committed to engaging parents and other stakeholders and building partnerships for improving student outcomes. We utilized the state's parent engagement rubric to monitor progress in building partnerships for student outcomes. The self-reflection rubric generated ratings of 2 and 3 in this area. In addition to the state rubric, we utilized Kelvin pulse data. Our area of needed improvement as indicated on the Kelvin family/parent pulses was in the domain of School Participation/Relationships with a 62% favorable rating. 78% of district-wide parents expressed that schools have a positive instructional environment for their children."	"The high school provides a series of parent workshops to prepare students for post-high school opportunities focused on both college and career. College application and financial aid resources are available to parents with school staff available to answer questions. Back to School Nights have been reorganized, based on feedback from parents, to make these events more meaningful and relevant to parent needs. Parent-teacher conferences throughout the year provide parents with information about learning expectations and ways they can support their students. The district also utilizes email, Class Dojo, the Parent Square communication platform, progress reports, report cards, and school committees to engage and inform families about student progress."	"In order to continue building partnerships with families, the district will continue to focus on engaging parents of underrepresented families and has hired additional personnel to focus on providing programs, support, workshops, and resources to the parents of our foster, English learner, and low SES students."	Rim of the World Unified School District is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Our data indicated needed improvement in supporting English learners and foster youth parents to be a part of the decision-making process. Although committees and outreach have taken place to include underrepresented parent groups we continue to see low participation rates from these families. We will be looking at comparison data from 2020-21 to 2021-22 to determine areas of strength and needed improvement moving forward.  We have also utilized the state's parent engagement rubric to monitor progress in including parents in the decision-making process. Our scores for this section of the rubric range from 2 to 3 indicating beginning and initial implementation. It is Rim of the World's desire to utilize the information gathered from these parent surveys to focus on the needs and voices of our families and incorporate them into our district's LCAP.	"The district has made progress in forming several parent and community forums for encouraging parents to be a part of the decision-making process. Although we have created and scheduled these forums we have been struggling with participation rates. One of our barriers is inconsistent attendance which may be impacted by our weather patterns, particularly in fall and winter. As a mountain community, our weather plays a large role in the attendance of both parents and students. We have also seen a more pronounced decline in overall participation since the onset of the COVID-19 pandemic. Attendance is an area of focus for the current year."	"During the self-reflection process, it was apparent that many of our underrepresented families have become disenchanted with the educational system and feel disconnected. Our focus will be on building relationships and providing more options for families to engage. The district will continue to develop strategies for improving the engagement of our underrepresented families in the decision-making process encouraging participation in site and district committees like SSC, PTA, ELAC, DELAC, LCAP, and others. We are still providing options for in-person or virtual opportunities to attend which has increased participation in some areas."	3	3	3	3	2	3	3	2	3	2	3	2	Met	6/23/2022	2022
49708960000000	Rincon Valley Union Elementary	3	"Our ability to truly develop connections and relationships with our families was stunted, once again, by the COVID-19 pandemic. Due to safety practices to reduce health risks, parents and guardians were not allowed to participate or volunteer in our classrooms or on our campuses until February 2022. This inability to create face to face contacts and connections inhibited progress in this area. The Youth Truth results indicated that this relationship building with our families needs improvement. However during the last 3 months of school, parents were invited back onto our campuses for community events including Open House and music events. These events have laid a foundation to build upon for the 22-23 school year."	"We have altered our LCAP goal to focus on a student's sense of belonging at school and families stating that they feel like their traditions, backgrounds, races and ethnicities are respected by the school community. These were two areas that were identified in the data as needing improvement."	"For the 2022-23 school year, the Rincon Valley Union School District will continue to support the infrastructure at each school to ensure parents are involved in learning about student outcomes. Creating a welcoming environment during this time period will be possible again and educators will work diligently to make and maintain connections with the parents of their students. Parent volunteers will be welcomed back. Our Bilingual Family Liaison employees will assist with communication with our English Language Learner families to ensure access and participation for parent meetings. We incorporate and use the the Parent Square App to improve communications to our families in all areas. And we will continue to provide Spanish translation for our board meetings. We will be revamping the purpose of Back to School Night creating the night as an opportunity to connect and learn about each other. Additionally site equity and inclusion groups will be established on each campus and will involve parents and staff to have honest discussions and create action plans to ensure representation and inclusion of all identities, both students and parents."	The Rincon Valley Union School District provides many opportunities for families to feel welcome and a part of the school community. All of our schools have a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. Each school also conducts parent teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. The district and school will discuss ways to increase how to learn about the different cultures and languages in the district. This could be done in a variety of ways and each site will discuss this with their ELAC and the district will discuss it with the DELAC. In 21-22 the Rincon Valley Collaborative was established as a listening space for parents with students with special needs. This Collaborative will continue in future years.	"The focus area for improvement is engaging parents in the school community so that they will participate in conversations around student outcomes. Right now, families are just beginning to feel reconnected with our schools as we move out of the pandemic."	"By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more connections around student outcomes will be possible. Parent teacher conferences and the use of Parent Square App will continue. The Multi Tiered Systems of Support process provides for parent collaboration and student outcomes are discussed in meetings throughout the process in improving academic results."	"We established a meeting protocol to provide listening circles at our school sites. This protocol and training can be used in the future. Success was found in the LCAP steering committee that hosted a parent panel, staff panel and student panel in order to get input on various decisions the district was making to improve support systems for students. Many surveys were given throughout the year and data analyzed and action steps identified based on these outcomes. The Rincon Valley Union School District sought viewpoints constantly to ensure parents have ongoing opportunities to provide their input into school and district decision-making. An additional specific action was taken to create the LCAP steering committee, a group of parents and teachers whose sole task is to gather input from a variety of stakeholders in the development of post-pandemic academic and wellness goals for our students."	"How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our marginalized groups. Setting up listening circles with students will also be a focus."	"Through our site equity and inclusion committees, we will seek out relationships and connections so that we can qualitatively collect input for decision-making."	4	3	3	2	3	3	4	4	3	3	3	3	Met	6/21/2022	2022
15735440000000	Rio Bravo-Greeley Union Elementary	3	"RBGUSD maintains a strength of communication and reaching 99% of families through the messaging service Parent Square as well as additional platforms including: Class Dojo, phone calls, emails, and social media. Communication focuses on student academics, social-emotional needs, attendance, events, opportunities for engagement and updates. Coming out of the COVID-19 pandemic, RBGUSD is looking forward to providing more opportunities for families to engage and be present on campuses and continuing to build relationships between school staff and families. Based on educational partner input and local data, RBGUSD families continue to value being on campuses and a part of the RBGUSD community and involvement. Based on 2022 LCAP survey data 90% of educational partners believe the school and district values parents as important partners in their child's education."	RBGUSD has established the following focus areas for improvement in building relationships between school staff and families: • Family engagement opportunities on campuses post COVID-19 pandemic • Parent engagement nights • Regular communication between staff and families of students	"RBGUSD will continue to improve the engagement of underrepresented families by continuing with engaging topics for parent nights and offering various times and dates for engagement. The district will continue to develop staff's level of strategies to share with family's strengths, cultures, languages, and goals for their children."	RBGUSD has continued to provide professional learning and support to teachers and principals to improve a school's capacity to partner with families.	RBGUSD would like to focus improvement on enriching parent/family access to information and resources to support student learning and development in the home setting. This can be done through parent nights as well and home communication.	RBGUSD specifically the district would like the above-listed focus area to target those families and engagement of underrepresented families.	"RBGUSD continues to succeed in offering ample engagement opportunities for decision-making and sharing through the academic school years. Parents are offered to attend and participate in a variety of advisory groups including but not limited to SSC, DAC, ELAC, and DELAC. The district continues to annually seek parent input several times throughout the year. The district offers opportunities to educational partners including parents, teachers, principals, students, and staff."	RBGUSD will focus on continually building the capacity of and supporting principals and staff to effectively engage families in advisory group opportunities.	RBGUSD will improve engagement of underrepresented families by continuing to extend invitation and opportunities for seeking input for various educational partners and groups.	5	5	4	5	5	4	4	4	4	5	5	5	Met	6/13/2022	2022
12630080000000	Rio Dell Elementary	3	"The Rio Dell Elementary School has given each family the ability to stay informed on their child's progress and communicate with teachers and other school staff through our student information system (Schoolwise) as well as through District Class Dojo. We employ a bilingual aide and additional services to assist with language barriers. It is a challenge of the district to involve families. While many families understand they can volunteer and be involved in parent groups at school it is a challenge to get a follow through on the commitment. COVID-19 has presented its fair amount of struggles in bringing parents on campus to help in classrooms, but we were able to have events like awards assemblies, field day, extracurricular sports activities, and graduations that had great community participation. Our district will continue to look at areas of improvement as well as outreach and we will continue to improve on multiple modes of communication with families to target specific populations within the school."	"This year we will continue to focus on building relationships and communicating with families. We will continue to make personal phone calls home, message using our School Class Dojo, our school Facebook page, as well as postcards. We also are doing schoolwide advisory groups and sending information home about the group discussions around character traits so that the home can further and deepen the conversation."	"Through the use of technology the District has been able to create more opportunities for families to participate in the decision making. While many families do not attend regular scheduled board meetings to give input, there is a good amount that will give input on surveys that are digital. I believe that having more activities return on campus like our school carnival, panther picnics, and literacy night will help with overall engagement of our community partners and underrepresented families."	Due to Rio Dell being a small school and efforts made to keep class sizes down it allows for teachers and staff to have a closer intimate relationship with families or current and past students as well as families. The district has positive relationship with the families through constant communication in regards to school activities as well as family functions that bring parents and guardians on campus to engage and interact.	"As we come out of COVID restrictions due to additional people being on campus, we are excited to welcome parent volunteers back on campus. We are also excited to have our school carnival again as well as incorporate a literacy night for families to attend."	The Rio Dell Elementary District has a requirement to meet with families of students with an IEP on an annual basis. We also use our Response to Intervention Program in order to address students academic and social needs prior to needing an IEP. Annually all teachers hold parent-teacher conferences to discuss student’s progress. COVID has made these conferences challenging as they were held via Zoom and lacked a personal connection between the parent and the teacher. For the 2021-2022 school year we had a 94% attendance rate for conferences. We are looking forward to having only in person conferences next year and more parent involvement in attendance.	"The staff at the school all communicate regularly through staff meetings, trainings, and emails in regards to providing input. It is more challenging to make a digital form available for parents that is understandable and easily accessible for parents. A small percentage filled out the form online, and then a few more filled out the paper version."	The district wants to focus on making parents and students more a part of the decision making process. We are going to continue to strive to get more parents to fill out surveys as well as attend parent advisory groups. We also are going to bring back our student council and use those young leaders to influence and give input on school related decisions.	"Through the use of technology the District has been able to create more opportunities for families to participate in the decision making. While many families do not attend regular scheduled board meetings to give input, there is a good amount that will give input on surveys that are digital. I believe that having more activities return on campus like our school carnival, panther picnics, and literacy night will help with overall engagement of our community partners and underrepresented families."	4	4	4	4	4	3	4	4	3	3	4	4	Met	6/23/2022	2022
56725610000000	Rio Elementary	3	"The LEA offers opportunities in its elementary and middle schools for two-way communication between teachers and parents where student outcomes are discussed. Families have additional opportunities to participate in a variety of parent workshops, support meetings and advisory committees where parent input indicates that they would like to have more in-person and social events on campus where they can see outcomes of student programs while having the ability to offer input.   Additionally,  the LEA seeks educational partner input through surveys (Youth Truth, CHKS and local surveys) in effort to further develop the capacity for educational partners to engage in meaningful discourse with the LEA.  These parent workshops and advisory meetings are offered as a way to build trusting and respectful relationships with the community.   Examples of current strengths in engagement include Mixteco community meetings, school site community engagement events and support nights, district programs and LCAP plan review opportunities at Parent Advisory and District English Learner Advisory Committees.  The district has also increased the response and provision of computer and connectivity needs of all families, especially families of low-socioeconomic, homeless and foster youth, EL families and students with unique needs. Additional strengths include the maintenance of our parent outreach liaison and the expansion of Mixteco outreach liaisons which allow parents of English learners, migrant families and new students to access and engage in school."	"The LEA typically receives a lower percentage of feedback from underrepresented populations such as foster/homeless youth/families, English Learner families, and low-socioeconomic families. The LEAs focus area is to increase the input from parents and educational partners who support foster/homeless, English Learners and low-socio-economic students."	"During school and district events where program outcomes are being highlighted, the LEA will increase the ability to provide input through surveys and  verbal outreach which will further support partnerships with families in the community. The LEA will continue to encourage parent participation in order to gather input and improve engagement of underrepresented families by increasing opportunities for families to engage in schools and district meetings, activities and parent-teacher conferences.  Rio School District developed and continues to improve a series of surveys to engage and gather input from all community stakeholders each year. Surveys are available online in both English and Spanish and Mixteco personnel works with Mixteco parents in order to complete the survey orally since Mixteco has no written language. The Rio School District continues to seek out parents of families who are disengaged by providing hybrid parent nights in which parent feedback is sought out in order to help us guide programs and plans that are responsive to the local community."	"The LEA offers opportunities in its elementary and middle schools for two-way communication between teachers and parents where student outcomes are discussed. Families have additional opportunities to participate in a variety of parent workshops, support meetings and advisory committees. Parent input indicates that they would like to have more in-person and social events on campus where they can see outcomes of student programs while having the ability to offer input."	"The LEAs focus area is to increase the input from parents and educational partners who support foster/homeless, English Learners and low-socio-economic students."	"During school and district events where program outcomes are being highlighted, the LEA will increase the ability to provide input through surveys and  verbal outreach which will further support partnerships with families in the community.   Rio School District developed and continues to improve a series of surveys to engage and gather input from all community stakeholders each year. Surveys are available online in both English and Spanish and Mixteco personnel works with Mixteco parents in order to complete the survey orally since Mixteco has no written language. The Rio School District continues to seek out parents of families who are disengaged by providing hybrid parent nights in which parent feedback is sought out in order to help us guide programs and plans that are responsive to the local community."	"The LEA provides a variety of opportunities for parents to attend advocacy workshops, parent support classes, outreach events, parent-teacher conferences and program showcases where families regularly report positive comments about family engagement."	"The LEAs focus area is to increase the input from parents and educational partners who support foster/homeless, English Learners and low-socio-economic students."	"During school and district events where program outcomes are being highlighted, the LEA will increase the ability to provide input through surveys and  verbal outreach which will further support partnerships with families in the community."	5	5	4	5	5	5	5	4	5	5	5	5	Not Met	9/29/2022	2022
39685850122580	Rio Valley Charter	3	"Rio Valley Charter School understands the importance of feedback from educational partners and utilizes this feedback in planning and decision making. Teachers meet weekly, bi monthly, or monthly with families establishing trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend Back to School events, as well as science, math and ELA showcase nights. During individual family meetings, teachers engage with parents and students and learn about the family's unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a family communication log for reference. Rio Valley has an active website and Facebook Page that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone."	"Based on feedback from educational partners RVCS is expanding its use of social media and creating a new website.  Both of these actions will allow parents greater access to information regarding school events and meetings, and clarify the decision making process."	"With the model of education set forth by RVCS, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub groups are properly engaged."	"Rio Valley Charter School teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO and Rosetta Stone. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed  three times per year for reading,(Dibels), and math, (mClass).These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged."	"The analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions.  In addition, RVCS is piloting a writing assessment in the 22-23 school year, which will give parent teachers more information on their students' writing skills and weaknesses."	"With the model of education set forth by RVCS, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub groups are properly engaged."	"Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and an annual student showcase. Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make school wide impact decisions."	"Based on feedback from educational partners RVCS is expanding its use of social media and creating a new website.  Both of these actions will allow parents greater access to information regarding school events and meetings, and clarify the decision making process."	RVCS will improve engagement of underrepresented families by increasing its services for English Learners.  This year an EL specialist was hired and works closely with the EL and RFEP students.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/9/2022	2022
39686500000000	Ripon Unified	3	"Professional learning has been ongoing in the area of reaching all students and families. Trudy Arriaga is a speaker who addresses equity, removing barriers and meeting everyone's needs. She presented to to the entire teaching staff in January, 2022. Strengths for Ripon Unified include an active parent community. There is good participation in regularly scheduled educational partner meetings. Last year's Local Indicator survey involved 78 parents, where this year 329 participated. The increase in participation shows progress in input from educational partners."	"Based on the larger number of parents participation in the survey this year, progress in supporting staff to learn about family's strengths, cultures, languages and goals for their children is an area that needs continued focus. This area has been woven into goal 2 of the LCAP and will continue to be an area we expand."	"Boxes marked represent the highest percentage of parent responses. 329 parents responded on this section of the LCAP survey. Ripon USD provides multiple ways for parents and schools to communicate. Bilingual staff provide communication assistance on a daily basis. A current focus is to increase cultural competence activities at school sites providing more opportunities for families and students to share their assets, backgrounds and cultures. The A-G grant plan creates additional pathways for reaching out to parents of English learners, low socio-economic students and foster students."	"Boxes marked represent the highest percentage of parent responses. 328 parents responded to this section of the LCAP survey, whereas last year there were only 78 participants. The survey shows teachers meeting with families to discuss student progress supporting student outcomes as a strength. Districtwide, teachers are taking a deep dive into English learner development standards to improve learning for students, and to be able to discuss student strengths and areas for growth with parents. Each English learner has an ELD standards folder that allows teachers to monitor progress and focus on areas for growth. Parent outreach is strong, as is parent participation."	"Ripon High School will focus on outreach to parents of English learners, low-socio economic students and foster students to achieve better participation in A-G classes with the intent of increasing readiness for college with these student groups. A multi-cultural lens will be applied to teacher's work with Universal Design for Learning."	Counselors and/or teachers will be scheduling times to meet with high school parents and students to discuss A-G classes.	"The response of ""initial implementation"" is a result of the pandemic. This area has declined due to fewer in-person meeting opportunities. Progress is being made as groups are able to gather again and Zoom becomes an additional method of meeting, and not the only way of meeting."	"Boxes marked represent the highest percentage of parent responses. 329 parents responded on this part of the LCAP survey, as compared to 78 last year. Communication has differed due to the pandemic. Parents and guests have only recently been on campuses again due to safety protocols. Committees continued in the Zoom format, when in-person was not possible. Areas of focus include English learner, low-socio economic and foster student families."	Counselors and/or teachers will be scheduling times to meet with high school parents and students. Site administration and bilingual paraprofessionals will reach out to families for site committees and activities.	4	4	3	4	4	3	4	3	3	3	3	3	Met	6/27/2022	2022
19647330136994	Rise Kohyang Elementary	3	"The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why  80% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 99% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families. 97% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff."	"The school has identified the percent of parents who engage in an annual meeting with a school counselor as a focus area for improvement, as 45% attended a meeting with a school counselor this year."	"The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed. As we see COVID-19 restrictions being lifted, the school will be able to offer additional family engagement events to reach more families and build stronger relationships with its community."	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having  94% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	"The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 61%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes."	"The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home. With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world."	"One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor."	"Though we are proud to have 80% of parents returning surveys, and 97% of parents attending a school event, we continually strive to increase these numbers to reach 100% as possible. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups."	"The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
19647330133868	Rise Kohyang High	3	"The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 87% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 97% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families.At RKHS, 80% of parents reported that the principal, assistant principal, or dean is frequently or almost always available to them if they have a problem. Through events that highlight the cultures of students and implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff."	"The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 29% of families attended this year’s virtual event."	"The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed. As we see COVID-19 restrictions being lifted, the school will be able to offer additional family engagement events to reach more families and build stronger relationships with its community."	"We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. Our team works hard to provide families with information and resources to support student learning in the home.  Additionally, most families feel supported with guidance provided by teachers, as evidenced by survey respondents saying that 78% feel quite or extremely “confident in their ability to support their child’s learning at home.”"	"The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 28%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes. We also see an area of growth to increase participation in Teacher-Parent Conferences. having 8% participation in the first semester conferences."	"The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home. With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world."	"One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor."	"Though we are proud to have 87% of parents returning surveys, and 45% of parents attending a school event, we continually strive to increase these numbers to reach 100% as possible. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups."	"The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year."	5	5	5	5	5	4	5	5	5	5	5	5	Met	6/23/2022	2022
19647330124222	Rise Kohyang Middle	3	"The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 78% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 96% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families. 83% of parents reported that the principal, assistant principal, or dean is frequently or almost always available to them if they have a problem. Through events that highlight the cultures of students and implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff."	"The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 26% of families attended this year’s virtual event."	"The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed. As we see COVID-19 restrictions being lifted, the school will be able to offer additional family engagement events to reach more families and build stronger relationships with its community."	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having  100% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	"The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 40%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes. We also see an area for growth in Back to School Night attendance which was 26% this year."	"The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home. With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world."	"One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor."	"Though we are proud to have 78% of parents returning surveys, and 61% of parents attending a school event, we continually strive to increase these numbers to reach 100% as possible. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups."	"The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year."	5	5	5	5	5	5	4	5	5	5	5	5	Met	6/23/2022	2022
09100900930131	Rite of Passage	3	"Currently staff at both sites includes parents when holding Exhibition Days each trimester. During the COVID 19 pandemic, this was limited but, as of April 2021, the visitations were reinstated. Staff also notify families when their child receives some type of recognition and weekly and monthly events."	"Surveys of staff indicate that, although they are aware of how to contact families, they do not often do this more than once or twice a year. For the 22-23 year, staff will be exploring additional means of conducting two-way conversations with families."	"Based on the population served, this will be challenging. Most likely this will occur with ROP staff acting as the representatives for students."	"While there is a strong desire to support families as their children exit our program, there has not been a great deal of exploration into the possible ways to accomplish this."	"Due to changes in licensing requirements, Rite of Passage has a limited relationship with families and this has provided challenges. Most of our focus has been on successful transition to post-secondary opportunities rather than on how families can support their child with learning."	"A goal of ROPCHS for 2022-23 is to find ways to collect transition data and connect more with families as court permission allows. Thanks to our Classroom Specialists, some ideas have been generated to approach this."	"Since our program serves probation and social service-referred youth and our facilities are very remote, it is challenging to involve families in planning, policy-making, and decision-making. While we had goals in place to improve in this area for 19/20 and 20/21, the pandemic interrupted our plans.  We will be re-engaging in these efforts in the 22-23 school year."	"Along with our focus on relationships and partnerships, we plan to focus on involving families and/or ROP staff who interact closely with individual students in some of the decision-making about our programs."	Parents and/or ROP staff will be asked to help us decide the best means of communication with them and will have the opportunity to hear more about activities that happen at the schools.	5	5	5	5	2	2	2	3	2	2	2	2	Met	6/21/2022	2022
57726940131706	River Charter Schools Lighthouse Charter	3	"Focusing on its mission, River Charter Schools encourages families and community members to participate in supporting students in a variety of ways which may include volunteering in the classroom, participation on committees, attending board meetings, providing input on surveys, attending field trips, school events, sporting events, and various meetings.  River Charter Schools is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement.   The COVID-19 pandemic made some engagement opportunities much more challenging in the 2021-22 school year because we were unable to allow many of our in-person interactions. However, we quickly transitioned all meetings and workshops to virtual events which did show to be successful, in some cases, we had a higher participation rate. Because of the restrictions that have been put in place because of the COVID-19 pandemic, we realize that engagement has been very different and difficult for many this year. We have worked diligently to provide opportunities for our families and other stakeholders to continue to participate and engage with us. We are excited for the 22-23 school year and look forward to the day we return to “normal” and can invite our families and volunteers back to campus. Until then, and once we do return, we will continue to identify ways to meaningfully collaborate with and engage our families, ensuring the voices of all families are heard."	"River Charter Schools has a strong history of seeking input from stakeholders when making decisions. This year in particular, we have relied heavily on them to guide our work as we have planned and implemented various educational models and prioritized and outlined goals and actions for our students in the coming years. We ensure that we seek input from our underrepresented families and use that to help inform decisions. We plan to continue the important work of engaging with our families and seeking their input to improve or expand upon the opportunities we offer."	"River Charter Schools has a strong history of seeking input from stakeholders when making decisions. In working with our underrepresented families, we have continued to work with various committees to ensure all voices are heard. We also regularly connect with families using our parent communication systems and track response rates. We ensure that we seek input from our underrepresented families and use that to help inform decisions. We plan to continue the important work of engaging with our families and seeking their input to improve or expand upon the opportunities we offer."	"River Charter Schools embeds several days into their calendar dedicated to professional learning opportunities for their teachers and staff. These are aligned to LCAP goals and designed to enhance the depth of understanding of California academic standards. Teachers also work closely through the collaborative process to identify student needs, set goals, and monitor progress. We also provide time for teachers to conduct peer observations to learn from and develop high-quality instructional practices. Our weekly calendar includes early release Wednesdays which allows teachers time to co-plan with their grade level team, their instructional coaches, and administration."	"An area of focus for River Charter Schools in the 22-23 school year is recovery from the pandemic closures. Students are behind academically, but also social-emotionally. River Charter Schools is committed to providing solutions to these student needs. Our task for the beginning of the year is to identify those needs and develop strategies to improve student outcomes. The administration, our teachers and para-professionals will work together to analyze the data and develop and implement strategies. One specific tactic that will be use is a data conference. In this conference, teachers will be given release time to work with other teachers and leaders to analyze student data to know the students by name and need."	"An area of focus for River Charter Schools in the 22-23 school year is recovery from the pandemic closures. Students are behind academically, but also social-emotionally. River Charter Schools is committed to providing solutions to these student needs. Our task for the beginning of the year is to identify those needs and develop strategies to improve student outcomes. The administration, our teachers and para-professionals will work together to analyze the data and develop and implement strategies. One specific tactic that will be use is a data conference. In this conference, teachers will be given release time to work with other teachers and leaders to analyze student data to know the students by name and need. River Charter Schools believes that a part of knowing each student by name and need is understanding their specific situation, including any traumas or biases these students may have experienced. We endeavor to ensure that a multi-disciplinary team is present to help understand the data and the needs of each student."	"Focusing on its mission, River Charter Schools encourages families and community members to participate in supporting students in a variety of ways which may include volunteering in the classroom, participation on committees, attending board meetings, providing input on surveys, attending field trips, school events, sporting events, and various meetings.  River Charter Schools is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement.   The COVID-19 pandemic made some engagement opportunities much more challenging in the 2021-22 school year because we were unable to allow many of our in-person interactions. However, we quickly transitioned all meetings and workshops to virtual events which did show to be successful, in some cases, we had a higher participation rate. Because of the restrictions that have been put in place because of the COVID-19 pandemic, we realize that engagement has been very different and difficult for many this year. We have worked diligently to provide opportunities for our families and other stakeholders to continue to participate and engage with us. We are excited for the 22-23 school year and look forward to the day we return to “normal” and can invite our families and volunteers back to campus. Until then, and once we do return, we will continue to identify ways to meaningfully collaborate with and engage our families, ensuring the voices of all families are heard."	"River Charter Schools has a strong history of seeking input from stakeholders when making decisions. This year in particular, we have relied heavily on them to guide our work as we have planned and implemented various educational models and prioritized and outlined goals and actions for our students in the coming years. We ensure that we seek input from our underrepresented families and use that to help inform decisions. We plan to continue the important work of engaging with our families and seeking their input to improve or expand upon the opportunities we offer."	"River Charter Schools has a strong history of seeking input from stakeholders when making decisions. In working with our underrepresented families, we have continued to work with various committees to ensure all voices are heard. We also regularly connect with families using our parent communication systems and track response rates. We ensure that we seek input from our underrepresented families and use that to help inform decisions. We plan to continue the important work of engaging with our families and seeking their input to improve or expand upon the opportunities we offer."	5	5	5	5	4	4	4	4	4	3	4	4	Met	6/20/2022	2022
34674130000000	River Delta Joint Unified	3	"RDUSD is fully invested in understanding the needs and goals of our school community and will partner with CalSCHLS and use their surveys to assess our relationships for the 2022-23 school year.  We will use the data from this survey to quantify our progress on key areas.  Currently we are using our established practices of engaging our community by inviting them to ELAC/DLAC, School Site Council, Board of Trustee's, Parent Advisory Committee, LCAP, and Bond Initiative meetings. Additionally we have held information sessions for parents to meet new Principals and facilitate question and answer sessions.   Our strategy will be to continue gathering information form these multiple setting and combine the feedback for both school-related and district-related plans at a common meeting as opposed to holding multiple different meetings involve parents in collaborative groups when seeking input and making decisions about district decisions."	RDUSD will focus on creating and implementing ways for our educational stakeholders to provide input by increasing our use of our communication platforms to gather data about district initiatives and when planning events.	"RDUSD was able to successfully engage and support underrepresented families in the 2021-2022 school year. Families of students were provided many opportunities to be involved in their child’s education including; School Readiness Home Visits, Family Storytime, Family Playgroups, the utilization of the First 5 Family Resource Center, Family Math Nights, Family Literacy Nights, Migrant Education Parent Advisory Council Parent Conference, Family Education Nights, Family Arena Nights, Senior Parent Nights and Financial Aid Information & Assistance Nights. Virtual engagement events held across the district made it possible for some of our most underrepresented families to participate.  All District communication was provided on the website in both English and Spanish. Additionally, student, parent and teacher tutorials were added to support remote learning efforts. RDUSD continued to expand the use of Parent Square to keep families informed. All district and site updates were provided via Parent Square and were provided in both English and Spanish."	"RDUSD was able to successfully partner with families to improve student outcomes. Families of students were provided many opportunities to be involved in their child’s education including; School Readiness Home Visits, Family Storytime, Family Playgroups, the utilization of the First 5 Family Resource Center, Family Math Nights, Family Literacy Nights, Migrant Education Parent Advisory Council Parent Conference, Family Education Nights, Family Arena Nights, Senior Parent Nights and Financial Aid Information & Assistance Nights. Virtual engagement events held across the district made it possible for some of our most underrepresented families to participate."	"An area of challenge identified by RDUSD is parent engagement in our student information system, Aeries, parent portal and Parent Square which are considered an essential tools for parents to monitor their student's progress and communicate with teachers. Our focus is to increase the number of parents using our systems by offering parents training and access to technology to initiate use."	"RDUSD will improve underrepresented families in building partnership by gathering input and feedback at engagement events and by offering targeted assistance to families who need support in accessing the Aeries Portal and Parent Square.  Our parent liaisons, School Social Worker, school resource centers and school staff work to identify parents who need assistance in accessing information. ."	"RDUSD is effectively using technology tools to gather stakeholder input for decision making. The district is continues to facilitate hybrid Board of Trustee meetings to allow community members to participate where they are most comfortable.  Additionally community members are able to offer their public comment remotely during these sessions. RDUSD continues to gather community input offering engagement opportunities such as our District English Language Advisory Committee meeting, English Language Advisory meetings, Meet the Principal events, Migrant Education Parent Advisory Council, and Site Council meetings."	"RDUSD will focus on creating and implementing ways for our educational stakeholders to provide input by increasing our use of our communication platforms to gather data about district initiatives and when planning events. Additionally, we are working on developing more robust methodologies to capture stakeholder input in a systematic way."	"RDUSD continues to encourage our underrepresented families to participate in our Board of Trustee Meetings, District English Language Advisory Committee, English Language Advisory, Meet the Principal events, Migrant Education Parent Advisory Council, and Site Council meetings by increasing our messaging to this group and having site level staff reach out to invite participation."	5	5	4	4	4	4	4	4	4	4	4	4	Met	6/28/2022	2022
39773880127134	River Islands Technology Academy II	3	"Building relationships between school and families and community is a strength of River Islands Technology Academy. We work as a staff to determine how to best support students/families and on how best to communicate with families on an ongoing, regular basis."	"One area that we will focus on is creating processes or procedures for assisting families who need support with school/home communication in languages other than English. We have several staff members who speak Spanish, and are able to translate for staff and families as needed, but we do not necessarily have someone on staff that can assist with every language spoken by families that attend our school. We meet federal/state regulations in terms of translating materials, but we know the importance of school/home relationships and would like to be able to provide translation whenever needed as best as we can. This is an area that we will continue to explore as we grow."	"We will continue to promote and support the engagement of underrepresented families by creating welcoming environments for all families in the community. We are looking forward to reintroducing community oriented events such as our Multicultural Night where families are encouraged to share their unique cultural practices with our school community. Additionally, we encourage all families, including underrepresented families,  to attend our monthly open conversations with administration."	"In our 2021-22 LCAP survey parents responded to the following statement: My school encourages parent involvement... 82% strongly agree/agreed with this statement. Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by Volunteer logs, attendance at school events, Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board, School Site Council, Parent Booster Club, 8th grade Promotion Committees, Middle School Activities committee, Parent/Teacher conferences and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation. In addition, regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions. Encouraging parental participation will always be a main area of focus for River Islands Technology Academy, and although we have significant participation, and positive survey results, we will strive to continue and improve our efforts to involve parents in day to day activities and decisions about their students' learning."	"An area of focus for improvement will be in providing professional learning to teachers and administrators to improve the capacity of teachers and parents as partners. We have had Julie Adams, an international education consultant, give training to all our staff. She aids teachers and principals in understanding the importance of social emotional health for school staff and parents to best support our students.  While this is a great starting point of professional learning, we have continued to research other sources of knowledge so we can continue to grow our staff capacity to build partnerships for student outcomes."	"We strive to improve engagement of underrepresented families and encourage partnerships for student outcomes by supporting families, making them aware of ways they can participate in their children’s education and how to advocate for their students. We encourage participation, and inform families in ways that they can be involved through school wide communication, weekly grade level newsletters, and teacher to families emails."	"In our 2021-22 LCAP survey parents responded to the following statement: My school offers parents a say in the decision-making process... 73% strongly agree/agreed with this statement. River Islands Technology Academy provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents, and feedback is sought through surveys and open forms. Bimonthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children."	"An area of focus for improvement will be increasing communication about the opportunities available to all members of the school community to participate and provide input towards decision-making. There are advisory groups that are comprised of staff and parents which give the opportunity to participate in school planning. There are bi-monthly open forum meetings with RIA Administration, where community and family members are able to provide input, feedback or ask for information on a variety of topics.  Our goal is to increase the awareness of these groups, and meetings through emails and fliers to encourage and increase participation."	"An area that we will continue to explore, as mentioned before, is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways."	4	4	3	4	3	4	5	3	4	4	4	3	Met	6/16/2022	2022
49708470119750	River Montessori Elementary Charter	3	"Engaging educational partners is essential for the collaboration required to serve scholars well in their growth and learning.  Strengths and progress in Building Relationships Between School Staff and Families include, but are not limited to, communication in preferred language, priority on celebrating heritage, culture, and diversity in curriculum, students, and families, invitations to weekly meetings with faculty and staff, at least two conferences per year in which students present and discuss their work and goals with families and faculty, a Watch Me Work! event for families to work with their students in the classroom, and Child Study meetings if there are concerns about a student's progress.  Surveys were utilized for students, families, and faculty to garner feedback and perspective.      In addition, quarterly family gatherings were offered in Spanish for Latinx families to address concerns specific to Spanish-speaking families and the needs of multilingual learners.  Student Study Teams continued as requested by student, parent, guide/teacher, or Student Services. Additional meetings were offered by Special Education specialists for families with students with disabilities to ensure collaboration, support, and success for the student."	"According to families, 75% report feeling welcome or very welcome at the school (25% neutral, 0% unwelcome) which aligns with faculty eagerness to resume community activities given the pandemic concerns and public health directives. 96% of families agree that their child is happy at RMCS and 88% indicate that they are happy as parents.  In response, RMCS is eager to return to in-person meetings and gatherings as soon as possible, and at the behest of families, to welcome back social events at school such as the Back-to-School BBQ, Walk-a thon, and new events such as the Family Carnival.  Weekly newsletters from both classrooms and school and surveys will continue, office hours will be promoted further, and equity and diversity will be celebrated, pursued, and supported in all areas, stakeholders, and partnerships in our school community. Professional development in embracing equity with students and in relationships continues."	"In order to ensure input from all families, staff, and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students, RMCS will observe and solicit feedback and understanding how practices apply to families of all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students."	"In formal surveying, students shared that 2021-2022 was a year of mixed emotions regarding academic and social emotional work with 69% of students indicating that academic work is “just right,” neither too easy for too hard, 78% of students report that their teacher makes them feel cared about.  Opinions were shared about favorite things at RMCS with top answers being social-emotional and interpersonal work and activities as well as academic work.  Availability of faculty, staff, and specialists for students and families through weekly office hours, student study meetings, and participating together in student work, goals, and student/family events was welcomed by students, families, faculty, and staff."	"Simultaneously, students' top areas of discontent included too much work and academics in general, indicating continued social emotional weight and pandemic fatigue for some students.  Regarding student needs, 33% of family respondents reported that their child needs help with social and emotional development, 40% need personal development such as persistence, perspective taking, and life-skills, 47% need cognitive development of executive functioning, and focus/attention, and 53% need help with academics. 94% believe that RMCS promotes academic excellence, 100% believe that cognitive understanding and thinking skills, independence, social responsibility and a positive self-image are well developed. 89% report that confidence, competence, autonomy, and intrinsic motivation are well developed.     Focus areas for students, faculty, and staff in building partnerships for Student Outcomes include social-emotional development, executive functioning, self-regulation, writing and the written expression of thinking and analysis.  Literacy support will continue with expanding TK/K reading support into Lower Elementary.  Given student responses anecdotally and formally, the faculty looks forward to welcoming back integrated, interdisciplinary, and collaborative projects, activities, and events among students at varying grade levels and with the entire community. 100% of faculty would like to continue to embrace and learn more about Equity & Racial Healing work personally, with students, and with the greater community.  In discussions at monthly meetings, the RMCS Board of Directors considered the impact of the COVID-19 pandemic on learning and social-emotional experiences for students, teachers, and families and prioritize efforts for continuing to support for faculty working well-beyond typical responsibilities in service of their students."	"As Montessori is a global curriculum, diversity, inclusion, and equity are a priority at RMCS.  All communication will continue to be distributed in preferred languages and interpreters, native speakers, and support staff will continue to be provided for conversations and meetings to ensure that everyone feels comfortable and supported in partnering for student outcomes.  Spanish meetings for Latinx families will continue to be offered, surveys will continue to determine any areas of need in our underrepresented families. Student Services will continue to offer weekly office hours and individualized support for students and families with disabilities or those in need of assistance, support, or assessment.   Professional development in the area of Diversity, Inclusion, and Equity continues with a more robust educational program and partnership, with goals including to increase representation, understanding, partnership, and success of all underrepresented students and families."	"Current strengths and progress in Seeking Input for Decision-Making include providing and receiving consistent communication with students, families, faculty, specialists, support staff, and greater community.  Soliciting feedback in formally established meetings and surveys as well as anecdotally with students, families, faculty, and staff provides a barometer of interests, accolades, and concerns.  Information is shared confidentially with faculty and staff to ensure proper review and reflection as decisions are made."	"Increasing participation in surveys, meetings, and student-centered support and events, establishing and promoting meetings dedicated to specific and relevant topics, as well as developing understanding of community partnership and decision-making are   focus areas for improvement in Seeking Input for Decision-Making."	"Engagement of underrepresented families is a top priority at RMCS.  While data regarding underrepresentation in surveys is currently collected, such data will be solicited (optionally) for events to understand interest, participation, and perspective.  All communication will continue to be distributed in preferred languages and interpreters, native speakers, and support staff will continue to be provided for conversations and meetings to ensure that everyone feels comfortable and supported in partnering for student outcomes.  Spanish meetings for Latinx families will continue to be offered, surveys will continue to determine any areas of need in our underrepresented families. Student Services will continue to offer weekly office hours and individualized support for students and families with disabilities or those in need of assistance, support, or assessment.   Professional development in the area of Diversity, Inclusion, and Equity continues with a more robust educational program and partnership, with goals including to increase engagement of underrepresented families in relation to Seeking Input for Decision-Making."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/29/2022	2022
56105610122713	River Oaks Academy	3	"ROA has a very strong history of creating and building relationships between staff and families due to the nature of our program. The parents/guardians play an incredibly important role in our program and work closely together with our teachers and the student to help the student be successful. The team (Teacher, Student and Parent) work together in all aspects of the student's education, including preparing the student's personalized learning plan (PLP),  discussing the student's academic progress and supporting the student academically as well as social-emotionally. We therefore believe that it is ROA's strength to have, build and maintain these relationships."	"We would like to continue to reach out to our families for more general input for the betterment of our program. Many of our families are so busy working with and educating their students, that they do not have the time or energy to give input to the overall program. We continue to work to have more parents and students take our surveys and in general give us constructive input on the improvement of what ROA does."	"ROA teachers continuously engage with their families. It is the staff's strong belief that the academic success of each student depends on the trust and relationship they have with their teacher and therefore, it is our first and foremost goal to create relationships with each one of our students. As a personalized learning program, we pride ourselves in the fact that we address the needs of the whole child and therefore, our relationships that we build with our students and our families are imperative to this."	"The nature and structure of our program heavily depends on our teachers and staff to build relationships with our families. In our program, the parents are the academic facilitators and work closely not only with their students, but also with their assigned coaching teacher. Our teachers continuously provide not only feedback on the student's academics, but also support the parents with the appropriate and necessary resources. River Oaks and the parents as well as the students form a close team that works together to help the student be successful. Without that partnership our program would not be successful. It is exactly that teamwork and partnership that draws so many families to our program. Parents always have the right to advocate for their children, however, in this partnership, this goes beyond the ""right of the parent"" but is a necessity for the parent to help the teacher understand how the student learns and to communicate other essential support the family needs to continue to personalize the learning for the student."	We continue to build relationships and strengthen those at each meeting that the teachers and staff have with our educational partners. We continue to invite them to give us feedback and input throughout the year in a variety of ways.	"We will have staff reach out to those families and make a special effort to reach out in a variety of ways, including in person, via text, phone and email to make sure that their voices are heard. Unlike other schools, ROA teachers meet with their students and parents weekly and therefore, the in person opportunity for all families and educational partners to give input in a informal setting is available to our educational partners regularly. We will continue to offer those opportunities."	"We believe that ROA has been and is very strong in seeking input for decision-making due to the nature of ROA's program. Our families are asked for input at meetings, through surveys and when they are on campus. Staff and administration is readily available and visible to be able to give input easily. The input is then used to shape the program for the upcoming year."	"Due to the nature of our program, the parents and families are heavily involved in all areas of the program. Their input is solicited via surveys and at the regular meetings with their coaching teachers. Parents make up a part of the governing board and also are involved in the PAC, the ELCA committee, the curriculum committee, the budget committee and individually as much as possible outside of any committee as well. We seek the input of our parents and stakeholders as this program is developed for our students and guiding comments from our parents are driving changes and improvements."	We will continue to offer a variety and different forms of opportunities for all families to give input. Staff will continue to be trained to listen to their families and encourage all families to express their ideas and thoughts for the improvement of our program.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/2/2022	2022
33103300110833	River Springs Charter	3	"One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide several opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, and field trips, and clearly communicate these opportunities to families."	"Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals."	We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference. We have an Equity Diversity Task Force whose focus is in part to ensure that we are all learning about and ensuring inclusive environments where all students are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.	"Our pillars of personalized learning and core values are embedded in the school culture which supports family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through in-services, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and newsletters. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Student centers have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year."	Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our area of focus will continue to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Our focus will be on providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time.	Supporting healthy SEL in the home and the school is essential to learning. Areas of need are more prevalent in underrepresented families and we will increase support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We will seek input from our leaders who are doing this well.	"The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. We have established advisory groups and have created opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including ELAC and to collaborate with leadership for decision-making."	We will increase our opportunities for family members to engage in advisory groups and decision-making and especially in seeking input from underrepresented groups in the community.	"In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We will collaborate with our Diversity Task Force and our Pupil Services and Homeless Youth Liaison to develop this plan."	4	4	4	4	3	4	4	4	3	3	3	4	Met	6/9/2022	2022
37681893731072	River Valley Charter	3	"The pandemic limited opportunities for in-person interaction with our students and families.  Now that we are fully back to in-person classes, RVCS has worked on providing forums for students, families, and staff to build positive relationships.  The school is utilizing both the Associated Student Body and the RVCS Parent-Teacher Association to plan events that can bring families and staff together.   These events are both academic and social in nature.  We have identified the need to create opportunities for connectedness to our stakeholders, and a this is a primary focus for this school year."	"An area of improvement we have identified as a means of helping to improve relations between staff and families is the need for more immediate communication when students are struggling.  We rely heavily on email communication, but we have discovered that not all parents/students read their emails.  Teachers have determined that while the written email communication does work for some parents, we need to be more proactive in alerting families of struggling students by making phone calls and meeting parents/students in person.  The pandemic has made it so that we are so used to communicating via email,  but we have found more success in building relationships through in-person meetings and talking to families on the phone or in virtual meetings.  This is especially true of families who are new to the school."	"One focus area for improvement is to engage underrepresented families in the short and long term planning of the school. RVCS finds that while parental involvement is strong, it may not be representative of the population as a whole. Moving forward, RVCS hopes to implement programs that will encourage a higher percentage of stakeholder involvement--such as informal strategic planning workshops, more opportunities for weekend and evening involvement in school-related projects, and more targeted intervention supports and trainings/workshops for both students and their families related to the needs of the students, especially trainings/workshops focusing on the social/emotional wellbeing of the student."	"Fostering relationships early on with students and families is pivotal to students' success.  As an independent study school, students' work completion is their school attendance.  School staff closely monitors students' work completion. The teachers have to swiftly identify any student who is missing work that falls outside of what is permissible based on the school's independent study policy.  Through this process, teachers are able to identify students who need additional assistance and interventions to be successful at our school.  Once a student is identified as not meeting independent study requirements, a meeting with the student and parent(s)/guardian(s) is held to determine what is impacting the student's academic progress.  This meeting helps to ensure everyone is on the same page moving forward and goes a long way toward building a positive relationship with families."	"A focus area for improvement in building partnerships for student outcomes is working as quickly as possible to assist new students and families.  We have discovered that while we know our program well, we take for granted that we are providing everything our new families need to be successful at our school.  This is not the case.  We've made strides in identifying areas to target to assist in bridging the home-to-school connection for our new families."	"Students at River Valley receive special education services through the Lakeside Union School District (LUSD).  The LUSD has undergone changes in their special education department, and these changes necessitate RVCS and LUSD working closely together to ensure our special needs students, which is our largest sector of underrepresented families, are served appropriately.   With the help of LUSD, RVCS is working to improve engagement of our special needs families through outreach and training opportunities that did not exist previously for these underrepresented families."	"RVCS utilizes opportunities such as surveys, meetings with parents, staff members, and the RVCS Board of Directors, RVCS gains information that helps to guide strategic planning.  The information gathered is from an array of stakeholders, and as much as possible, the guidance is broken down by stakeholder group (students, parents, staff members, and community members) so each group's perspectives are represented."	"The past couple of years have focused on getting through the pandemic, and RVCS has not engaged in meaningful strategic planning as a result.  This is an area of improvement we hope to work on through the course of this year."	"As we engage in more outreach opportunities for our underrepresented families, RVCS will work to specifically address the needs of this segment of our population.  As we engage in strategic planning, the fostering of strong home-to-school ties will be critical in establishing strong relationships."	5	5	5	5	5	5	5	5					Met	6/13/2022	2022
50755560113852	Riverbank Language Academy	3	"RLA has resumed the integration of school and community partnerships. The Parent Teacher Organization (PTO) provides multiple opportunities for parents to engage in the decision-making process for the school. As a school of choice, RLA offers unique opportunities for parents and families to be part of the school community. RLA has in-person offerings for all ELAC, PTO, training offerings, and other special events."	"The focus for improvement in building relationships for the school is to integrate family and community events as in-person offerings. The school resumed with community events like Family Literacy Night, Family Math Night, Cultural Festival, STEAM night, and monthly assemblies."	"Based on the analysis of our parent input data, RLA will offer multiple opportunities for parents to become involved with the school through in-person meetings, trainings, and workshops. The school will provide access to these workshops and events in both languages English and Spanish."	Parents are part of the school community and the school provides regular and consistent parent communication between the classroom teacher and the school.	"A special focus of the school is on integrating parent workshops on supporting students' academics, socio-emotional development, mental health, technology, and bilingual education."	"The school provides community outreach to parents of English Learners, Special Education, and other minority groups."	"RLA has two parent seats that are part of the school's advisory board.  They have direct involvement in the decision-making process for all state, fiscal, and policy drafting for RLA."	The school will continue to integrate the English Learner Advisory Committee and Parent Teacher Organization as part of the consulting group for state and local accountability.	All information is provided to families in their home language (Spanish and English) and will continue with the recruitment of new families.	5	4	4	4	5	4	4	4	5	5	4	5	Not Met	9/21/2022	2022
50755560000000	Riverbank Unified	3	The LEA has worked with community and parent partners to create opportunities for feedback and input to support student growth and development in developing relationships between the school staff and families.  The work continues in earnest to grow this area of support.	The LEA will focus on activities and engagement strategies to increase connections between school staff and families. These activities will be family and instructionally focused.	"The LEA will engage staff specifically to connect and engage with families and students of underrepresented families in connecting, developing, and building relationships between school staff and families."	The LEA has shared information and feedback related to student outcomes with educational partners in an effort to create an understanding of and focus on increasing student achievement and outcomes. This effort is directly focused on building partnerships with an emphasis on student outcomes.	The LEA will focus will on explicit instruction related to the areas needing improvement as identified by local feedback and data provided in local assessments and feedback from staff and educational partners	"The LEA will focus staff resources and specific communication strategies, targeted on students identified as underrepresented groups, to increase the feedback and input of the families in this identified group to increase the effort and improve upon the student outcomes."	The LEA continues to provide surveys and outreach events with staff and administration to increase opportunities for input and inclusion occasions for educational partners.  These opportunities continue to provide a broad scope of connections for the LEA’s educational partners.	The LEA will focus on seeking input in multiple manners to engage and create convenience for the educational partners to become connected and engaged in the decision making process of the district.  An increase of visibility and access to the community will be a major focus and investment.	The LEA will work with underrepresented families to identify and reduce barriers of inclusion for this population.  The focus will be to increase the occasions and create convenience for families to provide input to the LEA.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
10754080000000	Riverdale Joint Unified	3	"Riverdale Joint Unified School District takes pride in the establishment and continual growth of building relationships with underrepresented families.    RJUSD holds an open door policy to welcoming families to discuss their child’s educational needs.  Parents are a vital connection and serve as equal partners in building relationships with the district.  Bilingual support can be found through school site/district mailings, publications, and verbal interactions.  Bilingual support can be found at the district level along with at each school site.  Translators are used for various meetings such as: parent conferences, Back-to-School Night, virtual events, social interaction events, community events and  Special Education meetings.  Through various conversations with parents, the parents of Riverdale are appreciative of the ability to communicate with school officials and staff concerning the educational process of their children.  RJUSD continues to seek methods and approaches to better understand each families strengths, cultures, languages and goals for their children."	"While the district sees their ability to build relationships with underrepresented families as a strength, the district also realizes this is an area to continue to grow in.  The district, through an analysis of educational partner input and local data, will focus on improvements in methods of communication between school staff and families along with messaging."	"As RJUSD works towards improving their method and model of communication, the district will seek new approaches to improve engagement of underrepresented families.  RJUSD will move to place a School-Family Liaison at each of their campuses beginning in the 2022-2023 school year.  The creation of this position will provide an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison is to help serve as a bridge between the student/family and the school site for both parties.  This position will be provided at each campus within the district to ensure that underrepresented families across the entire district are reached."	"RJUSD continues to provide and offer programs that build partnerships for student outcomes.  In recent years, the district has expanded social-emotional services by providing counselors at each campus along with partnering with Fresno County and the All-4-Youth program.  All-4-Youth offers behavioral health clinicians who work with students who have been referred by school site counselors.  In addition to counseling services, RJUSD provides various methods and approaches to promote and build partnerships for student outcomes.  Items such as staff professional development, After-School programs, PBIS (Positive Behavior Interventions and Supports) methodologies, parental workshops and meetings all work together for the promotion of student outcomes."	"While RJUSD offers a variety of programs and approaches to build partnerships for Student Outcomes, the district realizes that further work is needed.  In examining educational partner input and local data, RJUSD has approximately two-thirds of parents who believe the district actively seeks input from parents before making important decisions along with expressing a sense of connectedness to their child’s school.  To build upon this RJUSD will continue their current approaches and programs but seek measures to further expand educational partner sentiment.  The district will look to focus on the communication of their current programs along with the opportunity to expand communication into new areas."	"RJUSD will work towards improving their method and model of communication to build greater partnerships for Student Outcomes.  In building these partnerships, the district will seek new approaches to improve engagement of underrepresented families.  RJUSD will move to place a School-Family Liaison at each of their campuses beginning in the 2022-2023 school year.  The creation of this position will provide an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison is to help serve as a bridge between the student/family and the school site for both parties.  This position will be provided at each campus within the district to ensure that underrepresented families across the entire district are reached.  This will serve as a new tool in providing and building relationships between students/families and school sites."	"RJUSD has several methods to both seek and collect input for decision-making from our educational partners.  On a school site level input is sought from educational partners through parent workshops, meetings such as ELAC (English Learner Advisory Committee) and SSC (School Site Council), and personal communication opportunities with site administration by either phone, email or in-person.  On a District level, opportunities for seeking input on decision making matters from educational partners are found within parent forums, district surveys, meetings such as DELAC (District English Learner Advisory Committee) and various personal communication methods such as phone, email, and in-person."	"In analyzing educational partner input and local data, RJUSD sees the need to increase and expand communication approaches along with providing clarity in messaging.  Educational partner surveys indicated that two-thirds felt the district actively sought input on decision making items.  This is a number that RJUSD wants to improve upon.  The district will focus on expanding the methods and approaches of communication that they use to seek input from educational partners.  In addition, RJUSD will examine the messaging used in an attempt to provide greater clarity to their audiences."	"To improve on the methods and processes of seeking input for decision making RJUSD will move first to strengthen relationships with underrepresented families.  RJUSD will move to place a School-Family Liaison at each of their campuses beginning in the 2022-2023 school year.  The creation of this position will provide an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison is to help serve as a bridge between the student/family and the school site. If relationships are strengthened, the opportunity to seek and gather input should occur with greater ease.  In addition, RJUSD will provide greater clarity in their messaging.  During the 2021-2022 year, families at times may not have received enough clarity to distinguish between items that allowed for educational partner input and those that were directed by either the state or local level.  One area where this played a huge role in the 21-22 year was in the area of COVID.  Greater clarity in messaging will help all educational partners to have a better understanding of items that they can provide input towards decision making items."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/29/2022	2022
33103300000000	Riverside County Office of Education	3	"RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified."	Feedback was consistently positive as reported on this reflection tool. Offerings such as our PIQUE parent workshops have been added to our offerings to enhance the number of opportunities for parental involvement even more.	"RCOE has an organizational goal of promoting equity and inclusive practices. As part of this initiative, we are actively seeking to use new technologies for enhanced language and communication support."	"RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in fostering partnerships. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified."	Feedback was consistently positive as reported on this reflection tool. We have expanded greatly upon our partnerships in the area of mental health and wellness to better serve our students.	"Through multiple sources of data, we have identified student wellness as a need that not all members of our community would otherwise have access to if not for the actions of RCOE."	"RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in our decision making. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified."	Our focus areas are determined through the analysis of data in collaboration with several stakeholder groups. This determines our area of focus in our local control planning processes.	"RCOE provides tools to remove language barriers, forums for parental and community involvement, and several opportunities for staff, students, parents, partners and the community to provide input based on a group analysis of data."	4	4	4	4	4	4	4	4	4	4	4	4	Met	5/17/2022	2022
36678270113928	Riverside Preparatory	3										4	4	4	4	4	4	4	4	4	3	4	3	Met	6/15/2022	2022
33672150000000	Riverside Unified	3	"Riverside Unified School District (RUSD) values parents and other stakeholders as partners in the educational process. Strong, respectful relationships between the sites, district, and families are crucial in cultivating effective partnerships. Providing leaders across the organization with opportunities to advance their abilities in developing relationships occurs at monthly district leadership meetings and the annual RUSD Leadership Symposium. Site and division leaders are provided with tools to build relationships with stakeholders and are directed to share these tools with their teams at site/division level staff meetings. This format allows for all employees to learn relationship building skills to use with their students, families, and employees."	"The PTA National Standards for Family-School Partnerships offers a framework for how families, schools, and communities should work together to support student success.  As a component of our district Equity Initiative, we continue to work to establish a baseline for family engagement practices using the PTA National Standards for Family-School Partnerships."	"RUSD has initially appraised family engagement site level activities to ensure that each school site has the resources required to provide equitable family engagement practices.  The goal is to systematize family engagement practices to ensure equitable treatment and access to resources for families. Schools develop at minimum one site goal to create school climates that welcome all families into the school community, communicate effectively, and support student success.  RUSD has partnered with the Riverside County Office of Education to coordinate professional development opportunities for administrators, teachers, and classified staff to create welcoming school climates for families and community, build relationships with students and families, and communicate effectively with families.  These professional development opportunities are offered through in person and/or synchronously online trainings."	"The RUSD Coordinator of State and Federal Programs provides site level teams with guidance and training for increasing family engagement.  As part of our RUSD Equity Plan, an expanded focus has been placed on providing sites with training to increase the participation of families of underrepresented students.  Coming out of the COVID pandemic, RUSD had to be creative in re-engaging our families to provide support to parents. The district developed and implemented regular Family Technology Workshops and Webinars in which staff presented on topics ranging from how to use school-provided technology to access learning to training parents to how to monitor their child’s progress in Distance learning using Google Classroom. These workshops and webinars were available in both English and Spanish to support our community. As our schools have transitioned back to in-person learning, school sites have re-started offering numerous family events, such as Back to School Night, Open House, and site level parent education nights to open our doors to families and build relationships, leading to increased parent involvement."	"Moving forward into the future, RUSD is committed to reconnecting with our parents through our Family Resource Center (FRC), housed at multiple locations across the district. Through the pandemic our families stopped physically coming to our FRC. We intend to re-engage meaningful partnerships with parents and caregivers to support student well-being, student learning, and pathways to college and career. With their mission to “improve student learning and development, strengthen family practices, and leverage school programs by integrating resources and services from the community”, the FRC provides comprehensive services for students and families to address and remove barriers to learning.  A whole child approach ensures that schools, families and communities work in partnership to support the health, safety, and engagement of students.  Parent workshops and family engagement academies are designed to empower families in accessing community resources and navigating the school system are scheduled regionally throughout the district"	"Through the district’s equity plan, all schools and district departments develop goals that will create welcoming school climates, build respectful and inclusive school communities, share information between schools and families, and support student success by sharing information about student progress and supporting learning by engaging families.  Through these actions, RUSD schools are increasing their capacity to partner with families to support student learning and development, increase communication to discuss student progress and support families in understanding their rights and becoming advocates for their student(s) and schools."	"District English Language Advisory Council (DELAC), RUSD Equity Task Force, and the LCAP Community Advisory Committee. School sites partner with Parent Advisory Committees (PAC), School Site Councils (SSC), and English Language Advisory Councils (ELAC) to provide ongoing input and feedback on decision making.   All through the COVID pandemic RUSD sought parent feedback and guidance on important district decisions, from interest in RUSD pursuing the COVID waiver in order to bring students back to school, to the creation of instructional programs in response to COVID conditions. Parent survey engagement rose to a high of 33%. Many of these structures have remained as the District has returned to in-person instruction."	"One major area of focus is increasing the voice of parents of underrepresented students through enhanced, targeted communication about parent/community services and decision making opportunities"	"The RUSD Communication Department has increased and improved services with the goal of reaching more families of underrepresented students. RUSD has created a newsletter that is published biweekly. This communication tool is disseminated through many different methods - by email, text message and on the District website - and is in both English and Spanish. Additionally, the District regularly produces communication tool kits for schools and departments to use to increase the reach of messages. These include parent messages for all social media platforms, school/district websites, and text message blasts encouraging parents to engage."	3	3	3	3	2	3	3	2	3	3	3	3	Met	6/16/2022	2022
34674210000000	Robla Elementary	3	"1. Robla School District is striving to provide an environment where parents and families feel welcome. We understanding that parents play a vital role in their child’s education. We provide a number of services to parents to involve them actively in their child’s education and to provide them with the knowledge and understanding they need to support their child. We have been successful in engaging parents in discussions on understanding the challenging state academic standards, state and local academic assessments and how to monitor their child’s progress through yearly in-person parent conferences. We have expanded our parent/family outreach by growing our Thursday morning walking program to include meal distribution and informational presentation."	"2. We are committed in building our capacity for building relationships between school staff and families. Robla is working to transform how we interact with parents, specifically interacting with families of underrepresented students.  We have embarked on a comprehensive professional learning plan for all staff with the goal of building a better response and understanding of our community’s colors, cultures and belief systems. We continue to work with educational partners to provide professional learning for all district staff on identifying cultural barriers and racial bias, building cultural understanding and identifying inequities. We have expanded our outreach to marginalized communities through planned events that recognize, celebrate and focus on prominent ethnic groups within our community."	"The Robla School District takes every effort to insure that all families, no matter their home language, racial or ethnic background feel welcome and supported. The district utilizes a yearly parent survey as well as School Site Council, ELAC and district parent committee meetings to seek input for providing other reasonable support for parent/guardian activities as parent/guardians shall request. We welcome and encourage family participation in our decision making process. We continually seek parent and staff input on ways to increase parent and family engagement in participating in decision making bodies. Community outreach assistants, including bilingual personnel, are an integral piece of providing outreach and support to our families and helping us to bridge language barriers so all students and families can be a part of our community engagement."	"Robla School District administered the Panorama Education Parent-School Relationship Survey. The parent survey measured school climate, school safety and how well the district engages with parents. Seventy-eight percent of parents responded favorably in regards to their perceptions of the overall social and learning climate of the school. Seventy-seven percent of parents responded favorably on their perceptions of student physical and psychological safety at school."	"The Robla School District has recommitted itself to the implementation of Positive Behavior Intervention & Support (PBIS) district wide. The broad purpose of Positive Behavior Intervention & Support (PBIS) is to improve the effectiveness, efficiency, and equity of schools and other agencies. It improves social, emotional, and academic outcomes for all students, including students with disabilities and students from underrepresented groups. We continue our work with district staff on cultural sensitivity and awareness in an effort to build a culturally responsive environment for our students and their families. We continue to strive to make our school campuses inviting and welcoming to all parents and guardians. The utilization of bilingual community outreach assistants, technological resources that provide translation to all school communications, social media to highlight positive school experiences and introduction to staff are all ways in which we are working to break down barriers and to promote a positive environment for parents and staff alike."	"The Robla School District takes every effort to insure that all families, no matter their home language, racial or ethnic background feel welcome and supported. The district utilizes a yearly parent survey as well as School Site Council, ELAC and district parent committee meetings to seek input for providing other reasonable support for parent/guardian activities as parent/guardians shall request. We welcome and encourage family participation in our decision making process. We continually seek parent and staff input on ways to increase parent and family engagement in participating in decision making bodies. Community outreach assistants, including bilingual personnel, are an integral piece of providing outreach and support to our families and helping us to bridge language barriers so all students and families can be a part of our community engagement."	"The Robla School District current operates an active District Parent Advisory Committee and District English Language Advisory Committee. We hold at least three community events in which we invite our educational partners to participate on not only on the district level decision making committees but site level committees as well. in an effort to seek input and participate in decision making, each school site conducts a parent survey on school climate, school safety and barriers to engagement each academic year with the opportunity for participants to write in comments and give feedback."	"When we asked parents about the barriers they faced in becoming involved with their child’s school, 87% felt they did not have a sense of belonging and/or felt culture and language was a barrier. 82% of parents stated that transportation was an issue. Ninety-two percent said they had negative memories of their own school experiences and 94% responded that their child did not want them to contact the school. In response to analysis of educational partner input and local data collected the Robla School District has determined that focusing our efforts on bridging cultural barriers and providing positive school experiences for our community is essential in bridging social and cultural gaps."	"We will continue to provide outreach to our community through positive school experiences: site based family events, parent empowerment dinners, walking club and other welcoming events. The district will partner with community based organizations to provide resources to our families. The inclusion of community outreach and bilingual outreach personnel has been an effect program for addressing underrepresented families. We will continue to seek opportunities to expand in this area."	4	3	3	4	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
43104390125781	Rocketship Academy Brilliant Minds	3	"In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. Building meaningful relationships between families and staff and creating a welcoming environment are cornerstones of the school's partnership with families and ability to deliver for each child, everyday. As our students returned to in person learning, we focused on creating multiple opportunities and avenues, both virtual and in person, for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. As the year progressed, we placed particular emphasis on engaging families in person through school wide events, principal coffees and our Los Dichos reading program in order to build face to face connections, community and relationships."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"Relationships between teachers and families are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with families, which supports a strong school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. Families have also been able to continuously track their student's learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips families with the up to date information that allows them to support their students and be a continuous advocate for their learning.   Additionally, in 21.22 we strengthened our Care Corps program, with a designated Care Corp Coordinator on site. To support families during the pandemic and beyond, the Care Corps coordinator provided wrap-around services and in depth support to families to connect to local community resources in a multitude of areas including physical and mental health, food security, legal resources, online safety and more. Additionally, the Care Corp coordinator arranged a series of workshops to help families understand their rights and advocate for their students."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process."	"In order to continue to improve in seeking input for decision making, the school has invested in developing a parent organizing committee to partner with other families, school staff and school leaders on family engagement activities as well decisions impacting the school community. Additionally the parent organizing committee focuses on developing family skill to be advocates for their child's education."	"The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work reaching out to engage families of underrepresented groups."	5	4	5	5	4	5	5	5	4	4	4	4	Met	6/9/2022	2022
43104390125799	Rocketship Alma Academy	3	"In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. Building meaningful relationships between families and staff and creating a welcoming environment are cornerstones of the school's partnership with families and ability to deliver for each child, everyday. As our students returned to in person learning, we focused on creating multiple opportunities and avenues, both virtual and in person, for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. As the year progressed, we placed particular emphasis on engaging families in person through school wide events, principal coffees and our Los Dichos reading program in order to build face to face connections, community and relationships."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"Relationships between teachers and families are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with families, which supports a strong school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. Families have also been able to continuously track their student's learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips families with the up to date information that allows them to support their students and be a continuous advocate for their learning.   Additionally, in 21.22 we strengthened our Care Corps program, with a designated Care Corp Coordinator on site. To support families during the pandemic and beyond, the Care Corps coordinator provided wrap-around services and in depth support to families to connect to local community resources in a multitude of areas including physical and mental health, food security, legal resources, online safety and more. Additionally, the Care Corp coordinator arranged a series of workshops to help families understand their rights and advocate for their students."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process."	"In order to continue to improve in seeking input for decision making, the school has invested in developing a parent organizing committee to partner with other families, school staff and school leaders on family engagement activities as well decisions impacting the school community. Additionally the parent organizing committee focuses on developing family skill to be advocates for their child's education."	"The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work reaching out to engage families of underrepresented groups."	5	4	5	5	4	5	5	5	4	4	4	4	Met	6/9/2022	2022
07616480137430	Rocketship Delta Prep	3	"In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. Building meaningful relationships between families and staff and creating a welcoming environment are cornerstones of the school's partnership with families and ability to deliver for each child, everyday. As our students returned to in person learning, we focused on creating multiple opportunities and avenues, both virtual and in person, for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. As the year progressed, we placed particular emphasis on engaging families in person through school wide events, principal coffees and our Los Dichos reading program in order to build face to face connections, community and relationships."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"Relationships between teachers and families are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with families, which supports a strong school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. Families have also been able to continuously track their student's learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips families with the up to date information that allows them to support their students and be a continuous advocate for their learning.   Additionally, in 21.22 we strengthened our Care Corps program, with a designated Care Corp Coordinator on site. To support families during the pandemic and beyond, the Care Corps coordinator provided wrap-around services and in depth support to families to connect to local community resources in a multitude of areas including physical and mental health, food security, legal resources, online safety and more. Additionally, the Care Corp coordinator arranged a series of workshops to help families understand their rights and advocate for their students."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process."	"In order to continue to improve in seeking input for decision making, the school has invested in developing a parent organizing committee to partner with other families, school staff and school leaders on family engagement activities as well decisions impacting the school community. Additionally the parent organizing committee focuses on developing family skill to be advocates for their child's education."	"The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work reaching out to engage families of underrepresented groups."	5	4	5	5	4	5	5	5	4	4	4	4	Met	6/9/2022	2022
43104390123281	Rocketship Discovery Prep	3	"In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. Building meaningful relationships between families and staff and creating a welcoming environment are cornerstones of the school's partnership with families and ability to deliver for each child, everyday. As our students returned to in person learning, we focused on creating multiple opportunities and avenues, both virtual and in person, for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. As the year progressed, we placed particular emphasis on engaging families in person through school wide events, principal coffees and our Los Dichos reading program in order to build face to face connections, community and relationships."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"Relationships between teachers and families are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with families, which supports a strong school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. Families have also been able to continuously track their student's learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips families with the up to date information that allows them to support their students and be a continuous advocate for their learning.   Additionally, in 21.22 we strengthened our Care Corps program, with a designated Care Corp Coordinator on site. To support families during the pandemic and beyond, the Care Corps coordinator provided wrap-around services and in depth support to families to connect to local community resources in a multitude of areas including physical and mental health, food security, legal resources, online safety and more. Additionally, the Care Corp coordinator arranged a series of workshops to help families understand their rights and advocate for their students."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process."	"In order to continue to improve in seeking input for decision making, the school has invested in developing a parent organizing committee to partner with other families, school staff and school leaders on family engagement activities as well decisions impacting the school community. Additionally the parent organizing committee focuses on developing family skill to be advocates for their child's education."	"The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work reaching out to engage families of underrepresented groups."	5	4	5	5	4	5	5	5	4	4	4	4	Met	6/9/2022	2022
43104390131110	Rocketship Fuerza Community Prep	3	"In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. Building meaningful relationships between families and staff and creating a welcoming environment are cornerstones of the school's partnership with families and ability to deliver for each child, everyday. As our students returned to in person learning, we focused on creating multiple opportunities and avenues, both virtual and in person, for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. As the year progressed, we placed particular emphasis on engaging families in person through school wide events, principal coffees and our Los Dichos reading program in order to build face to face connections, community and relationships."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"Relationships between teachers and families are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with families, which supports a strong school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. Families have also been able to continuously track their student's learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips families with the up to date information that allows them to support their students and be a continuous advocate for their learning.   Additionally, in 21.22 we strengthened our Care Corps program, with a designated Care Corp Coordinator on site. To support families during the pandemic and beyond, the Care Corps coordinator provided wrap-around services and in depth support to families to connect to local community resources in a multitude of areas including physical and mental health, food security, legal resources, online safety and more. Additionally, the Care Corp coordinator arranged a series of workshops to help families understand their rights and advocate for their students."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process."	"In order to continue to improve in seeking input for decision making, the school has invested in developing a parent organizing committee to partner with other families, school staff and school leaders on family engagement activities as well decisions impacting the school community. Additionally the parent organizing committee focuses on developing family skill to be advocates for their child's education."	"The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work reaching out to engage families of underrepresented groups."	5	4	5	5	4	5	5	5	4	4	4	4	Met	6/9/2022	2022
07617540134072	Rocketship Futuro Academy	3	"In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. Building meaningful relationships between families and staff and creating a welcoming environment are cornerstones of the school's partnership with families and ability to deliver for each child, everyday. As our students returned to in person learning, we focused on creating multiple opportunities and avenues, both virtual and in person, for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. As the year progressed, we placed particular emphasis on engaging families in person through school wide events, principal coffees and our Los Dichos reading program in order to build face to face connections, community and relationships."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"Relationships between teachers and families are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with families, which supports a strong school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. Families have also been able to continuously track their student's learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips families with the up to date information that allows them to support their students and be a continuous advocate for their learning.   Additionally, in 21.22 we strengthened our Care Corps program, with a designated Care Corp Coordinator on site. To support families during the pandemic and beyond, the Care Corps coordinator provided wrap-around services and in depth support to families to connect to local community resources in a multitude of areas including physical and mental health, food security, legal resources, online safety and more. Additionally, the Care Corp coordinator arranged a series of workshops to help families understand their rights and advocate for their students."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process."	"In order to continue to improve in seeking input for decision making, the school has invested in developing a parent organizing committee to partner with other families, school staff and school leaders on family engagement activities as well decisions impacting the school community. Additionally the parent organizing committee focuses on developing family skill to be advocates for their child's education."	"The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work reaching out to engage families of underrepresented groups."	5	4	5	5	4	5	5	5	4	4	4	4	Met	6/9/2022	2022
43104390120642	Rocketship Los Suenos Academy	3	"In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. Building meaningful relationships between families and staff and creating a welcoming environment are cornerstones of the school's partnership with families and ability to deliver for each child, everyday. As our students returned to in person learning, we focused on creating multiple opportunities and avenues, both virtual and in person, for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. As the year progressed, we placed particular emphasis on engaging families in person through school wide events, principal coffees and our Los Dichos reading program in order to build face to face connections, community and relationships."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"Relationships between teachers and families are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with families, which supports a strong school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. Families have also been able to continuously track their student's learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips families with the up to date information that allows them to support their students and be a continuous advocate for their learning.   Additionally, in 21.22 we strengthened our Care Corps program, with a designated Care Corp Coordinator on site. To support families during the pandemic and beyond, the Care Corps coordinator provided wrap-around services and in depth support to families to connect to local community resources in a multitude of areas including physical and mental health, food security, legal resources, online safety and more. Additionally, the Care Corp coordinator arranged a series of workshops to help families understand their rights and advocate for their students."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process."	"In order to continue to improve in seeking input for decision making, the school has invested in developing a parent organizing committee to partner with other families, school staff and school leaders on family engagement activities as well decisions impacting the school community. Additionally the parent organizing committee focuses on developing family skill to be advocates for their child's education."	"The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work reaching out to engage families of underrepresented groups."	5	4	5	5	4	5	5	5	4	4	4	4	Met	6/9/2022	2022
43104390113704	Rocketship Mateo Sheedy Elementary	3	"In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. Building meaningful relationships between families and staff and creating a welcoming environment are cornerstones of the school's partnership with families and ability to deliver for each child, everyday. As our students returned to in person learning, we focused on creating multiple opportunities and avenues, both virtual and in person, for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. As the year progressed, we placed particular emphasis on engaging families in person through school wide events, principal coffees and our Los Dichos reading program in order to build face to face connections, community and relationships."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"Relationships between teachers and families are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with families, which supports a strong school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. Families have also been able to continuously track their student's learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips families with the up to date information that allows them to support their students and be a continuous advocate for their learning.   Additionally, in 21.22 we strengthened our Care Corps program, with a designated Care Corp Coordinator on site. To support families during the pandemic and beyond, the Care Corps coordinator provided wrap-around services and in depth support to families to connect to local community resources in a multitude of areas including physical and mental health, food security, legal resources, online safety and more. Additionally, the Care Corp coordinator arranged a series of workshops to help families understand their rights and advocate for their students."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process."	"In order to continue to improve in seeking input for decision making, the school has invested in developing a parent organizing committee to partner with other families, school staff and school leaders on family engagement activities as well decisions impacting the school community. Additionally the parent organizing committee focuses on developing family skill to be advocates for their child's education."	"The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work reaching out to engage families of underrepresented groups."	5	4	5	5	4	5	5	5	4	4	4	4	Met	6/9/2022	2022
43694500123299	Rocketship Mosaic Elementary	3	"In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. Building meaningful relationships between families and staff and creating a welcoming environment are cornerstones of the school's partnership with families and ability to deliver for each child, everyday. As our students returned to in person learning, we focused on creating multiple opportunities and avenues, both virtual and in person, for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. As the year progressed, we placed particular emphasis on engaging families in person through school wide events, principal coffees and our Los Dichos reading program in order to build face to face connections, community and relationships."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"Relationships between teachers and families are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with families, which supports a strong school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. Families have also been able to continuously track their student's learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips families with the up to date information that allows them to support their students and be a continuous advocate for their learning.   Additionally, in 21.22 we strengthened our Care Corps program, with a designated Care Corp Coordinator on site. To support families during the pandemic and beyond, the Care Corps coordinator provided wrap-around services and in depth support to families to connect to local community resources in a multitude of areas including physical and mental health, food security, legal resources, online safety and more. Additionally, the Care Corp coordinator arranged a series of workshops to help families understand their rights and advocate for their students."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process."	"In order to continue to improve in seeking input for decision making, the school has invested in developing a parent organizing committee to partner with other families, school staff and school leaders on family engagement activities as well decisions impacting the school community. Additionally the parent organizing committee focuses on developing family skill to be advocates for their child's education."	"The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work reaching out to engage families of underrepresented groups."	5	4	5	5	4	4	5	5	4	4	4	4	Met	6/9/2022	2022
41690050132076	Rocketship Redwood City	3	"In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. Building meaningful relationships between families and staff and creating a welcoming environment are cornerstones of the school's partnership with families and ability to deliver for each child, everyday. As our students returned to in person learning, we focused on creating multiple opportunities and avenues, both virtual and in person, for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. As the year progressed, we placed particular emphasis on engaging families in person through school wide events, principal coffees and our Los Dichos reading program in order to build face to face connections, community and relationships."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"Relationships between teachers and families are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with families, which supports a strong school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. Families have also been able to continuously track their student's learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips families with the up to date information that allows them to support their students and be a continuous advocate for their learning.   Additionally, in 21.22 we strengthened our Care Corps program, with a designated Care Corp Coordinator on site. To support families during the pandemic and beyond, the Care Corps coordinator provided wrap-around services and in depth support to families to connect to local community resources in a multitude of areas including physical and mental health, food security, legal resources, online safety and more. Additionally, the Care Corp coordinator arranged a series of workshops to help families understand their rights and advocate for their students."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process."	"In order to continue to improve in seeking input for decision making, the school has invested in developing a parent organizing committee to partner with other families, school staff and school leaders on family engagement activities as well decisions impacting the school community. Additionally the parent organizing committee focuses on developing family skill to be advocates for their child's education."	"The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work reaching out to engage families of underrepresented groups."	5	4	5	5	4	5	5	5	4	4	4	4	Met	6/9/2022	2022
43104390133496	Rocketship Rising Stars	3	"In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. Building meaningful relationships between families and staff and creating a welcoming environment are cornerstones of the school's partnership with families and ability to deliver for each child, everyday. As our students returned to in person learning, we focused on creating multiple opportunities and avenues, both virtual and in person, for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. As the year progressed, we placed particular emphasis on engaging families in person through school wide events, principal coffees and our Los Dichos reading program in order to build face to face connections, community and relationships."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"Relationships between teachers and families are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with families, which supports a strong school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. Families have also been able to continuously track their student's learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips families with the up to date information that allows them to support their students and be a continuous advocate for their learning.   Additionally, in 21.22 we strengthened our Care Corps program, with a designated Care Corp Coordinator on site. To support families during the pandemic and beyond, the Care Corps coordinator provided wrap-around services and in depth support to families to connect to local community resources in a multitude of areas including physical and mental health, food security, legal resources, online safety and more. Additionally, the Care Corp coordinator arranged a series of workshops to help families understand their rights and advocate for their students."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process."	"In order to continue to improve in seeking input for decision making, the school has invested in developing a parent organizing committee to partner with other families, school staff and school leaders on family engagement activities as well decisions impacting the school community. Additionally the parent organizing committee focuses on developing family skill to be advocates for their child's education."	"The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work reaching out to engage families of underrepresented groups."	5	4	5	5	4	5	5	5	4	4	4	4	Met	6/9/2022	2022
43104390119024	Rocketship Si Se Puede Academy	3	"In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. Building meaningful relationships between families and staff and creating a welcoming environment are cornerstones of the school's partnership with families and ability to deliver for each child, everyday. As our students returned to in person learning, we focused on creating multiple opportunities and avenues, both virtual and in person, for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. As the year progressed, we placed particular emphasis on engaging families in person through school wide events, principal coffees and our Los Dichos reading program in order to build face to face connections, community and relationships."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"Relationships between teachers and families are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with families, which supports a strong school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. Families have also been able to continuously track their student's learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips families with the up to date information that allows them to support their students and be a continuous advocate for their learning.   Additionally, in 21.22 we strengthened our Care Corps program, with a designated Care Corp Coordinator on site. To support families during the pandemic and beyond, the Care Corps coordinator provided wrap-around services and in depth support to families to connect to local community resources in a multitude of areas including physical and mental health, food security, legal resources, online safety and more. Additionally, the Care Corp coordinator arranged a series of workshops to help families understand their rights and advocate for their students."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process."	"In order to continue to improve in seeking input for decision making, the school has invested in developing a parent organizing committee to partner with other families, school staff and school leaders on family engagement activities as well decisions impacting the school community. Additionally the parent organizing committee focuses on developing family skill to be advocates for their child's education."	"The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work reaching out to engage families of underrepresented groups."	5	4	5	5	4	5	5	5	4	4	4	4	Met	6/9/2022	2022
43694500128108	Rocketship Spark Academy	3	"In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. Building meaningful relationships between families and staff and creating a welcoming environment are cornerstones of the school's partnership with families and ability to deliver for each child, everyday. As our students returned to in person learning, we focused on creating multiple opportunities and avenues, both virtual and in person, for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. As the year progressed, we placed particular emphasis on engaging families in person through school wide events, principal coffees and our Los Dichos reading program in order to build face to face connections, community and relationships."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"Relationships between teachers and families are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with families, which supports a strong school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. Families have also been able to continuously track their student's learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips families with the up to date information that allows them to support their students and be a continuous advocate for their learning.   Additionally, in 21.22 we strengthened our Care Corps program, with a designated Care Corp Coordinator on site. To support families during the pandemic and beyond, the Care Corps coordinator provided wrap-around services and in depth support to families to connect to local community resources in a multitude of areas including physical and mental health, food security, legal resources, online safety and more. Additionally, the Care Corp coordinator arranged a series of workshops to help families understand their rights and advocate for their students."	"In order to continue to grow in the area of building relationships between school staff and families, the school will continue to increase the frequency staff receive development centered on culturally relevant family engagement as well as strategies to engage families via in person connections with a focus on both relationships and student outcomes."	"The school invested in engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally the school is providing professional development to staff on culturally relevant family engagement."	"In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process."	"In order to continue to improve in seeking input for decision making, the school has invested in developing a parent organizing committee to partner with other families, school staff and school leaders on family engagement activities as well decisions impacting the school community. Additionally the parent organizing committee focuses on developing family skill to be advocates for their child's education."	"The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work reaching out to engage families of underrepresented groups."	5	4	5	5	4	5	5	5	4	4	4	4	Met	6/9/2022	2022
54720900000000	Rockford Elementary	3	"Rockford enjoys very strong and supportive relationships between school staff and families. Parents and staff report that our greatest strength lies in the mutual respect and family atmosphere nurtured by staff, administration and parents through both formal and informal daily interactions. Over 85% of students who begin their school careers at Rockford will complete their elementary school preparation here, allowing staff and families to build long-standing, positive relationships.  Our greatest strength is the resulting supportive family atmosphere on campus."	"Post-pandemic surveys indicate that returning to this supportive family environment continues to be of great interest and concern for parents and staff. The pandemic emergency disrupted academic careers, but also disrupted social and emotional growth of students. Professional development, parents training, and professional guidance are providing insight for parents and staff as to how to mitigate the social/emotional impact of the pandemic emergency response."	"We have a very active English Learner Advisory Committee, led by parents, that continues to provide leadership and vision for engaging every parent in the self-reflection and improvement process. With a focus on mitigating social/emotional impacts of the pandemic, these parent leaders are implementing communication and feedback strategies to assure that all voices are heard and honored."	"Strengths in the area of building partnerships for student outcomes include strong efforts to assure that every parent and student understand and exercise their legal rights and to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education. Focus areas for improvement include professional learning and support for teachers and administration to improve our capacity to partner with families and providing families with information and resources to support student learning and development in the home."	Focus areas for improvement include continued professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas.	"We will continue to expand participation in formal processes such as School Site Council, English Learner Advisory and LCAP development. As parents of underrepresented students have increasingly become involved in these formal processes, they have helped us greatly expand the self-reflection process throughout the district and school."	"A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process. We’ve employed many strategies to meaningfully involve parents in this process with the result that their specific concerns and recommendations have played a significant role in the district LCAP. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress is being made in all areas of decision-making. There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to increase parent understanding of specific strategies to collaborate with their child’s teacher in the educational program."	"There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to increase parent understanding of specific strategies to collaborate with their child’s teacher in the educational program."	"We will continue to provide multiple modes of communication and feedback to make certain that the voices of educational partners are heard and honored in school and decision-making. LCAP development and evaluation processes provide an example. More and more parents, upon seeing their concerns and ideas incorporated into the LCAP, are now demonstrating a better understanding of school and district processes and taking advantage of opportunities to impact school and district decisions."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
31750856118392	Rocklin Academy	3	"At Rocklin Academy Family of Schools, we have worked hard to build relationships between our school staff and families. We begin by creating a welcoming environment for all, starting before students step through the doors. Our staff greets students and families each morning at drop-off and continues to foster relationships throughout each day through informal conversations, more formalized meetings, phone calls, and emails. On a weekly basis, our teachers and staff share news and information through our weekly newsletter. Additionally, we schedule several opportunities throughout the year for our families to engage with our staff, including Back to School Night, parent/teacher conferences, LCAP engagement workshops, participating in surveys, committee work, Parent School Partnership (PSP) meetings, family nights, budget/facilities meetings, etc. Rocklin Academy Family of Schools is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been planned to initiate outreach and make connections with parents, including Core Knowledge Night, Parent University, Family Nights, docent programs, performances, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. Unfortunately, because of the COVID-19 pandemic, many of these have had to be done in a virtual setting over the past two years but we are very pleased to still see a high level of engagement with our families. Other ways of providing meaningful input in the decision-making process for families have been serving on or participating in committee meetings or workshops such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, Parent Fundraising Committee (PFC), Local Control Accountability Plan (LCAP) workshops, and English Learner family (ELC) meetings. Again, the COVID-19 pandemic made some engagement opportunities much more challenging because we were unable to allow many of our in-person interactions. However, we quickly transitioned all meetings and workshops to virtual events which did show to be successful, in some cases, we had a higher participation rate than before the pandemic. When surveying parents through our annual Intent to Return survey, 100% of families participated. It revealed that 96% of Rocklin Academy families strongly agreed or agreed that they would recommend Rocklin Academy Family of Schools to their family or friends, 97% indicated that they were very satisfied or satisfied with Rocklin Academy and 97% indicated that they plan to return to Rocklin Academy next year. We have worked diligently to provide opportunities for our families and other educational partners to continue to participate and engage with us but look forward to the day we return to “normal”. Both our staff and families are committed to working together to improve student outcomes."	"As a result of the restrictions that were put in place as a result of COVID-19, opportunities for volunteering at our school have been limited over the past two years. Some of our educational partners were unable to regularly volunteer in the classroom like they used to be able to do. We strongly believe that our educational program is strengthened by community and parent partnerships and are looking forward to the volunteering opportunities resuming as they did prior to the COVID pandemic. Now that restrictions are easing up, we want to continue to keep our students and staff safe. We will be inviting volunteers back on campus, and providing weekly testing for those who are unvaccinated but would like to be on campus to support the students and staff. We know how important this is to all of our educational partners and the positive impact it has on student learning and emotional well-being. Therefore, we are looking forward to rebuilding this aspect of our parent/school relationship."	"Building relationships between school staff and our families is a top priority at Rocklin Academy Family of Schools. We continually work to improve engagement and have identified areas of opportunity to strengthen these relationships, especially with our underrepresented families. We plan to increase the number of family engagement opportunities for our English learners and students with disabilities. We also plan to increase the number of times we reach out to low-income families to see if there is any additional support we may be able to provide or direct them toward. Additionally, we are researching alternative messaging systems to help better communicate with families. We are looking for one that is more user-friendly, well accessible by phone, and would allow families to select automatic translations."	"At Rocklin Academy Family of Schools, we believe that our educational program is strengthened by strong partnerships with families. Communication is key to this being a success. Based on the analysis of educational partner input, the following were identified as strengths in building partnerships for student outcomes. • Communication from teachers, principal, and superintendent • Parent/teacher conferences or other collaborative meetings We send home weekly communication to all families as a way of keeping the informed of what is going on in the classrooms and on campus. Our superintendent also provides a monthly update, sharing important information and highlights across all sites. We also host several collaborative workshops and meetings throughout the year focused on student outcomes. Other, more individualized work is accomplished through SST, IEP, and LTEL meetings with teachers, principals, and families to review data and set student goals. Finally, our parent portal provides access to families on their child’s academic progress and other important information."	"Based on the analysis of educational partner input, we have identified some areas for improvement in building partnerships for student outcomes. As a result of the COVID-19 pandemic and the restrictions that were put in place, opportunities for parent involvement on-campus have diminished. Families and staff are all eager for those to return to normal. In the 2022-23 school year we will be working to improve or increase the following areas to rebuild partnerships for student outcomes. • Volunteering opportunities on field trips • Volunteering opportunities in the classroom • In-person events • Communication The RAFOS mission states, “Rocklin Academy Family of Schools provides a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.” This partnership is critical to the success of our students and we are committed to strengthening it."	"Based on the analysis of educational partner input our school plans to improve engagement of underrepresented families to build stronger partnerships for student outcomes by: • Increasing the number of workshops/meetings intended to support, inform, and collaborate with our families of English learners • Continuing to build upon the resources provided to support families • Reaching out to our foster youth and low-income families more frequently to determine what additional supports they need that we may be able to provide or help identifying assistance with"	"Based on the analysis of educational partner input and local data, current strengths for seeking input for decisionmaking that have been identified include the following: • Opportunities to provide input through surveys • Discussions with classroom teachers or other school staff • Opportunities to attend meetings such as board meetings, PSP meetings, OPS meetings, EL meetings, etc. • Opportunities to participate and provide input at meetings Although several strengths have been identified in the way we seek input from our educational partners for decisionmaking we are always working to improve this process."	"Based on the analysis of educational input and local data, we have identified the following trends as areas of improvement for seeking input for decision-making: • Increase the number of face-to-face interactions • Improve communication We look forward to the COVID-19 restrictions being lifted and believe that this will help alleviate some of the strain that has been caused. Families are incredibly eager and willing to participate in the decision making process and as an organization, we know that their input is crucial to the success of our students and schools. It is unfortunate that we have struggled to engage with our educational partners during the time of COVID, having the lowest participation rates in the history of our schools for workshops and surveys. We understand that the fatigue is genuine for all partners and are incredibly eager for things to return to normal."	"We are always seeking ways to improve engagement with our underrepresented families. Areas identified that we are further looking into including the following: • Consider providing a variety of times for families to engage (morning/afternoon/evening) to better accommodate schedules • Research communication platforms that allow for language translations • Continue to reach out to underrepresented families to ensure that all groups are provided opportunities to contribute to and participate on committees Another process that we are looking to improve upon is how we gather input for decision-making. We have recognized that over the past two years, participation in surveys and workshops/meetings has been very low compared to years past. We plan to incorporate many of our important decisions into our annual Intent to Return survey in which all families participate. This should help us gather important information that will help guild decisions"	4	4	4	3	4	4	4	3	4	4	3	3	Met	6/13/2022	2022
31750850114371	Rocklin Academy at Meyers Street	3	"At Rocklin Academy Family of Schools, we have worked hard to build relationships between our school staff and families. We begin by creating a welcoming environment for all, starting before students step through the doors. Our staff greets students and families each morning at drop-off and continues to foster relationships throughout each day through informal conversations, more formalized meetings, phone calls, and emails. On a weekly basis, our teachers and staff share news and information through our weekly newsletter. Additionally, we schedule several opportunities throughout the year for our families to engage with our staff, including Back to School Night, parent/teacher conferences, LCAP engagement workshops, participating in surveys, committee work, Parent School Partnership (PSP) meetings, family nights, budget/facilities meetings, etc. Rocklin Academy Family of Schools is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been planned to initiate outreach and make connections with parents, including Core Knowledge Night, Parent University, Family Nights, docent programs, performances, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. Unfortunately, because of the COVID-19 pandemic, many of these have had to be done in a virtual setting over the past two years but we are very pleased to still see a high level of engagement with our families. Other ways of providing meaningful input in the decision-making process for families have been serving on or participating in committee meetings or workshops such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, Parent Fundraising Committee (PFC), Local Control Accountability Plan (LCAP) workshops, and English Learner family (ELC) meetings. Again, the COVID-19 pandemic made some engagement opportunities much more challenging because we were unable to allow many of our in-person interactions. However, we quickly transitioned all meetings and workshops to virtual events which did show to be successful, in some cases, we had a higher participation rate than before the pandemic. When surveying parents through our annual Intent to Return survey, 100% of families participated. It revealed that 96% of Rocklin Academy families strongly agreed or agreed that they would recommend Rocklin Academy Family of Schools to their family or friends, 97% indicated that they were very satisfied or satisfied with Rocklin Academy and 97% indicated that they plan to return to Rocklin Academy next year. We have worked diligently to provide opportunities for our families and other educational partners to continue to participate and engage with us but look forward to the day we return to “normal”. Both our staff and families are committed to working together to improve student outcomes."	"As a result of the restrictions that were put in place as a result of COVID-19, opportunities for volunteering at our school have been limited over the past two years. Some of our educational partners were unable to regularly volunteer in the classroom like they used to be able to do. We strongly believe that our educational program is strengthened by community and parent partnerships and are looking forward to the volunteering opportunities resuming as they did prior to the COVID pandemic. Now that restrictions are easing up, we want to continue to keep our students and staff safe. We will be inviting volunteers back on campus, and providing weekly testing for those who are unvaccinated but would like to be on campus to support the students and staff. We know how important this is to all of our educational partners and the positive impact it has on student learning and emotional well-being. Therefore, we are looking forward to rebuilding this aspect of our parent/school relationship."	"Building relationships between school staff and our families is a top priority at Rocklin Academy Family of Schools. We continually work to improve engagement and have identified areas of opportunity to strengthen these relationships, especially with our underrepresented families. We plan to increase the number of family engagement opportunities for our English learners and students with disabilities. We also plan to increase the number of times we reach out to low-income families to see if there is any additional support we may be able to provide or direct them toward. Additionally, we are researching alternative messaging systems to help better communicate with families. We are looking for one that is more user-friendly, well accessible by phone, and would allow families to select automatic translations."	"At Rocklin Academy Family of Schools, we believe that our educational program is strengthened by strong partnerships with families. Communication is key to this being a success. Based on the analysis of educational partner input, the following were identified as strengths in building partnerships for student outcomes. • Communication from teachers, principal, and superintendent • Parent/teacher conferences or other collaborative meetings We send home weekly communication to all families as a way of keeping the informed of what is going on in the classrooms and on campus. Our superintendent also provides a monthly update, sharing important information and highlights across all sites. We also host several collaborative workshops and meetings throughout the year focused on student outcomes. Other, more individualized work is accomplished through SST, IEP, and LTEL meetings with teachers, principals, and families to review data and set student goals. Finally, our parent portal provides access to families on their child’s academic progress and other important information."	"Based on the analysis of educational partner input, we have identified some areas for improvement in building partnerships for student outcomes. As a result of the COVID-19 pandemic and the restrictions that were put in place, opportunities for parent involvement on-campus have diminished. Families and staff are all eager for those to return to normal. In the 2022-23 school year we will be working to improve or increase the following areas to rebuild partnerships for student outcomes. • Volunteering opportunities on field trips • Volunteering opportunities in the classroom • In-person events • Communication The RAFOS mission states, “Rocklin Academy Family of Schools provides a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.” This partnership is critical to the success of our students and we are committed to strengthening it."	"Based on the analysis of educational partner input our school plans to improve engagement of underrepresented families to build stronger partnerships for student outcomes by: • Increasing the number of workshops/meetings intended to support, inform, and collaborate with our families of English learners • Continuing to build upon the resources provided to support families • Reaching out to our foster youth and low-income families more frequently to determine what additional supports they need that we may be able to provide or help identifying assistance with"	"Based on the analysis of educational partner input and local data, current strengths for seeking input for decisionmaking that have been identified include the following: • Opportunities to provide input through surveys • Discussions with classroom teachers or other school staff • Opportunities to attend meetings such as board meetings, PSP meetings, OPS meetings, EL meetings, etc. • Opportunities to participate and provide input at meetings Although several strengths have been identified in the way we seek input from our educational partners for decisionmaking we are always working to improve this process."	"Based on the analysis of educational input and local data, we have identified the following trends as areas of improvement for seeking input for decision-making: • Increase the number of face-to-face interactions • Improve communication We look forward to the COVID-19 restrictions being lifted and believe that this will help alleviate some of the strain that has been caused. Families are incredibly eager and willing to participate in the decision making process and as an organization, we know that their input is crucial to the success of our students and schools. It is unfortunate that we have struggled to engage with our educational partners during the time of COVID, having the lowest participation rates in the history of our schools for workshops and surveys. We understand that the fatigue is genuine for all partners and are incredibly eager for things to return to normal."	"We are always seeking ways to improve engagement with our underrepresented families. Areas identified that we are further looking into including the following: • Consider providing a variety of times for families to engage (morning/afternoon/evening) to better accommodate schedules • Research communication platforms that allow for language translations • Continue to reach out to underrepresented families to ensure that all groups are provided opportunities to contribute to and participate on committees Another process that we are looking to improve upon is how we gather input for decision-making. We have recognized that over the past two years, participation in surveys and workshops/meetings has been very low compared to years past. We plan to incorporate many of our important decisions into our annual Intent to Return survey in which all families participate. This should help us gather important information that will help guild decisions."	4	4	4	3	4	4	4	3	4	4	3	3	Met	6/13/2022	2022
31668520127928	Rocklin Academy Gateway	3	"At Rocklin Academy Family of Schools, we have worked hard to build relationships between our school staff and families. We begin by creating a welcoming environment for all, starting before students step through the doors. Our staff greets students and families each morning at drop-off and continues to foster relationships throughout each day through informal conversations, more formalized meetings, phone calls, and emails. On a weekly basis, our teachers and staff share news and information through our weekly newsletter. Additionally, we schedule several opportunities throughout the year for our families to engage with our staff, including Back to School Night, parent/teacher conferences, LCAP engagement workshops, participating in surveys, committee work, Parent School Partnership (PSP) meetings, family nights, budget/facilities meetings, etc. Rocklin Academy Family of Schools is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been planned to initiate outreach and make connections with parents, including Core Knowledge Night, Parent University, Family Nights, docent programs, performances, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. Unfortunately, because of the COVID-19 pandemic, many of these have had to be done in a virtual setting over the past two years but we are very pleased to still see a high level of engagement with our families. Other ways of providing meaningful input in the decision-making process for families have been serving on or participating in committee meetings or workshops such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, Parent Fundraising Committee (PFC), Local Control Accountability Plan (LCAP) workshops, and English Learner family (ELC) meetings. Again, the COVID-19 pandemic made some engagement opportunities much more challenging because we were unable to allow many of our in-person interactions. However, we quickly transitioned all meetings and workshops to virtual events which did show to be successful, in some cases, we had a higher participation rate than before the pandemic. When surveying parents through our annual Intent to Return survey, 100% of families participated. It revealed that 96% of Rocklin Academy families strongly agreed or agreed that they would recommend Rocklin Academy Family of Schools to their family or friends, 97% indicated that they were very satisfied or satisfied with Rocklin Academy and 97% indicated that they plan to return to Rocklin Academy next year. We have worked diligently to provide opportunities for our families and other educational partners to continue to participate and engage with us but look forward to the day we return to “normal”. Both our staff and families are committed to working together to improve student outcomes."	"As a result of the restrictions that were put in place as a result of COVID-19, opportunities for volunteering at our school have been limited over the past two years. Some of our educational partners were unable to regularly volunteer in the classroom like they used to be able to do. We strongly believe that our educational program is strengthened by community and parent partnerships and are looking forward to the volunteering opportunities resuming as they did prior to the COVID pandemic. Now that restrictions are easing up, we want to continue to keep our students and staff safe. We will be inviting volunteers back on campus, and providing weekly testing for those who are unvaccinated but would like to be on campus to support the students and staff. We know how important this is to all of our educational partners and the positive impact it has on student learning and emotional well-being. Therefore, we are looking forward to rebuilding this aspect of our parent/school relationship."	"Building relationships between school staff and our families is a top priority at Rocklin Academy Family of Schools. We continually work to improve engagement and have identified areas of opportunity to strengthen these relationships, especially with our underrepresented families. We plan to increase the number of family engagement opportunities for our English learners and students with disabilities. We also plan to increase the number of times we reach out to low-income families to see if there is any additional support we may be able to provide or direct them toward. Additionally, we are researching alternative messaging systems to help better communicate with families. We are looking for one that is more user-friendly, well accessible by phone, and would allow families to select automatic translations."	"At Rocklin Academy Family of Schools, we believe that our educational program is strengthened by strong partnerships with families. Communication is key to this being a success. Based on the analysis of educational partner input, the following were identified as strengths in building partnerships for student outcomes. • Communication from teachers, principal, and superintendent • Parent/teacher conferences or other collaborative meetings We send home weekly communication to all families as a way of keeping the informed of what is going on in the classrooms and on campus. Our superintendent also provides a monthly update, sharing important information and highlights across all sites. We also host several collaborative workshops and meetings throughout the year focused on student outcomes. Other, more individualized work is accomplished through SST, IEP, and LTEL meetings with teachers, principals, and families to review data and set student goals. Finally, our parent portal provides access to families on their child’s academic progress and other important information."	"Based on the analysis of educational partner input, we have identified some areas for improvement in building partnerships for student outcomes. As a result of the COVID-19 pandemic and the restrictions that were put in place, opportunities for parent involvement on-campus have diminished. Families and staff are all eager for those to return to normal. In the 2022-23 school year we will be working to improve or increase the following areas to rebuild partnerships for student outcomes. • Volunteering opportunities on field trips • Volunteering opportunities in the classroom • In-person events • Communication The RAFOS mission states, “Rocklin Academy Family of Schools provides a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.” This partnership is critical to the success of our students and we are committed to strengthening it."	"Based on the analysis of educational partner input our school plans to improve engagement of underrepresented families to build stronger partnerships for student outcomes by: • Increasing the number of workshops/meetings intended to support, inform, and collaborate with our families of English learners • Continuing to build upon the resources provided to support families • Reaching out to our foster youth and low-income families more frequently to determine what additional supports they need that we may be able to provide or help identifying assistance with"	"Based on the analysis of educational partner input and local data, current strengths for seeking input for decisionmaking that have been identified include the following: • Opportunities to provide input through surveys • Discussions with classroom teachers or other school staff • Opportunities to attend meetings such as board meetings, PSP meetings, OPS meetings, EL meetings, etc. • Opportunities to participate and provide input at meetings Although several strengths have been identified in the way we seek input from our educational partners for decisionmaking we are always working to improve this process."	"Based on the analysis of educational input and local data, we have identified the following trends as areas of improvement for seeking input for decision-making: • Increase the number of face-to-face interactions • Improve communication We look forward to the COVID-19 restrictions being lifted and believe that this will help alleviate some of the strain that has been caused. Families are incredibly eager and willing to participate in the decision making process and as an organization, we know that their input is crucial to the success of our students and schools. It is unfortunate that we have struggled to engage with our educational partners during the time of COVID, having the lowest participation rates in the history of our schools for workshops and surveys. We understand that the fatigue is genuine for all partners and are incredibly eager for things to return to normal."	"We are always seeking ways to improve engagement with our underrepresented families. Areas identified that we are further looking into including the following: • Consider providing a variety of times for families to engage (morning/afternoon/evening) to better accommodate schedules • Research communication platforms that allow for language translations • Continue to reach out to underrepresented families to ensure that all groups are provided opportunities to contribute to and participate on committees Another process that we are looking to improve upon is how we gather input for decision-making. We have recognized that over the past two years, participation in surveys and workshops/meetings has been very low compared to years past. We plan to incorporate many of our important decisions into our annual Intent to Return survey in which all families participate. This should help us gather important information that will help guild decisions."	4	4	4	3	4	4	4	3	4	4	3	3	Met	6/13/2022	2022
31750850000000	Rocklin Unified	3	"Rocklin Unified School District has continued to focus on building and sustaining relationships with our families and community.  During the 2021-22 school year, the District maintained previous efforts to engage families through the LCAP development process and continued the Homeless and Foster Youth Advisory Committee and Equity and Inclusivity Steering Committee to strengthen our practices and outreach for and of underrepresented groups."	"Recommendations from these groups around engagement of educational partners included the following: 1) increase family engagement activities with all families, 2) create opportunities for district and school personnel to engage in dialogue, and 3) increase communications in home languages of families and provide support for bilingual staff. Additionally, RUSD plans to maintain existing outreach efforts, including parent information sessions at all school sites, district-level parent information sessions, and increased communication from school to home and home to school related to the History Social Studies curriculum."	"A continued area for growth for our District during the 2022-23 school year is in the area of communication.  Increased communication will impact all levels - staff to staff, staff to students, students to students, school to family and family to school.  The District will also continue the outreach efforts through our partnerships in education program and ongoing parent outreach conducted at each of our schools and from our Communications Department.  Additionally, increased outreach to families of underrepresented students will happen throughout the year beginning with a Back to School Fair specifically for these families to provide opportunities to connect directly with school staff and district departments and receive information and supplies."	"Rocklin Unified School District strives to build and maintain strong partnerships with families and community members in order to positively impact student outcomes.  During the 2021-22 school year, school staff regularly communicated and engaged with families through parent teacher conferences, family nights, school site council meetings, back to school nights, open house/showcase nights, and ongoing verbal and written communication between school and home.  Additionally, the District maintains high involvement from teacher and staff groups in determining areas of focus in district programs and services."	"Recommendations from these groups around engagement of educational partners included the following: 1) increase family engagement and learning activities with all families around district priorities (ie, math and social emotional learning), 2) create opportunities for district and school personnel to engage in dialogue, and 3) increase communications in home languages of families. Additionally, RUSD plans to maintain existing outreach efforts, including parent information sessions at all school sites, district-level parent information sessions, and increased communication from school to home."	"A continued area for growth for our District during the 2022-23 school year is in the area of communication, specifically with families of socio-economically disadvantaged students, students living in homelessness, foster youth, and English learner students.  RUSD will continue advisory committees representing these families and will increase targeted outreach beginning with a Back to School Fair specifically for these families to provide opportunities to connect directly with school staff and district departments."	"During the 2021-22 school year, Rocklin Unified School District continued to invest in outreach efforts with our parents and guardians, with alterations due to Covid-19.  In addition to home to school and school to home communication happening at school sites, multiple advisory and parent engagement groups existed across the district including: LCAP parent/guardian advisory groups, parent teacher clubs, school site councils, boosters, English Language Advisory Committee, District English Language Advisory Committee, and Gifted and Talented Education Advisory Committee, Homeless and Foster Youth Advisory Committee, Equity and Inclusivity Steering Committee, and Equity and Inclusivity Events Team.  As part of the LCAP development process, three teams (one parent/guardian, one staff, and one district team) met regularly to review student achievement and wellness data and provide input on services and programs for our students."	"Annually, all families and staff have the opportunity to participate in an annual LCAP survey to share their perspectives about services and supports in the District to address the state priorities.  LCAP advisory groups participated in authentic experiences, including analyzing student achievement data, data to inform local indicators, student forum information, and staff and parent/guardian survey results.  Increasing participation in all of these outreach efforts remains a focus area."	"A continued area for growth for our District during the 2022-23 school year is ensuring parent/guardian participation is inclusive of the groups in our district, including families of socio-economically disadvantaged students, students living in homelessness, foster youth, and English learner students.  RUSD will continue advisory committees representing these families and will increase targeted outreach beginning with a Back to School Fair specifically for these families to provide opportunities to connect directly with school staff and district departments."	4	3	3	3	4	4	4	5	5	4	3	4	Met	6/8/2022	2022
45752670113407	Rocky Point Charter	3	"We offer a multitude of ways to engage families, to make connections and create relationships. During the 2021-22 school year, staff participated in various trainings including trauma informed teaching.  RPCS provides opportunities for parent-teacher conferences two times a year for all gradeTK-8. Conferences are focused on goal setting for the year and not just a focus on report cards. Teachers have stressed the importance teacher/family communication in regards to student progress as a critical tool to monitor student progress."	"Continued work to engage parents with additional opportunities for parent education remains a priority along with the implementation of the system of multi-tiered support.  We will continue to offer a multitude of ways to engage families especially now that there is relief of the pandemic we can revisit and re-engage in the normalcy that brought the school community together in the past such as family nights, concerts, show cases, field studies, meet and greets and in person parent teacher conferences."	"Survey families to allow them to have input on how they prefer to build relationships between families and staff and to help identify areas of focus and growth.  Staff is always reaching out to families through email, phone, social media platforms, in person and text messages.  We encourage more positive phone calls home. We are always open to all forms of communication to build the family engagement.  Rocky Point Charter School requires parents to attend 2 student led conferences annually, near the end of Trimester 1 and Trimester 2. We offer flexible schedules to accommodate parent schedules, and train and prepare students to lead their own conference, and encourage the entire family to attend to hear their accomplishments and their goals. Another goal we have is we always welcome our families on campus as we encourage parent partnership and parents to volunteer."	"During the COVID-19 pandemic and ensuing restrictions, families were restricted from part of school recognition assemblies and events for a good portion of the year. However, as restrictions have lifted, school events including end of the year promotions and graduations were able to return. Rocky Point Charter has worked to improve communication with a weekly Newsletter that is sent by email, classroom newsletters, and active social media accounts to promote activities at school.  Rocky Point Charter has an active PTO to engage parents. Rocky Point Charter is strong in providing meeting opportunities to parents to meet and talk about their student."	"During 2021-22, school staff participated in equity mindset and trauma informed practices professional development. In 2022-23, we will continue on with this professional development as it will support building partnerships for student outcomes. RPCS will continue to establish communication protocols and methods for families to seek support."	"The return of student celebrations will be critical invitations for our families to be active participants in celebrating their student or school programs. RPCS needs to ensure that it supplies the needed school supplies are available for all parents. During events, we will ensure that there are childcare options that are available to all families, so that childcare is not a barrier for parent participation.  RPCS encourages teachers to participate in parent events, which will encourage families and strengthen partnerships.RPCS  will ensure that we follow up with families who don't attend, schedule a meeting and provide multiple ways/times to meet. Implement School Attendance Review Team (SART) with the GOAL of communicating the importance of regular on time attendance with families. When possible, combine parent workshops with community nights and fun activities."	RPCS has multiple opportunities for parents to provide input for decision making. RPCS has a PTO to provide input for a host of site level decisions. RPCS has a School Site Council to engage parents within those specific subject matter jurisdictions.	"An area of focused improvement would be to increase parent participation.  We need more parent participation in PTO. In addition, more communication to increase parent understanding of the PTO group and the work that is being done. Increase recruitment for all groups and provide regular/flexible meeting times and dates."	We need to celebrate such identified students with recognition during events or ceremonies. Ensure that events are scheduled with flexible time and options so that they are open for all. Consider adding in a section the weekly eNewsletter as a focal point for parent information.	4	5	5	5	4	4	4	4	3	3	3	3	Not Met	9/20/2022	2022
43693936046668	Rolling Hills Middle	3	"CUSD families appreciate communication from school to home, especially SeeSaw, ParentSquare, and Zoom, the relationships that schools have established, and the ways out of school programs and Expanded Learning enhance these connections. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home."	"Covid has had a direct impact on building relationships, especially with regard to limiting opportunities for in person events and activities. Families seek a return to in person interaction, recognizing the positive impact this has on participation at school. In addition, there is a desire to clarify and refine information flow so families know what to expect and where to find the most current information."	"CUSD schools will work to increase in person events where safe and feasible, and to learn from families the best times and ways to connect. On campus events are seen as powerful ways to engage with and recruit families to play a larger role in the school community and sites will continue to use Community Liaisons as families consistently cite their positive impact."	"CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. Conferences, along with the welcoming environments at schools, make families feel comfortable when reaching out to their student’s school. Outside of these structures, families cited the different resources used to share information about student progress as an area of strength, including report cards, attendance notifications, and i-Ready reports. Out of school events such as math nights are also seen as a strength, and many families look forward to an increase of on campus events in the coming year."	"CUSD continues to see the need for in person connection, both formal and informal, as central to improving home and school partnerships to support student outcomes. Streamlining and clarifying methods of communication was also noted as an area for improvement, as was a desire to offer more training to staff and the possibility of increasing the frequency of existing meetings like ELAC."	"CUSD schools have a strong desire to conduct in person, face to face outreach, a theme that is central across all areas of family and parent engagement. Schools will work to target outreach and learn from families their preferred method and frequency of engagement to ensure increased alignment."	"Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to determine areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee."	"While there is appreciation for remote meetings and the flexibility they provide, schools have seen a drop in participation and membership in committees. In addition, following results from our Family Satisfaction survey, we are committed to being more transparent with regard to district funding."	"CUSD continues to work to empower families to become school leaders, and remains committed to responding to input gathered in all settings. In 2021.2022, the Parent/Caregiver Satisfaction Survey was taken, and results shared out across the Campbell community. Responses from this survey drive our work for 2022.2023 and support our efforts to better engage with and be responsive to underrepresented families. As noted above, part of this work includes increased communication and information regarding use of funding allocations at the district level."	4	4	4	5	4	5	4	4	4	4	4	4	Met	6/23/2022	2022
33672310000000	Romoland Elementary	3	"Each school offers parent/guardian and family engagement opportunities based on parent/guardian feedback and needs. The district has invested in school site clerks to assist with community engagement and connecting families with resources. The district has additionally invested in communication upgrades, including website, mass communication methods, and digital marquees. A Communications Coordinator supports parent/guardian and community outreach and engagement. The district and schools use a combination of in-person and virtual parent-teacher conferences, parent/guardian meeting options, and community engagement events."	"Educational partners expressed that the virtual options were beneficial since they provided families with flexibility for engagement, and thus, virtual options for parent/guardian and family engagement should continue."	#NAME?	"The district conducts annual professional development with all staff on the topic of parent/guardian and family engagement, which emphasizes an asset-focused approach, positive relationship development, and the benefits of strong school-community partnerships. Each school has a Parent/Guardian Engagement Plan that is reviewed and revised annually by the School Site Council."	"An area for growth is for families, teachers, site administrators, and district administrators to work together to plan, design, implement and evaluate a parent/guardian schedule of workshop events and video resources that address the following areas: academics, attendance, and social-emotional learning & behavior."	#NAME?	"The district has an active District Advisory Committee, District English Learner Advisory Committee, and Local Control and Accountability Plan (LCAP) school and district teams. All of these committees include parent/guardian members who provide input on the direction of the district LCAP annually. All schools have active School Site Councils and English Learner Advisory Committees with parent/guardian members who provide input on the direction of the School Plans for Student Achievement. The district and schools use a combination of in-person and virtual sessions for LCAP teams, councils, and advisory committees."	"Education partners expressed that the virtual options were beneficial since they provided families with flexibility for engagement, and thus, virtual options for parent/guardian engagement on LCAP teams, councils, and advisory committees should continue to be integrated into meeting options for participation."	#NAME?	3	3	3	4	3	3	3	3	4	4	3	3	Met	6/28/2022	2022
15637500000000	Rosedale Union Elementary	3	"Based on the analysis of educational partner input and local data, our current strengths in Building Relationships Between School Staff and Families are: Families feel supported by their child’s school  Schools are welcoming  There are opportunities to contribute to decisions and stakeholders are made aware of the opportunities  Regular Communication (once a week or more)  Families report their students look forward to attending school  Schools are environments in which students and staff treat each other with respect  Schools effectively address discipline issues Schools effectively address attendance  Schools value parents as partners"	"Based on the analysis of educational partner input and local data, our focus area for improvement in Building Relationships Between School Staff and Families is to continue building welcoming partnerships with parents and families through consistent and clear communication, and through welcoming families onto campus for a variety of activities, and opportunities."	"Based on the analysis of educational partner input and local data we will improve engagment of underrepresented families identified during the self-reflection process through offering information in print form, fostering and supporting communication in a the home language of families."	Our current strengths and progress in Building Partnerships for Student Outcomes are: Schools have set high academic standards  Students receive a high quality education  Students work assignments are grade-level appropriate	"Our focus area for improvement in Building Partnerships for Student Outcomes is to continue building welcoming partnerships with parents and families through consistent and clear communication, and through welcoming families onto campus for a variety of activities, and opportunities."	"Based on the analysis of data, we will improve engagement of underrepresented families identified during the self-reflection process by offering information in print form, fostering and supporting communication in a the home language of families."	"Based on partner input and local data, our current strengths and progress in Seeking Input for Decision-Making are: Communication about opportunities to contribute to decisions  Families are valued as partners"	"Based on analysis of educational partner input and local data, our focus area for improvment in Seeking Input for Decision-Making is to continue regular advertisement and communication about opportunities for input in decision-making."	"Based on the analysis of educational partner input and local data, we will improve engagement of underrepresented families identified during the self-reflection process by fostering and supporting communication in a the home language of families.  Sites are also intentionally reaching out to families of underrepresented families to encourage and support their input in decision-making processes."	5	4	3	4	4	4	5	4	4	4	4	4	Met	6/14/2022	2022
49709040000000	Roseland	3	"We continue to have high levels of trusting and respectful relationships with families through ParentSquare Communication, Back to School Night, schoolwide events, and two rounds of Parent-Teacher Conferences. Adding the second round of parent conferences has enabled more consistent communication between teachers and families. YouthTruth survey results show that: • 89% of families reported that administrators treat families with respect (Sonoma County average 83%). • 92% of families reported that teachers treat families with respect (Sonoma County average 90%). • 94% of families reported that they feel comfortable approaching teachers about their child's progress (Sonoma County average 92%) • Families rated an overall positive school culture ranking of 85% (Sonoma County average 77%). Creating a welcoming environment for all families is a priority for the district. • 87% of families reported a percent positive that their school creates a friendly environment (Sonoma County average 83%). We have systems in place to learn about each family’s strengths, cultures, languages, and goals for their children through Parent-Teacher Conferences, Back to School Night, Parentsquare communication, etc. However, it is a priority for the district to continue to grow in this area through professional development and continued focus on equity and anti-racism work. On the YouthTruth survey: • 83% of families responded that their school respects people of different races/ethnicities (Sonoma County average 75%) • 77% of families responded that their school respects people of different incomes (Sonoma County average 69%) • 85% of families responded that their school respects people of different countries of origin (Sonoma County average 75%) This data shows that Roseland District schools are above county averages in these essential areas; however, we still have an important opportunity to make improvements and put further systems in place to ensure that all families feel that they are respected and valued and are an essential part of the school community. We are engaging in 2-way communication between families and educators in a language language that is understandable and accessible to families by providing: Back to School Night, two rounds of Parent Conferences, Open House, Parent Club meetings, ELAC/DELAC, ParentSquare messaging, robocalls and newsletters. • Families reported high levels of communication (90% Roseland District; 74% Sonoma County average) • Parent conferences are held twice yearly and attendance is typically between 95% - 100% as teachers make every effort to reach every parent (rescheduling and providing make-up conferences as needed)."	"While this is an area of relative strength for us, Roseland School District will continue to focus on improving relationships and connections with families. Some important next steps include further developing the capacity of staff (i.e., administrators, teachers, and classified staff) to utilize culturally responsive family engagement practices and to determine ways to best reach families who are not accessing school-to-home communications (ParentSquare, robocalls, etc.)."	"The Roseland School District will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC/ELAC meetings, School Site Council meetings, parent conferences, parent club meetings, parent-teacher conferences, and the use of ParentSquare and Robocalls. Next year, we will focus on increasing participation in DELAC/ELAC meetings and attendance at parent club meetings. The district will partner with teachers to ensure we reach parents with the most important district messages being sent home (such as YouthTruth survey participation)."	"We are beginning to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families through professional development days, future MTSS Workshops, coordinated services team meetings, bilingual Back-to-School Night and Open House. While our families rate relationships positively on the YouthTruth Survey (5% above county average), there is still room for improvement. We are providing families with information and resources to support student learning and development in the home by holding TK/K orientation, parent-teacher conferences, parent club meetings, and webinars/online meetings focusing on specific areas of need (such as puberty education overview). • 91% of families reported on the YouthTruth survey that “they receive information about what their child should learn and be able to do.” (Sonoma County average 78%) • 89% of families reported on the YouthTruth survey that their ""school provides the guidance necessary to help my child succeed."" (Sonoma County average 75%) We are implementing policies or programs for teachers to meet with families to discuss student progress and ways to work together to support improved student outcomes by holding parent-teacher Conferences and IEP, 504, and SST meetings. • 89% of families reported that “they receive regular feedback about their child’s progress” (Sonoma County 72%). Also, 91% of families reported that, “Teachers clearly communicate expectations for their child's progress.” (Sonoma County average 75%). We are supporting families to understand and exercise their legal rights and advocate for their own students and all students through our website, annual notifications (including the Parent Handbook), IEP/504 meetings, and DELAC/ELAC meetings."	The focus area for this section will be supporting families to understand and exercise their legal rights and advocate for their own students and all students.	"The district will continue to survey families and students using the YouthTruth Survey as well as conduct DELAC/ELAC meetings, parent conferences, parent club meetings, Parent-Teacher conferences, and the use of Parentsquare and robocalls. The district will also be working on developing parent workshops on identified parent areas of interest/need."	"We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training. Ways in which we seek input for decision making include: • Site Council • ELAC /DELAC • LCAP Process We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by holding Parent Club meetings, DELAC/ELAC and site council meetings. • 69% of families reported that they feel represented by parent/family groups (Sonoma County average 58%) • 70% feel empowered to play a meaningful role in decision-making at their school (Sonoma County average 51%) We are providing families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by conducting surveys, ELAC/DELAC, parent club meetings, and school site council meetings. Additionally, families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and the district through parent clubs, school site council meetings, and by conducting surveys."	"The focus area for this section will be on building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. Attendance and ELAC and DELAC meetings has been a challenge; however, these meetings provide opportunity to increase parent input in the decision making process. The district has increased the work hours of our bilingual English Learner TOSA to help recruit and engage families in ELAC/DELAC so attendance increases on these important groups. Additionally, LCAP develop presents an important opportunity to engage parents in the decision-making process by identifying needs and helping prioritize actions/services in the budget that will best meet student needs. The district will seek ways to further engage parents in this process beyond surveys and DELAC/PAC by conducting focus group meetings, visiting parent club meetings, etc."	"The district will continue to survey families and students using the Youth Truth Survey as well as to conduct DELAC/ELAC meetings, parent conferences, parent club meetings, Parent-Teacher conferences, and the use of Parentsquare and robocalls. A particular focus area will be on increasing parent participation/attendance at DELAC/ELAC and supporting parent leadership development on these important advisory groups."	4	4	3	4	3	4	4	3	3	3	3	3	Met	6/15/2022	2022
49709040101923	Roseland Charter	3	"We continue to have high levels of trusting and respectful relationships with families through Parent Square Communication, Back to School Night, schoolwide events, and MS Parent-Teacher Conferences. • MS: Over 92% of families reported a percent positive that administrators and teachers treat families with respect (Sonoma County average 80%). • HS: Over 75% of families reported a percent positive that administrators and teachers treat families with respect (Sonoma County average 74%). • MS: 97% of staff members reported a percent positive that staff treat families with respect (Sonoma County average 92%). • HS: 88% of staff members reported a percent positive that staff treat families with respect (Sonoma County average 90%). We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Family BBQ, and other school-wide events. • MS: 86% of families reported a percent positive that their school creates a friendly environment (Sonoma County average 74%). • HS: 81% of families reported a percent positive that their school creates a friendly environment (Sonoma County average 73%). We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children MS Parent-Teacher Conferences, Back to School Night, Parentsquare communication, etc. • MS and HS families reported high levels of respect from staff members for all people of different religions, sexual orientations, abilities, gender identities, incomes, race/ethnicity, countries of origins. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC. • MS and HS"	"While still higher than the Sonoma County average, Roseland Charter will continue to improve relationships with families especially in the areas of families communicating concerns to school administration and teachers."	"The charter will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC/ELAC meetings, parent conferences, parent coffees, MS Parent-Teacher conferences, and the use of Parentsquare."	"We are beginning to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, future MTSS Workshops, Coordinated Services Team, and Bilingual Back to School Night. While our families rate Relationships on the Youth Truth Survey high, there is still room for improvement. We are providing families with information and resources to support student learning and development in the home by Orientation, MS Parent Teacher Conferences, Google Classroom, and Parent Coffee Meetings. • MS: 83% of MS families reported on the Youth Truth survey that “they receive information about what their child should learn and be able to do.” (Sonoma County average 59%) • HS: 74% of HS families reported on the Youth Truth survey that “they receive information about what their child should learn and be able to do.” (Sonoma County average 56%) • MS: 84% of MS families reported on the Youth Truth survey that their ""school provides the guidance necessary to help my child succeed"". (Sonoma County average 65%) • HS: 82% of MS families reported on the Youth Truth survey that their ""school provides the guidance necessary to help my child succeed"". (Sonoma County average 69%) We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by MS Parent/Teacher Conferences, Title I Parent Meeting, LCAP Surveys, and IEP/504/SST meeting. • MS: 76% of families reported that “they receive regular feedback about their child’s progress” (Sonoma County 50%). Also, 78% of families reported that, “Teachers clearly communicate expectations for their child's progress.” (Sonoma County average 57%). • HS: 77% of families reported that “they receive regular feedback about their child’s progress” (Sonoma County 65%). Also, 68% of families reported that, “Teachers clearly communicate expectations for their child's progress.” (Sonoma County average 58%). We are supporting families to understand and exercise their legal rights and advocate for their own students and all students through our Handbook, Annual Notifications, IEP/504 meetings, and DELAC/ELAC meetings."	The focus area for this section will be supporting families to understand and exercise their legal rights and advocate for their own students and all students.	"The charter will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC/ELAC meetings, parent conferences, parent coffees, MS Parent-Teacher conferences, and the use of Parentsquare."	"We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training. • MS: 88% of families reported that, “Families and teachers care about each other.” (15% above Sonoma County). • HS: 73% of families reported that, “Families and teachers care about each other.” (1% above Sonoma County). Additional ways in which we seek input for decision making include: • Site Council • ELAC /DELAC • LCAP Process We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, DELAC/ELAC, site council, and board meetings. • MS: 66% of families reported, “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.” (17% above Sonoma County). Also, 59% of families reported that, “they feel empowered to play a meaningful role in decision-making at their school.” (15% above Sonoma County). • HS: 69% of families reported, “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.” (23% above Sonoma County). Also, 61% of families reported that, “they feel empowered to play a meaningful role in decision-making at their school.” (18% above Sonoma County). We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC/DELAC, Parent Coffees, and Parent Club meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Clubs, Site Council, and Surveys. Within all the activities above we will seek to improve the engagement of underrepresented families."	"The focus area for this section will be providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."	"The charter will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC/ELAC meetings, parent conferences, parent coffees, MS Parent-Teacher conferences, and the use of Parentsquare."	5	5	4	4	2	4	4	4	4	4	3	3	Met	6/14/2022	2022
19649310000000	Rosemead Elementary	3	"In the Spring of 2022, the Rosemead School District administered the LCAP Community Survey to collect input from parents regarding academic programs, parent engagement, communication, school climate, as well as planning for a return back to in-person school and a small independent study program for students who had immunocompromised conditions.  The survey was administered in English, Spanish, Chinese and Vietnamese to all parents in TK-8th grade.  The District received survey responses from more than 50% of families.  The survey was made available online and a hard copy with translations was provided for each family.  The Rosemead School District used survey data results to inform our Local Control and Accountability Plan, Expanded Learning Opportunities Grant Plan and the ESSER III Expenditure Plan.  Survey results were reviewed in all committees and results supported the development of goals and actions in every priority area."	"Rosemead School District understands and values the critical role that parents play in educating our students. We are dedicated to providing programs and services to parents to ensure they have the knowledge and skills to successfully support their children in their educational career. Our schools offer a wide range of opportunities for parents to understand how to support their child(ren) in school academically and behaviorally. One of our local measures we identified in the LCAP is the record of parenting classes that focus on parent needs. Examples of classes offered include an 8 week Parent Leadership Institute, Parent Workshops, monthly Principal chats, Family Leadership Days, Family Field Trips on the weekends to museums, and special Parent Nights. In addition, the last two years, the district provided a series of parent workshops focused on helping parents to support their child(ren) learning at home as well as providing social-emotional and mental health supports to deal with the challenges of the COVID-19 pandemic."	"Rosemead School District is committed to inclusive processes that value parent input and engagement in local decision-making. Sign in sheets indicate that we are successfully engaging parents in decision making in District English Learner Advisory Council (DELAC), District Advisory Council (DAC),  School Site Council and English Learner Advisory Council meetings. Furthermore, sign in sheets indicate that parents are regular attendees at the district board meetings.  In discussions with school sites, we have determined that a good next step will be to offer classes for parents to learn more about local decision-making processes and their role in the process.   A community liaison is provided at every school site to support outreach to all families including those with exceptional needs as well as families of underrepresented students.  The district  added a district community liaison who also speaks Mandarin/Cantonese to support families.  Future goals will include opportunities for our teachers and families to work collaboratively to intentionally build relationships and learn about family strengths, cultures, languages and common goals for children."	"The Rosemead School District strives to continuously improve our parent engagement initiative.  In the initial stages of the initiative, a committee was formed to assess our strengths in this area as well as areas of need.  As part of this process, the Rosemead School District identified a need to increase parent education opportunities.  The Rosemead School Board and District established a partnership with a collaborative of other local districts to offer a Parent Academy where parent education classes are offered.  Workshops include opportunities for parents to engage in learning about academics, social-emotional support, and behavioral interventions."	"Rosemead School District partners with several community organizations who provide parent outreach and education on a variety of relevant, current topics affecting our families.  This year, we are partnering with the Los Angeles Department of Mental Health, other local agencies and our own school counselor and psychologists to provide early education parenting classes and social-emotional/mental health supports that are free of charge."	"Our Community Liaisons collaborate with school principals to provide coffee chats, workshops and parent education at every site.  Future goals in this area will include providing opportunities for our parents to learn about their legal rights and advocacy to ensure that all of our families know and understand the appropriate channels to express concerns and advocate for student needs."	"The Rosemead School District offers a variety of ways for parents and families to provide input into decision making.  Every school has an active School Site Council and ELAC.  In addition, the PTAs and parent volunteers are present on sites and are important to advisory processes.  At the District level, we have an active DELAC/DAC committee and LCAP committees.  Our DELAC/DAC provides important input into decision making about programs to meet the needs of English Learners and Title 1 student advisement into our District’s LCAP.  Our DELAC/DAC is composed of representatives from each school site along with our English Language Development teachers."	"Our LCAP process includes input from our parent advisory groups including a Parent Advisory Committee (PAC) to provide input into needs for our students with disabilities, low performing students, and English Learners.  Annual surveys are administered to all parents at every site to provide input into the development of the School Plan for Student Achievement (SPSA).  In addition, every family is invited to participate in our annual LCAP survey to provide input into the development of the district’s LCAP."	Every site sets annual goals to increase participation in advisory committees to ensure parent participation is monitored and improved upon every year.  Future goals will include that we are intentional in our efforts to disaggregate data to ensure we receive input from underrepresented groups in the school community to ensure that all of our families feel valued and accepted into our school and district culture.	5	5	4	4	5	4	4	4	5	5	5	5	Met	6/23/2022	2022
31669100000000	Roseville City Elementary	3	"RCSD is dedicated to developing stronger relationships with families and gathering and providing better resources to support students on our campuses. RCSD has diligently worked on improving communication; we acknowledge increased one-way communication, promoting the district programs, and deeply engaged families during the pandemic. RCSD will now begin to strengthen our two-way communication from 2021 to 2024. RCSD would like to enhance and improve two-way communication and community engagement with all school stakeholders and community partners by creating a three-year communication and community engagement plan. While necessary for all families, it is critical for our underrepresented families."	"RCSD is committed to educational equity and developing inviting and engaging school environments. RCSD employs seven community liaisons to work with our families and spend most of their time with underrepresented families. Community liaisons support families by providing resources, sharing information about the school, and ensuring that families feel comfortable engaging with the staff and school. Our district has been involved in professional development to support inclusive practices for working with families and increasing ongoing feedback opportunities to understand better how and if our methods meet the needs of our families."	"RCSD implemented our redeveloped Student Support Protocol (SSP), formally the Student Study Team. RCSD implements the SSP at every site to ensure that all students meet their academic, social-emotional, and behavioral needs. RCSD developed the process to ensure that our work is thoughtful and collaborative with parents, valuing their input and participation.  RCSD has also developed a communication plan to better engage families in two-way communication that will support feedback, activities, and partnership opportunities in our schools."	"Our district has engaged in Professional Development (PD) to support inclusive practices for working with families and learning communication structures and methods to meet families' needs better. Every site consistently utilizes the Multi-tiered System of Support (MTSS) to ensure that all students meet their academic, social-emotional, and behavioral needs. The teachers, staff, and administration all attend training on best practices for working with students. Professional development is also offered to support parents in helping their children with academics and social-emotional health."	"Most RCSD local data supports providing opportunities to get families involved on campus as we return from the pandemic. While families certainly want to help their children academically, there is clear evidence in site surveys and the LCAP data that community members and families wish time to engage with educators, families, and students on the school campuses as the school is a community hub."	"RCSD has developed our own Parent University. The Parent University supports underrepresented families in improving parenting skills, learning about school programs, and speaking with community partners. RCSD will expand opportunities for families to learn by putting together a speaker series and trying to develop learning opportunities targeting middle school families."	"While RCSD has diligently worked on improving communication by sending a weekly district newsletter. In May In 2022, RCSD sent a comprehensive communication survey to community partners, including staff and families. The information from the survey will assist the Executive Director of Communications in developing a communication plan targeting quality two-way communication with families and the greater Roseville Community."	"Based on the 2021-2022 LCAP Parent Survey, families would like more regular school communication with a consistent communication schedule. The survey also showed that many families would like to know about behavior, academic, and social-emotional resources to support their children. RCSD will include the two areas in the 22-23 LCAP."	"Over the last few years, RCSD utilized staff such as community liaisons to develop stronger relationships with families and gather and provide better resources to support students on our campuses. Community Liaisons work with all families and spend most of their time working with unduplicated families. Our district is also engaged in professional development to support inclusive practices for working with families and increasing ongoing feedback opportunities to understand better how and if our methods meet the needs of our families. RCSD spent time redeveloping our Student Support Process (SSP), which has been implemented for three years. RCSD rolled out a Multi-Tiered System of Support MTSS right before COVID struck. MTSS aims to ensure that all students meet academic, social-emotional, and behavioral needs."	3	4	3	2	3	4	3	2	3	3	3	3	Met	6/20/2022	2022
31669280000000	Roseville Joint Union High	3	"RJUHSD perception data shows that staff feel they make connections with students and that strong positive relationships with students increase student achievement. Parents/guardians and students feel welcome and safe at school. Students report teachers care about them, but could do a better job knowing them as an individual and understanding their individual needs."	"Current efforts to improve are a larger, more involved group of educational and community partners including parents/guardians, students, and staff. These partners will have a more direct role and impact on the review of data and recommendations for improvement. RJUHSD is increasing efforts to directly connect with students and parents/guardians of underrepresented groups to increase their involvement and awareness of school programs and opportunities."	"The District currently has all Title I schools engaging with their families to co-create an engagement policy that utilizes suggestions from the stakeholders to have more underrepresented families participate in their child’s school. The district is engaging a variety of educational and community partners through the LCAP Advisory Committee meetings to gather input on how to attain more involvement of parents/guardians in participating in surveys, family nights, and other educationally related activities that the school or district might offer. One area of focus for improvement would be to offer more family engagement nights where families learn to support their children more at home or provide more opportunities to volunteer at the school site."	"The strengths include the LEA including parents/guardians in a variety of district committees to attain their feedback. Parents/guardians, students, and staff are invited to attend districtwide meetings and participate in a variety of ways."	"The focus areas for improvement include helping parents/guardians to know how to help their student at home with their work; more information about timely topics such as fentanyl poisoning, vaping, mental health; training teachers and school staff on family engagement strategies; and working on policies and processes to support families on how to exercise their legal rights and advocate for their student."	"To improve the engagement of underrepresented families, the LEA will continue to intentionally invite these educational partners in multiple ways. These partners may not be able to attend all meetings; however we will tailor the engagement meetings using a variety of strategies regarding time, location, purpose, etc. with the goal of engaging them in one or more ways."	"Strengths include educational partners being invited to and participating in district and school activities such as LCAP Advisory Committee, ELAC, DELAC, Curriculum Instruction and Leadership Team (CILT), and other committees."	"Streamlining and building the capacity of each School Site Council and its alignment with the district Curriculum and Instruction Leadership Team (CILT), as well as our intentional relationship building through monthly district LCAP Advisory Committee meetings has been a focus area for improvement in Seeking Input for Decision-Making. We have intentionally invited parents/guardians and students to the table, valued and responded to their feedback, and continue to seek out ways to involve interested partners to provide input. Continuing with this desire to bring in more partners, we are planning for less formal family engagement meetings next year where even more time can be spent in dialogue."	"We plan to use our Family and Community Liaisons, ELD Coordinator, and Learning Support Specialists to intentionally invite underrepresented families to our Family Engagement evenings so that they feel welcomed and valued for what they contribute. As we did with our LCAP Advisory Committee meetings, we will have babysitters and interpreters on-hand to ensure that everyone's voice can be heard. The theme of each meeting will vary according to current issues, but the purpose of each evening will be to have respectful dialogue in a safe and supportive environment."	3	4	2	3	2	2	3	2	3	3	4	3	Met	6/9/2022	2022
21750020000000	Ross Valley Elementary	3	"The Ross Valley School District welcomes parents/guardians as valued partners in their child’s education. Parents/guardians connect to their child’s school experience through participation in conferences, Back-to-School-Night and Open House, Site Council, and Parent Club meetings as well as a myriad of volunteer opportunities and special social events offered at each site. The District has written a Racial Equity Action Plan in partnership with our Parent/Guardian Equity Task Force in order to ensure that “all students feel a sense of belonging, are respected and celebrated for their individual differences, and are empowered to thrive socially emotionally, and academically.” (from the RVSD Racial Equity Mission Statement) A current goal is to increase participation in our DELAC and ELAC groups. Communication is done through Parent Square so that all parents/guardians receive information in their home language."	The District focus is on ensuring that every student and family feels a strong sense of belonging within our school sites and district. This means cultivating greater diversity in our parent leadership groups and developing school events and activities that are both culturally representative and responsive. We have implemented history/heritage month recognitions and are broadening celebration days as “mirrors and windows” for our students. We are looking at all of our systems in place through an equity lens and adjusting as needed.	The District continues to work on increasing and improving communication with our families particularly those families who are typically underrepresented. This is a critical part of our 2022-23 revised Racial Equity Action Plan. We will be holding ELAC meetings at all sites (although it is only required at two of our five sites). Principals have been working on diversifying Site Council and Parent Club leadership and we have plans to train all of our parent leaders on how to take an “equity lens” to community events and classroom activities.	"TK through fifth-grade families participate in intake conferences at the start of the year as well as parent-teacher conferences in the late fall. In middle school, staff regularly meets with parents and students to determine support plans for those with social-emotional or academic needs. All school sites offer multiple opportunities for parents to gain a deeper understanding of the curriculum as well as the behavioral and social-emotional supports available both in and out of school. Each site has a weekly newsletter which is sent via Parent Square so that the information is received in the student's home language. We are continuing to work on finding ways to increase parent engagement from all student groups particularly those that are underrepresented."	"Our District focus is on refining our Multi-tiered System of Supports (MTSS). Within the MTSS, parents/guardians play a critical role in determining needed academic, social-emotional, and/or behavioral supports for students. Site staff partners with parents in understanding student progress towards grade level standards and any social-emotional or behavioral supports needed to ensure success."	"We are partnering with two critical parent organizations - our Parent/Guardian Equity Task Force and ELAC/DELAC to ensure that underrepresented students and families experience a sense of belonging within our school and District communities. To that end, we have revamped our parent survey to include questions that let us know more about the experiences of our students and families, and are using this data to determine the next steps. Parent representatives of our Equity Task Force are participants in Parent Club, Site Council, and Superintendent’s Council meetings so that equity is always at the forefront of our work."	"In the 2021-22 school year, the District launched a new survey tool, Panorama Education. Surveys were administered to students in grades 3rd - 8th, parents/guardians, and staff. The survey gave us baseline information in areas such as school climate, equity and inclusion, and sense of belonging. Additionally, we administer the Healthy Kids Survey every other year. Informal parent/guardian input is regularly sought through a variety of formats. The superintendent and district/site administrators hold quarterly coffee chats at all school sites offering parents a chance to seek answers to any questions they have regarding their child’s educational experience. Sites host monthly parent club and school site council meetings."	The district has a Superintendent’s Council composed of district staff and parent representatives from all sites. The Superintendent’s Council offers parents from different sites the opportunity to share concerns and participate in developing district priorities. DELAC meetings are held quarterly and we are engaging in efforts to broaden participation. Wel continue to work towards increasing the number of parents of underrepresented families who serve on site and district committees.	The District will continue to work towards improving the engagement of underrepresented families in relation to Seeking Input for Decision-Making through continuing our parent partnerships within the above-identified groups. We are planning to hold ELAC meetings at all sites (though based on the numbers of EL students it is only required at two of our sites) and are finding ways to make attendance easier for parents such as offering at different times of the day and offering childcare. Our Parent/Guardian Equity Task Force is also working with site principals toward creating environments that are welcoming and accessible to all families.	4	4	4	4	4	4	4	3	4	4	3	4	Not Met	10/12/2022	2022
14633050000000	Round Valley Joint Elementary	3	"Parents are involved in student outcomes in many ways. They have access to the student portal for up to date grading and assignments. Parents conferences are held for every parent yearly and repeated when needed. Conferences are held yearly for students with disabilities, for English Language Learners, and for students identified through District testing as being at risk. Parents are given information about opportunities at the local college on improving their math and writing skills so that they can better support their children at home. In order to keep families informed, a new easy to access website has been created.  The school also has an Instagram account, and Parent Square notifications are regularly sent to families. Teachers and parents correspond regularly through emails, text, the Remind App., Class Dojo, written notes, and phone calls.  Currently we are working to revitalize our PTO in the hopes of creating more family / community engagement opportunities.  To increase attendance, Back to School and Open House events have been moved to the morning and include a full breakfast for all families."	The LEA would like to focus on encouraging families that reside within our district to attend school at our site.	"The LEA will work to create and disseminate informative, promotional information about our school to local realtors. Offer school tours to prospective buyers with children."	"Round Valley School is a small rural school that has a rich tradition of parent involvement. Teachers are the front line in parent communication and all teachers make use of the Remind App to communicate with all families. Additionally, our Parent Square Notification System provides a portal to parents relating to assignments, grades, missing work and due dates for long term projects. Our Board Meetings and PTO are open to all parents or community members and meetings are scheduled monthly to provide opportunity to address new or existing concerns. Board meetings are held monthly as well and all are welcome to attend. We schedule workshop style meetings to share in a relaxed forum topics such as budget and school restructuring, so that parents feel free to participate."	"Due to COVID, PTO participation diminished.  This parent organization needs to be revitalized."	"Moving forward, PTO meetings will be advertised on Parent Square and Instagram.  Attendance incentives such as food will be provided."	"We are a small, rural elementary school with a small family base (approximately 60 families total). All families are invited to participate in areas where they feel comfortable including Board Meetings, School Site Council, PTO, STEP Foundation, parent volunteers, field trip chaperones, etc. Correspondences are through email, text, robo calls, Parent Square, website announcements, Instagram, and phone calls. Various apps. such as Remind and Class Dojo are utilized by teachers."	We would like to increase parent attendance at monthly board meetings.	"In order to increase parent attendance at monthly board meetings, meetings will continue in hybrid form and meeting times will be changed to 3:00 / 3:30 pm to more easily enable parents to attend after parent pick-up."	5	5	5	5	4	5	5	4	4	4	4	5	Met	6/8/2022	2022
19734520000000	Rowland Unified	3	"RUSD builds strong relationships with our families, which includes providing translation services. We ensure all parents have the opportunity to communicate in their primary language with school staff. For example, on the annual parent LCAP survey, 26.4% of respondents accessed the survey in a language other than English. Translators in Spanish, Chinese and Korean are available for in-person/live translation at Parent Advisory Meetings, Parent Conferences, Individual Learning Plan Meetings, Student Success Team meetings, and all district and school events. The district currently employs two full-time Spanish translators, one full-time Mandarin translator, and one part-time Korean translator. The district’s commitment to providing translation service is represented in continued support for Korean language translation even though the population falls well below the 15% federal threshold for requiring translation. During LCAP community meetings, parents recognized the high-quality ongoing 2-way communication that occurs at the district and school levels through Parent Square, social media, online websites, Aeries Homelink, the RUSD App, phone calls, and marketing videos that share the story of our schools."	"The district continues to reflect on ways to ensure families of underrepresented students have the opportunity to provide feedback in a setting and language that is most comfortable for them. In addition to the multiple venues for staff to engage and provide feedback through surveys, working groups, councils, instructional leadership teams, and annual feedback meetings, we continue to reflect on ways to increase staff input."	"The district is engaging in a process to develop our collective promise to students, which will include expanded opportunities for students, families and staff to inform this work. The district is also engaging in expanded opportunities for underrepresented parents to participate in the parent education."	"RUSD builds strong partnership with families. Site leadership and teachers meet with parents throughout the year, both formally through school-wide parent/teacher conferences, and informally as the need arises. At back-to-school nights, teachers share important ways that parents can support their child’s learning at home, and sites provide parent training throughout the year."	The district seeks to build on the current success in building partnerships with families by increasing our focus on ensuring underrepresented families are included in the process of supporting the success of their child.	"The district will expand offerings for family partnership outlined in the LCAP to include sessions specifically tailored to families of students with IEPs, and sessions targeting families of English learners conducted solely in the primary language."	"Our district values the input of parents in the decision-making process. District Direction 3, “Communicate and Collaborate,” focuses on ensuring all parents have the opportunity to receive timely information and participate in the planning and implementation of programs for all students. Throughout the year parent advisory committees convene to receive updates on educational services, participate in workshops, and provide input on district initiatives. During the 2021-2022 school year each site included parent representatives in their School Site Council (SSC), which oversees the school plan. In addition, each site provided parent representatives to serve on the Superintendent’s Parent Council (SPC - PAC) and the District English Learners Advisory Council (DELAC). During the annual LCAP revision process, the district ensured parent participation through an online survey, community input meeting, and participation in the District LCAP Council. The meetings included updates on progress implementing the current LCAP, along with structured focus groups to collect feedback from parents used to make modifications to the LCAP. Parents shared an appreciation for opportunities to share their input, as reflected in the survey, and expressed desire to continue ways to close the loop on feedback offered at the site and district levels."	"Building on the success of current efforts to seek input on decision-making, we seek to expand the role of parents/guardians in the decision-making process."	"The district is expanding the input process to include parents/guardians on some district committees, including the Ethnic Studies Curriculum committee and seeking parent/guardian feedback on revision to the K-6 report cards."	4	4	3	5	3	5	3	4	4	5	4	3	Met	6/8/2022	2022
34674390102038	Sacramento Charter High	3	"We have established many activities that encourage families to come on campus and be a part of the Sac High family. These include Summer Orientation for all families, a Back to School Night, college going activities (i.e., AP Night), and parent conferences throughout the school year.  We also hold events such as Signing Day and Graduation to celebrate the accomplishments of our senior class. In addition, the school communicates with parents regularly and through a variety of methods including: email/text blasts, auto-calls, weekly communication packets, online grades and attendance via the school’s student information system, and parent-teacher conferences as necessary.   50% of families that completed the survey indicated that regular communication helps them stay informed of their scholar’s grades and big events.  In a review of the Local Control Accountability Plan (LCAP), the School Site Council (SSC) discussed family engagement as part of Goal 3 (Build a strong sense of community through frequent, transparent communication with families and ample opportunities for families to engage and support their children’s education).  The SSC reflected that the school provides ample opportunities for family engagement through events as well as ongoing, consistent communication."	"We are constantly evaluating ways to encourage families to participate in the school’s parent survey to gain valuable parent feedback on the school, its programs, communication and services for scholars.  In 2021-22, the survey was made available in online format as well as a paper version of the survey and the survey was translated into Spanish.  In reviewing the LCAP, the SSC reported that although the school does a good job of planning and holding engagement events throughout the school year, attendance at the events has not been as high as desired.  Although COVID19 restrictions were eased for onsite events, this may have been a contributing factor in 2021-22 to attendance at these events."	"To improve engagement of underrepresented families, We will improve on existing strategies by: -Continuing to utilize the school’s Homeless Liaison to engage homeless families and implement more options for identifying homeless youth, -Engaging staff and teachers in working with homeless youth through professional development, -Continuing to work with the foster liaison from SCUSD to ensure foster youth are served, -Providing translations of key documents (i.e., the SARC, assessment notices) and working to implement more translations as necessary and requested (i.e., the parent survey), -Engaging teachers in English Learner development through professional development, -Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons."	"We focus on partnering with families to support positive scholar outcomes. We frequently and consistently communicate with parents via a number of methods and offer multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Summer Orientation, Back to School Night, and Open House/Family Conferences.   In addition, families receive regular communication from teachers and the school. Part of this is giving parents the tools to support their scholar’s learning and development at home.  38% of parents surveyed in 2021-22 felt that they were part of a team dedicated to their child’s success.  Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development. Teachers receive professional development on communicating with families to support partnerships with our families."	"To continue to build partnerships for student outcomes we will continue multiple modes of communication with families, whether en masse or to address individual scholar needs.  Professional development on working with families will continue to be a focus as will addressing the challenges of communication such as finding ways to work with families that have difficulty meeting in-person or need translations to facilitate communication. The addition of a student services coordinator in 2021-22 has increased the ability of the school to work with scholars and their families to address individual needs academically, behaviorally and in terms of attendance."	"To improve engagement of underrepresented families, we will build on existing strategies by: -Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, -Engaging staff and teachers in working with homeless youth through professional development, -Continuing to work with the foster liaison from SCUSD to ensure foster youth are served, -Engaging teachers in EL development through professional development, -Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics. -Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons."	"We have an active School Site Council (SSC) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school.  This group serves as the primary means for input from a variety of educational partners including administrators, staff, teachers, parents/guardians and students.  The SSC regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success.  The SSC also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in schoolsite review and planning.  We have also implemented a variety of other, less formal, parent/family groups to provide input into school planning as necessary, including focus groups."	Sac High will continue to utilize the School Site Council and parent/guardian focus groups in order to gather input and continue to grow.  The school has successfully utilized parent focus groups for specific issues and areas of concern in the past and plans to implement these as necessary in the future.	"Due to COVID19 restrictions the past 2.5 years presented new challenges in communication with, and inclusion of, families in seeking input into decision making.  The school employs a student services coordinator to work with homeless families and all families of students struggling with issues in attendance, behavior and academics.  Sac High has a team to monitor the small English Learner population and address individual student needs, with family input, as necessary."	5	5	4	4	5	5	5	4	4	4	5	5	Met	6/24/2022	2022
34674390000000	Sacramento City Unified	3	"SCUSD strives to build the capacity of both school staff and families to develop positive relationships and collaboratively support the success of students. A number of ongoing district efforts reflect strengths in this area. The district’s Parent Teacher Home Visits (PTHV) is a model program that, beginning in 1998 as a pilot project, catalyzed the growth of a national network. There are now approximately 40 schools participating in PTHV. This research-based practice aligns to other SCUSD efforts to address chronic absenteeism, improve academic performance, and shift mindsets of both staff and families. Visits are voluntary on the part of staff and families and staff are provided training and compensated for their time. More information about the program can be found at pthvp.org. During the time of school closures and throughout distance learning, relationship-building efforts were sustained through the practice of virtual, ‘Bridge Visits.’"	"While the above strengths are important to note, the district is aware that significant improvement is needed in this area. A focal area for improvement is the systematizing and scaling of efforts that are currently operating in isolation or in the early stages. At the school site level, administrators, staff, and parents need to be collectively supported in identifying key needs in the area of relationship building and translating these needs into actionable goals. These goals in turn need to be aligned to specific, district-supported strategies that will be effective in improving the quality of the overall relationship building on a district-wide scale. Opportunities to address this focus include multiple school site leadership structures such as School Site Councils, Parent Teacher Associations, and English Learner Advisory Committees. To increase the effectivity of any efforts in this area, SCUSD staff can benefit from additional parent engagement training. Such training should be aligned to both the State and National Parent Empowerment Dual Capacity Framework. An ongoing challenge in this area is the limited time in which professional development can be provided and the multiple forms of professional development of high priority."	"To improve the engagement of underrepresented families the efforts at systematizing and scaling must take into account the specific needs of student/family groups. These needs might include translation, location/format of after school events, and efforts of staff that span multiple school sites. Individual school sites must balance the dual demands of districtwide initiatives with the specific needs assessed/identified in their local context."	"SCUSD’s Family and Community Empowerment team works in partnership with various departments to provide parents/guardians an array of tools and resources to support student learning. Efforts are aligned with other district initiatives in the areas of SEL, Bullying Prevention, and Positive Attendance to ensure a holistic perspective in addressing student outcomes. In addition to the success of the PTHV program and the APTTs, there are several areas the district would like to highlight as strengths. The Parent Leadership Pathway Program is a site-based series of workshops. Throughout the school year, parents/guardians can progress over multiple Tiers 1, 2, and 3 of the program. Key topics in the series include the core aspects of the educational system and factors that lead towards developing the skills to become leaders within their peer group. In the latter part of the series, parents/guardians acquire facilitation, communication, asset mapping, and data analysis skills linked to student achievement efforts. Another strength of the district is the range of events/opportunities to educate and connect parents/guardians to community and post K-12 resources. The Parent Information Exchange brings together monthly parents, SCUSD staff, community organizations, and community-based partners to share and discuss programs/services available for families. During the 2021-22 school year, in response to parent voice, FACE staff received training to facilitate healing circle work with parents and has created a new Parent Empowerment Pathway (PEP) program centered around these practices. Responding to the need to pivot parent/community workshops to a virtual platform during the pandemic, FACE identified areas of need and responded with connections to district and community services and the development of an online Parent DL Toolkit and recordings specifically designed for parents/guardians in English, Spanish and Hmong. These are all currently available on the SCUSD website at: https://learn.scusd.edu/parent-toolkit. Development of recordings and resource updates is ongoing. FACE also collaborates with community-based partners to design and implement trainings for their communities."	"Efforts to build and engage in partnership with parents/guardians for student outcomes have yielded successes, but significant room for improvement had been indicated. To increase and improve communication about the available partnership, engagement, and support opportunities, FACE focused department efforts to ensure that messaging from the district and school site levels was accessible to all. As result, many SCUSD departments and programs work with the FACE department to create parent friendly, understandable materials and messaging in predominant languages with easy to understand visuals. Data collections such as engagement/involvement surveys to assess needs for the district moving forward have increased. Sites are provided individual support by FACE staff to identify and address specific parent engagement opportunities/activities in their parent engagement policies and other school plans. FACE supports district departments and parent advisory committees through outreach, workgroup participation and trainings. Examples include: LCAP PAC; SCUSD Scholarship Committee; Equitable Return Design team; SSC training; State Seal of Civic Engagement workgroup; DAC; CAC and the Black/African American Advisory Board."	"A key improvement in engaging underrepresented families will be increased and improved outreach/communication. This will ensure that underrepresented families can be fully included in capacity building opportunities and partnerships for improved student outcomes. FACE maintains ongoing contact and relationships with our SCUSD families through weekly personal phone calls, Zoom parent chats, emails and texts. These prove invaluable in identifying areas of need and challenge, so that FACE could provide appropriate and timely supports and referrals. Data from these contacts is collected weekly and shared with SCUSD Administration to track existing and emerging areas focus areas. In addition, the weekly parent chats provide increased connection by creating a network of parent-to-parent contact and support."	"SCUSD highly values stakeholder input when making program decisions and considers the voice of parents/guardians to be critical within this process. A strength of the district is the ongoing effort to broaden and deepen the range of opportunities parents/guardians have to providing input toward decision-making. All school sites operate formal School Site Councils (SSCs) and, where required, English Learner Advisory Committees (ELACs). The district maintains active groups including the LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), and Community Advisory Committee (CAC) that acts in an advisory capacity to the Special Education Local Plan Area (SELPA)). Task Forces have been commissioned specific to identified issues or student groups. In 2017-18, the Graduation Task Force was created to study the impacts of low graduation rates on the Sacramento community and develop recommendations for improvement. In 2018-19, The African American Achievement Task Force (AAATF) was commissioned to create recommendations to significantly improve the student achievement and social emotional outcomes for African American students in SCUSD K-12. This taskforce is now a districtwide Black/African American Advisory Board (B/AAAB). During the at-distance 2021-22 school year, community forums and town hall events were convened online by both the district and individual SCUSD board members to gather community input. The virtual platform provided new and accessible opportunities for parents/guardians to participate in decision-making. It also allowed for extended virtual engagement opportunities in the future by establishing new blueprints for successful input opportunities."	"Though many opportunities exist for building capacity and directly engaging in decision-making, there is always room for improvement. Focal areas for improvement include: providing additional parent trainings specific to the work of SCUSD advisory committees at both the site and district level and ongoing collaboration with Community Based Organizations (CBOs) to increase outreach and engagement when seeking input."	"In both of the above areas (training and collaboration with CBOs), an additional emphasis must be placed on outreach to, inclusion of, and capacity building for parents/guardians of underrepresented and marginalized families. Highlighting CBOs that currently work with and have connections to underrepresented student groups will increase the district’s ability to engage these families in the decision-making process. Focusing trainings to groups that represent school sites with high numbers of underrepresented groups will increase the capacity of such groups to engage in critical decision-making that impacts their students."	4	3	3	3	2	4	4	3	3	3	3	3	Met	6/23/2022	2022
34103480000000	Sacramento County Office of Education	3	"The SCOE student programs have continuously invested in hiring employees who excel in building relationships with students and families and in on-going family and community engagement professional development for those employees. Our schools and programs are welcoming places for all parents. Each student and family participate in an enrollment meeting, where strengths, goals and the family culture are discussed and understood by our team. The detailed enrollment process ensures appropriate wrap-around services are assigned prior to the first day of attendance. Families are also connected with community resources to further support their needs and parents are actively engaged in the decision-making process through IEP meetings, student study team meetings, student-led conferences, and site council meetings. Students in our court school participate in a new student interview and families are invited to call or visit with school staff in the visitor center on any school day and on our formal visitation evenings once per month. During the academic year, SCOE invites families to campus to view exhibition projects, and for cultural celebrations."	"SCOE's transition specialists (two per campus) engage in frequent outreach to families. Based on need, the initial outreach is often related to attendance, but these staff continue to build strong relationships as the year progresses.   The enrollment of English learners, including some refugee students whose first language is other than English, is increasing for SCOE schools. While SCOE has a contracted translation agency and a master list of interpreters that work across our organization, we strive to recognize and understand the cultures and languages of our students."	"Developing multiple opportunities for authentic two-way communication between families and school staff is ongoing. To improve engagement of underrepresented families, it is important that communication is systematic so that it includes everyone."	"SCOE provides a Family and Community Engagement professional development program, which our administrators and staff participate in and we support all staff participation in additional outside professional development sequences. In 2021-22, a new position of Vice Principal for Family and Community Engagement was initiated. This administrator, along with other key staff, received coaching from Michele P. Brooks, a nationally-recognized leader in family engagement.   SCOE is in contract with multiple non-profit agencies that partner with our administration and staff to engage families with resources to support student learning and development in the home. Our teams consistently participate in student study team meetings with families and set goals and expectations for continued student success. Each family receives transition support and information for their student's transition back to mainstream, high quality school district programs and we ensure all families understand their right for legal representation, as we provide information on free legal services. Our teams are committed to advocating for our students and helping families develop advocacy skills as well."	"To build partnerships with families of underrepresented students, when many families are disengaged and unhappy with the student's placement, consistency in communication is important. Every family and student should be informed about SCOE's academic programs, career preparation, credit recovery options, and the student's transition plan."	The Family and Community Engagement team will continue to make connections with families at enrollment and throughout the student's term. SCOE leaders are researching the options for app-based communication to simplify engagement in a non-intrusive way.	"Leadership is invested in developing parent capacity. Relationships are strong, and SCOE leadership is seeing growing participation in advisory committees. SCOE's progress towards seeking input from parents/guardians in decision making and efforts to promote parental participation in programs is measured through a consistent annual survey that is translated for our non-English speaking families and administered electronically. The survey is designed to be accessible and specific to the issues that are most relevant to our non-traditional student populations. The survey included an assessment of whether parents feel their child's school offers activities to bring families onto campus, and whether parents would recommend SCOE’s programs."	A focus area is to sustain and grow participation in advisory committees.	Key to improving engagement of underrepresented families is systematic outreach and reflection of the needs communicated.	4	4	4	3	4	3	5	4	3	3	4	3	Met	6/28/2022	2022
57726940124875	Sacramento Valley Charter	3	"We involve parents through STEAM Night, Multicultural Night, PTO meetings, SITE council meetings, and monthly newsletters as well as regular updates to parents. A highly equipped front office answers all calls from parents immediately and replies quickly to any voicemails or messages they may have."	"We recognize certain parents' difficulties in supporting their children's school attendance and offer suitable tools and resources to assist them. Simultaneously, the school provides interpreters for teachers during interactions with parents and conferences."	"Parents and families experiencing homelessness and economic adversity are assisted in providing safe learning environments for their children. At SVCS, we are attempting to attract underrepresented ethnic groups from our own neighborhood via social media platforms like Niche, Facebook, the school website, and overall community participation."	We engage all sorts of students in learning based on a defined curriculum and encourage them to share their knowledge with others who require more assistance.	"Following the pandemic, we intend to strengthen our social and emotional learning while also listing more options for special education children and students suffering from mental health issues."	We will approach and engage minority ethnic communities and socioeconomically disadvantaged families in order to best serve their needs and encourage them to be involved in their children's education.	"At SVCS, we strive to make decisions that benefit student involvement and families. All teachers and staff work together to create the best environment for learning and achievement."	"Before making key decisions about student learning and accomplishment, more surveys will be distributed to stakeholders."	We will contact them through various avenues of communication and invite them to participate in school programs.	4	5	5	5	5	4	5	4	5	5	5	5	Not Met	9/29/2022	2022
30736350000000	Saddleback Valley Unified	3	"During the 2021-22 school year, staff participated in various trainings including trauma informed teaching and diversifying text. SVUSD provides opportunities for parent-teacher conferences two times a year at the elementary level. Some schools have transitioned fall conferences to earlier in the school year, so that the conferences are focused on goal setting for the year instead of an exclusive focus on report cards. School sites have stressed the importance of the AERIES Family Portal as a critical tool to monitor student progress."	"Continued work to engage parents with additional opportunities for parent education remains a priority along with the implementation of a Multi-Tiered System of Support with inclusive educational policies and procedures. Coordinating the work of our Bilingual Parent Advocates and Community Liaisons is also a key focus to leverage resources in order to build stronger partnerships with parents and bridging our gaps with underrepresented families. SVUSD needs to continue with our work in diversity, equity, and inclusion. Additionally, we need to create additional opportunities for families to provide feedback for continuous improvement."	"Continue to use Title I Parent surveys to identify areas of focus and growth. Provide Zoom and in person meeting options for all our meetings. Increase our translating and interpreting capabilities to include under-represented languages. Unify communication tools (e.g. Bloomz) which automatically translates information to preferred language. Increase contact between Bilingual Parent Advocates or Community Liaisons with parents to include personal reach out efforts adding a more personal touch for ELAC and other events. Offer family picnic options during the school year. Find opportunities to celebrate our rich variety of multilingualism. Encourage more positive phone calls home to families. Provide parent workshop opportunities at every trimester. Build capacity for staff to help increase PBIS information to parents, even have a parent representative voice with PBIS. Continue child supervision for Back to School Night and other events. Coordinate a College Visit for EL families. Possibly have busing available for families to attend Back to School Night and Showcase especially for school serving high populations of unduplicated student groups. Expand and ""market"" ELAC meetings. Be strategic about the scheduling of meetings during the day to optimize parent participation. Develop PTA membership campaigns to emphasis ownership of ""our school"" mentality."	"During the COVID-19 pandemic and ensuing restrictions, families were restricted from part of school recognition assemblies and events for a good portion of the year. However, as restrictions have lifted, school events including end of the year promotions and graduations were able to return. Many schools offer a variety of parent education nights with a full range of topics, which are conducted in English and Spanish as appropriate. SVUSD has worked to improve communication with the eNewsletter, School News, and active social media accounts to promote activities at school sites and the district in an array of mediums. Schools are also communicating any correspondences and announcements in English and Spanish. All schools have active PTA/PTSO/PTO to engage parents in their respective schools. SVUSD is strong in providing meeting opportunities to parents to meet and talk about their student. A number of elementary schools have transitioned from end of the trimester parent conferences to Goal Setting Conferences to begin yearly communication at the start of the school year. It is a promising practice that can be supported district-wide. SVUSD also does a great job in providing multilingual families with information on how to support their student at home, but we may wish to find mores ways/areas as a district for all homes."	"During 2021-22, school administrators participated in equity mindset professional development. In 2022-23, this professional development will be expanded to school leadership teams, which will support building partnerships for student outcomes. The District will continue to establish communication protocols and methods for families to seek support. Important parent resources will be available in multiple languages."	"The return of student celebrations will be critical invitations for our families to be active participants in celebrating their student or school programs. The District needs to ensure that it supplies needed school supplies are available for all parents. Schools can provide theme parent night based on school programs like AVID or IB. During events, ensure that there are childcare options that are available to all families, so that childcare is not a barrier for parent participation. In our schools with high levels of poverty, provide transportation to and from our school for all events including childcare, food and prizes. Encourage teachers to participate in parent events, which will encourage families and strengthen partnerships. Ensure schools follow up with families who don't attend schedule a meeting and provide multiple ways/times to meet. Implement School Attendance Review Team (SART) with the GOAL of communicating the importance of regular on time attendance with families. When possible, combine parent workshops with Community Nights and Fun Activities."	"SVUSD has multiple opportunities for parents to provide input for decision making. At the school site level, each school has a PTA/PTO/PTSO to provide input for a host of site level decisions. All schools have a School Site Council and schools with more than 15 English learners also have English Language Advisory Committees to engage parents within those specific subject matter jurisdictions. At the district level, the Superintendent has convened a Superintendent's Parent Advisory group to provide input and a voice directly with our superintendent. The District English Language Advisory Committee is actively seeking parent input through the committee’s work and responsibilities. The South Orange County SELPA Community Advisory Committee also seeks parent input for families with students with disabilities and provides vital input into the district’s special education programs. These various avenues bring more awareness and understanding to parents about their child, the importance of their child's education, and ways to get involved. Developing these groups remains an area of focus. An area of focused improvement would be to increase parent participation in all of those activities and to find better ways to bring them in as part of these groups."	"An area of focused improvement would be to increase parent participation in all parent input/participation avenues like DELAC and SELPA Community Advisory. At school sites, we need more parent participation in PTA/PTSO, SSC, and ELAC meetings. In addition, more communication to increase parent understanding of each advisory group and the work that is being done. Increase recruitment for all groups and provide regular/flexible meeting times and dates."	We need to celebrate Reclassified Fluent English Proficient (RFEP) students with recognition events or ceremonies. Ensure that events are scheduled with flexible time and options so that they are open for all. Consider developing a parent/community newsletter site as a central repository for parent information.	3	3	2	3	3	3	3	2	3	3	3	3	Met	6/16/2022	2022
36677360136069	Sage Oak Charter	3	"To create a positive and supportive partnership with families, the school has developed opportunities for two-way communication for parent support and student learning."	"To expand and enhance connectedness, teachers partner with families to guide and support the academic development and learning of students."	"Opportunities for families to participate and provide input are communicated and available through surveys, school site council meetings, English learning advisory council meetings, board meetings, and teacher/parent meetings. The school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbook contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards is provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide a translation of their rights contained in the documents."	"The school's commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with families."	The school develops a strong school-home partnership through the use of a variety of communication tools.	"These tools provide parents with access to their student's teacher, current information about the school, access to their student's academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, school site council and EL advisory council meetings, and governing board meetings."	"The school currently has three advisory groups: School Site Council, English Learner Advisory Committee, and Leadership Advisory Council. These groups meet regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback surveys throughout the year and hosts live and recorded trainings to seek input from all educational partners."	It is the school's goal to further develop ways to connect to all students and parents through a social media and public relations campaign.	"Given the independent study model, teachers and parents work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation, promotion, STEM day, parent training days, and monthly professional learning committee (PLC) meetings."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	8/8/2022	2022
37754160139378	Sage Oak Charter School - South	3	"To create a positive and supportive partnership with families, the school has developed opportunities for two-way communication for parent support and student learning"	"To expand and enhance connectedness, teachers partner with families to guide and support the academic development and learning of students"	"Opportunities for families to participate and provide input are communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the Parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards is provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide a translation of their rights contained in the documents."	"The school's commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with families."	The school develops a strong school-home partnership through the use of a variety of communication tools.	"These tools provide parents with access to their student's teacher, current information about the school, access to their student's academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, school site council and EL advisory council meetings, and governing board meetings."	The school currently has two advisory groups: School Site Council and Leadership Advisory Council. These groups meet regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback surveys throughout the year and hosts live and recorded trainings to seek input from all community partners.	It is the school's goal to further develop ways to connect to all students and parents through a social media and public relations campaign.	"Given the independent study model, teachers and parents work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation, promotion, STEM day, parent training days, and monthly professional learning committee (PLC) meetings."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	8/8/2022	2022
19646420136127	Sage Oak Charter School- Keppel	3	"To create a positive and supportive partnership with families, the school has developed opportunities for two-way communication for parent support and learning."	"To expand and enhance connectedness, teachers partner with families to guide and support the academic development and learning of students."	"Opportunities for families to participate and provide input are communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the Parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards is provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide a translation of their rights contained in the documents."	"The school's commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with families."	The school develops a strong school-home partnership through the use of a variety of communication tools.	"These forms of communication will provide parents with access to their student's teacher, current information about the school, access to their student's academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, school site council and EL advisory council meetings, and governing board meetings."	The school currently has two advisory groups: School Site Council and Leadership Advisory Council. These groups meet regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback surveys throughout the year and hosts live and recorded trainings to seek input from all community partners	It is the school's goal to further develop ways to connect to all students and parents through a social media and public relations campaign.	"Given the independent study model, teachers and parents will work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation, promotion, STEM day, parent training days, and monthly professional learning committee (PLC) meetings"	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	8/8/2022	2022
28662900000000	Saint Helena Unified	3	"St. Helena Unified (SHUSD) staff engaged its educational partners by obtaining input and feedback through various formats (meetings with bargaining unit representatives, emergency response teams, Superintendent’s subcommittees, Parent-Teacher Group meetings, School Site Council, English Learner Advisory Committee {ELAC}, and others) throughout the course of the pandemic. This ongoing feedback informed the development and implementation of strategies to provide safe in-person instruction and address academic support and interventions. In addition, based on the parent survey conducted in April 2022 below are current strengths within the district under ""building relationships"": Common themes from the parent survey are that SHUSD provides: 1) wonderful catering to inquiries/needs of students and parents in the school setting, 2) daily-weekly bulletins from schools that are helpful on what is happening on our campuses, 3) text updates from the district, emails from teachers, video from the district covering COVID were excellent, 4) easy access to communicate w/ teachers when needed, and 5) parents had the ability to meet with teachers."	"Areas SHUSD could improve upon as common threads in the feedback based on the parent survey conducted in April 2022 are as follows:  Providing more information to parents on individual teacher’s policies, providing parents consistent access to google classroom from all teachers and to see future homework assignments, providing communication that does not feel one-sided from schools to parents, would like the student information system ""AERIES"" to be updated in a timely manner on students assignments and grading, and work on providing more translation for Spanish speaking parents at all schools from teachers and site-level staff."	"The district continues to maintain a strong partnership with our community, including multiple opportunities for educational partners to be involved in the LCAP process. Monthly meetings are conducted via the LCAP Steering Committee; the composition of the committee includes district and site administration, faculty, classified staff, parents, community groups, and a student representative. These meetings are focused on goal review and progress as well as principal reports on implementation and challenges. Monthly agendas are posted on the district website for review at this link https://www.sthelenaunified.org.   Annually, the district conducts either multiple parent forums, parent/student panels, online surveys, and/or an educational partner's town hall to collect information from partners and students. In 2022, the district provided an online parent survey where over 325 responses were received. As the district wants to continue to provide opportunities for all, we provide multiple opportunities to collect information for each LCAP planning and then the development of the LCAP. Particular attention is always focused on subgroups in special education and English Learners through the Committee Advisory Council (CAC), English Language Advisory Committees (ELAC) and District English Language Advisory Committee (DELAC) as these subgroups continue to be district priorities for services and programming. In addition, students' voice was solicited by district staff during St. Helena High School leadership meetings and monthly student congress meetings. The district and school sites will start to hold some meetings at local venues to continue to solicit feedback and gain engagement from our underrepresented families.       The district also encourages parents and partners to participate in several superintendent sub-committees that meet regularly throughout the school year to provide more direct, consistent feedback on topics ranging from Budget, Facilities, Equity, Wellness, School Climate, Curriculum/ Invocations/ Technology, and Parent Advisory. These committees meet quarterly to share updates and reflections on district progress on LCAP-related goals and items that support the district's overall mission. The chief academic officer also met with both of our SHTA and CSEA unions monthly to gather feedback and provide information on district staff needs. We also sit on the county Special Education Local Plan Area (SELPA) committee to gather input and discuss county-wide and district needs around programs and services for students with unique needs. We have worked extensively with our SELPA director on improving outcomes on performance indicator review (PIR) results that are not meeting district expectations."	"We started out the 2021-2022 school year more prepared than when we left school in June of the prior year. Schools were back to a full day of in-person instruction for all students and had a firm handle on our health and safety guidelines that needed to be followed during this pandemic to stay open. St. Helena Unified was better prepared to truly provide the best possible teaching scenario given the situation all districts were in due to COVID-19. Strengths are as follows: Online links were provided to parents when needed, parents felt that they always got resources on ways to support student learning at home when a student was out of school, schools also provided information and support as needed, and lastly, parents were grateful for the tremendous amount of resources offered to students and all the support academically and emotionally provided to students."	"Per educational partner input the following areas of improvement are recommended: 1) More seminars and virtual learning on how to help their children at home 2) Send more reading books home from the lower grades 3) Work on making parents feel that they can contact a teacher or administrator without being a bother 4) Publically communicate often that interventions are available before school or after school 5) Make sure home assignments connect to the curriculum being taught       The district will continue to hold multiple student panels/meetings throughout the 2022-2023 school year to collect students' voices and to continue with our parent forums to solicit parent/guardian voices on how we can assist in building partnerships for student outcomes. The district will also have various site-specific parent training either online or in-person on how to access and utilize all of the necessary online instructional materials and how to monitor student grades. SHUSD will work with the primary school and elementary school to send library books home as much as possible and when appropriate to support reading in the home. Each school site will communicate through flyers, blackboard connect, sandwich boards, and site bulletins often on what interventions, events, and programs are happening on campus at any given time.    District staff compiled information from the LCAP student forums, the Wellness Student Committee feedback, and our parent survey to develop common themes. Communication with district partners is an area of growth that was a concern for many respondents. Finding the medium of communication to ensure that our community is aware of student progress and events will be a focus of district efforts. TK-5 parents valued the fall parent conference time to connect with their child's teacher and wished there was a spring opportunity to be added as well. There was a strong response to ensuring equity at all schools and establishing policies and practices that support those efforts. As student and staff wellness was a focus this year, there continues to be a need for counseling, as well as, resources for positive mindsets. Students and parents have a desire to be a part of the school community by being on campus more frequently and feeling connected to the school site and staff."	"The district contracted with ""Parents for Quality Education"" (PIQE) to assist our underrepresented parents in understanding how the American school system works and how to advocate for their son/daughter within the school. 48 parents graduated from this program and the district will be building on some of the graduated parents to create a cadre of Hispanic parents for other parents to go to for support and assistance within the school system. For our parents of special needs, we will continue to be represented on the county community advisory council with the hope of adding more parents from SHUSD to attend the monthly meetings. All required policies and procedures go out to all parents at the beginning of the school year in all languages represented within the district which address parents' legal rights, as well as, parents' rights provided during all special education meetings."	"Areas of strength and progress are as follows per the parent survey: 1) Parents have many ways and lots of opportunities to get involved if interested 2) Parent groups are great 3) PTG and ELAC groups exist and try to keep parents informed 4) Parents have appreciated the town halls in the past 5) Meetings are open to anyone interested 6) District does a good job with engagement-at individual level could be improved 7) Schools really listen to input from PTG and the community 8) There are many groups and events where parents are asked to participate and volunteer      Also, the superintendent, chief academic officer, and chief business official have held virtual voluntary staff meetings this year and principals have held monthly staff meetings to discuss site-related issues and student learning needs. The student's voice was solicited during St. Helena High School leadership class by the chief academic officer and site principal. The chief academic/human resources officer meets weekly with both the SHTA (certificated staff) and CSEA (classified staff) union representatives to discuss various topics to solicit voices and input. The district maintains a strong connection with community businesses and educational partners through many committees and support from the St. Helena Public Schools Foundation, English Langauge Advisory Committees (ELAC), and Parent-Teacher Group (PTG) efforts at each site."	"Areas for improvement are as follows: 1) Not all parents knew that committees, groups, and events were available for public input 2) Need to put a bigger effort in middle school and high school to seek input on big decisions from parents 3) At times there appears to be a disconnect between either a school event or a PTG event 4) Appears that some huge decisions were made without parent input 5) At times, difficult matters (race, hate-motivated behavior, and bullying) are not always addressed at the school or district level."	"This year, the district conducted one online educational partner's survey which was offered in Spanish as needed. Parent survey results were provided to the public at the May 2022 school board meeting. Underrepresented families will continue to be a focus of the district and have started with the work of the PIQE training, CABE attendance, and the hiring of a district bilingual/bicultural social worker/community liaison to assist in this process. Also, a weekly bilingual tech support person was provided to any parent (monolingual or not) needing to set up email, Gmail accounts, and how to access the student information system (AERIES) to monitor their child's grades, etc. This technical support will continue for next year. As a district, we have had success in increasing the number of Hispanic parents who have attended our ELAC meetings this school year. We believe this is due to holding some meetings in person and others virtually and also combining some of our schools for a joint ELAC meeting. In addition, the Parents for Quality Education (PIQE) was started at the primary and elementary schools this year and we had 48 Hispanic parents join the program. After two years of not being able to join the state CA Bilingual Education Conference (CABE) due to multiple factors, the four DELAC parent representatives, the district social worker, and the director of curriculum and instruction attended the conference online.   A St. Helena Family and Community Engagement survey was completed by 325 parents for this school year and rated the district at 4.09 out of 5 being the highest on the following question: The school(s) provide multiple opportunities to engage in two-way communication between families and educators using both oral and written language that is understandable and accessible to all families. Next, several of the district subcommittees are held in a hybrid model of online and in-person this year. This makes it challenging to judge the total number of parents based on ethnicity. However, from an observational point of view, parents who attended all meetings attended with fidelity to show consistency in voice and to give their opinions."	4	4	3	4	4	3	3	3	3	3	3	3	Met	6/16/2022	2022
50712660000000	Salida Union Elementary	3	"Based on parent surveys and educational partner input, the district identified strengths in the following areas: creating welcoming environments, building trusting, respectful relationships, and two-way communication. The district will continue Welcome Back-to-School family meetings, which provide a personalized approach to engage families in a meaningful way before the school year begins. These meetings allow staff the opportunity to learn about each family’s strength, culture, language, and goals for their children. In addition, the district will continue the Parent Square, a safe and secure platform for all school-to-home communication. 98% of families are signed-up and using ParentSquare. Parents receive all school, classroom and group communication via email, text or app notification."	"Based on LCAP Advisory Committee and educational partner input, the district identified an area to strengthen relationships between school and families through providing family training for Positive Behavior Intervention Supports (PBIS). Families are interested in learning more about the district's focus on social emotional learning and growth mindset, as well as, school-wide expectations."	The district will continue to improve the engagement of underrepresented families through on-going messaging to families to include them in opportunities to strengthen staff and family relationships.	"Based on parent surveys and educational partner input, the district found strengths in the following areas: 1) Providing resources to families for learning at home with Footsteps2Brilliance early literacy app, Imagine language and literacy software for families to learn English at home, and family literacy nights. 2) Family meetings to discuss student outcomes during Parent/Teacher conferences were seen as a strength and appreciated even with Covid-19 restrictions and changes this year. 3) Continuing Parent Institute for Quality Education (PIQE) for families."	"Based on LCAP Advisory Committee and educational partner input, the district identified an area to strengthen building partnerships for student outcomes which included adding a family night to introduce families to the Toolbox Project’s 12 Tools. The curriculum honors children’s ability to manage their own emotional, social, and academic success by accessing the inner tools that empower them."	The district will continue to improve the engagement of underrepresented families by continuing to promote meaningful opportunities for families to learn and providing resources to support student learning at home.	"Based on parent surveys and educational input, the district is effectively engaging families in advisory groups and decision-making. The district will continue to seek building the capacity of families and their involvement in advisory groups. Currently, the district offers the Parent Institute for Quality Education (PIQE), which has increased family involvement of underrepresented families."	"Based on LCAP Advisory Committee and educational partner input, the district identified an area to strengthen seeking input for decision-making by continuing to provide translation services for meetings as well as child care for families to attend."	The district will continue to improve the engagement of underrepresented families through making and maintaining contact to invite families to be involved on committees or through surveys to provide input.	4	4	2	3	4	4	4	4	3	3	4	4	Met	6/14/2022	2022
27661420000000	Salinas City Elementary	3	"Salinas City Elementary School District (SCESD) is either in the Initial Implementation or Full Implementation phase in all areas of building relationships. SCESD continues to rebuild from the COVID-19 Pandemic. Evaluating the needs of staff, students and parents, is an ongoing process.  A primary strength is to maintain school environments where parents feel welcomed. Results from the fall parent survey indicated that approximately 80% of parents who completed the survey indicated that they “frequently” or “almost all the time” feel welcome at their child’s school.  SCESD employs a full time Parent Coordinator at each school. Each Parent Coordinator provides parenting programs and training opportunities that assist parents navigate through the educational system.   Parent Coordinators are provided with regular opportunities for professional development to better support families with the greatest need. Professional development opportunities include:  •Technology •Communication •Team Building •McKinney-Vento •School Registration procedures •Truancy regulations •Record Keeping •ParentSquare •Aries •Parent/Teacher conference - Procedures •English Learner transition procedures  •School and community resources"	"A focus area for improvement is to expand services and staffing at the Family Resource Center and increase the number of parent resource opportunities to effectively support all families, including, homeless and foster youth."	"The following changes will continue at the LEA:  •Parent Coordinators at each school site will be trained by the Director of Emergent Bilinguals.  •The Family Resource Center was restructured to include additional Tier I support services for all families in the district but continued to focus on the specific needs of homeless, and foster youth. Additional Services include: -English classes  -School registration support -Uniform distribution for families with the greatest need -Family Resource Fairs -Parenting/life skills workshops -Access to computer technology"	"Salinas City Elementary School District (SCESD) understands the importance of creating and maintaining a network of community partnerships to support families. SCESD is in the Initial Implementation phase in all areas of building partnerships. Evaluating the needs of staff, students and parents is an ongoing process to effectively rebuild from the COVID-19 Pandemic.   Areas of Strength:  Partnerships with school community parents continues to be an area of strength. According to results from the 2021 fall parent survey, 83% of parent participants responded favorably to “The school invites parents to participate in school planning such as School SIte Council (SSC) and English Language Advisory Committee (ELAC).  SCESD continues to provide weekly sessions of virtual social emotional support and computer technology training for all school community members.   Topics include the following: •Anger Management •Best Practices to Nurture/Discipline Children •ParentSquare •How to Create/Retrieve an Email Address  The Family Resource Center (FRC) partners with the Food Bank for Monterey County and provides regular distribution of food at school sites with the greatest need. The FRC also conducts regular distributions of uniforms, clothing and school materials to families in need and to those who qualify as homeless under the Mckinney-Vento Act. The FRC provides weekly virtual workshops with representatives from the community:   Agencies include: •Monterey County Department of Social Services •Sun Street Centers •Salinas Public Library •The Blue Zone Project •Community Homeless Solutions  Another strength in the SCESD is the continued effort to provide opportunities for stakeholders to have input on district initiatives by providing a variety of virtual stakeholder input meetings as well as surveys during the pandemic period. Teams of stakeholders include the following: •DELAC  •Parent Advisory Committee •LCAP Leadership"	SCESD will continue to increase relationships with public agencies to support partnerships with parents and students outcomes.  Including: •Monterey County Department of Social Services •Sun Street Centers •Salinas Public Library •The Blue Zone Project •Community Homeless Solutions	A focus area for improvement is to provide an increased number of parent training opportunities designed specifically for parents of students with disabilities to better understand the Individual Education Plan (IEP) process.	"A strength in the SCESD is providing families with increased opportunities to participate in stakeholder input meetings for new district initiatives and the Local Control Accountability Plan by integrating virtual stakeholder feedback meetings. During the 2021-2022 school year both in person and virtual stakeholder meetings were conducted so all families had opportunities to provide input.  Results from the fall parent survey indicated that approximately 80% of participants responded favorably to feeling welcome at their child’s school. Approximately 83% of participants responded favorably to being invited by the school to participate in school planning such as School Site Council and other school advisory committees.  The district held district-wide, virtual town halls covering LCAP, UPK expansion, and ELOP implementation. Attendees were parents, staff, and community members: •ELOP Townhall March 1, 2022 - English & Spanish Town Hall covering the topics of; ELOP Program Requirements, Before & After School Expansion, Saturday Program Expansion, Intersession & Summer School Expansion •LCAP Townhall March 30, 2022 - English & Spanish Town Hall covering the topics; Unduplicated student services, LCAP alignment to ESSER II, ELOP, and Title III funding, Learning for All Students, Safe, Positive, and Well-Maintained Schools, Quality Staff Providing Exceptional Service, Home, School, Community Partnerships •UPK Townhall April 25, 2022 - English & Spanish Town Hall covering the topics of; UPK expansion overview, Program expansion recommendations TK and CSPP, Facilities, Staffing, Staff Development   Information was presented and gathered from District English Learner Advisory Committee (DELAC) members. •March 16, 2022 - DELAC Meeting  - in English and Spanish - Covering the following topics; Unduplicated student services, LCAP alignment to ESSER II, ELOP, and Title III funding, Learning for All Students, Safe, Positive, and Well-Maintained Schools, Quality Staff Providing Exceptional Service, Home, School, Community Partnerships  Information was presented and gathered from Parent Advisory Committee (PAC) members. •March 10, 2022 - PAC Virtual Meeting - in English and Spanish - Covering the following topics; Extended Learning Opportunity Program (ELOP); Funding, Menu of program options, Saturday Block Schedule, Intersession Block Schedule,Summer Schedule •April 24, 2022 - PAC Virtual Meeting - in English and Spanish - Covering the following topics: Local Control and Accountability Plan (LCAP), Instruction & Student engagement, School Program and Services, Special Education, Language Acquisition Programs, Parent Involvement, School Culture, Climate & Safety  •April 28, 2022 - PAC Virtual Meeting - in English and Spanish - Covering the following topics: Universal Pre-K Program (UPK), TK Projections, Current CSPP Program, Current Transitional Kindergarten Classes, UPK Target Classrooms, Long term goals"	An area for improvement is to increase stakeholder input participation for parents of students with disabilities by providing more opportunities to meet and collaborate with school and district staff about the IEP process.	An area for improvement is to increase workshops and professional development opportunities for parents of students with disabilities.	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/13/2022	2022
27661590000000	Salinas Union High	3	"Salinas Union High School (SUHSD) continues to develop the capacity of staff to build trusting and respectful relationships with families. The priority is to make staff aware of the importance of parent engagement at their site at all levels and the opportunities we offer to families at the district level.  Each school site has a Community Liaison, whose primary role is to connect families to the school and community resources. Community Liaisons work directly with their site principal and staff to engage parents in various committees and activities at the site level. Community Liaisons organize weekly parent meetings at their affiliated sites where parents have the opportunity to meet, receive information, and ask questions to and from staff: registrars, attendance personnel, counselors, and administrators.   Furthermore, our Parent Involvement Coordinator coordinates various workshops, conferences, and parent committees to engage parents in learning, decision-making, and conducting a needs assessment.  All the events offered in school sites and the district are in English and Spanish.  Finally, the District also provides multiple opportunities for families to engage decision-making committees such as DELAC, ELAC, School Site Council, Positive Behavior Interventions, Support Committee, Safety Committee, site Cafecitos with the principal, and the LCAP Parent Advisory Committee.  Furthermore, our parents have provided feedback in various surveys, community meetings, and district advisory committees. The input is then analyzed and shared with appropriate personnel to develop our district expenditure plans."	"The focus for the current school year is to increase the opportunities for our families to engage in two-way communication with all teachers and school staff. Therefore, we currently have a committee focusing specifically on two-way communication tools. Our area of focus is “there is a need for ongoing, authentic communication with parents, and that limits building genuine and empathetic relationships to support their child’s education.” Therefore, over the 2021-22 school year, our committee reviewed various application tools to adopt, and after reviewing feedback, the district has implemented two new communication tools: Talking Points and Language Line. Talking Points will allow our families to communicate with all school staff via text messaging. Talking Points is a multi-language application; families will be able to communicate in their native language with an automatic translation when received by school staff. Furthermore, this application will provide us with analytics that will support us in monitoring student groups' academic and attendance progress. Moreover,  Language Line will provide live translation services in various languages.  Both of these tools increase communication between school site staff and families."	"SUHSD continues to work on understanding and respecting students’ family culture. Yet, staff lack support to learn about our families' strengths and cultures.  The District can improve by providing all school staff updates on student site demographics to increase awareness of unrepresented students.   Currently, our district continues to see growth in Mixteco-speaking families. Therefore, we are committed to continuing our Mixteco Family Committee to assess their needs and bring resources to support them. In addition, we will continue the work to reach out to our newcomer families and underrepresented families with students with IEPs. Therefore, the District and school sites need to increase the opportunities for underrepresented families to be engaged and informed of our school system.   Thus, the SUHSD will continue to offer workshops for parents of students with  Individualized Education Plans, newcomers, and Mixteco-speaking families to assess their needs and explain their rights while learning about their families’ strengths and struggles."	"Salinas Union High School District (SUSHD) provides families with information and resources to support student learning at home. For example, parents are invited to district-wide educational workshops focusing on education, health, and parenting. Also, each school site offers a variety of parent workshops focused on increasing awareness:  class nights, financial aid workshops, intervention meetings, A-G requirements, and promotion/graduation meetings. Likewise, parents whose students participate in specialized programs like AVID, Advanced Placement, or Future Farmers of America also have a variety of parent events and/or committees that may take part in. Furthermore, each site has a community liaison whose primary role is to outreach to parents. They conduct weekly parent meetings, which provide parents with tools to support their student’s education, needs, and future plans. During these meetings, Community Liaisons disseminate essential information that helps parents better understand their children’s education. In addition, parents can meet, learn and receive resources from school personnel and community agencies.   Other tools that parents are offered to support their children academically are Parent View App, textbook online parent guides, progress report grades, and quarter and semester grades. In the Parent View App, our parents and families can monitor students' current academic grades and attendance. Furthermore, it provides parents with multiple reports on state assessments. Furthermore, our students now have access to 24/7 online tutoring services and college/career planning tools.  All district students now have access to receive online academic support from a third party. Students can have on-demand sessions, log in when needed or develop a schedule to work on an academic learning plan. In addition, all students and their families will have access to Naviance, a web-based tool that will support students in planning their goals after high school; this includes both college and career opportunities."	"Our district has various tools and resources for families to monitor student outcomes. We also provide ample district opportunities for families to engage in learning. However, we need to ensure that each site takes ownership of the learning opportunities for parents and that these resources are shared on a regular basis at a school site.  Therefore, we are currently working with designated staff to provide training on the various resources and tools available for our families and teachers. Then the key staff will be able to continue to provide support to the families or teachers."	"SUSHD provides professional learning and support to teachers and principals to improve the school’s partnership with families. New SUHSD staff are offered information regarding parent engagement during orientation week. However, this support is insufficient; therefore, SUHSD will improve by sharing research regarding parent engagement and educational gaps of underrepresented students such as migrants,  English Learners, and students facing homelessness. The SUHSD will monitor academics, attendance, and behavioral data for underrepresented students. The data will be shared with the site administrators and parent liaisons to provide training and resources to the families to support their student's academic progress."	"SUHSD is supporting and building the capacity of personnel to engage families in advisory groups and with decision-making effectively. Administrators are trained annually on School Site Council, and they also receive support with Title I meetings. In addition, administrators are trained and updated on the LCAP to conduct their LCAP site community meetings effectively. The English Learner Specialists also receive support from the administrator overseeing the program during their monthly job alike meetings. Inclusively, any staff who leads advisory groups are trained and supported. Examples of our advisory groups are Positive Behavioral Interventions and Supports, parent groups, LCAP District Parent Advisory, Book Adoption, and DELAC. SUSHD is building the capacity of family members and supporting them to engage in advisor groups and decision-making effectively. Interpretation is offered to increase the ability of Spanish-speaking parents to participate in committees. District also supports parents by providing childcare and having a flexible meeting schedule. Parents are trained regarding parliamentary procedures and are offered instructional scaffolding strategies to communicate, learn, and engage in committees effectively.    SUHSD is providing families with opportunities to provide input on policies and programs. Some of the policies that parents provide input on are the student handbook, cell phone policy, dress code policy, and a hotline number to report incidents. In addition, parents have the opportunity to provide input on programs when attending school meetings, such as ELAC, DELAC, DAC, LCAP, PBIS, Safety, FFA, SSC, parent groups, class nights, and AP parent nights. Furthermore, parents can provide feedback through the Healthy Kids survey, LCAP survey, and parent workshop surveys."	"The District's current area of improvement continues to reach out to our families and increase participation in decision-making committees. We have seen a positive trend in participants, yet there is always room for improvement. Furthermore, every year our goal is to increase all stakeholder feedback in our survey by at least 10% from the previous year. Therefore, we work collaboratively with site staff and the community to support our families by providing us with the feedback we need. SUHSD will focus on finding a better electronic platform for parents to provide constant input."	"As mentioned in previous responses, we will continue the systems we have implemented to continue seeking input in decision-making plans. However, we will also increase reach-out to our underrepresented families by continuing our Mixteco and Newcomer family committees. Furthermore, we will continue collaborating with Student Support Servies to serve the unrepresented families of students with IEPs. This includes providing multiple small discussion round table meetings and virtual educational meetings."	4	4	4	4	4	4	4	4	5	4	5	4	Met	6/28/2022	2022
49707306110639	Salmon Creek School - A Charter	3	"Harmony staff has been recently trained in restorative meeting processes. Harmony's governance includes a representative leadership team that includes key members from different staff teams, both classified and certificated. The Leadership team is responsible for identifying and implementing new professional development programs for staff as well planning and running the faculty meeting schedule including special committees, grade level workgroups and general plenary meetings.   improves stakeholder buy in and participation.   A stakeholder budget committee with staff and parent representation analyzes the budget, is regularly updated on changes of funding and expenses, and provide recommendations on budget development.   The Student Resource Team is the nexus of family support both identifying and monitoring student and families that need support and providing direct interventions to re-engage families and students and build greater communication between home and school."	"The pandemic greatly impacted opportunities for family engagement on campus, however towards the spring access improved and community events returned.  Though intervention supports, SST meetings, and parent conferencing returned in force for 21/22, broad community events were still limited, and changing protocols for COVID mitigation impacted events.  An emphasis on more accessible community events, improved communication with the community, and prompt reply to enrollment requests were identified.  As such, a new event calendar was developed, a new community notification/communication platform was implemented  and new protocols for enrollment inquiries was put in place."	"The Community Connections Committee developed an extensive calendar in reflection of the 2021-2022 Youth Truth Survey to build a calendar for the following year that would provide numerous opportunities for family engagement, from school day activities open to the community to evening events including parenting classes for the 2022-2023 school year."	"The MTSS program is now fully implemented and dovetails with the Academic Coaching Teams supports, Student Resource Team monitoring and interventions, and the 504/Special Education program.  Parent teacher conferences have also been a strength for developing collaborative supports for students."	"Parent education on grade level outcomes is weak, staff is developing materials to assist parents in understanding educational standards at each grade level and the means by which parents can support development in the home."	The Student Resource Team has been tasked with the identification and engagement with students and families that are experiencing challenges to student outcomes.  The team is in its third year and is expanding training with support from the local COE.	HUSD has improved use of surveys with the parent community to gauge interest and feedback on proposals. Zoom presentations on COVID protocols and other community collaboration activities have proved helpful.  The Youth Truth survey has also been instrumental in gauging success of program initiatives.	"Improving communications through weekly updates, implementation of new notification /communication platform, and improved communication with the parent educational support foundation in collaboration on special events and community activities.  The district has also entered partnership with the local parks division to operate a downtown facility for community activities and engagement."	"The SRT and Admin Team are using new communication tools to engage families that are under-represented including direct invitations to targeted services like summer school, after school support, and parenting groups."	4	4	4	3	4	3	5	4	2	2	3	3	Not Met	10/4/2022	2022
30103060126037	Samueli Academy	3	"This year we have continued to hold parent/caregiver meetings to share information and gather input and feedback. These meetings have been held monthly on Zoom and have had Spanish translation provided. Additionally, our teachers and staff have regularly communicated to parents/caregivers through ParentSquare. ParentSquare is connected to our student information system (SIS) with current family contact information. We use that to share our weekly newsletter, updates on upcoming events, as well as one on one direct contact to parents/caregivers. The ParentSquare app translates messages to the designated primary language for each family/caregiver who allows staff to freely communicate without worry about language barriers. Our staff has shared over 225 posts this year and nearly 9,000 direct messages between staff and parents/caregivers. We have had an interaction rate between 12% and 38% varying per grade level."	An area for growth for our school is to increase parent/caregiver involvement in the school community through formalized structures such as parent committee attendance and volunteer opportunities.	"To increase engagement in underrepresented families, we will build up the capacity of our ELPAC parent leaders, and parent advisory committee members to increase family involvement in the groups. We will measure this through meeting attendance and leadership roles held."	"Parents and caregivers report that they feel confident in reaching out to the school when they have a question or need assistance. We have several events throughout the year that bring families to the campus to interact and see their students’ work.  We have also revised our SST process over this year to bring in staff in addition to our teachers, such as our school psychologist and behavioral intervention specialist to support our students holistically."	An opportunity for growth is communication around and involvement of our families with regards to using restorative practices for discipline issues on the campus.  We can educate all families around our approach to restoring damage done to relationships and community through restorative practices while bringing families into the conferences as appropriate.	The school will do targeted outreach to underrepresented families to elicit feedback and involvement.	"Over the past two years, we have significantly increased the amount of parents/caregivers who participate in our monthly meetings. Families regularly give feedback on structures of our school before they are fully implemented, such as our Monday Ignition opportunities for students.   We found that parents/caregivers were consistently looking for information and access to social-emotional health and mental health for their students. We used that information to seek out Care Solace, a concierge service to support families with securing appointments to mental health care."	An area for growth is to create more focused advisory groups to support specific decision-making needs of the school now that our school has an increase in parent/caregiver participation and that families are coming back to in-person events.	"This coming year, we plan to work with Padres Unidos, a nonprofit organization, to support and empower our parent/caregiver involvement."	3	4	2	3	3	4	3	4	4	4	3	2	Met	6/21/2022	2022
27661670000000	San Antonio Union Elementary	3	"At SAUSD, we have frequent communication provided to our parents via all calls, emails, text message reminders, and newsletters. Various engagement opportunities have been provided to parents via PTO, school-wide committees (P.B.I.S., World of Work, School Site Council), and volunteering. Moving forward, we’ll continue to look for ways to engage parents on the importance of school-wide attendance, literacy, as well as other focus areas"	"Now that we've moved beyond the effects of COVID-19, our district is looking forward to having more school-wide events on campus, field trips, and volunteers."	"The school district will continue to offer school-wide events, opportunities for parent engagement (""Coffee with the Principal"", PTO, School Site Council, Committees), as well as additional supports for their children (counseling, mental health, and parent support)."	"At SAUSD, we have frequent communication provided to our parents and students via all calls, emails, text message reminders, and newsletters. Various engagement opportunities have been provided to students via enrichment before and after school, sports, and community engagement (4-H, club sports, etc.). Moving forward, we’ll continue to look for ways to engage students on the importance of school-wide attendance and engagement with their academics and future careers."	"Now that the effects of COVID-19 are waning, continuing to provide students more opportunities at school to engage (sports, enrichment opportunities, building rapport with other staff and students)."	"The school district will continue to offer school-wide events, opportunities for parent engagement (""Coffee with the Principal"", PTO, School Site Council, Committees), as well as additional supports for their children (counseling, mental health, and parent support)."	"The district provides opportunities for families to share input via surveys, board meetings, community events, and committees."	"The district will continue to engage families via surveys (both English and Spanish), board meetings, community events, and committees."	"The district will continue to engage families via surveys (both English and Spanish), board meetings, community events, and committees. The district will also utilize the PTO to help bridge a connection between the school and families."	2	2	2	2	2	2	2	2	2	2	2	2	Met	6/14/2022	2022
27661750000000	San Ardo Union Elementary	3	"The LEA provides for numerous events through out the school year to invite family members to the school to build relationships with staff.  These events are well attended and include back-to-school night, an Hispanic Heritage celebration, a fall festival, a winter program, numerous sporting events, the Day of the Child celebration, Drop Everything and Read event, field trips, open house, and end of the year celebrations.  All parents are also invited to attend and participate in School Site Council."	The LEA focus area for improvement in building relationships between school staff and families is providing classified support staff members with training on building relationships and implementing a Multi-Tiered System of Support (MTSS).	All families in the LEA are considered underrepresented and we will continue to improve engagement with them using the strategies previously identified.	The LEA's strength and progress in building partnerships for student outcomes includes providing parents with diagnostic test results for math and E/LA and strategies that can be used at home to support student learning progress.	"If the LEA was larger and had the resources to provide parent workshops and training - that would be a focus area.  Unfortunately, due to the size of the LEA, we are not able to provide these kind of opportunities."	All families in the LEA are considered underrepresented and we will continue to improve engagement with them using the strategies previously identified.	The LEA's current strengths and progress in seeking input for decision-making includes an 80% participation rate in the parent survey and consulting with parents for input on decision-making at school site council.	"The LEA's focus area for improvement in seeking input for decision-making includes attempting to recruit more parents to participate in the meetings by holding the meetings later, providing food and drink, and providing incentives for participating."	All families in the LEA are considered underrepresented and we will continue to improve engagement with them using the strategies previously identified.	5	4	5	5	4	3	4	4	4	4	4	4	Not Met	10/19/2022	2022
35103550000000	San Benito County Office of Education	3	"During the 2021–22 school year the San Benito County Office of Education Alternative Education Programs administered one Parent Survey to parents of students at each alternative education site (grades 7-12).  The survey included questions about whether parents received effective communication, felt welcome and respected by the school, whether they felt that respectful relationships existed and if they were satisfied with the overall education provided.    100% of parents felt comfortable with the programs offered at the school and felt welcome at the schools. There was not any indication from the parents of a lack of communication between staff and families."	"To educate parents on the importance of participating in events at their child’s school, SBCOE has included actions in the LCAP to • Provide parents with information about grades, attendance, upcoming meetings and activities through phone calls, mail, email, and text messages • Meet with parents of English Learners • Host Back-to-School Night, parent conferences, Community Knight (college/career information). • Coordinate with the Migrant and Foster Youth programs to host social events for the schools and community."	"A large majority of parents (100%) reported they strongly agreed that they were satisfied with the overall education provided by the schools. School Site Council and Migrant Parent meetings were used as the main venue to solicit parent input for decision-making. In addition, one parent night was held to review school and LCAP goals and seek input from parents about the actions in the LCAP to meet those goals. Continuous outreach through email, text messaging and auto dialer was used and will continue to be used to seek input and communicate opportunities for parent engagement. Reminders sent out the day prior to the event and the day of the event will be completed as parents indicated that this was helpful to them."	"Weekly staff meetings allow for staff to collaborate around not only instructional practices, but collaboration also takes place on how to best serve students academically, socially, and emotionally. Parents are frequently invited in to conferences with school staff, including the counselor and principal to connect on student progress during the course of the year. Parents have stated that they can communicate with the school when they need to and feel that they are a part of the educational process."	"The improvement area is getting more parents involved with attending parent teacher conferences and school events in general. This is a focus that will continue as parents are busy, but do want to be involved in school and their child's education. Based on the latest survey, most parents want their child to do well in school."	"By having student academic contracts for each student and meeting with each student and parent to sign these contracts, this will provide multiple opportunities for parents to stay involved in their child's progress in school beyond the Mid-terms and Grade Cards that are sent home."	"During the 2021–22 school year the San Benito County Office of Education Alternative Education Programs administered one Parent Surveys to parents of students at each alternative education site (grades 7-12).  The surveys included questions about whether parents received effective communication, felt welcome and respected by the school, whether they felt that respectful relationships existed and if they were satisfied with the overall education provided.   100% of parents felt comfortable with the programs offered at the school and welcome at the schools.  To educate parents on the importance of participating in events at their child’s school, SBCOE has included actions in the LCAP to • Provide parents with information about grades, attendance, upcoming meetings and activities through phone calls, mail, email, and text messages • Meet with parents of English Learners • Host Back-to-School Night, parent conferences, Community Knight (college/career information). • Coordinate with the Migrant and Foster Youth programs to host social events for the schools and community. A large majority of parents (100%) reported they strongly agreed that they were satisfied with the overall education provided by the schools. School Site Council and Migrant Parent meetings were used as the main venue to solicit parent input for decision-making. In addition, one parent night was held to review school and LCAP goals and seek input from parents about the actions in the LCAP to meet those goals. Continuous outreach through email, text messaging and auto dialer was used to seek input and communicate opportunities for parent engagement."	The focus area is getting better attendance at Parent-Teacher Conferences and at the Open Houses that take place during the school year. The attendance at these events is lower and identifying the barriers towards attendance will be important.	"The ability to reach out to individual parents and educational partners to get their input is a strategy that will be used. Time conflicts with parents and educational partners during the day have been a barrier for attendance  When individual contacts are made, the parents and educational partners have stated this allows them a time and space to provide input that is needed."	3	4	4	4	3	3	3	4	3	3	3	3	Met	6/23/2022	2022
35675380000000	San Benito High	3	"SBHSD Strategic Plan goal 2 is to create and maintain a trusting, collaborative, and communicative relationship that includes ALL stakeholders, in order to establish a safe, respectful, and responsible school community based on the culture of STRONG. In order to accomplish this goal, SBHSD's developmental idea is to partner with the community of San Benito County to establish an outreach of support for academics, athletics, cultural activities, and the social-emotional needs of our students. SBHSD has returned to offering various Strategic Plan meetings and Academic Taskforce meetings, since our closure due to COVID, to involve community members, staff, parents, and students in collaborating around the core values of STRONG (Scholarship, Teamwork, Reflection, Opportunity, Nurture, and Growth). Additionally, our weekly newsletter, quarterly fliers, and social media platforms work as constant communication to our stakeholders. The area of growth for the district would be to increase the two-way communication with families and specifically target our underrepresented groups since most communication is via email and parent square."	"The focus area for improvement would include more teacher contact with students and families that require two-way communication. Oftentimes, communication happens via email or through a parent square message that is sent out. This year, teachers are calling home after every two weeks to identify students who may be at risk of failing a class or falling behind on their habits of learning (attendance, tardies, in-class behaviors)."	"Our staff recognizes that many of our families do not have access to technology or our student information system, Aeries. Teachers are encouraged to call home for this reason. SBHSD also has a translator on campus to facilitate conversations for families who speak Spanish."	"SBHSD has begun collaborating with our local community members and educational partners within our county through our Strategic Plan Meetings and other community walkthroughs of Hollister High School. Families and community members have had an opportunity to learn more about HHS and the courses we offer, how to reach counselors, and how to access Aeries with our community walkthroughs. Additionally, our student services team offers many information nights by grade level as well as coffee with counselors on a monthly basis."	"SBHSD has offered many opportunities for community and parent engagement but unfortunately has had poor attendance at some events. Our staff will look for more ways to interact with interested partners and the families of our unduplicated counts through different means (community fairs, via zoom, etc.)"	"Attendance at many of the community meetings has been a challenge.  Parents have identified the need for a later start time (after 7:00 PM), child care services, and more communication by phone message or text message in order to increase participation."	"SBHSD offers several ways for families to participate and make educational decisions for their student(s). Counselors meet one-on-one with students to build their 4-year Academic Plan. Families are invited to participate in the educational decisions and course selection for their students. Additionally, families are offered information during the parent information night which provides families with counselor contact information and dates for more events regarding educational decisions (college, FAFSA, post-secondary plans, etc.). Parents are also offered opportunities to participate in the district's DELAC, Migrant PAC, and School Site Council meetings."	SBHSD has identified a need for more family participation in all events at HHS. Participation at events has been a challenge and additional meetings to attend can be a struggle. The district has identified a need to offer both face-to-face meetings as well as meetings via zoom.	"SBHSD continues to communicate with families and community members in both English and Spanish with all parents via parent square and email communications. Additionally, our Communication Office for the district sends a weekly newsletter with school information. Our Superintendent's Council and Student Congress meetings also elicit participation and feedback on school items from our underrepresented student groups."	4	4	4	4	4	4	4	4	4	4	4	4	Met	3/8/2022	2022
36678760000000	San Bernardino City Unified	3	"SBCUSD’s current strengths and progress in building relationships between school staff and families includes 2-way communication between families and educators, multiple levels of participation at the school and district level, as well as working towards hybrid participation. For 2022-23 seven African American Parent Advisory Council (AAPAC) trainings are scheduled to better support schools with building relationships with African American families. New events were implemented to better engage families. In addition to working with program specialists across district departments, the district’s Family Engagement department has four professional development (PD) days scheduled at schools in 2022-23 directly related to family engagement. These will focus on helping staff support families to increase their children’s achievement and encouraging families to help close opportunity and equity gaps. Schools are provided with initial English Learner Advisory Council (ELAC) training at the beginning of the school year. This training includes the distribution of a comprehensive binder that each school can use to ensure a legally compliant ELAC. This will increase EL parent involvement and allow parents to provide input into school matters. ELAC support is then provided on a monthly basis by the Multilingual Department."	"SBCUSD’s focus areas for improvement in building relationships between school staff and families are to build trust and to welcome families back on campus. The Family Engagement department’s primary focus is to help schools develop effective working relationships to improve achievement, ensure equity, and support college and career readiness. Also, helping staff understand and overcome any cultural, ideological or other barriers for collaboration to improve student outcomes. The district will provide training and support in creating and facilitating regular site AAPAC and ELAC meetings and promoting participation at the district level. As a result, parents will learn how to best support students, access resources, address school-community barriers, and be empowered to share their thoughts and ideas."	"SBCUSD will improve engagement of underrepresented families by including them in all available communication platforms. Our Family Engagement department helps engage these families by collaborating with the departments most closely aligned with an underrepresented group, such as Multilingual Programs, which works with families from various language groups, or A.T.L.A.S., which works with our foster and homeless families. To improve engagement, the district is working with district parent advisory groups and collaborating with clubs such as Black Student Unions at schools. Equity and Targeted Student Achievement (ETSA) is creating events to crease the engagement of African American students and families.  EL parents have opportunities to participate in conferences with district staff, addressing issues related to EL’s."	"SBCUSDs current strengths and progress is professional learning and resources for teachers and principals. The district focused on building staff capacity to engage and support families in student learning and has made significant progress establishing the foundational elements necessary for effective family engagement. ETSA worked with local businesses to provide resources for African American (AA) students. Our partnership with Foot Locker has been created to provide shoes as an incentive for AA students to improve academic performance. Survey data and other objective measures are used to evaluate the impact of family engagement on student outcomes. Family engagement is being embedded into the Single Plan for Student Achievement and is now a component in the evaluation of site administrators. Established parent groups allow for dialogue to share thoughts and ideas, and are strong catalysts for parent input."	The focus areas for improvement include supporting families to understand their legal rights and to increase opportunities for teachers to meet with families. Increasing effective family engagement is another area for improvement. Additional improvement areas include re-engaging our African American families and working with site leadership to connect families through AAPAC committees. Systematizing follow-through on ideas that parents share during meetings is another improvement area.	"SBCUSD will improve engagement of underrepresented families by providing flexible options for participation through video, phone, or in person. Child care, translation services, and accommodating meeting times are additional strategies to increase engagement. The Family Engagement department works across the district to help these families support their students in achieving college, career and scholarship goals. The ETSA department connects African American families and parent advisory committees across the district with resources to support their diverse needs, which includes working with school staff and clubs to increase AA engagement."	"SBCUSDs strengths and progress in seeking input for decision-making includes active participation in all district advisory groups such as DAAAC, DAC, CAC, and DELAC, with regular attendance from district departments with the goal of listening and responding to families. Parent opportunities designed to build capacity include family engagement events (planning and facilitating), school training, and PD opportunities including conference attendance. Feedback received from families is used to create workshops and PD to support families and staff in collaborating about joint decisions that are in the best interest of students. Surveys provided for stakeholders are used to gather information in addition to receiving input through our ELAC, DELAC, and Cafe de Padres meetings. Minutes are taken and shared with the group in order to promote follow through."	"SBCUSD’s overall focus area for improvement in seeking input for decision-making is to increase family participation at the site level which may include input on policies. Our goal is to increase the number of African American and English Learner families who are actively participating in their school AAPAC or ELAC meetings, attending and participating in DAAAC or DELAC, and visiting our District School Board meetings when possible, to learn more about District governance. The Family Engagement Department is working with sites on microengagements to improve family involvement in decision making. Micro-engagements are brief, 30-60 second, on-the-fly informational or feedback sessions wherever and whenever district and site staff connect with families in person, online or over the phone."	"The Family Engagement department is seeking to involve underrepresented families in decision making using creative ways to reach families and collaborating with those mostly closely connected to those families (pastors, coaches, etc.). This work will help to capture family voices and develop relationships, while children are in preschool and kindergarten. In doing so families will feel comfortable sharing their views and assisting with making decisions at the site and district level. Additional training for school staff is planned to help school leaders support and engage African American families. The Multilingual department will continue to provide multiple ELAC training opportunities and specific Cafe de Padres meetings for parents. Personal invitations to individual families will also be implemented via Parent Square."	4	4	4	4	4	4	3	3	4	4	3	4	Met	6/21/2022	2022
36103630000000	San Bernardino County Office of Education	3	"During the 2021-2022 school year, SBCSS continued to build upon the successes from the prior year by having designated staff members focused on maintaining and fostering new relationships with parents and helping to create an environment where students and parents feel safe.  Successes described included the communication system to keep parents informed of services and events.  Parents shared the communications were informative, friendly, and positive.  We have also increased the availably to speak with families via multiple means such as zoom on campus, and telephone to answer questions, address concerns, and provide resources.  SBCSS also began development in building trust and respectful relationships between staff and families with a 4-session parent support group to identify concerns, supports needed, and feedback of families. A separate parent engagement form was created for parents to identify resources needed, request information or concerns, and provide information to help staff identify the best time to connect with families."	"Educational partners expressed the unique needs of our student population is a continual need to have positive interactions, timely communication, and community outreach.  They also expressed the importance of the student/teacher relationship to keep students engaged. SBCSS will continue to improve building relationships between school staff and families by implementing PBIS strategies and working toward creating a positive school culture.  SBCSS will continue to employ designated staff focused on building new relationships with and engaging parents, offer engagement activities focused on the expressed needs of families, offer parent training, authentic opportunities for involvement in the decision-making process, and building partnerships with local businesses and community resource centers to support the whole child."	"Research shows that ""effective family engagement can contribute to improved student outcomes and to closing persistent achievement gaps among students of different racial and ethnic backgrounds and family income levels."" (CDE, 2017). Educational partner feedback identified school climate, including parent involvement and student engagement as top current challenges for the 90% low-income population in the SBCSS Alternative Education (AE) programs. Educational partners expressed the unique needs of low-income students is a continual need to have positive interactions, timely communication, and community outreach and the importance of the student/teacher relationship to keep students engaged. SBCSS believes that providing designated personnel,  increasing opportunities for involvement, improving communication systems, and providing multiple opportunities for parents to engage in the decision making process, working together will provide the support and resources to expand the efforts of SBCSS to engage families, connect them to community resources, and continue building strong student/teacher and parent/teacher relationships to increase low-income student attendance, participation, and ultimately achievement. Parent and student surveys demonstrated that PBIS strategies are also successfully being implemented and contribute toward creating a positive school culture.  Implementation of PBIS strategies will be continued and connected to student achievement and parent involvement."	"SBCSS staff attend various staff meetings to address and provide learning opportunities to improve capacity to partner with families.  Through staff surveys, staff feedback and comments are gathered to determine continuous improvement and equitable services. Site visits and online feedback and request forms for both families and staff assist to improve communication and build capacity to partner with families. SBCSS parent and family engagement staff meet with students and families to create an updated needs assessment to implement policies and programs for teachers to meet with families and improve student outcomes. This will remain a collaborative effort with principals and teachers. During LCAP educational partner meetings, parents are provided an opportunity fo review progress and provide families with the opportunity to share feedback, concerns, or questions. The LCAP meetings also outline and describe families legal rights and how families can exercise their rights and advocate for their children."	"To build partnerships toward improving student outcomes, a focus area for improvement will be to increase parent/school contact via improved communications, frequent opportunities for involvement, and staff focus on meeting the unique needs of the student population served.  A family engagement website is under development and will provide families information and resources to support student learning and development in the home. Continued parent training is scheduled throughout the school year to provide families with greater support, both in person and virtually. Parent trainings are provided in collaboration with various school site counselors, program specialists, school physiologists, SELPA, teachers, and principals. A yearly calendar provides families with updated and continuous information to support student learning and development in the home."	"Educational partner feedback identified school climate, including parent involvement and student engagement as top current challenges for the 90% low-income population in the SBCSS Alternative Education (AE) programs. Educational partners expressed the unique needs of low-income students is a continual need to have positive interactions, timely communication, and community outreach and the importance of the student/teacher relationship to keep students engaged. SBCSS believes that providing designated personnel,  increasing opportunities for involvement, improving communication systems, and providing multiple opportunities for parents to engage in the decision making process, working together will provide the support and resources to expand the efforts of SBCSS to engage families, connect them to community resources, and continue building strong student/teacher and parent/teacher relationships to increase low-income student attendance, participation, and ultimately achievement. Parent and student surveys demonstrated that PBIS strategies are also successfully being implemented and contribute toward creating a positive school culture.  Implementation of PBIS strategies will be continued and connected to student achievement and parent involvement."	"SBCSS has provided a series of Parent Support Groups to support families and continues to build stronger and effective family engagement through providing available resources to families, such as food donations. SBCSS has developed family workshops for families during the Parent Advisory Committees and is developing a continuous calendar of workshops for families for the 2022/23 school year. Through building relationships, parent participation has increased during the LCAP meetings, which provide families the opportunity to share feedback, opinions, and concerns regarding student achievement, safety, new programs and services."	An area of focus for SBCSS in the area of improvement in seeking input for decision-making is increasing parent engagement participation and communication.  SBCSS will develop family workshops to occur in conjunction with Parent Advisory Committee meetings and is developing a continuous calendar of trainings and workshops for families focused on empowering parents and families during the 2022/23 school year.	"To ensure trainings, opportunities, and resources meet the needs of parents and families, especially underrepresented families, SBCSS has developed family workshops to occur in conjunction with Parent Advisory Committee meetings and is developing a continuous calendar of trainings and workshops for families focused on empowering parents and families during the 2022/23 school year.   A parent engagement form has also been created for parents to identify resources needed, request information or concerns, and provide information to help staff identify what is needed to help improve parent and family engagement."	3	2	3	3	2	3	3	2	3	3	2	3	Met	6/6/2022	2022
41690130000000	San Bruno Park Elementary	3	"SBPSD current strength is the partnerships with community organizations.  Together PTA, SBEF, SBCF, the Lyons Clubs are the strongest."	"SBPSD engagement meetings indicated the need to increase overall communications in various languages, engagement for families and family advocacy."	"SBPSD engagement meetings brought forth the importance of increase communications via new messaging platforms, number of instances the platform will be utilized.  The platform will expand the type of language offerings.  There will be an increase of English Learner representation with the support of new programs such as PIQE, CEI and PEC meetings.  Through these new programs we will develop stronger relationships, provide education and create activities that will help our families feel part of the SBPSD educational community."	"SBPSD current strength is the partnerships with community organizations.  Together PTA, SBEF, SBCF, the Lyons Clubs are the strongest and provide supports and program and grant opportunities to support our student outcomes.  Our Teacher community offers student conferences, intervention activities and programs that support student learning."	"Areas for increasing student outcomes via partnerships are increasing time for teachers to learn and build more programs, partnerships and activities."	SBPSD will allocate more funding for our underrepresented students and families.  Funding will provide additional support services and programs.	SBPSD strengths are the Site Leaders and Teachers that continue to build partnerships within the community.	Based on engagement meetings areas for improvement for input include increasing the retention rate of Site and Senior Leadership and building relationships and the capacity of all leaders.	"Engagement meetings brought forth the importance of ensuring that there is retention of site and senior leadership for securing funding and developing consistent programs.  Programs designed for engagement, advocacy, education and activities."	3	3	3	3	2	3	3	3	3	3	3	3	Met	6/15/2022	2022
41690216112213	San Carlos Charter Learning Center	3	"Family participation is a core value of the San Carlos Charter school. Over the years our community has benefited from the tremendous support of our families in the classroom, on campus and in the community. Families come to San Carlos Charter to be a part of our school community. Additionally, we invest in growing this tremendous volunteer support by employing a paid Volunteer Coordinator on the administration team. Parent volunteers serve on our school’s board of directors, maintain our welcome garden, keep our edible garden thriving, help with campus beautification, make field trips possible, serve our universal meals program and so much more!"	"As is true for so many schools across the world, the Covid interruption disrupted our school’s ability to maintain that strong sense of community. Furthermore, due to our small size and limited resources, our school Covid policies were fairly conservative requiring masking and limiting on campus visitors to vaccinated individuals. These policies, while necessary at the time, limited the ability of folks to volunteer in the same ways as we had grown accustomed in our now 28 year existence. Policies have been updated to reflect the new stage of our journey with this pandemic, allowing us to return to some of the things our school does best through volunteering. SCC will once again return to in person community events and field trips as we welcome all folks back to campus."	"In our summer survey, in July of 2022, families were specifically asked to reflect on SCC as an inclusive environment. We identified groups of underrepresented folks rating their experience neutral or not satisfactory at greater rates than other groups. This data point is of particular interest as we continue to grow our efforts to celebrate diversity and inclusion. We also noticed that we needed more ways to disaggregate our data, digging into years at the school or grade level, for example. We also wonder how much of this is related to the covid disruption. Our program is a 9 year program and it will be interesting to track this data over time. Engaging in qualitative data collection such as empathy interviews, further surveys of family experience and perhaps even the creation of affinity groups will be explored as SCC continues to work towards a more inclusive environment."	"SCC's learner centered approach to educating the whole child leads to our learners overwhelmingly reporting a sense of belonging, 88% as measured on our Learner Satisfaction Survey of 2021. Furthermore, 93% of learner respondents agree they can ask an educator for help and know they will help soon. By and large our learners report that they are connected and cared for in our school community."	"SCC invested in the well being of our learners in a couple of key ways this past year. One of those was The PASS diagnostic, “a powerful, multi-factorial measure of student attitudes to school, learning and success.” We used the PASS as a universal screener three times last year and plan to do so in the 2022-23 school year. The PASS data revealed small pockets of learners across the grades, with negative attitudes towards school, helping us to identify social emotional needs. To address those needs we leaned into school based counseling through individual and group sessions such as friendship groups, assertiveness training and advocacy groups.   SCC invested in the mental health and well being of our learners coming off the Covid disruption through the use of school funds and significant grant support. SCC has contracted with One Life counseling the past two years to meet these needs."	Executive Diretor plans to implore a multitude of collections of qualitative data such as empathy interviews with families and working groups to better understand the obstacles in the way for underrepresented families in relation to building partnerships for learner outcomes.	"San Carlos Charter is governed by a board of directors composed of 5 parent members, 1 staff member and, currently, 1 community member. The Board of Directors votes on school policy presented by the administration of SCC. In addition, the board will have several working groups such as the finance committee and the anti racism at SCC group. Family participation is a core value of the San Carlos Charter school and as such SCC engages parents in decision making processes.  Over the years our community has benefited from the tremendous support of our families in the classroom, on campus and in the community. Families come to San Carlos Charter to be a part of our school community. Additionally, we invest in growing this tremendous volunteer support by employing a paid Volunteer Coordinator on the administration team."	"Engaging stakeholders via surveys was one avenue we pursued this past summer, specifically to solicit feedback on covid policies and school climate. While administration ultimately sets policy for the organization, we recognize the need to understand the mindset of our parent community, while holding true to our schools mission and vision. We remain committed to engaging all stakeholders when making major decisions as a school as is evidenced through the composition of our school's board of directors."	"In our summer survey, in July of 2022, families were specifically asked to reflect on SCC as an inclusive environment. We identified groups of underrepresented folks rating their experience neutral or not satisfactory at greater rates than other groups. This data point is of particular interest as we continue to grow our efforts to celebrate diversity and inclusion. Another wondering we have is whether or not there is a language barrier disconnecting some folks. We collect home language data for learners, but we haven’t collected information regarding the preferred language for school communications. SCC invested in Bright Arrow, a communication application which works within our student information system. This application allows the user to select preferred language. Additionally, SCC is experiencing growth in our english learner population. For the first time is SCC’s existence, we will explore the creation of an English Learner Advisory Council (ELAC) in the 2022-23 school year. Identifying needs and supports for English learners is a growing priority for SCC. Additionally, collection of qualitative data, such as empathy interviews, is planned to improve engagement of underrepresented families in providing input for decision making."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/15/2022	2022
41690210000000	San Carlos Elementary	3	"Please Note: The responses in these three narratives are meant to be read as one response that will address all 12 areas that make up the three separate priority sections.  Part 1 of 3:  SCSD is committed to meaningful stakeholder engagement as an integral part of developing and implementing our vision as described in the SCSD Strategic Plan.   A variety of meetings and activities are held to involve all stakeholders in the continuous improvement process. Feedback from the District and site level committees (LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Special Education District Advisory Council (SEDAC), School Site Councils and PTA) is incorporated into the development of the District LCAP, Strategic Plan and communications to all stakeholders. To this end, SCSD engaged in a comprehensive LCAP engagement process beginning in February 2021. The LCAP provides continuous focus to our district goals, LCAP goals, and efforts to further learning for all students.  A web-based family engagement survey (California School Climate, Health, and Learning Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families during February 2022. The surveys were focused on culture and climate, mental health, resources, and family engagement."	"Part 1 of 3 continued: Overall, 938 responses were collected (35%) on the 2022 Family Engagement Survey. The survey of families revealed the following results/needs, which were included in the goals sections of the SCSD 2022 SCSD Local Control Accountability Plan, which can be found here: https://4.files.edl.io/d35d/08/04/22a005e976d.pdf./151045-1eca9e65-1f79-42d2-8694-d25   LCAP Goal 3:  School staff helps me understand what my child needs to learn to be successful at their grade level: 67% (+11) of families responded favorably  LCAP Goal 4: My child has grown in their communication skills since last school year: 78% (+21) of families responded favorably I know how to access additional support for the social and emotional needs of my child: 85% (+18) of families responded favorably"	"Part 1 of 3 continued: LCAP Goal 5: I receive effective communication from my child’s school administration: 87% (+2) of families responded favorably I receive effective communication from the district administration and/or school board: 83% (+16) of families responded favorably My child feels connected to the school and class: 84% (+20) of families responded favorably  My child’s school has a positive and motivating atmosphere: 84% (+3) of families responded favorably My child’s school is a caring and nurturing place: 93% (+10) of families responded favorably The staff at my child’s school is sensitive to the issues of diversity, equity and inclusion, which may include (but are not limited to) race, gender, beliefs, sexual orientation and abilities: 90% (+16) of families responded favorably"	"Part 2 of 3:  A web-based engagement survey (California School Climate, Health, and Learning Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families during February 2022. The surveys were focused on culture and climate, mental health, resources, and family engagement.       Overall, 1,740 responses were collected (85%) on the 2022 Student Survey. Further details on goals and actions and methods to improve the engagement of underrepresented families can be found in the LCAP. The survey of students revealed the following results/needs, which were included in the goals sections of the SCSD 2021-24 SCSD Local Control Accountability Plan."	"Part 2 of 3 continued: LCAP Goal 4: I set goals for myself and I try to achieve them: 75% (+1) of students responded favorably I can express myself clearly in different ways (speaking, writing, drawing, movement, multimedia, etc.) to different types of people: 74% (-7) of students responded favorably The classwork I receive is meaningful and supports my learning: 75% (-3) of students responded favorably  LCAP Goal 5: Overall, I feel like I belong at my school: 90% (+4) of students responded favorably Adults at school care about me: 93% (+5) of students responded favorably"	"Part 2 of 3 continued: Teacher Survey: Overall, 183 responses were collected on the 2022 teacher survey. The results identified the following needs/successes: Staff morale decreased since last year (62% of teachers replied favorably that school morale is positive at their school, an decrease of 5%), and needs a large boost. A continued need for further professional development on supporting students exposed to trauma or stressful life events, reported by 80% of staff, which District has begun to address in PD. 85% of staff responded favorably to the prompt: I feel comfortable going to the principal (or appropriate administrator) if I have a problem, down 6% from previous year. 98% of staff responded favorably to the prompt: Our school is a safe and inviting place."	"SCSD offers high-interest Parent Information and Engagement (PIE) events to support learning/education for parents around a wide variety of topics related to the Strategic Plan. During the 2021-2022 SCSD partnered with The Parent  Venture to offer families high quality parent education in virtual and in hybrid formats. These events are very well attended and followed up with links to resources that are housed on the District and or school websites. There is a need to increase parent education for underrepresented populations in their native language, and this will be a focus for the 2022-23 school year.  Parent engagement is also a high priority for the District’s DEIB Committee, in order for our offerings to fit the needs of our community and be accessible to all caregivers."	"Given the unique structure and configuration of SCSD (schools for grade levels TK-3, 4-5 and 6-8, for just 2,900 students), staff seeks input at the site level (PTA, Site Council, staff meetings, leadership teams, ELAC etc.) as well as from parent partners at both the district level (e.g. DELAC, Foster Youth Liaison, SCTA/CSEA, SEDAC, Wellness Committee, DEIB Committee, etc.). This process is embedded in the day-to-day culture of the District and naturally extends into other district-wide processes for continuous improvement."	"SCSD is deep into an initiative in Diversity, Equity, Inclusion and Belonging, and, as part of this effort, has placed increased emphasis on engaging underrepresented families. In addition to current efforts, the District will be holding engagement meetings in East Palo Alto this school year to engage families that are participating in the Tinsley transfer program. The District will also be hiring a bilingual Community Liaison to assist underrepresented families that are not engaging in school."	4	4	3	3	4	4	4	3	4	4	3	3	Met	6/16/2022	2022
37683386119168	San Diego Cooperative Charter	3	"Data from stakeholder surveys indicate that San Diego Cooperative Charter School has built strong relationships with families. 100% of parents reported they were treated with respect and that staff was helpful to parents.  98% felt welcome to participate at the school.  As a cooperative school, our goal is to partner with families to enhance the child's educational experience."	"An ongoing area of improvement is to maintain personal connections with students and families who do not regularly attend school functions. We will continue to offer flexible communication options based on their preferences and availability. These include the use of school and classroom emails, as well as social media posts and video conferencing to keep all families connected via 2-way communication."	"Educational partner input indicated the need to offer parent workshops and opportunities to visit the campus in order to strengthen the relationship between home and school.  We have planned parent training and meetings for the purpose of coming together as a community.  All meetings, invitations, and communications will be translated to ensure access to materials."	"San Diego Cooperative Charter School builds partnerships by providing clear, consistent communication to families about school events and ways to become involved in their children’s education.  The data shows these efforts are successful.  98% of parents report that the school encourages them to be active partners and keeps them informed about school activities.  Beyond communication, we offer an open door policy and the ability to meet with staff at all levels of the organization."	"Due to the pandemic, our volunteer numbers were down as opportunities on campus were limited.  We are not limiting access to on-site volunteering at this time and anticipate that we will return to pre-pandemic numbers."	The school will continue to work with external organizations and partners to offer additional academic programming and enrichment opportunities. San Diego Cooperative Charter School will reach out to underrepresented families to highlight these resources. Teachers will also facilitate sessions to help parents understand the academic program and how to support their students. The school will host regular events and meetings where parents and teachers can discuss academic progress and ways to collaborate.	"San Diego Cooperative Charter School has established advisory committees made up of families, administrators, and teachers in the development of the school plan and programs. Family engagement opportunities are discussed at regular meetings with parent groups namely our PSA, ELAC, and at our Board of Directors meetings. Information is disseminated through electronic and written means and translated whenever possible. These meetings are held during days and times that a majority of parents (including underrepresented families) indicated they were available.   We have also begun live streaming some of our meetings for easy access to information."	An ongoing  focus area of improvement is the recruitment and training of PSA committee members. We will also continue to promote consistent attendance at Parent/Teacher Organization meetings.	The PSA is responsible for conducting parent and community outreach and coordinates school events and distribution of school news/school data to all stakeholders. This outreach aspect is a critical piece of ensuring that underrepresented families are engaged in decision-making opportunities at the school.  We have also made sure to invite parents and community members through phone or text in order to increase input from underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/27/2022	2022
37103710000000	San Diego County Office of Education	3	"Parent and Family Liaisons (PFL), parents, and administrators worked jointly to support families with distance learning, return to in-person instruction, social and emotional supports, and virtual parent involvement. The Student and Family Engagement (SAFE) team meets monthly and includes school counselors, PFLs, student transition technicians, and social work interns. Parent involvement and participation is a standing agenda item and is discussed at every meeting. Parent involvement is also discussed at monthly leadership team meetings where opportunities and initiatives are reviewed for further dissemination throughout our schools. Trainings are provided to the following teacher/staff committees: Special Education, Independent Study teachers, English Language Development assistants, attendance clerks, registrars, student support specialists, and office assistants. Expansion of resources in regional office parent centers will extend to all school sites."	"A focus for improvement will be to continue exploring multiple methods of family involvement in a virtual space while also expanding opportunities for on-site resource opportunities and community events that include participation by teachers and other school staff. More social and emotional learning (SEL) and restorative practice (RP) opportunities have been requested by families, and we will continue to expand these offerings. School social workers closely collaborate with Parent and Family Liaisons to develop SEL/RP workshop content for families. School exhibitions provide spaces for family engagement with school staff and other educational partners. We will continue to expand our exhibitions and other extended learning opportunities. Families are also viewed as a resource to our schools, and we are working collaboratively to develop learning options taught by parents with families and schools staff as the learners."	"The Student and Family Engagement group along with our leadership and District Equity Leadership Team will analyze regional, program-wide, and county data to inform our planning and educational partner development. Through continued responsiveness to requested resources, support, and trainings with information gathered through enrollment surveys, parent leader feedback, and community event evaluations, we will plan engagement opportunities that reflect expressed needs. We will continue to offer in-person, virtual, and hybrid events to create flexibility for family participation as parents have indicated that while they enjoy gathering at school sites and engaging in restorative field trips, virtual events can be easier to join. Community schools will continue to expand supports available at school sites and identify key partners to incorporate into our school communities in order to provide our families with the resources they need to support student success."	"Ongoing phone calls, parent-teacher conferences, student-led conferences, Design Jams, and school reports provide opportunities for parent involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via distance transition planning, IEP meetings, and teacher calls to parents. Remote workshops and trainings are available during the day and evening. Parent support, including translation and information, is provided for IEPs, transition meetings (both from a custodial setting to home and from community schools to home district), parent-teacher conferences, student exhibitions of learning, and school open houses. Specific activities, workshops, training opportunities, and “Coffee with the Principal” meetings included topics such as: academic success (a-g Requirements, AB 2121, and local and state assessments among others), transition opportunities, attendance, financial aid and scholarships, restorative practices, human trafficking and CSEC, drug, tobacco use and vaping, use of technology, Career Readiness and Technical Education (CRTE), and Visual and Performing Arts (VAPA) information was provided."	"A focus area will be to increase communication on parent involvement activities, student progress, current research, available resources, in-person and distance opportunities. Implementation of a new student information system, and related training materials and workshops will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress. Improvement of our notification system through daily reports and staff training will support increased accuracy and will alert staff when further outreach is required. Expansion of the notification system to include additional texting features will improve communication with our parents in their preferred method of outreach. Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through student-led conferences and Design Jams, which include our educational partners in the development and execution of events that highlight student growth in academics, career technical education, and visual and performing arts."	"We will continue to engage our families via our identified areas of strength parent-teacher conferences, student-led conferences, Design Jams, and school reports provide opportunities for parent involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via distance transition planning, IEP meetings and teacher calls to parents. Our further work will include expanding opportunities for shared experiences through student exhibitions and student/family feedback on the opportunities that are most engaging and successful from their perspective."	"Parent trainings and workshops continued in a virtual format. Parent feedback at virtual outreach events, LCAP community forums, and educational partners surveys were used to guide the creation of the 2022-23 LCAP goals, actions, and services, which align with our SPSAs goals and WASC action plans. DPAC and DELAC members have been active leaders in contributing to engaging additional parents. Information regarding the PFEP is continuously provided via workgroups, at parent meetings and via the district website. PFEP is distributed at SSC/ELAC and DELAC leadership meetings. Parent feedback on SPSA development and LCAP goals is solicited, encouraged, and has been a key element in the development of our LCAP. Parents provided feedback and planning support for the development of workshops, parent trainings, social and emotional learning activities, and educational book clubs via phone interviews, request at district meetings, feedback during “Coffee with the Principal,” and small group discussion."	"A focus area will be to increase communication on parent involvement activities, student progress, current research, available resources, in-person, and distance opportunities. Implementation of a new student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress. Improvement of our notification system through daily reports and staff training will support increased accuracy and will alert staff when further outreach is required. Expansion of the notification system to include additional texting features will improve communication with our parents in their preferred method of outreach. Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through student-led conferences and Design Jams, which include our educational partners in the development and execution of events that highlight student growth in academics, career technical education, and visual and performing arts."	"The Student and Family Engagement group along with our leadership and District Equity Leadership Team will analyze regional, program-wide, and county data to inform our planning and educational partner development. Through continued responsiveness to requested resources, support, and trainings with information gathered through enrollment surveys, parent leader feedback, and community event evaluations, we will plan engagement opportunities that reflect expressed needs. We will continue to offer in-person, virtual, and hybrid events to create flexibility for family participation as parents have indicated that while they enjoy gathering at school sites and engaging in restorative field trips, virtual events can be easier to join. Community schools will continue to expand supports available at school sites and identify key partners to incorporate into our school communities in order to provide our families with the resources they need to support student success."	5	5	4	4	3	5	4	4	4	4	4	4	Met	6/8/2022	2022
37683380121681	San Diego Global Vision Academy	3	Parent Square personalized updates on academic and behavior leadership.  100% attendance for conferences 2x a year.  High percentage of parent participation for Open House (Virtual). Attendance at Town Hall meetings.	More consistent Parent Square posts monthly to build connection between learning in the classroom and home experiences.  Reflection Fridays students write about their learning	Offering multiple time frames for working families. Continued virtual opportunities for parent-teacher conferences.  Family Outreach services.	"Music Vendor, Special Education Vendors, After-School Enrichment Vendors, Tae Kwon Do, Arts Program."	Spanish/Language/ Robotics Programs/College Tours/Pathways - Athletics SDSU	"Free after-school tutoring for academics, Family Outreach in Spanish Language services, attendance, school surveys etc."	"Surveys, Town Hall, Parent-Teacher Conferences, One-On-One Meetings, Translators at PAC for breakout rooms"	"Coffee with Kane (Monthly), Increase Informal Family Events with Admin Present to touch base, Family Dinner Nights"	"Spanish surveys, continued varied times and ways of collecting interviews. Empathy Interviews"	4	3	4	4	3	4	4	3	3	3	3	2	Met	6/21/2022	2022
37754160138651	San Diego Mission Academy	3	"The foundation of SDMA is building relationships. As an online school, we rely on those  relationships to help guide students to success. The support of parents and family members is  critical. We will continue to monitor, evaluate, and provide support for staff to increase capacity  for building positive relationships with the community. We have numerous staff that are bilingual,  and all staff are able to phone, text, email, and do virtual collaboration with students and parents.  Staff use Google Translate to text with parents who speak other languages. Staff provide wrap  around services and drop-in support with face-to-face meetings for social/emotional and academic support. We do quarterly Parent Advisory Committee (PAC) meetings for all families that highlights  school news, student recognitions, and community resources. We will provide a recording or  transcript of this meeting in Spanish and look at data to see what other languages are spoken at  home to translate into other languages as needed.  Parent outreach has greatly improved at the school and participation numbers increased this year. 82 parents participated in our parent meetings including PAC/ELAC meetings last year. Additionally, there were more than 148 orientations and conferences last year."	"A couple parents stated in survey exit ticket responses, that they would like to see continued  consistency going into the new school year. With leadership turnover a couple years ago,  shareholders are craving consistency. For instance, they appreciated the quarterly PAC Meetings,  as well quarterly parent conferences. Both provided ample opportunity for input, as well as  updates about their students. Leadership will seek to improve those opportunities, as well as  create more moving forward."	"As a school, we are confident that both the parent engagement and systems of communication  such as PAC Meetings, Data & Design (electronic email and messaging system used to  communicate with students and parents) will help our continued effort in keeping our educational  partners informed and connected, allowing continued growth in these relationships."	"We are continuing the work of partnering with families and communities, and clearly recognize  their importance. Our team is working collaboratively, led by the community liaison, counselor,  and admin team to find relevant, helpful, and easy-to-access resources that are local to our  families. We will continue to provide training for our SDMA team and work with community  partnerships and resources to provide what our families need to be successful and advocate for  themselves/their child. Our community liaison and school counselors have been developing a  website with local and state resources, in addition to building community partnerships for  collaboration and student success. They regularly provide this information to individual families  upon intervention or by request. Our community liaison and special education teachers are  collaborating to educate staff and families about technology that helps parents advocate for  children with IEPs and 504s. Our Special Education Program Specialist will continue sharing  information about advocacy in our quarterly PAC and ELAC meetings."	"Although SDMA has made a solid start developing partnerships with parents and throughout the  community, we are working diligently, led by our counselors and community liaison, to create a  larger, more diverse, portfolio of partners to better serve their students."	"Overall, our educational partners in our underrepresented families have expressed a strong  confidence in service and support to our students. This is evident in our increased enrollment  numbers of underrepresented families. We will continue in our commitment to provide additional  partnerships and accessibility in services as our students continue their educational journey  through High School and beyond."	"This has been, and will remain, an area of focus for improvement as we move forward into a new  school year. In our third year, we made a point to increase opportunities for families to have more  input/suggestions for our school through quarterly PAC and ELAC meetings, as well as parent  conferences. This has created more opportunity for parent involvement and a greater number of  parents participating. The number of parents participating in meetings has increased and therefore  so has the amount of input that we are given. We will continue to brainstorm new ways to engage  the school community and provide more opportunities for their input. We brainstorm at  leadership meetings and through family engagement like surveys, monthly calls, e-mail updates,  and meetups for families."	"Over the past year there have been two significant changes made that have improved and  increased our shareholder input. The primary source is our regularly scheduled ELAC and PAC  Meetings. These parent meetings are held quarterly, during which information is disseminated and  feedback is solicited and recorded from participants."	"San Diego Mission Academy has always sought to improve the experience of our underrepresented families. We have several Spanish speaking staff members that can help with translation of conversations and presentations. We will continue to improve services to this group, by doing our best to hire from these communities. For instance, we have one Armenian speaking staff member that has helped welcome and translate for our Armenian families that joined the San Diego Mission Academy family."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/3/2022	2022
37683380000000	San Diego Unified	3	"Current Strengths: SDUSD is committed to partnering with families through learning opportunities to support student learning development in the home by creating High Impact Home Strategies and continuing to nurture parent leadership across our system that is responsive to individual student populations. The Family Engagement Team has been requested by schools to attend and facilitate Family Fridays to provide families with specific supports indicated by parent feedback. These sessions will continue as pandemic safety conditions allow. In addition, family leadership opportunities and ongoing communication/information have been provided to families regarding instructional supports, access to technology, basic needs, mental health, community resources, instructional strategies as well as health and safety guidelines."	"An area of improvement to focus on in this area would be to build capacity systematically, sustainably, in an integrated approach throughout the district to strengthen family engagement and the home-school relationships between educators and families. In addition, we will focus on the connection between parent involvement and efficacy to improve student academic and social behavior outcomes. The plan of implementation is to build opportunities for meaningful engagement, provide clarity and examples of the legal responsibilities of the educational system, and to collaborate with schools to examine student progress. Parent trainings would include school-based programs (e.g., the Integrated Multi-Tiered System of Supports or other options for academic support like tutoring or community academic support). In addition, the Family Engagement team will continue to update the list of local community resources that can assist students academically for each Neighborhood Center."	"The district will build capacity systematically, sustainably, in an integrated approach throughout the district to strengthen family engagement and the home-school relationships between educators and families."	"San Diego Unified School District (SDUSD) currently has strengths in the areas of creating welcoming environments for all our families in the community. The district has made extensive efforts for all schools and site personnel to create environments that are friendly and welcoming. Schools typically host various events to welcome and involve parents in aspects of the school culture, and these events will continue as pandemic safety concerns allow. Many schools provide regular communication in multiple languages in an effort to provide families with timely information.  Another strength is the Family Engagement team members have been invited to schools to provide trainings and interact with school families on a regular basis. We provide interpretation services at any Family Engagement Team sponsored event. These events were curtailed from in-person to virtual during the pandemic but will be resumed/expanded as community safety allows."	"An area for improvement would be to create culturally responsive trainings. Cultural trainings would include collecting data from families about key aspects to highlight their culture, cultural contributions, and identify key figures that are known. Other improvements include meeting with community partners to engage in learning, collaboratively develop and design trainings (establish process, structures), and facilitate training sessions for and seek feedback from parent groups. Trainings will be provided to administrators, teachers, and school staff to help them see partnership with families as an essential component."	"The district will offer culturally responsive trainings that will include collecting data from families about key aspects to highlight their culture, cultural contributions, and identify key figures that are known. Other improvements include meeting with community partners to engage in learning, collaboratively develop and design trainings (establish process, structures), and facilitate training sessions for and seek feedback from parent groups."	"The Family Engagement Team effectively supports participation and capacity building with families with all district advisory groups. We hold monthly meetings with the Advisory chairs to build capacity, engage in effective decision-making regarding LCAP, and to seek input. The team ensures that a Family Engagement representative attends each meeting and provides families with updates on academic strategies, workshops for parents, and school/community events."	"Our improvement plan will include developing an annual program evaluation survey. The survey will allow families, teachers, principals, and district administrators the opportunity to evaluate the activities provided for parents at school and the Neighborhood Centers. The data gathered from the evaluations will guide decisions for adjusting and refining the work of the Family Engagement Team. Trainings will be provided to administrators, teachers, and school staff to help them see partnership with families as an essential component."	"The district will survey families to evaluate the activities provided for parents at school and the Neighborhood Centers. The data gathered from the evaluations will guide decisions for adjusting and refining the work of the Family Engagement Team. Trainings will be provided to administrators, teachers, and school staff to help them see partnership with families as an essential component."	3	3	3	3	3	4	3	3	3	3	3	3	Met	6/28/2022	2022
37682130123224	San Diego Virtual	3	"The Annual Parent and Student Survey found that over 94% of students and families were satisfied with the amount of academic support the students were given in their classes. With the amount of engagement the teacher provides for both students and families, over 97% felt that communication and interactions were safe and effective. Furthermore, the survey found that students were provided opportunities to make connections with the real-world based on information learned in their classes. The survey also demonstrated that students and families felt SDVS clearly explained and outlined the expectations for learning in an online environment. Students and families felt that social interactions were appropriate and that they were given opportunities to participate in decision making regarding events. SDVS chose this survey based on areas that need focus which were identified by test results, demographics of our students, and environment. SDVS feels that the results from the survey shows growth in the school, as well as satisfaction among parents and students schoolwide. Results from this survey also helped guide future events and opportunities for students and families, such as educational field trips, parent workshops, and student-led clubs and activities. Lastly, it provided feedback that helped our highly qualified teachers make modifications and revisions to the curriculum to better meet the needs of each student. Although the results proved excellent and students and families seem satisfied, SDVS is always striving to provide the best educational experience possible and align its goals to the LCAP."	"San Diego Virtual is striving to provide its parents and families with as much information and resources as possible, in regards to post graduate plans, the health and safety of its students, mental health resources, and other curricular needs.   WIth this in mind, San Diego Virtual School primary focus on building relationships between school staff and family includes providing a monthly Coffee with the Principal event, monthly Family workshops that empower parents with their children in the areas of mental health and well being, college and career awareness, as well as resources that will help their student more while learning from home."	"In terms of  improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families, San Diego Virtual School will continue to hold DELAC (District English Learner Advisory Council) meetings to address the improvements of instructional materials, instruction, and meeting and serving the needs of our English Language Learners more effectively. San Diego Virtual School will also ensure that all families can access materials in their home language where appropriate."	"San Diego Virtual has made a conscious effort these past few years to truly build partnerships for student outcomes. As the Covid-19 pandemic continues, more and more opportunities for connection are provided for students. Social Clubs and field trips have allowed students to interact and engage with their peers, providing opportunities to work on their mental health and wellbeing.  San Diego Virtual has provided online workshops to support learners with their post graduate plans, learn about trades or careers of interest, FASFA applications, work and study skills, as well as curricular opportunities to learn and grow within academics."	"San Diego Virtual is always seeking to improve partnerships with our students. One area in the survey that was collected in terms of partnering, was to provide more in person events. As Covid-19 protocols have started to dissipate, San Diego Virtual School is able to offer more in person events, whether it is a Field Trip, a community event such as volunteering, or social clubs getting together. San Diego Virtual School recognizes the need for students to interact, engage, and communicate with their peers, and have made improvements this school year to better serve our students with more in person events."	"San Diego Virtual is continually striving to engage underrepresented families. In doing so, San Diego Virtual School hosts English Language Advisory meetings monthly, invitations to school wide events that directly affect our underrepresented families. San Diego Virtual will continue to seek out opportunities that represent all families, and provide as much support and resources as possible to its families."	"San Diego Virtual makes many attempts to reach out and partner with our stakeholders to seek input. At this time, surveys are sent to families, workshops, Coffee with the Principals, emails, monthly fliers and newsletters are distributed, and daily/weekly communication with individual families are present throughout the days. One of the biggest strengths of San Diego Virtual is the personalization it brings to families as we approach each student with their own individualized learning plan."	"San Diego Virtual School’s main focus on improvement is more family participation for decision-making. Unfortunately, with many outlets to invite and have families participate in the decision process, the participation rate is very low. San Diego Virtual School would like to provide more access to our families to receive information and help us make decisions based on data collected from our school."	"San Diego Virtual School will continue to partner with underrepresented families identified during the self-reflection process, through finding ways to address information in their home languages, provide opportunities to speak with staff in their home language, as well as provide written material in their home languages. San Diego virtual prides itself on ensuring that it meets the needs of ALL students, providing access to resources, materials, and help when needed."	5	5	4	4	5	4	4	4	4	3	5	5	Not Met	10/20/2022	2022
37679830134890	San Diego Workforce Innovation High	3	"San Diego Workforce Innovation High School (SDWIHS) engages its educational partners during the  quarterly PAC and ELAC, where feedback is garnished, and local data is shared, and input is  requested. In addition, the communication between the staff and educational partners is  continuous by the use of multiple communication platforms such as parent-teacher-student  conferences, L4L Connect Posts, phone calls home, text messages, emails, and updates posted in  the school lobby."	"Based on input and data analysis, SDWIHS would like to improve the number of participants who  attend the ELAC meetings. One way this can occur is by providing educational partners with  focused topics such as college planning, English classes for families, gang prevention, drug/alcohol  abuse, etc."	"To engage underrepresented families, SDWIHS plans to make additional contacts home in the form  of L4L Connect Posts, phone calls, emails, text messages, and visits to the home. SDWIHS has seen  when families are reached out to in multiple formats, their attendance at school events increases,  and the school-home relationship improves."	"Through the analysis of input from SDWIHS's educational partners, the strengths include students  being supported in rigorous coursework, encouraged to graduate, and feeling connected to the  staff. Student relationships are built on face-to-face interactions, virtual classroom experiences,  and during small group instruction classes."	"Based on input and data analysis, SDWIHS would like to improve the number of students who  participate in small group instruction classes, counseling events, and workforce partner workshops  and receive mental health/social-emotional services. Increasing the number of students  participating in the above events will improve the student-school relationships and increase  student achievement."	"To engage underrepresented families and students, SDWIHS plans to make additional contacts  home in the form of L4L Connect Posts, phone calls, emails, text messages, and visits to the home.  SDWIHS has seen when students are continuously engaged with communication from school-home, they are more engaged in their coursework, their attendance improves, and student-school  relationships are strengthened."	"SDWIHS engages its educational partners during the quarterly PAC and ELAC, annual surveys, and  parent-teacher conferences where feedback is garnished, and local data is shared, and input is  requested. In addition, the communication between the staff and educational partners is  continuous by the use of multiple communication platforms such as parent-teacher-student  conferences, L4L Connect Posts, phone calls home, text messages, emails, and updates posted in  the school lobby."	"Based on input and data analysis, SDWIHS would like to improve the number of students and  families who complete the annual survey to help inform the decision-making process. The rate of  completion, if improved, would help determine social-emotional support, new courses, and  academic support."	"To engage underrepresented families, SDWIHS plans to make additional contacts home in the form  of L4L Connect Posts, phone calls, emails, text messages, and visits to the home. SDWIHS has seen  when families are reached out to in multiple formats, their attendance at school events increases,  and the school-home relationship improves. Based on a family's preferred form of communication,  SDWIHS will seek input for the decision-making process.  One key finding from the local survey was from parent/guardian responses. When asked in the last  school survey if they felt that their school encourages parents/guardians’ participation and input in  activities, events, parent workshops and meetings, 73% responded that they agreed and strongly  agreed. The school also continues to implement parent engagement activities like PAC/ELAC,  student recognition days, Parent University workshops, open houses, back-to-school nights, and  parent-teacher-student conferences."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/7/2022	2022
37683460000000	San Dieguito Union High	3	"SDUHSD is an ethnically and linguistically medium size district with many cultural backgrounds. Through the input of school site parent groups and district committees, SDUHSD parent/guardians have the opportunity to provide regular input for school site and district decisions. Educational partners reported that SDUHSD schools are welcoming environments and provide effective communication. Families report that their school respects their families' culture. SDUHSD will continue efforts to celebrate the diversity and involvement of our families.. Additionally, parents/families and staff expressed a need to continue to reach out to families on multiple platforms. SDUHSD will work to improve the engagement of underrepresented families by providing information and outreach in multiple languages, offering meetings at a time of day and format that is more convenient for families, and focusing on improving culturally and linguistically responsive practices across all district schools. SDUHSD educational partners reported that SDUHSD is a community committed to supporting all students. Teachers are dedicated to supporting students, parents are supportive of our schools and support staff and administrators are committed to building cultures at schools that are centered around students receiving a top tier education while also being supported socially and emotionally."	"Educational partners reported that SDUHSD should focus efforts on creating consistency across schools in parent engagement opportunities, communication systems, and outreach. SDUHSD has worked in recent years to systematically take parent and community feedback in conjunction with school staff to create systems that work for all families including the Special Education Strategic Task Force, Safety & Wellness Committees, and parent forums run at various schools. Based on surveys and other input-gathering sessions with the community (including board meetings), one area of improvement for SDUHSD, particularly with Spanish speaking households, would be to increase bilingual staff members who can help parents and community members better communicate with school personnel."	"SDUHSD effectively partners with parents and families in decision-making by leveraging various advisory committees including; Parent Curricular Advisory Committee (PCAC), District Advisory Committee (DAC), School Site Councils (SSC), English Learner Advisory Committees (ELAC), District English Learner Advisory Committees (DELAC), Safety & Wellness Committees, and parent forums run at various schools. SDUHSD will continue to seek participation from underrepresented families to ensure membership on advisory committees more closely reflects the demographics of the district."	"Professional learning is developed in response to each department’s goals and district priorities. Teachers provide input as to what would be most impactful to them regarding professional learning as well as feedback on sessions to help inform future professional development. SDUHSD offers professional learning in a variety of formats, including in-person, virtually and self-paced learning modules. Teachers give input to department chairs regarding needs for the upcoming school year and also have opportunities to share professional learning needs directly with the district office staff via surveys and feedback forms. During the Covid-19 pandemic teachers received ongoing, targeted professional learning opportunities."	"Teachers give input to department chairs and administrators regarding needs for the upcoming school year and also have opportunities to share professional learning needs directly with the district office staff via surveys and feedback forms. Individual teachers are able to engage with a variety of professional learning resources at their own pace via our Professional Learning Website, Universal Design for Learning Google Classroom, the Ed Tech Website and the Instructional Technology website. Teachers also have unlimited opportunities for individualized support from members of the Instructional Specialist team in the form of one-on-one coaching and support via email, phone and video conferencing."	"SDUHSD demonstrates relative strength in providing information and resources to families, so as to improve student outcomes. There is also an expectation (policies and programs) that teachers and administrators communicate and engage with parents and families. An area for focus would be in providing professional learning and support to principals to improve a school’s capacity to partner with families, with special attention made to supporting the engagement of underrepresented families."	"SDUHSD provides multiple opportunities for parents to provide input for decision making. At the school site level, each school has a parent foundation to provide input for a host of site level decisions. All schools have a School Site Council and schools with more than 21 English learners also have English Language Advisory Committees to engage parents within those specific subject matter jurisdictions. At the district level, the Superintendent has convened a Superintendent's Parent Advisory group to provide input and a voice directly to the superintendent. The District English Language Advisory Committee is actively seeking parent input through the committee’s work and responsibilities."	An area of focus would be to increase parent participation/input in both the English Language Advisory Committee and the District English Learner Advisory committees.	"SDUHSD will continue to seek input from educational partners and provide district-wide support for families, specially underrepresented families. Priorities will include: 1) Establishing links between home and school for academic success, 2) Improving social emotional support for students by helping families build trusting relationships with school staff, and 3) Promoting attendance and access to community resources. SDUHSD has revised the Parent Involvement Policy at each of its Title I schools to improve the engagement of underrepresented families."	5	4	4	4	4	4	3	3	4	3	3	3	Met	6/23/2022	2022
38103890000000	San Francisco County Office of Education	3	"Strengths include: A  district wide Coordinated Care Team implementation guide was co created with students and families through an advisory group model. The Coordinated Care team model draws from the SFUSD Family Partnership model and focuses on Tier 1 action for all students and families by centering coordination and thoughtful partnership with students and families at the  table.  Progress: The training and support for school sites to launch their coordinated care teams began in September 2021.   The SFUSD Family Partnership model outlines six best practice areas that will support you in bringing authentic and long-lasting family partnership to your site. The best practice areas are as follows: Set the Tone, Build Authentic Relationships, Link Student Learning Between Home and School, Create an Equitable School Community, Share Power and Decision Making, and Support Navigating SFUSD.  Progress: Over 35 dual capacity modules to offer to school sites after they have completed the Family Partnership Planning & Implementation Process. These modules support building the capacity of staff, community partners, and families in the six best practice areas. One of the foundational elements of the SFUSD Family partnership model is that all activities must be linked to student learning. The SFUSD Family Partnership Planning & Implementation Process best practice area of Link Student Learning Between Home & School supports creating a goal to support teachers and principals to improve a school’s capacity to partner with families and families to partner with teachers. The Family Partnership Team has developed Toolkits, which include checklists, rubrics, and tipsheets to support school sites in having effective Family Teacher Conferences. The toolkits are accessible through the SFUSD website. The SFUSD Family Partnership Planning & Implementation Process best practice area of Support Navigating SFUSD provides families with resources to advocate for their children. Participation and use is not mandatory."	"While the LEA has created tools and processes for effective family partnership to happen at school sites, it is not mandatory for school sites to use them. The ongoing budget deficit has resulted in central office supports being reduced or eliminated to support school sites in implementing these tools kits."	"As an LEA, we need to create more systems and structures that are implemented with fidelity across all schools so that school sites build their capacity to engage with all families - particularly underrepresented families. This continues to be a struggle to resource given the ongoing budget deficit and competing priorities."	"Strength: A  district wide a Coordinated Care Team implementation guide was co created with students and families through an advisory group model. The Coordinated Care team modeled draws from the SFUSD Family Partnership model and focuses on Tier 1 action for all student and families by centering coordination and thoughtful partnership with students and families at the  table.  Progress: The training and support for school sites to launch their coordinated care teams began in September 2021.   Strength: The SFUSD Family Partnership model has been developed and outlines six best practice areas that will support you in bringing authentic and long-lasting family partnership to your site. The best practice areas are as follows: Set the Tone, Build Authentic Relationships, Link Student Learning Between Home and School, Create an Equitable School Community, Share Power and Decision Making, and Support Navigating SFUSD.  Progress: Over 35 dual capacity modules to offer to school site after they have completed the Family Partnership Planning & Implementation Process. These modules support building the capacity of staff, community partners, and families in the six best practice areas. One of the foundational elements of the SFUSD Family partnership model is that all activities must be linked to student learning. The SFUSD Family Partnership Planning & Implementation Process best practice area of Link Student Learning Between Home & School supports creating a goal to support teachers and principals to improve a school’s capacity to partner with families and families to partner with teachers. The Family Partnership Team has developed Toolkits, which include checklist, rubrics, and tipsheets to support school sites in having effective Family Teacher Conferences. The toolkits are accessible through the SFUSD website. The SFUSD Family Partnership Planning & Implementation Process best practice area of Support Navigating SFUSD provides families with resources to advocate for their children. While the LE has created tools and processes for effective family partnership to happen at school site, it is not mandatory for school sites to use them."	"While the LEA has created tools and processes for effective family partnership to happen at school site, it is not mandatory for school sites to use them. The ongoing budget deficit has resulted in central office supports being reduced or eliminated to support school sites in implementing these tools kits.  In our work to increase both authentic stakeholder engagement and transparency, a School Site Planning Summit is held annually. The Summit is intended to be a mid-point within in each school planning process. This is an opportunity for both district and school leaders along with school community stakeholders/ SSCs to engage in data review, action analysis and priority setting for the upcoming school year. Prior to the summit, school leaders are provided with resources to assist in the early stages of the budget development cycle and tools to increase parent engagement and participation. LEAD collaborates with the Budget Office State & Federal Programs and Office of Family Engagement in developing tool kits and designing professional development & technical support sessions for school leaders. Participation in the summit varies widely from school to school. Outcomes for the Summit could be better defined."	"As an LEA, we need to create more systems and structures that are implemented with fidelity across all schools so that school sites build their capacity to engage with all families - particularly underrepresented families. This continues to be a struggle to resource given the ongoing budget deficit and competing priorities."	"Strength: A  district wide a Coordinated Care Team implementation guide was co created with students and families through an advisory group model. The Coordinated Care team modeled draws from the SFUSD Family Partnership model and focuses on Tier 1 action for all student and families by centering coordination and thoughtful partnership with students and families at the  table.  Progress: The training and support for school sites to launch their coordinated care teams began in September 2021.   Strength: The SFUSD Family Partnership model outlines six best practice areas that will support you in bringing authentic and long-lasting family partnership to your site. The best practice areas are as follows: Set the Tone, Build Authentic Relationships, Link Student Learning Between Home and School, Create an Equitable School Community, Share Power and Decision Making, and Support Navigating SFUSD.  Progress: SFUSD’s School Governance and Family Leadership Toolkit include checklists, rubrics, and tipsheets to support school sites making sure their leadership group are representative of all populations at their school site. The SFUSD Family Partnership Planning & Implementation Process best practice area of Share Power and Decision Making supports administrators in finding ways to share their power with other school site staff."	"Although there are toolkits and strategies to support best practice areas we still need more development around providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in each school community.   We have stronger structures in place to support this at the district level, where district advisory committees participate in the LCAP Task Force, along with district staff, labor partners and community organizations, working to improve transparency, accountability and communication about SFUSD's LCAP and budget; conduct stakeholder engagement to inform SFUSD’s LCAP; improve alignment between school-site and district-level budget planning; and support the school planning process."	"As an LEA, we need to create more systems and structures that are implemented with fidelity across all schools so that school sites build their capacity to engage with all families - particularly underrepresented families. This continues to be a struggle to resource given the ongoing budget deficit and competing priorities."	3	3	2	2	3	3	3	3	3	3	3	3	Met	6/28/2022	2022
38684780000000	San Francisco Unified	3	"Strengths include:  A  district wide Coordinated Care Team implementation guide was co created with students and families through an advisory group model. The Coordinated Care team model draws from the SFUSD Family Partnership model and focuses on Tier 1 action for all students and families by centering coordination and thoughtful partnership with students and families at the  table.  Progress: The training and support for school sites to launch their coordinated care teams began in September 2021.   The SFUSD Family Partnership model outlines six best practice areas that will support you in bringing authentic and long-lasting family partnership to your site. The best practice areas are as follows: Set the Tone, Build Authentic Relationships, Link Student Learning Between Home and School, Create an Equitable School Community, Share Power and Decision Making, and Support Navigating SFUSD.  Progress: Over 35 dual capacity modules to offer to school sites after they have completed the Family Partnership Planning & Implementation Process. These modules support building the capacity of staff, community partners, and families in the six best practice areas. One of the foundational elements of the SFUSD Family partnership model is that all activities must be linked to student learning. The SFUSD Family Partnership Planning & Implementation Process best practice area of Link Student Learning Between Home & School supports creating a goal to support teachers and principals to improve a school’s capacity to partner with families and families to partner with teachers. The Family Partnership Team has developed Toolkits, which include checklists, rubrics, and tipsheets to support school sites in having effective Family Teacher Conferences. The toolkits are accessible through the SFUSD website. The SFUSD Family Partnership Planning & Implementation Process best practice area of Support Navigating SFUSD provides families with resources to advocate for their children. Participation and use is not mandatory."	"While the LEA has created tools and processes for effective family partnership to happen at school sites, it is not mandatory for school sites to use them. The ongoing budget deficit has resulted in central office supports being reduced or eliminated to support school sites in implementing these tools kits."	"As an LEA, we need to create more systems and structures that are implemented with fidelity across all schools so that school sites build their capacity to engage with all families - particularly underrepresented families. This continues to be a struggle to resource given the ongoing budget deficit and competing priorities."	"Strength: A  district wide a Coordinated Care Team implementation guide was co created with students and families through an advisory group model. The Coordinated Care team modeled draws from the SFUSD Family Partnership model and focuses on Tier 1 action for all student and families by centering coordination and thoughtful partnership with students and families at the  table.  Progress: The training and support for school sites to launch their coordinated care teams began in September 2021.   Strength: The SFUSD Family Partnership model has been developed and outlines six best practice areas that will support you in bringing authentic and long-lasting family partnership to your site. The best practice areas are as follows: Set the Tone, Build Authentic Relationships, Link Student Learning Between Home and School, Create an Equitable School Community, Share Power and Decision Making, and Support Navigating SFUSD.  Progress: Over 35 dual capacity modules to offer to school site after they have completed the Family Partnership Planning & Implementation Process. These modules support building the capacity of staff, community partners, and families in the six best practice areas. One of the foundational elements of the SFUSD Family partnership model is that all activities must be linked to student learning. The SFUSD Family Partnership Planning & Implementation Process best practice area of Link Student Learning Between Home & School supports creating a goal to support teachers and principals to improve a school’s capacity to partner with families and families to partner with teachers. The Family Partnership Team has developed Toolkits, which include checklist, rubrics, and tipsheets to support school sites in having effective Family Teacher Conferences. The toolkits are accessible through the SFUSD website. The SFUSD Family Partnership Planning & Implementation Process best practice area of Support Navigating SFUSD provides families with resources to advocate for their children. While the LE has created tools and processes for effective family partnership to happen at school site, it is not mandatory for school sites to use them."	"While the LEA has created tools and processes for effective family partnership to happen at school site, it is not mandatory for school sites to use them. The ongoing budget deficit has resulted in central office supports being reduced or eliminated to support school sites in implementing these tools kits.  In our work to increase both authentic stakeholder engagement and transparency, a School Site Planning Summit is held annually. The Summit is intended to be a mid-point within in each school planning process. This is an opportunity for both district and school leaders along with school community stakeholders/ SSCs to engage in data review, action analysis and priority setting for the upcoming school year. Prior to the summit, school leaders are provided with resources to assist in the early stages of the budget development cycle and tools to increase parent engagement and participation. LEAD collaborates with the Budget Office State & Federal Programs and Office of Family Engagement in developing tool kits and designing professional development & technical support sessions for school leaders. Participation in the summit varies widely from school to school. Outcomes for the Summit could be better defined."	"As an LEA, we need to create more systems and structures that are implemented with fidelity across all schools so that school sites build their capacity to engage with all families - particularly underrepresented families. This continues to be a struggle to resource given the ongoing budget deficit and competing priorities."	"Strength: A  district wide a Coordinated Care Team implementation guide was co created with students and families through an advisory group model. The Coordinated Care team modeled draws from the SFUSD Family Partnership model and focuses on Tier 1 action for all student and families by centering coordination and thoughtful partnership with students and families at the  table.  Progress: The training and support for school sites to launch their coordinated care teams began in September 2021.   Strength: The SFUSD Family Partnership model outlines six best practice areas that will support you in bringing authentic and long-lasting family partnership to your site. The best practice areas are as follows: Set the Tone, Build Authentic Relationships, Link Student Learning Between Home and School, Create an Equitable School Community, Share Power and Decision Making, and Support Navigating SFUSD.  Progress: SFUSD’s School Governance and Family Leadership Toolkit include checklists, rubrics, and tipsheets to support school sites making sure their leadership group are representative of all populations at their school site. The SFUSD Family Partnership Planning & Implementation Process best practice area of Share Power and Decision Making supports administrators in finding ways to share their power with other school site staff."	"Although there are toolkits and strategies to support best practice areas we still need more development around providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in each school community.   We have stronger structures in place to support this at the district level, where district advisory committees participate in the LCAP Task Force, along with district staff, labor partners and community organizations, working to improve transparency, accountability and communication about SFUSD's LCAP and budget; conduct stakeholder engagement to inform SFUSD’s LCAP; improve alignment between school-site and district-level budget planning; and support the school planning process."	"As an LEA, we need to create more systems and structures that are implemented with fidelity across all schools so that school sites build their capacity to engage with all families - particularly underrepresented families. This continues to be a struggle to resource given the ongoing budget deficit and competing priorities."	3	3	2	2	3	3	3	3	3	3	3	3	Met	6/28/2022	2022
19752910000000	San Gabriel Unified	3	"San Gabriel USD (SGUSD) cultivates meaningful community relationships and collaborates with both internal and external partners. SGUSD’s educational partner groups play a critical role in representing the diverse constituents of the SGUSD school community. The District believes it is important to include the voices of students, as well as parents, principals, teachers, staff, administrators, and community members to develop the goals, actions, expenditures, metrics, and targets within guiding documents such as the LCAP.   The Superintendent’s Student Advisory Council (SSAC) is one example of how the inclusion of student voice in collaborative decision making, is a strength.The SSAC meets monthly, and in 2022 this student group clearly stated that they wanted equity to be at the forefront of the instructional decisions for SGUSD.   An additional strength of the District is the Educational Advisory Committee (EAC).  The Educational Advisory Committee (the EAC serves as SGUSD’s advisory committee for parents, students, principals, teachers, local bargaining unit representatives, classified staff, community members, SELPA representation, Board members, and district administration) engaged collaboratively to develop SGUSD’s new vision and mission and the alignment to Portrait of a Graduate (PoG-see front cover of this document for visual) as well as the Goals and actions for the district LCAP. SGUSD’s educational partner engagement involves a triangulation approach that helps ensure authentic and deliberate dialogue with a broad cross-section of educational partners that are vested in the Districts continuous improvement cycle.   As a result of the effort put forth to gather educational partner input, SGUSD has collected meaningful quantitative and qualitative data to contribute to the development and continuous enhancement of SGUSD’s 4 LCAP goals and actions."	"In response to the data collected by educational partners in 2022, San Gabriel USD identified the following focus areas for the improvement of relationship-building between school staff and families: Create welcoming and safe front offices and other campus environments for all families; Continue to implement and expand Peer to Peer counseling, tutoring, opportunities to connect; Promote group discussions among students, teachers, and parents; Evaluate ways to gather greater input from parents; Increase the number of school to home communications and the number of trainings for parents; Increase opportunities for social interaction between staff and families; Continue to increase opportunities for students to provide input regularly and safely; Schedule student and parent listening sessions to build relationships and connections to schools."	"SGUSD will expand and improve the implementation of strategies and services designed to engage underrepresented families. The following priorities have been identified during LCAP data analysis: Expansion of the number and scope of parent workshops offered; Improved utilization of the ParentSquare app for school/home communication; Increased  inclusion of  parent voice in the decision-making opportunities at district and site levels; like Educational Advisory Committee, School Site Council, Student Study Teams, PTSAs Increased training for School Community Liaison to expand services to families in their primary languages."	"The District’s educational partners play a critical role in representing all students, staff, parents/guardians and parts of the SGUSD school community. Strengths in this area include feedback from multiple partners on the development of the LCAP, including: Three (3) data analysis and input sessions to gather input from the Educational Advisory Committee (EAC); DELAC input on increased and improved services for English learners via an annual English Learner Parent Survey; The LCAP and budget adoption was shared publicly; Multiple input opportunities for the Teachers’ Association, the Teamsters, the Mental Health and Wellness Advisory Council, the Superintendent’s Student Advisory Council, the SELPA  and LCAP community surveys."	"The greatest areas of growth for improvement in Building Partnerships for Student Outcomes, based on educational partner input, are: 1. Engage families and community partners to participate in greater number in school ELAC committees, and 2. Increase participation in the DELAC committee ."	"San Gabriel Unified will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships by expanding the roles of the School Community Liaisons to support all underrepresented families access to  meaningful participation in decision making processes. This includes access to interpretation and translation services in Mandarin, Cantonese, Spanish, and Vietnamese."	"San Gabriel’s strengths and progress in Seeking Input for Decision Making was assessed with multiple surveys. All participants in the District’s Educational Advisory Committee agree their opinions and ideas are listened to when consulting on the LCAP. While the Parent Engagement Self-Reflection Tool indicated SGUSD has fully implemented strategies to build the capacity of staff to engage families and to provide opportunities to work together to implement family engagement activities, supporting family members to effectively engage in advisory groups is an area of focus. The Educational Advisory Committee, School Site Councils, PTAs, the Parents as Education Partners group, and other parent teams throughout the district are focused on the development of parents as partners and decision makers. This year the Educational Advisory Committee will have equal part family members to staff. There are also District and site efforts to involve families in the decision making process to develop the 21st century skills and competencies of K-12 students to be college and career ready. School community liaisons use mobile phones  to increase and improve primary communication with parents in Mandarin, Cantonese and Spanish. The number of families served with primary language support has increased significantly."	"San Gabriel’s growth ares for in Seeking Input for Decision Making were informed by multiple data sets and are the following: Identify quantifiable targets for engagement with families and measure outcomes; Offer more Parents as Partner seminars (ELPAC, CAASPP, Reading and Math, college and careers, A-G UC/CSU requirements, social media, mental health, etc); Enhance the use of ParentSquare;  Explore additional platforms for  parent engagement Increase the number of parent voices in the decision-making opportunities at district and site, in particular, increase the number of parents and guardians who regularly participate in ELAC, SSC and DELAC ."	"San Gabriel Unified will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing the following improved services to their students and intentionally communicating about: Improved  support unduplicated pupils to pass their AP exams; Professional development to improve instruction for English learners, including Administrator training on ways to support staff; Education of all staff on reclassification procedures; Implement a new EL Masterplan; Provide clear guidance on monitoring students who are at risk of becoming LTEL for families, students, and staff; Specific attention to dually identified student support needs; Increase ELD professional development for all core content teachers."	4	4	3	4	4	4	4	4	4	3	3	4	Met	6/28/2022	2022
33672490000000	San Jacinto Unified	3	"In the Spring of 2022, 1903 survey responses were recorded whereas 1723 and 1473 responses were collected in the Fall 2021 and Spring 2020 respectively. There's an increase of the number of families who participated in the Spring 2022 survey around parent involvement and the favorable responses increased by 4% from the Fall 2021 survey. An area of progress is families being asked to volunteer at school. This area had the lowest favorable response with 71% compared to other responses having a minimum of 95% responding favorably."	"Based on this analysis, we will focus increased the number of invitations for families to be able to volunteer. With COVID restrictions on visitors entering school campuses during the 2021-2022 school year, the responses for this during the Spring 2023 survey should have an increase."	"By creating providing more parent advisory groups events so that educational partners have multiple options to be able to participate, we aim to improve engagement of underrepresented families identified."	"An area of strength is the increase of responses to solicit educational partner input. However, there was an 8% decline in the area of building partnerships for student outcomes."	"The LEA is providing professional development for educational partners directly in response to areas of need on local academic measures such as iReady and ExactPath, with an emphasis on vocabulary teaching strategies and two new teachers on special assignment positions to provide tiered support for students and ongoing professional development for teachers."	"By creating providing more parent advisory groups events so that educational partners have multiple options to be able to participate, we aim to improve engagement of underrepresented families identified."	"An area of strength is that the LEA provides multiple surveys throughout the school year to solicit input. Underrepresented families also have a specific advisory groups to include in the decision making process. However, an area of progress is that family attendance is inconsistent or low."	"Based on the analysis of educational partner input and local data, the LEA's focus area is to increase the amount of communication in to inform families of important dates and events."	"By creating providing more parent advisory groups events so that educational partners have multiple options to be able to participate, we aim to improve engagement of underrepresented families identified."	3	4	3	3	2	3	3	3	3	3	3	3	Met	6/16/2022	2022
33672496114748	San Jacinto Valley Academy	3	"San Jacinto Valley Academy’s current strengths in building relations between staff and families is in the various ways of communication that we provide and practice.  On a weekly basis, as a school, a message is sent out to our families through our School Messenger platform.  The message is delivered to our families in the form of an email, and a text message. The Remind App is another platform that is used for teachers to directly communicate information to parents and families.  Yearly, SJVA will also host a Back to School Night for our families to come on campus or join us virtually to have a meet and greet with their child’s teacher(s).  Another yearly event is our Harvest Festival that is sponsored through our Parent Teacher Organization.  This night is an all school and community event that allows families to come and enjoy the festivities or volunteer and help run game booths, various food booths, or fundraising booths. SJVA also hosts two nights throughout the year that allows our families to come to our school and mingle with the staff, see or meet other families and see what their students have been learning throughout the year.   SJVA has a versatile sports program for secondary that allows families to be spectators and enjoy the climate and culture of our school.   Lastly, our Parent Teacher Organization hosts many events that are targeted to foster a relationship with our staff and our families."	"Focus area:   Translate important information and documents going home to families. Ensure our families have access to our staff and provide clear instructions on how to reach different staff members/departments. Parent surveys indicate that our families feel overwhelmed with the amount of announcements sent home by school personnel. This year we will streamline the information going home to families by creating elementary and secondary newsletters.  Newsletters will provide parents with calendars, assessment information, school events, contact information, and special announcements.  Provide opportunities for parental involvement in the classrooms, on field trips, chaperoning events, and as mentors for our students. Increase progress reports in the elementary school to send home every other week (secondary already does this)."	"SJVA continues to bring our underrepresented families to the forefront of our planning and faculty committee meetings.  The list below is a summary of our current areas of focus: Information going home to families is translated to Spanish. Increase our ELAC meeting participation and ensure a minimum of 4 meetings per year. Increase our tutoring/enrichment opportunities to include Saturdays if needed. Counseling department hosts college preparation workshops in English and Spanish and will create additional opportunities for online workshops and in-person workshops. Counseling department hosts families on campus to assist with filling out scholarship packets, applying for scholarships and grants, and to assist with FAFSA applications.  These meetings are offered in Spanish and English and multiple days and times are offered to meet the needs of our parents/guardians. Counselors will continue to expand workshops to offer parental support based on results of parent surveys. SJVA hosts many family engagement events throughout the year and will continue to build relationships with families by returning to our in-person events."	"SJVA has a Learning Partnership Agreement in place for all students in grades TK-12.  The LPA specifically states the expectations for staff, students, and parents/guardians in creating a shared responsibility for educational outcomes.   In addition to the LPA, SJVA has refined our Student Success Team (SST) process to include all areas of concern:  attendance, academic, social, and behavioral.  The team includes, but is not limited to the following: counselors, teachers, parents/guardians, students (if appropriate), and administrators.  To best support students who are in need of academic support in grades 9-12, SJVA has a designated staff member to work with students who have missing assignments or those who have a grade of D or F.  Our staff member contacts the student and parents to discuss how we can best support the student to make up missed assignments and/or to retake a test..   Enrichment:  At the end of each school day, students are invited to attend Enrichment classes with teachers and/or tutors.  Enrichment is an opportunity to work on missing assignments, work on projects with assistance, study for a test, or to retake a test."	"After reviewing parent surveys, analyzing assessment results, and meeting with parent groups, we understand that our stakeholders are concerned with the learning loss associated with the COVID-19 related school closures.  We have added instructional aides for elementary and secondary  and we hosted a Summer Camp for 15 days this past summer for students in TK-6.  We need to continue to find ways to offer enrichment opportunities for students in all grade levels during our off session times or after school.  Currently, we offer chromebooks for all students to take home and to use in school and our lower elementary have IPads for students to use in class.  We recognize the need to update our SMART boards in classrooms to provide up-to-date lesson designs and to prepare our students for the workforce."	"San Jacinto Valley Academy will hold English Language Advisory Committee meetings four times throughout the school year.  Parents are invited to attend and elections are held to determine who will serve on the committee. All messages, emails, newsletters, and fliers that go home to families will be in both English and Spanish. We will continue to communicate regularly with families concerning school events, student progress and achievements. We encourage and offer parents/guardians opportunities to volunteer through our PTO organization, during school events, and as chaperones on field trips. Progress reports are sent home on a bi-weekly basis, to provide parents with current grade percentages.  Secondary students who have a D or F and elementary students who are not meeting grade level standards are provided with enrichment and tutoring support to bring up their grades. Student success conferences are held once per semester, in which parent, student, and teacher discuss academic progress and set goals for the student to continue to work on.  For students who need additional support and are falling below the standards, conferences are held every six weeks to discuss strategies to help the student succeed."	"At San Jacinto Valley Academy, we actively involve and seek input from all stakeholders in school decision making by appointing representatives to our governing board, advisory committees, and a School Leadership Team. We currently have three parent representatives on our governing school board. The parent representatives attend all school board meetings and provide effective and meaningful input in the decision-making process. Parent representatives are also part of our Site Advisory Committee (SAC) and Parent Advisory Committee (PAC). These representatives provide input and feedback on multiple subjects including, effective school-to-home communication processes, school website and calendar, upcoming events, and updates on the LCAP goals and metrics. Parent representatives are appointed each school year to both the school board and advisory committees through an application and interview process. We believe the active involvement of parents is critical to student and school success. Our School Leadership Teams is made up of administration, deans, learning community coordinators, grade level and department leads, counselors, and support staff. The Leadership team helps guide and direct the overall direction of the school and while also focusing on pedagogical leadership of the academy. Parents may also provide input and feedback through the annual LCAP survey. Parents participate in surveys to determine their contentedness and overall perception of the school."	"San Jacinto Valley Academy plans to further utilize and increase the efficiency of the School Advisory Committee (SAC), English Learner Advisory Committee (ELAC), and Parent Advisory Committee (PAC) to seek increased input for decision making."	"San Jacinto Valley Academy will continue to utilize surveys in both electronic and paper form, seek to include underrepresented families in the various committees, and monitor feed back in the data collection process to ensure underrepresented have the opportunity to provide input in the decision making process."	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	9/22/2022	2022
39103970000000	San Joaquin County Office of Education	3	"Teachers and staff believe in the importance of building relationships. Family teacher conferences are held every quarter for every student to ensure families are connected with school sites and their student's successes, challenges, and upcoming goals. School sites go above and beyond to secure translation services to ensure seamless communication between families and school sites. Staff utilize restorative practices and trauma informed care strategies to create inclusive environments focused on strong relationships with families and students. Staff consistently use home visits to connect with families. Every member of each school site goes on home visits to get to know students and connect families with resources as needed."	"The one.Program will focus on explicit diversity, equity, and inclusion professional learning to increase staff’s awareness of the realities of students and families. The consistent truancy sweeps and home visits support this work. During the 2021-2022 school year staff created site based re-engagement plans that created opportunities for the community to participate in hands-on learning activities with students."	The one.Program will continue to use home visits to connect with families that are underrepresented. The one.Program will also expand translation services to include on demand translation support.	Staff values the input of families. Teachers share that having the input and perspective of family members can help connect a student to the right resource quicker. Feedback from parents on the LCAP survey indicated that 82% of them felt welcomed at schools and 64% of families indicated that they attended at least one family conference. 70% of students agreed or strongly agreed that there is a promotion of parent involvement at their school. 74% of students agreed or strongly agreed that their teachers communicated with parents about what students are expected to learn in class. This is an increase from previous years and is an area to build upon.	"The one.Program can focus on sustaining and increasing participation in site based events and program wide opportunities. A Student Awards night was held in May 2022, which honored over 150 students and had over 300 people in attendance. This event illustrated that families attend events when students are celebrated. This is true for site based events as well. Feedback from parents of English learners indicated that on average, 27%-39% did not know about the various English learner procedures. In addition, 48.5% of parents of English learners shared that they were not interested in attending parent/student events. This feedback illustrates a need to further understand what type of events they would like to attend and help remove any barriers. There is a chance that this response was influenced by COVID safety concerns."	The one.Program will rotate SSC and ELAC meetings among school sites to engage different groups of families. There will also continue to be a virtual option to attend meetings. The one.Program is also researching on demand translation services for sites so that teachers and staff can communicate with ALL families immediately without any lag time in seeking out translation services.	"During the 2021-2022 school year, families and students expressed the need for site based community building experiences. In response to that feedback, sites created personalized experiences based on the interests and feedback from students and families. These occurred in addition to program wide Quests and events. Some examples include: family paint night, community festival with local food trucks, business entrepreneurship program with local food trucks and trips to the ropes course and STEM lab at the county office of education."	"The feedback from staff on the California Healthy Kids Survey (CHKS) showed a need to increase opportunities for students to make decisions with 38% of staff at community schools and 43% of staff at court schools feeling like students have the opportunity for meaningful participation and decision-making. On the CHKS, 31% of students at community schools shared that there is meaningful participation in school. This student and staff feedback indicates a need and desire of students to be challenged academically and to help make decisions in their educational experience."	"The one.Program uses the weekly enrollment process to make a connection with each family. Staff at enrollments will ensure that each underrepresented family connects with each booth at enrollment, including the mental health clinicians, the foster youth and homeless services staff, and the health services staff. This direct and immediate connection will provide underrepresented families with a positive first impression of the services provided by the program."	5	4	4	4	3	4	4	4	4	4	4	3	Met	6/24/2022	2022
19650946023527	San Jose Charter Academy	3	"San Jose Charter Academy has made efforts to bridge communication between all stakeholders, training staff in equitable ways to engage students, families, and community members of various cultures, abilities, and engagement styles."	"According to The Leader in Me’s annual Measurable Results Assessment, our areas of improvement are in taking time to understand the home culture families (84% are satisfied), and sharing positive updates of students regularly (89% are satisfied)."	"Based on educational partner actions and input, meetings have been streamed online and offered in person, when COVID protocols allowed us to host in-person engagements.  Participation has increased, in doing so.  Parents indicate it accommodates busy family and work schedules.  We recognize we will continue to have opportunities to engage unrepresented families through our Parent/ Teacher Organization via the Committee for Cultural Consciousness in identifying populations of families who need to be invited to join parent and student opportunities throughout the year."	"San Jose Charter Academy engages families from the beginning of the school year with Back to School night activities and PTO opportunities for community connection.  Throughout the year, families have presented opportunities to engage in learning through Parent University, assisting families in the academic and social-emotional support of their children. 94% of families are satisfied with communication regarding important issues and events at school. 90% are satisfied with how San Jose Charter Academy provides ways they can assist in supporting student learning."	"Based on the analysis of partner input, families need accessibility of both an in-person and online forums due to work and childcare needs. Online availability allows for an increase in participation.  Continuing to develop ways to engage families in various methods and times of day opens more options for families to partner in learning. Also developing innovative ways to present information and materials for improving student outcomes as well as more ways to have parents learn together is an area of focus."	"San Jose Charter Academy understands families desire their children to succeed and need resources to do so.  90% of families express satisfaction in being provided ways they can assist in student outcomes at home.  Parents will have opportunities to engage in person, and online.  We will also explore additional opportunities such as different ways of publicizing family events, or asynchronous engagement as well as staff being informed by a survey of parent needs."	"The parent community at San Jose Charter Academy continues to be actively involved in influencing school decisions related to local priorities, procedures, school activities, and school culture.  The parent committee, the Committee for Cultural Consciousness continues to be involved and works closely with our Parent Teacher Organization (PTO), our DELAC committee and integrates our school community with consistent outreach.  We are also partnering with families who would like to support and engage with one another, especially if they are new to our school community, and experience obstacles or barriers to fully engaging with our school activities.   Translation services are always available to families through mass and personal communication, student conferences, and parent workshops.  Some of our key opportunities for parent involvement include the following:  School Site Council, LCAP Parent Meetings, PTO meetings, and events, CCC meetings and events, The Leader in Me, Parent Education (PESA) Workshops, curriculum and software parents training/workshops."	"On our annual survey, most survey responses yielded over 93% mostly or highly satisfied.  There were two areas of opportunity where parents reported less satisfaction: 1) the need to have more positive student outcomes reported to them and 2)taking time to understand the family’s home culture.   It should be noted that 84% and 89%, respectively, are highly and/or mostly satisfied.  We do feel that focusing on these two areas may have a positive influence on the area of seeking input for decision-making."	"San Jose Charter Academy seeks ongoing, meaningful dialogue with stakeholders, most importantly, parents and guardians, in developing opportunities for an even stronger partnership."	5	5	5	4	5	5	5	4	5	5	5	5	Met	6/21/2022	2022
43694274330676	San Jose Conservation Corps Charter	3	"SJCCCS believes that collaborative relationships with students, their families, and their loves ones have a positive impact on student learning and student retention. SJCCCS holds several parent engagement events throughout the school year - including Back to School Night, PTA Meetings, Community Meetings, etc. The admin team (principal, Dean of Instruction & Curriculum, Dean of Students), Success Navigator, School Secretary, and Mental Health Counselor all are in constant communication with students and are a part of the students onboarding experience when first starting at SJCCCS. SJCCCS believes in taking the holistic approach in working with our students."	Serving adult students 17.5-27 years old SJCCCS hopes to continue to work to increase active parent participation at PTA Meetings and Parent Advisory Councils.	SJCCCS staff participate in all day professional development five times a year. Professional development topics are driven by input from students and their families.	Students and their families have several opportunities during the school year to meet with teachers to discuss student progress. Parents and students are encouraged to seek out a time to meet with their teachers as SJCCCS serves adult students the goal is to always meet the needs/timings of the student and family.	SJCCCS will continue outreach opportunities for families by sending out surveys as well as working to get greater parent participation in the PTA.	"SJCCCS will continue to improve engagement of families through personal outreach by the admin team and success navigator, engaging events such as our community meetings, and providing culturally relevant and culturally responsive supports for our families."	Families are asked for input often beginning with the student orientation process and from there SJCCCS works to keep families involved. SJCCCS will continue outreach to families and promote Schoolwide events and family participation/engagement.	"Serving a high need population, SJCCCS works to build trust with students and their families first and foremost. Weekly administration meetings are scheduled to discuss best practices and weekly staff meetings provide opportunities for staff development."	Family participation is relatively low at SJCCCS due to serving students who hold their own educational rights.	5	5	4	4	5	4	4	4	3	3	3	3	Met	6/2/2022	2022
43696660000000	San Jose Unified	3	"San José Unified’s Family Engagement office focuses on providing opportunities for families to support their child, better understand the school system, and increase involvement in schools. One of the tenets of our strategic plan is “a unified community that elevates opportunities for all.” Our goal is for at least 80% of our families to feel involved in their child’s education. We have a district-wide initiative to focus on building relationships and connections with students and families. San José Unified also staffs parent liaisons at our Title I schools to support families, connect them with community resources, and help families navigate getting involved in their child’s education. The parent liaisons recently became part of the Communications and Engagement Office, providing additional consistency and cohesiveness in our support of families. The parent liaisons meet twice a month to receive updates on district programs and initiatives and receive professional development on topics our families frequently request. All parent liaisons are bilingual to ensure we can reach our Spanish-speaking families, in addition to our English-speaking families. All communications are shared with families in English and Spanish, and additional languages are available upon request. In addition to supporting families who request assistance, our parent liaisons, in conjunction with the school staff and administrators, also conduct outreach to work with families of students who may be struggling with regular attendance, reading, or other area."	"San José Unified has expanded our communication platforms to better enable communication between the district, schools, and families. We leverage a combination of options, such as email, text, and phone calls to reach families and ensure they are engaged with their school community. Our family engagement team regularly meets with parent representatives from a variety of schools to collect feedback and share updates. In addition, our school administrators hold parent/family meetings at least once per month to provide information, respond to questions, and collect feedback. We formally collect feedback each spring through our district-wide climate survey, where parents can share their perspective on their interactions with their teacher(s), school, and district."	"San José Unified serves an extremely diverse, vibrant community. Many of our families have challenges with housing, food insecurity, and other basic needs. These families often do not have stable housing, making it difficult to connect with them throughout the year. We are working to compile a directory of community resources we can recommend to our families who are struggling. We are also looking at opportunity to visit families at their residence when we cannot connect by another means."	"The Family Engagement team hosts a variety of events, workshops, and trainings to help families support both the academic and social-emotional needs of their children and work in partnership with the teachers and school. Navigating the world of public education can be challenging, particularly for families who are new to the area. We focus on equipping families with the necessary vocabulary to work with the teachers and school to be more involved with their school. At our largest event, Family University, we offered workshops to support families with: •How to Communicate with Teachers: Learn how to express concerns, inquire about support,start a conversation, and contact staff. Look at different approaches and role play scenarios •School Transitions: Equip families with students getting ready to transition school levels(elementary to middle and middle to high). Provide support materials and sample questions parents/guardians can ask."	"We have on demand videos on the San José Unified website to help parents learn how to: •Navigate Parent Portal, Canvas and WebEx. •How to Best Support Students (social-emotional supports) These provide families with an understanding of how they can follow their child’s academic progress, start a conversation with teachers, and address concerns. We are working to provide additional on-demand and live opportunities for families across additional areas of opportunity."	"San José Unified provides leadership training for parents/guardians who are representatives on school or district committees. We would like to expand this program to provide regular updates to these committees and collect feedback from them. We also plan to provide additional professional development for our parent liaisons so they can better support families with preparing for parent-teacher conferences, using technology to follow their child’s progress, promoting resources to assist with social-emotional challenges. We also plan to add an additional translation provider that will allow school staff and families to access on demand, live translation in a wide variety of languages beyond English and Spanish. We are also working on a website upgrade that will provide translation to many languages beyond English and Spanish, allowing more families to be informed and get engaged with their school. As we move forward, we want to provide professional development for our teachers and administrators to help them invite family participation, particularly with our difficult to reach families."	"San José Unified has a robust group of school level and district level parent committees and advisory groups. We provide training for parents/guardians who want to get involved with a committee and for committee members on their role and responsibility. We look to build capacity in these parent committees and advisories and to remove barriers that prevent more parents/guardians from participating. We also have been leveraging surveys to gather input from a larger audience of parents/guardians, gauge the importance of programs or initiatives, and inform our planning."	San José Unified has made progress in opening the opportunity for additional families to participate and are still challenged with recruiting underrepresented parents/guardians. We review attendance data from meetings and events and share best practices across schools to increase family engagement. We would like to provide additional mechanisms for feedback so parents/guardians who may be unable to attend a meeting can stay engaged and provide feedback.	"We are implementing a new process for resolving issues and complaints with the goal of helping families engage with their teacher and school anytime they have an issue. We want to encourage families to work directly with their school, as the school knows the most about the student and family and are best positioned to respond to concerns. We also plan to establish feedback sessions by board trustee area to allow families to meet their board trustee and share their feedback. We also plan to share content with schools on topics of particular relevance to our families, so we have consistency in information sharing and feedback. We plan to continue professional development with our parent liaisons to expand their outreach to underrepresented families, including residence visits for families that are difficult to reach."	4	4	4	4	3	4	4	4	4	4	4	4	Not Met	9/15/2022	2022
34674473430758	San Juan Choices Charter	3	"School-developed satisfaction surveys are administered annually to all parents and students who were enrolled the previous year in grades 6-11. An internally-developed attitude survey is administered each year to Students with Disabilities. Graduates complete an internally-developed exit survey, as well as a Naviance senior survey, reporting about their experiences while enrolled at Choices.  The surveys have been used for several years, allowing for the identification of trends over time.  In general, students feel safe and supported at Choices, and parents feel satisfied with their students' academic progress.  In 2022:  100% of students felt that their experience at Choices was positive during the previous year. 100% of students felt safe at Choices. 95% of students stated that their feelings about their education had become more positive since enrolling at Choices. 100% of students felt that the staff is caring and responsive to student needs.  100% of parents felt that the educational program at Choices met their expectations. 95% of parents stated that their student had made satisfactory progress in learning during the previous year. 100% of parents felt that Choices provides a positive educational experience.  96% of Students with Disabilities felt safe at Choices. 64% of Students with Disabilities reported that they experienced less anxiety since attending Choices.  100% of graduates stated that they would recommend Choices Charter to other students. 34% of graduates reported that they believe that they would not have graduated if they had not attended Choices. 100% of graduates felt that there was a teacher or some other adult who really cared about them, told them when they did a good job, listened when they had something to say, and believed that they would be a success."	"Choices Charter builds strong relationships between staff and families and seeks to continuously improve in this area.  A New Families Liaison position was created in 2022 to specialize in welcoming new families to the independent study community, providing support during the crucial transition period when students adapt to a new learning model after time in traditional school environments.  Advisory Teachers partner with families with frequent communication and support.  A central database allows all team members to communicate about student needs and to respond swiftly with support when students struggle.  The return to more frequent in-person events, such as field trips, guest speakers, celebrations, and an expanding College & Career Week encourage a sense of community between students and staff."	"CCS is consistently searching for new ways to learn new tactics on how to better engage underrepresented families. Recent professional development in areas such as ""Understanding Poverty,"" ""Working with Students Suffering from Anxiety,"" ""Supporting English Learners in the Classroom,"" and ""Supporting Students with Disabilities"" have helped us better understand the needs of at-risk students and families.  Each year, families are invited to participate in a Family Focus Group meeting with the school Leadership Team; families are surveyed about their needs and suggestions.  Discussions highlight support services that may be helpful to disadvantaged students."	"School-developed satisfaction surveys are administered annually to all parents and students who were enrolled the previous year in grades 6-11. An internally-developed attitude survey is administered each year to Students with Disabilities. Graduates complete an internally-developed exit survey, as well as a Naviance senior survey, reporting about their experiences while enrolled at Choices.  The surveys have been used for several years, allowing for the identification of trends over time.  In general, students feel safe and supported at Choices, and parents feel satisfied with their students' academic progress.  In 2022:  100% of students felt that their experience at Choices was positive during the previous year. 100% of students felt safe at Choices. 95% of students stated that their feelings about their education had become more positive since enrolling at Choices. 100% of students felt that the staff is caring and responsive to student needs.  100% of parents felt that the educational program at Choices met their expectations. 95% of parents stated that their student had made satisfactory progress in learning during the previous year. 100% of parents felt that Choices provides a positive educational experience.  96% of Students with Disabilities felt safe at Choices. 64% of Students with Disabilities reported that they experienced less anxiety since attending Choices.  100% of graduates stated that they would recommend Choices Charter to other students. 34% of graduates reported that they believe that they would not have graduated if they had not attended Choices. 100% of graduates felt that there was a teacher or some other adult who really cared about them, told them when they did a good job, listened when they had something to say, and believed that they would be a success."	"Choices Charter builds strong relationships between staff and families and seeks to continuously improve in this area.  A New Families Liaison position was created in 2022 to specialize in welcoming new families to the independent study community, providing support during the crucial transition period when students adapt to a new learning model after time in traditional school environments.  Advisory Teachers partner with families with frequent communication and support.  A central database allows all team members to communicate about student needs and to respond swiftly with support when students struggle.  A full-time on-site tutor assists students with understanding of challenging concepts; teachers meet with students on campus and via Zoom during office hours when extra support is needed.  The return to more frequent in-person events, such as field trips, guest speakers, celebrations, and an expanding College & Career Week encourage a sense of community between students and staff that enhances learning in the classroom."	"CCS is consistently searching for new ways to learn new tactics on how to better engage underrepresented families. Recent professional development in areas such as ""Understanding Poverty,"" ""Working with Students Suffering from Anxiety,"" ""Supporting English Learners in the Classroom,"" and ""Supporting Students with Disabilities"" have helped us better understand the needs of at-risk students and families.  Each year, families are invited to participate in a Family Focus Group meeting with the school Leadership Team; families are surveyed about their needs and suggestions.  Discussions highlight support services that may be helpful to disadvantaged students.  Family feedback drives decisions about new actions to be included in the annual Local Control Accountability Plan."	"Student data analysis is built into bi-weekly staff meetings to help identify areas of strength, areas for improvement, and possible solutions. Staff members meet in cross-discipline groups to gain perspective from each other across subject areas and areas of program focus.  The Advisory Council, comprised of students, parents, community members, staff, and a district representative meet three times a year to review data and all official school reports.  All school community members are welcome to attend Advisory Council meetings.  An annual Family Focus Group meeting provides additional insight.   Extensive effort is devoted to the involvement of all educational partners in decision-making processes."	"The Choices staff is always seeking more opportunities to collaborate with educational partners.  In 2022, a return to more in-person events will allow for more interaction with families and other community members.  Going forward, CCS will look to facilitate or provide opportunities for student listening circles and student leadership/government that will give students additional agency over the school."	"Each year, families are invited to participate in a Family Focus Group meeting with the school Leadership Team; families are surveyed about their needs and suggestions.  Discussions highlight support services that may be helpful to disadvantaged students.  Family feedback drives decisions about new actions to be included in the annual Local Control Accountability Plan.  Feedback from the New Families Liaison will provide insight on how to better support new families as they enter the program."	4	4	4	4	4	3	4	4	4	4	4	4	Met	6/14/2022	2022
34674470000000	San Juan Unified	3	"San Juan Unified School District provides many opportunities for families, schools, departments, and the community to build collaborative and trusting relationships in order to support student success. San Juan’s Family and Community Engagement (FACE) department offers family engagement workshops and educational classes every month to help families and staff build their skills and knowledge around effective school-home partnerships and best practices to support students. Topics include, but are not limited to: understanding the U.S. school system, effective two-way communication, cultural diversity and responsiveness, college-career readiness, positive behavior supports for home and school, social-emotional health, academic learning resources, and more. These workshops are presented in a variety of languages, days, and times to support the varying schedules of families. Additionally, workshops are offered both in-person and on Zoom so that families can choose what is safe and accessible for them. Communication to families is sent in multiple languages and multiple ways (phone, email, text, social media, websites, flyers)."	"This year, San Juan has focused on increasing opportunities for departments to collaborate, partner with community agencies, and align and maximize supports for families. This has been done by holding monthly Zoom meetings in collaboration with departments, school and community liaisons, school community intervention specialists, assistants, and resource workers. Additionally, San Juan has increased the number of ongoing opportunities for families to receive department updates and upcoming event information, discuss needs, and ask questions to the FACE team by creating monthly Family Power Hour workshops. To meet the diverse needs of our families, especially after the pandemic, San Juan will continue to explore new ways of connecting with our underrepresented families, and to hire staff that are culturally and linguistically diverse."	"To improve engagement of underrepresented families, San Juan will continue to increase collaboration between district and community teams. San Juan’s focus for improvement will focus on supporting schools in creating systems that are welcoming to families, leveraging family engagement opportunities, and providing more trauma-informed culturally-responsive training to support families and staff."	"San Juan’s Family and Community Engagement (FACE) team worked with schools and departments to provide multiple ways for families to engage by offering virtual and in-person opportunities to meet post-pandemic. These opportunities included an increase in family workshops and staff professional development focused on supporting the whole child and family on a wide range of topics that included academic and social-emotional support as well as family enrichment opportunities such as Family Camp, Families Matter Virtual Conference, etc. Virtual, in-person, and hybrid options were created for all workshops so that families can participate and learn together, no matter their location. San Juan also increased the number of workshops provided in primary languages using translators.   Another strength this year has been the expansion of the Neighborhood Learning Project to ten schools, which brings school and district staff, local community partners, district departments, academic and social-emotional resources to students and families. This partnership, across departments and with community agencies, has helped San Juan continue to strengthen the supports provided to schools and families in order to improve student outcomes."	"San Juan’s focus areas for improvement will focus on communication. While San Juan has expanded family and staff learning opportunities focused on the importance of family and community engagement and ways to best meet the needs of our diverse students and families, communication of these valuable learning opportunities is an area of improvement. Additionally, fewer translators due to staffing shortages and an increase in new staff unfamiliar with the FACE department, has made it difficult to connect with and support families. Finally, not all families check email, have phones, or are on social media. Schools have been impacted with a multitude of additional duties and less available staff at their sites, which has made communication to families from schools challenging. The FACE team will continue to work closely with the Communications team to address these challenges and will be working towards improved systems this next school year."	"San Juan will continue to expand communication outreach and develop new systems for informing families, redesign the FACE website and social media channels, and broaden the reach of the new FACE Forum newsletter to include easily-accessible components to keep families updated on events, resources, and district highlights.   San Juan will also expand and broaden its partnerships with culturally-diverse district and community partners to address the needs of our underrepresented and underserved student groups at school sites, including African American, English learner, homeless youth, foster youth, LGBTQ+, Refugees, and more."	"San Juan is committed to seeking ongoing input and involving families in the decision-making process, especially through opportunities to serve on formal and informal school and district committees. In partnership with parent advisory committee leadership, the FACE department and Equity department have helped increase the number of opportunities for families to participate in educational partner listening sessions, focus groups, Thought Exchanges, and surveys. Additionally, San Juan has been intentional in increasing engagement with diverse community partners to lead culturally- and linguistically- diverse input gathering sessions.   Furthermore, the FACE team trained bilingual staff to provide School Smarts workshops for families in their primary languages so that families can learn about how American schools operate, the opportunities that exist for families to participate in decision-making forums and committees, and to provide input and recommendations on behalf of their children and families.  In April, the district conducted a review of the state adopted self-reflection tool for Local Priority 3: Parent Involvement and Family Engagement. Three focus group meetings were held with students, staff, family and community members that represent our diverse district. Focus groups included a total of 57 participants from educational partner groups engaged throughout the year in the development of our district plans. The purpose of the focus group was to determine what data and information should be considered when the district self-reflects on its progress, which is a requirement of Local Indicator 3."	"While San Juan has made many improvements with the use of surveys and how the data is collected, reflected on, and used to refine policies and procedures, challenges still remain with closing feedback loops, especially with families and staff who participated in the original empathy-gathering sessions. Families have commented that “action” is not being taken based on their feedback and knowing how their input impacted the decision.   Additionally, while we have increased communication with school sites and district departments regarding family and community engagement events and decision-making opportunities, there is a need to be more targeted with our communication outreach. The new digital monthly FACE Forum Newsletter will help bridge communication across the district, providing sites and departments with information, upcoming events, community resources, monthly professional development, decision-making opportunities, and family and community engagement highlights. San Juan plans to expand this outreach to new staff and co-develop family engagement plans to better support their schools and departments."	"For the upcoming school year, San Juan will be intentional in creating more opportunities for families, school staff, and district departments to collaborate together on designing, planning, implementing, and evaluating family engagement plans for the school year. We will be providing summer opportunities for families to learn about the importance of being engaged in site and district-level decision making as well as providing workshops, trainings, and information regarding committees.    San Juan will also launch its first Family Leadership Academy “graduate class”. Graduates will have the opportunity to mentor new Family Leadership Academy families, attend a second level of leadership training, and apply their learning toward a site or district level leadership opportunity.  Lastly, San Juan will be working closely with schools and departments to reflect on current family engagement practices and offerings to better support students and families."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/28/2022	2022
01612910000000	San Leandro Unified	3	"SLUSD's commitment to providing linguistic access through interpretation and translation to all  district and site-based family engagement events are a strength in our family engagement strategy, and demonstrates an improvement from years past. The Family Landing Pad, and its differentiated spaces for families of students of various and targeted backgrounds (ex: African American; students with disabilities; co-parenting), is an example of how we create welcoming environments for all families in the community. Our use of ParentSquare as our primary family communication platform, as well as school and classroom newsletters and email communications, provide multiple avenues for families and educators to communicate back and forth to each other about our students. SLUSD has a well established parent facilitator initiative and college/career coordinators to bridge home-school connections and serve as a warm, safe space for families to outreach when in need."	"SLUSD will improve building relationships between school staff and families by providing contracted professional training to school site staff that welcomes families and embodies warmth, empathy, patience and care while providing accurate information to the students and families we serve."	"SLUSD will partner with NAACP to support family and community engagement, specifically to connect with underrepresented families."	SLUSD effectively utilizes ParentSquare and school embedded formats for parent conferences and academic learning nights/workshops. SLUSD values partnering with parents on students' academic pathways and progress.	"SLUSD continues to expand access to technology (hotspots, chromebooks, translation lines, websites etc.) to increase connections to school and learning at home. Across all school sites, families are engaged in School Site Councils (SSC) and English Learner Advisory Committees (ELACs) to advise decision making processes. SLUSD improves participation by lowering linguistic barriers and positive outreach through district translators and parent facilitators, respectively."	"SLUSD will offer more site-based, classroom level opportunities for academic learning nights, workshops, and family-student-teacher conferences. This would allow more two-way communication between schools and families."	"SLUSD has strong and active parent advisory groups (PAC, ELAC and DELACs) as well as family engagement learning sessions wherein families actively give feedback and receive responses for their questions in formats that are virtual and in person. SLUSD continues to build staff capacity on ensuring the extra mile and connection to hard to reach families receive the resources through identified staff and supports."	SLUSD will deepen collaboration between site and district leadership to create even richer engagement events for families. SLUSD can add academic informational sessions to the suite of cultural events offered across the district.	The district will systematize site affinity groups to build confidence and efficacy for underrepresented families in academic spaces.	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	8/23/2022	2022
01613090000000	San Lorenzo Unified	3	"SLZUSD seeks to give parents a voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLZUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), and District English Learner Advisory Council (DELAC) all provide parent education and collect parent input both in person and online that contribute to district decision-making. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity and gather input. Racial Equity is very important in our diverse community and as a district we provide training to develop the capacity of every staff member to build trusting and respectful relationships with families and provide welcoming environments for all families in the community. Supporting staff to learn about each family’s strengths, cultures, languages and goals for their children. This work, although ongoing, is still rated in the initial implementation stages because of the mobile nature of our staff between schools and other local districts. Additionally, the deep work of self-identifying personal bias within staff members is always in a state of continuous improvement as we work towards full implementation of establishing two-way communication with families."	"SLZUSD seeks to give parents a voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLZUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), and District English Learner Advisory Council (DELAC) all provide parent education and collect parent input both in person and online that contribute to district decision-making. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity and gather input. Racial Equity is very important in our diverse community and as a district we provide training to develop the capacity of every staff member to build trusting and respectful relationships with families and provide welcoming environments for all families in the community. Supporting staff to learn about each family’s strengths, cultures, languages and goals for their children. This work, although ongoing, is still rated in the initial implementation stages because of the mobile nature of our staff between schools and other local districts. Additionally, the deep work of self-identifying personal bias within staff members is always in a state of continuous improvement as we work towards full implementation of establishing two-way communication with families."	"SLZUSD seeks to give parents a voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLZUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), and District English Learner Advisory Council (DELAC) all provide parent education and collect parent input both in person and online that contribute to district decision-making. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity and gather input. Racial Equity is very important in our diverse community and as a district we provide training to develop the capacity of every staff member to build trusting and respectful relationships with families and provide welcoming environments for all families in the community. Supporting staff to learn about each family’s strengths, cultures, languages and goals for their children. This work, although ongoing, is still rated in the initial implementation stages because of the mobile nature of our staff between schools and other local districts. Additionally, the deep work of self-identifying personal bias within staff members is always in a state of continuous improvement as we work towards full implementation of establishing two-way communication with families."	"SLZUSD seeks to give parents a voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLZUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), and District English Learner Advisory Council (DELAC) all provide parent education and collect parent input both in person and online that contribute to district decision-making. It is our plan to expand our parent advocacy groups to include an Asian and Pacific Islanders group. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity and gather input. These groups also educate parents on understanding and exercising their legal rights and advocating for their children, but growth is still needed in this area. Racial Equity is very important in our diverse community and as a district we provide training to develop the capacity of every staff member to build trusting and respectful relationships with families and provide welcoming environments for all families in the community. Supporting staff to learn about each family’s strengths, cultures, languages and goals for their children. This work, although ongoing, is still rated in the initial implementation stages because of the mobile nature of our staff between schools and other local districts. Additionally, the deep work of self-identifying personal bias within staff members is always in a state of continuous improvement as we work towards full implementation of establishing two-way communication with families. Regular conferences scheduled with families on release days are additional opportunities teachers use to educate families about how to best support their students at home."	"SLZUSD seeks to give parents a voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLZUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), and District English Learner Advisory Council (DELAC) all provide parent education and collect parent input both in person and online that contribute to district decision-making. It is our plan to expand our parent advocacy groups to include an Asian and Pacific Islanders group. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity and gather input. These groups also educate parents on understanding and exercising their legal rights and advocating for their children, but growth is still needed in this area. Racial Equity is very important in our diverse community and as a district we provide training to develop the capacity of every staff member to build trusting and respectful relationships with families and provide welcoming environments for all families in the community. Supporting staff to learn about each family’s strengths, cultures, languages and goals for their children. This work, although ongoing, is still rated in the initial implementation stages because of the mobile nature of our staff between schools and other local districts. Additionally, the deep work of self-identifying personal bias within staff members is always in a state of continuous improvement as we work towards full implementation of establishing two-way communication with families. Regular conferences scheduled with families on release days are additional opportunities teachers use to educate families about how to best support their students at home."	"SLZUSD seeks to give parents a voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLZUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), and District English Learner Advisory Council (DELAC) all provide parent education and collect parent input both in person and online that contribute to district decision-making. It is our plan to expand our parent advocacy groups to include an Asian and Pacific Islanders group. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity and gather input. These groups also educate parents on understanding and exercising their legal rights and advocating for their children, but growth is still needed in this area. Racial Equity is very important in our diverse community and as a district we provide training to develop the capacity of every staff member to build trusting and respectful relationships with families and provide welcoming environments for all families in the community. Supporting staff to learn about each family’s strengths, cultures, languages and goals for their children. This work, although ongoing, is still rated in the initial implementation stages because of the mobile nature of our staff between schools and other local districts. Additionally, the deep work of self-identifying personal bias within staff members is always in a state of continuous improvement as we work towards full implementation of establishing two-way communication with families. Regular conferences scheduled with families on release days are additional opportunities teachers use to educate families about how to best support their students at home."	"SLZUSD seeks to give parents voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLZUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), and District English Learner Advisory Council (DELAC) all provide parent education and collect parent input both in person and online that contribute to district decision-making. It is our plan to expand our parent advocacy groups to include an Asian and Pacific Islanders group. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity on topics the parents choose and gather input on site and district policies and practices."	"SLZUSD seeks to give parents voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLZUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), and District English Learner Advisory Council (DELAC) all provide parent education and collect parent input both in person and online that contribute to district decision-making. It is our plan to expand our parent advocacy groups to include an Asian and Pacific Islanders group. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity on topics the parents choose and gather input on site and district policies and practices."	"SLZUSD seeks to give parents voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLZUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), and District English Learner Advisory Council (DELAC) all provide parent education and collect parent input both in person and online that contribute to district decision-making. It is our plan to expand our parent advocacy groups to include an Asian and Pacific Islanders group. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity on topics the parents choose and gather input on site and district policies and practices."	3	3	3	4	3	4	4	3	4	4	4	4	Not Met	8/16/2022	2022
44698070000000	San Lorenzo Valley Unified	3	"The district continues to reach out to parent groups multiple times during the school year and provide survey opportunities to allow for feedback opportunities. Going forward, the district will work with school site administrators to provide robust recruitment and involvement opportunities for parents at the school site level. Q & A sessions, parent training, school gatherings, special events, and daily volunteering opportunities can all be implemented and recreated to support involvement. Having parent groups take on challenges at the site; fundraising and leading activities, help build partners in learning."	Additional work will be done on cultivating a parent survey that provides feedback opportunities. The district will look for ways to offer two-way communication between school personnel and parent groups.	"Additional work will be done on cultivating a parent survey that provides feedback opportunities for underrepresented families.  The district will look for ways to offer two-way communication between school personnel and underrepresented parent groups beyond simple surveys. Continued work on diversity, anti-racism, and equity practices in the schools need to be addressed with staff, students, and parent groups. The district increased SEL support during the 2020-21 school year to help with COVID-induced anxiety and provide additional support systems. PBIS strategies and systems will be reintroduced to K-8 schools to provide a multi-leveled approach to student support, discipline, and reward systems at the K-8 school sites. Additional training for staff, students, and parent groups is required in areas of gender bias, acceptance, and strategies for informed consent. Training for staff on professional conduct, boundaries, judgement, and mandated reporting obligations need to be reaffirmed at all levels of staff, and onsite training with online training modules will be required."	"Parents, staff, and student surveys are utilized in LCAP decision-making. The Superintendent also conducted online Q & A sessions during the 2021-22 school year to provide needed information and help parents adjust to changing conditions related to COVID-19 and the school. The district Superintendent provided parent, staff, and community information each week as an update to keep the school community informed. Each school site also sent Parent Newsletters on a regular basis. The Santa Cruz County Office of Education and the county-wide Superintendent group distributed information monthly to all school community members. Continued work on diversity, anti-racism, and equity practices in the schools need to be addressed with staff, students, and parent groups. The district increased SEL support to help with COVID-induced anxiety and provide additional support systems. PBIS strategies and systems have been reintroduced to K-8 schools to provide a multi-leveled approach to student support, discipline, and reward systems at the K-8 school sites."	"Additional training for staff, students, and parent groups is required in areas of gender bias, acceptance, and strategies for informed consent. Training for staff on professional conduct, boundaries, judgement, and mandated reporting obligations need to be reaffirmed at all levels of staff, and onsite training with online training modules will be required. The building of these positive relationships is the foundation for improved student outcomes."	"The district continues to reach out to parent groups multiple times during the school year and provide survey opportunities to allow for feedback opportunities. Going forward, the district will work with school site administrators to provide robust recruitment and involvement opportunities for parents at the school site level. Q & A sessions, parent training, school gatherings, special events, and daily volunteering opportunities can all be implemented and recreated to support involvement. Having parent groups take on challenges at the site; fundraising and leading activities, help build partners in learning. Additional work will be done on cultivating a parent survey that provides feedback opportunities. The district will look for ways to offer two-way communication between school personnel and parent groups."	"Based on the percent of responding parents indicating they agree or strongly agree that they have opportunities to give input into decision-making in our local survey, the majority of families feel they have opportunities to give input. The specific percentages by site are listed below. BCE:91.89% SLVE: 83.41% SLVMS:68.39% SLVHS: 64.67%"	"Based on our local survey data, our area of focus for improving input for decision making is our two secondary sites."	The district will work to provide specific outreach to our underrepresented groups to encourage participation in our district and site-based decision making processes. Sites will work to encourage participation of underrepresented families in the school site councils. The district will conduct specific outreach to these families throughout the LCAP process.	5	3	4	4	4	5	4	4	4	4	4	4	Not Met	9/21/2022	2022
27661830000000	San Lucas Union Elementary	3	"Current strengths lie in LEA's ability to establish open communication with families. Communication options include monthly parent meeting, text and phone messaging system, social media presence, school website, and papers sent home with students. Surveys indicate that families feel comfortable reaching out to the school district administration and staff to ask questions, state complaints, and offer suggestions."	"Based on survey data, LEA has identified parent academic empowerment as an area for improvement. LEA has begun planning parent trainings for the 22/23 school year to empower parents to be stronger academic support partners for the students at home. For families who cannot attend a training onsite, a Zoom option will be made available. LEA also continues to work with the local Head Start provider to give access and resources to families of children too young to enroll at the LEA."	"Based on survey data, LEA has identified parent academic empowerment as an area for improvement. LEA seeks to empower parents academically by enhancing parent engagement strategies already in implementation. LEA has plans to improve parent engagement in the fall by focusing on presenting family activities that parents can join in with their children. LEA also seeks to enhance parent engagement by providing a free fingerprinting service to enable parents to go through the proper protocol to become a school volunteer without having to travel to another city in order to obtain proper fingerprinting."	"LEA works very hard to support all families in the community. LEA assists with access to community resources, to allow parents to access all resources available to them to provide a home environment conducive to positive academic outcomes."	LEA needs to improve parent involvement with the resources available to them. Past practice by LEA has been to give parents the information on the resources. New approach is bring the resources directly to the LEA to discuss with families onsite.	"LEA has assigned the parent liaison to conduct weekly outreach to underrepresented families, including inviting families to upcoming events and explaining the benefits of attending said events."	Input for decision making comes from surveys which are sent out to families via school site council and online.  LEA is able to obtain informed opinions through the surveys.	"LEA should have a process in place in case the survey does not bring in enough respondents. LEA could assign the parent liaison, provide a free dinner and activity event to which entry is admitted with the survey.  In May 2022, LEA utilized the Open House for this purpose and the number of responses increased tremendously."	"LEA approaches have included the engagement of underrepresented families by providing multiple opportunities to  fill in the survey, and providing all surveys in English and Spanish. 100% of families attended at least one major school event (Back to School Night, Open House Night, and/or Parent-Teacher Conference). The LEA may want to consider providing a scribe for families who struggle with writing and communication, or offering a bag of food or gas card as incentive for turning in completed surveys."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/7/2022	2022
40688090000000	San Luis Coastal Unified	3	"Family communication is a board goal this year. Sites will provide a weekly newsletter to keep parents informed. In addition, the district office provides a community newsletter on an every other week basis for increased communication."	"Parents will be actively recruited for site parent involvement committees including ELAC, DTAC, PTA, SSC, and DELAC."	Individual meetings with SED/EL parents for input in the LCAP process will be conducted to increase underrepresented parents in that process at sites.	Staff regularly report student outcome data to parents and communicate in regards to participation in supports and interventions at sites. Student data is regularly shared with parents at site meetings and at board meetings.	SED and EL parent input will be the focus area for improvement in building partnerships for student outcomes. SED and EL input will be sought in the LCAP process and specifically for parent input into how to improve student outcomes. Surveys are conducted with parents and students to gather information for student outcomes.	SED and EL parent input will be sought in the LCAP process and specifically for parent input into how to improve student outcomes. Surveys are conducted with parents and students to gather information for student outcomes. Individual site meetings will take place and a specific LCAP activity will be conducted to gather input.	"San Luis Coastal USD has worked hard to engage parents and the community and give opportunities to provide input and participate in decision making. We have organized parent/community forums, sent out weekly communication both at district level and site level, and held staff forums to keep people engaged and involved. We scheduled meetings with DELAC, Student Senate, District Equity Team, and other groups to elicit feedback. We recorded a presentation on LCAP and provided links to the video and the LCAP survey. Through this multi faceted approach we have reached more families and engaged different stake holders in the process."	SEAD and EL parent input is the focus area for improvement in getting input from these groups in the decision making process.	"We continue to look for more and better ways to engage underrepresented families and will conduct specific meetings via zoom to do that this year. We plan to hold specific meetings for Student Senate, DELAC/ELAC, District Equity Team and record screencasts with pertinent information and ways to provide feedback to families in English and Spanish."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/18/2022	2022
40104050000000	San Luis Obispo County Office of Education	3	"Over the 2021-22 school year, 100% of families and caregivers were communicated to in their home languages and 100% of parents/guardians, as appropriate, were involved in the IEP/504/SST processes. Staff are explicitly encouraged to prioritize student and family relationships as the foundation for student success. Staff have been trained in building intentional relationships, which includes making contact with each individual family to establish and maintain relationships with the intent of better student outcomes."	The staff is continuing to explore more efficient and effective ways to facilitate two-way communication between families and school; i.e. ParentSquare.	Each site will engage with new communication formats to determine what works best for each site. Administration will provide opportunities for training and reflection on implicit bias and how to address implicit bias in the school environment.	"Over the 2021-22 school year, 100% of families and caregivers had online access to student achievement and attendance data through the LEA student information system and 100% of the families and caregivers were invited to participate in parent-teacher conferences and/or student meetings. New staff are trained on intentionally building relationships during the onboarding process. The mental health therapists work with families to provide strategies for learning support in the home."	An area of focus is to provide professional learning opportunities and support to staff and families to work towards full implementation accessing any new communication format; i.e. ParentSquare.	Administration is working to improve the intake process for students and families that ensures each family knows how to access the student information system and any new communication portal as well as understands students rights and responsibilities.	"Over the 2021-22 school year, the School Site Councils have had parent and student representation along with full staff participation. Each year both students and parents are surveyed regarding school climate and LCAP input. While the LEA has been able to receive some input from students, family input remains low. All teachers have been provided cell phones and are encouraged and provided with strategies to seek family input in a communication mode that works best for the family. Families meet with administration at enrollment and are provided opportunities to participate in decision-making through school site council, conferences and surveys. Administration and staff attend training and conferences that specifically address SLOCOE student demographics and school settings."	An area of focus is building capacity of and supporting family members to effectively engage in advisory groups and decision-making. School staff are consistently exploring the best practices to generate consistent parent buy-in and participation on school committees and in completing school surveys.	The LEA is working to provide professional learning opportunities to staff and families to work towards full implementation of effective engagement in advisory groups and decision making. The LEA is also exploring ways to engage families in their communities rather than have families travel to the school site as the distance to the school site is a barrier to regular engagement. The LEA continues to offer virtual options for meetings to encourage participation in decision-making processes. School staff will continue to meet with families during enrollment meetings as an opportunity to explore with families individualized needs and preferences to ensure optimal engagement.	5	4	5	4	4	3	4	3	3	3	4	3	Met	6/23/2022	2022
37737910000000	San Marcos Unified	3	"Based upon 2021-22 locally administered surveys, SMUSD has demonstrated strength and progress in building relationships between school staff and families in the following areas:  In the Hanover LCAP survey, 77% of parents indicated that they “feel communication is timely and up-to-date.”   In the Hanover LCAP survey, 73% of English only and 81% of Spanish speaking parents/guardians indicated that they “agree” with the statement, “I understand my child’s academic progress in school.”    In the DELAC Parent Survey, 100% of those parents polled indicated that they “Always” feel welcome at their child’s school. This represents a 25% increase from the prior year.  In the DELAC Parent Survey, 74% of those parents polled indicated that the District and schools provide enough resources for parents.   In the Hanover LCAP survey, 74% of parents/guardians of Students with Disabilities (SWD) indicated that SMUSD provides enough resources for families. This is an increase of 7% from the prior year."	"Based upon 2021-22 local administered surveys, areas of improvement in building relationships between school staff and families includes:  Only 561 SMUSD parents/guardians participated in the LCAP Hanover survey, compared to 1,367 the prior year.   In the annual Speak Up Survey, only 55% of English only and 64% of Spanish speaking parents and guardians feel that their child is emotionally safe in school.   In the 2021-22 Hanover LCAP survey, 69% of parents indicated a high level of involvement at school, compared with 88% in the prior year (-19%).   Survey results from last year indicate that SMUSD took a slight decrease in the number of parents/guardians that feel strongly that they are kept informed of events and activities at school, from 89% in 2020-21 to 79% in 2021-22 (-9%).  In the Speak Up survey, only 46% of English only speaking parents/guardians stated that they “agree'' that SMUSD provides ways for them to be engaged in their students’ life."	"For the 2022-23 school year, based upon an analysis of educational partner input and local data, the San Marcos Unified School District will continue to improve building relationships between our staff and our students' families and guardians. Specifically, SMUSD will ensure implementation of the following:  Regular communication  shall be provided by the Office of the Superintendent to update parents and community members regarding school and District events and activities, Governing Board meetings, official school business, and opportunities to become involved in programs and decision making at San Marcos Unified School District. This communication will go to our educational partners through various forms of media, including phone messages, email, and social media.   In order to increase parent and guardian participation in District feedback surveys, and also to support higher levels of family involvement, the Hanover LCAP survey will be distributed several months earlier than previous years (January 2023). Additionally, several methods of communication will be sent to all educational partners, including parents, to explain the purpose of the LCAP survey, as well as its importance related to policy and program development and ways to participate in their students’ education at SMUSD.   San Marcos Unified School District will continue to provide parent/guardian workshops and events to support increased family involvement, and to provide training necessary to support their students. These trainings include, but are not limited to: English learner workshops; Stranger Danger Sheriff’s presentation; Drug and alcohol cessation; Technology and cyber safety training; and Parenting classes.   All school sites in the District have elected School Site Councils (SSC) that meet on a monthly basis to examine school needs, develop goals, and provide oversight and feedback to the principals on the sites’ School Plan for Student Achievement (SPSA). All SMUSD schools also have English Language Advisory Committees (ELAC) that also meet monthly, and which provide input on school programs and the SPSA.   The District also maintains a standing Parent Advisory Committee (PAC) which meets monthly with the SMUSD Superintendent to provide feedback and input. In addition, SMUSD also maintains a District English Advisory Committee (DELAC), which also meets monthly. Both District committees are represented by parent/guardians from each SMUSD school site."	"To support positive student outcomes, San Marcos Unified School District values strong, collaborative partnerships with our families and educational partners. Our District’s strength in building partnerships for student outcomes is evident in our local measures and various surveys. Specifically:   In our 2021-22 LCAP survey, more than three quarters (77%) of our parents said that they “feel communication is timely and up-to-date.”   Also on the Hanover LCAP survey, 81% of English learner parents indicated that they understand their students’ academic progress, and 73% of English only speaking parents and guardians.   SMUSD LCAP survey also indicated that nearly three quarters of parents/guardians of Students with Disabilities (SWD) (74%) stated that they believe the District provides enough resources to support the academic growth of their child.   On our local assessments, 61% of all K-12 grade SMUSD students scored at or above grade level on the final iReady diagnostic assessment in reading. In mathematics, 50% of our students K-8 scored at or above grade level on the final iReady diagnostic assessment.   SMUSD strength in student outcomes is also evident in the increase in English learner reclassification, which improved from 3.9% in 2020-21 to 11% in 2021-22.   In 2021-22, the number of English Learners and Redesignated Fluent English Proficient (RFEP) students with one or more D or F grades in the 1st semester decreased by 10% from the prior year.   The number of Hispanic students that had one or more F grades in the 1st semester of 2021-22 decreased by 27% from the prior year.   In 2021-22, 73% of elementary students indicated that they perceive the adults on campus as “caring” on the California Healthy Kids Survey.   On the 2021-22 California Healthy Kids Survey, 74% of elementary students polled perceived their schools had an anti-bully climate.   In 2021-22, 73% of elementary students indicated that they receive adequate support from school on the Healthy Kids Survey."	"Based upon 2021-22 local surveys and student outcome data, areas of improvement in building partnerships for student outcomes includes:  In the 2021-22 Hanover LCAP survey, the number of parents/guardians that indicate a high level of involvement at their student’s school dropped by 19% from the prior school year.   Only 55% of our English only speaking parents indicated that their child feels emotionally safe at school, compared to 64% of our Spanish speaking families.   Middle school attendance rate dropped by 2% from 97% to 95% in 2021-22.   Only 56% of secondary students indicated that they perceived adults on campus as “caring”, a 6% drop, as measured by California Healthy Kids Survey.   In 2021-22, only 56% of secondary students indicated that they perceived that they received adequate support at school.   Chronic absenteeism rate increased by 3% in 2021-22 to a district total of 9%.   In 2021-22, the chronic absenteeism for the Foster Youth subgroup in SMUSD increased by 7.5% from the prior year, to 70%."	"Based upon an analysis of educational partner input and local data, the San Marcos Unified School District will work to improve building partnerships with our Educational Partners for student outcomes through the following:  To support secondary students’ academic achievement, SMUSD will provide a virtual  and in person credit recovery program for all of our High Schools.   To support students with individual needs that require a non-campus educational setting, SMUSD will continue to provide a Kindergarten through twelfth grade (K-12) independent study option for eligible students.   To support student attendance, academic achievement, and community outreach and support, SMUSD will hire a designated Foster Youth, Homeless and Parent Liaison.    To improve student connectivity and engagement, SMUSD will provide comprehensive Equity professional development for all staff, and each school will focus on embedded Social Emotional Learning (SEL) curriculum.   In Kindergarten through twelfth grade, SMUSD shall provide weekly comprehensive social emotional learning opportunities through the Second Step curriculum.   For tier two and three interventions, the District shall fund a minimum of one Social Worker per school site in both elementary and secondary school.   SMUSD will continue to refine our MTSS processes and provide professional development to staff, in order to improve tier one, two, and three academic and social emotional supports."	"Based upon 2021-22 locally administered surveys, SMUSD has demonstrated strength and progress in seeking input for decision-making in the following areas:  The SMUSD Parent Liaison provided a series of parent/guardian workshops to improve overall community engagement and input. These meetings included English learner parent resource nights, health and safety fair, drug, alcohol, and vaping prevention, and virtual academies, to name a few.   In the LCAP survey, 79% of all parents that participated indicated that they feel that they are “kept informed through effective means of communication” by the District and schools.   In 2021-22, 77% of parents/guardians indicated in the Hanover LCAP Survey, that they “feel communication is timely and up-to-date.”"	"Based upon 2021-22 local administered surveys, areas of improvement in seeking input for decision-making includes:  Increase the number of total parents/guardians that take the LCAP feedback survey. Last year, in 2021-22, only 561 SMUSD parents/guardians participated in the LCAP Hanover survey, compared to 1,367 the prior year.   The number of parents that indicated on the Hanover LCAP survey that they participated in one or more school activities dropped from 88% in 2018-19, to 69% in 2021-22 (Due to COVID-19, the quantity of parent/guardian events was decreased in 2019-20 and 2020-21 school years).   In the annual Speak Up Survey, only 61% of parent/guardian respondents indicated that they were “very” or “somewhat” satisfied with the District’s general communication.   Only 46% of English only speaking parents “agreed” that their child’s school provides ways for them to be engaged in their child’s school life, versus 75% for Spanish speaking"	"In 2022-23, SMUSD shall work to improve engagement in seeking input for decision-making through:   All elementary and secondary schools shall meet monthly with their duly elected School Site Council and English Learner Advisory Committee. These committees shall support the site administration with analysis of student data, developing school vision and mission statements, and the development of the strategic School Plan for Student Achievement (SPSA).   The District’s Parent Liaison shall continue to provide targeted parent/guardian training for all SMUSD families to improve community engagement, such as the virtual parent academies, and the Triple P Parenting course.   San Marcos Unified School District shall continue to fund translation staff and stipends to support parental involvement of parents/guardians whose primary language is not English.   All schools in SMUSD will establish regularly standing English Language Advisory Committees (ELAC), with the purpose of soliciting feedback on school and District policies and programs.   The District will continue to hold monthly District Parent Advisory Committee (PAC) meetings to provide input regarding District level decision making and policy development. This committee includes representatives from each school site in the District.   Continue to provide District-wide support to Title 1 eligible schools to increase parent involvement and support through on-site engagement opportunities.   The District Assistant Principal on Special Assignment (APOSA) will attend at least one school based ELAC meeting to ensure proper procedures are being adhered to, and to support parental input and engagement. The APOSA will also coordinate the District English Language Advisory Committee (DELAC) meetings on a monthly basis. Our District's DELAC consists of parent representatives from each school site within the District.   San Marcos Unified will continue to promote parental participation in programs for individuals with exceptional needs."	4	4	3	4	4	4	3	3	4	4	4	4	Not Met	9/8/2022	2022
19649640000000	San Marino Unified	3	"The San Marino Unified School District (SMUSD) is committed to engaging parents/guardians and other constituents by providing multiple opportunities to foster and strengthen parent/guardian relationships. With the return to in-person instruction in the 2021-22 school year, various events, activities and opportunities served to initiate and promote authentic and meaningful parent/guardian relationships including but not limited to Parent Teacher Associations (PTA), Back to School Nights, Open House, School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), COVID Compliance Team, and the Local Control Accountability Plan (LCAP) Educational Partners Committee. Additional opportunities included ongoing formal and informal occasions such as parent teacher conferences, coffee with the principals, Board meetings, committee meetings, and self-reflections surveys."	"During the 2021-22 school year, opportunities to build parent/guardian partnerships continued to be critical with continued strategies to increase parent/guardian engagement and participation. These efforts included the continued use of unconventional methods of outreach and communication. Written and oral communications also continued to be provided in the district’s major language to increase and promote access to information and parent/guardian relationships."	"In its commitment to engage and build relationships with parents/guardians, SMUSD will continue to provide translations and interpretations services through a variety of communication platforms and parent/guardian advisory meeting opportunities such as the District English Learner Advisory Committee (DELAC) and the Local Control Accountability Plan (LCAP)."	"The CalSCHLS Parent Survey (CSPS) and CalSCHLS Staff Survey were chosen to gather perceptions of  parent/guardian engagement. Data gleaned contributed to the development of School Plans for Student Achievement (SPSA), school and district programs and initiatives, and the Local Control Accountability Plan. Based on data gathered from the 2022 CSPS, 86% of parents strongly agree or agree that school encourages parents to be active partners with the school in educating their child, 89% strongly agree or agree that they feel welcome to participate in their child’s school, and 94% strongly agree or agree that they are treated respectfully by school staff. As such, three of the five key indicators showed an increase in parent perceptions of engagement and participation from 2021 to 2022. Additionally, based on data gathered from the 2022 CSSS, 98% of school staff agree or strongly agree that they encourage parental involvement, 96% of school staff encourage parental partnerships, 96% strongly agree or agree that they work to make parents feel welcome to participate at school and 100%  strongly agree or agree that they take parent concerns seriously."	"The CalSCHLS Parent Survey (CSPS) and CalSCHLS Staff Survey were chosen to gather perceptions of  parent/guardian engagement. Data gleaned contributed to the development of School Plans for Student Achievement (SPSA), school and district programs and initiatives, and the Local Control Accountability Plan. Based on data gathered from the 2022 CSPS, a slight decrease in staff perceptions in only two of the four key indicators were noted from 2021 to 2022. CalSCHLS survey data gathered indicates strong perceptions of parent and family engagement with regards to building parent relationships and partnerships and provides quantifiable and actionable data from which SMUSD can continue to engage in efforts to increase and enhance parent/guardian engagement as well as determine next steps for areas of needed improvement."	"The San Marino Unified School District (SMUSD) is committed to engaging parents/guardians and other constituents by providing multiple opportunities to foster and strengthen parent/guardian relationships. With the return to in-person instruction in the 2021-22 school year, various events, activities and opportunities served to initiate and promote authentic and meaningful parent/guardian relationships including but not limited to Parent Teacher Associations (PTA), Back to School Nights, Open House, School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), COVID Compliance Team, and the Local Control Accountability Plan (LCAP) Educational Partners Committee. Additional opportunities included ongoing formal and informal occasions such as parent teacher conferences, coffee with the principals, Board meetings, committee meetings, and self-reflections surveys. During the 2021-22 school year, opportunities to build parent/guardian partnerships continued to be critical with continued strategies to increase parent/guardian engagement and participation. These efforts included the continued use of unconventional methods of outreach and communication. Written and oral communications also continued to be provided in the district’s major language to increase and promote access to information and parent/guardian relationships. In its commitment to engage and build relationships with parents/guardians, SMUSD will continue to provide translations and interpretations services through a variety of communication platforms."	"The San Marino Unified School District actively seeks and promotes parent/guardian input and participation in the decision-making process. Each school site facilitates a School Site Council, an English Learner Advisory Committee, and a robust Parent-Teacher Association. School newsletters and Coffee with the Principals provide additional opportunities for parent/guardian participation in the decision-making process. Each of these committees and associations provide advice and input on a variety of issues school and district related. Furthermore, the District facilitates a District English Language Advisory Committee, a COVID Compliance Committee, and a Local Control Accountability Plan Educational Partners Committee. SMUSD’s Board of Education President and Superintendent provide ongoing communications to the community via Public Board Meeting, Superintendent communication videos, Press Releases, and the Board Minute newsletter. Parent/guardian participation in the decision-making process is also encouraged and received via various communication tools including but not limited to Parent Portal, Blackboard, Constant Contact, the SMUSD Mobile App, email, Twitter, Facebook, Instagram, and school and district surveys. SMUSD’s district liaison provides interpretation and translations in the district’s major language to promote parent participation in school and district-led activities and committees."	"Based on the 2022 California Schools Parent Survey (CSPS), 77% of parents indicated that they strongly agree or agree that their school(s) actively seek the input of parents before making important decisions. The CSPS continues to serve as a valuable tool for seeking input from parents regarding promoting parent participation and provides actionable and accurate measures of parent/guardian perceptions of parent participation in the decision-making process. The CSPS also provides actionable data directly aligned to SMUSD’s LCAP Board Priorities focused on school climate and parent/guardian involvement in the decision-making process."	SMUSD’s district liaison provides interpretation and translations in the district’s major language to promote parent participation in school and district-led activities and advisory committees including but not limited to the District English Learner Advisory Committee (DELAC) and the Local Control Accountability Plan (LCAP).	5	5	4	5	5	4	4	5	5	5	5	5	Met	6/28/2022	2022
41104130000000	San Mateo County Office of Education	3	"As students enter the program, parents and guardians become part of the circle of support for the students in the court and community programs through meetings, messaging, following up, invitations to events, and legal information."	We focused this past year on building relationships utilizing tools that allow for multiple language exchange. This was helpful as shown through our WASC data reports.	"We will continue to invite parents, guardians and community into the process of building programming."	One of the most beneficial pieces to the Court and Community program is having a bilingual families counselor staffed in our programs. This position is helpful daily with students and families to build communication pathways.	"Again, through the WASC process, we still know there is more to be done. We will work to bring more to the communication work with families."	We intend to do more with the larger community as we decide what the future looks like for our small court and community program.	The strengths is the day to day engagement of our family and community.	"We continue to want to print more partners to the table, although we do have a series of meetings each year that includes leaders from the mental health side, the juvenile detention side and the educational side to work together."	"We will continue to work together for the good of the students in order to support all of the students. With smaller numbers in our programs and districts keeping more students in their home high schools, we will change and adapt to the future needs."	4	4	4	4	4	4	3	4	3	3	2	2	Met	6/16/2022	2022
41690470000000	San Mateo Union High	3	"The District continues to work hard to implement strategies/practices and venues for family engagement. One key strength are our Family Engagement coordinators who support familes with engagement at all sites. In addition, we have strong formal representative bodies at each school as well in School Site Councils  and English Learner Advisory Committes as well as District level committees like the District English Learner Advisory and the Equity Advisory."	The District continues to look for ways to effectively communicate with and engage the families of historically underserved students.	The district continues to expand its opportunities for engagement for families across the District through improved outreach and communication strategies.	The District does a good job of providing a variety of ways that families/caregivers can partner to improve student outcomes: - Family Engagement Coordinators - Various communication vehicles - direct outreach via our newly-hired Social Workers	#NAME?	Our primary new approach has been the employment of four social workers and one school-based social worker at PHS.	"The District has a variety of venues for parents to be involvedin decision-making - both at the site and District level. These are well-run engagements like the School Site Councils, English Learner Advisory at the site level and the DELAC and Equity Advisory at the District-wide level."	The focus for improvement will be on outreach and communication to historically underserved families.	"As indicated above, we look to improve engagement by ever-improving communication and outreach strategies."	3	3	3	3	3	4	3	4	3	3	3	3	Met	6/23/2022	2022
41690390000000	San Mateo-Foster City	3	"SMFCSD continues to make progress toward engaging two way communication and positive relationships with our families, communities, and other key stakeholders--particularly with additional community liaisons, expanded translation services, additional engagements in Spanish, and a greater variety of translated digital communication.  Survey feedback from parents attests to improvements in this work."	"However, the district must continue to devote special attention to students from underrepresented groups including Spanish-speaking families, English learners, and, in particular, Newcomers.  SMFCSD will continue to improve on and expand these strategies, but the fact that district placement policies mean that a high percentage of students from these groups attend schools outside their home neighborhood will continue to be a barrier to great progress on this indicator."	"To address this barrier, SMFCSD has launched a plan to create a new school in the North Central San Mateo area, formed on a full-service community school model."	"Educational partners have provided consistent feedback that this is an important area of needed growth for SMFCSD.  In returning to in-person learning, partners report that the social emotional challenges have been great and that they want the district to do a better job of partnering with families.  Partnership with families of students on IEPs is a particular pain point, according to the survey respondents."	"SMFCSD has launched this year and will implement in greater depth next year a series of Wellness trainings for all staff that address many of the issues at the core of these “partnership needs” (e.g., student trauma, IEP processes, implicit bias). In addition, the district is expanding its support staff who play key partnership roles, such as counselors, social workers, and community outreach staff.  Attention needs to continue to be paid to building staff capacity for partnerships between schools and families and implementing full-service community school strategies (e.g. legal and health services)."	"Next year, using a planning grant received from the state, SMFCSD will begin the planning and implementation process for building full-service community programs at 5 schools with the highest percentages of unduplicated students.  SMFCSD’s Sanctuary Task Force also continues to model partnerships between families and the school, support services, and professional learning strategies."	"SMFCSD engaged in a planning process this year that involved families in setting the strategic priorities for the next 5 years, and the district held numerous Board community meetings, Superintendent engagements (Cafe con Diego), podcasts and YouTube Streaming events to communicate and receive feedback on these strategic priorities (always with Spanish translation).  The District built on this engagement through regular input and LCAP processes with the District English Language Advisory Committee, Special Education District Advisory Committee,  Equity Task Force, Sanctuary Task Force, Stakeholder Advisory Team and other district planning groups.  In addition SMFCSD supported sites with guidance to engage families in SSCs, PTAs, etc."	"Feedback from families on these efforts is positive, but also identifies the continuing need to be more culturally and linguistically responsive and to have strategies to increase participation, particularly when key fiscal decisions are made."	SMFCSD will also support sites to strengthen their engagements for site-based input in similar ways and begin to implement systems for monitoring and providing feedback to leaders on the effectiveness of their engagements.	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/23/2022	2022
49708056051858	San Miguel Elementary	3	"The success of our learners depends upon the depth of relationships and collaboration between our students, their families, and our school staff.  Our LEA has made it a priority to consistently work to foster and develop these relationships.  One of the ways we develop and continue to make progress in this area is by providing opportunities for families to engage and participate in a variety of ways.  As an LEA focused on continuous improvement, we actively seek out feedback and obtain input for all of our families and in many different areas such as academics, wellness, and engagement.  One method we utilize are surveys that specifically ask our families for input regarding what successful engagement practices we can use to work together to support student learning in class and at home.  In addition, we collect feedback regarding ways to improve how we inform families.  Our modes of communication have expanded to allow for multiple methods of obtaining information such as social media, websites, email, school messengers, and education apps.  Staff work hard to have open communication and strong relationships.  One family in our district described it as a ""family"" feeling.  This is another strength of our district that we take pride in along with our resilience and ability to rebound from natural disasters and the pandemic."	"Gathering input from our educational partners led to the development of our LEA's Strategic Plan.  As a result of analyzing this input in addition to examining local data, a committee of educational partners that included parents and families developed recommendations.  One area of focus that demonstrates our commitment to the relationships between school staff and families is engagement.  Although our LEA does possess many strengths in this area, families have shared areas that we can make improvement such as increasing consistency in our communication.  For example, using consistent apps.  Families also expressed a desire to learn more about strategies they can utilize to help and support their students.  Specifically, we received feedback about the usefulness of videos parents could use or watch to help with such subjects as math in both English and Spanish.  Another way of improving and increasing engagement would be to have more family nights now that health guidelines are allowing for more in person events.  By increasing engagement in our LEA, we will improve and strengthen our relationships with our families."	"Our  LEA will improve engagement of underrepresented families that were identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by examining our engagement strategies, increasing our learning of equity related issues and focusing on continuous improvement through an equity lens.  We have reflected on the input from our Spanish speaking families.  While they report many positive feelings and thoughts related to their children's school experience, there is work to be done to build and strengthen these relationships.  One way that we fill better foster these relationships with underrepresented families is to welcome and engage them as soon as they join our district, e.g. Kindergarten.  Our LEA will review and revise when necessary our mission and vision statements, policies and procedures, as well as communication methods to ensure that we have inclusive practices through the school system.  Lastly, we continually participate in professional learning that focuses on equity.  One resource our LEA will be learning from is a Family Engagement Toolkit.  We will begin to implement more and more of the suggested strategies from this equity focused resource."	"When families, community members, and schools form partnerships in which each benefits from and supports the others.  Trusting community partnerships are fostered and support student outcomes.  Our LEA possesses strengths in this area including engaging with our community.  For example, we created a Strategic Planning Committee inclusive of staff, families, and community members.  This partnership was focused on identifying recommendations gathered throughout the MWUSD engagement process and preparing an advisory planning report that guided the identification of five strategic priorities that drive improvement.  These five strategic priorities: 1) Student Achievement, Programs, and Opportunities; 2) Student Well Being; 3) Professional Growth and Positive Staff Culture; 4) Parent and Community Involvement; and 5) Financial Sustainability.  Clear priorities are a strength that allows our LEA to improve student outcomes.  These priorities were developed through the partnerships we have built through the Strategic Planning process."	"The LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes, which is based on the analysis of our educational partner input and local data, consists of engaging in the process of continuous improvement through a four phase cycle.  The phases include Plan, Do, Reflect, and Adjust.  A team of educational partners will work on building capacity for educators, families, and community partnerships.  Furthermore, while we have strengths in one of the two critical dimensions of family engagement and building partnerships, which is building trusting relationships,  an area of improvement will be to ensure that as we make our connections with education partners, including family engagement activities, that they are linked to our students' learning.  Specifically, our engagement activities will be aligned with our district goals for student outcomes and help families to provide support at home for learning.  One of our LEA goals will be to have educators and partners such as family leaders collaboratively plan for interactive opportunities such as trainings for family members to support student outcomes and allow for opportunities to dialogue and to develop skills and knowledge."	"In relation to Building Partnerships for Student Outcomes, our LEA will improve engagement of underrepresented families identified during the self-reflection process including families of our Multilingual Learners, students receiving special education services, and students with low socioeconomic backgrounds.  In order to improve our engagement, we will examine and utilize several of the tools and strategies outlined in the California Department of Education's Family Engagement Toolkit: Continuous Improvement through an Equity Lens.  One such strategy is the development of  a district family engagement team that includes parent leaders from a variety of student groups including underrepresented families.  This family engagement team could participate in gathering further data, especially from the families of our Multilingual Learners, students receiving special education services, and students with low socioeconomic backgrounds that provide information about their strengths and challenges.  Upon learning and understanding these families, our LEA will implement an assets based approach that builds upon existing strengths within our families and within our LEA.  Further, our LEA can use this information to identify opportunities to partner with community-based organizations and promote equitable opportunities for all students.  In addition, our district will be participating in the Expanded Learning Opportunities Program (ELO-P) for afterschool and summer school enrichment programs for kindergarten (including transitional kindergarten) through 6th grade.  Our LEA will work towards offering a comprehensive after school and intersessional expanded learning opportunities to all of our unduplicated students, which includes Low Income (measured by Free/Reduced Lunch eligibility), English Learner, and Foster Youth.  The Expanded Learning Opportunity Program (ELO-P) involves partnering with outside organizations within our community."	"Engaging with educational partners to gather input and feedback is only one part of the process to ensure strong, trusting relationships.  It is equally important to allow their voices to be part of our LEA's decision making process.  Our current successes and progress in this area provide a good foundation for us to build upon as an LEA that is focused on continuous improvement.  Based on our educational partner input and local data, it is evident that we have strong advisory groups and processes that allow for principals, staff, families, and community members to participate in the process of decision making.  Examples of our advisory groups include School Site Council (SSC), District English Language Advisory Committee (DELAC), and Parent/Teacher organizations.  Every three to five years, our LEA participates in a Strategic Planning process that includes a committee representative of all of our educational partners that participate in the decision making process of developing the goals and objectives that prioritize and focus our work in improving student outcomes for all of our learners."	"Our LEA is committed to reviewing the input received through our local measures and educational partner input to examine and identify areas for improvement.  When specifically determine areas of focus to improve ways we seek input for decision making, our LEA found that there is progress to be made in how often we are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  Specifically, during the strategic planning process when we actively engaged our educational partners, our LEA received feedback related to community events.  For example, while we do often have parent workshops, a desire for more family nights in the areas of technology, mathematics, and reading was expressed.  Now that health guidelines are allowing more in person events, this will be an area of focus for our LEA that is directly related to information gathered from our educational partners."	"Creating an environment that builds trusting relationships for all families is an ongoing process throughout every school year.  Our first priority will be to work on identifying who our underrepresented families are and building our capacity to support our educators to learn more about these families.  Part of this process will be reflecting and gathering information pertaining to which families are participating in family engagement activities and decision making opportunities such as advisory committees.  Our LEA will work to have conversations and seek information around equity from our educational partners that allow us to listen to the experiences of our families and plan targeted outreach.  In order to build our educators' capacity we will work to ensure that we have informational materials in multiple languages.  It will also be important to examine how easily the terminology can be understood by our underrepresented families and explain acronyms as well as avoid jargon that is typically used by educators.  provide professional learning opportunities to all staff that incorporate cultural responsiveness, and provide our site administrators with strategies for engaging diverse families.  In addition, we will continue to engage with our families and dialogue about our program options for our multilingual learners including our reclassification process and goals for English language acquisition.  Lastly, we will work to ensure that our staff and all families know what they can do if they want more information, who to talk to if they have questions, and ways to engage, participate, and become more involved if they wish to do so in our LEA.  Our LEA believes these efforts will strengthen the ties in our community especially with our underrepresented families and lead to higher levels of student achievement."	5	4	4	3	4	3	4	4	4	4	4	3	Met	6/9/2022	2022
40688250000000	San Miguel Joint Union	3	"Both of our schools have Teacher/Parent Committees on which staff encourages parents and community members to volunteer. We work with our families using surveys and conversations to identify areas of interest as well as how we can best facilitate parental involvement on the committees. We have implemented bi-annual meetings for parents of students with disabilities to increase parental awareness about opportunities both at school and in the community as well as to seek their input on district decision-making. We provide interpreters in Spanish for all meetings as needed. A challenging area at Lillian Larsen is providing interpreters for our Mixteco-speaking families. We were able to find Mixteco interpreters for the last half of the 2021/22 school year. They attended our DELAC meetings, Migrant PAC meetings, and Open House. The district will work with the County Migrant Education department to continue to focus on ways to help our indigenous parents feel more connected to the school."	"Our district has many forms of communication with our families. We offer a variety of ways for families to be involved in our schools. Although this has been challenging during the global pandemic, we have looked for creative ways for families to participate in their children's education, the decision-making processes of the schools and district, as well as to stay connected to the school community. We have greatly increased our parent communication through our social media platforms. This year we are using ParentSquare to facilitate communication between schools and families.  The use of virtual meetings through the Zoom platform has allowed more parents to attend meetings who otherwise may not have been able to. We have a strong bilingual support system for our Spanish-speaking families who make up a majority of our families. We recognize the need to increase opportunities for our Mixteco-speaking parents to participate fully in our schools."	"We currently offer advisory councils at both sites. Parents are invited to participate on School Site Council and DELAC. Additionally, we survey our families annually to gather input. We will continue to provide opportunities for all families to participate on these committees. This year our focus will be to increase our parent participation on our LCAP committee."	The district has developed strong partnerships with community agencies to support student success. We are very proud of our California Wheat Grant project which is bringing hands-on agricultural learning to our students at both of our sites. We have a strong partnership with San Luis Obispo Public Health Department and they provide us with Nutrition Education at Lillian Larsen along with many other services for families and children. We work with the County of San Luis Obispo to provide counselors at both of our site.	"The district is working on increasing parent engagement at both sites. Parents have many opportunities to partner with us on committees such as School Site Council, DELAC, and PTOs. We have a relatively small number of parents on these committees. We are working on getting Mixteco interpreters at our meetings to help our Mixteco families feel a bigger connection to the school."	This year we are partnering with the County Office of Education to provide a Mixteco interpreter at meetings and events. We are looking t add a parent to our SELPA Parent Advisory Council to develop the capacity of our parents of children with special needs We are implementing Tier One Climate committees at each site. Parents will be an important part of these committees.	Our district administers surveys annually for LCAP educational partner input. We receive high marks in the areas of parent communication and opportunities for parents to collaborate. We offer many committees that our educational partners report to be helpful ways to provide input.	"While we have high participation levels from our English speaking parents, we are focusing on increasing engagement with our educational partners who speak Spanish and Mixteco."	We will ensure translators are present in both Spanish and Mixteco during the 2022/23 school meetings to allow our educational partners more opportunities to fully participate.	4	3	4	4	3	4	3	3	4	3	3	3	Met	6/30/2022	2022
37683530000000	San Pasqual Union Elementary	3	"San Pasqual Union School prides itself on building positive relationships with parents and guardians.  According to the 2022 California Healthy Kids Survey, 92% of parents report that the school encourages parent involvement while 95% report that the school encourages parental partnerships.   Parent-teacher conferences provide time for parents and teachers to converse about the students' strengths, needs, culture, and goals.  Teachers work with students to set individual learning goals and maintain open communication with parents on progress toward those goals."	"San Pasqual Union School sustains great strides in two-way communication between families and educators through upgrades to the school website to allow content to be translated into multiple languages.  The website now integrates with a mass communications system and school app.  Additionally, the PeachJar flyer system makes it easier for parents to access relevant school and community information from various platforms."	"As reflected in the 2022 LCAP, a full-time EL/Intervention Teacher leads efforts to engage with Spanish-speaking families.  Additionally, for the upcoming school year, the District will reinstate programs like Mano-a-Mano and the Latino Family Literacy project to further engage and connect with non-English speaking families."	"Engaging with families and community partners remains one of the District's top priorities.  As reflected in the District's 2022 LCAP, Goal #4 specifically seeks to Promote Family and Community Partnerships that Enhance Student Outcomes and Opportunities."	"Part of this work focuses on the reengagement of parent groups, including the Parent-Teacher Organization (PTO), SP School Foundation, Red Barn Arts (RBA), and SAGE (Students are Growing Everyday) garden.  Additionally, the District maintains its focus on initiatives that improve upon community partnerships, including those established with the San Diego Zoo Safari Park, California State University-San Marcos, and Palomar Health."	"In addition to the partnerships described above, in an effort to improve engagement with underrepresented families, the District also re-engaged with the school's DELAC community and formed a new partnership with the local YMCA."	"Since the San Pasqual Union School District is a single-school school district, all decisions are made on the school site.  The school actively engages parents in the decision-making process.  As reflected in the 2022 California Healthy Kids Survey, 85% of parents reported that the school actively seeks the input of parents before making important decisions.  Further, in that same survey, 90% of parents agree that school staff take parent concerns seriously.  As a result of the pandemic, the District increased efforts to inform and engage parents.  To that end, during the 2020/21 school year, the principal/superintendent hosted over 20 parent engagement sessions, including meetings with School Site Council, SP School Foundation, SAGE Garden, and virtual ""Coffee with the Principal"" sessions."	"To further seek meaningful input and build school capacity, the District established a School Improvement Committee comprised of staff representing all grade levels, subject areas, and specialties.  The Committee’s primary role is to analyze both instructional practices and outcomes and to make recommendations for improvements to the instructional program.  Surveys were also shared with staff, students, and parents to both inform and guide District decision making."	"In an effort to improve engagement with underrepresented families, the District re-engaged with the school's DELAC community and formed a new partnership with the local YMCA."	5	5	4	5	4	5	5	5	4	5	5	4	Not Met	9/13/2022	2022
13632140000000	San Pasqual Valley Unified	3	"The LEA strengths are the developing and supporting the following groups throughout the District.   Strong SEL team composed of the school counselors, with support from each school site. Online Cafecito Chats which are parent/counselor themed discussions each month. Services provided by the Outreach Consultants at each school site.  Services provided but the Community school Liaison for the Quechan Tribal community. Phenomenal Crisis Intervention Team comprised of counselors, Mental Health Specialist, Psychologist, Administrator, CHAT Therapist, and Student Resource Officer. District hired a Guidance and Family Coordinator to develop a training program for families to learn to be advocates for their children."	"LEA supports and offers different workshops for parents throughout the school year. Hired a Guidance and Family Coordinator to develop a comprehensive, district-wide San Pasqual Parent Academic Course Engagement (SPPACE) parent training program. THE K-12 PARENTING SUPPORT PROGRAM SPPACE CURRICULUM IS STRENGTH BASED AND IS GROUNDED IN THE PROTECTING FACTORS FOR BUILDING STRONGER FAMILIES. IN ADDITION, IT IS DESIGNED TO PROVIDE PARENTS AND OR LEGAL GUARDIANS WITH THE NECESSARY SKILLS AND KNOWLEDGE, PARTICULARLY IN THE AREAS OF COMMUNICATION, FAMILY WELL-BEING, EARLY LITERACY, BILINGUALISM, ATTENDANCE, POSITIVE PARENTING PRACTICES AND SELF-AWARENESS, TECHNOLOGY USE, STRESS MANAGEMENT, CIVIC ENGAGEMENT, PARENT LEADERSHIP, GOAL SETTING, COLLEGE, CAREER AND WORKFORCE REEDINESS, EDUCATIONAL FINANCE (FAFSA), WHILE EMPHASIZING THE IMPORTANCE OF SELF-CARE AND PARENTAL RESILIENCE. THE OVERALL GOAL OF THE CURRICULUM IS TO EQUIP FAMILIES, PARENTS AND OR LEGAL GUARDIANS WITH THE KNOWLEDGE, TOOLS, AND CONFIDENCE TO SUPPORT THEIR CHILDREN’S SUCCESS AND TO BE AFFECTIVE ADVOCATES ON BEHALF OF THEIR FAMILIES."	"LEA will continue to strive to involve parents and families in decision making by offering the use of surveys through Survey Monkey, Google Forms, and Empathy Surveys to collect and analyze data from all educational partners."	"The LEA supports the implementation of different interventions such as DIBELS, IXL, and STAR in the areas of Language Arts and Math.  LEA provides opportunities for students to participate in educational field trips. SPVUSD provides after school program, tutoring, extracurricular activities, hired a Guidance and Family Coordinator to help build family partnerships, work with agencies for work experience opportunities, and Social Services offices in-district as well as Behavioral Health to assist in supporting families and community."	LEA will continue to provide any necessary extra curriculum activities for our students. LEA will continue to improve in implementing programs and services to increase student achievement and ways to work together to improve student outcome.	"LEA will continue to utilize the services of different personnel such as outreach consultant, counselors, and liaison to assist the underrepresented families. In addition, more site-based events are being held with families in order to create a trusting environment where families are more comfortable sharing their thoughts and suggestions."	"LEA strives to involve parents and staff in decision making. The District implements the use of surveys through Survey Monkey, Google Forms and Empathy Surveys to collect and analyze data from all educational partners. DIPAC, DELAC, SSC all encourage family and communication participation and input."	"Due to the fact that many of our families do not have reliable internet, District distributed the survey through the mail and engage staff in calling and personally collecting the data. The District elicits feedback from our educational partners (parents/guardians). Also, District receives feedback through attendance at the DELAC/MPAC (District English Language Advisory Council/Migrant Parent Advisory Council) meetings as well as the DIPAC (District Indian Parent Advisory) meetings and School Site Council meetings."	"A will continue to collect data regarding attendance, engagement, academic progress, discipline, and chronic absenteeism. The District can review the results from the most current surveys."	3	3	3	4	3	4	3	4	3	3	3	3	Met	6/17/2022	2022
21654580000000	San Rafael City Elementary	3	"San Rafael Elementary City District uses the Youth Truth “Family Survey” as a collection tool to measure family members’ perceptions about school community engagement in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. The “Staff Survey” captured perceptions about school community engagement specifically in terms of Culture, Engagement, Relationships, and Professional Development, and Support, and School Safety. This collection tool was implemented district-wide in December 2021 and generated reports were made available on August 9, 2022. The Youth Truth data reports represent feedback from 914 elementary family members (based on the enrollment data a response rate of 31%) and 273 middle school family members (based on enrollment data a response rate of  21%). These response rates demonstrate an increase in rates compared to the March 2020 administration of Youth Truth and will inform the district’s strategic actions to improve engagement and support. The “Staff Survey” represents feedback from 203 elementary staff members which is an 84% response rate and 95 middle school staff members which is an 81% response rate. This feedback was used to enhance the understanding and analysis of community engagement. Ratings are on a 1-5 scale: 1 (strongly disagree), 2(disagree), 3(neither agree or disagree), 4(agree), and  5(strongly agree). The findings display the percentage of respondents who chose a 4 or 5 rating. San Rafael City Elementary schools provide a welcoming environment with staff that values their parent community with emphasis on building trusting and respectful relationships.  Based on the Youth Truth data for elementary, 94% of families feel that teachers treat families with respect, and 90% of families agree or strongly agree that administrators treat families with respect. Based on the Youth Truth data for middle school, 87% of families feel that teachers treat families with respect, and 85% of families agree or strongly agree that administrators treat families with respect. Based on the Youth Truth data for elementary, 80% of elementary teachers feel their school is cooperative and team-orientated and 68% of middle school teachers feel their school is cooperative and team-oriented. In addition, 90% of elementary families feel their school creates a friendly environment and 80% feel valued by their school. In middle school 75% feel their school creates a friendly environment and 66% feel valued by their school."	"San Rafael City Elementary has Community Liaisons at every site who welcome new families to the school and encourage families to become engaged. Community Liaisons and Family Center staff are provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information. In addition, there has been an increase of FTE for school counselors in the Elementary District. SRCS has also increased the School Psychologist FTE in the Elementary District to address the increase in social-emotional/behavioral concerns and counseling support, as well as the increase in referrals for special education. SRCS has hired a Wellness Coordinator for Davidson Middle School to begin work on building a Wellness Center."	"The District partnered with TargetRiver to effectively promote SRCS to increase community pride and appreciation of our district and schools for the valuable program offerings; diversity makeup; benefits of public schools; and more; and thereby helping us tackle these key initiatives: 1.Student Retention: Ensure existing families maintain enrollment of their child(ren). Specifically, retain students leading up to and during transition points and address concerns triggering departures. 2. Student Acquisition: Increase enrollment, primarily in Transitional Kindergarten and Kindergarten and promote the Dual Language Program. In addition, the District continues to prioritize diverse and bilingual candidates in the recruiting and hiring process. The District worked with Marin Promise Educators Equity to secure a Teacher Residency planning grant and will be hiring a coordinator to oversee the program."	"San Rafael Elementary City District uses the YouthTruth “Family Survey” as a collection tool to measure family members’ perceptions about school community engagement in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. The “Staff Survey” captured perceptions about school community engagement specifically in terms of Culture, Engagement, Relationships, and Professional Development, and Support, and School Safety. Based on this feedback, 81% of families agree and strongly agree that their school provides the guidance necessary to help their child succeed and 81% feel teachers communicate expectations for their child’s progress. 74% of families agree and strongly agree that they feel represented by parent/family groups and 78% feel parent/family members are included in planning school activities. In middle school, 68% of families agree and strongly agree that their school provides the guidance necessary to help their child succeed and 66% feel teachers communicate expectations for their child’s progress. 67% of families agree and strongly agree that they feel represented by parent/family groups and 66% feel parent/family members are included in planning school activities. San Rafael City Elementary provides the necessary resources to support student learning and builds a strong partnership between the school staff and their families. All schools will continue to provide more opportunities for parents/guardians to communicate and visit their child’s school, and continue to build partnerships with organizations such Parent Institute for Quality Education, Parent Services Project, Canal Alliance, the Family Literacy Center and others to empower parents and provide leadership and advocacy training. Community resources will be utilized for mental health support and youth development, particularly to support the new wellness centers, including work with Huckleberry, Bay Areas Community Resources. The District has grown its partnership with after-school providers (the City of San Rafael and YMCA) thanks to the ELOP grant."	"The District successfully hosted well-attended sessions with community partners on targeted topics, mental health and then summer support. The District was able to provide brief updates on various initiatives, and then dive in deep on the meeting topic, featuring presentations for content specialists (for example, members of the SRCS Mental Health team and Education Services team). We then engaged our partners in a discussion on how groups can work together to support the work, or at least share information and resources from our partners with students and families. ParentSquare is being widely adopted and embraced, and the system improves English-Spanish translation while streamlining District and school communication for families. District communication is more consistent and topic focused, with Weekly Wrap eblasts with relevant Friday Focus videos and letters and updates. DELAC meetings have been more widely attended thanks to being remote. Nevertheless, we have identified ways to improve and refine our communication and support to our families in the years to come."	"San Rafael City Schools received funds to support the planning of the California Community Schools Grant. The planning will include hiring a Community Schools Director, completing a needs assessment, and an implementation plan and timeline. This grant will support “wraparound” support to families like enhanced social services, expanded learning time, and job placement assistance. In addition, the grant will focus on increasing family and community engagement, integrated support services and new or existing partnerships with governmental entities or community-based organizations."	"The Youth Truth data reports represent feedback from 914 elementary family members (based on the enrollment data a response rate of 31%) and 273 middle school family members (based on enrollment data a response rate of  21%). These response rates demonstrate an increase in rates compared to the March 2020 administration of Youth Truth and will inform the district’s strategic actions to improve engagement and support. The survey results reported represent the families that agree or strongly agree with the statements below: 87% elementary families feel comfortable approaching the administration about their concerns, and 79% of middle school families feel comfortable approaching the administration about their concerns. 94% of elementary families feel comfortable approaching teachers about their child’s progress and 85% of middle school teachers feel comfortable approaching teachers about their child’s progress. In our elementary schools, 67% of families feel empowered to play a meaningful role in decision-making at their school, and in middle school 50% feel empowered to play a meaningful role in the decision-making at their school. 90% of elementary families agree and strongly agree that their school provides resources in the languages their family needs and 85% of middle school families agree and strongly agree that their school provides resources in the languages their family needs.San Rafael City Elementary supports families and provides the opportunities to be actively involved in decision making. Sites are mindful of the multiple avenues needed to seek input and to engage families in the decision making process, and continue to refine how to effectively gain more input from families."	"A series of digital literacy events for families have been hosted at our IT Tech Center thanks to our partnership with the Parent Services Project. The workshops have primarily focused on supporting families with communication systems like ParentSquare, Canvas and Aeries. Engaging and informative Superintendent Parent Council sessions are planned and held and will continue to outreach, ensuring all of our schools are represented."	"Family Centers will continue to support families and connect families to resources, and every site will continue to have a Community Liaison. Community Liaisons will continue to support the increase of home visits to families in partnership with teachers as appropriate. Family Center staff will identify parent needs and provide education and training in key areas of need. In addition, SLAM has been implemented in the middle schools to increase student voice. San Rafael City Elementary will continue to consult with Youth Transforming Justice to expand the use of restorative practices and training to all staff and students, including support for Peer Court in middle school. Students will continue to have ample opportunities for student leadership through student council and student groups."	2	4	3	4	3	4	5	3	3	2	3	3	Not Met	9/12/2022	2022
21654660000000	San Rafael City High	3										3	4	3	4	3	4	5	3	3	3	3	3	Not Met	9/12/2022	2022
07618040000000	San Ramon Valley Unified	3	"Based on the analysis of educational partner input and local data, SRVUSD makes significant effort to create welcoming environments and develop multiple opportunities for two-way communication and build trusting relationships as evidenced by volunteer programs, school liaisons, social workers, parent advisory groups, and digital and in-person communication. The district is committed to engaging community stakeholders at a deep level. Educational partners feedback was received via surveys, Superintendent listening meetings, Thought Exchange(9,000 participants) , Focus Groups (61 groups and 958 participants), Principal Coffee talks, town halls, staff meetings, and student surveys. As described in the SRVUSD LCAP,  there were many opportunities across the district for Parent Education in a variety of subject areas, including Math, Writing, Reading, Special Education, Social Emotional Workshops,  and Digital Citizenship with Common Sense Media. Schools hold many events that support families and promote parental participation, such as Town Halls, Focus Groups,Thought Exchange Surveys, Literacy Nights, Parenting Workshops, Special Needs PTA, Inclusion and Diversity Committee, DELAC, and Principal Coffees. Parents are encouraged to communicate with staff concerns and meet with teachers, counselors and administrators on regular bases. The schools offer various support resources and communicate these resources to the parents in multiple forms.  Informational meetings are held to ensure parents understand what those resources are and how their child can access them."	"Based on the analysis of educational partner input and local data, SRVUSD  has placed great efforts into developing capacity amongst staff to build high levels of trust between students and parents. Using a comprehensive survey, the following improvement suggestions were presented by staff and families:  Smaller class sizes • Increased administrative support • Increase counseling support • More diversity in the curriculum • Hiring practices to recruit diverse staff • Access to a consistent, high quality curriculum • Additional social emotional supports  • More time for high quality professional learning and authentic collaboration w/colleagues • Strategies to address equity - specifically race, religion, LGBTQ+ • Equitable access to resources • More arts instruction • More emphasis on student learning • More support for struggling readers • Increase custodial support Community feedback: • Improve math instruction • Social emotional support of students including resiliency and stress management • Create campus cultures where all students feel respected, included and heard - specifically addressing race, religion and LGBTQ+ • Updated course offerings (e.g. life skills, financial classes) • Focus on skills such as resiliency, career building, etc. • Smaller class sizes • Employ and retain high quality teachers • Increased consistency across instruction and assessment • Time and space for students to interact • More arts instruction"	"Based on the analysis of educational partner input and local data, SRVUSD has ensured that specific strategies are implemented to support successful school and family connections with a focus on reducing barriers to greater participation by parents, with significant attention given to parents who are economically disadvantaged, are disabled, have limited English proficiency, are migratory, have limited literacy, or are of any racial or ethnic minority background. SRVUSD provides translation services to parents with limited English Proficiency when providing information online, newsletters or meetings at school and district locations. However, with these opportunities in place, SRVUSD seeks to increase participation rates. Additionally, a  focus area for this year will be the growth and development of the SRVUSD's  DELAC."	"Based on the analysis of educational partner input and local data, it is clear that SRVUSD has significant strengths in building partnerships for student outcomes. Survey data shares a culture of responsiveness with a focus on deep learning and innovation, equity and social emotional well being. All K-8 schools have conference weeks that support teacher/family partnerships with the shared goal of increasing student outcomes. SRVUSD has increased counselors at all grade levels which increases  communication with educational partners, often leading to the required interventions that increase achievement and well-being."	"Based on the analysis of educational partner input and local data, it is evident that we need to increase participation rates in parent workshops, understanding of college pathways, CTE programs and career opportunities.  Additionally, SRVUSD is focused on improving articulation with local Community Colleges and businesses. Growth in these partnerships can lead to improved access and deep learning and innovation opportunities."	"Based on the analysis of educational partner input and local data, SRVUSD has  implemented specific strategies to support successful school and family connections with a focus on reducing barriers to greater participation by parents, with significant attention given to parents who are economically disadvantaged, are disabled, have limited English proficiency, are migratory, have limited literacy, or are of any racial or ethnic minority background. SRVUSD provides translation services to parents with limited English Proficiency when providing information online, newsletters or meetings at school and district locations. SRVUSD has increased the number of Social Workers who provide multiple services: Social-Emotional supports, counseling, transportation, clothing. A significant focus area is the development of an English Learner Master Plan."	"SRVUSD strongly supports family members to effectively engage in advisory groups and decision-making as evidenced by advisory groups, Steering Committees,  and task forces (GATE, CAC, PTA, DELAC, ELAC, LCAP  Preschool Taskforce,  School Site Council, Equity Committee, Social Emotional Well Being Committee). The district is committed to engaging community stakeholders at a deep level. Stakeholder feedback was received via surveys, Superintendent’s Task Force, Thought Exchange (9,000 participants) , Focus Groups (61 groups and 958 participants), Principal Coffee talks, town halls, staff meetings, and student surveys. Additionally feedback was received at six LCAP stakeholder meetings (which includes: teachers, principals, administrators, other school personnel, local bargaining units of the LEA, parents, and students), the SRVUSD Community Advisory Committee (CAC), SRVUSD PTA Presidents meeting, and the SRVUSD District English Learner Advisory Committee (DELAC). San Ramon Valley's SELPA director ensures a continuum of special education feedback opportunities, review of, and posting of local plans with guaranteed and regular committee meetings. Additional groups that engaged in the feedback process: DVSR Rotary, San Ramon Chamber, Danville Chamber, Discovery Counseling Center Board, SRV Mental Health Coalition, PFLAG,  Equity Committee, Inclusion and Diversity Committee, Grade Reform Committee, Student Senate and the Exceptional Education Committee."	"Based on the analysis of educational partner input and local data, there is consensus that there are multiple avenues for educational partners to provide input for decision-making, but there is a gap in ""who"" is providing the input. Meaning, there is not enough input being provided by students and underrepresented families. SRVUSD is making a concerted effort to elevate student voice through Student Senate, Student Steering Committees (Deep Learning and Innovation, Equity, and Social Emotional Well Being), affinity groups, student advisory and leadership programs."	"Based on the analysis of educational partner input and local data, SRVUSD will engage with specific strategies to improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making. Focus will be on seeking input on how to diversify the curriculum, making recommendations on diversifying staff, provide forums to discuss strategies to address equity issues, and increase access to social workers to gather input from underrepresented families."	5	5	5	5	5	5	5	3	5	4	3	4	Not Met	10/18/2022	2022
37683790000000	San Ysidro Elementary	3	"The San Ysidro School District works to ensure strong relationships between staff and families through events that are aimed at bringing families on to our campus' in person and virtually, depending on the situation. The district understands the significance that families play in a student's developmental and academic growth. This understanding informs the goal around parent engagement that the LCAP and all of the LEA's SPSAs include. Our goals focus on the importance of parent involvement and our role in supporting our families in parent training and workshops to inform their involvement in the educational process. With this lens we work to integrate our families into the school experience through events, including workshops from PIQE, School Open House, Back to School Nights, Family Resource Fairs, and STEM Fairs to name a few. Additionally, we are working to ensure that we are offering our families access to support services through local agencies who work to provide wrap-around services to ensure that we support the needs of our students and families through local partnerships."	"The San Ysidro School District is committed to fostering and building positive relationships through increased opportunities to bring families together to highlight important topics and provide information on services available to our families through the district and local agencies. As with all systems over the last few years, COVID has impacted our ability to host in person meetings and school events. For this year, the district wants to focus on increasing and improving the relationships between school staff and families, the district will focus on refining and building opportunities to increase the quantity and quality of activities that are offered. This will include virtual and in person offerings as this will allow a larger audience to participate in school events. This focus will allow for us to build a school community together with our families as we work together to support our students/children."	"In order to foster relationship building the district has begun to develop a deeper understanding among staff on the importance of valuing the cultures and languages that students bring to the school environment by focusing on an assets based approach to building community and supporting students in attaining language skills, developing social emotional skills, and creating a bridge for students to access core standards instruction. This lens of inclusion helps to strengthen the community of learners through the building of trust and empathy. Additionally, it helps the entire school system and community benefit from the enrichment that each student and family brings to the community. The full understanding and implementation of this assets based approach will be the focus of professional learning for staff and families as we move into next school year. We believe that this will be a valuable way to build partnerships with the communities and improve the engagement of underrepresented families."	"The focus of the San Ysidro School District is to strengthen our students' academic and social emotional wellbeing through the support of our families. We support this focus through a wide variety of opportunities to build partnerships  to support student outcomes. Each of our school sites and the district office offers opportunities for parents to serve on committees and/or attend meeting such as Schools Site Council (SSC), English Learner Advisory Council (ELAC), Coffee with the Principal, District Parent Advisory Council (DPAC), and District English Learner Advisory Council (DELAC)in order to engage in relevant 2-way communication with families. The district has also engaged in the development of partnerships through our Promise Neighborhoods grant to support the community, our families, and students. In addition to this grant we have partnerships with the San Diego County Office of Education, the South County SELPA, and community agencies which allow the district to provide support in the areas of mental health, Positive Behavior Intervention System, Restorative Practices, parent workshops, and student academic support."	"As we continue to build partnerships with the community and our families in order to improve student outcomes, we will focus on broadening the services and supports that we bring to the district in order to better serve the needs of the community. Annually, we are able to determine the changing or increasing needs of the community through our effort to gather input from our educational partners. With that information we will focus on increasing opportunities for workshops that are focused on the specific needs of the various student groups that we serve. In addition to relevant workshops and events, we want to make sure that we keep our families informed and provide support for them to access the community and wrap around services that they might benefit from."	"The San Ysidro School District strives to be an integral part of the San Ysidro community through the support and opportunities for learning and growth. The SYSD serves a population who is 75% socioeconomically disadvantaged and 57% English learners, and 23% unhoused youth. It is the district's hope that through increased communication through a variety of platforms in the English and the primary language of 70% of our students that we are able to draw in and strengthen the relationship between the community and the school system. As we work to ensure that all of our families are included through a variety of opportunities and school communications, we are able to support a higher level of engagement for underrepresented families through increased opportunities that are relevant to each of the groups that our district serves that are offered at a variety of times and venues, as well as support with interpretation."	"The district works to guide school site administrators and staff in the engagement of families through professional learning and support with implementing the requirements for parent advisory groups to intention. In an effort to engage families and determine the needs of our school community through the lens of all educational partners,  the district provides a number of opportunities for families to actively engage in and impact the decision making process. Additionally, the district and schools actively seek feedback from all stakeholders through community forums on the LCAP which include a meeting with an overview and time for written feedback, as well as surveys that solicit feedback on the direction that they district plan should take as reflection of the needs of students which we share with all stakeholders. This process is ongoing and is inclusive of the community, families, staff, and students."	"As an area of improvement, the district will focus on ensuring cohesion across the district with the process for seeking input to allow for equitable opportunities to provide input for decision making across the district. The district will ensure that our school site and district leaders are able to support their advisory groups with training, to cover the functions of their duty on the committee, but more importantly so that they are able to engage in needs assessments and progress monitoring of school site plans throughout the year. In this way, the input for decision making will be gathered and serve to better inform decision making based on the needs of the school and district."	"The district has a system to gather input for decision making for all of our educational partners. It is our goal to continuously refine and improve services throughout the district, with this in mind we have determined that school administrators and staff will benefit from annual training and support so that we have cohesive implementation across the district that is not only compliant but serves the intention of gathering meaningful input from all stakeholders and is truly inclusive of underrepresented families."	4	3	3	5	3	4	4	3	4	4	4	4	Met	6/23/2022	2022
10624146117873	Sanger Academy Charter	3	"Based on the 2021-22 LCAP Hanover LCAP Survey which is available in three languages, 91% of the parents agree that families are kept informed about events and activities, 91% agree that the schools encourage families to participate in the child's education, 91% agree that the district is responsive to parents' concerns and 79% believe that the schools offer workshops that enable families to learn about the programs it offers. Events and activities that families attend or participate in include: Parent-teacher conferences 66%, Open House 54%, School events 51%, Volunteering at school 25%, Board Meetings 7%, Parent Workshops/training sessions 7%, School Site Council 6%, DELAC 4%, no events 12%.  Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities for communication between families and educators using a language that is understandable and accessible."	"Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be more involved: Vary the time of meetings and classes for working parents, include information in a language they can understand and provide child care.  Sanger Unified will continue to enhance efforts to highlight existing district and school support networks and mechanisms for parents. LCAP Survey respondents overall have a positive opinion of existing support resources and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of resources in place, but also of educational partner awareness of these resources. However, there is still a significant number of parents that are not aware of district and school resources."	"Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established five years years ago in order to improve engagement of underrepresented families. . The goal was to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. This year we have a full implementation rating of 4 in all four areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children. In addition, 2022 Local Performance Indicator Self-Reflection for Sanger Unified School District Page 9 of 16 our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with input to better serve our community. We will also be opened a new Sanger Unified Family Resource Center in August 2021, in which families will be welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as Comprehensive Youth Services who will all be in one building to better meet the needs of our families."	"Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involvingFamily Engagement. Through analysis of current practice and reality, we have developed a more systematic approach Family Partnership and Engagement. In addition, we have recognized the need for professional learning opportunities in our schools. We have begun the process with site leaders and will be moving to office assistants next. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric forBuilding Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated all areas as Full Implementation. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. Improving participation of underrepresented families will also be a focus. A Parent Education Program Specialist has been hired to assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year."	"The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the development of goals for students, identifying methods to improve engagement with underrepresented families. According to the 21-22 Hanover LCAP Survey Analysis, 91% of families agree that the district/schools keep families informed about events and activities, 79% agree that the district offers workshops that enable families to learn about the programs it offers."	A Parent Education Program Specialist has been hired to offer direct services to families through a new Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement.Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our underrepresented families.	"In our analysis of educational partner response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation 2021. This year we have one area in full implementation and three areas in full implementation and sustainability. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school."	"A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school. In addition, Families are actively involved in the Needs Assessment for their child's school. The School Site Council and District English Language Advisory Council have been a foundation for families to learn, access and be a part of the decision making process."	A Parent Education Program Specialist has been hired to offer direct services to families through a new Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to FamilyEngagement and Outreach will facilitate increased engagement. Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our underrepresented families.	4	4	4	4	4	4	4	4	4	5	5	5	Met	6/28/2022	2022
10624140000000	Sanger Unified	3	"Based on the 2021-22 LCAP Hanover LCAP Survey which is available in three languages, 91% of the parents agree that families are kept informed about events and activities, 91% agree that the schools encourage families to participate in the child's education, 91% agree that the district is responsive to parents' concerns and 79% believe that the schools offer workshops that enable families to learn about the programs it offers. Events and activities that families attend or participate in include: Parent-teacher conferences 66%, Open House 54%, School events 51%, Volunteering at school 25%, Board Meetings 7%, Parent Workshops/training sessions 7%, School Site Council 6%, DELAC 4%, no events 12%.  Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities for communication between families and educators using a language that is understandable and accessible."	"Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be more involved: Vary the time of meetings and classes for working parents, include information in a language they can understand and provide child care.  Sanger Unified will continue to enhance efforts to highlight existing district and school support networks and mechanisms for parents. LCAP Survey respondents overall have a positive opinion of existing support resources and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of resources in place, but also of educational partner awareness of these resources. However, there is still a significant number of parents that are not aware of district and school resources."	"Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established five years years ago in order to improve engagement of underrepresented families. . The goal was to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. This year we have a full implementation rating of 4 in all four areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children. In addition, 2022 Local Performance Indicator Self-Reflection for Sanger Unified School District Page 9 of 16 our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with input to better serve our community. We will also be opened a new Sanger Unified Family Resource Center in August 2021, in which families will be welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as Comprehensive Youth Services who will all be in one building to better meet the needs of our families."	"Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involving Family Engagement. Through analysis of current practice and reality, we have developed a more systematic approach Family Partnership and Engagement. In addition, we have recognized the need for professional learning opportunities in our schools. We have begun the process with site leaders and will be moving to office assistants next. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated all areas as Full Implementation. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. Improving participation of underrepresented families will also be a focus. A Parent Education Program Specialist has been hired to assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year."	"The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the development of goals for students, identifying methods to improve engagement with underrepresented families. According to the 21-22 Hanover LCAP Survey Analysis, 91% of families agree that the district/schools keep families informed about events and activities, 79% agree that the district offers workshops that enable families to learn about the programs it offers."	A Parent Education Program Specialist has been hired to offer direct services to families through a new Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement.Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our underrepresented families.	"In our analysis of educational partner response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation 2021. This year we have one area in full implementation and three areas in full implementation and sustainability. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school."	"A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school. In addition, Families are actively involved in the Needs Assessment for their child's school. The School Site Council and District English Language Advisory Council have been a foundation for families to learn, access and be a part of the decision making process."	A Parent Education Program Specialist has been hired to offer direct services to families through a new Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to FamilyEngagement and Outreach will facilitate increased engagement. Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our underrepresented families.	4	4	4	4	4	4	4	4	4	5	5	5	Met	6/28/2022	2022
30666700000000	Santa Ana Unified	3	"To support equity, access, and inclusion, the Santa Ana Unified School District is supporting the practice of Family and Community Engagement throughout the entire District and community. One of the pillars of the practice of family and community engagement is building relationships between school staff and families. Although building relationships is the responsibility of all those who serve students, the District is committed to providing all the support, resources, and structures by establishing a Wellness Center at each one of the 52 sites in addition to a District Wellness Center. To support the fidelity of this practice and provide additional support to schools, families, and community sites we are in the process of staffing each Wellness Center with a full-time Family and Community Engagement Liaison whose primary function is to build relational trust between school staff and families. They act as facilitators in providing support, resources, and access to a balanced menu of options reflective of the needs of each site.   The Special Education Department in partnership with the Orange County Department of Education hosted a series of Community Meetings for Families in Special Education Programs which were parent input meetings. The purpose of the meeting was to gather parent input in creating long-term and short-term goals in relation to Special Education. Parents are also invited to participate in the Community Advisory Committee meetings to discuss and address any concerns. Special Education team members are present to build relationships with families and provide parent education.   Through the use of grant funding, CTE was able to create a new counseling team to engage parents and provide information on available districtwide programming. CTE Counselors collaborate with FACE liaisons to present the benefits of CTE to parents and build relationships with community members. The goal of CTE Counseling is to raise awareness of career programs, provide career development support, and connect parents to opportunities available for their students."	"Family and Community is a board priority and one of the focus areas for all stakeholders (SAUSD employees and community partners) to create welcoming environments where parents, families, staff, and community stakeholders will engage in developing effective and sustained relationships and partnerships to successfully support student academic success and socio-emotional well-being. We are working on several strategies in the next 3 years to create these environments. As part of these strategies, the Family and Community Engagement (FACE) Department will be hosting opportunities through their Wellness Centers to introduce families to administrators, teachers, support staff, and other staff. We are working on planning family and community engagement professional development for administrators, teachers, and support staff in building relational trust with families and creating welcoming environments. We are working towards being fully staffed by next school year so that each school site has a FACE Liaison fully dedicated to building relationships with families and leading efforts to create welcoming environments for families.  The Special Education Department will continue to conduct monthly Community Advisory Committee (CAC) Meetings, and solicit parent input via surveys to provide parent training in various areas.  In the upcoming school year, CAC meetings will be offered virtually and in-person, with childcare provided to increase parent participation. The Special Education Department will also be providing professional development to staff to promote building positive relationships with families.   CTE is working on including more parents in the decision-making process and providing opportunities to explore CTE labs and classrooms. We are still in the initial implementation but we would like the community to experience the state-of-the-art, industry-level equipment and facilities that Santa Ana students have access to. We also want to increase parent participation in our Semi-Annual Educational Partners Engagement Meeting. This meeting collects input from various SAUSD departments, business partners, students, and parents."	"The leadership team is in the initial phase of developing effective cross-departmental and school site partnerships within SAUSD to develop a shared vision, co-creation, and ownership of effective family and community engagement practices including building relationships between staff and families. This partnership will allow us to better identify underrepresented families and how to better connect them to support systems and resources. Staff training will give staff greater access to information on academic opportunities and resources for underrepresented families  (i.e. students with disabilities, migrant education, English language learners, and students experiencing housing instability).  The Special Education Department is hosting a family resource fair in collaboration with the Family and Community Engagement Department and the Community Advisory Committee. We are seeking to improve engagement and build relationships with families. The Special Education Department is increasing partnerships with other departments to offer resources to parents and continue to build positive relationships between staff and families.   SAUSD is in the initial implementation of creating Ethnic Studies curriculum and courses. The Social Science curriculum specialist held a districtwide Counselor and Administrators training on the new Ethnic Studies Pillars. The Ethnic Studies Pillars is the framework that guides all SAUSD Ethnic Studies coursework. This curriculum is one way to improve engagement with underrepresented families. Different events like an Ethnic Studies conference will be held at different school sites to collect parent and community input on the curriculum. These conferences also create opportunities for all involved including underrepresented families to validate their own individual experiences and background and to connect with school staff that can support their students to succeed academically and socio-emotionally.  The focus is to create a culturally aware curriculum that students can connect with and better understand.   To be more inclusive of our Native American families, we have started the Native American Indian Parent Advisory Committee and submitted a grant to support our efforts."	"SAUSD has prioritized engagement with all stakeholders by implementing the practice of family and community engagement (FACE). The practice of FACE focuses on promoting the academic success and social-emotional well-being of all our students. SAUSD works with internal and external stakeholders (including local businesses, community/civic organizations, parent groups, other SAUSD departments, and school sites) to establish, develop, and leverage mutually beneficial relationships that improve the academic success of all SAUSD students. SAUSD prioritizes the practice of family and community engagement through active capacity building, trust, and authentic engagement for all stakeholders. The systemic practice of FACE has created welcoming school-community practices, which authentically develop and sustains meaningful relationships that strengthen community home school partnerships and positively support and impact all students’ academic success and social-emotional well-being.   The Special Education Department in partnership with the Orange County Department of Education hosted a series of Community Meetings for Families in Special Education Programs which were parent input meetings. The purpose of the meeting was to gather parent input in creating long-term and short-term goals in order to improve student outcomes.   CTE hosts monthly faculty meetings where teachers share best practices and information strategies that show improvement. This is also the opportunity CTE Counselors have to train teachers on interventions and support techniques."	"Embedding the effective practice of family and community engagement including building partnerships with staff and families for student academic and socio-emotional well-being is a board priority. We are working on several strategies in the next 3 years to build these partnerships. As part of these strategies, the Family and Community Engagement Department will be hosting opportunities through their Wellness Centers to introduce families to administrators, teachers, support staff, and other staff. We are working on planning family and community engagement professional development for administrators, teachers, and support staff in building relational trust with families to improve student outcomes. The Family and Community Engagement Department is in the process of having one full-time Family and Community Engagement Liaison at each school site. One of the goals of the Family and Community Engagement Liaison is to build partnerships with families to provide them greater access to information on academic support and resources (i.e. students with disabilities, migrant education, English language learners, and students experience housing instability) and academic programs and opportunities (i.e. early childhood education, gifted and talented education, advancement via individual determination, college and career pathways, and tutoring).  The Special Education Department will continue to conduct monthly Community Advisory Committee (CAC) Meetings, and solicit parent input via surveys to provide parent training in various areas.  In the upcoming school year, CAC meetings will be offered virtually and in-person, with childcare provided to increase parent participation. The Special Education Department will also be providing professional development to staff to promote building positive relationships with families.   CTE is working on including more parents in the decision-making process for student academic achievement. The CTE department is working on hiring a data specialist that will be able to pull metrics and differentiate aggregate data to determine what works and what does not. We are also training all CTE teachers in cognitive engagement and how to create a thinking culture in the classroom."	"The leadership team is in the initial phase of developing effective cross-departmental and school site partnerships within SAUSD to develop a shared vision, co-creation, and ownership of effective family and community engagement practices including building relationships between staff and families to improve student outcomes. These partnerships will allow us to better identify underrepresented families and how to better connect them to support systems and resources. Staff training will give staff greater access to information on academic opportunities and resources for underrepresented families  (i.e. students with disabilities, migrant education, English language learners, students experiencing housing instability)."	In Santa Ana Unified School District at the District level we currently have the following parent committees that meet regularly for input and decision-making:  District English Learner Advisory Committee District Advisory Committee  Community Advisory Committee Parent Advisory Council Native American Indian Parent Advisory Committee  Santa Ana Unified Schools have school site councils in which parents along with school site staff determine the needs of the school and develop the school plans.	"According to the California School Parent Survey, 95% of all parents who completed the survey feel the school allows input and welcomes parents’ contributions and 87% agree that the school actively seeks the input of parents before making important decisions. Santa Ana Unified School District will continue to build staff’s capacity to effectively engage families in advisory groups and decision-making."	"The leadership team is in the initial phase of developing effective cross-departmental and school site partnerships within SAUSD to develop a shared vision, co-creation, and ownership of effective family and community engagement practices including seeking input for decision making. These partnerships will allow us to better identify underrepresented families and how to more effectively seek their input and provide them opportunities to be decision makers."	3	2	3	3	3	3	2	2	3	3	3	1	Met	6/28/2022	2022
42767866111603	Santa Barbara Charter	3	"Mission statement: Santa Barbara Charter School creates lifelong learners by cultivating the interest and building the skills of both students and their families in the arts, academics, and relationships.   We value and rely on parent participation, both at home and at school. When parents participate in all aspects of the school, it sends a message to the children that education is important and worth the investment.   And the result is, kids buy in. Parent volunteers support classroom, administrative, site, fundraising, community-building, and governance activities. Parents feel empowered at SBCS because they know that they are really making a difference in their child’s education. Participation develops a sense of community.   In the 2021-22 school year, we welcomed parent volunteers back into the classrooms. Parents also participated as chaperones on overnight field trips. There still were many community aspects missing this year, due to COVID-19 restrictions."	"The SBCS Parent Alliance worked to build parent connections this year, and the group is planning many new community activities for the 2022-23 school year."	"This year we continued to offer in-school and after school tutoring for unduplicated students. Full scholarships in our After School Program were, and will continue to be, offered to students with a financial need. Focus groups will be established for 2022-23 school year."	"Santa Barbara Charter School classroom-based teachers worked mightily to build and maintain family/student/school partnerships.  The teachers at SBCS take student opinions and feedback seriously.  Students were surveyed in an ongoing manner through informal methods this year, such as with daily check-ins that were verbal, written, or symbolic.  Teachers met one-on-one with students to check-in and support their well-being, while also gauging overall student emotion and well-being.  Parents also share their child’s perspective with teachers and the SBCS administration.   Independent Study, HomeBased Partnership Families: Families who seek an independent study schooling experience want to maintain control over their child’s learning plan, and want to oversee the implementation of their child’s education.   Families choose to homeschool for many different reasons. Some families have shared a desire to keep a strong daily connection to their child as their primary goal, while others homeschool for medical reasons or travel. Some families enroll in our program after discovering that traditional public school was not a good fit for their child. This year, many new families have also noted the desire to have a more consistent routine for their child during otherwise unpredictable times."	"SBCS increased the amount of counseling and mental health supports by increasing staffing and creating a new position, a parent liaison. Staff also were supported and provided training on supporting children with difficult behavior problems."	The teachers at SBCS take student opinions and feedback seriously.    Parents also share their child’s perspective with teachers and the SBCS administration. Focus groups will be established for 2022-23 school year.	"Weekly newsletters on topics of importance for parents, such as child development, conflict resolution, culturally responsive teaching, and more are sent to parents from the classroom teachers as well as the Director of Education.  Input from these activities informed the LCAP drafting process.   Focus groups will be established for 2022-23 school year."	"Through electronic surveys and feedback forms, parental input is gathered and used to inform activities and decisions.  The information from parents went directly to Teachers Council and the Budget Advisory Group for inclusion in the budgeting process."	"Parents of Unduplicated Students: This year we continued to offer in-school and after school tutoring for unduplicated students. Full scholarships in our After School Program were, and will continue to be, offered to students with a financial need."	4	4	4	4	5	5	5	5	5	5	4	4	Met	6/15/2022	2022
42104210000000	Santa Barbara County Office of Education	3	"This was an area of strength for JCCS in 2021-22. We were able to increase our parent outreach by holding parent/teacher conferences for all students enrolled in our programs in the fall and again in the spring. By increasing our outreach efforts, and by holding conferences both by phone and in person, we were able to increase the percentage of parents who participated from 62.4% in 2020-21 to 84.44% in 2021-22. We continue to reach out to parents regularly throughout the year to provide progress updates and hold parent/teacher meetings as needed. In addition, we use ParentSquare as our communication tool. This online platform allows us to reach out to parents to provide community updates and training opportunities, school schedules, and notifications in real time. 89% of our parents are contactable through ParentSquare. In our annual parent survey, 100% of parents surveyed reported their child feels supported by one or more staff members at the school. Parents also indicated they would like more information regarding Teen Court programs and drug/alcohol abuse programs."	"We were unable to hold our planned Open House and Parent Information Nights due to fluctuating COVID rates in our community. We faced an additional complication due to Probation's Institutional Guidance for visitors, including parents, who were not allowed in the facility for the majority of the school year. In previous years we have had approximately 30% of parents attend these events and we plan to resume this practice in 2022-23. Parents also indicated in our annual survey they would like more information regarding Teen Court and counseling programs, therefore we will schedule these topics for Parent Information Nights in 2022-23."	"Establishing relationships with the families of our students is a priority for JCCS, we take great pride in the process we have implemented to ensure all families are engaged in their child’s education. During the enrollment process, teachers get to know the entire family. Throughout the school year, the teaching staff continues to build relationships by staying in contact with parents, updating them on their child’s progress, and holding conferences as needed. Twice a year we calendar formal parent/teacher conferences when all parents are contacted to provide a progress update. Parents have really responded to this approach and often initiate conversations with the school staff asking for advice on how to assist their child. For our Spanish-speaking families, our office staff and teaching assistants are bilingual and provide interpretation services as needed. ParentSquare, which provides information in both English and Spanish, has proven to be a resource that has greatly enhanced our ability to regularly communicate with our families."	"JCCS programs historically struggle with parent outreach since the parent population is in constant fluctuation as youth move in and out of the juvenile justice system. This is also true for SBCEO's JCCS program and we have tried multiple strategies in the past to reach and engage our parents, including holding open houses and conducting parent/teacher conferences over the phone in the fall and again in the spring. The feedback we receive from parents is typically positive. Parents often report that they appreciate receiving input on their child’s progress while incarcerated, however, the feedback we receive only captures a small percentage of our parents, as the information is received during parent-teacher conference weeks in October or April. Since our student population turns over by approximately a fourth each month, we use ParentSquare and phone calls home to keep our parents informed of student progress on an ongoing basis."	"Our court schools are located within Probation facilities, therefore it is important for us to work closely together with Probation staff, so we can reach the whole child. Probation and Behavioral Wellness staff attend weekly school meetings. A large part of these meetings is devoted to discussing student progress and/or concerns. Since these meetings proved to be beneficial, we decided to expand this practice to the Leadership Team for each agency. This decision was made in the spring of 2022 and we have held three meetings since, with positive results. In 2022-23, the JCCS Director, Probation Manager and Supervisor, Behavior Wellness Forensic Manager, and the WellPath Pediatrician have all committed to attend monthly meetings with the goal of information sharing to improve youth outcomes."	"We have found that families of at-promise students have not been connected to their child's school in the past except to deal with behavior issues. This means we first need to establish trust so that families know we are available to help. The first step is connecting with parents during the enrollment process. For families of students in our court schools, this means calling home and talking with the parents. During phone calls, we assure parents that their child will attend school while incarcerated. For students attending our community school, staff make an effort to get to know all members of the family present during the enrollment appointment. Once the paperwork is completed we then take them for a tour of the school. By taking the time during enrollment to connect with the parents, we have found that our parents are more willing to discuss issues that may arise later in the year. We frequently call home to update parents on their child's progress. This spring we partnered with Probation and implemented Multi-Disciplinary Team (MDT) meetings, in attendance are parents, the student, probation officer, probation manager, Behavioral Wellness clinician, WellPath Pediatrician and/or nurse, and school staff. The primary purpose of these meetings is to set goals, discuss progress, and any concerns that may be getting in the way of the student's success. These meetings have been helpful in getting everyone on the same page in order to help the student achieve their goals. We will continue to participate in MDT's meetings during 2022-23."	"JCCs takes great pride in working with education partners and has created multiple ways for partners to provide meaningful contributions to the LCAP process. Starting with our parents who are provided multiple opportunities to provide input throughout the school year including serving on the Parent-Student Advisory Council, attending parent-teacher conferences, completing a parent survey, and using ParentSquare. With two of our three schools located in Probation facilities, it is vital to have ongoing conversations with our probation partners who attend weekly staff meetings. In addition to attendance at weekly staff meetings, the JCCS Director and Probation Manager met 11 times throughout the school year. These meetings were so impactful in the spring that it was decided to institute monthly meetings that would also include Behavior Wellness and WellPath. We strongly believe that having regular meetings will further enhance our ability to work together and reach the whole child.   Since students attending JCCS typically are with us for only a fraction of the school year and then return to their school of residence, we engage with the local school districts throughout the school year. The JCCS Director met with school district representatives eight times throughout the year to ensure a continuum of services, identify student needs, as well as evaluate student and program effectiveness. To provide a robust education for our students with disabilities, the JCCS Leadership met eight times throughout the school year with Special Education Leadership. The SBCEO Special Education Team met regularly with the Santa Barbara SELPA, thereby completing the feedback loop. The JCCS Leadership Team, consisting of management, general and special education teachers, teaching assistants, and a student information specialist met quarterly to provide input regarding how to address student academic and behavioral needs, professional development, CTE programs, and student achievement.   A focus this year has been the implementation of CTE programs in JCCS. This has been a multi-pronged approach that began with hiring a Teacher on Special Assignment (TOSA) who provides weekly coaching sessions with teachers and bi-weekly Workgroup meetings. Since JCCS was identified for Differentiated Assistance (DA) we created a workgroup attended by the Assistant Superintendent of Education Services, JCCS Director, CTE Coordinator, CTE TOSA, general education teacher, and two Education Program Consultants from the California Department of Education (CDE). This team met eight times throughout the school year culminating in the CDE Education Program Consultants visiting JCCS sites on May 27, 2022."	"JCCS believes all parents have the right to provide input on their child’s education, this includes parents from historically underrepresented groups and parents whose child is with JCCS for short-term enrollments (less than 30-days). ParentSquare is the ideal platform to increase our ability to receive input from our parents since it is connected to our student information system which means that regardless of when a student is enrolled the parent and/or guardian receive an invite. During our implementation year of 2020-21, we were able to consistently enroll 88% of parents, in 2021-22, we enrolled 89% of parents. In 2022-23, we plan to start using the polling feature to elicit more input from our families."	"Based on input from the Parent Survey we will resume holding Parent Information Nights in 2022-23. Parents indicated they would be interested in learning more about teen drug and alcohol abuse, counseling services available in the community, and how to transition their child back to their home school."	5	5	4	4	3	4	5	4	4	4	4	4	Met	6/9/2022	2022
42767860000000	Santa Barbara Unified	3	"The number of Family Engagement Liaisons has increased from 6 site-based Family Liaisons to 9. Each site would have a 1.0 FTE. In various input sessions, site personnel and families have reported that the liaisons have significantly increased site communication and family engagement. The Family Engagement and Partnership Liaisons/Family Engagement Unit (FEU) were effective in supporting schools and families with increasing access to community resources - varying from social services, food security, nutritional programs, academic and after school programs, internet access, mental health services, housing, and connecting families to their schools and community. The FEU  also supported and provided training for the District ELAC and school ELAC groups, as well as extensive outreach for surveys, and helped families through the Family Engagement Unit hotline which operated from 7am to 7pm Monday through Friday."	To engage all families and cultivate community partnerships.	"Due to the importance of intentional family support at schools, and the community recommendations- the school district will add four more Family Engagement and Partnership Liaison positions at the elementary school level to ensure that each school has support from a full-time staff to partner with community agencies and provide and connect families and students with resources."	"The Family Engagement and Partnership Liaisons/Family Engagement Unit (FEU) were effective in supporting schools and families with increasing access to community resources - varying from social services, food security, nutritional programs, academic and after school programs, internet access, mental health services, housing, and connecting families to their schools and community. The FEU  also supported and provided training for the District ELAC and school ELAC groups, as well as extensive outreach for surveys, and helped families through the Family Engagement Unit hotline which operated from 7am to 7pm Monday through Friday."	"? Increase language, literacy, and math achievement TK-12 ? Decrease “Significant Disproportionality” (over-identification) of Latino Students in Special Education ? Increase A-G preparation for all students  ? Implement Equitable Responses to Student Behavior  ? Engage all families and cultivate community partnerships ? Nurture student health and wellness"	"Due to the importance of intentional family support at schools, and the community recommendations- the school district will add four more Family Engagement and Partnership Liaison positions at the elementary school level to ensure that each school has support from a full-time staff to partner with community agencies and provide and connect families and students with resources."	"District-wide data was shared and explained with all groups including board members via the LCAP Supplement beginning in February.  Additionally, the Education Services and Student Support Services Department crafted a detailed slide deck for presentation to the board, staff,  parents and community in April 2022 around progress toward student-centered goals, including multiple data points and initiative implementation. In April, a community survey was created and shared with all educational partners including: families, community members, students, staff, union leadership, principals and assistant principals.  Additionally, goals, actions and expenditures were highlighted and discussed and analyzed with site leaders and classified management.  The survey includes the three specific 2021-2024 Santa Barbara Unified LCAP goals as well as the opportunity for survey participants to write in short answer statements representative of their experiences in Santa Barbara Unified Schools as they relate to each goal and Action Items/expenditures.   A Parent Advisory Committee was recruited via ParentSquare and outreach to the previous year’s PAC members was conducted by the district’s Family Engagement Unit via personal phone calls to increase the likelihood of participation. Three Parent Advisory Committee meetings were held via Zoom with simultaneous translation with the opportunity for public hearing immediately afterward. A fourth meeting was scheduled in response to the parents’ request for more discussion and information.   A similar process was undertaken with our district level DELAC.  Information was provided and tailored to specific parental requests to build an increased understanding of the process as well as examining the budget and resources involved with each goal and action.  At our high schools, homeroom teachers assigned the survey to students through StudentSquare.   Santa Barbara Unified School District’s Director of Special Education, shared the proposed draft of the LCAP with the Special Education Parent Advisory  group for input on goals and expenditures and shared the document with the SELPA director of Santa Barbara County for information and input.  CSEA and SBTA Union leadership met with the sole purpose of reviewing the LCAP, goals, actions and level of implementation and providing input surrounding the actions, allocations of funding and representation of their members’ perspectives."	Create more time and opportunities throughout the year to receive input from educational partners to drive the decisions being made.	The District will provide: professional learning to school staff to increase meaningful engagement to improve the receiving of input; increasing access to language interpretation and translation; increasing the staffing of our Family Engagement Unit and providing professional learning to FEU staff to improve engagement to receive input.	4	4	4	5	4	4	5	4	4	4	4	4	Met	6/28/2022	2022
43104390000000	Santa Clara County Office of Education	3	"The Santa Clara County Office of Education (SCCOE) and the Educational Services Division (ESD) prioritize family engagement and relationships with families. Staff members include families in decision-making regarding children and their growth and use various modes of communication to include families in school and after school activities and to gather input from families as educational partners. Schools offer welcoming climates and prioritize family engagement activities as a means to build relationships, and partner with families to provide high-quality education for all students. Translation and interpretation services ensure two way communication between staff and families, and a focus on culturally responsive teaching and learning enables a continuous process of authentic engagement. Outreach to families in both formal and informal settings is grounded in respecting the value of families as partners and providing support to families according to need. The SCCOE values inclusion and is consistently striving to increase parent and family engagement in decision-making and outreach activities. The SCCOE knows the impact of relationships with family in supporting students and provides outreach to families in times of need. Findings from: (a) the Local Control Accountability Plan (LCAP) survey, (b) LCAP input sessions held at each school site, and (c) feedback from the LCAP Parent Advisory Committee and District English Learner Advisory Committee indicate that parents feel comfortable approaching school staff and value the current practices of Cafecito's or Coffee Chats that principals hold for parents and families. Strengths also include other opportunities for families to engage with school staff to include: (a) School Site Council and English Learner Advisory Committee meetings, (b) parent conferences and annual Individualized Education Plan meetings, (c) intake meetings upon enrollment, and (d) frequency of parent engagement activities to include family nights and family field trips. Families also value parent and family education opportunities that are offered through the special education program and parent education classes which are offered through other programs. Opportunities for building relationships with families include scheduled meetings and structures as well as family fun nights and enrichment activities."	"Educational partner input indicates that areas for improvement in building relationships between school staff and families include: (a) continue current practice of outreach to families, (b) provide opportunity for home to school communication with home school districts, (c) continue to train staff members on positive family communication, and (d) provide home learning for students that families can support and engage with in the form of technology applications and software. The Educational Service Division provides a focus on these areas through the Parent Advisory Committee and associated LCAP goals."	Engaging families is a priority for all students. The SCCOE Educational Services Division will continue to offer monthly Parent Advisory Committee meetings with parents. This practice was new in 2021-22 and has been successful in building a cadre of parents who meet monthly and provide valuable input both for the Local Control Accountability Plan (LCAP) and day by day practices which will make their students' school experiences positive. Other improvements include the addition of a Navigator position in Alternative Education which will provide support and services for students and families as they exit programs for incarcerated or expelled students. Foster Youth Services continues to add staff members to support foster families with transition of students to include aligning families with opportunities for higher education. Special Education has built in a Parent Education Series and continues to set aside funding for family field trips. The Community Schools host Cafecito's monthly and counselors provide newsletters monthly for families. Newsletters will be added for Court school families in 2022-23. Community Schools also will provide family field trips in 2022-23. All of the Educational Services Division programs solicit feedback from parents and families frequently during meetings both as decision-makers and advisers for best practices.	"The Santa Clara County Office of Education (SCCOE) services a diverse group of students and families. Staff members participate in professional learning to enable them to respond to the cultural as well as academic needs of students and families through trainings to include Positive Behavior Intervention Supports and Culturally Responsive Teaching and Learning. An attitude of inclusion guides the culture of the SCCOE, and administrators and staff members collaborate regularly through trainings regarding equity and culture. Families are provided educational opportunities through parent education courses and parent conferences, as well as up to date information through language friendly newsletters and parent resources. Formal and informal structures are in place for families and staff to meet to discuss student progress, and the input of parents is a valued aspect of decision making and individualized planning for students. Meetings include: (a)  traditional parent conferences, (b) intake and transition meetings, and (c) Individual Education Plan (IEP) meetings, as well as: (a) parent English language acquisition classes, (b) Parent Project, and (c) family game nights. Families of English Learners are offered opportunity for family field trips and educational conferences as well as language acquisition classes, and parents of incarcerated students are offered resources to support students as they transition from facilities. Principals hold coffee chats with parents on a regular basis as a means to gather input and build relationships with families and parents as available. All programs annually provide professional development to staff regarding the value of parent engagement. Parents are advised and trained regarding parent rights and advocacy through: (a) IEP, (b) District English Learner Advisory Committee, and (c) intake meetings. The SCCOE consistently aspires to include more families in engagement activities and this is a continuous goal. The LEA believes this outreach and engagement enables students to meet goals and outcomes. The Educational Services Division also partners with probation and community based organizations to build capacity for students and to build programming designed to improve student outcomes and pathways to college and career readiness."	"An analysis of educational partner input indicates that the Santa Clara County Office of Education and the Educational Services Division will build partnerships with families and parents by continuing current outreach opportunities to include: (a) surveys, (b) advisory meetings, (c) parent conferences, and (d) update and intake meetings. LCAP Goal Three outlines Actions and Services intended to increase partnerships with parents as a means to improve student outcomes and achievement. Educational partners such as Probation and other community based organizations also participate in the annual LCAP survey and School Site Council meetings. Input is provided on how to better service students both socially and emotionally and academically. These suggestions are evident in the school site plans and the LCAP as a way to improve student outcomes."	"An analysis of educational partner input and local data indicates that the SCCOE and the Educational Services Division (ESD) provide a pathway to communication for families. Emphasis on home and school communication will be a continued goal of the Parent Advisory Committee. The ESD will continue outreach to parents and families of English Learners through family focused field trips and newsletters. Individualized attention to families is a priority for the ESD as we serve a student population of: (a) 80% Low Income, (b) 33% English Learner, (c) 1% Foster and Homeless youth, and (d) 71% Students with Disabilities. Our major ethnicity is Latinx at 68% and we also serve students who represent at: (a) 6% African American, (b) 21% Asian, and (c) 16% White. We will continue to improve engagement of families through: (a) personal outreach, (b) engaging activities, and (c) a culturally responsive environment grounded in individual needs of students. Parent and family engagement is a priority for school site plans and LCAP Goal Three outlines actions and services designed to improve student outcomes through the home/school connection."	"Educational partner input and local data indicate areas for improvement in building relationships between school staff and families and include: (a) continue current practice of outreach to families, (b) provide opportunity for home to school communication with home school districts, (c) continue to train staff members on positive family communication, and (d) provide home learning for students that families can support and engage with in the form of technology applications and software. The EDS provides a focus on these areas through the Parent Advisory Committee and associated LCAP goals."	"The Santa Clara County Office of Education (SCCOE) recognizes the value of family input in decision making and governance. Principals and staff are trained annually on strategies to effectively engage families as a means to implement the School Site Council and English Learner Advisory Committee at school sites. These processes are also applied to meetings at the district level to include the District English Learner Advisory Committee and the Local Control Accountability Plan (LCAP) Parent Advisory Committee. Each School Site Council is trained annually regarding engagement processes and as available parents or family members deliver these trainings. Parents provide advisement for budget development for the School Plan for Student Achievement and the Local Control Accountability Plan (LCAP), and the District English Learner Advisory Committee (DELAC) provides advisement for the SCCOE English Learner Master Plan. The DELAC also provides advisement for the Consolidated Application and in particular the Title III budget as it relates to English Learners and reviews the LCAP annually. Parents and families are invited to school site and district meetings through mailings and personal calls, and all communication is provided in three languages: English, Spanish, and Vietnamese. Parent and family participation in meetings is enhanced through a welcoming climate grounded in respect for all opinions and suggestions. SCCOE parents also provide input annually in the LCAP Survey and participate in other surveys as needed at the site and district level. Partner input is valued, and the SCCOE authentically uses this input when making decisions regarding planning, actions, and budget. A common topic at all meetings is a discussion as to ways to engage more families both formally and informally. The SCCOE values input of families. Family advisement and engagement is a continuous process."	Analysis of educational partner input and local data did not reveal a perception of disproportionality in engagement of underrepresented families in regard to opportunities for decision-making. The SCCOE and the Educational Services Division will continue processes to include all parents in decision-making venues and surveys.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/15/2022	2022
56725790000000	Santa Clara Elementary	3	"Santa Clara Elementary continues to work toward building trusting and respectful relationships with families. Staff strive to create open lines of communication to inform parents of their child's progress, to keep families and the community aware of school events, and to ensure that all families feel welcome and a part of the school campus. Communication is achieved through parent letters, emails, phone calls, social media, school website, and parent meetings. Information is available in both Spanish and English as needed."	"Based on the analysis of educational partner input and local data, Santa Clara's focus area for improvement in building relationships between school staff and families would be in opportunities for staff to learn about each family's strengths, cultures, languages, and goals for their children."	"Santa Clara Elementary will continue to work toward building engagement of underrepresented families by creating open lines of communication to inform parents of their child's progress, to to keep families aware and involved in school events, and to ensure those families feel welcome and a part of the school campus."	"Santa Clara holds our annual Parent Information Night within the first two weeks of school. Parents are able to meet their child's teacher and learn about school and classroom expectations, policies and procedures. Progress reports are sent home midway through each trimester to inform parents of student progress. Parent/teacher conferences are held in the fall and in the spring to inform parents of how students are achieving. Translators are provided as needed. Resources are available and shared with parents as needed, including educational, emotional and financial. Adopted curriculum in both English Language Arts and mathematics has a digital component that parents and students can access from home, including tutorial videos of the daily lessons and online textbooks, practice activities and games. Our school website has resources and links available to families. SCESD is committed to continued efforts in providing resources to all families."	"Based on the analysis of educational partner input and local data, Santa Clara's focus area for improvement in Building Partnerships for Student Outcomes would be in the area of supporting families to understand and exercise their legal rights to advocate for their own students and all students."	"Santa Clara will continue to improve engagement of underrepresented families by encouraging parent attendance at Parent Information Night and Parent/teacher conferences in the fall and spring.  Translators will be provided as needed.  Resources will be shared with underrepresented families including educational, emotional, and financial.  Adopted curriculum will continue to be shared with families in both print and digital form, including tutorial videos of the daily lessons and online textbooks, practice activities, and games.  Our school website will continue to have resources and links available to all families."	"Parents are encouraged to be partners in their children's education. Parents play a crucial role at Santa Clara through their active participation and involvement. There are two active, organized parent groups, the School Site Council (SSC) and the Parent Teacher Organization (PTO). The SSC guides and approves the decision-making in developing the Local Control Accountability Plan, School Accountability Report Card, Technology Plan and the Comprehensive School Safety Plan. The PTO raises money and in many other ways supports SCESD and its students. All families and staff are welcome to attend these meetings and get involved with school activities. Communication is open and ongoing."	"Based on the analysis of educational partner input and local data, Santa Clara's focus for improvement in Seeking Input for Decision-Making would be in the area of building the capacity of and supporting principals and staff to effectively engage families in advisory groups and decision-making."	"Santa Clara will continue to encourage parents of underrepresented families to be partners in their children's education.  Parents play a crucial role at Santa Clara through their active participation and involvement. There are two active, organized parent groups, the School Site Council (SSC) and the Parent Teacher Organization (PTO). The SSC guides and approves the decision-making in developing the Local Control Accountability Plan, School Accountability Report Card, Technology Plan and the Comprehensive School Safety Plan. The PTO raises money and in many other ways supports SCESD and its students. All families and staff are welcome to attend these meetings and get involved with school activities. Communication is open and ongoing.  Staff will encourage and support underrepresented families in engaging with the two active, parent groups."	5	4	4	5	4	4	4	3	4	4	4	4	Met	6/22/2022	2022
43696740000000	Santa Clara Unified	3	"We have an established Family Resource Center and will be opening a satellite center on the North side of the district where we have clothes distribution, food distribution and the connection to community resources as well as bilingual liaisons and community liaisons.  At each school site we have an English Learner Support liaison as well."	"Continue to provide training in cultural awareness, meeting the needs of diverse students."	"Well established School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee, District Advisory Committee, District Culture and Climate Committee and Equity and Social Justice Committees all invite parents to join us in creating inclusive environments for educating students."	Communication structures are in place to allow for regular and timely communication with families through Parent Square. Grades are available in this app as well.  District wide parent information nights for math were held 4 times last year. Parent conferences are scheduled in the fall and spring.	"Well established School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee, District Advisory Committee, District Culture and Climate Committee and Equity and Social Justice Committees all invite parents to join us in creating inclusive environments for educating students."	"We have an established Family Resource Center and will be opening a satellite center on the North side of the district where we have clothes distribution, food distribution and the connection to community resources as well as bilingual liaisons and community liaisons.  At each school site we have an English Learner Support liaison as well who interact to help parents navigate the educational system and provide resources for them.  We have a Community Advisory Committee (CAC) for our parents of students who have learning differences or are neurodiverse where we have trainings on transitions and other aspects of Special Education.  We also have PIQE at several of our schools."	"Families and the community give input through all of the following: DAC, DELAC, ELAC, SSC, PTA and other parent groups, District Culture and Climate Committee, and Equity and Social Justice Committee, board meetings."	"We will continue to outreach to parents and community through open meetings, our partnerships with the city and localities, surveys and other means of electronic communications. Our Public Information & Communications department takes an active role in seeking input."	"Through our family resource center in partnership with our adult education, we provide parenting classes, ESL classes and other resources such as food and clothing distribution and referrals to community resources.  Our bilingual liaisons, community liaisons and translators are all located at the family resource center."	4	4	4	5	4	5	5	5	5	5	5	5	Met	6/9/2022	2022
19651360117234	Santa Clarita Valley International	3	"Our strengths include keeping parents informed of campus-wide events and school-wide policies via our Monday Message, Parent Square email blasts, and teacher weekly updates to families.  We involve parents in school leadership in our Scarlett Foundation, iSupport, School Site Council, and Director outreach to parents."	Our goal for this area will be to strengthen our ILPs (interactive parent conferences and goal setting) and to reestablish school-wide activities such as Fall Festival and Multi-cultural Feast.	"When building relationships between school staff and families, it is important to first consider the needs of foster youth, English learners, and socioeconomically disadvantaged learners (including those experiencing homelessness) in order to develop a plan on how to increase and improve services to these underrepresented learners.  School staff can reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and math, and to help these learners in their academic and SEL achievement (to include college and career), the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships. More specifically, the unique needs of foster youth include additional academic support/interventions, community resources, counseling support, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance. The unique needs of EL learners include English language development, additional academic support/interventions, difficulty accessing curriculum due to language barriers, primary language support, literacy skill building, language acquisition monitoring, community resources, equity and inclusion, social-emotional support, individualized learning plans, family translation services, and parent/family assistance. The unique needs of socioeconomically disadvantaged include additional academic support/interventions, community resources, counseling support, funding to access AP exams, college credit courses, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance."	"There are several opportunities for families to be involved in their child’s learning process through attendance at the Individual Learning Plan (ILP) conference, PBL Presentations of Learning,  Student-led conference, End-of-Year Showcase of Learning, and volunteer opportunities."	"The LEA will focus on providing more communication through parent communication portals and to increase parent attendance at Parent Universities.  The English Learner and Homeless/Foster Youth Liaison will work together to target increased parent involvement representing the EL, Foster Youth and Homeless, and low income learner population."	"When building partnerships for improving student outcomes at SCVi, it is important to first consider the needs of foster youth, English learners, and socioeconomically disadvantaged learners (including those experiencing homelessness) in order to develop a plan on how to increase and improve services to these underrepresented learners. School staff can reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and math, and to help these learners in their academic and SEL achievement (to include college and career), the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships. More specifically, the unique needs of foster youth include additional academic support/interventions, community resources, counseling support, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance. The unique needs of EL learners include English language development, additional academic support/interventions, difficulty accessing curriculum due to language barriers, primary language support, literacy skill building, language acquisition monitoring, community resources, equity and inclusion, social-emotional support, individualized learning plans, family translation services, and parent/family assistance. The unique needs of socioeconomically disadvantaged include additional academic support/interventions, community resources, counseling support, funding to access AP exams, college credit courses, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance."	The LEA's current strengths and progress include the following: -Parent Advisory Committee - iSupport/Scarlett Foundation meets regularly. -English Learner Advisory Council (ELAC)  -School Site Council (SSC)   -WASC Focus Group Committees	"Our area of focus will be to ensure we have iSupport recruitment/sign-ups at all school-wide, high traffic, events that include all parents."	"When seeking input for decision-making at SCVi, it is important to first consider the needs of foster youth, English learners, and socioeconomically disadvantaged learners (including those experiencing homelessness) in order to develop a plan on how to increase and improve services to these underrepresented learners.  School staff can reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and math, and to help these learners in their academic and SEL achievement (to include college and career), the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships. More specifically, the unique needs of foster youth include additional academic support/interventions, community resources, counseling support, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance. The unique needs of EL learners include English language development, additional academic support/interventions, difficulty accessing curriculum due to language barriers, primary language support, literacy skill building, language acquisition monitoring, community resources, equity and inclusion, social-emotional support, individualized learning plans, family translation services, and parent/family assistance. The unique needs of socioeconomically disadvantaged include additional academic support/interventions, community resources, counseling support, funding to access AP exams, college credit courses, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance."	5	5	4	4	4	4	4	4	4	4	4	4	Not Met	10/19/2022	2022
44698150000000	Santa Cruz City Elementary	3	"Santa Cruz City Schools has prioritized family voice and reaches out to families in a myriad of ways in order to build relationships between school staff and families. This is evidenced in the following ways:   Survey Results--2021-2022 LCAP Family Annual Survey Results (1,131 respondents ):  • I participate in parent education offerings (classes, workshops and/or events): 71% • I feel that my child is appropriately challenged in school: 67% • I feel that my child's school recognizes and values student accomplishments: 76% • When academics are challenging, I feel that my child's school supports my child to do better and improve: 70% • My child's school and the district seek my input and ideas in decision making - ""regularly - always"": 54% • When I contact my child's school, I receive courteous attention. ""Regularly - always."" 83% • I receive sufficient information regarding my child's education program, progress, and needs. ""Regularly - always"" 71%  Also, we have:  • redesigned all school site bond webpages, as well as the general bond homepage, and continue to input a backlog of documentation on redesigned archive pages built with a goal of accessibility. • met with all elementary principals and collected needs and input for creating a new elementary site template. Summer work          will continue the district website and creating a new template for elementary school websites.   • developed Weekly Video Updates and have used this platform to highlight bond projects around the district including new fields, water stewardship efforts, green energy efforts, campus modernization & beautification. • highlighted the district’s mental & emotional health support efforts, computer science education, student enrichment opportunities, substance use prevention programs, equality & inclusion initiatives, peer tutoring and community COVID support efforts including testing, vaccination & education. • began to utilize the archive of school-based segments and interviews from the weekly video “features” to provide school-specific content to be used on websites and in materials going forward.  Our weekly video updates showed strong viewership: • 650 highest count of video views in spring 2021 • 1,085 highest count of video views in 2021-22  Additionally, our Communications Officer has prepared infographics on COVID Safety and processes that are posted on the website and an infographic flowchart for symptomatic or positive students was built."	"Based on input and in order to strengthen our family relationships, we have focused in on providing budget and funding clarity, parent education and early outreach to families.  In 21-22, we developed Budget Presentations to educate the community on school funding, the allocation of COVID resources, and the progress of our BOND investment from A&B. We are currently building animated videos summarizing these presentations. We have also added graphs to support the Parcel Tax Oversight Committee showing the percentage of dollars to the overall budget.   Further, we have focused on reaching out to all educational partners, including those who are prospective district families. This is especially important to us as we work to address declining enrollment. Actions included developing promotional literature for January Open Houses at middle school and high school and for mailings to incoming secondary families, and we also ran advertisements in The Good Times and the Santa Cruz Sentinel announcing enrollment for TK/K. Promotional flyers accompanied these advertisements.  The district also offered weekly parent networking and support meetings in partnership with Positive Discipline Community Resources."	"Outreach to underrepresented families is a district priority and efforts are made both at the site and districtwide. One example is the annual Latino Role Models Conference sponsored in concert with Senderos. This inspiring event, conducted all in Spanish, provides parent education on college admissions, A-G completion, financial aid, and more.    Other efforts focused on underrepresented families will continue in the following areas: -LCAP Family, Student and Staff Surveys  -District Advisory Committee Meetings  -District English Language Advisory Committee (DELAC) LCAP Input Meeting -Superintendent's Student Advisory on Race & Equity LCAP Input Meeting -Parent Leader LCAP Input Meeting (includes ELAC and DELAC families) -LCAP Input Sessions in Middle and High School AVID Classes"	"Our families, students and staff have continued to identify counseling and social emotional support as priorities. We have hired a new 1.0 Elementary Social Worker as well as a Multi-Tiered Systems of Support (MTSS) Health & Wellness Coordinator. Other actions based on educational partner input include additional Newcomer ELD classes, the transition to the California College Guidance Initiative college navigation platform, additional training for elementary playground coaches and increased professional development in ELD best practices. Additionally, parent education to support successful parenting strategies and respond to substance use and vaping will be implemented in 22-23, as well as student training on Title IX, active consent, vaping and substance use.   Parent education opportunities are also provided at both the site and district level and includes weekly parent networking and support meetings on Tuesday evenings in partnership with Positive Discipline Community Resources. These meetings provided parents with tips and tools to help their students such as:  improving communication between parents and children, time management, relieving stress and mindfulness, exploring parenting styles, positive behavior and setting goals, etc."	"The following actions detail our focus on improving and maintaining strong communication and partnerships with our diverse community:  We will  • redesign all school site bond webpages, as well as the general bond homepage, and continue to input a backlog of documentation on redesigned archive pages built with a goal of accessibility. • meet with all elementary principals and collected needs and input for creating a new elementary site website template. Summer work will continue the district website and creating a new template for elementary school websites.   • develop Weekly Video Updates and have used this platform to highlight bond projects around the district including new fields, water stewardship efforts, green energy efforts, campus modernization & beautification. • highlight the district’s mental & emotional health support efforts, computer science education, student enrichment opportunities, substance use prevention programs, equality & inclusion initiatives, peer tutoring and community COVID support efforts including testing, vaccination & education. • begin to utilize the archive of school-based segments and interviews from the weekly video “features” to provide school-specific content to be used on websites and in materials going forward."	"In addition to our partnership with Senderos, the Latino Role Models Conference, site ELACs and DELAC, we have planned parent education for our underrepresented families through DELAC that will focus on navigating and understanding college eligibility. Additionally, we have provided Chromebook to families in need of one for use at home to support student access to technology. Based on parent input we continue to provide meals and childcare to families for evening meetings, including our Parent Leader meetings which include ELAC and DELAC leaders. Our School Community Coordinators are bilingual and work daily in supporting our underrepresented families on communication with the site as well as with needed resources. Workshops to support FAFSA completion are also ongoing in 2022-2023."	"Our stakeholder input process includes the following: -LCAP Family, Student and Staff Surveys  -District Advisory Committee Meetings -District English Language Advisory Committee (DELAC) LCAP Input Meeting -Superintendent's Student Advisory on Race & Equity LCAP Input Meeting -Parent Leader LCAP Input Meeting -District Budget Advisory Committee LCAP Input Meeting -LCAP Input Sessions in Middle and High School AVID and Leadership Classes  Site and district meetings have shown strong attendance, and our LCAP survey participation increases each year (with over 1,000 parents completing the survey in 21-22)."	"Santa Cruz City Schools will continue to seek input for decision making through our current tools, including surveys, ongoing family meetings and updated websites. The district will continue its Parent Leader dinners and District Advisory Committees which give input directly to decisions around LCAP priorities. Additional tools such as the Blackboard messaging system as well as the digital input tool ThoughtExchange continue to strengthen our communication and feedback systems."	"Input will continue to be sought in ELAC and DELAC meetings, as well as in the Superintendent's Advisory on Race & Equity. Specific input on the LCAP goals will directly inform the update of the district's LCAP plan. All in-person meetings include dinner, childcare and needed translation, and underrepresented families identify needed items for input through the School Community Coordinator or the site administration. Additionally, student LCAP input is elicited in AVID classes at secondary sites."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/15/2022	2022
44698230000000	Santa Cruz City High	3	"Santa Cruz City Schools has prioritized family voice and reaches out to families in a myriad of ways in order to build relationships between school staff and families. This is evidenced in the following ways:   Survey Results--2021-2022 LCAP Family Annual Survey Results (1,131 respondents ):  • I participate in parent education offerings (classes, workshops and/or events): 71% • I feel that my child is appropriately challenged in school: 67% • I feel that my child's school recognizes and values student accomplishments: 76% • When academics are challenging, I feel that my child's school supports my child to do better and improve: 70% • My child's school and the district seek my input and ideas in decision making - ""regularly - always"": 54% • When I contact my child's school, I receive courteous attention. ""Regularly - always."" 83% • I receive sufficient information regarding my child's education program, progress, and needs. ""Regularly - always"" 71%  Also, we have:  • redesigned all school site bond webpages, as well as the general bond homepage, and continue to input a backlog of documentation on redesigned archive pages built with a goal of accessibility. • met with all elementary principals and collected needs and input for creating a new elementary site template. Summer work will continue the district website and creating a new template for elementary school websites.   • developed Weekly Video Updates and have used this platform to highlight bond projects around the district including new fields, water stewardship efforts, green energy efforts, campus modernization & beautification. • highlighted the district’s mental & emotional health support efforts, computer science education, student enrichment opportunities, substance use prevention programs, equality & inclusion initiatives, peer tutoring and community COVID support efforts including testing, vaccination & education. • began to utilize the archive of school-based segments and interviews from the weekly video “features” to provide school-specific content to be used on websites and in materials going forward.  Our weekly video updates showed strong viewership: • 650 highest count of video views in spring 2021 • 1,085 highest count of video views in 2021-22  Additionally, our Communications Officer has prepared infographics on COVID Safety and processes that are posted on the website and an infographic flowchart for symptomatic or positive students was built."	"Based on input and in order to strengthen our family relationships, we have focused in on providing budget and funding clarity, parent education and early outreach to families.  In 21-22, we developed Budget Presentations to educate the community on school funding, the allocation of COVID resources, and the progress of our BOND investment from A&B. We are currently building animated videos summarizing these presentations. We have also added graphs to support the Parcel Tax Oversight Committee showing the percentage of dollars to the overall budget.   Further, we have focused on reaching out to all educational partners, including those who are prospective district families. This is especially important to us as we work to address declining enrollment. Actions included developing promotional literature for January Open Houses at middle school and high school and for mailings to incoming secondary families, and we also ran advertisements in The Good Times and the Santa Cruz Sentinel announcing enrollment for TK/K. Promotional flyers accompanied these advertisements.  The district also offered weekly parent networking and support meetings in partnership with Positive Discipline Community Resources."	"Outreach to underrepresented families is a district priority and efforts are made both at the site and districtwide. One example is the annual Latino Role Models Conference sponsored in concert with Senderos. This inspiring event, conducted all in Spanish, provides parent education on college admissions, A-G completion, financial aid, and more.    Other efforts focused on underrepresented families will continue in the following areas: LCAP Family, Student and Staff Surveys  District Advisory Committee Meetings  District English Language Advisory Committee (DELAC) LCAP Input Meeting Superintendent's Student Advisory on Race & Equity LCAP Input Meeting Parent Leader LCAP Input Meeting (includes ELAC and DELAC families) LCAP Input Sessions in Middle and High School AVID Classes"	"Our families, students and staff have continued to identify counseling and social emotional support as priorities. We have hired a new 1.0 Elementary Social Worker as well as a Multi-Tiered Systems of Support (MTSS) Health & Wellness Coordinator. Other actions based on educational partner input include additional Newcomer ELD classes, the transition to the California College Guidance Initiative college navigation platform, additional training for elementary playground coaches and increased professional development in ELD best practices. Additionally, parent education to support successful parenting strategies and respond to substance use and vaping will be implemented in 22-23, as well as student training on Title IX, active consent, vaping and substance use.   Parent education opportunities are also provided at both the site and district level and includes weekly parent networking and support meetings on Tuesday evenings in partnership with Positive Discipline Community Resources. These meetings provided parents with tips and tools to help their students such as:  improving communication between parents and children, time management, relieving stress and mindfulness, exploring parenting styles, positive behavior and setting goals, etc."	"The following actions detail our focus on improving and maintaining strong communication and partnerships with our diverse community:  We will  • redesign all school site bond webpages, as well as the general bond homepage, and continue to input a backlog of documentation on redesigned archive pages built with a goal of accessibility. • meet with all elementary principals and collected needs and input for creating a new elementary site website template. Summer work will continue the district website and creating a new template for elementary school websites.   • develop Weekly Video Updates and have used this platform to highlight bond projects around the district including new fields, water stewardship efforts, green energy efforts, campus modernization & beautification. • highlight the district’s mental & emotional health support efforts, computer science education, student enrichment opportunities, substance use prevention programs, equality & inclusion initiatives, peer tutoring and community COVID support efforts including testing, vaccination & education. • begin to utilize the archive of school-based segments and interviews from the weekly video “features” to provide school-specific content to be used on websites and in materials going forward."	"In addition to our partnership with Senderos, the Latino Role Models Conference, site ELACs and DELAC, we have planned parent education for our underrepresented families through DELAC that will focus on navigating and understanding college eligibility. Additionally, we have provided Chromebook to families in need of one for use at home to support student access to technology. Based on parent input we continue to provide meals and childcare to families for evening meetings, including our Parent Leader meetings which include ELAC and DELAC leaders. Our School Community Coordinators are bilingual and work daily in supporting our underrepresented families on communication with the site as well as with needed resources. Workshops to support FAFSA completion are also ongoing in 2022-2023."	"Our stakeholder input process includes the following: LCAP Family, Student and Staff Surveys  District Advisory Committee Meetings District English Language Advisory Committee (DELAC) LCAP Input Meeting Superintendent's Student Advisory on Race & Equity LCAP Input Meeting Parent Leader LCAP Input Meeting District Budget Advisory Committee LCAP Input Meeting LCAP Input Sessions in Middle and High School AVID and Leadership Classes  Site and district meetings have shown strong attendance, and our LCAP survey participation increases each year (with over 1,000 parents completing the survey in 21-22)."	"Santa Cruz City Schools will continue to seek input for decision making through our current tools, including surveys, ongoing family meetings and updated websites. The district will continue its Parent Leader dinners and District Advisory Committees which give input directly to decisions around LCAP priorities. Additional tools such as the Blackboard messaging system as well as the digital input tool ThoughtExchange continue to strengthen our communication and feedback systems."	"Input will continue to be sought in ELAC and DELAC meetings, as well as in the Superintendent's Advisory on Race & Equity. Specific input on the LCAP goals will directly inform the update of the district's LCAP plan. All in-person meetings include dinner, childcare and needed translation, and underrepresented families identify needed items for input through the School Community Coordinator or the site administration. Additionally, student LCAP input is elicited in AVID classes at secondary sites."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/15/2022	2022
44104470136572	Santa Cruz County Career Advancement Charter	3	"The Student Advisory Council is a team of students who will help to make leadership decisions, strengthen communication skills, and advise the staff on how to improve the school. All interested students are encouraged to apply. The group meets quarterly and times are based on student availability. CAC provides childcare and food during these meetings to encourage participation. We are committed as a team to providing holistic support for each individual knowing that this approach is what will best serve our students. We are focused on student transitions in and out of the Career Advancement Charter so we can support student efforts and goals. Our staff works to develop student files to track and support the individual student needs and goals in career, college, social-emotional health, and more. Integrating student support allows us to grow and strengthen our program so that we can best provide for the whole student."	"Outreach will be an area of growth, particularly as it relates to the COVID-19 pandemic and the students negatively impacted by distance learning and the layered hardships. There is a need to expand our outreach and capacity to serve more students. Increased opportunities for our CAC students that will include individual and group tutoring, dual enrollment opportunities with local community colleges, CTE short-term programs for high-demand occupations, social-emotional counseling, and connection to wraparound services."	"One of our primary strengths in family engagement for our adult HSD program is in creating a welcoming school culture and community with our students. Based on one of our student surveys, 99% of students agreed that the school staff was dedicated to their success. An additional strength of our LEA is our culturally conscious team, with 46% of our staff fluent in Spanish and Spanish services provided for all students in need. In the past school year of 2021-2022, we have identified the need to improve transitional support for students from academic re-entry to HSD to college and career. In addition to strengthening the student support for transitions into and beyond the Career Advancement charter, the LEA will improve engagement with underrepresented families by continuing to engage our students and community partners as stakeholders in the growth of the Career Advancement Charter to identify new and continued needs in our program."	"The Career Advancement Charter is committed to working as a community partner and functions as an active GOAL consortia member with our Adult Education partners at Cabrillo Community College, the Workforce Development Board, and the local school districts. We continue to enhance our relationships with community programs for basic needs (i.e. food, health care, childcare, mental health and housing), as well as external educational organizations and opportunities for our students. A focus area for 21-22 will be identifying the most impactful communication tool(s) to administer important information and resources to our students to support learning and development at home. Our LEA could additionally improve family engagement by providing more opportunities for family learning. An engaged family provides a foundation of success for student attendance and academic achievement."	"A CAC focus area to build partnerships for student outcomes is to increase access and capacity to serve students through community engagement and outreach; with an emphasis on partnerships, sustainability, and centering student voice. We will also work to expand program offerings and design programming that works for our adult learners with a focus on relationship building, resource connections, and culturally responsive and diverse opportunities for students. We believe this is critical to provide a meaningful educational experience."	"We will work to expand diverse resource connections and culturally responsive opportunities within the CAC including but not limited to; college/career fairs, health and wellness, and family resource events. We will dedicate planning time to research and identifying new community connections, sustainability, and opportunities for growth. We will focus outreach efforts on new community partners to create new relevant programming, with a particular emphasis on opportunities for our system-impacted students in the correctional facilities and at the adult probation center."	"The CAC is committed to working as a community organization with our Adult Education partners at the Community College, the Workforce Development Board (WFDB), and local education agencies (LEAs). CAC leadership partners with Cabrillo College, Watsonville Aptos Santa Cruz Adult Education, Santa Cruz City Schools, and the Workforce Development Board as part of the Greater Opportunities through Adult Learning (GOAL) consortium. As a collective group, we are committed to improving and increasing educational opportunities for adult learners in our county. Our pledge is to meet student needs, sustain and expand program offerings, and provide a continued commitment to design programming that works for our adult learners. This commitment will focus on resource connections, cultural responsiveness, diverse opportunities for students, and meeting them wherever they are on their educational journey."	"We engage our students often throughout the year, through surveys, small group meetings, and consistent individual student input and discussion. A focus area for the following year is refining our qualitative stakeholder survey and discussion questions; examining what we are asking, why we are asking, and what best expands the evidence base of effective, supportive, and sustainable programs to eliminate disparate systemic inequities for students."	"We will identify and develop new opportunities for students to transition to employment and/or post-secondary opportunities. This team collaborates on a regular basis to improve outcomes for our students across the county. CAC actively works to ensure and increase the accessibility of our program and of our mission throughout the county. We have recently redesigned our webpage, designed new flyers, and our Community Organizer and Project Specialists actively attend community events and connect with local organizations to offer our services as educational partners."	4	4	4	4	3	3	4	4	4	4	4	4	Met	6/30/2022	2022
44104470000000	Santa Cruz County Office of Education	3	The current strengths based on the analysis of educational partner input indicates that 95% of families indicated that our school staff is dedicated to the academic success of their student and 95% of families indicate their student feels safe at school and 97% of families report feeling comfortable approaching staff with concerns.	"There is always room to improve with building relationships between school staff and families. Across our programs we will continue to hold parent, family, and student conferences, have the modes of communication be easily accessible, and ensure there are no language barriers."	"Parent engagement and involvement is a high priority for our programs and we provide opportunities and outreach to our community specifically ensuring participation of traditionally underserved families and families of our students with high needs. We have focused on family engagement as our goal #3 in our LCAP, ""The Santa Cruz COE will partner with our students, families, and the community to create collaborative relationships, engaging learning opportunities, and shared responsibility for the empowerment of our students."" On our most recent survey the parents commended our organization for the great communication and support of their students. Continuing our current efforts and staying connected to families was emphasized as important to our parent groups. 95% of families indicated that our school staff is dedicated to the academic success of their student and 95% of families indicate their student feels safe at school and 97% of families report feeling comfortable approaching staff with concerns. Continuing and strengthening our academic, engagement, and social-emotional supports was reflected as appreciated and important according to our family survey."	"Each student entering our program begins with a personalized intake where the student is the focus point. The student's academic background, including strengths, aspirations, and challenges are all discussed. Once a student joins our programs their progress is monitored and families are updated at conferences and through communication with the teacher and educational team."	"Our feedback surveys show that parents are informed with regard to their student's progress and feel comfortable approaching staff but there is always room for improvement. Our intake and school staff will also track student engagement and partner with families when a student's academic progress slows. Through swift collaboration we can create an engagement plan or transition a student to a different type of program when needed. Additionally, we will get insight from students and families regarding potential positive changes needed to be made at the site level to improve student outcomes."	"We currently have site leaders who coordinate family and community engagement specifically focusing on underserved students and families. These leaders conduct outreach to families often marginalized ensuring their voices are heard, conduct intakes with families, coordinate meetings, and support students. We promote the use of student conferences at our programs and these meetings provide the opportunity to reflect upon the student's progress and discuss aspirations and support."	"The Santa Cruz COE Court and Community Schools regularly solicits feedback from students and educational partners through various means including LCAP surveys, student conferences, ELAC, DELAC, SSC, and parent engagement meetings. One of our biggest strengths is that each site has caring and dedicated staff members who have created strong connections with all educational partners including families."	"After evaluating our feedback data and reflecting upon our efforts of seeking input for decision making, a focus area for improvement would be to continue to refine the ways educational partners can provide input for decision making. We have gone through many transitions over the past few years with the pandemic and engaging our educational partners has shifted from mostly in-person activities to online and now we have the option for both. The convenience of virtual meetings has brought in new voices and finding the right mix of in-person and virtual options continues to be an area for improvement."	"We will continue to amplify the voices of underrepresented families by having exceptional team leaders at sites who take the time to get to know and partner with all families. Multilingual team leaders work to break down barriers in communication and to actively recruit families to provide input. We will continue to use advisory groups as well as surveys and student conferences to connect with families, especially underrepresented families, to seek input."	4	4	4	4	4	4	4	4	4	4	3	3	Met	6/30/2022	2022
42693100000000	Santa Maria Joint Union High	3	"The district  provided the opportunity for educational partners to participate in a school climate survey from November through December of 2021. The school climate survey was provided to students, parents/guardians, and staff on school climate, feelings of belonging, and engagement in the activities and educational practices of our school sites. The District developed a Parent Mixteco advisory committee where Mixteco parents learned about safe communities, parent communication, parent advocacy, and mental wellness support."	"Through stakeholder engagement, the focus was on increasing and improving services for foster youth, English learners, and low-income students. Survey data revealed the need to address school connectedness and school belonging. Addressing these concerns will come from the District's Climate Leadership Team, who will prepare strategies to address student connectedness and belonging. Teachers and staff will be provided trauma-informed training along with restorative practices. The District will continue with six broad goals and one focus goal for English learners."	"The district will continue to provide family engagement education workshops which include family and staff trainings, meetings, and targeted social-emotional, and academic support. This includes engagement conferences that inform parents/guardians of strategies supporting student success."	"Intervention and support sections in Math and ELA were increased at all district schools. Science teachers throughout the district developed and implemented NGSS Biology of the Living Earth and Chemistry of the Earth System courses. International Language teachers created protocols to ensure consistent student placement. Math teachers developed course units, curricular maps, and common assessments. Textbook pilots are taking place in Spring 2022 in Math, Social Studies, and Health. A collaborative agreement between Cal Poly and SMJUHSD has been initiated to create a long-term plan to ensure all students have access to at least one EGS course before graduation. Our district continues to add Co-teaching sections to support our students with disabilities as they are mainstreamed into regular education courses."	"There is a need to continue the support for teachers to have a sustained professional learning plan that addresses the pedagogy of standards-based instruction that emphasizes California Common Core State Standards. To support this the District will provided actions that implement the co-teaching and intervention support courses. The district will continue with efforts to add additional ethnic gender studies courses to all sites that provide a lens of strategic instruction and epistemology (truth, belief, and justification). The combined actions of providing supplemental materials, progress monitoring, reading comprehension, academic writing, and curricular interventions for students with disabilities contribute to improve student outcomes."	"In the area of social-emotional well-being, the District's school-based mental health will continue to actively seek ten therapists, maintain the 29 District counselors, and maintain the four homeless liaisons. English learner services have increased to support the instructional program at the three comprehensive schools with the support of three English learner Specialists. The District continues with its progress in technology and educational software and provides 24/7 tutoring service for students, which has an impact on assisting students academic progress."	"The engagement of District parent/guardian programs plays an essential role in the relationships all educational partners have with students. The culmination of all these actions is collected three times a year through surveys. Through a collaborative process, the data will be shared with stakeholders to address and strategize on growth areas before the next administration.  Monthly Parent Advisory Committee meetings are held to support supports positive relationships, promotes school connectedness, and a positive school climate for all educational partners."	"Parents have participated in a variety of training such as navigating ParentSquare, college and career presentations from AHC, STEM, SEL, and Parent Signature programs from PIQE of which each program was eight weeks, Parents On a Mission, Climate Change Science and Engineering Community Night, nutrition night presentations from CAPSLO, and Inter-Tribal Wellness Fair. The District developed a Parent Mixteco advisory committee where Mixteco parents learned about safe communities, parent communication, parent advocacy, and mental wellness support. The District's Parent Engagement Coordinator coordinated a variety of parent activities. The Parent Engagement Coordinator has been very successful with parents participating and the learning opportunities, especially for our Mixteco parents who have experience in their advisory group. The District's Parent Advisory Committee continues to be successful as they have participated in various meetings, including developing the District's ESSER III Plan and the 2022-23 LCAP."	"The District's School Climate Leadership Team has met on four separate occasions to review data and prepare strategies for staff to inform positive practices, which were shared before the 2022 Spring survey. The team will meet to review the 2022 Spring survey results in the Fall of 2022.  School surveys are administered to students, staff, and parents/guardians to provide data for all stakeholders to review and analyze for the betterment of school culture.  These surveys will come from Panorama Education to discuss students social and emotional learning 3 times a year."	3	3	3	4	4	4	4	4	4	4	4	4	Not Met	10/11/2022	2022
42691200000000	Santa Maria-Bonita	3	"The Santa Maria-Bonita School District (SMBSD) continues to develop the capacity of staff to engage with families through ongoing professional development for all school office staff and through the formation of the Diversity Equity and Inclusion (DEI) team. SMBSD has worked to create welcoming environments for families through ongoing and varied outreach and engagement activities and by supporting the home school connection through expansion of our Community Liaison team to include 40 bilingual staff at all school sites and the district office. Communication and engagement efforts have included expanded multilingual and multiplatform communication, the development and distribution of materials, digitally and in print, that provide information and context for our work and capacity-building outreach to promote student academic success."	"Based on the analysis of educational partner input and local data, the authentic engagement of our families continues to be our focus. We are working to ensure we are communicating in meaningful ways and building structures to increase access to timely and accurate data, provide multiple and targeted opportunities for families to give us feedback, and find space to dialogue on difficult issues."	"SMBSD will improve engagement of underrepresented families identified during our self reflection process in this area by including training and equipment to ensure the opportunity for full participation during altered meeting regulations. Additionally, utilizing parent surveys that are distributed to garner feedback from our larger school community related to their needs and perceptions related to actions at the school sites and the district office."	"SMBSD is developing ways to continue to support school staff and improve schools’ capacity to expand the implementation of effective strategies for the growth of partnerships with families to improve student outcomes. These activities include, but are not limited to, regularly scheduled School Site Councils (SSC) and English Language Advisory Committee (ELAC) meetings, parent education classes, along with various virtual family educational events and workshops. Enhanced communication of multilingual content includes webpages in English and Spanish, informative and instructional videos, automated phone and text messages, written and email correspondence and individual parent phone calls. In addition, site and district staff have worked with parents to ensure access to and support using the required technology.  Learning focused on building the capacity of families to effectively engage with schools and advocate for their students is currently occurring in parent leadership committees including the District English Learner Advisory Committee, LCAP Collaboration Team, Migrant Education Programs Parent Advisory Committee, and Mixteco Parent Leadership Teams and through informative parent communications. SMBSD continues to partner with community organizations to increase connection and access to resources, build feelings of safety and security, and to ensure we are fostering positive school climates, student engagement, and parent involvement."	"All schools will create a culture of respect and caring that supports positive relationships among all Educational Partners. The district will provide support to promote, staff, fund, and implement an innovative and responsive parent engagement pathway districtwide based upon the needs of the very specific needs of our community. Parents, family, and community members will become more fully engaged as partners in the education of students in SMBSD. Through partnerships with community agencies SMBSD will provide expanded resources to its students and their families, and through learning opportunities for staff and families, it will seek to strengthen partnerships, create shared meaning, and cultivate an environment in which all members of the school community can contribute and  feel valued."	"The district will improve engagement of underrepresented families by hiring additional Family and Community  Engagement staff to support the implementation of the responsive and Family Engagement pathway to (1) identify underrepresented families, contact families, identify potential barriers to engagement and options to address barriers; and (2) Support teachers to maintain communication with these families, and improve engagement.  (3) train staff to engage with staff in culturally responsive ways (4) Continue to implement culturally responsive and innovative ways of engaging families and encouraging their participation within the school community such as orientation events that are language specific and listening sessions."	"Access to resource toolkits, technical support, and district staff to promote and bolster effective engagement of families in advisory groups continues to be provided to principals and staff. All 21 schools have School Site Councils (SSC) and English Language Advisory Committees (ELAC) that are continuously involved in site-level decisions and planning. SMBSD has prioritized regular leadership opportunities for existing district-level parent committees including District English Learner Advisory Committee (DELAC), LCAP Stakeholder Team, Migrant Education Programs Parent Advisory Committee, Mixteco Advisory Team, and the SMBSD Parent Leadership Team to review data, determine priorities, and assess the implementation of district wide efforts related to our stated goals."	"Based on the analysis of educational partner input and local data, SMBSD is focused on supporting families with training and technology to ensure access to meetings and other opportunities, as well as to improve engagement in our advisory teams and in the decision-making processes."	"Targeted efforts include the outreach to families of traditionally marginalized groups and have been designed to garner feedback and input that reflects the voices and lived experiences of all SMBSD families including underrepresented groups in the community. Families are contacted and remain in regular communication with our family engagement support teams at the district level. These and other outreach efforts have been instrumental in  providing valuable input to inform our work related to family engagement activities, support, and development of advisory committees. School sites work independently and in close collaboration with district staff to develop models of effective engagement, including family education workshops, informational meetings, and survey responses."	2	4	2	4	2	4	4	3	3	3	4	3	Met	6/22/2022	2022
19647336019079	Santa Monica Boulevard Community Charter	3	"The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings."	"The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.   The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.   Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.   Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success."	"Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	"Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources."	"The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance."	"The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	"The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school."	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	"The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
19649800000000	Santa Monica-Malibu Unified	3	"The staff has participated in ""Matrix of Bias"" and ""Restorative Justice"" training that serve as a foundation for building trusting and respectful relationships with families. In addition, through the Site Leadership Team, and, as part of the work with the district Instructional Framework, staff has explored culturally responsive practices in the four domains of the Instructional Framework."	"Areas of improvement continue to be focused on breaking down barriers. For example, the LGBTQ+ parent group would like more collaborative work done on gender terminology. We would also like to improve student access to break down bias related to student grades."	"Staff members have been part of Diversity, Equity, and Inclusion trainings and we will be working on a rubric in the following year. The Coordinator of Family Engagement facilitates meetings with the parent focus groups such as Black African-American Parent Advisory Committee, DELAC, and LGBTQ+."	"The Family Engagement Coordinator provided presentations to various stakeholder groups (including parent advisory committees, principals, bilingual community liaisons, and parents) on the district's Family Engagement Framework. Along with introducing the district's Family Engagement Framework, several parent education opportunities were provided district-wide and at sites to provide families with information and resources to support student learning and development in the home, such as the CABE Conference and Parent Project. Plans are currently in effect to host a Parent Conference and Resource Fair."	The Family Engagement Coordinator needs to create a partnership with the Student Services Department in order to coordinate efforts in wrap-around services for families.	"Continue to workshops that address Diversity, Equity and Inclusion. Continue to work with parent groups on how to navigate student achievement issues."	"Educational Services staff provided a yearly ELAC/DELAC training to principals, bilingual community liaisons and parents. This training included an ELAC Handbook for sites to use with resources to ensure full implementation of bylaws and mandated topics and practices. The Director of AR&E, and, the Family Engagement Coordinator provided on-going support and monitoring of parent advisory groups; including ELAC, SSC, and, LCAP PAC."	"The Director of AR&E and the FE Coordinator facilitated meetings with the LCAP PAC to ensure their input in the development and monitoring of the LCAP. FE Coordinator provided training for the DELAC officers to ensure that they exercised their leadership roles. Various opportunities were provided for input, including surveys, focus groups, and, meetings with DELAC officers and LCAP PAC members."	"Based on the analysis of educational partner input and local data, the district will continue to provide ongoing training for various stakeholder groups on the role and responsibilities of the DELAC, ELAC, SSC, and LCAP PAC. The Director of ARE and Coordinator of FE/EL will develop a brief survey that will be completed by families at the conclusion of trainings to identify how to improve and strengthen outreach practices.  In addition, the Coordinator of FE/EL will reinstate the Parent Leadership Academy and Annual Parent Conference to build parent capacity and strengthen relationships."	3	3	3	4	3	3	3	3	4	4	4	3	Met	6/30/2022	2022
56768280000000	Santa Paula Unified	3	"Currently, the Santa Paula Unified School District understands the importance of parent and community feedback.  Due to the feedback the district has been able to implement the DLI program, increase CTE courses, and improve learning for our English learners.  As well as increasing the number of mental health counselors and counselors in the district."	As part of the districts strategic plan Strategy 1 is focused on Family and Community Involvement as partners in the education and communication plan.  There is a need to improve communication with our English speaking parents.  During the parent trainings or workshops we have a small number of English speaking parents.  The district needs to focus on reaching out to the homeless and low income families.	"The district received a grant to join Cohort III for the Community Engagement Initiative.  The focus will be to review our process and determine how systemically the district can make positive changes to increase the relationship between school staff and families.  The district will partner with the community to host two parent conferences to support all our parents.  Additionally, the district will continue to partner with California Association for Bilingual Education (CABE) Project 2 Inspire program to provide our parents in both English and Spanish the training that will support them in becoming key members of the school community."	"The principals share the student outcome data on a yearly basis twice a year.  They elicit parent feedback on different ways the site can improve the support for their students.  Parents have suggested continuing with the tutoring after school.  As well as purchasing LEXIA for the entire district.  Additionally, during the LCAP and DELAC committee meetings their is a discussion on specific service to support students in achieving at high levels.  All of the feedback is taken into consideration as the LCAP is developed on a yearly basis."	"The goal is to continue to involve all our community partners in the improvement of student outcomes.  The district will make a conscious effort to reach families who are facing homelessness or in foster care.  Unfortunately, the parents are unable to participate in the meetings due to their situation."	"The district will continues its efforts to reach all of our families.  The district understands that for many of our families face to face interaction is the best manner to develop positive partnerships to increase student outcomes.  As well as continuing to explore different ways to communicate with our parents.  Especially by providing specific training in using the technology available to them.  Additionally, by making adjustments to ensure the district selects different times and days of the week to allow parents more flexibility to participate in key conversations that will increase student outcomes."	"The districts strengths and progress in seeking input for decision-making is invaluable.  The district makes a conscious effort to send out surveys both online and on paper to ensure all parents have the ability to provide input.  Additionally, the district hosts a variety of town hall meetings to gather input.  As well as providing site meetings to gather input for LCAP or any other decisions that involve their children.  Furthermore, the district level parent committees are presented in language where parents are able to provide input regardless of what language they speak."	The district will continue to hold town hall meetings to elicit input from parents.  As well as hosting virtual meetings.  Many times our families are not able to attend in person; therefore the virtual meetings allow them to be active participants.  The district will continue to hold LCAP Parent meetings at every site to ensure parents understand the importance of their feedback in making instructional decisions.  The annual Title 1 meetings will continue to occur to allow for feedback on specific decisions that will improve student outcomes.  As well as all of the district parent advisory meetings.	The district will continue to make a conscious effort to reach out to our homeless and foster youth parents or guardians.  The district understands it has been difficult for them to participate.  The district has requested parent names from each principal in order for the district to reach out to them to join our district advisory committees.	4	4	3	4	3	4	3	4	3	4	4	4	Met	6/22/2022	2022
27661910000000	Santa Rita Union Elementary	3	"SRUSD has maintained consistency of participation and engagement in Parent Advisory LCAP meetings held virtually with an average of 35 attending.  DELAC meetings were held in person.  SRUSD shared the needs assessment results, healthy kids survey results as well as  academic, attendance and behavior data with the DELAC representatives and they were able to provide input and feedback regarding all data.  Site's held cafecitos, ELAC and school site council meetings.  Data was also shared with these educational partners and they too were able to provide input and feedback. In 2021 SRUSD held a community wide event called the Sesquicentennial. Celebrating SRUSD birthday of 150 years.  With the increase of counseling services,  the addition of our Director of Family, Community Engagement and our community Liaisons in the 2021-2022 school year relationships with educational partners and parents have become even stronger.  Parent engagement increased as opportunities for parents increased.  Through the healthy kids survey 86% of parents agree our schools are welcoming to and facilitates parent involvement, 87% of parents agree our schools encourage parents to be active partners in educating their child, and 96% agree our school staff take parents’ concerns seriously."	"Throughout the 2021-2022 school year SRUSD met with educational partners through parent advisory LCAP meetings, DELAC meetings, behavior task force meetings, staff meetings, cafecitos, and community engagement meetings.  Input, feedback and reflective conversations around suspension data, attendance data, needs assessment data and data collected from the healthy kids survey supported the development of the 2022-2023 LCAP.  Through this process with our educational partners it was decided to add a new goal 4 to the 2022-2023 LCAP.  LCAP goal four and funding for it will support strengthening student, staff and parent relationships, while enhancing school climate across all sites.  LCAP Goal 4 will provide training for staff and families as well as encourage families to participate SRUSD's Equity and Inclusion Coalition.  Goal 4 will support teachers and students through tiered level of supports and restorative practices.   Goal 4: Cultivate a safe, inclusive & restorative environment within all schools and classrooms with a focus on equity, anti-racism and anti-bias at the core of whole child support.   Action 1. Implement anti-bias, equity and anti-racism policies and practices by building school leaders and staff capacity Action 2. Implement Restorative Practices Action 3. Creating a  positive learning community through the provision of mental health support and trauma informed practices."	"Reflecting on survey results, discipline data, attendance data and feedback from educational partners SRUSD implemented the behavior task force in 2021-2022.  Through meetings with the Behavior Task Force and other educational partners feedback SRUSD implemented training around Restorative Practices for teachers, administrators and staff.   Looking at suspension data SRUSD also initiated the program Alternate to Suspension.  The Alternate to suspension program's goals is top keep students in school to provide individualized services and interventions to support healthy development of social, emotional and behavioral skills needed for life long learning and success.  The program engages students in restorative practices, character education, academic support while preparing students to campus   successfully.  This program and professional development around restorative practices is supportive to our underrepresented students and families.  It keeps students engaged in self-reflection while being supervised and supported with-in the district instead of staying home suspended.  Parents will not need to take time off work to supervise their suspended student and students will not need to be left home alone due to working parents.  Through on going surveys and feedback from educational partners SRUSD obtained devices to have at home such as Chromebooks and hot spots.  In 2021-2022 SRUSD fully implemented three family resource centers, and purchased a van for the family resource centers. Family Liaisons support families with their diverse needs such has enrolling students, referring families to clinics, and securing student supplies and materials. The additions of the SRUSD's has been extremely helpful to all SRUSD families."	"In 2021-2022 school year SRUSD initiated the Behavior Task Force.  With-in this committee educational partners engaged in looking at SRUSD data around attendance and discipline.  Through the Behavior Task Force and feedback from the educational partners regarding data SRUSD created the Equity and Inclusion Coalition;. The purpose of this coalition is to provide the leadership and structure needed to redesign a more equitable school district.  This includes, but is not limited to, uprooting policies, deconstructing processes, and eradicating practices that create systems of inequity within our school communities and in our workplaces.  The equity and inclusion coalition has progressed from the behavior task for to a strong partnership of all educational partners in SRUSD focusing on the diverse needs of SRUSD students to be successful."	"SRUSD worked sided by side with educational partners throughout the 2021-2022 school year looking at student data, developing goals and action plans to support students socio-emotional needs, academic needs, address attendance concerns and decrease disruptive behaviors and suspension rates.  As SRUSD initiated restorative practices it was important our educational partners, families and students became well informed of the shift to restorative practices.  Students and families were introduced to the new philosophy of restorative versus punitive discipline. Ongoing training will take place going into the 2022-2023 school year for staff, teachers, administrators as well as students and family members.  This will promote understanding of the vision and use of common language. Through restorative practices student and family voice will be valued in decision-making processes."	"During the 2021-2022 school year educational partners, site administration, counseling staff, teachers and staff shared in the concerns of increasing suspension rates, behavioral referrals, and student mental health needs.  Through these concerns educational partners provided input and feedback in Parent Advisory meetings, DELAC meetings, cafecitos, staff meetings, SSC and ELAC meetings.  It was clear to all educational partners and SRUSD  that there became the need to form a District Taskforce on Student Behavior.  Working along with educational partners SRUSD believes the diversity that exists among the district's community of students, staff, parents/guardians, and community members is integral to the district's vision, mission, and goals. Addressing the needs of marginalized learners requires recognition of the inherent value of diversity and acknowledgement that educational excellence requires a commitment to equity in the opportunities provided to students and the resulting outcomes.  Through a collaborative process with all educational partners in 2021-2022 SRUSD shared in the understanding of the importance of Educational equity.  Educational equity is based on the principles of fairness and justice in allocating resources, opportunity, treatment and creating success for each student. Achieving equity means students’ identities will not predetermine or predict school success.  SRUSD understands that expanding opportunities for students who have been historically marginalized will enrich the overall development of all students.   The development of the 2022-2023 LCAP goal 4 with the input, feedback and support from all educational partners ensures the equity and needs of underrepresented students are not marginalized but instead valued and supported."	"After the 2020-2021 school year of distance learning data from survey's and feedback from educational partners student's would need more supports socially and emotionally in the 2021-2022 school year.  Early in the 2021-2022 school year SRUSD increased the availability of counselors and social workers.  Survey's of SRUSD families demonstrated the continued need to support students ability to connect virtually at home.  With that elementary students were able to have a Chromebooks at home as well as one to one Chromebooks in the classroom.  Families needing hot spots were also provided devices to support their connect ability.  In 2021-2022 SRUSD launched the Virtual Learning Program.  This supported families wanting long term independent study.   As the COVID-19 vaccine became available to school age students attending the Virtual Learning Program's enrollment decreased but maintained the rigor for students remaining in the program.  Reflecting on the 2021-2022 local data the 2022-2023 LCAP will continue to support students and families to have needed devices, opportunities for independent study and designated and integrated interventions for English Learners and students demonstrating the need of accelerated learning."	"Sharing data with SRUSD's educational partners around local data such as: needs assessments, surveys, benchmark assessments, state assessments, attendance data and discipline data, educational partners were able to provide ideas, input and feedback.  Educational partners joined in with the concerns of the socio-emotional needs of students and the shared vision of equity and inclusion in the district.  Through these diverse meetings with behavior task force, DELAC meetings, Parent Advisory Meetings, site cafecitos, and staff meetings the new Goal 4 of the LCAP was derived.  Reflecting on the socio-emotional needs and data around discipline training all SRUSD staff in Restorative Practice became part of the strategic plan of the district.  Sharing data regarding benchmarks, ELPAC assessments and attendance it was evident to educational partners that SRUSD students needed to accelerate their learning. 2021-2022 SRUSD provided a winter intercession, after school opportunities and  summer school.  Due to staff shortages after school tutoring and support was difficult to staff.  With that SRUSD contracted with the FEV virtual tutoring program for students to access one to one academic support.  SRUSD also increased professional development around PLCs to support data informed decisions in teaching and learning."	"Parent Advisory LCAP meetings continued virtually in 2021-2022 with an average of 35 parents participating. Over 460 parents completed the healthy kids survey. Derived from that survey and parent advisory meetings SRUSD increased opportunities for parents in the 2021-2022 school year.  Throughout the 2021-2022 school year SRUSD had 12 parent workshops held at 4 different sites and 4 district-wide parent workshops.  Underrepresented families engaged in parent workshops with behavioral health and social workers at both middle schools. Parents had the opportunity to participate in Yoga and mindfulness workshop classes. SRUSD also provided English as a second language class for parents.  SRUSD held a free community-wide Sesquicentennial celebration.  Over 2000 people attended from around the community.  This was held at Santa Rita Elementary so more underrepresented families could walk to the event.   Increasing opportunities for parents to participate in meetings, classes, workshops and site or district events supports the transparency of the districts strategic plan and validates input from educational partners is valued by the district and sites."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/22/2022	2022
33671160109843	Santa Rosa Academy	3	There have been challenges in this area due to Covid but the LEA has been able to hold a virtual Town Hall meeting to inform our educational partners about local data and to send a survey.	The LEA's focus area for improving educational partner input is to plan multiple in-person Town Hall events in the 2022/2023 school year to gather input and share information with its educational partners.	"Santa Rosa Academy offers several programs to cultivate parent relationships. LCAP Goal 3 Action 2D (increase educational partner awareness and involvement in school events) a parent tea was hosted multiple times in 2020/21, which offered parents the opportunity to listen to administration regarding new policies and procedures being implemented, and provided a space for educational partners to share feedback. A target area for this school year is to increase school events that strategically focus on incorporating a multicultural perspective but the circumstances of Covid-19 prevented us from doing this. A new website is currently under construction, LCAP Goal 3 Action 2 which will increase clear and concise communication with all educational partners."	"Santa Rosa Academy affords many opportunities for parents to communicate with teachers regarding student progress and improvement of student outcomes. All teachers, K through 12th grade have email and respond to parents within 24 hours of the work week (48 hours on the weekend). Teachers in the full-time site-based program (Blue Track) K-8th grade, offer parent teacher conferences twice a year. In the partial site partial homeschool program (White Track) parents and teachers meet on a monthly basis, and in the full homeschool program (Red Track) parents meet with their educational advisor on a weekly basis to support student learning and discuss student progress. In addition, LCAP Goal 2 Action 1 (to monitor students through Safety Net and Student Study Team Meetings) occurs monthly and involves parents, teachers, and other support staff when a need is identified for more intense strategies to improve student outcomes. A parent training for incoming Transitional Kindergarten and Kindergarten parents is offered annually and provides parents with resources for school readiness. An area identified to improve is communication with our middle and high school families. We appropriated resources and launched our new parent communication system (ParentSquare). This allows teachers to create classroom posts, newsletters, and reminders of upcoming events in a very user-friendly approach."	Educational partner engagement is the focus area for the LEA in the 2022/2023 school year. Several community events are being planned with the outcome being to have the educational partners return to being involved in on campus activities in the coming year. The goal of this involvement is to booster relationships with teachers and its educational partners to build relationships and improve student outcomes.	"The LEA plans to improve engagement of underrepresented families by offering community involvement events on multiple days and times to accommodate working parents and guardians. Communication for these events will be sent through email, phone calls and mail to increase communication and participation."	The LEA has a very involved Advisory Council that meets on a monthly basis and offers input for a multitude of school related decisions. The members of the Advisory Council also attend monthly board meetings and report back input and decisions that were made.	"Santa Rosa Academy developed a parent Advisory Council that consists of parents and staff members. This committee offers stakeholders an opportunity to provide input on policies and programs school-wide. Members serve a two-year term with the ability to serve an additional two-year term. This ensures a diverse population and a variety of voices and opinions to be part of the policies and procedures. Training for the committee is provided for new members by veteran members. In alignment with LCAP Goal 3 Action 2 (increase stakeholder involvement), Santa Rosa Academy’s parent committee and administration meet on a monthly basis to plan family engagement activities for diverse populations, such as a Family Fun Run, STEM Expo, Annual Gala, golf tournament, and a school carnival. Unfortunately the due to the circumstances of Covid-19 most of these events were not held this year but are planned for the 2022/23 school year. A focus area for this school year is to increase engaging communication methods with parents to expand awareness of school events. Additional social media posts and community forums have been utilized this year which has increased communication with families regarding events. Educational partners with students who participate in Title 1 were invited to an annual meeting where student progress was discussed and resources given to families about how to support their students academically. A survey was given to these stakeholders and feedback from the survey was utilized to create actions on the LCAP to increase and improve services."	The LEA plans to expand the Advisory Council to include educational partners of underrepresented families. Educational partners are able to participate via Zoom in the evening to accommodate working schedules. Input on the planning of community events is also a focus for the 2022/2023 school year.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/9/2022	2022
49402530000000	Santa Rosa City Schools	3	"Families are welcomed to be more involved as stakeholders in our district whether it is at a site level or whole district. This includes providing input to decisions in policies. The level of family engagement varies from site to site.  SRCS continues to work to grow in this capacity by providing opportunities for all families to access information in their home language to increase communication and invite their participation in all events through multiple methods of communication (face to face meetings, electronic, phone, written, newsletters, flyers, and or emails).  These include many forms such as school site councils, parent organizations, ELACs, and online platforms such as Parent Square and the YouthTruth family surveys which invite family feedback and input.  SRCS continues to provide mandated training for all site administrators that oversee ELAC, PTA, Site Council, and more. The goal is to ensure administrators understand the importance of providing a voice for our underrepresented families.  Site administrators are supported in running effective and welcoming meetings to address school growth and effectiveness, while building community through interpersonal relationships."	"The district continues to work very hard in offering equity training workshops to all of our staff to continually develop our growth and appreciation of cultural wealth and towards the families we serve.  The effectiveness depends on the comfort level of each staff member and this varies from site to site.  Regardless, SRCS invests in growing educators in this realm of cultural responsiveness.  SRCS has utilized Ethnic Studies professional development with the Acosta Educational Partnership over the last few years to further refine its equity training and initiatives to crystalize the focus into tangible classroom practices that support student learning on a daily basis.  The district will continue to prioritize providing engaging opportunities for families to come together and participate in their students’ educational experience. Included in this is ensuring access to translation support services for parent-teacher conferences, Back to School Night and other school-wide events. In addition, SRCS will continue to value and seek input from families in a wide variety of ways.  This will include parent surveys, meetings, feedback forms, and other methods so that SRCS may have comprehensive parent voice represented in its decision making processes."	"One area for growth would be that educators continue facilitating the exploration of family, culture, and communal strengths by students. This will require pedagogy that is student-oriented and explicitly set up to engage self-exploration of identity and diversity in connection to particular standards in a specific discipline. To support this, SRCS is continuing to implement a wide variety of Ethnic Studies courses in our schools in the 2022-2023 school year.  It is also providing a community externship for teachers whereby they go into local spaces to learn from underrepresented, marginalized communities about how education could better prepare their students and represent their needs in educational practice.  SRCS is focusing on engaging underrepresented families by implementing LARCs (Language Acceleration Review Committee) at each of its school sites. These committees review data, including re-classification, discuss course placement of English Learners, and support master schedule planning to ensure English Learners are receiving a high quality education. SRCS is also expanding the PIQE (Parent Institute for Quality Education) program by increasing it from 3 to 7 schools for the 22-23 school year."	"Santa Rosa City Schools partners with many organizations, including local nonprofits and community based partners, the County Office of Education, our local university and various professional development providers to support programs and services for our students and school community. This includes providing rich, engaging professional learning for our staff to ensure content and pedagogy knowledge so that students receive a rigorous and supported education.   A small sampling of some of the organizations SRCS partners with to support student academic outcomes are below: Sonoma State University and Santa Rosa Junior College - research projects; academic programmatic learning opportunities; professional development; Extended learning partners - such as the Boys and Girls Club, LandPaths, and Luther Burbank Center for the Arts; Acosta Educational Partnership - culturally relevant and responsive pedagogy, especially around Ethnic Studies and other equity initiatives; Guided Language Acquisition and Design - instructional pedagogy for supporting English Learners; PIQUE - parent organization to focus on parent advocacy and understanding of the U.S. educational system so guardians to support more involvement in student learning; Many others."	"Santa Rosa City Schools has developed and supported many strong relationships with partners who work collaboratively with the district to plan for staff, parent and student engagement and programming. SRCS will continue to evaluate the impact of these partnership programs to determine next steps for continued work together, including identifying unmet needs that may lead to seeking additional partners to support our student outcomes.   SRCS will continue to develop deep relationships with our local universities and junior college to enable a wider range of academic opportunities for our students.  Alongside this, SRCS will also continue to work closely with foundations and non-profit organizations in our area as a means of increasing career opportunities as an integral part of students’ educational experiences for more well rounded schooling."	"Santa Rosa City Schools surveys families and students who engage in our extended learning programs which are supported by our partnerships. This provides the district timely feedback on the impact of the programs offered in connection with these partnerships, specifically engaging families in sharing the impact, academically and socially, that the programs and services provided for students.    Educators will continue exploring family, culture, and communal strengths by students. This will require pedagogy that is student-oriented and explicitly set up to engage self-exploration of identity and diversity in connection to particular standards in a specific discipline. To support this, SRCS is continuing to partner with the Acosta Educational Partnership, and as stated previously, SRCS leverages partnerships through organizations like PIQE.  To complement parent and learning focused partnerships to support student outcomes, SRCS has a strong emphasis on career readiness and will continue to deepen its work with local non-profits to increase career awareness, work based learning opportunities,  and career based internships to enrich student experiences."	"Families are welcomed to be more involved as stakeholders in our district whether it is at a site level or whole district. This includes providing input for decisions in policies. The level of family engagement varies from site to site.  SRCS continues to work to grow in this capacity by providing opportunities for all families to access information in their home language to increase communication and invite their participation in all events through multiple methods of communication (face to face meetings, electronic, phone, written, newsletters, flyers, and or emails).  When families can communicate and engage in their home language, it increases their ability to be involved in decision making processes that impact the district.    School site councils, parent organizations, ELACs, and online platforms such as Parent Square and the YouthTruth family surveys invite family feedback and input for the sole purpose of improving how decisions are made and which voices get included in the process.  SRCS continues to provide mandated training for all site administrators that oversee ELAC, PTA, Site Council, and more. The goal is to ensure administrators understand the importance of providing a voice for our underrepresented families and that families feel welcomed to share their opinions, stories and feedback.  Site administrators are supported in running effective and welcoming meetings to address school growth and effectiveness, while building community through interpersonal relationships."	"Santa Rosa City Schools will continue to place a strong emphasis on gathering input for its Local Control and Accountability Plan process.  This will enable the SRCS community of parents and guardians to impact district plans for how to best service students and families.  As in previous years, SRCS will hold input and feedback sessions with families over the course of multiple months to offer many opportunities for educational decision making to be influenced and directly guided by community feedback. In addition, SRCS will prioritize the YouthTruth platform for surveying families and students about learning conditions and what could make SRCS better.  The survey information gathers a wide variety of community voices and feedback for the sole purpose of improving our systems for delivering effective educational content."	"Santa Rosa City Schools will continue to engage families in discussion and seek input on programs and services at both site and district meetings such as School Site Council, ELAC, DELAC and other stakeholder forums throughout the school year, ensuring invitations and information are provided in both English and Spanish with the goal of increasing attendance by our families in this process.  SRCS is focusing on engaging underrepresented families by implementing LARCs (Language Acceleration Review Committee) at each of its school sites. These committees review data, including re-classification, discuss course placement of English Learners, and support master schedule planning to ensure English Learners are receiving a high quality education. SRCS is also expanding the PIQE (Parent Institute for Quality Education) program by increasing it from 3 to 7 schools for the 22-23 school year."	4	4	4	5	4	4	4	4	4	4	4	4	Met	6/22/2022	2022
42691796118434	Santa Ynez Valley Charter	3	"The involvement of stakeholders within all levels of the school, including governance, planning, and operations is an important founding principle of Santa Ynez Valley Charter School. There are many ways in which parents are involved in decision making activities as well as in programs, events and fundraising. The PTSO is an active partner in the organization of the school community."	"The school works closely with the PTSO and creates strategic planning goals for parent engagement. The main area of growth for the school is to provide more opportunities to have families, teachers and admin work together to plan, design, implement and evaluate family engagement activities at the school level."	"The school has a system for identifying underrepresented families and for ensuring their needs are met through outreach and by analyzing parent survey data. As part of the school’s strategic planning process, a plan is in place to identify and serve underrepresented students."	"The school has a robust system in place for grade reporting and for student conferences on a regular and predictable basis. Communication between teachers and families is strong, and the school uses Parent Square for weekly updates. Survey results show that communication is a strength of the school."	The areas of improvement for the school are a. providing families with more resources to support student learning and development in the home and b. supporting families to understand and exercise their parental rights.	"The school has a system for identifying underrepresented families and for ensuring their needs are met through outreach and by analyzing parent survey data. As part of the school’s strategic planning process, a plan is in place to identify and serve underrepresented students."	"The school is focused on achieving its mission to be collaborative among all stakeholders. The school is governed by parents and works closely with the parent-teacher-student organization to effectively engage families in all aspects of the school, including decision-making."	"The school has identified two action items in the strategic plan that relate to family engagement. 1. Strengthen PTSO and Parent Involvement, 2. Enhance visibility and knowledge of school mission. Although many of the structures are in place for achieving parent involvement, the school recognizes there is more that we can do as a community."	The school will conduct surveys of all families and conduct outreach to underrepresented families to evaluate the level of engagement and identify areas for improvement.	5	5	4	5	4	4	4	4	4	4	4	4	Not Met	9/20/2022	2022
42693280000000	Santa Ynez Valley Union High	3	"Throughout the year, our district utilizes a number of resources to communicate and engage with parents and families. Flyers, newsletters, surveys, parent meetings, websites, ParentSquare and Aeries portal all provide opportunities for families to engage with their school in multiple formats and at different times. Information is provided in both English and Spanish when appropriate."	The district continues to seek ways to increase and improve opportunities for parents to engage with the district during the school year.	Information is provided in both English and Spanish when appropriate. The district continues to seek ways to increase and improve opportunities for parents to engage with the district during the school year.	"Annually, our district engages in an outreach process where parents are given voice in the form of the district LCAP survey, advisory group meetings and committees. As a result of the pandemic, meetings transitioned primarily online. The District English Learner Advisory Committee (DELAC) meets several times to discuss the needs of emerging bilingual students."	"Parent Square is used to send simultaneous voice, text and email messages to all parents or to select groups of parents to increase communication across the district."	"Parent Square is used to send simultaneous voice, text and email messages to all parents or to select groups of parents to increase communication across the district."	"Two substantial opportunities exist for parents to help the school identify focus areas for improvement. The first of these is the Western Association of Schools and Colleges (WASC) accreditation cycle which typically happens every six years with a mid-term evaluation at three-years. In writing the self-study, the school includes all stakeholders including parents and students. Care is taken to ensure that parent and student focus groups represent the school’s demographics equitably. The self-study results in the writing of an action plan which takes into account all of the input from stakeholder groups and identifies areas of strength and weakness and lays out a course of actions to address the most notable deficiencies. The second is our tri-annual strategic planning process which is an opportunity for all stakeholders to help identify goals and actions charting the course of the district for the next three years."	Care is taken to ensure that parent and student focus groups represent the school’s demographics equitably.	Care is taken to ensure that parent and student focus groups represent the school’s demographics equitably.	4	4	4	4	5	5	5	5	4	4	5	5	Met	6/21/2022	2022
37683610000000	Santee	3	"Family engagement is a cornerstone of the Santee School District. The District's measures of parent involvement continues to improve with a slight increase in the number of parents serving on District and site committees. We have seen a strong involvement with our parents using a technology based method of parent involvement, especially with parents supporting their child during the pandemic. We have provided numerous trainings at both the site and district level. The Positive Parenting Program (Triple P) has been proven to increase strong and resilient behavior in children and improves parents' well-being and parenting skills. This program uses a hierarchical linear modeling. Parents of children with Autism Spectrum Disorders using Stepping Stones Triple P report they are more satisfied as parents, their children's behavior has improved, and their relationship with their partner is better. Other programs offered are Military Family Parenting, Conflict Resolution Training, and Mental Health support and providing a financial literacy workshop to assist parents with planning for college and beyond. Sessions are offered at various times (mornings, evenings and weekends) to accommodate multiple schedules. Based on Speak Up and California Healthy Kids Survey data, 88% of parents felt well informed by the Santee School District, 92% felt academic excellence was available to all students, and 92% also felt that students were respected by Santee School District staff. We offer trainings through Microsoft Teams and webinars to support family engagement and provide training opportunities.  Our Director of Community Collaborative analyzed the results of our annual parent survey to identify the greatest needs for our families. Results showed that parents were concerned with being able to afford to live in the Santee community, paying for student loans, as well as training for teachers around addressing mental and social-emotional concerns. To address these concerns, the Santee School District offered assistance from more than 50 different community resources. Families primarily requested assistance with basic needs (housing, food, bill payment, and employment), mental health, insurance and access to care. Home visits were completed for families with greater resource needs in order to make acquiring these services easier for families. In order to help support our teachers with Social-Emotional learning, Santee School District has implemented a research-based curriculum and teachers will be engaging in on-going professional learning on trauma informed care practices and other training to support the culture and climate for students."	"To strengthen relationships between staff and families, the District employs a Director, Community Collaborative to focus on helping parents to support their child(ren)'s learning and well-being. The Director provides parent workshops and serves as a liaison to inform and connect parents to various community and school resources. In February 2022, the District added a Director, Communication and Community Engagement to increase and improve communication with parents and the community. This work involves re-designing the District's web site, developing and implementing regular staff and parent newsletters, increasing the District's presence on social media, improving school and District apps, and making more resources available to parents through electronic means."	"? Continued funding of Director of Pupil services, counselors, and bilingual assistants.  ? Increase resources for translation services.   ? Increased monitoring and support for Foster Youth, Homeless, low socio-economic students, and students with disabilities.   ? In September 2021, the District conducted a communications survey with both staff and parents to determine the effectiveness of    current communication strategies and identify areas for improvement. Survey results indicated a need to increase the frequency of communications and use various methods. Consequently, in February 2022, the District hired a Director, Communication and Community Engagement to improve communications between the District, parents, and the broader community. ? Offering of Rosetta Stone (English) accounts for parents of ELs. ? Language Arts Specialist/Intervention Resource Teachers (spear-heading efforts for on-site services and serve as liaison for parents.)"	"Based on the review of the district local and state data and our educational partners' feedback in 2020-21, we did maintain student achievement in English Language Arts (ELA) and mathematics due to our commitment to in-person instruction since September 2020 and our offering of independent study to families who requested this option. Santee School District participated in the optional 2020-2021 CAASPP Smarter Balanced modified form assessments. Due to the modified version, we did not use this data to compare to previous years' data. Data from the modified version of CAASPP was analyzed to understand overall and student group performance. Our local data demonstrates that we are maintaining good student outcomes during the pandemic and this has continued into the 2021-22 school year."	"Our educational partners input and surveys were analyzed, and the following categories emerged: 1. ACCELERATE LEARNING: Accelerate learning for all students including English Learners, Homeless, Foster Youth, and Students with Disabilities: More staff training, more intervention, more teacher prep time, increase staffing, employ intervention teachers, provide more intervention support to accelerate students, and provide curriculum materials with a focus on acceleration based on individual student needs. 2. PROFESSIONAL DEVELOPMENT: Increase professional learning for staff in specific areas of ELA and mathematics and provide more individual choice; focused professional learning for English Learners, Special Education, and other student groups. 3. SOCIAL-EMOTIONAL LEARNING SUPPORT: Increase counseling services, increase mental health support, more fully implement our newly adopted Social- Emotional curriculum. 4. STRENGTHENING STUDENT CONNECTEDNESS: Reduce class size and caseloads, emphasize personal relationships with students, provide more choice in learning activities through Universal Design for Learning strategies (e.g., student choice boards). 5.CONTINUED IMPLEMENTATION OF SAFETY PROTOCOLS FOR IN-PERSON INSTRUCTION: Provide necessary personal protective equipment, increase use of outdoor spaces and equipment for learning, improve HVAC systems and air quality"	"Provide workshops, coordinate community resources, and expand use of electronic and face-to-face methods for parents to connect and engage within the school community including parents of low socioeconomic students, Foster Youth, English Learners, and students with disabilities: ? 0.50 FTE of Director Community Collaborative to oversee improving and increasing parent involvement ? Provide 1.0 FTE Director, Communication and Community Engagement to improve parent engagement ? Continue use of District APP to improve parent communication and engagement ? Design at least 3 parent outreach programs that incorporate each school's instructional program for delivery to parents and families"	"The District employs a Director, Community Collaborative to focus on helping parents to support their child(ren)'s learning and well-being. The Director provides parent workshops and serves as a liaison to inform and connect parents to various community and school resources. In February 2022, the District added a Director, Communication and Community Engagement to increase and improve communication with parents and the community. This work involves re-designing the District's web, developing and implementing regular staff and parent newsletters, increasing the District's presence on social media, improving school and District apps, and making more resources available to parents through electronic means."	"Our educational partners identified the importance of the following areas when considering the development of learning goals with a focus on the whole child: ? Increase parent participation in programs and volunteer activities as measured by the number of parent volunteers and volunteer hours ? Seek parent input for the decision-making process at the district and site level for all students, including unduplicated students and students with exceptional needs, as measured by number of parents participating in district and site committees and meeting minutes ? Strengthen home to school connection ? More parent education workshops on how to support their children ? Increase and improve communication with parents and the community"	"The District currently provides translation services for the two primary foreign languages, Spanish and Arabic. Based on educational partner input, the District provides additional translation services as needed. Participation in the following committees is also promoted to underrepresented families: ? District English Learner Advisory Committee (DELAC) ? District Advisory Committee (DAC) ? English Learner Advisory Committees (ELAC at school sites) ? LCAP annual input and update process"	5	5	4	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
43696820000000	Saratoga Union Elementary	3	"SUSD works closely with families to provide parent education opportunities in a variety of subject matters, including: Mathematical Placement workshops  Math Task Force meetings Positive Prevention Plus Curriculum overviews How to talk to your child about sexual education District English Learner meetings where families hear about offering and give input Parent Workshop Series School Reopening teacher/parent surveys Superintendent's Advisory Committee Parent Advisory Site Committees Saratoga Education Foundation"	Our focus area is to give parents more opportunities to return to campuses in person and create opportunities for authentic conversation where ideas can be shared.	We currently have a study group examining the best ways to reach our underperforming and underrepresented families.  We will continue holding DELAC meetings throughout the year.	"Saratoga Union School District focuses on creating multiple opportunities for parents to participate in school functions and to give input into the functions and programs provided in the district. These opportunities include community committees and surveys. SUSD continues to encourage families of underrepresented families to participate in DELAC and school events.  Surveys: District LCAP Survey (144 responses) Comprehensive Sexuality Education Survey Reopening Surveys  Committees: Superintendent’s Advisory Committee, SAC District English Language Advisory Committee, DELAC Emergency Preparedness Committee Math Task Force Comprehensive Sexuality Education Group Parent Advisory Committees at sites Saratoga Education Foundation, SEF Reopening Groups Parent Workshop Series"	"To strengthen communication with our educational partners, including staff, parents, and the governing school board, through meeting times, newsletters, forums, and surveys."	"We have developed a focus group to study the strengths and weaknesses in our district so we can better engage our underrepresented families.  This group will use data including iReady, SBAC, ELPAC, reclassification, Kelvin survey, and CHKS."	"District personnel works closely to offer many parent engagement activities and opportunities for input. These opportunities include basic curricula such as math pathways, music, and comprehensive sexual education. Additional opportunities such as a social-emotional task force comprised of teachers, administrators, and parents are formed regularly. Task forces have taken place for mathematics, comprehensive sexual education, extended day kindergarten, and the arts. The focus area that was identified in 2019 is Social-Emotional Learning. The focus area for 2021-22 will be communication.  The District will hold quarterly town hall meetings and monthly parent information evenings."	Our focus area is to give parents more opportunities to return to campuses in person and create opportunities for authentic conversation where ideas can be shared.	"We have developed a focus group to study our district's strengths and weaknesses to engage our underrepresented families better.  This group will use data including iReady, SBAC, ELPAC, reclassification, Kelvin survey, and CHKS."	5	3	4	4	4	5	5	4	4	4	4	4	Met	6/23/2022	2022
43693856046494	Sartorette Charter	3	"Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students."	"Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC).  From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district levels.   The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based on Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy.  We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports."	"The LCAP development process provides many opportunities at the sites and district level to assist parents with understanding expectations for their children.  Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area.  Regular communication from school and district leaders reinforces the importance of parent involvement."	"The district and schools were able to maintain and engage our educational partnerships involvement through our committees through a variety of venues and opportunities.  The district continued to provide a variety of parent education events throughout the year, including sessions supporting the ISVSP, EL program, Mental Health, Project Cornerstone, Health Connected, Internet Safety, and how best to support technology use at home.  The district and school sites provided multiple methods of communication for parents using our Blackboard & SMORE Communication systems.   The COVID-19 pandemic continues to present numerous challenges for traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. However, we had large turnouts at our board meetings in-person and via zoom. Although all of our Governing Board meetings were held in person, the district continued to stream the live meeting via Zoom.  The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community was kept apprised with the latest information as much as possible through a variety of communication platforms."	"The district will continue to provide a variety of regular communication venues including  - Blackboard, Website, Newsletter, Social Media, email, texts, and multi-languages - Maintain the Communications Coordinator - Continue to provide and improve/increased Multilingual Services, including Language Line via phone or zoom; in-person - School/home communication, parent-teacher conferences, and school/community events - Provide opportunities and improve our process for community engagement and involvement  - District & School Site Committees, Volunteer Opportunities, Community Events  - Different ways for input and involvement in decision-making  - Continue to provide and improve parent education opportunities  - Mental health, Multicultural, Project Cornerstone, Social Media, Safety, Enrichment  - Increase and/or improve community outreach to families with high needs  - Home visits, enrollment processes, “schooling”"	"CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. The district improved the use of different communication tools to reach our English learner families, including a Quarterly Multilingual Learner Newsletter.   All students will have access to high-quality tier 1 instruction, and tier 1 interventions, and support is provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students."	"Consultation through the LCAP review and development process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops."	"Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for educational partners, including parents, is posted beginning in February. Requests for feedback and participation are sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch."	"CSD does not have any language groups above the 15% threshold representation as required by the Ed Code for providing translation services for those languages, the district and school sites' information for families of English learners is communicated in both English and other languages, using Google Translate, and parents are informed of different language resources to assist them in accessing the important information."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/16/2022	2022
54721080000000	Saucelito Elementary	3	"Saucelito enjoys very strong and supportive relationships between school staff and families. Parents and staff agree that our greatest strength lies in the mutual respect and family atmosphere nurtured by staff, administration and parents through formal and informal daily interactions. We are a very small school in which teachers and administration see and speak to every parent every week as parents drop off and pick up their children (informal) and meet to discuss school and classroom events. This strength is demonstrated by the very high level of support from parents at school events and in parent advisory meetings."	"Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. A focus area of improvement will continue to be deepening use of successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children."	"During the pandemic emergency, teachers and the superintendent/principal developed and expanded the use of electronic communication as a way to assure that all parent voices were heard and honored in the process of schooling. The superintendent/principal collected and synthesized findings and was able to greatly improve understanding of parent wants and needs. As we have now returned to “in person” informal and formal meetings we also have continued to take advantage of the ease of electronic communications to assure that all voices, especially those of underrepresented parents, are heard and honored. This hybrid approach will continue to be utilized and refined."	"Strengths include strong efforts to assure that every parent and student understand and exercise their legal rights and efforts to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education."	Focus areas for improvement include continued professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas.	"We will continue to expand participation in formal processes such as School Site Council, English Learner Advisory and LCAP development. As parents of underrepresented students have increasingly become involved in these formal processes, they have helped us greatly expand the self-reflection process throughout the district and school."	"A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings, especially of our underrepresented populations,  have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making."	"The focus area for improvement is to educate parents as to how to effectively advocate for their children in the classroom, the school and the district. The vehicle selected for this is parent/teacher conferences in which students and parents play an advocacy role."	"There are two focus areas of improvement. First, to continue to expand, recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to train parents as advocates in their child’s education."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/29/2022	2022
19649980000000	Saugus Union	3	"Saugus Union intentionally works with staff, students, and our families to build a strong sense of community and a welcoming environment.  School sites engage the community and parents in a variety of ways. Our dedicated teachers and administrators work alongside parent liaisons to ensure that the needs of our English learners, socioeconomically disadvantaged students, Homeless, and Foster Youth are consistently met. Personal phone calls to parents and reminders of parent involvement and engagement opportunities are provided to all stakeholders. It is important that in the various family educational opportunities, translation services and convenient times for parents to attend are available to them. Parents’ feedback and surveys are used to guide and plan the type of support, tools and workshops offered. We increased our focus on family engagement by building relationships with our families through personal phone calls to connect them with resources and assist with any barriers that were preventing them from being fully involved in their child’s education. These resources were also uploaded to our main parent and family communication system, Parent Square. Furthermore, homeless families were directly connected with services, including backpacks, clothing, tutoring, childcare scholarships, medical services, and housing services. Districtwide mental health teams delivered a variety of online parent classes and used Parent Square to create a Santa Clarita Valley resource hub that extends beyond our area and includes resources and supports throughout Los Angeles county. We also offered Coffee with the Principal via individual school sites and Coffee with the Superintendent for the whole community which gave parents an opportunity to hear directly from the principal and superintendent about a variety of topics related to learning. These sessions with our superintendent and principals offered a chance for families to voice any concerns and share suggestions. Parents can be involved in a variety of ways: participating on our Site Council, joining our English Language Learner Advisory Committee or District English Language Learner Advisory Committee , Parent Leadership organization activities and Community-Based Education Training. SUSD’s greatest progress includes the increase in parent involvement and engagement as evident in the active participation of the aforementioned parent meetings, workshops, and participation in our school connectedness survey."	"SUSD's focus area of improvement is engaging our parents in the school community and decision making process to create a core instructional program appropriate for the Basic Conditions of Learning necessary for all students. This is one of our district’s LCAP goals and allows us to meet the core learning and regular parental engagement demands that are necessary for a successful school district. By having regular stakeholder input, regular communication with stakeholders, and providing a rigorous core program we meet the Basic Conditions for Learning."	"SUSD hosts multiple parent education workshops that provide parents with the opportunity to engage in learning more about the California State Standards, LCAP, assessment information, educational technology, and special education resources. These well-attended workshops led by teachers, administrators, social workers, and parent liaisons provide parents with the opportunity to further participate in their child’s education. There has been a significant increase in parent participation during DELAC, ELAC, PTA, and PAC monthly meetings.  Our focus areas for improvement are parent outreach, increased curriculum parent involvement, decreased student truancy, and providing more support for our underrepresented families.  Our action plan includes providing professional development for classified staff regarding parent outreach and support for students with special needs, providing workshops for parents presented by administrators, teachers, and social workers using research-based practices/materials in all of the areas of curriculum to increase parent involvement and engagement, facilitate SART and SARB meetings for certificated and classified staff to work with parents of unduplicated count students to decrease truancy and tardiness and improve attendance, as well as provide additional school psychologists to support student learning for our underrepresented population."	"SUSD hosts multiple parent education workshops that provide parents with the opportunity to engage in learning more about the California State Standards, LCAP, assessment information, educational technology, and special education resources. These well-attended workshops led by teachers, administrators, social workers, and parent liaisons provide parents with the opportunity to further participate in their child’s education. There has been a significant increase in parent participation during DELAC, ELAC, PTA, and PAC monthly meetings."	"Our focus areas for improvement are parent outreach, increased curriculum parent involvement, decreased student truancy, and providing more support for our underrepresented families."	"Our action plan includes providing professional development for classified staff regarding parent outreach and support for students with special needs, providing workshops for parents presented by administrators, teachers, and social workers using research-based practices/materials in all of the areas of curriculum to increase parent involvement and engagement, facilitate SART and SARB meetings for certificated and classified staff to work with parents of unduplicated count students to decrease truancy and tardiness and improve attendance, as well as provide additional school psychologists to support student  learning for our underrepresented population."	"The Saugus Union School District's approach to seeking input for decision-making is through ongoing community outreach efforts that occur annually, but are also part of our regular engagement practices (i.e., site meetings, parent trainings, communications, surveys, etc.).  The education partners included in decision-making meetings include parent leaders, all administrators, representatives of our certificated staff, representatives of our classified staff, teams from our labor partners (Saugus Teacher Association (STA) and California School Employees Association (CSEA)), our Parent Advisory Council (PAC) and our District English Learner Advisory Council (DELAC).  In addition, SUSD requested input from students, parents, and all staff (certificated, classified, and management) through a series of polls and surveys designed to gather additional educational partner information related to recommendations made by our educational partner groups."	Our area of focus for improvement is to increase parent input and decision making.	"We are addressing this focus area by specifically addressing parental engagement in our LCAP Goal #1 aimed at providing an appropriate basic condition of learning. Based on our educational partner groups’ input, it was shared that addressing our core services was important but that we could not thoroughly accomplish this goal if we were not engaging our parent community.  By creating a goal that requires parental involvement in the establishment of the core services we ensure that we have a strong foundational program that meets the needs of the school community while always including the family educational partner. The new goal states that SUSD will engage parents in the school community and decision making process to create a core instructional program appropriate for the Basic Conditions of Learning necessary for all students."	4	5	4	5	4	4	4	4	5	4	4	4	Met	6/28/2022	2022
21654740000000	Sausalito Marin City	3	"We were the only school district in Marin awarded a community school implementation grant in the 21-22 year funding cycle and our survey data suggests positive progress in the area of Building Relationships Between School Staff and Families- 89% of families reported regular communication with teachers, 96% reported they know how to contact administration. 88% reported enough advanced notification of school events for them to attend. 60% reported awareness of meetings of parent groups in our school community, 46% reported awareness off services offered by our community school director. 57% reported being interested in volunteering. 77% stated they had NOT been offered the opportunity to volunteer. 88% reported not being aware of parent engagement groups."	"We continue to grow and mature as a community school it is clear from the data that we need to improve upon three key areas: communication regarding our community school model and the services it provides, Engagement with our Parent School Alliance (PTO), and Engagement with committees like the District English Language Advisory Committee (DELAC) and our LCAP Committee."	"We have made some shifts based on this data and we need to continue to improve in this area. Moving from a model where a community partner provided supervision on school buses to a model where district staff provide supervision and rolling out a walking school bus model will be important shifts in communicating our initiatives having 2 way communication directly between parents and staff, and providing more informal opportunities to connect. Our district foundation has made significant growth and progress from last year to this year, staff will continue to be engaged with the foundation, participate in meetings and help identify priorities. We need a similar focus with DELAC, and our LCAP Committee- we need expanded membership and more regular 2 way communication this will be a strong focus of our new Community School Director and the Family Engagement Network we will launch this year to train parents and staff on Family Engagement strategies and tools."	"We have some incredibly innovative structures in place, our online community school model to connect providers with community members via online referrals, the partnerships we have to deliver expanded learning opportunities during summer, school vacations and before and after school programs are all strengths of our district, and are partnerships around health and well being. We are at a pivotal point coming out of the pandemic where our communication and access for students and families will be key to sustained success."	"Our focus areas areas are communication, access, and consistency. We have some high impact structures and partnerships with local private and nonprofit community partners that are positively impacting student outcomes, we need to do a better job of communicating them to our entire community, sustaining what we have, and making sure that all students and families who need and want access to our partnerships have them."	"We need to increase the comfort level of our staff and the frequency of the home visits we make in a systematic, data driven, and targeted fashion."	"Our site Principals and Community School Director have made great strides and demonstrated great leadership in this area, from monthly coffees, to formal town hall meetings as well as shared decision making structures around PreK, and issues that affect the whole school community like our budget, we have some strengths and have made significant progress in this area."	"Our focus areas areas are communication, access, and consistency. We need to do a better job of communicating the opportunities and structures we have to our entire community, sustaining what we have, and making sure that all students and families who need and want access to these structures have them, in person and digitally."	"We need to increase the comfort level of our staff and the frequency of the home visits we make in a systematic, data driven, and targeted fashion. We also need to do a better job of integrating these community engagement events with other activities that parents and community members regularly show up for instead of making them stand alone events. Developing a year long calendar of community events with our partners and ensuring two way communication opportunities at all of them will be an important next step."	3	3	3	3	3	3	3	3	4	3	3	3	Not Met	10/14/2022	2022
34765050114272	SAVA - Sacramento Academic and Vocational Academy	3	"SAVA creates a strong school culture that embodies a positive, welcoming, and supportive environment. The staff at SAVA strive to be significant adults in the lives of their students. The school exists to enable students to meet and exceed academic standards while striving to become college/career ready. However, the reality is that many students are hindered by their life circumstances which can make it difficult to stay consistently focused on academics. Acknowledging this, we have developed a clear intervention process and systems of support across all SAVA campuses. Staff strive to intervene with students before academic failure occurs. The support model in place at SAVA offers students wraparound services from Counselors, Student Support Specialists, School Social Workers, RSP Teachers, Teachers, Paraeducators, Campus Principals, and Principals to help fulfill their needs so that they can achieve success in school. Recognizing that many of SAVA’s students lack a stable connection with an adult, SAVA hopes to build these mentoring relationships with each student. In the 2011-2012 school year, SAVA began implementation of the Capturing Kids’ Hearts, or CKH, model. CKH, through training provided by The Flippen Group, is the core of all that we do and is a powerful process that transforms schools by building trusting relationships among teachers, staff, families and students. Every staff member is trained in the use of CKH upon employment (or at the earliest date possible) and CKH is practiced among all staff and students, in all classes, meetings, and events. Under this program, all staff are equipped with tools they can use to build meaningful relationships with their students, provide a safe learning environment, and develop a dialogue for team-building. At its core, CKH principles are designed to create self-managing systems and to pave the way for students to be able to use the skills they’ve learned with confidence and enthusiasm, both in and outside of school.   In addition to CKH training and implementation, our school and district identify a yearly equity goal and participate in yearly equity professional development. At SAVA we believe that all students learn, achieve, and thrive when we love, teach and guide. To this end, we have developed PLCs in which all staff are engaged in a focus on data and continuous improvement. All of the work in the PLCs is viewed through an equity lens and each PLC is focused on decreasing gaps for specific sub-groups where potential inequities have been identified. In addition, we incorporate equity and data discussions in all of our SIP work, cycles of inquiry, site-based meetings, and in-house professional development."	SAVA’s goals are to increase engagement with all stakeholders and support the student and teacher needs for an effective learning environment.	SAVA will identify students in need and proactively communicate with the student and family to provide early support and interventions. The school will leverage their support staff including Counselors and Social Workers to provide families a choice of supports that meet their individual needs.	"At SAVA, parents/guardians are involved from the minute a student enrolls in the program. SAVA enrollment personnel meet with each family and explain the program and also provide a site tour. SAVA staff work diligently to keep parents and guardians informed of their student’s progress and to involve families in any behavior, attendance, and academic intervention meetings that are held. Parents/ guardians are also invited to attend all SST, 504, and IEP meetings. Every parent/guardian is invited to participate in their site’s School Site Council/DELAC, which allows them to have an active voice in the direction of the school. Parents/guardians are apprised of their student’s progress on a regular basis; school personnel are in contact with parents/guardians on a weekly basis, at minimum.   Parents are invited to several school events each year, including Orientations, Back to School Night, College and Career Fair, CTE Showcase, Student Appreciation events, and promotion/graduation. Parent workshops are offered to assist families in the financial aid process as well as to share CAASPP assessment information and other relevant topics, as needed.   School site newsletters are mailed home to inform parents of important school dates and events and to celebrate student and school successes. Each site utilizes the Parent Square application which connects to student and parent emails and phones to communicate regular updates. SAVA also has a website where parents/guardians can access information about all of SAVA’s programs, events and information. They can even use the “Let’s Talk”/Contact Us feature on the website to ask questions or get more information. Mailers and all-calls are used to inform parents/guardians of important programs, dates and testing information and all standardized test results and report cards are mailed home, as well."	"In order to be highly effective, SAVA must continue to find ways to reach out to parents, community members and key stakeholders and increase support at school events."	"SAVA will improve building partnerships of underrepresented families by continuing home visits, providing resources and support for obtaining those resources, and ensuring families know that they can request and have interpreters for any meetings."	"SAVA has built up the capacity of families and staff to engage in School Site Council meetings. There has been an increase in parents/guardians who want to attend and participate in SSC and DELAC. When there are opportunities to have advisory groups that involve families, there is always solid turn out to give input and talk about areas of strength and opportunities for growth.   Student voice and choice are a very important part of the program. Students are involved in planning events such as graduation and CTE Showcase. There is student inclusion in SST, 504, and IEP meetings, student participation in clubs, workshops, and School Site Council. There is also a student-led support group overseen by the school social worker, and weekly student participation in community time in their cohorts. Most importantly, many of the current in-person classes and clubs have been developed as a direct result of student interest and advocacy."	SAVA hopes to increase opportunities for families will give input and feedback through targeted advisory groups and phone calls and virtual meetings. SAVA hopes to improve the participation rate in surveys that are sent out and that require feedback.	"SAVA will improve seeking input for decision making of underrepresented families by targeting parent/guardians of underrepresented families for school advisory groups and decision making, sending surveys out in multiple languages that represent the SAVA demographic, and schedule staff professional development related to English Learner services and supports to effectively engage this subgroup in decision-making."	5	5	4	4	4	4	5	4	4	4	4	4	Met	6/22/2022	2022
34673140137281	SAVA - Sacramento Academic and Vocational Academy - EGUSD	3	"SAVA creates a strong school culture that embodies a positive, welcoming, and supportive environment. The staff at SAVA strive to be significant adults in the lives of their students. The school exists to enable students to meet and exceed academic standards while striving to become college/career ready. However, the reality is that many students are hindered by their life circumstances which can make it difficult to stay consistently focused on academics. Acknowledging this, we have developed a clear intervention process and systems of support across all SAVA campuses. Staff strive to intervene with students before academic failure occurs. The support model in place at SAVA offers students wraparound services from Counselors, Student Support Specialists, School Social Workers, RSP Teachers, Teachers, Paraeducators, Campus Principals, and Principals to help fulfill their needs so that they can achieve success in school. Recognizing that many of SAVA’s students lack a stable connection with an adult, SAVA hopes to build these mentoring relationships with each student. In the 2011-2012 school year, SAVA began implementation of the Capturing Kids’ Hearts, or CKH, model. CKH, through training provided by The Flippen Group, is the core of all that we do and is a powerful process that transforms schools by building trusting relationships among teachers, staff, families and students. Every staff member is trained in the use of CKH upon employment (or at the earliest date possible) and CKH is practiced among all staff and students, in all classes, meetings, and events. Under this program, all staff are equipped with tools they can use to build meaningful relationships with their students, provide a safe learning environment, and develop a dialogue for team-building. At its core, CKH principles are designed to create self-managing systems and to pave the way for students to be able to use the skills they’ve learned with confidence and enthusiasm, both in and outside of school.   In addition to CKH training and implementation, our school and district identify a yearly equity goal and participate in yearly equity professional development. At SAVA we believe that all students learn, achieve, and thrive when we love, teach and guide. To this end, we have developed PLCs in which all staff are engaged in a focus on data and continuous improvement. All of the work in the PLCs is viewed through an equity lens and each PLC is focused on decreasing gaps for specific sub-groups where potential inequities have been identified. In addition, we incorporate equity and data discussions in all of our SIP work, cycles of inquiry, site-based meetings, and in-house professional development."	SAVA’s goals are to increase engagement with all stakeholders and support the student and teacher needs for an effective learning environment.	SAVA will identify students in need and proactively communicate with the student and family to provide early support and interventions. The school will leverage their support staff including Counselors and Social Workers to provide families a choice of supports that meet their individual needs.	"At SAVA, parents/guardians are involved from the minute a student enrolls in the program. SAVA enrollment personnel meet with each family and explain the program and also provide a site tour. SAVA staff work diligently to keep parents and guardians informed of their student’s progress and to involve families in any behavior, attendance, and academic intervention meetings that are held. Parents/ guardians are also invited to attend all SST, 504, and IEP meetings. Every parent/guardian is invited to participate in their site’s School Site Council/DELAC, which allows them to have an active voice in the direction of the school. Parents/guardians are apprised of their student’s progress on a regular basis; school personnel are in contact with parents/guardians on a weekly basis, at minimum.   Parents are invited to several school events each year, including Orientations, Back to School Night, College and Career Fair, CTE Showcase, Student Appreciation events, and promotion/graduation. Parent workshops are offered to assist families in the financial aid process as well as to share CAASPP assessment information and other relevant topics, as needed.   School site newsletters are mailed home to inform parents of important school dates and events and to celebrate student and school successes. Each site utilizes the Parent Square application which connects to student and parent emails and phones to communicate regular updates. SAVA also has a website where parents/guardians can access information about all of SAVA’s programs, events and information. They can even use the “Let’s Talk”/Contact Us feature on the website to ask questions or get more information. Mailers and all-calls are used to inform parents/guardians of important programs, dates and testing information and all standardized test results and report cards are mailed home, as well."	"In order to be highly effective, SAVA must continue to find ways to reach out to parents, community members and key stakeholders and increase support at school events."	"SAVA will improve building partnerships of underrepresented families by continuing home visits, providing resources and support for obtaining those resources, and ensuring families know that they can request and have interpreters for any meetings."	"SAVA has built up the capacity of families and staff to engage in School Site Council meetings. There has been an increase in parents/guardians who want to attend and participate in SSC and DELAC. When there are opportunities to have advisory groups that involve families, there is always solid turn out to give input and talk about areas of strength and opportunities for growth."	SAVA hopes to increase opportunities for families will give input and feedback through targeted advisory groups and phone calls and virtual meetings. SAVA hopes to improve the participation rate in surveys that are sent out and that require feedback.	"SAVA will improve seeking input for decision making of underrepresented families by targeting parent/guardians of underrepresented families for school advisory groups and decision making, sending surveys out in multiple languages that represent the SAVA demographic, and schedule staff professional development related to English Learner services and supports to effectively engage this subgroup in decision-making."	5	5	4	4	4	4	5	4	4	4	4	4	Met	6/22/2022	2022
34674390137406	SAVA - Sacramento Academic and Vocational Academy - SCUSD	3	"SAVA creates a strong school culture that embodies a positive, welcoming, and supportive environment. The staff at SAVA strive to be significant adults in the lives of their students. The school exists to enable students to meet and exceed academic standards while striving to become college/career ready. However, the reality is that many students are hindered by their life circumstances which can make it difficult to stay consistently focused on academics. Acknowledging this, we have developed a clear intervention process and systems of support across all SAVA campuses. Staff strive to intervene with students before academic failure occurs. The support model in place at SAVA offers students wraparound services from Counselors, Student Support Specialists, School Social Workers, RSP Teachers, Teachers, Paraeducators, Campus Principals, and Principals to help fulfill their needs so that they can achieve success in school. Recognizing that many of SAVA’s students lack a stable connection with an adult, SAVA hopes to build these mentoring relationships with each student. In the 2011-2012 school year, SAVA began implementation of the Capturing Kids’ Hearts, or CKH, model. CKH, through training provided by The Flippen Group, is the core of all that we do and is a powerful process that transforms schools by building trusting relationships among teachers, staff, families and students. Every staff member is trained in the use of CKH upon employment (or at the earliest date possible) and CKH is practiced among all staff and students, in all classes, meetings, and events. Under this program, all staff are equipped with tools they can use to build meaningful relationships with their students, provide a safe learning environment, and develop a dialogue for team-building. At its core, CKH principles are designed to create self-managing systems and to pave the way for students to be able to use the skills they’ve learned with confidence and enthusiasm, both in and outside of school.   In addition to CKH training and implementation, our school and district identify a yearly equity goal and participate in yearly equity professional development. At SAVA we believe that all students learn, achieve, and thrive when we love, teach and guide. To this end, we have developed PLCs in which all staff are engaged in a focus on data and continuous improvement. All of the work in the PLCs is viewed through an equity lens and each PLC is focused on decreasing gaps for specific sub-groups where potential inequities have been identified. In addition, we incorporate equity and data discussions in all of our SIP work, cycles of inquiry, site-based meetings, and in-house professional development."	SAVA’s goals are to increase engagement with all stakeholders and support the student and teacher needs for an effective learning environment.	SAVA will identify students in need and proactively communicate with the student and family to provide early support and interventions. The school will leverage their support staff including Counselors and Social Workers to provide families a choice of supports that meet their individual needs.	"At SAVA, parents/guardians are involved from the minute a student enrolls in the program. SAVA enrollment personnel meet with each family and explain the program and also provide a site tour. SAVA staff work diligently to keep parents and guardians informed of their student’s progress and to involve families in any behavior, attendance, and academic intervention meetings that are held. Parents/ guardians are also invited to attend all SST, 504, and IEP meetings. Every parent/guardian is invited to participate in their site’s School Site Council/DELAC, which allows them to have an active voice in the direction of the school. Parents/guardians are apprised of their student’s progress on a regular basis; school personnel are in contact with parents/guardians on a weekly basis, at minimum.   Parents are invited to several school events each year, including Orientations, Back to School Night, College and Career Fair, CTE Showcase, Student Appreciation events, and promotion/graduation. Parent workshops are offered to assist families in the financial aid process as well as to share CAASPP assessment information and other relevant topics, as needed.   School site newsletters are mailed home to inform parents of important school dates and events and to celebrate student and school successes. Each site utilizes the Parent Square application which connects to student and parent emails and phones to communicate regular updates. SAVA also has a website where parents/guardians can access information about all of SAVA’s programs, events and information. They can even use the “Let’s Talk”/Contact Us feature on the website to ask questions or get more information. Mailers and all-calls are used to inform parents/guardians of important programs, dates and testing information and all standardized test results and report cards are mailed home, as well."	"In order to be highly effective, SAVA must continue to find ways to reach out to parents, community members and key stakeholders and increase support at school events."	"SAVA will improve building partnerships of underrepresented families by continuing home visits, providing resources and support for obtaining those resources, and ensuring families know that they can request and have interpreters for any meetings."	"SAVA has built up the capacity of families and staff to engage in School Site Council meetings. There has been an increase in parents/guardians who want to attend and participate in SSC and DELAC. When there are opportunities to have advisory groups that involve families, there is always solid turn out to give input and talk about areas of strength and opportunities for growth.   Student voice and choice are a very important part of the program. Students are involved in planning events such as graduation and CTE Showcase. There is student inclusion in SST, 504, and IEP meetings, student participation in clubs, workshops, and School Site Council. There is also a student-led support group overseen by the school social worker, and weekly student participation in community time in their cohorts. Most importantly, many of the current in-person classes and clubs have been developed as a direct result of student interest and advocacy."	SAVA hopes to increase opportunities for families will give input and feedback through targeted advisory groups and phone calls and virtual meetings. SAVA hopes to improve the participation rate in surveys that are sent out and that require feedback.	"SAVA will improve seeking input for decision making of underrepresented families by targeting parent/guardians of underrepresented families for school advisory groups and decision making, sending surveys out in multiple languages that represent the SAVA demographic, and schedule staff professional development related to English Learner services and supports to effectively engage this subgroup in decision-making."	5	5	4	4	4	4	5	4	4	4	4	4	Met	6/22/2022	2022
30666960000000	Savanna Elementary	3	"While we are at full implementation in all categories, this continues to be a focus area for us. Savanna School District continues to involve the stakeholders in the educational process of our students. During the 2021-2022 school year a survey was used to further shape and refine priorities related to LCAP goals and to determine actions and services that would best meet the needs of students in the Savanna community.  From this survey we learned the following items relative to building relationships: *93% of parents feel welcome to participate at school. *93% of parents feel school staff treats parents with respect."	"While scoring in the 90th percentile is good, we have room for improvement. We will continue to work on building relationships between school staff and families through various opportunities. Savanna School District continues to make it a priority to help foster partnerships between families and our schools. We strive to provide families with information and resources and continuously reach out to strengthen our partnerships for positive student outcomes. We offer Parenting Classes during our student Saturday Academy Classes and hold parent informational events at our sites with various topics such as cyber-security, career-day events, and STEM events. We annually host a Reach the Reader night where both students and parents come to learn about how they can support their children academically at home. Savanna School District provides regular communication through fliers and newsletters that are distributed in English and Spanish. We invite parents twice a year to parent conferences in which they have the opportunity to sit down a discuss student progress with the classroom teachers. In addition, parents are also included in SST meetings, IEP meetings, 504 meetings, Back-To-School Nights, School Site Council Meetings, English Learner Advisory Committee meetings, District Advisory Committee meetings, District English Learner Advisory Committee meetings, and PTA meetings. In addition, parents of students with special needs will also be able to provide input in their child’s education through the participation in SST meetings, IEP meetings, and 504 meetings. All parents will be invited to meet annually with their child’s teacher at least twice a year to review student progress and growth."	"We will continue to offer a variety of opportunities for our staff and families to build relationships with each other. Keeping in mind our underrepresented families, we will continue to offer translation services for all meetings as needed, as well as offer a variety of opportunities for parents to participate."	"Building partnerships for student outcomes has been a continuing focus for the Savanna School District. After analyzing self-assessment results, it was determined that we are in full implementation in all areas but also see the need for continued growth. Last year we provided professional development to teachers that focused on the importance of developing personal and authenticate relationships with students and families. All family communications are sent home in both English and Spanish. We provide multiple opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, which includes 2 parent conference opportunities, as well as 504, IEP, and SST meetings for those who qualify. Parents are able to request additional meetings if needed. Parents are also given the opportunity to provide to provide input and feedback for ways the district can support families and help parents better understand and exercise their legal rights and advocate for students."	"To improve on building partnerships for student outcomes, the district will continue to encourage staff to develop personal and authenticate relationships with students and families. In addition, the district will provide multiple opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The district will also continue to provide parent with the opportunity to provide feedback and input at meetings and through surveys."	"Keeping in mind our underrepresented families, we will continue to offer translation services for all communications and meetings, as well as offer a variety of opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."	"While we are at full implementation in all categories, this continues to be a focus area for us. Savanna School District continues to involve the stakeholders in the educational process of our students.  During the 2021-2022 school year a survey was used to further shape and refine priorities related to LCAP goals and to determine actions and services that would best meet the needs of students in the Savanna community.  From this survey we learned the following items relative to seeking input for decision making: *97% of parents feel the school keeps them well informed about school activities. *95% of parents feel the school encourages them to be an active partner with the school in educating their child."	"While scoring at and above the 95th percentile is great, we have room for small growth. We will continue to offer parents opportunities to participate in school committees such as School Site Council Meetings, English Learner Advisory Committee meetings, District Advisory Committee meetings, District English Learner Advisory Committee meetings, and PTA meetings."	"Savanna School District continues to seek input for decision-making in various ways. Each School site actively promotes and seeks parents and teachers to be part of their School Site Council, Parent Teacher Associations, Title 1 Committees, and their English Language Advisory Committees. School sites seek input for parent engagement activities to involve their communities and families. At the district level, we actively pursue seeking members and input on our District Advisory Council and our District English Language Advisory Committee. We promote various surveys throughout the year, through Google Surveys, JOT Forms, CA School Parent Survey, CA School Staff Survey and CA Healthy Kids Survey. All of our communication through surveys are offered in English and Spanish, and are communicated through phone calls, text messages, flyers and posted to our website. There are translators available at the various meetings for translations needed as well. Last year we provided professional development to teachers that had a focus on the importance of developing personal and authenticate relationships with students and families. Seeking input, providing families with opportunities and working together with families continues to be a priority for the Savanna School District. We will continue to offer multiple modes for providing partner input throughout the school year. Keeping in mind our underrepresented families, we will continue to offer input opportunities and surveys in both English and Spanish as well as provide translators for all parent meetings as needed."	4	5	4	5	4	5	5	4	4	4	4	4	Met	5/10/2022	2022
36678760137935	Savant Preparatory Academy of Business	3	"During the past five year, Savant has created a dynamic inclusive school culture that has welcomed families and fostered a strong sense of community. Since opening Savant Prep hosts formal monthly meetings with parents, coffee with the principal to solicit feedback, keep parents updated on events and school activities. As examples of parent engagement, Savant Prep's parents have repeatedly come together to arrange events such as winter holiday toy drive, Mother's Day Tea, Father's Day Dance, Culture Day, and End of the Year Cookout, and Kindergarten Promotion event."	"Throughout the pandemic, Savant Prep continued to gather input from key partners. The process for soliciting partner input was varied to include virtual meetings, online surveys, and public feedback via email and social media. Understanding that not all Savant Prep families have access to technology or feel comfortable using online tools, alternate options were arranged for partners to contribute feedback to the LCAP. In addition to emailing comments, a mailing address was provided for comments to be sent via US mail, and a phone number was available if partners wanted to speak with an Administrator. Three different electronic surveys were also used to solicit feedback from all partners, including those that did not want to join a meeting. Through this process we learned we need to put academics first with a focus on growth. Additionally, safety and cleanliness were a highly talked about topic during meetings with partners during the pandemic. We are seeing a difference in our parents' feedback on cleanliness and facility maintenance. Educational partners feel like the social emotional needs and activities are a necessity for our scholars. We also heard that the pandemic had a significant impact on parent and family engagement over the last year."	"Savant Prep will continue to use multiple venues to engage with our partners to continues to strengthen engagement of underrepresented families and build the relationships between school staff and families. We will continue to provide regular communication with families to increase parent and student engagement. A variety of communication methods will be used on a consistent basis to reach out to parents to help with academic, social, and emotional needs of the students. Savant will reconnect and continue to develop programs and activities to increase engagement of underrepresented families."	"Savant Preparatory Academy of Business provides assistance to our families in understanding academic expectations through several strategies. These include regular monthly parent meetings, coffee with the Principal, and school community forums. These meetings address various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their students achievement in school. Classroom specific information is provided via Back to School night and individually during student lead parent-teacher conferences. The LCAP also provides many opportunities at the at the LEA to assist parent/guardians with understanding expectations for their student. Additionally, collaboration through the LCAP process and through numerous parent/guardian meetings provide valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community. Information and questionnaires are posted on the website. Annual surveys for educational partners are given throughout the year. Requests for feedback and participation is sought through email communications."	"Recent educational partner input shows a desire to have more in depth knowledge of assessments, curriculum and instructional strategies utilized to improve and accelerate student learning. Savant Prep has held numerous community forums surrounding these topics to ensure all students are at or above grade level, especially coming out of the pandemic. Savant Prep is developing a comprehensive, balanced assessment plan and will focus on providing the community with graphics of the plan/cycle that is easy to understand for a non-educator."	"Participation from all parents is solicited, including of underrepresented families. Savant Prep has continued to translate communications and documents to make information more accessible to our multilingual families, even though Savant Prep does not meet the threshold to make this a requirement. Savant Prep will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options. Sa"	"Savant Prep recognizes that parent/guardians are their child's first and most influential teacher and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Savant Prep works staff and parent/guardians to develop meaningful opportunities at all grade levels for parent/guardians to be involved in school activities, advisory, decision-making, and activities to support learning at home. This is achieved through regularly scheduled SSC meetings, surveys and meetings where parent/guardian involvement policies are shared and jointly developed. Savant communicates with families on an annual basis regarding parent involvement at the beginning of each school year."	"As a result of the pandemic, Savant increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus to evaluate what tools successfully engaged families and what steps can be taken to improve the design and implementation of engagement activities."	"Savant Prep ensures ALL families receive communications and invitations to participate on committees and in forums through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. Savant closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. Savant has seen an increase in student absences as a result of the pandemic and will focus on improving efforts to communicate with and engage students and families."	5	5	5	5	4	4	4	4	3	3	3	3	Met	2/8/2022	2022
37764710000000	SBC - High Tech High	3	"Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2021/22 school year indicated deep relationships between students and teachers. HTH schools were at the 81st national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf"	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH advisors have traditionally visited new families to HTH through “home visits.”  During this time, we get to know students/families in their own spaces and neighborhoods.  Over the past two years, this has been challenging to implement.  Over the next year, we are committed to strengthening support for our families through “home visits” in their transition year."	"HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2021/22 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2021/22 school year indicated that HTH schools were at the 80th national percentile for families believing that families and teachers care about each other."	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2021/22 school year indicated an opportunity for growth. HTH schools were at the 49th national percentile for families being engaged in school according to this survey.	"Historically HTH schools have engaged families through exhibitions. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff about the meaningful work being done by students. With COVID precaution, HTH has had to scale back this practice but assuming current conditions persist we plan to relaunch school wide exhibitions this year.  HTH has hired a Director of Emerging Multilingual Education, Angie Guerrero, who has worked extensively with our schools and families.  She has supported families in developing ELAC/DLACs across our sites, and worked with schools to implement specific interventions throughout the school day."	"HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 21/22 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 21/22 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement."	HTH families completing the Youth Truth family survey during the 21/22 school year indicated an opportunity for stronger family engagement programs.	"HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings."	4	5	4	4	4	4	5	4	4	4	4	4	Met	6/15/2022	2022
37771720000000	SBE - Baypoint Preparatory Academy San Diego	3	"BPA-SD's educational program builds relationships with families based on learning, growth, and continued success.  BPA-SD strives to ensure students and staff have a clean, safe, and positive learning environment where school climate and cultural collaborative engagement. Of equal importance is the growth and support of students' social and emotional skills as they matriculate various grade levels. While the blended learning model stresses individualized student growth, the engagement with the entire school allows for prolonged student success. The commitment to promoting the entire school community as a whole provides advancement to students beyond the borders of the school.  To ensure BPA-SD elicited substantial representation and meaningful members’ engagement, students, parents/guardians, instructional staff, and administration are consulted through various methods of communication, including surveys, school website posting, and on-site/video conferencing meetings.  For the 2021-22 academic year, all data gathered was used to inform educational partners (students, parents/guardians, staff, and community members) of student progress and has been shared during Student/Parent/Teacher Conferences.  In addition, the Parent Advisory Committee (PAC) as well as Educational Partners Committee: School Site Council, Wellness Committee, English Learners Advisory Committee, and District English Learner Advisory Committee (ESWED) met monthly to work collaboratively with school staff to review, develop and recommend new strategies in support of students’ academic goals and social-emotional well-being. During these meetings, parents/guardians had the opportunity to provide the administration with feedback, suggestions, and ideas in order to modify the existing goals or create new goals and actions. It is a joint effort of educational partners to build and shape working relationships among the community members to ensure that all BPA-SD students succeed."	"BPA-SD rates itself on a five-rating scale; (5 – Full Implementation and Sustainability). For more information, please visit BPA-SD's website (baypointacademy.org) to view the Local Control Accountability Plan."	"BPA-SD rates itself on a five-rating scale; (5 – Full Implementation and Sustainability). For more information, please visit BPA-SD's website (baypointacademy.org) to view the Local Control Accountability Plan."	"BPA-SD has adopted and implemented processes, and procedures for involving staff in shared decision-making, responsibility, and self reflection on actions for accountability to support student learning throughout all programs. This involves all staff meetings, training sessions, and professional development. Instructional staff qualifications are further developed through ongoing professional development. Feedback from staff regarding professional development and effectiveness of the training further provides the administration with valuable insights to best assist instructional staff in catering to the BPA-SD students and families' diverse populations. Looking holistically, BPA-SD’s educational model and its educational programs allow instructional staff to be involved in a targeted investigation of each student’s immediate and long-term needs, and addressing these needs accordingly, leaving no margin for inequality  among students’ subgroups, including at-risk students. BPA-SD actively partners with students, parents/guardians, and the community to support students' academic success and personal goals.  Resources are introduced and communicated in English and Spanish to all families during student orientation. Invitations and notifications to school and local community events are sent out in both languages throughout the year and are communicated through various methods, including email, social networking sites, class/school website postings, monthly newsletters, phone calls, etc.  Communication with families is timely and clear throughout the year to provide resources, elicit feedback, and share further improvements. Each communication method invites families to reach out and/or schedule an appointment to address any concerns they may have in addition to regularly scheduled Student/Parent/Teacher Conferences."	"BPA-SD rates itself on a five-rating scale; (5 – Full Implementation and Sustainability). For more information, please visit BPA-SD's website (baypointacademy.org) to view the Local Control Accountability Plan."	"BPA-SD rates itself on a five-rating scale; (5 – Full Implementation and Sustainability). For more information, please visit BPA-SD's website (baypointacademy.org) to view the Local Control Accountability Plan."	"Through surveys, BPA-SD educational partners conveyed the need for supplemental instructions and support strategies in the area of foundational skills and social-emotional well-being that are vital to closing students' performance gap.  In support of the current academic practices, the BPA-SD administration will offer an Expanded Learning Opportunities Program (ELOP) after-school and summer school tutoring intersession for the 2022-23 academic year that focuses on developing the academic, social-emotional, and physical needs of students through hands-on, engaging, learning experiences. These programs will include tutoring and homework assistance designed to help students meet grade-level standards. There will be an educational enrichment component that consists of fine arts, physical fitness, and science activities that reinforce and complement BPA-SD’s academic program. Students will be grouped into small groups and activities according to grade and ability levels. All activities will be intended to have students motivated and actively engaged. The educational activities will include core subjects (ELA, MAT, Art, Science) and other educational activities that students and parents/guardians expressed interest in surveys. The ELOP plan was shared and developed with the educational partners at the ESWED and Governing Board meetings, and was guided by the Quality Standards for Expanded Learning and its principles:  Safe and supportive environment Active and engaged learning Skill-building  Youth voice and leadership Healthy choices and behaviors Diversity, access, and equity  To close the performance gap among student groups and the learning loss, BPA-SD is committed to the optimal development of every student, including offering healthy and nutritious meals and a safe space for physical activities for all students. Additionally, for the 2022-2023 school year, BPA-SD will offer breakfast and snacks.  Good nutrition and physical activity before, during, and after the school day, are strongly correlated with positive student outcomes (higher grades and standardized test scores, lower absenteeism, and better performance on cognitive tasks).  Under the guidance of the BPA-SD Wellness Committee and Wellness Policy, the administrative team will ensure the school environment and opportunities for all students, including at-risk students practice healthy eating and physical activity behaviors.   BPA-SD leadership will monitor the implementation of the school-wide plan and all its programs by looking at measurable outcomes of all students with an emphasis on at-risk students and increasing educational partners’ knowledge and opportunities to engage in further decision-making. This plan will help all BPA-SD students to succeed, build self-confidence, and become deeply engaged and invested in their learning."	"BPA-SD rates itself on a five-rating scale; (5 – Full Implementation and Sustainability). For more information, please visit BPA-SD's website (baypointacademy.org) to view the Local Control Accountability Plan."	"BPA-SD rates itself on a five-rating scale; (5 – Full Implementation and Sustainability). For more information, please visit BPA-SD's website (baypointacademy.org) to view the Local Control Accountability Plan."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/22/2022	2022
30768930000000	SBE - Magnolia Science Academy Santa Ana	3	"This year we we have a bilingual Parent and Community Engagement Coordinator. This position allows for our school and families to build relationships within our community.  Based on our surveys given to our families, staff, and students we have added additional meetings with parents such as Coffee with Admin, Parent Check ins, Parent College; these are added to our regular SSC, PAC/PTF, and ELAC committee  gatherings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. Social media (Facebook, Twitter, Instagram), our weekly bilingual newsletter the Hook, Leave a Message form (bilingual), and a suggestion box. These are all located in the main office.   Magnolia wide we are using the MSA mobile application for our families. We have started to use the Parent Square software which allows us to communicate to our families without any language barriers.   Our traditional gatherings with parents such as Parent Orientation, Back to School Night, Fall/ Spring Parent teacher conferences, Open House, Home visits, and grade level informational meetings. Fall/ Winter, Cinco de Mayo festivals and volunteer appreciation day."	"MSASA  will be ensuring that all Educational Partners have a voice. By doing this, we aim to allow for an open door policy during our weekly Coffee with Principals, Educational Partner surveys, and any Town Hall meetings that may arise. In addition to ensuring there is voice, we will continue to strengthen out community partnerships by continuing with food distributions, school supply drives, and a referral network that provides mental health supports for all educational partners."	"Based on our surveys given to our families, staff, and students, we have added additional meetings with parents such as Second Cup of Coffee with the Principal, Parent Check-ins, Parent College; these are added to our regular SSC, PAC/PTF, and ELAC committee gatherings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. Social media (Facebook, Twitter), Leave a Message form (bilingual), and a suggestion box. These are all located in the main office. Magnolia wide we are using the MSA mobile application for our families. We have started to use the Parent Square software, which allows us to communicate with our families without language barriers.   Our traditional gatherings with parents such as Parent Orientation, Back to School Night, Fall/ Spring Parent-teacher conferences, Open House, Home visits, and grade-level informational meetings. Fall/ Winter, Cinco de Mayo festivals, and volunteer appreciation day."	"Strengths are PAC/Coffee with Admin meetings. This is an opportunity to introduce MTSS support for SEL to the parents.  Parent College  and third party  partnerships  like  Parent Union, Milan Teen Project,  and   Olive Crest parenting classes. Grade level college counseling meetings with our parents and students for supporting and informing parents and students  for University going  culture.  For example, 8th grade high school transition meeting, college signing day, FAFSA meetings.  As we establish our parent outreach and provide meetings to involve all our families, building Parent attendance is a focus for us."	"At MSASA we will strive to improve our partnerships for student outcomes by making connections with out local city council, congressman, as well as local businesses to strengthen the collaboration among all our partners. A focus area will be our mental health/SEL supports as well as the quality of the food that is being served to our students - breakfast and lunch."	"At MSASA we will continue to promote our home visits so that all families' voices are heard, ideas are met, and that everybody feels included. We will also offer Parent College classes like EL classes, computer skills, and child development classes. We will continue to offer weekly Coffee with Principal sessions in English and Spanish."	"At MSASA our current strengths  include  inviting our food vendor in a meeting with parents so their voices can be heard, letting the parents bring up all concerns in the weekly Coffee with Principal, and sending multiple surveys home throughout the course of the year."	"We value our stakeholders and are using their feedback to strengthen the upcoming school year. Schoolwide instant surveys from  staff provide input for a positive and supportive school climate.  Parent check-in meetings allow for decision making to become ongoing.   Surveys are designed to support all academics, behavioral, and social-emotional needs of the whole child."	MSASA will improve engagement of underrepresented families by using Parent Square as an active two way tool of engagement. We will ensure that we have a PACE (Parent and Family Engagement) coordinator who is a reflection of our current school community.	4	5	4	5	4	4	4	4	4	5	4	5	Met	6/23/2022	2022
19756630000000	SBE - New West Charter	3	"New West has developed practices that foster partnerships between families and staff in support of student growth. The schools host parent conferences each semester with all families to not only inform families of student progress, but to also have them be partners in the work. All families have 24/7 access to Infinite Campus to monitor student progress in all classes. Families also receive a regular progress report informing them about their child’s academic progress and reports showing student progress and areas in improvement indicated by the NWEA MAP assessments. At the end of the year families have an additional opportunity to meet with teachers and review their child’s work for the year. We provide families information about their legal rights and how to advocate for their students in our student family handbook and throughout the special education process. We also host workshops to provide all parents with information about how to best support their child at home."	"The school plans to strengthen the additional resources provided to families to support summer learning, such as curating more individual opportunities for students, based on their interests and needs. We also plan to host additional family workshops to provide resources for families to support their child’s education at home."	"The School, along with the DEI Office, provides additional outreach to families from underrepresented groups to ensure they have the information and resources needed to support and advocate for their child."	"Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. Our parent survey data indicates our parent experience has been positive and we have been successful at creating a welcoming environment where families feel included. 90% of families feel included with school activities. We have a robust system of family communication that includes an extensive range of interactive webinars where parents can receive answers to their questions, regular newsletters for middle school, high school, and NWC+."	"We have conducted focus groups and held meetings with individual families to ensure concerns are addressed. Based on this feedback, we develop plans for improvement in the areas identified in the focus groups."	"Last year we established a Diversity Equity and Inclusion Office to support underrepresented families and ensure they receive comprehensive communication about what is going on at school and what resources are available to them. We look forward to strengthening relationships with our students’ families further next year when we are able to return to in-person family events. The virtual format was adequate for our communication needs, but disruptive to building high quality relationships made possible when we bring families, students, and staff together face to face."	"The school’s Governance Council has three elected parents of enrolled students of the middle and high schools, three appointed community members, three teachers, one non-instructional staff member, and one representative of the chartering authority. We have administered three large family surveys this year to ensure families have input into decision-making around the reintroduction of students back on campus, and the support the range of support needed for all students."	"We have conducted focus groups and held meetings with individual families to ensure concerns are addressed. Based on this feedback, we develop plans for improvement in the areas identified in the focus groups. For example, based on family input gathered during these focus groups, we modified our school calendar and bell schedule to meet the needs of our families."	Our DEI office has worked with families to come together to plan events and celebrations to celebrate specific cultures in ways that feel important to our families.	4	4	4	3	4	4	5	4	4	3	3	3	Met	6/15/2022	2022
44772480000000	SBE - Watsonville Prep	3	"Although the COVID pandemic was devastating for our entire nation, one of the rare silver linings was the need for stronger relationships between schools and families.  True partnerships were created between families and all staff. From distance-learning Zoom classes in kitchens to virtual town halls, weekly food pickups to technology and supplies home deliveries, and blended learning app support to COVID relief assistance, staff throughout Navigator Schools were available and accessible to families.  This multi-pronged system of support has evolved since students have returned to in-person learning, but the foundation of these relationships has led to families feeling more connected to the schools and organization."	"As families transition from school being in their living room to returning to campus with increased opportunities for in-person family involvement, it is important for Navigator Schools to provide access and support for their ever evolving needs.  Schools became the hub for a variety of resources and Navigator needs to be able to create pathways for simultaneous educational excellence and family engagement and support."	"In addition to expanding outreach efforts to recruit more students who qualify for Free and Reduced Lunch, Navigator Schools is creating Community Schools to provide additional resources for families, especially underrepresented families.  This process will allow Navigator to truly engage the community in efforts to provide extra services and support they need.  The pandemic has highlighted areas of growth which center around opportunities for families to engage in on campus activities."	"Students at Navigator Schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access students’ academic progress. Parents also complete an annual family engagement survey which gauges, among other things, their understanding of their child's academic goals."	"Ensuring students are ready for the rigors of high school after they leave Navigator Schools is an area of growth. In order for this activity to be successful, families, staff, and students will need to work together on a path forward.  Site staff will work closely with the local high schools to provide reciprocal opportunities for students to both explore what is in store in high school while also continuing to access support from Navigator staff."	Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates ensures students and families feel supported and able to access the support they need.  Navigator will continue to provide home visits for students who are not staying engaged or needing additional support.	"Navigator has consistently been proactive in obtaining stakeholder input through surveys, family town hall meetings, staff meetings, Director and Chiefs weekly meetings, cross-site meetings, and daily site huddles.  Between formal feedback surveys to quick poll everywhere check-ins, Navigator employs numerous tools to solicit input."	Formalizing a plan for how to formally collect and share data with the leadership team is an area to improve.	"Presented in the various site charters is a number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with satisfaction rate scores under 80% being highlighted for action steps. These surveys are reviewed by the directors to inform an organizational focus on parent voice and engagement."	4	4	4	5	4	4	4	5	5	5	3	4	Met	6/29/2022	2022
33671810138610	Scale Leadership Academy - East	3	"SCALE Leadership Academy-East  current strength and progress in building relationships between school staff and families is implementing the REMIND platform to reach families through text and/or email. This platform allows communication to be translated in the families preferred language. We also provide multiple opportunities for families and staff to build relationships through orientation, and conferences with school staff."	"SCALE Leadership Academy East’s focus to improve the relationships between staff and families is to train our staff on cultural sensitivity, effective communication skills and to provide consistent communication on student progress in a positive strength based way through phone calls and emails."	SCALE Leadership Academy-East understands the importance of family involvement in the student’s education journey. As a result we are committed to improve engagement of underrepresented families in relation to building relationships between school staff and families by implementing multiple forms of communication. We also provide different levels of support for both school staff and families to improve relationships.	SCALE Leadership Academy-East Career Technical Educational (CTE) program for 6th-12th grade students is one of our strengths and progress in building partnerships for student outcomes.	SCALE Leadership Academy-East is focused on partnering with more organizations to offer more options for our students through the CTE program.	SCALE Leadership Academy-East will continue to provide resources to our families and students to have access to opportunities. We will continue our training and communications to all our families to improve engagement of underrepresented families identified during the self-reflection process in building partnerships for student outcomes.	"SCALE Leadership Academy-East seeks input for decisions from all educational partners to improve student outcomes through meetings, conferences and surveys."	"SCALE Leadership Academy-East focus for improvement in seeking input for decision making is to increase educational partner representation in survey collections, and committees."	"SCALE Leadership Academy-East will improve engagement of underrepresented families in relation to seeking input for decision making through communication, surveys, and providing flexibility."	4	5	4	4	5	5	5	5	4	4	3	4	Not Met	9/10/2022	2022
37103710136085	Scholarship Prep - Oceanside	3	"Building relationships with families is a definite strength for Scholarship Prep. Attendance rates at major events are very high, family education classes have strong turnout, and our advisory groups are fully implemented. We have made progress through offering more relevant family trainings, providing more flexibility in scheduling major events, expanding our advisory groups’ roles, and offering more opportunities for families to be a part of the educational process (especially through now offering virtual attendance at most events)"	"An area of focus for us will be in engaging reciprocal relationships with our families to actively identify their cultures for more inclusion in the classroom. The process of engaging families will be done through the annual survey, providing explicit time during conferences to discuss culture and background, and providing culturally relevant training to staff members. There will be a specific focus on underrepresented families who traditionally have not engaged in the feedback loop. We will elicit their input through offering relevant meeting topics, direct phone calls, and home visits as needed. The expected outcomes of these efforts are to see higher levels of parental engagement and attendance, more culturally relevant texts, and student projects and presentations that are infused with cultural currency."	"We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach."	"The only way Scholarship Prep has been able to achieve the scores we have so far is through collaborative partnership with our families.  Our student outcomes, from CAASPP performance to attendance rate, have only been possible because of the partnership. Therefore, it is self-evident that strong partnerships have been built. Key among our strengths in this area are our programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is embedded in our calendar and procedures, from discussing ELPAC scores and reclassification with every English Learner’s family, promoting active parent attendance and input at multiple school events, and holding regular ELAC and Pep Squad meetings."	"The focus area for this component is married to the focus area for Building Relationships. We need to ensure that all staff members are appropriately trained and supported to engage in reciprocal relationships with our families despite language, background, ethnic, and other differences. These trainings will be especially vital for supporting connections to our underrepresented families who are often years into a disenfranchisement process with the public education system. We will continue to build those partnerships through offering relevant meeting topics, direct phone calls, and home visits as needed."	"We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach."	"We have been able to engage our core families in advisory groups and decision making. Our ELAC, Pep Squad, and key parent groups meet frequently and discuss pertinent, high-level, engaging items. Members from the respective groups also engage with our governance body at the Board meetings as applicable."	The focus area for this component is that we must ensure that we engage all families in the decision making process. We need to focus on expanding our pool of families that are serving on or interested in advisory groups. We will be intentional in identifying underrepresented families for participation and supporting their participation through direct phone calls and home visits as needed.	"We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach."	4	4	4	4	4	4	5	5	4	4	4	3	Not Met	10/11/2022	2022
30103060134288	Scholarship Prep - Orange County	3	"Building relationships with families is a definite strength for Scholarship Prep. Attendance rates at major events are very high, family education classes have strong turnout, and our advisory groups are fully implemented. We have made progress through offering more relevant family trainings, providing more flexibility in scheduling major events, expanding our advisory groups’ roles, and offering more opportunities for families to be a part of the educational process (especially through now offering virtual attendance at most events)"	"An area of focus for us will be in engaging reciprocal relationships with our families to actively identify their cultures for more inclusion in the classroom. The process of engaging families will be done through the annual survey, providing explicit time during conferences to discuss culture and background, and providing culturally relevant training to staff members. There will be a specific focus on underrepresented families who traditionally have not engaged in the feedback loop. We will elicit their input through offering relevant meeting topics, direct phone calls, and home visits as needed. The expected outcomes of these efforts are to see higher levels of parental engagement and attendance, more culturally relevant texts, and student projects and presentations that are infused with cultural currency."	"We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach."	"The only way Scholarship Prep has been able to achieve the scores we have so far is through collaborative partnership with our families.  Our student outcomes, from CAASPP performance to attendance rate, have only been possible because of the partnership. Therefore, it is self-evident that strong partnerships have been built. Key among our strengths in this area are our programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is embedded in our calendar and procedures, from discussing ELPAC scores and reclassification with every English Learner’s family, promoting active parent attendance and input at multiple school events, and holding regular ELAC and Pep Squad meetings."	"The focus area for this component is married to the focus area for Building Relationships. We need to ensure that all staff members are appropriately trained and supported to engage in reciprocal relationships with our families despite language, background, ethnic, and other differences. These trainings will be especially vital for supporting connections to our underrepresented families who are often years into a disenfranchisement process with the public education system. We will continue to build those partnerships through offering relevant meeting topics, direct phone calls, and home visits as needed."	"We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach."	"We have been able to engage our core families in advisory groups and decision making. Our ELAC, Pep Squad, and key parent groups meet frequently and discuss pertinent, high-level, engaging items. Members from the respective groups also engage with our governance body at the Board meetings as applicable."	The focus area for this component is that we must ensure that we engage all families in the decision making process. We need to focus on expanding our pool of families that are serving on or interested in advisory groups. We will be intentional in identifying underrepresented families for participation and supporting their participation through direct phone calls and home visits as needed.	"We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach."	4	4	5	4	5	4	5	5	4	4	4	3	Not Met	10/11/2022	2022
19647330139097	Scholarship Prep - South Bay	3	"Building relationships with families is a definite strength for Scholarship Prep. Attendance rates at major events are very high, family education classes have strong turnout, and our advisory groups are fully implemented. We have made progress through offering more relevant family trainings, providing more flexibility in scheduling major events, expanding our advisory groups’ roles, and offering more opportunities for families to be a part of the educational process (especially through now offering virtual attendance at most events)"	"An area of focus for us will be in engaging reciprocal relationships with our families to actively identify their cultures for more inclusion in the classroom. The process of engaging families will be done through the annual survey, providing explicit time during conferences to discuss culture and background, and providing culturally relevant training to staff members. There will be a specific focus on underrepresented families who traditionally have not engaged in the feedback loop. We will elicit their input through offering relevant meeting topics, direct phone calls, and home visits as needed. The expected outcomes of these efforts are to see higher levels of parental engagement and attendance, more culturally relevant texts, and student projects and presentations that are infused with cultural currency."	"We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach."	"Scholarship Prep's greatest strength is our collaborative partnership with our families.  Our student outcomes, from CAASPP performance to attendance rate, have only been possible because of the partnership. Therefore, it is self-evident that strong partnerships have been built. Key among our strengths in this area are our programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is embedded in our calendar and procedures, from discussing ELPAC scores and reclassification with every English Learner’s family, promoting active parent attendance and input at multiple school events, and holding regular ELAC and Pep Squad meetings."	"The focus area for this component is married to the focus area for Building Relationships. We need to ensure that all staff members are appropriately trained and supported to engage in reciprocal relationships with our families despite language, background, ethnic, and other differences. These trainings will be especially vital for supporting connections to our underrepresented families who are often years into a disenfranchisement process with the public education system. We will continue to build those partnerships through offering relevant meeting topics, direct phone calls, and home visits as needed."	"We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach."	"We have been able to engage our core families in advisory groups and decision making. Our ELAC, Pep Squad, and key parent groups meet frequently and discuss pertinent, high-level, engaging items. Members from the respective groups also engage with our governance body at the Board meetings as applicable."	The focus area for this component is that we must ensure that we engage all families in the decision making process. We need to focus on expanding our pool of families that are serving on or interested in advisory groups. We will be intentional in identifying underrepresented families for participation and supporting their participation through direct phone calls and home visits as needed.	"We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach."	4	5	5	4	5	4	5	5	4	4	4	3	Not Met	10/11/2022	2022
37683380122788	School for Entrepreneurship and Technology	3	"SET High uses technology as a tool to connect with students and families, through Core Competency, a full-service portal that allows parents to stay abreast of all things happening at school.  They can check their student's assignments and grades, input community service hours, reserve school lunches, see how their student's passion project is outlined and so much more. This aids our teachers in building trusting relationships with students and their families.  To keep parents in the loop about all school activities, the Principal sends out a bi-weekly informational email that also points them to our Master Calendar.  That calendar is on our website and contains all school activities, athletic games, meetings, etc., with details for each event.  A new outreach that SET intends to restart next  year is SET Connects, a night for parents and their students to come to the school and participate in a fun and educational event.  SET's first event, a painting and chat night with our art teacher, was very successful in bringing families together for a night of 2-way communication, and opening up the school as a welcoming environment.  However, rather than putting more on our teachers, we hope for the SET Connect events to be led by parents in our community.  To extend that environment to the whole community, we host several events, family picnics and our annual Halloween Fright Night, to which all are welcome and encouraged to attend."	"To improve upon what SET is already doing, we will try to flesh out the SET Connects nights to include some classes that might be interesting and/or educational to our families, such as a Life Skills class or Computers 101.  In addition, our parents started an official SET Parent Association that will fundraise for the school and help give voice and a sense of belonging to the school."	"SET High will continue to use and improve CoreCompetency, our online portal that provides a parent view into everything that happens at SET.  This especially helps the parents who may be working multiple jobs stay connected with their student’s education. We will continue to provide laptops to all students that the students can keep in their possession for their entire time at SET.  This evens the playing field for all families, ensuring that all students have access to the tools they need to be successful at SET."	"SET High's teachers and staff work in concert with the SPED department to try to assess and help every student, on an individual level.  This includes connecting students and their families with programs like DOR, to assist in finding jobs, and partnering with SAY San Diego to utilize their aid and services.  SET also has an agreement with Mesa College, part of the San Diego Community College District, through which students can take up to 3 college classes per semester, for free as a senior, and up to 2 classes per semester as a junior.  We help our students through that registration and selection process, thus providing a head start on their higher education."	SET High has a partnership with Northrup Grumman that helps connect students with engineers while working on BattleBots.  This year we hope that the easing COVID restrictions will help us resume the in-person activities that allow the engineers to have a hands-on role in our robotics program.  We also hope to resume the annual Lunch with an Engineer panel discussion.  We hope to strengthen our connection with the City of San Diego to help get some needed repairs to the Serra Mesa rec center gym that we use for our indoor sports practices and games.	Northrop Grumman is working to increase the number of underrepresented individuals who enter into the engineering field.  The programs that we do with them are specifically designed to help excite our underrepresented students about the engineering field.	"SET High board meetings are public and students and their families are encouraged to attend.  Agendas are made public 72 hours in advance so families can assess if they'd like to attend to give input on the slated topics.  We have events regularly, such as Exhibition, Back to School Nite and SET Connects, where students and parents can engage in open dialog with teachers, staff and administration."	"All of our board meetings are public and agendized in compliance with the Brown Act.  In addition we engage with parents, staff, and community partners throughout the year to help us determine the funding priorities described in the LCAP (and in the past couple of years, the various COVID-19 plans).  We have an open-door policy for parents at the school, in the classrooms, and with administration.  We have a new SET Parent Association that is getting stronger and is good about ensuring that the parent voices are heard.  We also have a board that is composed of one staff member, one parent, and 3 community members."	"All of the above answers apply to underrepresented families as well, but we do specifically make sure that the LCAP advisory committee has representatives from each of the key demographic identifiers."	5	5	4	5	5	5	5	4	4	4	4	4	Not Met	9/14/2022	2022
19649071996693	School of Arts and Enterprise	3	"The SAE listens to the needs of school families with quarterly School as a Whole (SAW) meetings, monthly Coffee with the Director, Monthly SSC meetings, Equity Cadre, and Listening Forums as needed during destabilizing current events."	The SAE has identified the need to improve communication with parents regarding The SAE's excellence in academic programs and rigor. The SAE has also identified the need to increase diversity in faculty as well as our board.	The SAE has partnered with DEI consulted to continue the work of our Equity Cadre in reviewing and improving our processes for ensuring equitable school governance and engagement of underrepresented families.	The SAE has increased the number of partnerships in local youth organizations to provide after school programs for students with the addition of Just Us 4 Youth and Day One community organizations.	The SAE has identified the need to supplement the staffing of our community partners with SAE employed staff to improve the student to staff ratio for afterschool programs.	The SAE has partnered with DEI consulted to continue the work of our Equity Cadre in reviewing and improving our processes for ensuring equitable school governance and engagement of underrepresented families.	The SAE has strengthened the process for recruiting and electing School Site Council (SSC) and English Learner Advisory Committee ELAC members.	The SAE has identified the need for retention of engaged parents in our SSC and ELAC.	The SAE has partnered with DEI consulted to continue the work of our Equity Cadre in reviewing and improving our processes for ensuring equitable school governance and engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
19649070115170	School of Extended Educational Options	3	"In building relationships between school staff and families, parents are indicating that PUSD is in the Initial Implementation level of developing capacity for staff, in creating a welcoming environment, in supporting staff to learn about families, and developing opportunities for staff to engage with families."	It is the goal of PUSD to continue to engage in building relationships between school staff and families though continued district wide and school wide events that bring staff and parents together.	"It is the goal of PUSD to continue to engage in building relationships between school staff and families though continued district wide and school wide events that bring staff and parents together, especially our underrepresented student groups. PUSD will reach out and invite parents of all student groups so that their voice and choice is present in the discussion."	"In SEEOs current strength and progress in building partnerships for student, parents see the district in the initial stages of implementation."	"In SEEOs current strength and progress in building partnerships for student, parents see the district in the initial stages of implementation. SEEO will continue to focus on how the sites can partner with families; provide families with resources to support students at home; how sites can work with families to improve student outcomes; and, proved families with guidance on how to advocate for their children. SEEO will continue to offer parent workshops, classes, and meetings through site and virtual options."	"n looking at underrepresented students and their families, SEEOs current strength and progress in building partnerships for these students, parents see the district in the initial stages of implementation. SEEO will continue to focus on how the sites can partner with families; provide families with resources to support students at home; how sites can work with families to improve student outcomes; and, proved families with guidance on how to advocate for their children. SEEO will continue to offer parent workshops, classes, and meetings through site and virtual options."	"In SEEOs strength and progress in seeking input for decision-making, parents indicate that the district is mostly in the initial stages of implementation in building capacity of families to engage in advisory groups; in seeking out representation of underrepresented groups; and, to evaluate family engagement in these activities."	"SEEO will continue to use both in-person and virtual parent meetings and workshops to seek input for decision-making, parents indicate that SEEO is mostly in the initial stages of implementation in building capacity of families to engage in advisory groups; in seeking out representation of underrepresented groups; and, to evaluate family engagement in these activities."	"As to underrepresented groups, SEEO will continue to use both in-person and virtual parent meetings and workshops to seek input for decision-making, parents indicate that SEEO is mostly in the initial stages of implementation in building capacity of families to engage in advisory groups; in seeking out representation of underrepresented groups; and, to evaluate family engagement in these activities. SEEO will continue to reach out to all our parent groups."	3	3	3	4	3	3	3	3	3	3	5	3	Met	6/29/2022	2022
12630240000000	Scotia Union Elementary	3	"Based on the locally developed parent survey conducted during the Spring of the 2021 school year, the majority of the LEA's parents (92%) feel welcome and connected at the school.  During the past 3 years, with the health guidelines not allowing parents on campus, the LEA is focused on returning to a school with strong parental involvement in both the daily activities, through regular classroom volunteers, as well as the special events, such as class presentations, parties, field trips, school wide functions (Open House and Back to School Night, school carnival), and sporting events.  The 2022-2023 is being considered a rebuilding year, and the LEA staff as well as its educational partners are excited to have parents allowed on campus in a pre-pandemic capacity."	"The LEA currently is a welcoming environment, based on the most recent locally developed parent survey, 92% of parent responses agreed with the statement ""I feel welcome at Scotia School.""  The LEA's current focus area for improvement is to build back the Parent Teacher Organization to pre-pandemic levels, and to continue to increase the number of family events, as well as the number of families who participate in these school wide events. LEA staff is committed to contacting each parent of each student on a monthly basis, in order to build relationships with all families."	"During the self reflection process, meetings with staff and educational partners, were held to discuss relationship building between staff and parents.  The LEA is dedicated to improve engagement of underrepresented families by continuing to offer  interpretation and translation services at all meetings, and on all documentation as needed.  The District secretary also devotes time to reaching out to underrepresented families to inform them of opportunities to participate in school and community events that will help build relationships between school staff and families.  LEA staff is committed to contacting each parent of each student on a monthly basis, in order to build relationships with all families, including our underrepresented families."	-focus on student social emotional growth and development to improve engagement of underrepresented families by providing professional development for staff on how to promote parent participation in their child's educational experience		"During the self reflection process, meetings with staff and educational partners were held to discuss ways to improve engagement of underrepresented families.  The LEA is dedicated to improve engagement of underrepresented families by continuing to offer  interpretation and translation services at all meetings, and on all documentation as needed.  The District secretary also devotes time to reaching out to underrepresented families to inform them of opportunities to participate in school and community events that will help improve engagement of families in their child's education.  LEA staff is committed to contacting each parent of each student on a monthly basis, in order support increasing this engagement, including our underrepresented families."	"-seek input through:  School Site Council, Parent Teacher Organization, notes, automated phone messages, text messages and emails sent home, during parent teacher conferences, IEP and SST meetings, and annual family events.  Additional formal input opportunities, including monthly school board meetings, were scheduled during the 2021-2022 school year in order to provide additional parent input opportunities"			5	5	4	4	5	5	5	5	4	4	4	5	Met	6/23/2022	2022
44754320000000	Scotts Valley Unified	3	"Post-Covid, it has been a slow process to bring back our relationship building programs with staff and families. We have a strong start with our DEIB initiative and supporting our families through our Heritage Weekend that encompasses all families from diverse backgrounds. Our district has also started a Diversity, Equity, Inclusion and Belonging Heritage calendar that supports in the celebration of our community as a whole."	"The area of growth we have begun to focus on is our weekly and monthly communication to families. Newsletters from the sites are being developed and sent out more frequently with access to activities and engagement with school and community events. Sites are also increasing their communication practices when it comes to academics and attendance, to support families in understanding the importance of attendance and earlier notification systems for academic concerns. The district is deepening their practice in Diversity, Equity, Inclusion and Belonging to support all families in being included and teachers supporting students and families in this area."	The district is increasing its translation of newsletters for families so they can access event information in their primary language. There is an increase push for childcare at meetings and encouraging families to participate in things like Back to School Nights and other events.	"As we are continuing to move out of COVID, returning to in person Back to School Night, in person parent conferences and increase attendance at school this has helped as a part of the strength our district has in Building Partnerships. We have also returned to providing parent education evenings that encourage academic and social emotional support at home and in school."	The district and sites look to increase parent information that supports advocacy for student-needs particularly around understanding academic and social emotional supports available to families and students. We are looking to increase our partnership with the County office of Education who provide a variety of workshops for families. Encouraging families to attend these workshops will support our goals of engaging families in their children's education	The district is looking to add in more support for underrepresented families through outreach to share resources and supports that are available at schools. Encouraging teachers to share the information provided at the district and community level in newsletters and emails will increase family knowledge of this work.	"Currently SVUSD has a broad spectrum of events and opportunities for teacher, parent, student, and community input for effective decision-making strategies. Currently the Parent Advisory Council has representatives from all schools who meet 4-5 times a year and review information that is important to support decisions at the district level. The Unions have a monthly meeting to provide input to the Superintendent, and there are multiple student and community surveys that go out throughout the year to gather feedback."	"The District English Language Advisory Committee struggles with attendance. The group had been moved to zoom for the last two years due to COVID. The team has decided to return to in person with additional programmatic supports to draw more families. The survey results district-wide from parents was also low last year. The goal this year is to change the time it is sent out, and provide PTA time and other incentives for families to complete the surveys so there can be authentic responses."	"The district will increase options for survey responses, along with incentives to gather family input. Resources will be provided for families to increase supports and engagement."	3	4	3	3	3	3	3	3	4	3	3	3	Met	1/25/2022	2022
49709386113039	Sebastopol Independent Charter	3	"The school sends a weekly newsletter to all families with information regarding school news and events. The school updated its website this year to make it more user-friendly. The school has improved its digital enrollment platform. The teachers engage all families in regular newsletters, communication, parent conferences and reports. The teachers share resources for parent partnership opportunities to help the students' progress. Parents are informed of their legal rights and they are encouraged to advocate for their children. We do our best in engaging underrepresented families."	"The school is looking at implementing Parent Square as a communication tool to make it easier for the school and parents to communicate. We're working on making attendance reporting better with better communication between parents and the school regarding attendance issues. Looking at next year, we're planning more parent education opportunities. The faculty engaged in a process of creating and implementing guidelines for healthy communication between community members. The faculty's implementation of role modeling professional conduct is an important priority for the school."	"Parents are engaged in many informal ways of supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We have a DEIA advisory groups that engage parents in different topics and parent education. We welcome and invite community members to our regular school board meetings where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families. The teachers do a fabulous job of communicating with all parents, including underrepresented families."	"The faculty engaged in a process of creating and implementing guidelines for healthy communication between community members with facilitation by a professional from Restorative Resources. The faculty's implementation of role modeling professional conduct is an important priority for the school. The teachers do a good job of communicating with all parents, including underrepresented families."	"Now that most Covid-related restrictions have lifted, we are looking forward to having more opportunities for parent volunteering on campus, more parent education events on campus, and more field trips."	We expect that our teachers and staff will continue to communicate with underrepresented families.  Our teachers and staff have been successful in their efforts.	"Parents are engaged in many informal ways of supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We have had advisory groups engage parents in different topics. We welcome and invite community members to our regular school board meetings where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families."	We will make sure that our faculty and staff members update their contact lists on a regular basis to ensure that they are reaching community members in their communication with school community members when seeking input for decision-making.	We expect that our teachers and staff will continue to communicate with underrepresented families.	4	5	4	5	4	5	5	5	3	3	3	3	Met	6/27/2022	2022
49709380000000	Sebastopol Union Elementary	3	"Staff had been trained in Risk/Protective Factors through Clay Roberts and in ACES (Adverse Childhood Experiences Study) in order to better understand students and families from all backgrounds. These trainings and opportunities will continue to support staff to learn about each family’s strengths, cultures, languages, and goals for their children  Parents believe the schools and district do a good job of communicating with families and that teachers respond to their concerns quickly. Brook Haven parents also find the Aeries Portal to be a helpful communication tool. A strong majority (80%) of parents receive email communications from the school, and this is a method of communication that 90% prefer. Along these lines, both schools provide electronic communication weekly that includes strategies for working with children at home. Both sites make time for parent conferences and provide login information for students to use programs in the home. Those responding indicated they agree that the schools are doing a good job communicating with, including, and seeking feedback from Spanish speakers. Almost half indicate they feel comfortable approaching their child’s teacher. Resources such as books and activities in addition to translation services were also noted as supports that the schools provide that are highly valued by Spanish-speaking parents.  Parents are given a copy of their rights at the beginning of the school year and at all IEPs. Furthermore, parents of English Learners receive specific information on programs offered for their students. The website includes information on Uniform Complaint Procedures (UCP) and Title IX complaint forms."	"In the District Youth Truth Survey, the highest rated themes for families were Relationships (76%) and Culture (69%). Mid-level positive ratings were given for Engagement (57%), Resources (57%), Communication and Feedback (53%),  and School Safety (49%). The lowest rating was given for Engagement (39%). The focus will continue on engagement and school safety, as well as maintaining or increasing the other areas."	"The ELOP Program has assisted in outreach, communication, and partnership with parents/families and school staff.  There is a direct line of communication and support services.  We also provide food bank distribution every Thursday.  Parents and families are regularly communicated with via electronic means.  The bilingual office staff is available to assist parents and families regularly use them for help.  Principals and office managers reach out regarding attendance and other issues."	"The Youth Truth Survey data found for families the degree to which families experience positive relationships in their school based on respect, care, and approachability was rated as high for both schools (91% for elementary and 76% for middle school)  Staff had been trained in Risk/Protective Factors through Clay Roberts and in ACES (Adverse Childhood Experiences Study) in order to better understand students and families from all backgrounds. These trainings and opportunities will continue to support staff to learn about each family’s strengths, cultures, languages, and goals for their children   The District has made progress in developing the capacity of staff to build trusting and respectful relationships with families. This is evidenced by creating a welcoming environment for all families.  The majority of families believe our schools foster shared goals, respect, fairness, and diversity, (79% elementary, 69% middle, and over 80% of all staff)"	"This year in partnership with the Gravenstein Health Action Committee, SUSD is participating in a grant to present to families about Resilience and PACES (Positive and Adverse Childhood Experiences).  This will continue as a focus area in strengthening partnerships with families for improved for student outcomes.  Universal Design for Learning (UDL) is a focus for the district in raising student outcomes for all learners. This will continue into future years."	"The ELOP Program has assisted in outreach, communication, and partnership with parents/families and school staff.  There is a direct line of communication and support services.  We also provide food bank distribution every Thursday.  Parents and families are regularly communicated with via electronic means.  The bilingual office staff is available to assist parents and families regularly use them for help.  Principals and office managers continue to reach out regarding attendance and other issues."	"Both sites use the School Site Councils as an avenue for parent participation and involvement and ELAC and DELAC.  Other ways for parents to get involved are volunteering and assisting with school-wide activities.  Parent meetings are created based on needs including immigration assistance, how to talk to teens, and hot teen issues and parent education on positive parenting.  The District used the Youth Truth survey to provide input into the school program and overall satisfaction with the schools.  Several questions gauged parents’ perceptions of the ways their schools welcome their participation and involvement, and the effectiveness of school and district communications with families.   Prior to the pandemic, parents and teachers gave the schools similarly high ratings for welcoming parents and families and encouraging parent participation and involvement in the schools. Parents gave higher ratings for feeling welcomed by the schools and being encouraged to help and participate in their school. Teachers gave slightly higher ratings than parents for the items related to school and district encouragement of parent participation and opinion sharing in local-level decisions. Both parents and teachers gave the schools similarly high ratings for welcoming parents and families and encouraging parent participation and involvement in the schools. Parents gave higher ratings for feeling welcomed by the schools and being encouraged to help and participate in their school. Teachers gave slightly higher ratings than parents for the items related to school and district encouragement of parent participation and opinion sharing in local-level decisions."	"Post pandemic has allowed for the opening of schools and more parent involvement.  The district will continue to seek parent input for decision-making through previously established groups (Site Council, DELAC, SEF foundation...) and create groups based on further feedback and decision-making as needed."	The Youth Truth Survey will continue to be used as a reflection tool for all groups.  Families that qualified for ELOP have been given a survey to rate satisfaction and areas for improvement.  This will continue.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/13/2022	2022
13632220000000	Seeley Union Elementary	3	"Parents are encouraged to get involved in their child's learning environment by either volunteering in the classroom, participating in a decision-making group, or attending school events. Surveys were provided to all parents during parent/teacher conference week at the end of the first quarter. The key findings included the majority of parents feel that they are well-informed about their child's education. Most parents stated that information was provided in a timely manner.  Overall, a large percentage feel that the school is parent friendly. Our school strives to provide opportunities for parents to become involved."	Seeley School recognizes the importance of communication between school and home. We will continue to use our school-to-home platform to effectively connect school staff and families.	The School Site Council/ELAC/DELAC will review and recommend strategies presented by the school to better serve our underrepresented families.	"Parents are encouraged to get involved in their child's learning environment by either volunteering in the classroom, participating in a decision-making group, or attending school events. Surveys were provided to all parents during parent/teacher conference week at the end of the first quarter. The key findings included the majority of parents feel that they are well-informed about their child's education. Most parents stated that information was provided in a timely manner.  Overall, a large percentage feel that the school is parent friendly. Our school strives to provide opportunities for parents to become involved."	Seeley School recognizes the importance of communication between school and home. We will continue to use our school-to-home platform to effectively connect school staff and families.	The School Site Council/ELAC/DELAC will review and recommend strategies presented by the school to better serve our underrepresented families.	The School Site Council/ELAC/DELAC meet regularly to review and recommend strategies presented by the school to better serve our students.	The district will continue to reach out to parents throughout the school year in order to get more parents involved in the decision making process.	The district will work with underrepresented families to ensure they are able to seek input for all decision making.	5	5	4	5	4	4	5	5	5	5	5	5	Met	6/21/2022	2022
47704580000000	Seiad Elementary	3	Current strengths include parent participation in school events and parent feedback regarding relationships between school staff and families.	Seiad would like to continue to provide more opportunities for two way communication with families.	"Seiad will work to improve the engagement of underrepresented families by offering many types of communications and activities for parent input, participation and feedback."	The current strengths and progress in Building Partnerships for Student Outcomes include: -families and the community generally report positive partnerships with Seiad Elementary and ease in communication The current progress in Building Partnerships for Student Outcomes include: -continuing to build and grow community relationships and partnerships.	The LEA's focus area for implementation in building partnerships for student outcomes is continuing to build community partners to allow for student community learning experiences.	The LEA will improve the engagement of underrepresented families by communicating with multi-methods and seeking family input from all.	The LEA's current strengths in Seeking Input for Decision Making is fall and spring survey's that help the district plan for school priorities.	The LEA's focus area for improvement in Seeking Input for Decision Making is to ensure that the district inquires with all educational partners to ensure feedback is obtained.	The LEA will improve the engagement of underrepresented families by ensuring that the district inquires with all educational partners to ensure feedback is obtained.	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/6/2022	2022
10624300000000	Selma Unified	3	"Current strengths include that parents reported on the Parent Survey that they were treated with respect by school staff, with 86% stating they did. Another strength was the large number of parents reporting that they were well-informed about school activities. During the 2021-2022 school year the district provided staff to assist with communication and relationship building between parents and schools. This played a role in 85% of parents reporting that they were well-informed about school events. The district continued with the established practice of ensuring that communication between our families and our schools is supported by providing materials, child-care, and interpreting services at all parent and family events. Finally, the district has a team of school Social-Workers that work with school staff and parents. Their focus is on enhancing communication, providing parent outreach, and connecting families with resources and support."	"The district continues to provide services designed to increase parent participation and build positive relationships between school staff and families.  One area for improvement will be increasing the number of parents that attend at least one school or classroom event, which is currently at 57% of those that responded to the survey. In order to better engage with all our families, the district returned to in-person family and parent engagement events in the spring of 2022 and for the 2022-23 school year."	The district will improve engagement for underrepresented families by providing access to bilingual staff to engage in direct communication and collaboration with parents and families during the self-reflection process. Another strategy we will take is to engage in the self-reflection process with all parent committees and parent groups both at the district level and at the school site level.	"The parent survey demonstrates that parents agree there is communication between the schools and themselves about student outcomes. For example, 74% of parents reported that the teachers communicate with parents about what students are expected to learn in class. Additionally, 57% of parents report the schools are doing very well in letting parents know how their children are doing in school between report cards."	"An area for improvement will be providing parents with information on planning for college or vocational school. Only 17% of parents that responded to the Parent Survey felt this was done very well.  Another focus area for the district will be communicating more effectively with parents regarding the staff, resources, and services that are provided in order to make campuses safe. 25% of parents reported that they do not agree that schools are a safe place for their children."	The district will provide more parent and family engagement activities that provide information about student outcomes at different times and locations across the district in order to improve the engagement of underrepresented families in the self-reflection process. The district will also provide a parent newsletter in order to provide ongoing communication about Student Outcomes and about opportunities for input from families.	"A strength is the number of parents that on the parent survey that they felt the schools encourage them to be an active partner with the school in educating their children (81%). An additional strength is that the district provides engaging and collaborative activities and events designed to seek input for decision-making. This includes input sessions and meetings for, LCAP, District English Learner Advisory Committee, School Site Councils, English Learner Advisory Committees, and the Migrant Parent Advisory Committee.  Another area of strength is the support provided to principals and staff so that they make effectively engage the parents who do participate in advisory committees. This includes district-level training for a cohesive understanding of roles and responsibilities."	"The district continues to provide access to all parents so that they may engage in advisory groups. However, that percentage continues to allow for improvement in engaging more parents so that they participate in advisory groups and in the LCAP process. This is supported by data that shows only 10% of the parents who responded to the Parent Survey stated they had engaged in an advisory committee."	"The district will improve the engagement of underrepresented families during the self-reflection process for the purpose of getting feedback on this area by providing multiple methods for providing input and feedback. This will include online surveys, paper-pencil surveys, and opportunities for in-person sessions."	5	5	4	5	4	4	5	5	5	5	5	5	Met	6/27/2022	2022
15637680000000	Semitropic Elementary	3	"We had parents/guardians from all grade levels complete a survey. The survey was provided in both English and Spanish. When parents were asked if they feel welcomed when they visit the school, 94.3% agreed. When asked if parents feel they participate in decisions that improve student achievement, 93.2% agreed. Overall, parent response were such that the overall parent engagement was positive. The results of the survey were shared with the board and public at a public board meeting in June 2022."	Now that the restrictions of the pandemic have been lifted we will focus on improving our parent engagement events to allow more opportunity for parents to be part of campus and their child's learning.	Now that the restrictions of the pandemic have been lifted we will focus on improving our parent engagement events to allow more opportunity for parents to be part of campus and their child's learning.	"Students grades 3rd-8th were surveyed on school climate. 87% of students answered that they (agree/strongly agree) feel safe at Semitropic. 89% of students responded strongly agree/agree to teachers treating students fairly at Semitropic. When asked if a teacher or other adult on campus who cares about them, 95% of the students agreed. Overall, the students responded in a way that corresponds to a positive school climate. The results of te survey were shared with the board and public at a public board meeting in June 2022."	Semitropic will work to involve students more actively in decision making process when possible.	Semitropic will work to involve students more actively in decision making process when possible.	"Semitropic seeks input from all stakeholders through public meetings, parent events, and surveys."	Offering more in-person involvement activities since the pandemic will help us get a wide variety of input from our stakeholders.	Offering more in-person involvement activities since the pandemic will help us get a wide variety of input from our stakeholders.	3	4	4	4	3	3	3	3	4	4	4	4	Met	6/9/2022	2022
23656152330454	Sequoia Career Academy	3	The school staff is very successful at building relationships with families as indicated on this year’s parent survey.  87% of families indicated they feel they can talk to staff about their concerns with 100% of families who responded to the survey indicating they would recommend Accelerated to other families.	The school needs to focus on including parents in more school activities by increasing communication with parents about upcoming events.	The school recently hired a bilingual office clerk that has greatly increased engagement in our Spanish speaking families.  The school needs to increase the amount of communication that is sent out in Spanish.	The staff are very successful at building relationships with students. 79% of students are happy to be at Accelerated. 81% feel that they can talk to Accelerated staff about their questions or concerns.  Students consistently provide feedback thanking staff for their support.	"The staff will focus on increase activities and events that make school more engaging.  Additionally, the staff will focus on social emotional learning to better support students social emotional health."	The school recently hired a bilingual office clerk that has greatly increased engagement in our Spanish speaking families.  The school needs to increase the amount of communication that is sent out in Spanish.	"The school provides many opportunities for family input.  The school provides Parent Advisory, School Site Council, board meetings and parent surveys to solicit family input.  Additionally, the staff is available and willing to speak with families at any time."	The school can focus on improving participation in the various opportunities to provide feedback.	The school recently hired a bilingual office clerk that has greatly increased engagement in our Spanish speaking families.  The school needs to increase the amount of communication that is sent out in Spanish.	5	5	5	4	4	4	5	4	4	4	4	3	Met	6/14/2022	2022
54721166054340	Sequoia Elementary Charter	3	"According to the CORE Parent/Family Adapted Survey that was administered to families in the spring of 2022:  96% of parents agreed that school staff treats them with respect. 74% of parents say that school staff takes their concerns seriously. 88% of parents agreed that school staff responds to their needs in a timely manner. These results reveal that parents feel valued and understand that their input matters. Other results indicate, however, that the frequency and clarity of communications with parents is an area that the LEA needs to improve upon."	"Input from our educational partners indicates that communication between parents, teachers and administration needs to be improved. Several actions within the LCAP will attempt to address these deficiencies.  Administrative support staff positions, Goal 2 Action 7, have been restructured to distribute work more evenly and allow better functioning of the front office - our first point of contact with the public. Our use of the Intrado School Messenger System, Goal 2 Action 6, will help us to regularly update parents on critical school information. The LEA hopes to continue and expand a weekly parent newsletter that began during the final months of this school year, and will continue to encourage use of parent-teacher communication apps such as ClassDojo."	"Better communication with underrepresented families will be facilitated through the restructuring of our office staff positions, use of School Messenger, including using its Spanish translation feature, and use of parent teacher communication apps. Better communication with underrepresented families will also improve once a permanent EL Coordinator is once again established at our school. This position acts as a liaison for Spanish speaking families in our district."	Our strengths are in implementing policies or programs for teachers to meet with families and students to discuss student progress. We also rate ourselves higher in the LEA's progress in providing families with information and resources to support student learning and development in the home.	Our two areas to focus on for better future outcomes will be providing professional learning and support to teachers and principals to improve the school's capacity to partner with families and in supporting families understanding and exercising their legal rights and advocating for their own students.	We just began a digital newsletter that is focuses on family engagement with the school. This will get more parents involved in school functions and decision making that will help student outcomes.	"Engaging educational partners was challenging as COVID quarantines and limited visitor access to campus continued throughout much of the year. Sequoia Union Elementary School District relied on School Site Council (which also serves as our ELAC/DELAC/ and PAC), staff meetings, board meetings, and parent, student and staff surveys for input for decision making."	The LEA's focus area for improvement in seeking input for decision making is to increase the number of educational partners who take part in our annual surveys. When parents respond in greater numbers we get a more complete picture of the needs of our school community. The LEA also seeks to increase the number of parents who take part in in-person advisory meetings such as School Site Council and LCAP planning meetings.	"Improving the engagement of our underrepresented families will be facilitated through offering translations of our Educational Partner surveys, and media that is sent out regarding in person opportunities to provide input for decision making. Better engagement with underrepresented families will also improve once a permanent EL Coordinator is once again established at our school. This position acts as a liaison for Spanish speaking families in our district and can help facilitate the engagement of underrepresented families in the decision making process."	2	4	2	3	2	3	4	2	3	2	2	3	Met	6/23/2022	2022
54721160000000	Sequoia Union Elementary	3	"According to the CORE Parent/Family Adapted Survey that was administered to families in the spring of 2022:  96% of parents agreed that school staff treats them with respect. 74% of parents say that school staff takes their concerns seriously. 88% of parents agreed that school staff responds to their needs in a timely manner. These results reveal that parents feel valued and understand that their input matters. Other results indicate, however, that the frequency and clarity of communications with parents is an area that the LEA needs to improve upon."	"Input from our educational partners indicates that communication between parents, teachers and administration needs to be improved. Several actions within the LCAP will attempt to address these deficiencies.  Administrative support staff positions, Goal 2 Action 7, have been restructured to distribute work more evenly and allow better functioning of the front office - our first point of contact with the public. Our use of the Intrado School Messenger System, Goal 2 Action 6, will help us to regularly update parents on critical school information. The LEA hopes to continue and expand a weekly parent newsletter that began during the final months of this school year, and will continue to encourage use of parent-teacher communication apps such as ClassDojo."	"Better communication with underrepresented families will be facilitated through the restructuring of our office staff positions, use of School Messenger, including using its Spanish translation feature, and use of parent teacher communication apps. Better communication with underrepresented families will also improve once a permanent EL Coordinator is once again established at our school. This position acts as a liaison for Spanish speaking families in our district."	Our strengths are in implementing policies or programs for teachers to meet with families and students to discuss student progress. We also rate ourselves higher in the LEA's progress in providing families with information and resources to support student learning and development in the home.	The LEA has identified two areas of focus for better future outcomes. The Sequoia Union will be providing professional learning and support to teachers and administrators to improve the school's capacity to partner with families. We also intend to provide education and support to families to increase the understanding and exercising of their legal rights and the ability to advocate for their students.	We just began a digital newsletter that focuses on family engagement with the school. The goal of this newsletter is to elicit more parental involvement in school functions and decision making that will help improve student outcomes.	"Engaging educational partners was challenging as COVID quarantines and limited visitor access to campus continued throughout much of the year. Sequoia Union Elementary School District relied on School Site Council (which also serves as our ELAC/DELAC/ and PAC), staff meetings, board meetings, and parent, student and staff surveys for input for decision making."	The LEA's focus area for improvement in seeking input for decision making is to increase the number of educational partners who take part in our annual surveys. When parents respond in greater numbers we get a more complete picture of the needs of our school community. The LEA also seeks to increase the number of parents who take part in in-person advisory meetings such as School Site Council and LCAP planning meetings.	"Improving the engagement of our underrepresented families will be facilitated through offering translations of our Educational Partner surveys, and media that is sent out regarding in person opportunities to provide input for decision making. Better engagement with underrepresented families will also improve once a permanent EL Coordinator is once again established at our school. This position acts as a liaison for Spanish speaking families in our district and can help facilitate the engagement of underrepresented families in the decision making process."	2	4	2	3	2	3	4	2	3	2	2	3	Met	6/23/2022	2022
41690620000000	Sequoia Union High	3	"Parents, Staff, and Students Surveys: Parents, students, and staff were surveyed for input on the LCAP goals for 2021-24.  Surveys were available in both English and Spanish and could be taken via a computer, tablet, or phone.  LCAP surveys were open for 1.5 months.  Intensive efforts were made to encourage stakeholders to complete the surveys.  In both English and Spanish reminders and support went out via emails, text messages, and parent coordinator contacts.  The surveys were open from February 1, 2022 through March 11, 2022 and were completed by:  * 6,038 students  * 564 staff members  * 3,059 parents/guardians  Community Engagement Meetings:  Over the course of the winter, the District hosted a Community Engagement Night in partnership with each of the District's schools.  Participating via Zoom, each community engagement event had over 35 participants, and present at each engagement event were classified employees, certificated employees, administrators, community members, board members, and students. Materials for input were provided in Spanish and English and translators were available at each event. After a brief presentation on the District's data and governance goals, schools then broke out into site-specific meetings to garner input from stakeholders.  Meetings happened on:  * Carlmont High School - February 3, 2022  * East Palo Alto Academy - January 12, 2022  * Menlo-Atherton High School - January 5, 2022  * Redwood High School - November 29, 2021  * Sequoia High School - January 26, 2022  * TIDE Academy - January 24, 2022  * Woodside High School - February 1, 2022  Parent Advisory Council’s Input: In March, the District English Learners Advisory Council (DELAC) was given an overview of the LCAP timeline, similar to the one presented to the Board. At their May meeting, once the LCAP draft was translated into Spanish, DELAC reviewed the plan and gave input to the Superintendent who attended the meeting. The Student and Parent Advisory groups also gave input to the Superintendent at the May meetings she hosted with them.  The draft of the LCAP, in both English and Spanish, was posted on the District website for a month and-a-half, along with a link for leaving additional LCAP feedback and to ask questions. The superintendent responded to all questions received."	"The district is continuing to improve on parent outreach. The Parent Project has returned, focusing on critical issues—mental health, substance misuse, social media, and more—that impact the health and well-being of teens. Each site has an ELAC where parents have the opportunity to engage in issues going on in the district impacting their students as well as provide feedback on the district’s LCAP."	"SUHSD conducts annual LCAP surveys using Panorama. This survey addresses 5 areas: Family Engagement, Barriers to Engagement, School Climate, School Safety, Parent Input/ EL Program and is administered to all families across grades and subgroups.  In addition, bilingual community engagement meetings are held for each campus.  Some important highlights and areas of improvement to consider from the survey and community engagement meetings include:   Survey participation was not representative across zip codes or home language.  This continues to be an area of growth for the District. In the community engagement meetings, five schools identified more exposure to post secondary/career options as an area of growth for the district. Student’s responses noting how safe they felt at school were overwhelmingly favorable: in the top 90% of students surveyed nationally.  Student engagement continues to be an area for growth. Student opportunities continue to be an area of strength."	"Substantial effort was made to support parents and guardians in our under-represented groups to complete the survey.  Every family received a voice message in English and Spanish, an announcement was placed on Canvas along with a slide deck in English and Spanish with instructions about how to access and complete the survey.  Panorama sent three bilingual reminders to families.  The District’s Newcomer Family Liaison and site Parent Liaisons made phone calls to newcomer families to help them complete the survey.  Bilingual office hour Zooms were held to answer parent/guardian questions about completing the survey (all of our students have personal devices and internet access so all families could access the Zooms). At newcomer and ELAC meetings parents/guardians received support and personal devices to complete the survey and families were able to complete them at each site’s Family Center.  In addition, translators were available at each community engagement night and all materials were presented in English and Spanish.  While we still have a long way to go for our input to reflect our demographics, much progress was made this year."	Emails proved to be an ineffective way to communicate with many parents/guardians who do not use them consistently.  There were also requests that some of the survey questions be worded in ways that were easier to understand.	"This year the district will go into our underrepresented communities to get input for our community engagement nights.  In other words, engagement will be area specific and not school specific.  We will also continue to strengthen our efforts to advertise our surveys and assist with completion, as well as re-word some of the questions that families found challenging.  Phone messaging (as opposed to emailing) will be relied on even more heavily."	"In addition to gathering broad input from our general parent, student, and staff constituents, the District worked specifically with leadership groups to glean more in-depth feedback for the LCAP's development. Site administrators ran the community engagement events for their sites and gave input during district administrative meetings. Principals also participated in their School Site Councils and Shared Decision Making 2022-23 Local Control Accountability Plan for Sequoia Union High School District School Council meetings, which are composed of parents, students, teachers, school personnel where input was gleaned. As part of the School Plan creation process, sites align their school goals with the LCAP goals of the District. During this process, both sets of goals inform each other. Final approval of School Plans by the School Site Council happens once the SSCs have given input on the LCAP and used it to inform their site goals. LCAP authors also met with the Certificated Bargaining Unit, Sequoia Union High School District Teachers Association (SDTA) to glean their suggestions for the LCAP's goals and corresponding actions. Members of SDTA leadership from each of the District's sites were at the meeting. Leadership for the District's chapter of The American Federation of State and Federal Employees (AFSCME) also gleaned input from their leadership and gave input on the LCAP. The District's Equity and Diversity Council did not exist during our last LCAP cycle, so this year they joined the list of leadership groups who gave input. SELPA reviewed and gave input on the LCAP in late April. In March, the District English Learners Advisory Council (DELAC) was given an overview of the LCAP timeline, similar to the one presented to the Board. At their May meeting, once the LCAP draft was translated into Spanish, DELAC reviewed the plan and gave input to the Superintendent who attended the meeting. The Student and Parent Advisory groups also gave input to the Superintendent at the May meetings she hosted with them. The draft of the LCAP, in both English and Spanish, was posted on the District website for a month-and a-half, along with a link for leaving additional LCAP feedback and to ask questions. The superintendent responded to all questions received."	"The influence of educational partner input can be seen throughout the LCAP. Portions of several staff development actions under Goal 1 and Goal 5 support the input of teachers who listed the need for collaboration time. We are also looking at other structures we might optimize to provide more collaboration time for staff while enhancing our student's school experience. Goal 1 also addressed the desire on the part of educational partners for students to be exposed to more post-secondary career and college opportunities. Stakeholder input that District demographics, particularly in leadership, reflect student demographics is captured in Goal 2, Action 2 where a Director of Equity and Diversity is recommended. Goal 3 is in response to the input from students and staff about the need for more wellness support for students and staff members. Actions within this goal include the designing and implementing of a multi-tiered support system for students across the district with a specific focus on integrating services within and outside the district for our unduplicated student groups. Goal 4 seeks to grow our Small School options, including a deepened focus on post-secondary career and college opportunities. All groups saw the provision of personal devices and internet access as key to helping to close the achievement gap and this is an action in Goal 5. The addition of Goal 6 is in response to our desire to close our achievement gaps by working with educational partners  to give students a K-14 experience that includes earlier and further exposure to college and career opportunities."	"This year the district will go into our underrepresented communities to get input for our community engagement nights.  In other words, engagement will be area specific and not school specific.  We will also continue to strengthen our efforts to advertise our surveys and assist with completion, as well as re-word some of the questions that families found challenging.  Phone messaging (as opposed to emailing) will be relied on even more heavily."	4	4	4	4	4	4	4	4	4	4	3	3	Met	6/22/2022	2022
18641880000000	Shaffer Union Elementary	3	"We regularly encourage participation in school activities for all parents through the utilization of our monthly newsletter, School Wise telecommunication program, school website, and Facebook. We hold monthly family events for students and parents to engage with the school programs and enjoy student performances, classroom projects and art work. Included in these events: Back to School night, Bonfire, Fine Arts Night, Fall Harvest Carnival, Veteran’s Day performance, Winter Performance, Talent Show, Shaffer Community PRIDE night, athletic competitions, PTO Field Day, and the school-wide Walk-A-Thon. This year, we held a nine-week course called Parent University to help parents prepare to support their students in high school, college and career development. We also encourage parents to join the Parent Teacher Organization, School Board, School Site Council and Parent Advisory Committee meetings."	"We currently utilize an interpreter during our parent-teacher conferences, Student Study Team meetings (SST), and Individual Education Plan meetings (IEP) to discuss goals and student progress. We also provide an interpreter during our ELPAC parent-teacher meetings and during our district ELAC meetings. Our website provides the capacity for our school to home communication to be translated so that all of our parents have access to school information. Some items sent home from the school is translated but we can continue to improve in this area of sending translated communications. We also have the Shaffer APP for better communication."	The district provides Adult Education classes in learning English as a second language. Part of this class will include English-speaking personnel the ability to increase their understanding of the Spanish language.	"Shaffer has calendared a back-to-school night to discuss with parents and students the classroom expectations, state standards to be mastered, and resources available. The district scheduled parent-teacher conferences during mid-term of first and second trimester to discuss data, student progress and develop a plan for student support between the teacher and parent."	"The district utilizes a Student Study Team to work with students, staff, and parents to develop plans of approach to providing purposeful interventions of support for student success."	"The district will look to continue the efforts of providing professional learning opportunities to our teachers, paraprofessionals, and administration in developing our capacity to partner with families."	"Our LEA strength is having a dedicated Parent Teacher Organization, School Site Council, Parent Advisory, and ELAC committees. One of our needs is to solicit more engagement in from our families to allow more input to guide decision-making."	In an effort to increase parent participation in the Healthy Kids Survey we will be opening up the computer labs to parents to complete the online survey. This will allow greater opportunity for parent input.	We will continue to reach out to parents to encourage participation in all of our ongoing planning committees as well.	3	4	4	4	3	4	3	3	4	4	4	4	Not Met	9/20/2022	2022
40688330000000	Shandon Joint Unified	3	"The LEA has bilingual staff in all offices to assist parents and guardians in obtaining information about the school and/or their student(s). The LEA utilizes an all-call system to provide verbal, electronic, and written communication in the families primary language. Bilingual Parent and student surveys are used to gather information on areas of growth. School wide events such as Superintendent's Coffee, family education nights, Parent-Teacher Conferences with translation services encourage parents to come to campuses for academic support and school wide events."	Additional bilingual staff would be beneficial to the number of bilingual opportunities offered by the LEA. Staff could benefit from professional development opportunities aimed at increase cultural understanding of our families.	"The LEA will expand their family engagement outreach by offering addition family education nights to include Family Reading, Math and Technology Nights. The district will continue to offer a yearly family resource fair."	"The LEA has bilingual staff in all offices to assist parents and guardians in obtaining information about the school and/or their student(s). The LEA utilizes an all-call system to provide verbal, electronic, and written communication in the families primary language. Bilingual Parent and student surveys are used to gather information on areas of growth. Student progress and report cards are provided in the families primary language. Parent-Teacher Conferences, Student Study Teams and IEP meetings are help in the families primary language and all documents are translated."	The LEA will increase parent engagement opportunities through family education nights. This year the LEA will add a family technology night in addition to the family reading and math nights that already offered.	The LEA will utilize community forums to encourage parent and community input increasing student outcomes along with surveys for anonymous reflection and input.	The LEA has bilingual staff in all offices to assist parents and guardians in obtaining information about the school and/or their students. The LEA utilizes community forums and surveys to seek information for decision-making.	The LEA will partner with Kern County Office of Education to strengthen our ELAC/DELAC meetings and to increase parent participation in the meetings.	The LEA will work to send out surveys earlier in the year and remind parents of the opportunity to respond.  The LEA will explore offering food and incentives for attendance at community forums and advisory meetings.	4	3	3	3	2	3	4	3	2	2	3	2	Met	6/6/2022	2022
23656150140814	Shanél Valley Academy	3																						Not Met		2022
45701364530267	Shasta Charter Academy	3	"When each student enrolls at SCA, they meet with the school Director (principal) so the Director can gain knowledge of the student's background, strengths, needs, and goals. He then uses this knowledge to assign the student to the best available teacher of record and develop an initial learning plan for the student. The Personalized Learning education model creates excellent opportunities for building relationships between staff and families.  All students and families are assigned to a carefully chosen teacher of record (facilitator) that meets with them one-on-one for one to two hours per month, minimum, to document the student's educational progress and then new assignments are made based on that progress.  When possible students' strengths and life goals are utilized to build upon their academic challenges to create a personalized learning experience.  Additionally, there are parent representatives on the school's Advisory Board which oversees school operations so parents have a voice on the Board."	"In the most recent survey of students, a noted area of improvement was the desire of students to also receive directly the information their parents/ guardians receive from the school regarding student activities, testing dates, deadlines, etc."	"For the 2022-23 school year, the school now offers all students to subscribe to the school's automated communication system so they get the same notifications as their parents/ guardians."	"Outcomes are directly related to relationships in a Personalized Learning school like Shasta Charter Academy. As described above, we believe building relationships is paramount to each student's success, and are intentional about providing spaces to foster those partnerships. As feedback from our students in the Local Climate Survey show, our students really appreciate what has been created here at SCA."	"The primary area for school improvement, based on survey data, is the indicated student desire for inclusion in mass school communications which had only been directed to parents/ guardians.  Beginning with the 2022-2023 school year, all students are sent an automatic invitation to their school-provided email to opt into all automatic school communications that parents/ guardians receive."	"In our personalized learning education model, every student and family, including underrepresented families, have ready access to any school staff with whom they choose to communicate via email, phone calls, or personal meetings.  Additionally, our small campus and single site, coupled with regular on-campus learning team meetings, ensure access to any school employee and the school's Advisory Board.  Beginning with the 2022-2023 school year, all families are notified of upcoming Advisory Board meetings and are invited to attend and give their input and feedback on any element of school operations."	"Strengths and Progress: - Parents serve as voting members of the Shasta Charter Academy Advisory Board - All parents are sent invitations to participate in all Board meetings - All Advisory Board meetings are posted consistent with the Brown Act, physically at the campus and on the school website - Students and parents can share ideas for school improvement with their teacher of record or anyone in the administration whenever they choose via email, phone message, or in person. - Annual opinion surveys are sent out and the results are analyzed by the school administration.  Results are communicated to school staff."	The school is currently seeking and has publicly notified all families at Fall Orientation and on the school website of vacancies on the SCA Advisory Board.	"There is no indication of current disparities in the engagement of underrepresented families.  As described in previous sections, all families are offered engagement equally, to the best of the school's ability."	5	5	5	5	5	4	5	5	5	5	5	5	Met	6/9/2022	2022
45104540000000	Shasta County Office of Education	3	Weekly collaboration allows for staff to have a voice in decisions for our schools. It also provides opportunities for professional development and inter-department sharing of ideas and strategies. We have explored different methods of reaching out to families and found personal phone calls inviting them to events and student meetings. Further a weekly newsletter is sent out to families through the Aeries Parent Portal.	"Increasing contact with school counselors to provide academic and behavior support resources to students and families.  Offering parent guardian workshops to assist with awareness topics, Financial Aid, and explaining the road to college."	"We use Aeries Parent Square and Aeries Student Square to communicate with all of our parents. We use the notes section to keep track of individual students in order to facilitate data-based conversations to move students forward. We will employ a family liaison in the coming year to contact parents personally. With the addition of a school counselor a virtual Counseling Classroom was developed and monthly education on relevant topics for students and parents with resources (videos, stickers, handouts). Monthly parent education with resources sent through Parent Square"	"Collaboration time has been devoted to building relationships/connections, attendance intervention, and supporting student engagement. With the move to complete virtual instruction during COVID. teachers were quickly able to engage with their students online. However, COVID also brought us the addition of the daily engagement requirement. Time was spent to generate ideas, communicate expectations, and for planning what daily live engagement would look like for our model. Collaboration has also been utilized to review data, hone systems, and develop action plans. Significant time was spent in learning a new online platform, continuing professional learning to enhance distance learning, and social and emotional learning to address the whole student’s need. Personal and professional growth as educators continues to be a high priority for all staff."	"Career Technical Education and exploration is a priority for educational partners and has been incorporated into the middle school student experience in order to support the transition into pathways upon entry into high school. We continue to work with Community College partners to increase opportunities for dual and concurrent enrollment, and expanding CTE course offerings"	"Trends in input from our educational partners confirm that integration of career and college opportunities is necessary for students. Progress towards high school graduation will be represented in college and Career planning, local assessments, and the Smarter Balanced Assessment. Parents have indicated that services such as career opportunities and mental health and behavior counseling will benefit their students.  Parents have also expressed the need for further intervention in the areas of math and writing."	"We are consistently meeting/engaging with parent advisory groups, student advisory council(s), outside community partners/groups, faculty associations, and employee groups."	"School Site Council meetings are open to community, parents, staff, and students. These meetings inform and include parents and other community members along with staff, and are an important means of communication to those in the school community. The main focus of these meetings have been as a sounding board for improvements, approval of the school plan, and providing feedback to the council and other staff members. Our academic goals are also discussed and approved. WASC processes included student and parent input. Surveys are distributed both electronically, print, and at all family Engagement activities."	"Trends in input from our educational partners confirm that integration of career and college opportunities is necessary for students. Progress towards high school graduation will be represented in college and Career planning, local assessments, and the Smarter Balanced Assessment. Parents have indicated that services such as career opportunities and mental health and behavior counseling will benefit their students.  Parents have also expressed the need for further intervention in the areas of math and writing. Surveys indicate that district and school facilities are in good repair."	5	5	5	5	5	4	4	5	4	4	4	5	Met	6/22/2022	2022
45701280000000	Shasta Union Elementary	3	"Shasta Union has adopted a school-wide messaging platform. There are numerous relationship building activities, such as Back to School night (in which learning outcomes are shared and discussed), Open House (in event that celebrates student work and achievement), and  annual Parent Conferences held by the teacher to discuss each child served."	"Continue to work with the whole school community, students, parents, and staff, to increase involvement and input in the Local Control Accountability Plan, District Advisory Committee, and Parent Advisory Committee."	The LEA will continue to learn about meeting the needs of underrepresented families through professional development opportunities.	"Annually parents are given a District Standards booklet that informs parents of the learning outcomes for the grade level of their child. In addition, resources and support for student learning are provided to the family at the annual parent conference meeting. During the first week of school, all families are distributed a booklet titled, Parent Rights Handbook. For those parents/community members involved in the District Advisory Committee or the School Site Council, Uniform Complaint Procedures are distributed at the first annual meeting."	Continue to build the capacity of involving families and students in the learning process and outcomes.	Each 6th-8th grade student will have the opportunity to give feedback via a district assigned device through a pop up survey application. By providing the tools for ease of access the intent is to increase participation in order to get feedback.	"The District actively solicits parental involvement through newsletters, flyers, messaging apps, and site level conversations. We have many areas in which family, community, and staff can be involved. We have community engagement through various means: Parent Advisory Council, District Advisory Council, District English Learner Advisory Committee, as well as site level committees such as School Site Council and the English Learner Advisory Committee."	"The LEA will continue to seek parental input in regards to the School Plan for Student Achievement, the Local Control Accountability Plan, District Advisory Committee, and the Parent Advisory Committee."	"The District will continue to reach out to families via messaging, newsletters, and personal contacts."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/27/2022	2022
45701360000000	Shasta Union High	3	"The strengths of the LEA in building relationships with our staff and families lie in the numerous opportunities we  have for staff to engage with our parents. Many of these events are centered around information nights such as  financial aid, curriculum fairs, and content-specific events such as AP information nights. Additionally, parents and  staff also have opportunities to connect through our co-curricular activities and booster organizations. Examples  include sports, music, and choir boosters. Our parent faculty organizations also provide another avenue for staff and  parents to connect."	"Areas for improvement include increasing the diversity of parents coming to our events. We know parents from our  unduplicated (EL, foster youth, and low-income) students tend to have less representation. We are actively working  to increase their voice in our gatherings."	"Our LEA worked directly with and sought input from the parents of Title I students at our Title I parent information  nights, through ""town hall meetings, and with surveys sent to all homes. Our schools worked with parents and  students to develop written family engagement compacts and distributed the final product at parent information  nights. Our LEA reached out to parents through the Student Success Academy. This academy is a series of three  nights where school staff partner with parents on academic, behavioral, and social issues so families can gain an  understanding of such topics as the challenging State academic standards, State and local academic assessments,  the requirements of this part, and how to monitor a child's progress and work with educators to improve the  achievement of their children. As an LEA, we provide professional development four to five times per month by  having a professional development schedule every Wednesday of the month where students are released early so  all staff (teachers, specialized instructional support personnel, principals, other school leaders, and other staff) can  work on professional development. A portion of this professional development is dedicated to the value and utility of  parents' contributions and how to reach out to, communicate with, and work with parents as equal partners,  implement and coordinate parent programs, and build ties between parents and the school. These professional  development activities are driven by Site Council input from parents and students. Staff reviews state academic  standards, state and local academic assessments, and how to monitor a child's progress and work with educators to  improve their children's achievement during these activities. Parental input is received through discussion and an exit  survey on how funds reserved for parental involvement activities should be utilized. In addition, Title I parents are  included on our LCAP advisory board, so we can work jointly with them to enhance our family engagement policy. In  addition, we partner with parents at our ELAC and DLAC meetings. We have increased opportunities for the  informed participation of parents and family members with disabilities. Parents and family members of migratory  children, including providing information and school reports in a format and, to the extent practicable, in a language  such parents understand by purchasing software that automatically translates phone messages to the home  language identified by the parents on our student information system. In addition, our District and school websites  2022 Local Performance Indicator Self-Reflection for Shasta Union High School District Page 9 of 16 are translated into 18 languages so parents can access all pertinent information (grades, attendance information,  school policies and resources, daily bulletin, etc.), so they can completely partner with the district in serving their  students. We also provide sign language interpreters"	"As an LEA, we value and need family engagement to seek feedback and gain insight into the needs of our students.  We utilize town hall meetings, Site Council meetings, District LCAP meetings, Student Success Academies and  student/staff/parents surveys to seek feedback about student needs and our academic programs. Each school in the  LEA has developed a written family and parent engagement policy. In addition, each school has developed a  parent/school compact. Our needs assessment is driven by our family engagement feedback and the California Dashboard. It was very clear  to us that our students were struggling with social and emotional issues. As a result, we have contracted with an  outside counseling agency to provide social and emotional counseling to our students. In addition, we needed to  increase access for our low Socio-Economic Status students to AP testing. Our students were taking the classes but  not taking the exams to earn college credit. In addition, we will continue to pursue increasing our A - G completion  rate so we can transition more students to college post-graduation. All of these program adjustments were made  based on input we received during our family engagement process. We will evaluate the effectiveness of these  changes by surveying our students and parents, by reviewing College Board AP statistics on the number of students  taking an Advanced Placement course, the number of students taking the Advanced Placement exam at the end of  the course, and by measuring how many of our students are transitioning to higher education."	"Parent feedback indicated they wanted more frequent surveys and the ability to reply to emails sent out by the  school. The preferred method of communication varied. Generally, parents want to be involved, but many cannot do  so because of work schedule conflicts. It has been suggested that more opportunities for interacting with the school  occur after school hours. The LEA and schools will continue to use feedback from parents, students, and staff to  better tailor engagement opportunities to best fit the needs of most parents to the extent possible."	"The LEA and schools will continue to explore new innovative methods to reach all parents, specifically focusing on  underrepresented families. This can include engagement opportunities hosted in the community where our families  live. Feedback from parents will be solicited early in the school year to develop plans that best fit the needs and  ability of parents to be involved in their child's education."	"Our schools and LEA frequently communicate with staff and parents regarding the decision-making that occurs in our  schools. We have opportunities in Site Council through public comment and by having students, staff, and parents on  2022 Local Performance Indicator Self-Reflection for Shasta Union High School District Page 11 of 16 the council. We also have similar opportunities in our school board meeting for parents, teachers, and community  members to give feedback on school and district decisions. We welcome input from all educational partners."	"Our LEA worked directly with and sought input from our Title I parents and students at our Title I parent information  nights through town hall meetings and surveys sent to all homes. Our schools worked with parents and students to  develop written family engagement compacts and distributed the final product at parent information nights. Our LEA  reached out to parents through the Student Success Academy. This academy is a series of two nights where school  staff partner with parents on academic, behavioral, and social issues so families can gain an understanding of such  topics as the challenging State academic standards, State and local academic assessments, the requirements of this  part, and how to monitor a child's progress and work with educators to improve the achievement of their children. As an LEA, we provide professional development four to five times per month by having a professional development  schedule every Wednesday of the month where students are released early so all staff (teachers, specialized  instructional support personnel, principals, other school leaders, and other staff) can work on professional  development. A portion of this professional development is dedicated to the value and utility of parents' contributions  and how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate  parent programs, and build ties between parents and the school. These professional development activities are  driven by Site Council input from parents and students. Staff reviews state academic standards, state and local academic assessments, and how to monitor a child's  progress and work with educators to improve their children's achievement during these activities. Parental input is  received through discussion and an exit survey on how funds reserved for parental involvement activities should be  utilized. In addition, Title I parents are included on our LCAP advisory board, so we can work jointly with them to  enhance our family engagement policy. In addition, we partner with parents at our ELAC and DLAC meetings. We  have increased opportunities for the informed participation of parents and family members with disabilities. Parents  and family members of migrant children, including providing information and school reports in a format and, to the  extent practicable, in a language such parents understand by purchasing software that automatically translates  phone messages to the home language identified by the parents on our student information system. In addition, our  district and school websites are translated into 18 languages so parents can access all pertinent information (grades,  attendance information, school policies and resources, daily bulletin, etc.), so they can completely partner with the  district in serving their students."	The LEA will be working with site administration to revisit the successes and needed improvements for incorporating  all families in the decision-making process. Each site will be responsible for developing a plan that aligns with the  school's specific needs and challenges.	4	4	4	4	5	4	5	5	5	5	4	4	Met	6/14/2022	2022
45699480139543	Shasta View Academy	3	"SVA has been successfully partnering with families to educate their children for 22 years. The school’s personalized learning/independent study learning model is uniquely dependent on the establishment of long term relationships between the assigned SVA Teacher and the student’s family as well as the secondary relationships with the school’s educational specialists (math, reading, and writing), high school coordinators, special education staff, and administration.   SVA’s strengths and progress building relationships between school staff and families include the following: Highly qualified general education teachers who support families throughout a student’s educational journey (grades TK-12).  Daily communication opportunities between parents and staff via in person meetings, phone, text, and emails. Clean safe resource centers provide special education services, supplementary classes, and access to the school libraries.  Supplementary classes offered in person and virtually in math, writing, and science for every grade level. Highly qualified special education service providers. Parent orientations and trainings aimed at assisting parents with daily instruction in the home. A strong professional development program for all staff members. Use of a schoolwide communication system to share information about important information, activities and events, parent meetings, and school board/Advisory Council meetings."	"SVA staff has identified parent/guardian instruction and support as a focused area of improvement for the 2022-2023 school year.    In order to address the identified need, the school will initiate the following actions: Continue offering workshops that support student learning and academic growth specifically in math, writing, and science. Offer an increased number of field trips and schoolwide events that facilitates staff and family engagement. Offer training to all educational partners in the proper use of the school’s internal communication system (Parent Square)."	"Through analysis of survey data, SVA has identified the following areas of focus to improve engagement with underrepresented families: Provision of internet hotspots to improve communication and access to educational resources for families that do not have reliable internet. Staff training in SEL and Trauma Informed Practices. Staff training and support in the use of protocols to increase student oversight and interaction when students are struggling or not making adequate progress with curriculum and assignments. The continued development of a strong RTI program that includes identification of struggling students and intervention strategies aimed at academic improvement and support.   Parent training to include Supportive Strategies and Student Growth Plans, Reading Strategies, Successful Math Practices, Effective Use of Curriculum, Explicit Direct Instruction, Monitoring Student Academic Growth Plans, and Differentiated Instruction."	"SVA’s long-term success is a byproduct of the school’s ability to build and maintain successful partnerships aimed at student achievement. SVA parents who school their children at home benefit from a wide array of school and community partnerships that include the following:   SVA General Ed Teachers dedicated to facilitating a personalized learning program for every student. SVA Academic Specialists (Math, Reading, Writing) provide secondary support to students in the form of assessment, instruction, tutoring, and curriculum guidance. SVA High School Coordinators provide academic counseling, support, and expertise to HS students and staff. Experienced SVA administrative staff dedicated to schoolwide success. A strong Special Ed staff provides instruction and support to students with IEPs. Support and expertise available through our special education partner, the El Dorado Charter SELPA. A strong relationship with local community colleges providing concurrent enrollment to SVA students. A wide array of extracurricular/enrichment opportunities available through SVA’s vendor program. Community partners who offer field trip opportunities (local businesses, performing arts centers, community organizations, natural resource agencies, community service providers).   Staff and parent training offered by County Offices of Education, charter advocacy organizations, and private vendors.  Community business partners providing internships to SVA HS students. Access to community partners who offer mental health support and services.   Parent and staff access to information about legal rights offered by the school’s legal counsel, well trained staff members, a thorough set of board policies, a Parent-Student Handbook, a High School Handbook, and access to the school’s SELPA website."	SVA has identified community outreach as an area of focus to improve partnerships in the 2022-2023 school year.   The following actions will be implemented in the 22-23 school year to build partnerships for student success:  Increase the number of businesses and organizations providing internships to SVA High School students. Expand the list of enrichment opportunities for students in all counties of service. Expand the number of field trips offered in the outlying counties of service.   Improve and maintain the school’s website.	"SVA will improve engagement with underrepresented families in relation to building partnerships through the following actions: Distribute school handbooks and notifications in languages other than English for non-English speaking families. Provide hotspots for internet connectivity to help students access their teachers and SVA virtual classes. Provide bus passes for students attending community college, school events, and vendor course opportunities. Improve networking opportunities for special education students and families."	"SVA staff sought input regarding school plans and decisions from parents and guardians throughout the 2021-2022 school year using the following methods: SVA Teacher/Parent Meetings – SVA Teachers share information about school policies, programs, and school leadership opportunities.  Parent/Teacher communication also creates an opportunity to gather information from families to help direct school policy, goals, and action items. Advisory Council: The SVA Advisory Council includes 3 parents and 2 high school students. The group meets a minimum of four times per year and is key to school planning and important decisions made throughout the year.  All meetings are open to the public and all community partners are invited to attend. Board of Directors: The SVA, Inc. Board of Directors includes 3 parents and 2 community members.  The board oversees school program planning, policies, and budget.  The board meets on a monthly basis.  All meetings are open to the public and school stakeholders are invited to attend. LCAP: SVA included all educational partners in the process to create and implement SVA’s LCAP.  LCFF priorities were addressed in the established goals and information and feedback were gathered using annual surveys.  March 2022 surveys were created for parents, parents of students with IEPs, high school students, students grades 5-8, and staff members.  Survey questions were tailored to the values important to our school, families, and community.  Information gathered in the surveys was key to the evaluation of school success in meeting goals, fulfillment of action items, and program decisions made for the 2022-2023 school year. In addition to gathering information through the survey, SVA held three parent meetings focused on feedback, review of LCAP goals and action items, and planning for the following school year.  Meetings were well attended.   SVA's 2022 parent survey results indicate that 98% of parents agree that they have opportunities to participate in our school's decision-making process."	SVA will focus on the following actions in the 22-23 school year to improve the methods to seek input for school decision making: Increase the use of Parent Square to notify educational partners about Advisory Council meetings by posting agendas and meeting minutes. Increase the use of Parent Square to notify educational partners about School Board meetings by posting agendas and meeting minutes. Increase communication and notifications about informational parent meetings held throughout the school year.	SVA staff will improve engagement with underrepresented families when seeking input for decision making by offering the following:   Hotspots for internet access so that families can complete online surveys. Provision of school Chromebooks to help families communicate with school leaders and staff. Zoom access to Advisory Council and Board of Director meetings to reduce travel expenses. Zoom access to IEP meetings.  Transportation assistance for meeting participants.	5	5	5	5	5	5	5	4	5	5	4	4	Met	6/15/2022	2022
43693936046692	Sherman Oaks Elementary	3	"CUSD families appreciate communication from school to home, especially SeeSaw, ParentSquare, and Zoom, the relationships that schools have established, and the ways out of school programs and Expanded Learning enhance these connections. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home."	"Covid has had a direct impact on building relationships, especially with regard to limiting opportunities for in person events and activities. Families seek a return to in person interaction, recognizing the positive impact this has on participation at school. In addition, there is a desire to clarify and refine information flow so families know what to expect and where to find the most current information."	"CUSD schools will work to increase in person events where safe and feasible, and to learn from families the best times and ways to connect. On campus events are seen as powerful ways to engage with and recruit families to play a larger role in the school community and sites will continue to use Community Liaisons as families consistently cite their positive impact."	"CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. Conferences, along with the welcoming environments at schools, make families feel comfortable when reaching out to their student’s school. Outside of these structures, families cited the different resources used to share information about student progress as an area of strength, including report cards, attendance notifications, and i-Ready reports. Out of school events such as math nights are also seen as a strength, and many families look forward to an increase of on campus events in the coming year."	"CUSD continues to see the need for in person connection, both formal and informal, as central to improving home and school partnerships to support student outcomes. Streamlining and clarifying methods of communication was also noted as an area for improvement, as was a desire to offer more training to staff and the possibility of increasing the frequency of existing meetings like ELAC."	"CUSD schools have a strong desire to conduct in person, face to face outreach, a theme that is central across all areas of family and parent engagement. Schools will work to target outreach and learn from families their preferred method and frequency of engagement to ensure increased alignment."	"Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to determine areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee."	"While there is appreciation for remote meetings and the flexibility they provide, schools have seen a drop in participation and membership in committees. In addition, following results from our Family Satisfaction survey, we are committed to being more transparent with regard to district funding."	"CUSD continues to work to empower families to become school leaders, and remains committed to responding to input gathered in all settings. In 2021.2022, the Parent/Caregiver Satisfaction Survey was taken, and results shared out across the Campbell community. Responses from this survey drive our work for 2022.2023 and support our efforts to better engage with and be responsive to underrepresented families. As noted above, part of this work includes increased communication and information regarding use of funding allocations at the district level."	4	4	4	5	4	5	4	4	4	4	4	4	Met	6/23/2022	2022
20652430100016	Sherman Thomas Charter	3	"Sherman Thomas holds a Back to School Night the second week of school, so parents can meet the teachers and learn what the expectations are for the classroom. Then Sherman Thomas also has parent-teacher conferences by approximately four weeks after the school year has begun and again in the spring. If the parent does not show, the teachers continue to make contact with the parent until the conference can be held. Progress reports are sent home bi-weekly and communication is made through Bloomz and phone calls to improve student outcomes. We have PAC meetings held monthly to get parents involved. We also create parent surveys to find out what parents think about our school and and the support we provide them and the education we provide their students."	"With COVID restrictions lessening, parents are requesting to come on campus and assist in the classroom and help with sporting events. We are providing more on campus activities for parents to see student work or see their children perform. We are creating volunteer hours for parents to be on campus and assist as needed."	"Administrators, teachers, and parents worked jointly to create a robust system of stakeholder communication processes and tools to foster strong relationships between the family and the school, learning, and social-emotional supports. STCS provided the Bloomz app which translates messages into their home language automatically which will allow for better communication. We also provided ongoing phone calls, Parent-Teacher conferences, student-led conferences, and school reports and provided opportunities for Parent Involvement and discussion of student progress. Parents are also able to track their student's academic performances in real-time."	"Sherman Thomas Charter School uses the Bloomz app to communicate with parents on a daily basis. The app allows us to maintain one school-wide announcement page and for each teacher to create a classroom page. We conduct parent, staff, and students surveys three times throughout the school year to gain information about our school and whether or not we are meeting the needs of all students and parents."	"At the moment, parents are requesting more on campus events now that COVID-19 guidelines are lessening. Students are asking to us to create more extra curricular activities for them such as clubs and assemblies."	"We gather parent feedback via our surveys, LCAP Community Forums & stakeholder surveys were used to guide the creation of the 2021-22 LCAP Goals & actions and services which align with our SPSAs goals and WASC action plans. Parents also filled out our surveys throughout the year.  Primary areas of focus have been supporting families with resources (Covid tests, SEL supports, Camarena Health Referrals). Sherman Thomas Charter has parent meetings, PAC meetings, and Board Meetings to inform parents and get their feedback on current changes being made. This gives parents a chance to help with decision-making on items such as the LCAP, ESSERS funding, and other public decisions."	"Sherman Thomas Charter has parent meetings, PAC meetings, and Board Meetings to inform parents and get their feedback on current changes being made. This gives parents a chance to help with decision-making on items such as the LCAP, ESSERS funding, and other public decisions."	"We are looking to increase the number of parents who complete our annual surveys. We will be posting the surveys online, sending fliers home, and providing more time for responses to be submitted."	"Along with posting the survey and sending fliers home, we will provide underrepresented families a place on campus for them to come in and fill out the survey so their voices are heard. We will ensure the survey is translated in Spanish for our Spanish-speaking families."	5	4	4	5	4	4	5	4	4	4	4	4	Met	5/24/2022	2022
20652430118950	Sherman Thomas Charter High	3	"As a hybrid charter school, our staff meets with each parent and student at the start and end of each semester. They also communicate with parents approximately every 20 days , at the end of each Learning Period, with a progress report. Parents are also given a link to check their students progress on a daily basis. If student is not progressing with a minimum of 80% work completion, a teacher, parent, and student meeting takes place to make an improvement plan. Based on the LCAP survey we have an 86% satisfaction rate from our parents."	"On Goal #2 of our current Local Control and Accountability Plan (LCAP), states, ""STCHS will continue to increase student and parental/guardian involvement and continue to grow a safe learning environment."" There are numerous actions in place to meet this goal."	"On Goal #2 of our current Local Control and Accountability Plan (LCAP), states, ""STCHS will continue to increase student and parental/guardian involvement and continue to grow a safe learning environment."" There are numerous actions in place to engage our unrepresented families this such as communication of events, family nights, Back to School, Art Nights. As we continue to communicate with our families we will add activities and/or events to meet the needs of our families."	"As a hybrid charter school, our staff meets with each parent and student at the start and end of each semester. They also communicate with parents approximately every 20 days , at the end of each Learning Period, with a progress report. Parents are also given a link to check their students progress on a daily basis. If student is not progressing with a minimum of 80% work completion, a teacher, parent, and student meeting takes place to make an improvement plan. Based on the LCAP survey we have an 86% satisfaction rate from our parents."	"On Goal #2 of our current Local Control and Accountability Plan (LCAP), states, ""STCHS will continue to increase student and parental/guardian involvement and continue to grow a safe learning environment."" There are numerous actions in place to meet this goal."	"On Goal #2 of our current Local Control and Accountability Plan (LCAP), states, ""STCHS will continue to increase student and parental/guardian involvement and continue to grow a safe learning environment."" There are numerous actions in place to engage our unrepresented families this such as communication of events, family nights, Back to School, Art Nights. As we continue to communicate with our families we will add activities and/or events to meet the needs of our families."	"Surveys are used to get parental input to make decisions which affect our students and families.  Master Agreement Meetings are used to make individual educational goals for each student with a parent or guardian. At the end of each Learning Period, parents are notified of student academic progress. If a student is not meeting the 80% assignment completion rate a ""Strike"" meeting is held to make a plan for improvement and support."	"In our current Local Control and Accountability Plan (LCAP), Goal #2 of our plan states, ""STCHS will continue to increase student and parental/guardian involvement and continue to grow a safe learning environment."" There are numerous actions in place to meet this goal."	"On Goal #2 of our current Local Control and Accountability Plan (LCAP), states, ""STCHS will continue to increase student and parental/guardian involvement and continue to grow a safe learning environment."" There are numerous actions in place to engage our unrepresented families this such as communication of events, family nights, Back to School, Art Nights. As we continue to communicate with our families we will add activities and/or events to meet the needs of our families."	5	5	5	5	5	5	5	5	5	5	5	5	Met	5/24/2022	2022
20652430134510	Sherman Thomas STEM Academy	3	"We feel that our relationships between school staff and families is a strength of our school. This is evidenced in both informal comments from parents as well as our parent survey data conducted each spring. On our most recent survey, 100% of parents reporting feeling satisfied or very satisfied with the school. 100% also felt that ""the staff at this school build trusting and respectful relationships with families."" We had 83% parent participation in at least one evening event and 36% participation as a chaperone/parent volunteer for a Friday."	"At this time there is only one area that we feel we can improve in and that is communication with our Spanish speaking families. While that represents a small demographic of our school community, it is important to us to ensure that all families feel included and welcome."	"All subgroups have been represented (ethnicity, IEP/504, EL, Foster/Homeless, socio-economic status, each grade and gender) in all functions for family engagement. A way we wish to further include and welcome all families is through the hiring of Spanish speaking staff."	"At the Academy we strongly believe in the partnership between home and school. We regularly communicate with families - sending home weekly packets with work from the previous week including a grade check, updating all grades weekly, sending home a weekly assignment/test list to parents, emailing school events weekly, and having monthly parent meetings. Through this partnership and communication, our students feel supported and the results have been positive outcomes. We had 100% parent participation in at least one parent teacher conference."	"We have had very strong student outcomes, even during the school closures. An area we are focused on improving though is our intervention program. Due to various circumstances we were not able to have it for most of the 2nd semester, but we are focusing on intervention this year."	"Our two most recent hires (one starting in 2021-22 and one in 2022-23) are both bilingual. Through this, we believe that we will be able to have stronger relationships with all of our families, which will increase student outcomes. While interpreting services were always available, they weren't as accessible. By having daily access, we believe it will increase engagement."	"As previously mentioned, our parent engagement and satisfaction is very strong and a true strength of ours. On our most recent survey (March 2022) 100% of parents felt, ""my child's school supports and builds the capacity of family members to effectively engage in advisory groups and decision making."" We had 87% parent participation in at least one monthly parent meeting, where this decision making takes place."	As a staff we look for ways that we can involve parents in the decision making process. We have even asked parents for ideas on how we can involve them in the decision making process. This has included having them edit/revise and add questions to our annual survey. We also try to have at least one voting topic at each monthly parent meeting to include parent input on decisions.	"All subgroups at our school have been represented at our monthly parent meetings, have attended family nights, and have been chaperones for field trips. We will continue to meet as a staff to discuss ways that we can continue to foster all families feeling included in the decision-making process."	5	5	5	5	5	5	5	4	5	5	5	5	Met	4/26/2022	2022
04614240121475	Sherwood Montessori	3	"Sherwood has high satisfaction ratings from the community survey for “School climate in terms of respectfulness and inclusivity”, “School climate/overall satisfaction” and “Opportunity provided by the school to make an impact in academic outcomes for my student/s”. Sherwood has a bilingual/biliterate Office Manager available for Spanish speaking families and students."	"Focus will be to improve relationships with families with students who have behavioral challenges. Although the satisfaction rate for respectfulness and inclusivity is still good: 79% satisfied or very satisfied, this fell from 94% in the prior year. Narrative themes of data collected suggest that it is the school’s implementation of PBIS for students struggling with emotional regulation and behavioral challenges who are neuralatypical that account for the decrease in satisfaction. During the 2020-2021 school year, these students were in distance learning and were not in practice for social situations that are challenging during in-person learning."	A focus team has been identified and will be supported by resources from NorCal Educational Leadership Consortium of the 21st Century California School Leadership Academy to engage with this problem of practice and refine our implementation of PBIS to be more responsive to neuroatypical/neurodiverse students.	"91% of parents report being satisfied or very satisfied with the opportunity the school provides to make an impact in academic outcomes for my student/s. Strengths include communication between classroom teachers and families, including twice yearly Parent/Teacher conferences that occur in the fall and spring before report cards are sent home in winter and at the end of the year. Students who are identified for needing more support, academically or behaviorally, may be addressed in SST (team meeting every 6-8 weeks to review data and progress towards collectively set goals) or in IEP meetings which are at least annual, but may be called more frequently."	"Sherwood will refine our implementation of PBIS to be more responsive to neuralatypical/neuraldiverse students. Social-emotional wellness will be supported by hiring a behavioral health counselor and paid BSW/MSW interns to support the counseling program, currently staffed by a part-time MSW counselor."	"Sherwood will continue to use its SST and IEP programs to engage families to engage families. Sherwood will also continue its Anti-Bias Anti-Racist work and promote these efforts with descriptions of this work in its Family Handbooks and School Announcements, as well as promotional materials for Parent Education events."	"Sherwood Montessori has an established foundational principle of meaningful educational partner engagement. These efforts were refined and improved through the Local Control and Accountability Plan (LCAP) development process. Sherwood uses Community Surveys, LCAP Focus Group work, discussion at open public meetings, parent/teacher conferences, SMPO (parent organization) and Town Hall meetings to get input for decision-making."	We would like to have higher response rates on our Community Surveys. The LCAP Focus Group proposed the survey be delivered at the conclusion of parent teacher conferences for those who haven’t yet responded. An earlier launch for the survey or for part of the survey is another proposed strategy.	"Sherwood monitors contacts with our Parent Square app which delivers communications via text, email, and robocalls. The app is able to use Google translate to deliver messages in languages other than English. Office staff and teachers will continue to work closely to ensure that all families are contactable. Moving forward, as parents are now able to be physically on campus again, the school is beginning to use flyers, posters, and other physical reminders of events and opportunities the school extends to its community."	3	3	4	4	3	4	3	3	4	4	4	3	Met	5/20/2021	2022
37684520106120	SIATech	3	"SIATech staff has a deep appreciation for the importance of parent involvement. SIATech formed Its very first Family and Community Engagement Steering Committee during the 2021 -2022 school year. The Family and Community Engagement Steering Committee developed the Wellness Industry School Home (WISH) framework to ensure that families and community member partners collaborate with SIATech to address students and families wellness, industry (college & career), school, and home needs. Each school site provides a welcoming and nurturing environment for students and their families. We engage in ongoing two-way dialogue with our families and community partners at the site and district level via parent education meetings, surveys, back to school barbeques, and site and district committee meetings.  During the 2021-2022 school year, SIATech superintendent allocated  funding for a new student wellness coordinator position. The student wellness coordinator major role includes providing mental health and wellness resources and support for students and families."	"In addition to maintaining and sustaining positive relationships which exist between school staff and families, SIATech will focus on increasing family and community partnerships in the areas of wellness, industry, school, and home. SIATech will continue to improve two-way communication between school and home."	"SIATech is continuing work focused on diversity, equity and inclusion, which includes the development of a multi-year equity plan facilitated by the district and school level staff. District and site level committee members will be responsible for providing ongoing professional development. A primary objective of this work is to ensure equity and inclusion of all students and their families, including those that are underrepresented."	"Our district and school staff are highly committed to increasing parental involvement in supporting student outcomes. Although SIATech parent participation rate has not always been high, our schools are committed to strengthening our educational partnerships with families and community partners by increasing parent involvement with our EL parents, parent conferences, and other school and district-based events.   Staff at each school site provide welcoming environments for all families in our community. Teachers and site administrators communicate regularly with families. Student Study teams meet regularly to  provide support for students who are not meeting their expected goals. IEP and 504 meetings are held for students with disabilities. Parents are encouraged to participate and ask questions they may have. Whenever needed, translators are provided to ensure parents have a clear understanding of information and are able to participate in meetings."	"SIATech will continue to implement effective strategies to expand family and community partnerships in order to improve student outcomes. These partnerships will focus on the following areas: wellness, industry(college & career), school, and home."	"IInput specific to underrepresented families is ought through parent surveys. To ensure there is representation of underrepresented families, SIATech encourages parents to be active members on our District English Learner Advisory Committee, site-based English Learner Advisory committees,  Parent Advisory Committee. We are also developing a support guide for English learners that provides valuable information for families."	"The strategic planning and annual goal setting process provides many opportunities at the site and district level to help parents understand expectations for their children. Continued refinement of focus group sessions will contribute authentic stakeholder input, including students and families from underrepresented groups for both school sites and the district and including methods for participation among families who speak a language other than English."	"In the 2022- 23 school year the district will engage educational partners on existing school school priorities that focus on wellness, industry (college & career), school, and home. We will ensure that all groups, including those who are underrepresented, provide feedback on how we are implementing our strategic wellness, industry, school and home priorities."	We will maintain existing practices that have been effective to ensure that feedback from under-represented families is included and informs decision-making. We will also focus on providing more opportunities for underrepresented families to participate in the strategic planning process.	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/21/2022	2022
29663570124834	Sierra Academy of Expeditionary Learning	3	"The LEA has strengths in connecting with families, providing opportunities for connection about student progress in the form of biannual Student Led Conferences, the online JumpRope Mastery Based Grading portal, and responsiveness on email with appropriate school personnel. A weakness is how COVID has disrupted our in person traditions and connections coming into and at the beginning of this school year."	"Based on feedback and input, the school needs to ensure that there are ample opportunities for in person connection with students and families, just like there were before COVID. In addition, students cited the importance of off site, multi-day fieldwork opportunities as a way for them to connect with each other. This is an opportunity for family drivers to engage with the school and get to know the program and fieldwork in particular. Parents/families cited fieldwork as something essential to building relationships and providing the program promised to them."	"SAEL works continuously to build staff capacity in engaging with all families and students in our community. This means staff engage in PD and are provided resources about student and family engagement. Staff are trained in how best to support all families from daily interactions to having a trauma-informed, compassionate approach to working with students and families in general. Our Special Education Coordinator supports and attends PD and is continually available for staff consultation as well. Students are placed in a ~15:1 student to teacher ratio in Crew or Advisory class and this allows for families to have a ~15:1 ratio with their Crew Advisor for questions, concerns, check ins, and Student Led Conferences, when possible. This allows for regular 2 way communication to happen more directly with teaching staff. Our Character Dean and Guidance Counselor are also available with an open door policy in order to ensure all students and families have access to proactive and reactive wellness, college & career, socioemotional, and character supports. SLCs or connection check ins during sitance learning allows one on one check ins to occur in addition to All Family Meetings, SAEL Survey, CHKS survey, Coffee with the Principal, PTC Meetings, Senior Character Focus Group, Site Council, WASC Committees, and Charter Renewal Groups. In general, all staff are trained and supported in welcoming all families and learners to our school as well as how best to do this through the research-based, nationally recognized EL Education learning model. The learning model values both Diversity and Inclusion and this is written into our Charter documents, WASC report, LCAP, etc. as well as seen in practice. We are a charter school with representative student subgroup percentages that match and sometimes exceed our County. The school will continue to engage in targeted outreach for recruitment to ensure a diverse group of learners continues to attend the school. This looks like posting specific information about recruitment in local online groups like Sierra Madres and Padres and ensuring all staff continues to be trained in culturally responsive interactions, teaching, and learning. This also looks like info sessions provided to students who engage in the local Friendship Club as 13 well as ensuring community support agencies are aware of our program so they will continue to recommend our program. Representative bodies like the Board of Directors, Site Council, WASC Committees, Charter Renewal groups, and the PTC will continue to be representative of the community, but this takes continual attention to ensure it continues. Currently students of color, students with special learning needs, students identifying as LGBTQIA, and students eligible for free and reduced lunch are represented through our official decision-making bodies and this must be ensured every year and in every opportunity."	"The LEA has a great deal of connection with our families in the community, but during COVID this was impacted. We have an ""open door"" policy which has meant all families have the opportunity to connect with staff, teachers, guidance, character, and admin members of our staff community. Our strength is that the Crew or Advisory model already has a 1:1 student / family to staff Advisor approach which has allowed connection, support, two way communication, and a strengths-based approach to this work. We were able to shift back into our normal work of creating a holistically, intersectionally, equitably welcoming environment to create partnerships for and with students."	"Unfortunately, there was still a level of disconnection that still occurred during COVID and as the 21-22 school year began. There was not a chance for in person partnership building across the school as there usually is. Although by Spring this had returned, many stakeholders named this as an area of concern in the survey and in feedback."	"The PTC (Parent Teacher Crew) has renewed its connection, monthly meetings, and communication out to our families, students, and staff. Our school events are all scheduled for in person connection next school year."	"Decisions are made at SAEL through a shared leadership approach. The Board is a representative group across stakeholders and community members. The Site Council, also a representative group, supports with the LCAP processes, budget input, and overall school climate development. Hiring is also completed with input from staff, students, and teachers (as well as families for administrative positions specifically). The PTC (parent teacher crew) is also regularly consulted as well as the Crew Council, or student leadership group. The Core Council, or instructional leadership team, and Character Working Group are all representative bodies on staff that support leadership and decision-making."	"The school can continue to recruit and support new families to join into the PTC and to get involved in the school community. The school can work to make sure new families feel supported to engage, especially coming out of COVID. This was named as families feeling more “out of the loop” than before COVID."	"Decisions are made at SAEL through a shared leadership approach. This means the administration works closely with the representative Site Council to advise the representative SAEL Board of Directors on how best to achieve the goals as outlined in our LCAP, Charter, and WASC report. The Crew Council leadership group as well as the GSA Club and Equity Club support student leadership and the using of student voice in leadership at SAEL. Our goals are directly in line with our budget and decisions made about the budget. There are representatives on our Site Council and Board with students of color, students who identify as LGBTQIA, students eligible for free and reduced lunch, and students with special learning needs. There are approximately 1-2% of students and families identified as foster youth or experiencing homelessness at the school and these families are reached out to for connection, feedback, and support. This takes a concerted effort to ensure all families are included and supported to engage with the school to provide feedback on how best the school can support all learners and to have this feedback incorporated into decision making. The Site Council has representatives from student leadership, staff leadership, teacher leadership, PTC leadership, and Admin. Every LCAP, Charter Renewal, and WASC visit there are representative groups contributing to the work and feedback. It is an ongoing process that needs constant attention to ensure there is representation on policy-making and influencing groups as well as in the annual surveys, All Family Meetings, Student Led Conferences, and PTC meetings to ensure that underrepresented groups are heard from, welcomed, actively encouraged to attend, recruited, retained, and supported to be heard equitably."	5	4	5	5	5	4	5	4	5	4	4	4	Met	6/16/2022	2022
10621660114355	Sierra Charter	3	"SCS prides itself in establishing relationships with all families.  Weekly, and sometimes, daily communication is required which is delivered in multiple ways and in the parent’s primary language.  The campus provides a welcoming safe and healthy environment for our staff, students and parents."	"SCS requires all families to go through an orientation prior to the start of the school year, or at the time of enrollment.  This allows parent input and again gives opportunities for collaboration.  Parent-Teacher conferences is another outlet for this form of engagement.  Parent input, engagement and collaboration will continue to be a priority of focus for the school."	"At SCS importance is placed on all families, including underrepresented families.  Due to the small number of students each teacher is required to work with, the staff are able to maintain meaningful communication with every family of SCS.  The school’s administrative and counseling team work together to identify underrepresented families and provide them with options to address any barriers they may have in their children receiving a quality education."	"The program at SCS requires a solid partnership between the school staff, students and parents.  Student’s educational success is a high priority at SCS and can only be attained through a strong partnership of all parties involved."	"Although the importance of a strong parent partnership at SCS is emphasized, improvement is needed in identifying those families that become unreachable. This will continue to be a priority of focus for the school."	"SCS will use a variety of methods, rather than just one, to identify underrepresented families that don’t seem to build a partnership with the school.  Once identified, some of these methods of engagement to build partnership are orientations, back-to-school night and parent-teacher conferences."	"SCS provides many opportunities for parents to provide input for decision-making throughout the year.  Teacher meetings, back-to-school, parent-teacher conferences, parent advisory group, surveys, student test scores and administrator access are some of the methods used."	Parent input and involvement has always been an area that could be improved.  This will continue to be a priority of focus for the school.	SCS will continue to reach out to all families that do not participate in the school’s program.  This will include the underrepresented families.  The school will focus on increasing the activities that allow for more parent input and engagement.	5	5	5	5	5	4	4	5	4	4	4	4	Met	6/7/2022	2022
46104620000000	Sierra County Office of Education	3	Our  LEA’s current strengths and progress in Building Relationships Between School Staff and Families is always implemented by the help of the students and their parents	LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families making sure we measure progress.	Our LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by further listening to their specific needs.	Our LEA’s current strengths and progress in Building Partnerships for Student Outcomes are fully implemented as our staff is more willing to work one on one with our students and their needs providing great progress in the students work.	Our LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes are to look for commonalties  with the student and also to share their interest's.	Our LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by working closely with students and understanding their needs.	Our LEA’s current strengths and progress in Seeking Input for Decision-Making is best used when we seek input from parents and students	Our LEA’s focus area(s) for improvement in Seeking Input for Decision-Making is to continue to measure improvement.	Our LEA’s focus area(s) for improvement in Seeking Input for Decision-Making by listening to their needs and focusing more closley to them.	4	5	5	4	4	4	4	4	5	4	4	4	Met	6/30/2021	2022
22655320125823	Sierra Foothill Charter	3	"Our LEA is small and our student retention rates are high, so this allows staff to know families well. We have many communication modes utilized by staff and families to provide school-wide and individual student information. Families have multiple options for relaying information or questions regarding individual students. ParentSquare is a tool that was added at the beginning of the pandemic to ensure all families were readily receiving information by text, email, and phone. According to the 2022 Parent/Guardian Survey, communication was rated as highly effective and 100% of respondents rating the LEA as warm and welcoming. The LEA offers many community-building activities throughout the year, and provides volunteer opportunities to strengthen relationships between staff and families."	"With fewer COVID-19 restrictions, the LEA is planning to offer additional community-building events, including parent education nights. Parent education topics will be based on identified areas of interest and need in the school community."	"Underrepresented families will receive personal invitations to parent education nights, community events, and volunteer opportunities. Parent-teacher conferences will include information about student and family offerings to support academic achievement and parent involvement."	Communication with families regarding student progress is frequent and thorough. Opportunities to meet with families occur each trimester or as the need arises. Parents/guardians are encouraged to request meetings or information as needed.	Parent education nights will be offered to share strategies for supporting student outcomes at home.	"Additional opportunities and outreach are provided to underrepresented families, including Student Study Team meetings. A plan is developed with families of students who are not meeting academic goals to address areas of need, develop goals, and monitor growth."	"The small size of the LEA and the multiple committees and offerings allow many opportunities for input for decision-making. Surveys are used in addition to meetings, and over half of families regularly participate in surveys. Input is provided to the Board and staff for decision making."	"Outreach is planned to families who are not participating in the current opportunities for input to ensure they are aware of our desire for their feedback and to offer alternative ways to provide input, if necessary."	Underrepresented families will be part of the direct outreach effort to ensure their input is provided and considered in all decision-making. Membership of underrepresented families on committees is also a goal.	5	5	4	5	4	4	4	4	5	5	4	4	Met	6/27/2022	2022
15737420000000	Sierra Sands Unified	3	"Areas of strength and progress include being strategic and responsive to the needs of families in terms of building relationships between school staff and families. In the context of returning to in-person learning and navigating the limitations caused by COVID-19 protocols, staff and families increased virtual interaction to maintain relationships."	"Focus areas for improvement in building relationships between school staff and families include varying the times offered for engagement and advising such as School Site Council, Family Nights, and district advisory groups. Another focus area is to research and develop best practices in building relationships that are meaningful and inform the support of families."	The district will improve the engagement of underrepresented families such as parents of English Learners through increased communication about translation support on campuses and EL office hours.	"Areas of strength and progress in building partnerships for student outcomes include an annual training of School Site Council members in understanding educational partnership roles and the implementation of each site’s School Plan for Student Achievement (SPSA). Through the SPSA, student outcomes are identified and addressed. Another area of strength and progress is the site Student Support Team (SST) engagement of educational partners in identifying areas of need and support for improved student outcomes."	Focus areas for improvement in building partnerships for student outcomes include increasing the frequency of School Site Council meetings to monitor the progress of SPSAs. Another area of focus is improving the data culture to regularly assess student outcomes and develop timely responses to student outcome needs.	"The district will improve the engagement of underrepresented families such as parents of English Learners in building partnerships for student outcomes through training in site and district English Learner Advisory Committees (D/ELAC) in terms of instruction, assessment, intervention, designated/integrated English Language Development, and supplemental programs."	Areas of strength and progress include providing information and opportunities to engage in dialogue to build background knowledge prior to seeking input for decision-making.	Focus areas for improvement in seeking input for decision-making include increasing opportunities for educational partner input through surveys or advisory forums.	"The district will improve the engagement of underrepresented families such as parents of English Learners through increased communication about student outcomes/progress monitoring to inform input for decision-making. In addition, brief surveys will be developed and administered on a quarterly basis to increase the frequency of seeking input."	4	4	2	4	2	4	4	4	3	3	2	2	Met	6/23/2022	2022
10752750000000	Sierra Unified	3	"Working together as a community, school staff and families, were able to bring all students back to campus for the 2020-21 school year. In true partnership, working toward a common goal through community forum meetings, interest surveys and consistent, unified communication the goal to improve communications was realized.  Evidence of increased communications were seen in the LCAP Survey and School Climate Survey responses from families and staff."	"In our school climate survey, parents indicated that the staff treats parents/guardians with respect, demonstrate that they care for the students in their charge and encourage parents/families to be involved in their child's education as a partner. One main area of focus is communication from school to home about school events, student progress and involvement.  Families responded in the school climate survey that school rules and expectations were clearly communicated and prompt response to email, messages and phone calls were improved over the previous year.  There is still room to improve engaging parents in providing input in decision-making, and informing families of events taking place on campus."	"In 2021-2022, Sierra Unified will be switching from Aeries Communications to Parent Square. It is believed this will be more readily available to parents, students and teachers for communications by email, through an app, phone or computer.  A renewed commitment to keeping school and district calendars updated on the district webpage is one way to address notification of school activities.  Returning to the use of community forums or parent meetings will assist in creating opportunities beyond survey input for parent involvement in decision-making."	"Continuing to offer Sierra@Home as an online option for academic access has been beneficial in meeting the needs of a number of families in the district, that feel the need for an alternative educational setting.  The families are provided standards-aligned curriculum by presented by credentialed teachers who monitor student progress and work with families to optimize student outcomes.  Utilizing the PAC in reviewing student outcomes, student access to a broad course of study and participation in academic opportunities leading to career and college has been accomplished in preparation for the new LCAP review.  This parent/community group has provided powerful insights into the review of student outcomes that lead us to seeking ways to improve student experiences in their time at school."	"Math instruction and student academic performance measured by the CAASPP is a major focus for the district. Student performance levels have been stagnant; to make progress in this focus the math department utilizes summer hours to remap their curriculum, match standards, targets and claims to their assessments and schedule tests where they utilize test items similar to those on the state test in order to best prepare students for success.  Students are additionally monitored through benchmarking to capture student performance. The district has committed to purchasing supplemental programming that will assist in intervention methods for student learning. Our parents and staff indicated a need for increased availability of intervention and academic support for all students as a means of supporting student learning.  Before school, after school and office hours during the school day are available for all students to access support and academic help. Transportation is offered after school for students in need of late transportation from school to home.  Looking at how to optimize the use of these support sessions will be included in the next round of discussions with parent groups."	"Socio-economically disadvantaged students and students with disabilities are student groups that are indicated by local and state data as most in need of support in academic achievement.  To provide for greater access to support and achievement, the district will continue to provide late bus transportation from school to home at 5:00 so students can access additional support after-school.  Students with Disabilities are provided additional support staff on our campus to assist with monitoring student engagement and interaction in inclusive academic settings to maximize their success.  Providing early intervention within the school-day, during REI time allows students with opportunities to take part in the extra-curricular activities that are available for all students. Additionally, the school district is focusing on work to improve student attendance by reducing chronic absenteeism rates a major factor in low student achievement.  A districtwide team is putting data monitoring strategies in place to identify at risk students with lagging attendance for early intervention. The team is also implementing mentors that will reach out to students and make purposeful, daily connections to solicit building of relationships that will extend to development of a sense of belonging and eventually improved attendance."	"Many meetings and opportunities for parent input were being held virtually due to ongoing restrictions for gathering in groups due to the pandemic.  Few families took part in these opportunities, but those that were able to provided the district with powerful insight into our topics of discussion.  Parents participated in textbook reviews for science curriculum for grade 7-12 leading to the adoption of updated NGSS curriculum, and the development and approval of a newly proposed CTE pathway in Media Arts was established with the help of parents and community members."	"Eighty percent of parents/families surveyed in the school climate survey agreed that their input and contribution to the school community was welcomed, however only 70% of respondents felt like the district solicited input from them.  Sierra Unified will work to seek parent input around student outcomes, student need and other areas of improvement in both informal and formal ways.  Informally, we have sideline conversations at athletic events and at intermission of a play or musical performance.  Formally, the district will continue to conduct community meetings, host PFA meetings, CTE Advisory Boards and solicit input through the use of surveys or directly in the review of curriculum and curricular materials."	"The district will seek to find ways to meet underrepresented families in order to solicit their input.  When surveys are sent out, it will be in the districts best interest to inquire if the family received the survey and if they were able to access it and return it, if not offer support for that task. Utilizing Parent Square as a universal communication tool for all families, and staff members will assist in getting the opportunities advertised to all members of the district."	3	4	3	3	3	2	3	2	2	2	2	2	Met	6/29/2022	2022
54722490130708	Sierra Vista Charter High	3	"As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students."	"As a district, we need to continue to explore opportunities to learn about each family’s strengths, cultures, languages, and goals for their children.  We need to work with parents on improving the number of parents connected to our Parent Square  program, which provides parents with regular updates and information so they can stay connected to school."	"As a district, we need to continue to explore opportunities to learn about each family’s strengths, cultures, languages, and goals for their children.  We need to work with parents on improving the number of parents connected to our Parent Square  program, which provides parents with regular updates and information so they can stay connected to school."	"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals."	Our district needs to continue to explore policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.	"Our district will continue to communicate and inform all parents of student outcomes. In addition to 9-week grade reports, we are not sending home a 5-week progress report to all parents. Additionally, providing all parents on how to access student grades on a regular basis."	"Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. For the past 2 years, our district has also provided transportation for ELAC parents to attend Fresno State’s Feria Educativa."	"As a district, we need to continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."	"As a district, we need to continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. Including, connecting parents who participate in ELAC/DELAC meetings to our district's Budget Advisory Committee meetings."	5	5	4	4	3	4	3	5	4	4	4	2	Not Met	9/15/2022	2022
09619860000000	Silver Fork Elementary	3	Silver Fork is a small single building school with an enrollment of 13 students.  All of the families are very involved.	Relationships with the families is very strong.	All families are involved and engaged.	Families are kept abreast of their students outcomes and encouraged to participate in school activities.	Families are kept abreast of their students outcomes and encouraged to participate in school activities.	Families are kept abreast of their students outcomes and encouraged to participate in school activities.	"Due to the small size of the school, the school works closely with the families and provides opportunities for input and engagement."	"Due to the small size of the school, the school works closely with the families and provides opportunities for input and engagement."	"Due to the small size of the school, the school works closely with the families and provides opportunities for input and engagement."	5	5	5	5	5	5	5	5	4	4	4	4	Met	6/9/2022	2022
36738900000000	Silver Valley Unified	3	"SVUSD school sites engage parents and families in many different ways. At the sites, teachers and administrators work with parents in one-on-one meetings all the time. These meetings are held to discuss student interventions, strategies to support academics and behavior, concerns and success, and any other topic as needed. School sites also provide parents and families opportunities to be involved through School Site Council, ELAC, PTO and family nights. Site Family Nights cover many different topics that include, but are not limited to, Math, ELA, STEM, and technology. This allows parents to ask questions and give input for other topics to be explored"	"Based on input from our families, SVUSD will focus on improving the methods and timeliness of our communications. One specific example that was shared is creating QR codes with links to information on events, meetings, etc. on our school campuses."	"Specifically advertising and communicating with underrepresented families will be a focus for SVUSD and its schools. This could include, but is not limited to, the following: phone calls and emails, translated communications, letters and fliers or home visits."	"SVUSD offers parents and families many different opportunities to support student outcomes. Two times during the year the elementary sites and high school hold parent/teacher conferences. This time allows parents to come in, ask questions, give suggestions and help build support plans for their students. Parents also have the opportunity to schedule appointments throughout the school year to meet with teachers and/or administrators to discuss any concerns they may have.  Also, SVUSD ensures that parents know their rights when it comes to their children's education through the UCP process, through Title IX, MIC3, and the IEP/Section 504 Plan Process. Each of these are published on the district web site and in the parent handbooks. District and site administrators openly respond to parent requests for information or when express concerns.  SVUSD school sites also hold different ""Family Nights"" that help and support parents in the areas of Math and ELA. Informative meetings also include information around STEM and technology and the ways parents can support their students at home. All of these help promote and support student success in the home."	"Based on input from our families, providing more information about district instructional programs (Read 180/System 44, PBIS, Math 180 etc.) and how they can use them to help support students at home would be beneficial."	"Directly contacting those families through phone calls, emails, home visits or letters home to invite their input/feedback and to ask them if they have any questions or need any assistance. This would include the use of a translator to assist in those efforts. Holding “Town Hall” events for parents to hear information and ask questions."	"Parents are encouraged and invited to be involved in the site’s PTO, School Site Council, English Learner Advisory Committee (where applicable), district strategic planning and site strategic planning teams. Throughout the year these various meetings are held and parent input is sought to help shape and direct school resources. Parents are also asked to work with sites to give input on the school’s vision and mission through the site strategic planning process.  Each year the individual sites invite parents and students to come and give feedback on the past year’s progress and input into the next steps the sites will take to meet the needs of all students. These meetings inform the district strategic planning meetings, held twice a year, to ensure the overall goals of the district are being met. Training takes place throughout the school year."	"Based on input from our families, SVUSD will focus on improving the methods and timeliness of our communications. One specific example that was shared is creating QR codes with links to information on events, meetings, etc. on our school campuses. Engaging parents at local events and holding events in the community, outside the school site. Holding “Town Hall” events in the community as well."	"Specifically advertising and communicating with underrepresented families will be a focus for SVUSD and its schools. This could include, but is not limited to, the following: phone calls and emails, translated communications, letters and fliers or home visits."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/14/2022	2022
56726030000000	Simi Valley Unified	3	"Based on data from our parent and staff LCAP surveys, 89.9% of parents agree, or are neutral, that they are well-informed about their child's progress. Additionally, 79.3% of parents agree or are neutral that when they communicate a concern with a school's staff, they are taken seriously and treated with respect."	"An area of growth for our District is that parents report, through the LCAP parent survey, that 33.9% did not attend any workshops or school events last year - either in-person or virtually. Of those parents who did not attend an event, 44.1% report that they did not attend because they were not interested in the event or subject matter of the workshop."	"In order to improve parent engagement, we will conduct needs assessments with parents to determine what events they would like to see. In addition, we will be sure to solicit responses and invite participation from our special committees, such as our DELAC."	"According to our LCAP parent survey, 86.1% agree, or are neutral, that parents are involved in the planning, implementation, and evaluation of our schools' programs. 87% similarly agree, or are neutral, that the schools' decision-making represent the diversity of the school community."	"According to our LCAP parent survey, 55.3% of parents report that their child's counselor has not reached out to their child or to the parent directly for academic and/or social emotional support. We need to improve our communication to families regarding the counseling services we offer and make sure that families know that all students have access to speak with a counselor for academic or social-emotional reasons."	"For the 2022-2023 school year, we have hired a counselor for the specific purpose of reaching out to our at-promise/underrepresented high school students and to support them with college and career readiness. Additionally, we will continue to promote the availability of our counselors and other services at our ELAC/DELAC meetings."	"According to our LCAP parent survey, 86.1% agree, or are neutral, that parents are involved in the planning, implementation, and evaluation of our schools' programs. 87% similarly agree, or are neutral, that the schools' decision-making represent the diversity of the school community."	"81% of parents/guardians report that they did not participate in any site committees, such as PTA/PTSA, ELAC, or School Site Council, according to the LCAP parent survey. We need to work on increasing the scope of volunteers."	"Due to the discrepancy of parents who report that they attend some school-based event (66.1%) and those who report that participate in at least one site-based committee (19%), we would like to promote parent/guardian participation in organizations such as PTSA, Booster Clubs, ELAC, Site Council, etc. We would like to gather a greater representation of parents on the committees that have the most influence."	4	5	4	5	4	4	4	4	4	4	4	4	Met	6/28/2022	2022
47104700000000	Siskiyou County Office of Education	3	"Our staff is excellent at working with our Moderate to Severe families.  They offer trainings, guidance, and encouragement to our families."	An area of improvement for our LEA would be in the area of communicating with families in language that is understandable and accessible and offer more opportunities to share this information to the families.	"We will provide additional opportunities for families to provide input.  We have few families that need translation services, and will provide those services when needed."	Our staff offers trainings and guidance to our families.	We need to improve in offering resources in developmental learning stages to our parents to help them navigate the needs of their special education child.  We also need to work on offering more opportunities for families to come together and learn from each others' experiences in special education.	We will provide additional opportunities for families to provide input.  We will also provide parent education workshops.	"We have made progress in building capacity of principals, staff, and family members in engaging in decision making."	"While we have made progress in building capacity, it is difficult to schedule times when all stakeholders can be present in order to plan and design family engagement activities."	"We continue to work on finding better ways to build the capacity of principles, staff, and family members."	4	4	4	3	4	3	4	4	4	4	4	3	Met	6/22/2022	2022
12626870107110	Six Rivers Charter High	3	"According to survey data gathered from our educational partners, our strengths are developing a welcoming school, providing emotional support for students, dealing fairly with discipline, and providing an environment where students enjoy coming to school. These all received greater than 80% feedback stating guardians agree or strongly agree, and over 90% if we include feeling neutral about the area. An additional area that is of mid-level strength is the belief that our school is safe, with 67% of guardians agreeing or strongly agreeing, and close to 30% neutral.  That leaves only 6.7% of guardians that disagree that our school is safe. An additional area of mid-level strength is the belief that adults at our school care about students, with 67% of guardians agreeing or strongly agreeing, and close to 25% neutral, leaving only 8.5% who disagree that adults at the school care about students."	"The lowest rated area from our guardians was feeling well informed about events at the school, with 83% agreeing or strongly agreeing (still a strength, in many ways) and 0% neutral, leaving 17% who disagree.  Because this is the largest area with guardians who disagree with the statement, it is an area of focus for us next year."	"Six Rivers’ effectiveness in providing a quality learning environment focused on caring, concern and high expectations for all students is evident in the school policies, programs and procedures that support student learning and opportunities. As such, Six Rivers offers several opportunities for families to be involved with the high school so that they are active partners in the learning/teaching process. These opportunities include the Parent Advisory Committee and the Pirate Parents. Six Rivers works hard to provide schoolwide community events to build a caring and respectful environment for students, staff, family members, and the community. Such events, in a typical year, include the Back-to-School Community Potluck and Winter Performance. In addition, the board meetings and the Parent Advisory Committee enable local control from the community to discuss issues regarding funding and programs in a forum that parents, community members, and staff can attend and participate in.  Goal 3 in the LCAP specifically addresses family and community engagement.  Six Rivers already has a robust Social Media presence on Facebook and is looking to expand to other social media platforms as well. Families are able to access students' grades and attendance records via the parent portal, ParentVUE. Teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs and 504 Plans meet regularly with staff to discuss learning goals and accommodations. At Six Rivers, the four-year plan has become part of the registration process, which supports the relevancy of the plan, as well as supporting students in coursework to help more students become A-G eligible upon graduation.  This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes.The Student Services department is expanding a list of resources for staff, families and student use. This list includes contact information of both on and off-campus resources so students, families, and staff can access services as needed.  Throughout this past year, staff members at Six Rivers Charter High participated in an internal Equity Audit to assess equity at our site and within our school.  Additionally, members participated in an analysis of disproportionality with NYU Steinhardt University, focusing on discipline data, academics, and special education, disaggregated by race, IEP status, and gender. Both of these processes are providing relevant data for analysis and reflection in order to improve building relationships with staff and families."	"According to survey data gathered from our educational partners, our strengths from a student perspective are greatest in adults caring for students (89% agree or strongly agree), feeling safe at school (74% agree or strongly agree), feeling welcome at school (80% agreeing or strongly agreeing), and dealing fairly with discipline (77% agree or strongly agree)."	"From a student perspective, our lowest two areas, both which scored below 70%, were in providing emotional support when needed (66% agree or strongly agree, and close to 30% are neutral, leaving only 5% who disagree), and enjoying participating in school on a daily basis. This is, by far, the lowest area according to students, with 60% who agree or strongly agree, and close to 30% who are neutral, leaving 11% who disagree.  As this is the area with the largest amount area where students disagreed with the statement, it is an area of focus for us next year."	"The LCAP actions for 2022-23 focus on social/emotional behavior instruction for students. Part of the actions are to build relational capacity between staff and families as well as students, and additional actions are to build systems at all levels of the district that create a safe, equitable, and supportive community for every student and staff member. School staff, teachers, and administrators are learning to create more trauma-sensitive, safe, and supportive school environments. This includes reaching out to families to seek their feedback for improvement. Moving forward, our district will provide professional development regarding Tier 1 and Tier 2 supports, including trauma-informed strategies, and will continue to implement Tiered Support for all students.   At Six Rivers, the four-year plan has become part of the registration process, which supports the relevancy of the plan, as well as supporting students in coursework to help more students become A-G eligible upon graduation.  This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes. The Student Services department is expanding a list of resources for staff, families, and student use. This list includes contact information of both on and off-campus resources so students, families, and staff can access services as needed.  Throughout the school year, staff have participated in multiple Professional Learning Communities and mini-Professional development in regards to Universal Design for Learning, supporting English Language Development,  and culturally responsive teaching. The implementation of these learnings will allow staff to provide equitable and relevant learning opportunities for all students, including underrepresented families."	"Six Rivers provides many opportunities for families to provide input and feedback on school and district levels through focus group meetings, surveys and LCAP educational partners meetings. Intentionally communicating survey results through websites and social media has become a practice district wide. Through regular Parent Advisory Committee (PAC) meetings, site data is reviewed by the site council. These meetings take place monthly. The principal sends out email reminders. Members consist of parents, students, and staff. Educational Partners are regularly informed about how they can participate via emails, website posts, mailers home, social media, and text messages. Those parents that are on the PAC are highly engaged in the governance of the school. They are members for a 2 year term.   Moving forward, Six Rivers will be working closely with the school's PAC to help guide the school in writing site-wide plans such as the LCAP and parent and family engagement policies."	"Six Rivers will continue to use the PAC meetings and our educational partners' meetings to improve seeking input for decision making. Our area of focus for the upcoming year is in increasing participation from our educational partners, as only 12.5% of our guardians completed the survey, and 6.25% participated in our educational partners' meeting.  Furthermore, our PAC is typically attended by the 4 core members, even though it is open to the public. As our participation is low, our focus area for improvement is in participation in our input processes."	"Goal 3 in the LCAP specifically addresses family and community engagement.  Six Rivers already has a robust Social Media presence on Facebook and is looking to expand to other social media platforms as well. Families are able to access students' grades and attendance records via the parent portal, ParentVUE. Teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs and 504 Plans meet regularly with staff to discuss learning goals and accommodations. At Six Rivers, the four-year plan has become part of the registration process, which supports the relevancy of the plan, as well as supporting students in coursework to help more students become A-G eligible upon graduation.  This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes.The Student Services department is expanding a list of resources for staff, families and student use. This list includes contact information of both on and off-campus resources so students, families, and staff can access services as needed.  Throughout this past year, staff members at Six Rivers Charter High participated in an internal Equity Audit to assess equity at our site and within our school.  Additionally, members participated in an analysis of disproportionality with NYU Steinhardt University, focusing on discipline data, academics, and special education, disaggregated by race, IEP status, and gender. Both of these processes are providing relevant data for analysis and reflection in order to improve building relationships with staff and families."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/27/2022	2022
36679186101927	Sixth Street Prep	3	"VESD has a Family Resource Center in the center of our city.  All sites offer two opportunities for parent-teacher conferences, and at minimum two school-wide events for family engagement.  All sites have a School Site Council and have progressive measures in place to enhance school-to-family engagement including coffee with the principal and awards assemblies."	VESD is branching out to 6 school sites to establish satellite FRCs in the next school year to provide easier accessibility for families to engage with.  Our data shows 38 classes were offered at our Family Resource Center.  We are seeking to increase the number of offerings and attendance by 25%.	"Building relationships: VESD has built MTSS teams at each site including school psychologists to support families. We use data analysis of results and surveys to focus our decision making. Sites hold many opportunities to build relationships including ""Coffee with the Principal,"" School Site Council, English Language Advisory Committees, and family events. For the upcoming school year, we are piloting Child Welfare and Attendance Liaisons to provide family outreach and support. Virtual meetings have been utilized in multiple contexts as needed and as appropriate to enhance engagement. VESD will continue to provide targeted professional development to continue to improve on the best ways to serve and support our families."	"Building partnerships for student outcomes: VESD provides two weeks each year that are dedicated to parent conferences. Our Family Resource Center provides classes and networking for families. Our community is involved in our partnerships through our attendance/SARB processes and our LCAP committees which include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee."	We want to continue to seek the best ways to ensure all parents have multiple opportunities to provide feedback to support our decision making processes.	VESD is working on opening 5 satellite Family Resource Centers at school sites to increase our outreach and support. We want to continue to build our collaboration and support of the Family Resource Center through more school sites.	"Seeking input for decision making: VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Parents are surveyed annually as well."	We want to continue to seek the best ways to ensure all parents have multiple opportunities to provide feedback to support our decision making processes.	We are planning to open Satellite Family Resource Centers at 6 sites in 2022-23 to bridge communication.  VESD is also continuing to pilot and collect data on our Child Welfare and Attendance Liaison positions for outreach and communication for our underrepresented families.	3	4	4	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
36750510115089	Sky Mountain Charter	3	"On our annual LCAP survey 93% of educational partners were somewhat or very satisfied with the school’s progress towards building relationships with families. Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community.” In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school and we have excellent two-way communication. We personalize the education for each of our students and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family."	An area of improvement is to increase participation in our ELAC and our communication with families whose primary langue is other than English. We are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. We also want to improve on families being involved on a school-wide level.	"Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships where all families are involved in decision making on their child’s education. We seek to bring their engagement to a school-wide level through participation in ELAC and parent council, as well as soliciting input from them on school-wide surveys. We are focusing our hiring efforts on increasing the diversity of our certificated staff so that students can see school staff that reflect their own unique characteristics."	"On our annual LCAP survey 91% of educational partners were somewhat or very satisfied with the school’s progress towards building partnerships for student outcomes. We use Title II funding to support teachers with personalized professional development, school-wide trainings, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a students area of need as determined by our internal assessment. The school operates with a high consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education."	"The school provides all required legal notifications either on our website (which can be translated to a language of a parents choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments which leads to opt outs on testing which leads to penalization of the school. An area of improvement is to improve the understanding of the need for and benefit of standardized testing."	The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroup.	"On our annual LCAP survey 87% of educational partners were somewhat or very satisfied with the school’s progress towards seeking input for decision making. In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school wide opportunities for parents to serve on parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community vendors that provide academic enrichment for our students. Our staff consult with parents at monthly learning record meetings and we host parent town halls and parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve what educational programs and services the school offers."	"Though parents are heavily involved in their child’s individualized learning plan, parents tend to be less interested in school-wide decision making. This is an area for continued improvement."	"An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. One goal of the school is to improve parent participation in the ELAC. Additionally, we are targeting supports for our homeless families through our McKinney-Vento liaison."	5	4	4	3	5	4	4	3	4	4	3	3	Met	5/12/2022	2022
44698074430179	SLVUSD Charter	3	"We start each year with parent orientations and conferences within each program so that teachers can learn how best to support their students. Students are educated in small learning communities where their social-emotional learning, academic skills, life skills, collaboration, and individual needs can best be supported."	We would like to have a higher level of parent participation in the PAC meetings for greater awareness of the LCAP process and Charter Renewal that is coming up next year.	"Charter programs seek parent input regarding classroom decisions on field trips and extracurricular events through Google surveys and/or parent meetings. Our Parent Advisory Committee helps to develop the questions for our annual parent survey and reviews the results in order to bring input into the LCAP development. The Parent Advisory Committee (PAC) also helps with the School Safety Plan and the extracurricular activities and classes. To help ensure a broad range of input from all stakeholders, the PAC parents share information at the parent meetings and contact parents who do not respond to surveys via personalized emails."	"We have various All Charter Events throughout the year to help build relationships with our families and connect them to the learning community. Individual classrooms invite parents to class presentations, parent appreciation teas. All grades are increasing student voice and engagement through community projects, problem or placed based learning opportunities. Currently 2-4 projects are offered each year within each program. All students in grades 6-12 self assess their progress in academics and life skills that support Character building. Teachers support individual and class reflection for problem solving through regular class meetings. Families of individuals with exceptional needs regularly meet with their support team and each student gives input into determining progress toward their goals."	We are looking at building greater equity by looking at new processes for input for students and parents who have not had the ability to attend or give input though designated meetings.	We are looking at building greater equity by looking at new processes for input for students and parents from underrepresented groups who have not had the ability to attend or give input though designated meetings. We are looking for additional ways to engage our multilingual families by providing translation and interpretation services.	"Parents have a variety of ways that parents participate in the Charter; in the classroom, on field trips, through parent booster clubs, fundraising activities, our parent advisory committee as well as through the programs parent meetings. Each of our programs have regular times for parents to meet with the teachers to discuss their students academic progress. Teachers send out email updates to their parents every week. These emails are another way for parents to find out what opportunities are available for parent participation. Programs have monthly parent meetings to discuss educational issues and classroom updates, with childcare offered so that all parents can attend. When there are parent who have been unresponsive, we contact via phone. The Charter administration sends out a Charter Newsletter bi-monthly that includes articles to support social emotional skills, technology awareness, and ways to support their student’s learning in the home."	The current focus area for improvement is to integrate the parent booster clubs of the various programs and grade levels to better increase extracurricular opportunities and all parent involvement in decision making.	We will expand our outreach to specific underrepresented families to include them in out decision making processes.	5	5	5	5	5	5	4	5	4	4	4	5	Not Met	9/30/2022	2022
24658390000000	Snelling-Merced Falls Union Elementary	3	"Snelling Merced Falls Elementary works closely with families and the community in building relationships through Family Nights, Performing Arts Shows, Parent Teacher conferences twice a year, Art Show and Family Potluck Nights, Family Book Fair Night and Annual Parent Surveys, School Site Council Meetings, including staff members."	"Snelling Merced Falls Elementary feels building personal connections is an important part of the school community.  Bi-weekly staff meetings take place in order to connect ideas, build staff relationships and go over monthly agendas.  Family nights are planned yearly to build family relationships, annual parent surveys go out to ensure input, public hearings are held for budgets, local indicators and LCAP."	"As a small, rural school with under 60 students, we have a tight knit family base with 100% of families attending parent teacher conferences twice a year and multiple family nights throughout the school year."	"Snelling School prides itself on our community partnerships to encourage positive student outcomes.  We partner with the Playhouse Theater for a comprehensive theatrical performance that the whole school participates.  Also, we partner with the Multicultural Arts Center for a Tk-8th grade art program that assists with the Family Art and Potluck Night hosted annually."	"Snelling School prides itself on our community partnerships to encourage positive student outcomes.  We partner with the Playhouse Theater for a comprehensive theatrical performance that the whole school participates.  Also, we partner with the Multicultural Arts Center for a Tk-8th grade art program that assists with the Family Art and Potluck Night hosted annually."	"Snelling School prides itself on our community partnerships to encourage positive student outcomes.  We partner with the Playhouse Theater for a comprehensive theatrical performance that the whole school participates.  Also, we partner with the Multicultural Arts Center for a Tk-8th grade art program that assists with the Family Art and Potluck Night hosted annually."	"Snelling Merced Falls seeks input with multiple surveys that go out throughout the year to students, staff and families of our attending students.  Also, the School Site Council will resume this school year with onsite bi-monthly meetings for staff, parents and Stakeholders."	We plan on improving the decision making progress this year by resuming SSC meetings on campus.	Snelling Merced Falls Elementary will put all SSC notices out in Spanish as well as English.	3	5	3	4	4	2	5	5	4	4	4	1	Met	6/16/2022	2022
36739570000000	Snowline Joint Unified	3	"According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 76% of parents feel welcome at district schools; 65% believe that the teaching staff builds positive relationships with families; 65% also think that they have good working relationships with school staff and problems are resolved collaboratively.  Regarding communication, 68% of parents feel that school staff provides consistent and accurate information (e.g., school events, announcements, policies) to all families; 72% believe that school staff listens to their concerns; 75% are satisfied with the responsiveness of school staff."	"Building and promoting positive school climates remain a high priority within the District. Although the level of customer service continues to improve in all schools and departments, there is more work to do to ensure that all families’ needs are addressed and met whenever possible."	"Increase parents' engagement in parent or community activities by providing more information on the opportunities via emails and text messages. Parents have not participated in many activities in 2021 and indicated ""not sure how to participate"" and ""scheduling conflict"" as the main reasons. Schools will use the method most parents select - providing more information on involvement opportunities - to encourage more parents to engage in parent and community activities. Specifically, the schools will use emails and text messages, the two most preferred communication methods, to provide information."	"According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 66% of all parents understand what types of academic support are available to students; 68% of parents believe that students receive the resources and support they need; 61% of parents understand what types of social-emotional support are available to students.  English Learners: 77% of parents believe that schools provide enough academic support, while 71% feel that enough social-emotional support is offered. Special Education: 72% of parents state that enough academic support is provided, and 67% believe that enough social-emotional support is given to students. Foster Youth: Academic support has a 75% approval rating among parents, while social-emotional support is rated at 63%. Low Income: 74% of parents believe that there is enough academic support, and 65% feel that there is enough social-emotional support."	"Devote resources to enhance parents' awareness of the academic and social-emotional support available to students. Parents are significantly less likely than staff to think students receive the resources and support they need. Meanwhile, compared to students and staff, parents are least familiar with what types of academic support and social-emotional support are available to students."	"The LEA has prioritized making parents aware of academic and social-emotional support opportunities through several platforms, including reaching out to parents individually, hosting parent meetings at the school and district level, and providing information through the SJUSD website and social media platforms. Additional layers of communication and support are delivered through the District English Learner Advisory Committee (DELAC), each school’s English Language Advisory Committees (ELAC), Special Education Parent Advisory Committee (SPED PAC), and Foster Youth Parent Advisory Committee (FY PAC). These meetings include the sharing of student achievement data that includes, but is not limited to, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Smarter Balanced Assessment Consortium (SBAC) interim assessments, California Assessment of Student Performance and Progress (CAASPP), and English Language Proficiency Assessments for California (ELPAC). These stakeholder groups also play a vital role in LCAP development discussions."	"According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 59% of parents/guardians surveyed believe that they are offered a say in the decision-making process at their child's school. In comparison, 53% say they have a voice regarding decision-making at the district level."	Snowline JUSD and its schools will sustain current parent involvement forums that solicit feedback for decision-making and offer additional opportunities when applicable. District and school site leadership will partner with the Engagement Task Force to assist with department and school strategic planning alignment.	"Similar to the response to building relationships between school staff and families, increase parents' engagement in parent or community activities by providing more information on the opportunities via emails and text messages. Parents have not participated in many activities in 2021 and indicated ""not sure how to participate"" and ""scheduling conflict"" as the main reasons. Schools will use the method most parents select - providing more information on involvement opportunities - to encourage more parents to engage in parent and community activities. Specifically, the schools will use emails and text messages, the two most preferred communication methods, to provide information. Increased parental involvement will directly correlate with providing input for decision-making."	3	3	2	4	2	3	3	3	3	3	3	3	Met	6/28/2022	2022
36678760117192	SOAR Charter Academy	3	"SOAR welcomes and encourages its students' families to be involved in the education of our students. Our family feel is something we take a lot of pride in on our campus. We send home information through newsletters, social media, website, phone calls, text messages, emails, and in person. Parents/families can communicate with us through all the same means. We use all these methods to improve the engagement of our underrepresented families. We translate when needed."	"One area that we continuously strive to improve is the number of family members that participate and attend meetings, parent workshops, and events on campus."	We will have a couple meetings designed specifically for our English Language Learner families and one for our African American families.	"Our parents are one part of a three part team; students, staff, and parents. We know it's important for them to partner with us to provide an excellent program and to support student performance. Various programs and events have been established to initiate outreach and make connections with parents, including the Parent GUIDES (Parent Lighthouse), student led conferences, various on campus and off campus volunteer opportunities, back to school events, open house, Family Engagement Nights, and Parent Workshops. Establishing these connections and developing relationships leads to greater parent involvement. We provide parent workshops on various topics of interest and need to our families. We also have Back to School Night in August to let parents know what the standards and expectations are for the current grade level. Progress reports go home to parents approximately every six weeks to make sure they are aware how their child is performing. We hold student led conferences twice a year to allow our student leaders to show accountability for their academic performance, behavior, community service, and goals. This year it is all about getting our parent involved again after the pandemic."	We have a good turn out for student led conferences. Aeries parent portal information is sent home at the beginning of the year but many parents struggle logging on. We plan on having a tech booth at every parent event to allow parents to ask questions and problem solve many of the issues they have at home.	"By having a tech booth at all events, families will have the opportunity to get hands on help with any tech or logging in issues. We will have a translator at the booth."	"SOAR Charter Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. In addition to the aforementioned parent engagement opportunities, parents are able to provide meaningful input in decision-making when attending parent meetings about the LCAP process, serving as a GUIDE (Parent Lighthouse member), a Board member, School Site Council, and/or participating in the three surveys we give to gather feedback annually. These surveys and their findings do relate to the goals established in our LCAP and drive the development of new actions to address the findings. SOAR takes the CAL-SCHLS California Healthy Kids Survey in 5th and 7th grade along with giving the Parent Survey and Staff Survey components. This survey gives a lot of information on many areas in the LCAP. We also give a local Stakeholder Survey parents to gain additional feedback related directly to the 8 priorities in our LCAP and Charter. The third survey is our Leader in Me MRA. We choose to give these three surveys because they are comprehensive surveys that give us a lot of information across all state priorities and tie to our LCAP planning process very well."	"We have very little turn out for general parent meetings relating to receiving feedback but we do get a better participation rate from parents on the CALSCHLS, Stakeholder, and Leader in Me MRA Surveys. We will continue to work on increasing this participation even more."	The surveys reach all parents. The Parent Square notification about the surveys is translated for those requesting it. The MRA and Cal-SCHLS survey has a Spanish printable version as well.	5	5	5	5	5	5	5	4	4	4	4	5	Not Met	9/21/2022	2022
34674390101295	Sol Aureus College Preparatory	3	"We are currently working with our educational partners to determine our strengths, areas that need improvement, and any areas that will need additional focus."	"We are currently working with our educational partners to determine our strengths, areas that need improvement, and any areas that will need additional focus."	"We are currently working with our educational partners to determine our strengths, areas that need improvement, and any areas that will need additional focus."	"We are currently working with our educational partners to determine our strengths, areas that need improvement, and any areas that will need additional focus."	"We are currently working with our educational partners to determine our strengths, areas that need improvement, and any areas that will need additional focus."	"We are currently working with our educational partners to determine our strengths, areas that need improvement, and any areas that will need additional focus."	"We are currently working with our educational partners to determine our strengths, areas that need improvement, and any areas that will need additional focus."	"We are currently working with our educational partners to determine our strengths, areas that need improvement, and any areas that will need additional focus."	"We are currently working with our educational partners to determine our strengths, areas that need improvement, and any areas that will need additional focus."	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	10/26/2022	2022
37683870000000	Solana Beach Elementary	3	"Solana Beach School District (SBSD) recognizes and values the relationships between parents/families and staff to support positive outcomes for students. Areas of strength in building relationships and partnerships include: a focus on social-emotional learning and strategies to support trusting and respectful relationships, two-way communication, parent/guardian education nights, opportunities for participation in school and district committees (e.g., PTA/PTO/School Site Council, DELAC, ELAC, Parent Advisory Roundtable, Community Advisory Committee for Special Education), participation in site-specific events that promote community, and access to board meetings with opportunities at every board meeting for general public comment. In addition, there are site and district surveys administered to gather a broader range of input from families, with translation options in mandarin and spanish. SBSD also has two District Community Liaisons that support communication and outreach to families. Through these different venues of educational partner input, it supports the development of school site plans and our District LCAP."	SBSD is continually seeking to refine opportunities for input with educational partners. One area we would like to continue to focus on is the ability to provide families with options on how to provide input and participate in meetings.	"SBSD will continue to utilize the support of our Community Liaisons to engage all families, and specifically underrepresented families. In addition, this school year, we have volunteers of different language groups to be an informal liaison to families. The volunteer liaison information by language group is available to all families through our district website. We will continue to offer options for families on providing input, whether virtual or in-person meetings, and written or oral input."							5	4	3	5	4	4	5	5	5	4	4	2	Met	6/23/2022	2022
48104880000000	Solano County Office of Education	3	"The Juvenile Court and Community School programs at SCOE has three major areas of strength: (1) Culture and Climate- The culture and climate of the program is based upon a student and family-focused model. Students, parents, staff members, and community members are encouraged to engage with activities related to the instructional and operational functions of the program. (2) Communication - Outreach to families through personal invites to school activities, in-person educational partner meetings, and access to language translation has contributed to higher levels of communication between the school and families. (3) Wellness Support- Mental health support and wellness supports are provided for students in need of additional services."	The following areas of focus were identified based upon the analysis of feedback received from our educational partner meetings: (1) Create a welcoming and nurturing school culture and climate. (2) Enhance levels of communication and access for all students and families. (3) Increase access to wellness and mental health screenings and support. These three focus areas support the academic and social-emotional needs of all learners.	Underrepresented students and their families are continuously encouraged and assisted with access to the various services available to support both academic and social-emotional/mental health needs.	"The following services are provided for students and their families in order to promote full access to the academic and social-emotional resources available: Transition services, wellness support/counseling, individual learning plans, family/student welcome meetings, embedded services for students who are homeless and youth in foster care, services for students with disabilities, professional learning related to Social-Emotional Learning for teachers and administrators as well as access to an equity-focused curriculum. Support for underrepresented families includes personal invitations for students and parents to participate with parent advisory committee meetings, SCOE representative available at bi-monthly family visitation meetings, home visits, and access to language interpreters and translation services."	"Based on analysis of educational partner input and local data, SCOE's areas of focus include transition supports and services; wellness support and counseling; academic support through individual learning plans; family/student welcome meetings; services for homeless and foster youth; services for students with disabilities; and responsive professional learning."	"Underrepresented students and their families are continuously encouraged and assisted with access to the various services available to support both academic and social-emotional/mental health needs. Mental health screening assessments are conducted with all students. The results from the screenings are used to assess the individual needs of students along with case management and referral to service providers. School Site Council Meetings (SSC), parent advisory committee meetings, and family welcome meetings provide families of underrepresented families opportunities to provide feedback concerning academic program, school budget considerations, and needed resources. Continued outreach to families to participate in the various educational partner meetings will be an ongoing area of focus."	"The Juvenile Court and Community School programs at SCOE has three major areas of strength: (1) Culture and Climate- The culture and climate of the program is based upon a student and family-focused model. Students, parents, staff members, and community members are encouraged to engage with activities related to the instructional and operational functions of the program. (2) Communication - Outreach to families through personal invites to school activities, in-person educational partner meetings, and access to language translation has contributed to higher levels of communication between the school and families. (3) Wellness Support- Mental health support"	The following areas of focus were identified based upon the analysis of feedback received from our educational partner meetings: (1) Create a welcoming and nurturing school culture and climate. (2) Enhance levels of communication and access for all students and families. (3) Increase access to wellness and mental health screenings and support. These three focus areas support the academic and social-emotional needs of all learners.	Underrepresented students and their families are continuously encouraged and assisted with access to the various services available to support both academic and social-emotional/mental health needs.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/8/2022	2022
27754400000000	Soledad Unified	3	"Outreach strategies included phone calls, personal contacts to offer support, technical assistance for device and connectivity issues, targeted intervention programs, home visits, weekly checkins, contracts, and training opportunities.  Through a communication study, it was found that the use of social media was vital for communication and therefore, we amplified our uses of platforms that we know our parents utilize the most.  Doing so has created awareness of positive activities happening throughout the district and has given parents the opportunity to share any concerns they may have.  We have also been working on providing our families with hybrid models for parent training as well as recordings, so that parents can review at a time that is most convenient to them."	"Though we have expanded ways of communicating with families, we have noticed a decrease in parent participation in training since the inception of COVID-19-whether participation is virtual or in person.  Through our LCAP advisory and other educational partner groups, we have received a wealth of feedback that will support parent participation.  One of these feedback opportunities being that we will be having parent focus groups to ensure we are meeting the needs of our diverse student population.  In addition, we anticipate working with agencies in supporting us to understand the cultural strengths of our community through cultural competency training."	"Based on the data provided to us via educational partner input and local data, we anticipate providing targeted training to families of emergent bilinguals, students classified as homeless under the McKinney-Vento Act, and students receiving special education services.  The needs of our students groups are unique, and therefore, it is essential for us to provide unique training opportunities that will enhance the understanding of our school system to our families, and also, demonstrate to families that we value their diversity."	"Based on our student academic proficiency results, we have identified the need to focus on best first instruction and are in the process of providing all teachers with professional development on how to teach reading for grades TK-6.  All teachers will be equipped to continue teaching reading in their classes with research-based strategies.  In addition, we have also built partnerships with agencies to support us and our teachers in math instruction, more specifically, in our secondary classes.  We are also working with different organizations to bring science instruction to life for our students.    For socio-emotional development, we are currently working with more than 15 agencies to provide services to students based on our ""CORE SEL Survey"" data, California Healthy Kids Survey data (CalSCHLS), and Coordination of Services Team (COST) meetings.  Moreover, we will be holding quarterly meetings with our agencies to specifically discuss systems and structures relating to communication and referrals."	"We are grateful for the multiple partnerships we have both to support students academically and socio-emotionally, and therefore, we look forward to continue building partnerships based on what are data has demonstrated.  For instance, we are currently looking for agencies to work with that will support students who identify as ""male"".  We also intend to continue reevaluating our partnership with our local colleges to ensure our pathways are aligned to potential career certifications offered at our local community colleges."	"Based on educational partner input and local data, we intend to provide parents with additional training related to:  College and career readiness, state assessments such as the California Alternate Assessment (CAA) and the English Language Proficiency Assessments for California (ELPAC), and saving money for college and/or careers, the IEP process.  We intend to fully publicize our career fairs so that parents are also aware of the different fields available for students.  In addition, we will reignite our ""coffee with the principal"" meetings."	"Educational partners have the opportunity to provide input via their school teams such as School Site Council, Parent Teacher Association(s), English Learner Advisory Committee, the District English Learner Advisory Committee, the LCAP Advisory/District Advisory Committee, current surveys sent out, and during our School Board meetings.  We also have an open-door policy should a parent ever have any questions or concerns over their child's education, or our current school system in general."	"An improvement area in seeking input for decision making is our survey creation process.  Though we are already receiving data from our families via surveys, we would like to strengthen our survey to ensure our data for both students and families is culturally appropriate, clear, and generates authentic data gathering.  We also intend to work with agencies to facilitate focus groups of families to ensure we are receiving authentic input from families."	We intend to facilitate parent focus groups in addition to our usual LCAP meetings that begin in February.  We will also seek feedback on the survey that will be generated for educational partners prior to sharing it with the community to ensure that it is culturally appropriate and clear.	3	5	4	4	4	4	5	5	5	5	5	5	Met	6/22/2022	2022
19101990137166	Soleil Academy Charter	3	"We use our parent communication platform, Bloomz, extensively to communicate school-wide events and address any concerns that pertain to the entire school community.  We hold a New Family and Returning Family Orientation in the summer.    During monthly Cafecito/PAC meetings, the principal engages in community building, highlights school events, and solicits feedback from families.  As Covid restrictions were lifted, we have begun to encourage parents to volunteer for school events. We use the TNTP Insight Family Survey to identify actions steps toward stronger relationships between school and family."	"Parents have requested more Parent workshops to be held throughout the school year.  In addition to this, they have voiced some dissatisfaction with the Bloomz platform, which may be the cause of some parent disengagement."	"We will engage in more forward planning in the summer to identify high leverage topics to be covered at monthly Parent University sessions, which will be delivered by consultants or Soleil Staff. We will also be switching to a new school-wide communication platform, Parent Square.  All staff and families will be provided an opportunity to receive training on the platform."	All teachers host a Meet the Teacher night prior to the start of the school year to set class-wide behavioral expectations as well as outline the academic program. We also hold parent-teacher conferences twice a year and encourage parents to reach out to their child’s teacher anytime they would like to hold a meeting.	Families have expressed the need to be more informed about what their scholar is learning in school as well as being notified earlier in the year if their scholar is below level.	"We will set clearer expectations for family engagement, including regular grade level newsletters detailing concepts to be covered in the following weeks as well as activities they can engage in at home to reinforce the lessons they are learning in school. We will also institute protocols for early detection and earlier interventions for scholars performing below grade level."	Families are given the opportunity to provide input during monthly Cafecito/PAC Meetings	We need to provide more opportunities/protocols for parents to provide input.	"We will explore the possibility of forming advisory groups to aid in decision of choosing curriculum, SEL programs, creating the school calendar, and planning of school-wide activities."	4	4	4	4	4	3	3	4	3	3	4	3	Met	6/23/2022	2022
42693360000000	Solvang Elementary	3	"A wide variety of research shows that family engagement benefits student learning. As such, Solvang School is seeking to build the capacity for family school partnership by actively cultivating policy and programs that build ""capabilities (skills and knowledge), connections (networks), cognition (belief and values), & confidence (self-efficacy)"" of staff and families (Dual Capacity Framework for Family School Partnerships, SEDL, Dept. of Ed., 2013). This goal connects family engagement to student learning by improving language access, creating a welcoming environment, and through the establishment of the Juntos program. By ensuring that all families feel welcome and can fully participate, the Juntos Program, bilingual staff, and translated communication are helping families negotiate their roles as ""supporters, encouragers, monitors, advocates, decision-makers, and collaborators within the family school partnership."	"Solvang's areas of focus include: improving language access for Spanish Speaking families, increasing participation, advocacy and capacity of families to engage robustly in the English Learner Advisory Council and the Local Control Accountability Plan Parent Advisory Council or School Site Council to improve student outcomes. Additionally, as per the revised LCAP, Solvang School will establish a Special Education Parent Advisory Council."	"Solvang School will improve the engagement of underrepresented families and build relationships with these families and school staff by improving language access, employing a Family Liaison ""Juntos"" coordinator and a Director of Student Services, partnering with community partners, and by offering relevant educational workshop and family information nights (i.e Dual Language Immersion Overview for Parents)."	"Solvang School has strong partnerships with the Parent Teacher Organization and the Solvang Arts and Music Foundation. Solvang School engages parents and students in ways that support student attendance and contribute to academic achievement through the Juntos program, ParentSquare communication, and teacher communication of student progress on multiple measures."	"Solvang School has the opportunity to strengthen Educational Partner input to improve student outcomes by building the capacity of the English Learner Advisory Council, School Site Council or LCAP Parent Advisory Committee and by beginning a Special Education Advisory Council."	"Solvang School will improve engagement of underrepresented families by offering improved language access and building staff, administration, family, and community partners capacity to partner effectively. As such, Solvang School is reviewing current MOU's with community partners and establishing new partnerships that support student outcomes."	The current strength is in gathering input through surveys from educational partners and identifying local community partners tom work with to improve student outcomes.	"Solvang School needs to solidify the roles of the School Site Council, build the capacity of the English Learner Advisory Council, create a committee for families of students with disabilities, increase language access, and increase participation in these committees for all families, especially those with unduplicated students. Solvang School needs to differentiate the ways educational partners can provide input beyond surveys to bring underrepresented voices to the table to inform efforts to improve student outcomes."	"Solvang School will improve engagement of underrepresented families by improving interpretation and translation services. Additionally as a district, we are evaluating our partnerships and refining our shared agreements. Solvang will empower educational partners, specifically parents through Family Information nights, the parent school compact, and trining for ELAC."	3	4	2	3	2	2	3	4	2	2	2	2	Not Met	10/12/2022	2022
56726110000000	Somis Union	3	"Somis School promotes parents/guardians to actively take part in their children's education through various opportunities such as volunteering, student performances, school events, mentoring, joining school committees and participating in school workshops. One of the key offerings are our innovative Family STEAM nights which are offered quarterly. In addition, partnerships have been forged with multiple Ventura County agencies, California Lutheran University, California State University, Channel Islands and local Community Colleges. These providers will continue to offer our parents/guardians the tools necessary to support their children with their education.  An example of this work includes A-G literacy provided by California Lutheran University. Parents are also encouraged to take part in School Site Council, Bond Oversight Committee and/or the District English Learner Advisory Committee with the intent to create partners in the education of students in order to ensure students thrive academically. Somis will continue to offer translation services to Spanish speaking parents when meeting with teachers to discuss student academic progress or informing them of upcoming school events."	"We continue to facilitate the return of families onto our campus after the many regulations and policies that limited their participation due to COVID-19.  Our recruitment of parents to take part in school committees has been a non stop effort by all our staff.  To compliment these efforts, our staff consistently develops opportunities for parents to stay informed of school activities and student progress through several online programs such as class Dojo and the Q student information system.  We have been attentive to our Spanish speaking parents by offering translations services and sending messages in English/Spanish consistently throughout the school year.  Student of the Month assemblies and student performances have also been effective in bringing parents back to our school site."	"Understanding work schedules and needs of  underrepresented families has greatly helped improve the engagement of underrepresented  families.  We have offered parent workshops during evening hours which has contributed to a rise in attendance by parents from a variety of backgrounds.  As important, the continued development of DELAC to promote the importance of parent engagement has provided us with increased participation of English Learner parents in school events.  We have noticed several DELAC parents have branched out to other school advisory committees such as School Site Council.  DELAC continues to serve as  bridge for  English Learner parents to take part in mainstream school committees and activities. We will continue to work with local community partners to promote adult literacy.   For example, working with our neighbor to address the adult literacy need by offering Adult ESL classes to members of our school community.  Through the integration of our Extended Learning Program, multiple underrepresented families have come on campus for the first time."	"Through a safe learning environment Somis School has provided students with multiple entry points to their schooling as well as social emotional support.  We continue to offer music, Youth Cinema Project, organized sports, robotics, coding, drama, and hands on science activities throughout the day.  Our after school Extended Day and ASES programs offer our students tutoring, enrichment activities, robotics and physical education after school.  Our Dance Club, Girls Who Code and Somis Soccer Academy provide our students with high level services that are non fee based.  Our Innovation and Discover Room promotes social interaction and computational thinking opportunities for all students through coding, robotics and LEGO building throughout the school day."	"Our students continue to benefit from various forms of social emotional support.  Our school counselor engages our students through one to one and small group sessions.  In addition, she has developed a Fun Friday Day with a multitude of activities during lunch recess for all students in grades 1-8.  The focus moving forward is to have our counselor and school psychologist working collaboratively to address the continued need of social emotional support for our students.  Students feel comfortable seeking help from adults on our campus as a result of the trust that has been build over many years."	"The engagement of underrepresented families ties in with the social emotional support we are providing our students.  Somis School has also partnered with Ventura County Behavioral Health to offer parents support services that will work hand in hand with supporting their children.  Healthy students have the potential to become great academic scholars when schools and parents work together.  Having said this, we will continue to reach out to underrepresented parents to encourage them to play an active role in the education of their children through their active participation is school events and volunteering in classes."	"The small, family oriented school environment fosters an environment of trust. Input for Decision-Making is effectively sought through the use of traditional home messaging, bulletins, board meetings and school notices.  It is not uncommon for parents to walk unto our site to share their thoughts in regards to our educational programs or other school matters.  This has helped our school meet the physical, emotional, cultural, and social needs of our children and our community while also promoting shared decision-making."	Somis School will continue to host events and informational forums during evening hours to improve our efforts to increase parent input for decision-making.  We will continue to work with school committees and our Parent Faculty Organization (PFO) to encourage parents to become active participants in our school community.  One of the challenges moving forward is facilitating the return of parents back on campus after the COVID-19 era.  We will continue to effectively use Zoom and surveys to involve parents in the decision making process.	"Underrepresented families will continue to be encouraged to participate in the decision-making process by connecting their participation to student success.  Parents tend to limit their participation in the Decision-Making process unless their children are directly affected by a decision or policy.  Knowing this, we continually update parents at Board Meetings, website and messages when updates are made to the LCAP.  Our efforts to maintain our parents informed will continue through messaging, website and presentations throughout the year."	4	4	3	3	4	4	4	4	4	4	4	4	Met	6/17/2022	2022
49104960000000	Sonoma County Office of Education	3	"Parent engagement is a priority as we encourage parents to partner with us in educating their children. Parents/families in the Community School program participated in the YouthTruth survey in January 2022 about their perceptions of the school program in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. Compared to other participating schools, our highest rated themes were Relationships and Communication & Feedback and we scored higher than other schools in all areas.  The following lists areas in which parent average rating was greater than 3.5 out of 5. Engagement - this summary measure describes the degree to which families are engaged in their school and empowered to influence decision making: 71% (compared with 49% for a typical YouthTruth school) Relationships - this summary measure describes the degree to which families experience positive relationships in their school based on respect, care and approachability: 83% (compared with 72% for a typical YouthTruth school) Culture - this summary measure describes the degree to which families believe their school fosters shared goals, respect, fairness, and diversity: 86% (compared with 64% for a typical YouthTruth school) Communication & Feedback - this summary measure describes the degree to which there are open and effective lines of communication between families and schools: 85% (compared with 56% for a typical YouthTruth school) Resources - this summary measure describes the degree to which families believe that their school deploys the necessary resources to support students: 74% (compared with 62% for a typical YouthTruth school) School Safety - this summary measure describes the degree to which families believe that their school is a safe place for students: 76% (compared with 56% for a typical YouthTruth school)"	"One very valuable tool we had access to this year was the YouthTruth survey. Student, staff and parent/family responses to the YouthTruth survey revealed needs in the following area: Work to communicate high expectations to families (students and staff perceive higher expectations for students than families do). An additional area of focus for improvement is enlisting parents to serve on advisory committees to allow for input on policies and programs as well as working together with school staff to design, implement and evaluate family engagement activities."	"The program recognizes the value of partnership with parents and uses multiple approaches to engage with parents, including: individual parent contact and meetings, student recognition events and parent engagement events. Parents are recognized as an important partner and are treated as such by the entire school team. Parent voice and perspective is critically important - interview as well as parent survey are used during stakeholder engagement events to gain additional parent perspective. The program actively works at increasing parent and family engagement, particularly of underrepresented families. Staff is accessible and available to families and has an 'open door' policy to encourage parents to engage with school staff. Bilingual outreach is provided as a means to help build trusting relationships with school staff and increase engagement. Formal parent engagement events are scheduled at the school sites and include translation to facilitate open communication. Formal staff-family conferences happen once each semester,"	"The program has made good progress in implementing programs for teachers/staff to meet with families and students to discuss progress and ways to work together to support improved student outcomes. Time is set aside for parent-teacher/staff conferences twice per year to provide parents the opportunity to formally meet with staff to discuss their child's progress. In addition to the structured time that is set aside, staff make themselves available as a resource to families. The ability to connect with parents/families was strengthened during out intensified efforts at outreach during the pivot to distance learning and we continue to leverage that progress to maintain and strengthen the connections that have been made. A case management approach seems to have a positive impact on outcomes. Collaboration and communication with outside agencies working with students and families is strength of our program - these partnerships are a critical component of the support that we provide students and families."	Focused areas for improvement include ongoing evaluation of methods of parent outreach to gauge impact and effectiveness and provision of professional learning to build staff capacity to partner with families.	Focused areas for improvement to improve the engagement of underrepresented families includes ongoing evaluation of methods of parent outreach to gauge impact and effectiveness and provision of professional learning to build staff capacity to partner with families.	The program actively works at increasing parent and family engagement. Staff is accessible and available to families and has an 'open door' policy to encourage parents to engage with school staff. Bilingual outreach is provided as a means to help build trusting relationships with school staff and increase engagement. Formal parent engagement events are scheduled at the school sites and include translation to facilitate open communication.	"An area of focus for improvement in seeking input for decision making  is enlisting parents to serve on advisory committees to allow for input on policies and programs as well as working together with school staff to design, implement and evaluate family engagement activities."	"The program employ a wide range of strategies to encourage parent involvement for all students/families, particularly underrepresented families .Parents are important partners and involvement in their child's education is encouraged - continued, intensive outreach will be provided by bilingual staff on a daily basis - helping to bridge the school to home connection. Bilingual staff also translate all materials and school communications, as well as translation services for parent meetings. There is an identified need to continue to monitor and evaluate methods of parent outreach, including continued work with agencies to offer parent support and services."	4	4	3	4	3	3	4	2	3	3	4	3	Met	6/23/2022	2022
49708476114755	Sonoma Mountain Elementary	3	"Based on the analysis of our Youth Truth data (conducted in Spring 2022), the highest rated area was in relationships (89%). The majority of families noted that ""families and staff members care about each other."" Sonoma Mountain ranked in the 69th percentile for the degree to which families experience positive relationships in their school based on respect, care and approachability. This data supports that the prioritization of relationships has made an impact on families."	"The data from our Youth Truth survey certainly supports that families feel that relationships are established and valued at Sonoma Mountain Elementary Charter School. This is great news as with Covid protocols and the limited access of families on campus, this is an area of priority of our school and an area that we will work to improve. As Covid restrictions ease, we will be able to conduct more events on campus and via Zoom for families to build relationships with our staff members and school. Some of these events include Meet the Teacher, SoMo U, conferences, and other community building events."	"Sonoma Mountain Elementary Charter School prides itself on being an inclusive and welcoming school community. We understand that strong, trusting relationships with families are the foundation for a child's success in elementary school. The teachers and administration are actively welcoming of parent contact and communication, and the parent community frequently comments on this fact. Our classroom teachers, support personnel, and principal all actively build relationships with families through frequent communication through phone calls, zoom meetings, face-to-face meetings, and email. Our focus as a school team has been parent connectivity and family relationships to increase parent engagement in our students’ learning. This included a shift in the Back to School Night format to a “Meet the Teacher” held the day before school with a focus on building relationships. Relationships need ongoing care and attention. This is clearly an area of continuous improvement. We will need to continue and increase the opportunities for all families to contribute their ideas. The regular, weekly communication from the principal in the form of email, text, and robocall in the parents' preferred language informs families of school events and opportunities for sharing their ideas, concerns, and perspective. We will continue to improve in this area so that all families feel welcome to share their ideas and concerns. Our school and district have been focusing on becoming culturally proficient and celebrating each student's contribution to the classroom and school community. We are raising our awareness of the importance of representation of all cultures and perspectives. This will continue to be an area of discussion and learning at staff meetings so as to keep it in the forefront of everyone's practice. Actively seeking out opportunities to interact both informally and formally with underrepresented families needs to continue to be a focus."	"This is an area where we have been making strides and have definitely had success. Our twice yearly parentteacher conferences are well attended and valued by both teachers and parents. Many teachers include students in these conversations, using them as an opportunity to reflect on learning habits for success, areas of strength and areas for growth, and to set learning goals for the next trimester. In addition, teachers check in often with parents outside of the designated conference time. They have an open door policy with a focus on consistent, on-going positive communication. Our Student Success Team partners with families to provide resources and ways to support students in the home environment, including working with our school counselor, our district behaviorist, and our RtI Teacher. Our Parent Teacher Association is very active in our school and makes tremendous contributions to our school community. Several teachers and the principal are active members of our PTA attending all the monthly meetings. We have welcomed many new members to our PTA board while keeping many outgoing board members actively involved in the organization. Volunteers are an integral part of our school community and program. In addition to the PTA, volunteers contribute in many ways both within and outside of the classroom (in years when the campus is not closed due to a pandemic). Parents volunteer regularly in the classroom, with special projects, field trips, coordinating fundraising events and in so many other ways. Continuing to welcome new and diverse members of our community to volunteer, and increasing involvement in our PTA will be an ongoing focus."	"This is an area where we have been making strides and have definitely had success. Our twice yearly parentteacher conferences are well attended and valued by both teachers and parents. Many teachers include students in these conversations, using them as an opportunity to reflect on learning habits for success, areas of strength and areas for growth, and to set learning goals for the next trimester. In addition, teachers check in often with parents outside of the designated conference time. They have an open door policy with a focus on consistent, on-going positive communication. Our Student Success Team partners with families to provide resources and ways to support students in the home environment, including working with our school counselor, our district behaviorist, and our RtI Teacher. Our Parent Teacher Association is very active in our school and makes tremendous contributions to our school community. Several teachers and the principal are active members of our PTA attending all the monthly meetings. We have welcomed many new members to our PTA board while keeping many outgoing board members actively involved in the organization. Volunteers are an integral part of our school community and program. In addition to the PTA, volunteers contribute in many ways both within and outside of the classroom (in years when the campus is not closed due to a pandemic). Parents volunteer regularly in the classroom, with special projects, field trips, coordinating fundraising events and in so many other ways. Continuing to welcome new and diverse members of our community to volunteer, and increasing involvement in our PTA will be an ongoing focus."	"Data from the Youth Truth survey (conducted in Spring 2022) generally supports that underrepresented families feel included, valued, and supported. However, the engagement of underrepresented families is always an area of continuous improvement for our school. One strategy that we will continue is to provide meeting and workshop access via Zoom. We will also issue a survey, specifically to our underrepresented families, to see what topics are of interest to them, and then we will plan accordingly to meet their needs. Finally, we will continue to focus on building relationships. This will include additional training and discussions around our own biases, being culturally responsive, and providing equitable approaches to building relationships and engaging our families. All families, especially those who are underrepresented, value their child/ren's education."	"One of our strengths in this area is that we hold periodic parent meetings at our site where we actively listen to and gather parent input on how the school is meeting families' needs, and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms, including monthly ParentTeacher Association meetings and LCAP committee meetings. In all of these parent meetings, input is sought in order to improve our school and to use the ideas that stakeholders bring to us to improve our service to students. Often input is gathered in informal ways: in conversations in the hallways or when parents are dropping off or picking up their children, at fundraising events, through phone calls, or at parent-teacher conferences. Being accessible in a variety of ways, not always in formal settings, can increase the comfort level that families have with communicating their ideas and/or concerns. As well as holding parent meetings and gathering input in informal ways, parent surveys also provide valuable opportunities for anonymous input. Not all stakeholders are available for meetings at the scheduled times and providing alternative ways to contribute and participate is crucial."	"Based on the Youth Truth survey (conducted Spring 2022), the highest rated question was, ""I feel informed about important decisions regarding my school."" The lowest rated question was, ""I feel empowered to play a meaningful role in decision-making at my school."" An area of improvement is to conduct regular, on-going discussion sessions via a Coffee with the Principal or some sort of other format. We will share agenda items for these sessions in relation to key decisions at our school. This will be communicated through our weekly robocalls, emails, etc. We will also endeavor to schedule meetings at times when parents are most likely to be able to attend and will use Zoom, as well. In addition, we will reach out with personal invitations whenever possible."	"In order to improve engagement of underrepresented families we will continue to communicate in their preferred language, provide translation at events, and reach out with personal invitations whenever possible. We will also endeavor to schedule meetings at times when parents are most likely to be able to attend. In addition, at all school events we will welcome everyone with warmth and genuine appreciation for their participation. Another area for improvement is to increase the percentage of families who respond to our parent surveys. This could be done by providing the devices at parent conferences for parents to complete the survey, by providing access to the survey on social media and through text messaging as well as through email or our website."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
49709530000000	Sonoma Valley Unified	3	"The district expanded the roles of library media specialists and created a role for bilingual technology liaison to support families in using technology and helping to ensure student connectivity. The district also provided spaces at Boys and Girls Club for students needing in-person supervision and internet access in learning hubs. Our Parent University program was expanded to include a parent leadership component called Promotores. The Promotores group hosted regular parent education (approximately three nights per week) in connection with community partners, especially On the Move/Parent University. Our existing parent and community advisory groups (DAC, DELAC, SEAC) continued as well. We had active daily and weekly outreach to families whose students were not attending school. We also integrated See Saw and Remind into our repertoire of parent communication and outreach tools. Looking forward, we hope to increase and expand the roles of community liaisons and to include an improved system of attendance tracking and parent communication in order to make sure that we have regular access to the families of our students who are most at risk. We remain at the level of ""initial implementation"" as we have more progress to make as a system in developing coherent, predictable and sustained plans for partnering with parents to improve student outcomes."	"As documented in the Learning Continuity and Attendance Plan and the Local Control Accountability Plan, as well as the narrative above, SVUSD staff worked hard to engage parents in the myriad schedule and protocol changes that took place as we adapted to new a\ways of instructing students over the course of the 2020-2021 school year. Nevertheless, we tend to have a stable stakeholder group that participates in all groups and there are many families whose participation we do not yet have. We remain at the level of ""initial implementation"" as we have more progress to make in accessing families and ensuring they know how to provide input in decision making at all levels of our organization and are supported in doing so in a way that ensures seamless, supported two-way communication."	"The district expanded the roles of library media specialists and created a role for bilingual technology liaison to support families in using technology and helping to ensure student connectivity. The district also provided spaces at Boys and Girls Club for students needing in-person supervision and internet access in learning hubs. Our Parent University program was expanded to include a parent leadership component called Promotores. The Promotores group hosted regular parent education (approximately three nights per week) in connection with community partners, especially On the Move/Parent University. Our existing parent and community advisory groups (DAC, DELAC, SEAC) continued as well. We had active daily and weekly outreach to families whose students were not attending school. We also integrated See Saw and Remind into our repertoire of parent communication and outreach tools. Looking forward, we hope to increase and expand the roles of community liaisons and to include an improved system of attendance tracking and parent communication in order to make sure that we have regular access to the families of our students who are most at risk. We remain at the level of ""initial implementation"" as we have more progress to make as a system in developing coherent, predictable and sustained plans for partnering with parents to improve student outcomes."	SVUSD has a strong partnership with its Education Foundation and we are building relationships with local early child care organizations.  Our SAFE grant team conducts ongoing outreach with community-based organizations to support mental health awareness and the development of Tier 3 supports for families and children.	Our district and school site leadership teams needs to be stabilized in order to build relationships and trust among educational partners.	"Leadership and staffing need to be stabilized to allow time to build relationships, consistency and coherence in policies and practices, which will strengthen our ability to reach underrepresented families. SVUSD is participating in the Community Engagement Initiative grant."	"As outlined previously, we seek educational partner input in a variety of manners including community meetings, one-one meetings, and surveys. We have strong involvement of our communities in providing mentoring and enrichment support."	"SVUSD has experienced turn over in leadership over the past few years. The district seeks input from the community in a variety of ways. This past year the district focused on seeking input from the school community, parents and larger community in special education, the EL program and curriculum adoption. We realize that we needed to reach out to special education families and EL families. We reached out to every site and created listening circles for special education. The special education teachers and site principals reached out to every parent of a student with an IEP to get input on decision making."	"SVUSD recognizes the need to continually evaluate and improve communications with all of our families and community, with a focus on underrepresented families. We have put forth a host of new ways to attempt to engage our families. We have ELAC meetings, DELAC meetings, Special Education information nights, Title I community meetings, parent and community representation on some of the district committees as a small sample of our opportunities for community input. During the meetings an interpreter is always available. We advertise community meetings in weekly Superintendents communications, email invites, school newsletters, Parent Square, flyers and website information in both Spanish and English.  We have implemented a new tool, Parent Square, to easily communicate to the community in multiple languages and can monitor if someone is not able to access the communications."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/21/2022	2022
55723710000000	Sonora Elementary	3	"SES engages families through site council, Back to School Night, parent teacher conferences, open house, as well as other on site activities."	"SES will work to increase parental involvement through site council, Back to School Night, parent teacher conferences, open house, as well as other on site activities."	The District is working on implementing an ELAC committee.	"SES partners with SSS, PM Club  and other community groups to provide extension activities to students."	"SES, through the ELOP grant is expanding after school services to students."	"SES, through the ELOP grant is expanding after school services to  our unduplicated students."	SES receives input from: Site Council SES staff Parent surveys student surveys	SES needs to add a EL parent representative to Site Council to ensure that our EL population is represented.	SES will add a EL parent representative to Site Council to ensure that our EL population is represented.	4	4	3	3	3	3	4	3	3	4	4	4	Met	6/15/2022	2022
55723890000000	Sonora Union High	3	"91% of parents responding to the California Healthy Kids Survey reported agreeing that the school keeps them well-informed about school activities. The district uses ThoughtExchange to build effective, actionable, two way communications with educational partners.  A ThoughtExchange survey is a two-way process to bring people together on important topics, which replaces the methods used in traditional surveys with a naturally collaborative platform.  Participants are asked to share their ideas in response to an open-ended question. All ideas are shared confidentially. Once participants have shared their own ideas, they are asked to rate the thoughts that others have provided on a scale of one to five stars based on how much they agree with the idea or how important they think it is. In the final step, participants can view how the thoughts in the exchange have been rated by the group. ThoughtExchange was used in the last year to survey families on effective  communication between families and the district and to get feedback on the district's effectiveness of achieving its LCAP goals. The principal of Sonora High provides a weekly newsletter to parents, the Wildcat Weekly, that highlights resources, events and important information for families. 76% of 41 parents responding to a Parent Communication Survey conducted in November of 2021 reported that the Wildcat Weekly was their main source of information and the comment, “Love the wildcat weekly! Updates and info that doesn't make it home from the kids. Quick links to register or sign up for things.” was the comment rated highest by parents.  Parents also expressed that text and email communication and access to the parent portal in the student information system were  useful forms of communication. The School Site Council is acting as an English Learner Advisory Committee and includes the parent of an English Learner. The implementation of the Language Line has also permitted all staff members to communicate with parents and families using real time translation. The counseling department and site administration collaborate to run events such as Back to School Night, FAFSA Night, Block S Honors, Scholarship Night, Middle College Parent Night, College Night, Open House that bring families on to campus to interact in person with staff. District Board of Trustees meetings were held in person and facilitated live online participation and comment to encourage parent input and engagement."	"Improving family attendance at on campus activities, increasing participation in parent surveys, improving parent involvement in district decisions."	"Increasing the frequency of ThoughtExchange surveys, providing student incentives to encourage in-person parent attendance at school information events, provide more opportunity for parent input at live events."	An increasing number of parents are accessing student information through parent portal access to the student information system. 81% of parents responding to the California Healthy Kids Survey reported agreeing that teachers let them know how students are doing between report cards.	38% of parents responding to the California Healthy Kids Survey disagreed with the the statement that teachers communicate with parents about what students are expected to learn in class.	The district will work to increase teacher communication with parents about what students are expected to learn in class.	"District Board of Trustees meetings were held in person and facilitated live online participation and comment to encourage parent input and engagement. 91% of parents responding to the California Healthy Kids Survey reported agreeing that the school keeps them well-informed about school activities. The district uses ThoughtExchange to build effective, actionable, two way communications with educational partners.  A ThoughtExchange survey is a two-way process to bring people together on important topics, which replaces the methods used in traditional surveys with a naturally collaborative platform.  Participants are asked to share their ideas in response to an open-ended question. All ideas are shared confidentially. Once participants have shared their own ideas, they are asked to rate the thoughts that others have provided on a scale of one to five stars based on how much they agree with the idea or how important they think it is. In the final step, participants can view how the thoughts in the exchange have been rated by the group. ThoughtExchange was used in the last year to survey families on effective  communication between families and the district and to get feedback on the district's effectiveness of achieving its LCAP goals. The principal of Sonora High provides a weekly newsletter to parents, the Wildcat Weekly, that highlights resources, events and important information for families. 76% of 41 parents responding to a Parent Communication Survey conducted in November of 2021 reported that the Wildcat Weekly was their main source of information and the comment, “Love the wildcat weekly! Updates and info that doesn't make it home from the kids. Quick links to register or sign up for things.” was the comment rated highest by parents.  Parents also expressed that text and email communication and access to the parent portal in the student information system were  useful forms of communication. The School Site Council is acting as an English Learner Advisory Committee and includes the parent of an English Learner. The implementation of the Language Line has also permitted all staff members to communicate with parents and families using real time translation. The counseling department and site administration collaborate to run events such as Back to School Night, FAFSA Night, Block S Honors, Scholarship Night, Middle College Parent Night, College Night, Open House that bring families on to campus to interact in person with staff."	"Improving family attendance at on campus activities, increasing participation in parent surveys, improving parent involvement in district decisions."	"Increasing the frequency of ThoughtExchange surveys, providing student incentives to encourage in-person parent attendance at school information events, provide more opportunity for parent input at live events."	3	3	3	3	2	3	3	4	3	3	3	2	Not Met	9/13/2022	2022
44698490000000	Soquel Union Elementary	3	"Educational partners in SUESD include both internal and external groups, all of whom share a common interest in creating successful students and sustainable schools. As we transitioned away from distance learning, a number of virtual platforms established during the pandemic remained safe, sustainable, and efficient. In this virtual pathway, input and efforts from educators, students, support staff, and families could remain accessible yield a higher rate of participation than when in-person meetings and alike are the primary practice. This year, SUESD more thoroughly engaged its full complement of educational partners through multiple platforms, including Zoom meetings, Google Form surveys, phone calls, digital translation apps,  Email, staff meetings, leadership team meetings, and family conferences.  As SUESD's Administrative Council members held multiple virtual and in-person meetings, which included certificated and classified staff, community members, and families, they prepared by seeking community feedback and input, primary language support, and the use of multiple communication pathways.  ELAC, DELAC, and our newly formed English Learner (EL) Parent Leadership Team meetings have been held throughout the school year to discuss specific ideas, wants, and needs to be shared by our community's EL families. Feedback and input ranged from support for technology, EL reclassification process, homework and reading support, ELPAC results, increased access to services, and out-of-school time augmentation to learning.   Email is a regular less formal communication pathway used by both district and site level administrators and staff. Weekly, and often more, community updates, letters, newsletters, and county messages are sent through email, in more than one language and translation links, with the open offer to create the communication as a two-way communication pathway.  School site leadership and ADCO teams meet regularly to discuss questions, concerns, and ideas related to teaching and learning, family and/or student engagement, funding, etc.  All engagement in our district's education influence the current and future uses of LEA supplemental funds. The 2022-2023 LCAP is an exemplary plan, which at its bedrock is inclusive of our community's voices.  Annually, our district solicits feedback from our community through the LCAP cycle. The following are the Family/Caregiver Survey responses:  High-Quality Instruction: 82.3% Access to Standards-based Materials: 92.9% Student Engaged and Encouraged to Think: 88.2% Student Attends School in a Clean, Safe, Inclusive, and Welcoming Environment: 95% Feel Welcome and Respected: 94.7% My Child’s Talents and Strengths are Known and Developed: 73% Receive Effective Level of Communication Regarding School and District News: 98.3% I Have Opportunities to Share My Thoughts and Opinions: 98%  The last two questions demonstrate the strength of our commitment to community engagement and collaboration."	"Based on the analysis of educational partner input and local data, our district will continue to focus on one specific area for improvement in Building Relationships Between School Staff and Families. We will continue to work directly with our ration justice task force with special attention to equitable and inclusive practices communitywide."	"Our district made intentional efforts to solicit information and feedback from underrepresented families and caregivers. Below are data from two of these groups.   English Learner Family/ Caregiver Feedback Themes:  Continue Support through District Community Liaison Continue Support through ELD Specialists at Each School Continue Latino Family Literacy Night and EL Parent Book Club Add Parent Workshop Series (Reading reports, interpreting scores, standards, reclassification, etc,) Add Academic Oral Language Practice After School Club Use of One Translation App for Universal Use in Staff/Family Communications  Families with a student with an IEP Themes:  Closer Connections (in-person relationship) with Student Services Department Reading Diagnostic Information and Support Better Understanding of Service Time Virtual Experience Has Been Difficult  The improved engagement strategies that will be employed during the 2021-2022 school year are:  Continue support through District Community Liaison Continue support through ELD Specialists at each school Continue Latino Family Literacy Night and EL Parent Book Club Add a Parent Workshop Series (Reading reports, interpreting scores, standards, reclassification, etc,) Add academic oral language practice through extended learning opportunity plan at each school site. Use of One Translation App for Universal Use in Staff/Family Communications Build closer connections with our Student Services Department through increased participation in schools and at IEP meetings. Provide i-Ready reading diagnostic information and support at Parent-teacher conferences. Provide better descriptions of Service Time during IEPs."	Based on the analysis of educational partners local data strengths and progress in building partnerships for student outcomes have proven to grow in inclusive practice. The establishment of our English Learner Parent Leadership Team this past year has proven to be highly successful. This leadership team will continue and become a permanent mechanism for insuring this ongoing partnership.	"Based on the analysis of educational partner input and local data the district will focus on the following to improve building partnerships for student outcomes.  Transparently provide student success data from CAASPP, ELPAC, and local assessments and support in interpreting those results. Continue to use EL Roadmap rubrics with families to measure the success of districtwide programs.  Continue to provide families with opportunities to bring their talents and strength into the classroom."	"Self-reflection processes have traditionally been designed by and for each school, leader, or educator. This year, we will work with all school leaders to engage in a universal reflection process, so we can reveal and discuss themes, and strategize for universal support and response districtwide."	"Our district has gone to great lengths to bring educational partners to the table to provide spaces where input is both solicited, but also respected, and made actionable. This past year, input from families resulted in increased opportunities for both students and their families, including co-planning of ELAC and DELAC meetings, districtwide teacher training related to ELPAC, and reporting progress to parents about each student's growth on their road to reclassification."	"An area our district would like to continue to improve is in the systemization of inclusive family practices using the elements of the Dual Capacity Framework and the EL Roadmap, by first looking at both process and organizational conditions as a basis, then building onto this through supporting educators and leaders in increasing capacities in the four Cs (capability, connections, cognition, and confidence). From this, we hope that educators will feel more prepared and empowered to partner with families and engage them in diverse roles within the classroom, school, and community."	"Additional actions that our district will engage in is to increase opportunities for families of students with IEPs to engage in processes that directly impact their children's opportunities for academic, social, and emotional success at school. These actions will include creating two-way communication pathways between home and school, building a more robust parent advisory council, and using student services as hub for new and relevant information sharing and gathering."	4	5	3	4	4	3	4	3	4	4	3	4	Not Met	10/12/2022	2022
55723970000000	Soulsbyville Elementary	3	"Soulsbyville School has an active parent network. According to local data, communication between staff and families is an area of strength, including prompt communication by the school and clear communication about student expectations. Another area of strength is that the school encourages active participation by families in a child's education. Additionally, parents report that the office staff is helpful and that they are treated with respect by staff in general."	"Based on input and local data, Soulsbyville's focus area for improvement is addressing parent concerns. While nearly all staff report that the school takes parents' concerns seriously, a smaller majority of parents share this perception."	"Soulsbyville School has a strong communication network with all stakeholders using phone app, website, digital and hard copy parent bulletins, email, phone access to voicemail, and access to in-person contact.  Weekly staff meetings, monthly board and Site council meetings, and parent surveys are conducted to gain regular stakeholder input.  To better serve underrepresented families, Soulsbyville School will focus on person outreach from staff to engage families in the schooling process."	Soulsbyville School supports professional learning for teachers and administration in effective ways to engage families in partnering with the school to provide quality education to students. Another area of strength is how the school encourages parents to be active participants in their child's education.	"One focus area is supporting parents in better understanding their role at the school and as part of a team that supports their child's education. While the local data shows parents and staff agree the school encourages this engagement, it also demonstrates a need for more information to create a specific understanding of how a parent can be an active member of their child's educational team."	Soulsbyville will work to provide convenient opportunities for teachers to meet with underrepresented families to discuss student progress and ways to improve student outcomes. The school will also work to increase opportunities for families to interact with staff and students in academic centered events and environments.	"Soulsbyville School is consistent in providing families, including underrepresented families, opportunities to participate in providing their input for decision making and implementation of policies and programs. Soulsbyville uses multiple surveys as data collection points to gather parent input. The school has also created and implemented a family engagement plan within the School Site Council to increase engagement at the school."	"One area of focus for improvement will be on increasing the participation rate of members to effectively engage in advisory groups such as Site council and Parent Teacher Organization (PTO). While a small majority of parents agree that the school actively seeks input, another focus area will be on increasing the number of parents who feel that their input is sought in the decision-making process."	Soulsbyville will work to find more methods to gather and ask for input from underrepresented families. Currently the school uses surveys and text messages as the primary method of gathering feedback. The school will work to increase participation by providing more diverse opportunities to express parent input.	5	5	4	5	4	4	4	4	4	3	3	3	Met	6/14/2022	2022
12630320124289	South Bay Charter	3	"South Bay Union Elementary School District prides itself on making connections with families. The school district has a long history of providing enrichment and support opportunities for students in the after school program. A technology plan provides every student with access to technology and one to one devices. Parent-teacher conferences, formal parent interviews and regular communication through multiple communication methods provide for a stronger connection between school staff and families."	"Parent membership in school and district committees like School Site Council, Parent Teacher Association and the District English Learner Advisory Committee needs to be bolstered by improving outreach to our families."	Improved communication methods in home languages will be focus for engagement.	Parents/Guardians are considered an essential component to improve outcomes for students. At South Bay parents are our educational partners. Surveys and listening sessions have provided input to support the decision of the district.	"Outreach efforts need to be improved to include more participation in stakeholder meetings, information sessions and parent education opportunities."	"Providing parents/guardians with additional opportunities to participate after work hours, with home language supports is an area for improvement."	Survey data shows that parents and students feel connected to the South Bay Union Elementary School District. Listening sessions and advisory committees provide opportunities for parent's to engage in local decision making.	"Efforts need to be made to increase parent participation on surveys, committees and councils."	Increasing engage of families utilizing home language supports is a focus area for the district.	4	4	4	4	3	3	4	4	4	4	3	3	Not Met	9/14/2022	2022
37683950000000	South Bay Union	3	"As a District, educational partner engagement and input is critically important to the overall LCAP development, as well as identifying specific actions and services. Input from educational partners is highly valued and increasing volunteering opportunities and educational partners' voices on District and school level committees is desired. Since the return from distance learning to in person instruction, we have once again implemented our volunteer programs at all school sites. Each school site has initiated the process of organizing in person school events that promote community building. Listening tours with each school community led by our Superintendent are scheduled to take place in person as well. Our DELAC, ELAC, SSC, IEP's, Coffee with the Principal, Back to School Night and Parent/Teacher Conferences have also been held in person. We are currently organizing a Community Resource Fair to take place in November at a school site where all district families will be invited to."	"There is the need to improve and build relationships due to the challenging conditions and parameters that needed to be in place since the start of the pandemic. On the CA Healthy Kids Survey, 44% of parents strongly agree that school motivates students to learn. As a district, our desired outcome is to increase this percentage to demonstrate our ability and build strong foundations for learning through partnerships with our families. There is a need to increase community members on our LCAP Parent Committee to a desired outcome of a minimum of 15 community members. We currently have an active DELAC with an average of 12 parent participants at each meeting. We would like to increase parent participation on DELAC to 2 parents per school site which would amount to 24 in total as a minimum. Our current baseline data is 80% of families attending IEP meetings. We also would like to increase our parent attendance at IEP meetings to 100%."	"We will promote enhanced family communication through an improved website platform, digital newsletters, emails, and phone calls. We will promote family engagement, education and empowerment opportunities through District-wide events or online opportunities. By hosting District-wide events such as District Community Resource Fairs, Innovation Expo, South Bay's Got Talent, and other such family events, typically non-involved parents will begin to see themselves and their families as part of a larger community. The District Community Resource Fair is aimed specifically at the support of socioeconomically disadvantaged students, and English Learners. Resources include health partners, social service agencies, immigration support, mental health resources, adult language resources, etc.  Although school closures, distance learning, and illness during the pandemic has limited these opportunities for families and students, it is a priority to plan such events for the 2022-2023 school year."	"With perpetual underachievement by most SBUSD students, this goal is critical to support further literacy and language development, as well as to ensure a well-rounded educational experience that is responsive and engaging for each student.  Provide a differentiated, responsive, and well-rounded academic experience based on instructional practices that make a significant difference in the lives of all students. Ensure access to one-to-one devices for all students through ongoing refresh and replacement plan."	"Promote effective instructional practices in the areas of literacy and Mathematics/Science/Technology through District-level TOSA positions. One Literacy TOSA and one Mathematics/Science/Technology TOSA will work collaboratively with teachers on improving instructional practices, creating responsive learning environments, and monitoring student progress.  Support for English Learners through District-level Language Development TOSA focused on improving outcomes for English Learners and improving instructional practices in the areas of integrated and designated ELD.  District strategies/personnel/materials and site funded strategies and actions to support English Learners including, but not limited to additional staff for push-in small group instruction, supplemental materials, and professional development. Academic support and intervention for students at-promise through site funded evidence-based strategies. Academic support and intervention for students to accelerate learning through District funded Learning Acceleration Tutors. Provide differentiated professional learning in core academic areas, implementation of Ethnic Studies, instructional engagement strategies, and digital literacy/safety. Ensure digital and network safety for the organization as well as digital literacy for students and families through high quality Technology staff and network security platforms."	"We will provide supplemental materials and take-home books/materials for students to support at home literacy development. We will ensure the development of the whole child and engaging, well-rounded learning experiences for students through VAPA/STEM teachers District-wide.  This action is taken LEA wide to ensure all students receive this instruction, and especially those students who would typically lack access. 58% of SBUSD students are socioeconomically disadvantaged, 51% are English learners and our unduplicated count is 80%.  The VAPA/STEM teachers have been provided professional development in language acquisition and engagement strategies to provide the necessary scaffolds to our unduplicated pupils during instruction. SBUSD will provide digital platforms and digital content to support academic learning needs such as, but not limited to web-based platforms in literacy, language development, and mathematics. We are working to ensure access to connectivity resources for families such as mobile hotspots, hubs, or partnerships with local providers. We will use progress monitoring and benchmark assessments to monitor student progress in the areas of literacy and mathematics to differentiate instruction and respond to student needs as well as communicate the progress of students to our educational partners."	"As a District, educational partner engagement and input is critically important to the overall LCAP development, as well as identifying specific actions and services. To ensure consistency District-wide, District staff develop an input protocol for all educational partners. The protocol for the spring 2022 input included a reflection tool to identify successes, challenges, and suggestions moving forward. District-wide input protocols were used for the following: All staff LCAP Input Session on February 23, 2022, District Leadership Team comprised of Principals, Directors, Coordinators, and Executive Team members on February 7, 2022; February 16, 2022; February 17, 2022; and March 7, 2022, LCAP Parent Advisory Committee meetings on March 14, 2022; April 11, 2022; and May 16, 2022, Certificated bargaining unit on February 23, 2022, DELAC on November 9, 2021 and January 25, 2022, District Director of Special Education met with SELPA Director on August 19, 2021 to consult on LCAP.  Students, families, and staff participated in the California Healthy Kids Survey as well, as a means of educational partner engagement and input during the months of March and April of 2022. Opportunities for public comment and written feedback were provided through the district website."	"Evaluation of the LCAP Goals and Actions took place January-May of 2022. Educational partners we asked to identify the LCAP actions that resulted in successes, the challenges in implementing certain actions, and suggestions for any modifications moving forward. The input received after Year 1 of the current LCAP is summarized as follows: There continues to be a need to address the social-emotional needs of all students, especially those of our students who are socioeconomically disadvantaged, suffering from housing insecurities, in foster care, and experiencing trauma caused by the pandemic. Staffing shortages have resulted in vacant positions that would greatly contribute to the academic, social-emotional, and behavioral needs of students. Counselors and additional social workers are valued positions that would make a positive difference in the services and supports we can provide to our students. Substitute teacher shortages have resulted in less professional development for employees - both certificated and classified. Input from educational partners is highly valued and increasing volunteering opportunities and educational partners' voices on District and school level committees is desired. The reflection and input provided from educational partners as mentioned earlier is what drives our goals and actions in our LCAP."	"We will promote enhanced family communication through an improved website platform, digital newsletters, emails, and phone calls. We will promote family engagement, education and empowerment opportunities through District-wide events or online opportunities. By hosting District-wide events such as District Community Resource Fairs, Innovation Expo, South Bay's Got Talent, and other such family events, typically non-involved parents will begin to see themselves and their families as part of a larger community. This would in turn, promote and increase participation in all school committees such as ELAC and SSC as well as district committees such as DELAC and our LCAP Parent Advisory Committee which all provide our educational partners an opportunity to provide input and collaboratively make decisions for what is in the best interest for our students."	5	5	3	5	5	4	5	4	5	5	4	4	Met	6/9/2022	2022
12630320000000	South Bay Union Elementary	3	"South Bay Union Elementary School District prides itself on making connections with families. The school district has a long history of providing enrichment and support opportunities for students in the after school program. A technology plan provides every student with access to technology and one to one devices. Parent-teacher conference, formal parent interviews and regular communication through multiple communication methods provide for a stronger connection between school staff and families."	"Parent membership in school and district committees like School Site Council, Parent Teacher Association and the District English Learner Advisory Committee needs to be bolstered by improving outreach to our families."	"South Bay will continue to focus on strengthening communication in home languages to engage all of our families, providing multiple opportunities to participate in shaping the direction of our school district."	Parents/Guardians are considered an essential component to improve outcomes for students. At South Bay parents are our educational partners. Surveys and listening sessions have provided input to support the decision of the district.	"Out reach efforts need to be improved to include more participation in stakeholder meetings, information sessions and parent education opportunities."	"Providing parents/guardians with additional opportunities to participate after work hours, with home language supports is an area for improvement."	Survey data shows that parents and students feel connected to the South Bay Union Elementary School District. Listening sessions and advisory committees provide opportunities for parent's to engage in local decision making.	"Efforts need to be made to increase parent participation on surveys, committees and councils."	Increasing engage of families utilizing home language supports is a focus area for the district.	4	4	4	4	3	3	4	4	4	4	3	3	Not Met	9/14/2022	2022
15637840000000	South Fork Union	3	"South Fork Union School District maintains strong communication with families through Blackboard messages (phone, text, email), Class Dojo, social media, emails, and phone calls. South Fork is looking forward to offering more opportunities for families to engage. Based on local data, 80% of educational partners believe the district values parents as partners in their child's education."	"South Fork Union School District has established focus areas for building relationships between school and families, including family engagement nights and parent nights."	South Fork Union School District will continue to improve engagement of underrepresented families by continuing with engaging topics for parent nights and offering day care for those in need.	South Fork Union School District has continued to provide professional learning and support to teachers and administration to improve schools capacity to engage with families.	South Fork Union School District will focus on parent and family access to information and resources to support student learning. This will be done through parent nights and communication.	The South Fork Union School District would like to focus the partnerships above to those families who are underrepresented.	"Parents will continue to be offered opportunities for decision making through school site council (SSC), district advisory council (DAC), local control accountability plan (LCAP) meetings, and surveys."	South Fork Union School District will continue to seek input and engaging educational partners.	South Fork Union School District will improve engagement of underrepresented families by continuing to invite and provide opportunities for partnerships and groups.	5	5	4	4	4	4	4	3	4	4	4	4	Met	6/28/2022	2022
27660680000000	South Monterey County Joint Union High	3	"Communication is key to building relationships between school and families.  For this purpose, The Parent Square program was newly introduced to communicate with parents. This program provides parents with updated districtwide information in both Spanish and English as a way of keeping our parents informed.   Our community parent liaisons and English Language  liaisons reach out to parents depending on the student's needs.  Staff members who speak a similar language with parents are utilized to communicate with them, thereby reducing the language barriers between home and schools.  Besides, all information sent home is translated to Spanish language and posted on school and district websites. Also, school meetings offered to parents are flexible to allow for parent participation.  For example, meetings are held at 7:15am and in the evenings to accommodate parents' work schedules. Finally, surveys are conducted throughout the school year to acquire parents' feedback on key issues. These measures taken by our LEA would help build stronger relationships between school and families."	"There is a need for more support staff to conduct parent outreach and offer parent education classes through programs such as PIQUE, INSPIRE and sponsoring parent leaders to attend the California Association of Bilingual Education (CABE) conferences.  Also, increase training for parents on how to access and use our Parent Square and Aeries programs which are communication tools offered by our LEA."	"The LEA will continue to use data to allocate resources to address improving engagement of underrepresented families and their needs by improving communication, offering parent education classes in the aforementioned areas and boosting our parent outreach by providing needed support staff"	"Our LEA is partnering with outside agencies and bringing support services to students as a way of increasing student outcomes.  For example, Our LEA also provides mental health support and other related services through Monterey County Behavioral Health, Girls Inc., Sunstreet Center: STEPS and Life Skills, Boys and Girls Club: Smart Moves program and Girls Health In Girls Hands, Monterey County Parenting Connect, Teen Success Inc, Read to Me Project. Nurse Family Partnership, and MCOE- Homeless Director provides clothing and supplies for mothers and babies. Besides, our LEA is addressing Social Emotional Learning and mental health issues which are challenges to student outcomes by hiring additional counselors and psychologists.    Secondly, our LEA  is partnering with other educational institutions to provide opportunities to increase student outcomes by offering students the following programs: Partnership with California State University Monterey Bay Education Talent Search (ETS), University of Santa Cruz GEAR-UP program for our current 11th and 12th grade students, Our Future Farmers of America (FFA) students have partnerships with organizations at the Local, County and State levels.  Also, the LEA offers concurrent enrollment through partnerships with  Hartnell Community College."	"Our LEA would like to continue expanding and  improving our concurrent and course offerings with Hartnell Community College which saw a decline in course offerings as a result of the pandemic.  In addition,  build partnerships and relationships with the Trade Unions, such as the Building, Plumbing and Electrician Unions and expand our programs to expose students to other possibilities."	Allocating resources and support services to ensure  meeting the needs of our underrepresented students by communicating all these programs and services to our community while targeting our underrepresented students and their families.	"Our LEA provides opportunities for parents, staff and students to give their input for decision making through surveys administered throughout the school year to address key issues.  They participate in the following committees: School Site Council (SSC), English Language Acquisition Committee (ELAC), District English Language Acquisition Committee (DELAC), Local Control Accountability Plan (LCAP) and Administrators Committee (ADCO).  These structured committees allow for our LEA to solicit from our educational partners’ input for decision-making."	"We would like to improve our communication with all of our educational partners.  For example, there are some parents we are unable to reach due to language barriers, therefore finding staff members or translators has been a challenge.  This is an area we will continue working towards improving and engaging everyone."	"We will continue to find staff and translation services to communicate and seek the input for decision making from these populations of parents we are unable to reach due to language barriers.  For example we hired a staff this year who speaks Triqui, a language spoken by some of our parents and students."	3	3	2	4	2	3	2	4	3	3	4	3	Not Met	9/28/2022	2022
19650290000000	South Pasadena Unified	3	"SPUSD’s strengths and progress in Building Relationships Between School and Families include creating multiple opportunities for parental involvement in classrooms and school/district committees, providing multiple opportunities for participating in schoolwide events from elementary weekly zoom assemblies to in-person 5th grade and 8th grade parent nights, having a active PTAs and PTSAs that create programs to benefit the entire school community, and sharing consistent communication through the ParentSquare app."	"SPUSD’s focus area(s) for improvement in Building Relationships Between School Staff and Families includes providing additional targeted outreach to underrepresented groups who would benefit from ongoing interactions with the school, supporting teachers in working collaboratively with all parents including parents/guardians of English learners, socio-economically disadvantaged youth, foster and homeless youth, and special education students."	"SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by offering additional parent education opportunities related to curriculum, instruction, and home learning strategies to meet the diverse needs of the student population and by communicating directly with underrepresented families with targeted outreach through ParentSquare and parent education offerings."	"SPUSD’s strengths and progress in Building Partnerships for Student Outcomes include offering a diverse range of professional development opportunities on topics such as educational technology, writing workshop, pedagogical best practices, social-emotional learning, and assessment. Additionally, SPUSD prioritizes communication between teachers and families by providing teachers with tools (Parent Square, Edlio, Google Classroom, AERIES Parent Portal) and time (Parent/Teacher conferences) to discuss student progress and ways to work together to support improved student outcomes."	SPUSD’s focus area(s) for improvement in Building Partnerships for Student Outcomes include building on existing policies or programs for teachers to meet with families and students to discuss student progress ??and ways to work together to support improved student outcomes.	"SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by continuing the discussion taking place in the Diversity Equity and Inclusion committee, working collaboratively to better meet the needs of underrepresented families and develop recommendations to improve outcomes for underrepresented families."	"SPUSD’s current strength and progress in Seeking Input for Decision-Making include presenting multiple opportunities for educational partners to participate in decision-making through various committee representation: the Parent Advisory Committee, Diversity Equity and Inclusion Committee, District English Learner Advisory Committee, and School Site Councils. These committees meet regularly throughout the school year and provide parents with opportunities to provide input at the site and district levels.  District-wide and school-wide surveys are also used to gather parent/guardian input prior to decision-making."	SPUSD’s focus area(s) for improvement in Seeking Input for Decision-Making include providing additional opportunities for underrepresented groups.	"SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by offering additional family education opportunities related to school and district-level decision-making to meet the diverse needs of the student population. Additionally, targeted communication will be used to better engage and inform underrepresented families."	4	4	3	4	3	4	3	4	4	4	4	4	Met	6/28/2022	2022
41690700000000	South San Francisco Unified	3	SSFUSD continues to focus on providing our educational partners the opportunities to provide input and feedback on district plans and priorities. We have seen an increase in participation of educational partners in surveys. We've also created a Student Advisory Committee in the 2022 as we strive to obtain an increase in student voice in SSFUSD.	SSFUSD has provided numerous surveys to our educational partners over the past couple of years. In our surveys we often ask open ended questions. We need assistance in analyzing survey responses and using predictive intelligence to assist us in making determinations from the survey data. SSFUSD would like to partner with an organization called Qualtrics to assist us in 22 - 23.	"One of our LCAP goals is focused on increasing student, parent and community engagement. SSFUSD has numerous district parent committees such as the DELAC (District English Learners Advisory Committee, SEPAC (Special Education Advisory Committee - started in 2018), Student advisory Committee (started in 2021) and (DEI) Diversity Equity Inclusion Committee - started in 2021. At the site level we have numerous committees such as SSC (School Site Council) , ELAC (English learners Advisory Committee) and PTA (site and district). In addition, SSFUSD provides opportunities to obtain stakeholder input on district plans such as the LCAP and ESSER III plans. So, the number of committees at the site and district level in addition to the surveys provides numerous opportunities for stakeholders to give input. However, our numbers at our meetings tend to be low (less than 50) and for surveys our responses rate is less than 15%. Although we've making progress in this area we need to continue to think of additional opportunities for stakeholder engagement. Some of the ways were thinking we could improve engagement of underrepresented families is to create additional district/site parent committees, hire staff such as Community Liaisons, and the use of other digital communication platforms such as Remind to provide multiple ways to communicate with our families. Many of site leaders use shorter and more frequent communication with their parent communities and with the continue use of virtual meetings we are seeing more parent engagement than in person. We will continue to use these strategies and reassess annually."	"Due to school closures in March 2020, professional learning and support to our staff has been an area of focus. In addition, the EDS department and school sites has provided numerous workshops to support student/family use of technology devices, educational online platforms and programs. The EDS department provided numerous trainings on Wednesdays and gave staff time to lesson plan as they converted lessons digitally and had to use numerous programs such as Nearpod, IXL, Screencastify, SeeSaw and Google classroom. Our technology TOSA and Director of Student Performance conducted parent workshops on digital citizenship, and specific online programs. SSFUSD partnered with Paper company to provide online tutoring 24/7 for our students in grades 6 - 12. Distance learning made school districts look at current practices, policies and procedures and SSFUSD had to make numerous decisions and changes to practices, and procedures to be alignment with new state laws."	"An area of growth for SSFUSD is to support families to understand their legal rights. However, our Director of Special Education via the SEPAC presented workshops on this topic and created a website which houses numerous resources for parents that have a student that has an individual education plan. Although we've making progress in this area we need to continue to provide opportunities for stakeholder engagement."	"Some of the ways were thinking we could improve engagement of underrepresented families is to create additional district/site parent committees, hire staff such as Community Liaisons, and the use of other digital communication platforms such as Remind to provide multiple ways to communicate with our families. Many of site leaders use shorter and more frequent communication with their parent communities and with the continue use of virtual meetings we are seeing more parent engagement than in person. We will continue to use these strategies and reassess annually."	"SSFUSD has created numerous documents and has provided training to site leaders to assist them in obtaining input from site committees such as School Site Council. During these meetings our staff builds a shared understanding so parents can provide input. We often include ""input sessions"" at most of our parent and district committee meetings. For those parents that were unable to attend we post the slide deck and often the recording of the meeting in case stakeholders want to watch the meeting."	An area of growth for SSFUSD is to provide input opportunities on all district and site policies.	"Although we've making progress in this area we need to continue to provide opportunities for stakeholder engagement. Some of the ways were thinking we could improve engagement of underrepresented families is to create additional district/site parent committees, hire staff such as Community Liaisons, and the use of other digital communication platforms such as Remind to provide multiple ways to communicate with our families. Many of site leaders use shorter and more frequent communication with their parent communities and with the continued use of virtual meetings we are seeing more parent engagement than in person. We will continue to use these strategies and reassess annually."	3	3	3	3	3	3	3	3	3	3	3	2	Met	6/9/2022	2022
51714070109793	South Sutter Charter	3	"On our annual LCAP survey 93% of educational partners were somewhat or very satisfied with the school’s progress towards building relationships with families. Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community. In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school and we have excellent two-way communication. We personalize the education for each of our students and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family."	An area of improvement is to increase participation in our ELAC and our communication with families whose primary langue is other than English. We are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. We also want to improve on families being involved on a school-wide level.	"Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships where all families are involved in decision making on their child’s education. We seek to bring their engagement to a school-wide level through participation in ELAC and parent council, as well as soliciting input from them on school-wide surveys. We are focusing our hiring efforts on increasing the diversity of our certificated staff so that students can see school staff that reflect their own unique characteristics."	"On our annual LCAP survey 91% of educational partners were somewhat or very satisfied with the school’s progress towards building partnerships for student outcomes. We use Title II funding to support teachers with personalized professional development, school-wide trainings, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a students area of need as determined by our internal assessment. The school operates with a high consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education."	"The school provides all required legal notifications either on our website (which can be translated to a language of a parents choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments which leads to opt outs on testing which leads to penalization of the school. An area of improvement is to improve the understanding of the need for and benefit of standardized testing."	The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroup.	"On our annual LCAP survey 87% of educational partners were somewhat or very satisfied with the school’s progress towards seeking input for decision making. In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school wide opportunities for parents to serve on parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community vendors that provide academic enrichment for our students. Our staff consult with parents at monthly learning record meetings and we host parent town halls and parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve what educational programs and services the school offers."	"Though parents are heavily involved in their child’s individulized learning plan, parents tend to be less interested in school-wide decision making. This is an area for continued improvement."	An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. One goal of the school is to improve parent participation in the ELAC. Additionally we are targeting supports for our homeless families through our McKinney-Vento liaison.	5	4	4	3	5	4	4	3	4	4	3	3	Met	5/13/2022	2022
19650370000000	South Whittier Elementary	3	"On the 2022 Healthy Kids Survey, 43.3% of the parents strongly agreed and agreed that school staff treats parents and students with respect. In SWSD 32.6% of the parents feel welcome to participate in the school, this is a large decrease due to the school closures.  SWSD is confident that reengagement of parent participation will take place in the 2022-23 school year. Prior to the pandemic, the district implemented strong safety procedures including a “buzz-in” system and a fingerprinting process for volunteers.  During the pandemic, parents were able to come on campus with an appointment and must pass a health screening. Even though these are safety precautions, the community perceives these are barriers to a welcoming environment. The district is committed to providing a safe and welcoming environment and has hired community liaisons at every school to help build a bridge to our families that feel disconnected from our schools."	"In SWSD, 38.3% of the families surveyed shared that they felt the school communicates the importance of respecting different cultures and beliefs.  The community liaisons at each school are learning about each family experiencing homelessness, foster families, and newcomer families.  The liaisons work on creating relationships and utilize the strategies in the Newcomer’s Toolkit (CDE, 2017) to support the families as they learn about their culture, language, and goals."	"South Whittier School District engages families and educators in 2-way communication through parent-teacher conferences at the district and site level, various parent committees, IEP meetings, virtual town halls, bilingual parent workshops, 504 meetings, LCAP input meetings, and meetings with the liaisons. In SWSD, 32% of the parents indicated that the school actively seeks the input of parents as they make important decisions. Parents indicated in the survey that they would like more information on preparing their child for college and how to help their child with homework."	"South Whittier School District provides professional learning and support to teachers and principals to improve a school’s capacity to partner with families on an on-going basis.   This cycle of continuous improvement allows the district to evaluate programs using the Parent Engagement Toolkit (CDE, 2017), and create professional development based on the input of stakeholders. The site community liaisons help shape the support that they provide to staff and principals. 51% of the families agreed that their school keeps them well-informed about student activities in school. SWSD can improve on offering families support with homework."	"SWSD has started to provide families with information and resources to support student learning and development in the home beyond the parent-teacher conference. The district now provides materials to the families to support learning during the summer months.  Similarly, materials are provided to families to support scholars entering school at orientations.  The district has also launched a number of parent education workshops and series titled “What Every Parent Needs to Know” that is facilitated by teachers to help parents at particular grade levels to provide strategies and support for their child’s learning in school.    The school district and the six school sites implement a parent involvement policy, which includes programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This policy shares the various ways that parents can be active in their child’s education and how they can get involved with the school. These policies define how parents may become involved in decision making committees such as the School Site Council, PTA, and the English Learner Advisory Committee. All of these efforts have resulted in 35% of South Whittier parents agree that the school encourages them to be an active partner with the school to help with the education of their child."	"South Whittier has started to provide opportunities for families to understand and exercise their legal rights and advocate for their own students and all students; however, this is an area for focus and improvement. All families are provided with their parent rights at the beginning of the school year.  The Director of Special Education has provided workshops to inform parents of their parental rights and advocacy through the IEP process. Our community liaisons reach out personally to our families that are underrepresented, specifically our families experiencing homelessness, foster, and those that are new to the country.  They are beginning to use the Newcomer Toolkit (CDE, 2016) as a guide for their work, as well as resources that communicate educational rights to our homeless and foster families."	"At monthly principal’s meetings, principals are provided with a tool to support effective engagement with families through advisory groups and with decision making. Principals are provided with necessary resources to run these groups and the district staff models protocols for gathering input from stakeholders into the LCAP processes.  The district supports the family members and the principals by providing joint training on the School Site Council, continuous improvement practices, and LCAP educator partner input."	"The district offers forums for engaging families in advisory groups such as the District Advisory Committee, Parent Advisory Committee, District English Learner Advisory Committee, the Parent Engagement Committee, the Bond Oversight Committee, and informal meetings that invite parents to coffee with various administrators.  Parents have the opportunity to give input on policies and programs through the annual parent survey. Considering these efforts only 31% of the parents believe that the district seeks input from the parents before making decisions, which is down from 83% in 2020.  Clearly, the district could continue to improve on methods for implementing strategies to reach and seek input from any underrepresented groups in the school community. Only about ¼ of the parents in the district complete the parent survey. The district will continue to explore other ways to seek input from parents."	"South Whittier School District is looking to increase the number of parents involved in committees that are typically staff.  In the 2022-23 school year the district is looking to include parents on the district Wellness Committee for example.  This committee will be composed of parents, classified staff, certificated staff, administrators, and Board members."	5	3	3	3	4	4	3	3	3	3	3	3	Met	6/21/2022	2022
12630400000000	Southern Humboldt Joint Unified	3	"School staff and families generally enjoy good rapport at every school. Building relationships with families happens throughout the year and throughout the day, at pick-up and drop-off times, as classroom volunteers and room parents, in PTSA, Friends of Casterlin School, Friends of Whitethorn Elementary School, Booster Clubs, and in after school programs as well as formal committees like site councils. All parents are welcomed at Back to School Nights, Spring Open Houses, Parent/Teacher Conferences, sports events and school performances.  Schools have family-friendly activities like Carnivals, Culture Night, Harvest Festival, Winter Festival, Field Day and celebrations of student achievement like Awards Ceremonies, Senior Night, graduations. These opportunities, as well as individual outreach to families and from families, encourage two-way communication between home and school. Emails, text messages, and phone calls from Parent Square, the parent portal in Aeries Student Information System, social media and school websites, along with the traditional notes and flyers home, help parents stay informed about school."	"Our district focus on school climate and culture and on increasing parent engagement align well with the goal of Building Relationships Between School Staff and Families.  A positive school culture is welcoming to families, staff, and students."	"Respondents to the survey report that staff care about each family’s strengths, cultures, languages, and goals for their children.  Retaining these excellent staff members, and attracting additional high quality staff, will contribute to sustaining engagement with our underrepresented families. Improving engagement with all families has been identified as a focus for continuous school improvement efforts."	"Respondents to the survey indicate that the district is progressing in building partnerships for student outcomes.  In addition to the opportunities for parent engagement in schools, particular partnerships help support students' academic, behavioral, and social emotional learning. Partnerships include Student Success Teams; special education individual education plan teams; Family Resource Center supports for basic needs for food and clothing, substance abuse diversion counseling, health and mental health resources; Wellness Center staffed by Humboldt Independent Practice Association for whole group and small group learning and for basic needs like clothing and personal necessities; Humboldt Bridges to Success for resource referrals and mental health supports; Redwoods Rural Health Center at the Wellness Center for medical needs; HCOE Prevention and Intervention Team; and community schools collaborations county-wide."	"Focus areas for improvement on Building Partnerships for Student Outcomes include continuing to develop new partnerships with community entities and agencies, building on the partnerships already in place, and continuing to implement and improve the multi-tiered system of support in our schools for student outcomes in academics, behavior, and social, emotional, and mental well-being."	"Engagement with families is a focus for our schools in everything we do. Using our improving communication tools to reach out, including in languages other than English, to our families who are experiencing unstable housing, food insecurity, crisis situations, and other needs will help engage underrepresented families and communicate with them about available partnerships and resources."	"Schools have site councils and parent groups to gather input for decision-making. School board members are elected by the people and represent the input of their constituency in decision-making. After school programs gather input from educational partners, there are stakeholder meetings for CCEIS input, family input meetings for CSI, district parent advisory committee and community meetings held for LCAP input are also formal input opportunities. The partnerships supporting student outcomes also  share input for decision-making."	"Increased attendance at in person meetings as well as virtual meetings, and a higher response rate on survey input are focus areas for improvement in gathering input for decision-making."	"To increase engagement of underrepresented families, staff will reach out personally to communicate invitations to participate in surveys and in stakeholder meetings using English and also languages other than English. Outreach will also include using a variety of ways such as school marquees, social media, notes home, emails, voice calls, and text messages."	3	3	4	4	3	3	3	3	3	4	3	3	Met	6/28/2022	2022
15637760000000	Southern Kern Unified	3	"The District included a wide range of stakeholders in the self reflection process. This included the LCAP Committee, which consists of teachers, administrators, classified employees, and parents.  In the 2021-22 California School Parent Survey: 73% of respondents had attended a general school meeting 69% of respondents had attended a parent teacher conference 65% of respondents agreed that school staff treat parents with respect. 60% of respondents agreed that the school promptly responds to my phone calls, messages, or emails 74% of respondents agreed that the schools let them know how their child is doing in school between report cards 65% of respondents agreed that school keeps them well informed about school activities  The District is providing professional learning and support to teachers and principals to improve a school’s capacity to build relationships with families. This is done through Capturing Kids’ Hearts training, which includes developing relationships with families. About 100 faculty and staff members have been trained in CKH.  SKUSD has a lot of strengths in communicating with families. The District has a new, modern website that we keep updated with postings about upcoming events. The school sites sent out monthly newsletters. The school and district send out phone, email and text messages regularly. The schools and district post information to the district Facebook page, and also communicate with families via Twitter. Parents and guardians can keep informed of their students’ learning through the Aeries portal.  For the 2022-23 school year, the District is opening a Family Resource Center. The Family Resource Center will provide mental health resources to families, and serve as a director for community resources. The District will use the Center for a variety of family events and trainings."	"In spring 2022, the District administered an LCAP survey to the entire school community, in English and in Spanish. There were 672 respondents. Suggestions for improving family engagement included: Allow parents to volunteer on campuses Better, timelier notification for events Better marketing for athletic events Offer school events after work hours  The district will focus on the areas listed above. In addition, the District will pilot new communications platforms to replace the current communications platform used by the District."	"To facilitate two way communication with families, the District will be providing a translator at all school events. The school sites will increase the number of family nights with topics that are relevant to families. The new Community Resource Center will help underrepresented families to engage with the District and with the community."	"The District has many strengths when it comes to building partnerships with families. The District does a good job of providing families with information and resources to support student learning and development in the home. Every student in grades 4-12 is issued a Chromebook or laptop to take home. Students use their Chromebook or laptop to engage with digital curriculum in all core subjects. Students use a variety of applications for productivity, research, communication, creativity, personalized academic support, and a digital library.  The District provides professional learning and support to teachers and principals to improve a school’s capacity to partner with families. This is done through Capturing Kids Hearts professional development.   The District has Implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This includes parent teacher conferences, IEP meetings, SST meetings, and 504 meetings.  Families use the Aeries Portal to monitor their students’ academic performance and progress."	"In 2022, the District administered an LCAP survey to the entire school community in English and in Spanish. There were 672 respondents. There were numerous suggestions for improving family engagement which the District will focus on in order to improve its partnerships with families for student outcomes. These are:  Allow parents to volunteer on campuses Advertising events in multiple ways Provide food at events Make the fingerprinting/Livescan process more convenient and less expensive. Give better notice. More than a few days. Communicate big events even awards with more notice so we can work around work schedules. Provide Spanish translations Many parents do not attend because they need child care for younger siblings. If we provided child care for parents for afterschool and evening meetings if might be helpful. Hold events outside of work hours"	"To facilitate families attending school events, the District will be providing child care at all family events. The District will offer parents additional training and learning opportunities, for instance technology training, math and literacy nights, science fair, etc."	The District and its schools have numerous strengths with regards to seeking input for decision making. Each school site holds approximately eight school site council meetings annually. The school site council members work with the school site administrators to develop and implement the School Plans for Student Achievement. The District’s LCAP Committee has several parents on it. The Committee meets twice monthly to develop the LCAP. The feedback from the LCAP Committee informs the LCAP. The District holds regular DELAC meetings. The District conducts numerous surveys that collect input from the school community. The surveys are in English and Spanish. The District uses the data collected from these surveys to plan school programs and to inform the LCAP.	"There are areas where the district needs improvement. In the 2021-22 California School Parent Survey, on the question, “School actively seeks the input of parents before making important decisions,” only 47% of parents agreed or strongly agreed. On the same survey, only 1% of parents indicated that they had served on a school committee. This is an area of needed growth."	"The District will focus on clearly communicating with families about the various opportunities to have input into the District’s programs. There are numerous opportunities for input.  We need to do a better job of communicating with families about the opportunities for meaningful input that are available to them.       LEAs will provide a narrative summary of the local administration and analysis of a local climate survey that captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span (e.g., K–5, 6– 8, 9–12) in a text box provided in the California School Dashboard (response limited to 3,000 characters). LEAs will have an opportunity to include differences among student groups, and for surveys that provide an overall score, such as the California Healthy Kids Survey, report the overall score for all students and student groups. This summary may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate."	4	2	3	3	3	3	3	3	3	3	3	2	Met	6/8/2022	2022
53738330000000	Southern Trinity Joint Unified	3	"Information from our most recent parent survey reveals that we need to strengthen our lines of communication. While we sent notices home, and post events on Facebook and the marquee, most parents indicate they want to be notified personally. With most people having smartphones, texting has become a strong and efficient way to keep lines of communication open and strengthened."	"STJUSD will continue using all current avenues of communication between staff and families but will focus on expanding school events that include all community partners. Parents and community members have worked with different school programs, such as ELOP to bring their expertise to enhance programs. In the 2022-23 school year, more events will be created that create opportunities for all community partners to come together."	"An LCAP action is to continue to prioritize strengthening communication and to work on creating a welcoming environment not only by our facilities but by our human interactions, especially for those underrepresented families."	"The staff is encouraged to take advantage of professional development opportunities that they feel will benefit them in all areas. Currently, TCOE has begun numerous efforts to assist LEAs in providing PD in areas such as math, Social Emotional Learning as well as others."	"Staff are encouraged to connect with parents via phone, text, email, and in person. This is an area we need to strengthen in all parts of our district and is one focus of our current plan. We want to build a more welcoming environment that will engage our underrepresented families."	We provide many opportunities for the actions above. The area of focus is on the building of the capacity of staff to actively engage families and communicate clearly and effectively regarding what is taking place at school and with the students. Parents have responded that they appreciate clear and timely communication which improves their opportunities to engage.	"Many opportunities exist for educational partners to provide input on Decision-Making. School/Community events such as Back-to-School Night, Fall Festival, Spring Fair, Site-Council, Governing Board Meetings, and surveys enable partners to contribute ideas. The campus offices are open and inviting to families and also provide invaluable communication in which input is received."	Key points from the district and schoolwide plan drafts can be shared with all educational partners which will make the information more accessible and allow for greater input in the Decision-Making process.	We provide many opportunities for the actions above. The area of focus is on building lines of communication with the staff and families to create positive relationships and engagement.	4	4	4	4	4	4	5	5	3	3	4	4	Met	6/28/2022	2022
35675530000000	Southside Elementary	3	"During the 2020-2021 school year Southside Elementary engaged educational partners as part of the Local Control Accountability Plan (LCAP) development process. As our school responded to the COVID-19 pandemic this engagement continued, resulting in  feedback that contributed to the 2021 LCAP Mid-year report and the 2022 Supplement to the Annual update both of which were presented to the board of trustees in February 2022. Feedback gathered in both the 2020-2021 school year and 2021-2022 school year impacted the actions included in this plan. Efforts to solicit educational partners feedback include surveys, parent meetings, conversations with students and parents, planning committees, union meetings, and Board of trustee meetings. Southside sent multiple emails to parents in English and Spanish with survey links and messages of encouragement to participate. The information was used to guide the direction of the development of the LCAP plan."	"Feedback from our educational partners is collected through activities described in the Educational Partners section of the LCAP document. Big ideas/trends emerged through the educational partners process and were considered as the aspects of the plan were developed. The following actions were specifically influenced by educational partner input:  Actions Related to In-Person Instructional Offerings: The administration, teachers and staff develop and implement safe and healthy learning and work environments guidelines and protocols based upon resources, recommendations, and information provided by the California Department of Education, California Department of Public Health, the San Benito County Office of Education, and the San Benito Public Health Department to address the safety needs of all students and staff members. The feedback gathered from our educational partners provided actions in the LCAP plan, school programs and budgeting. Specifically in the areas of Social Emotional Learning programs, budget allocations for technology and staffing, interventions and supports, and communication"	"Academic needs have been identified for low-income students, English learners, and foster youth based on information from the iReady Diagnostic assessments from the 20-21 and 21-22 school years. Disparities in achievement for the socioeconomically disadvantaged, English learner and foster youth student groups exist as the average distance from grade level for each of these groups is well below the for all students. Students in the socioeconomically disadvantaged group scored 50% below grade level in reading and 53% below grade level in math on the 2021-2022 iReady diagnostic assessment. The English learner group scored 30% below grade level in Math and 25% below grade level in Reading. The foster youth group did not have students identified in the iReady assessments. Actions to address these needs were identified after considering alternatives and funding limitations needed to be considered to sustain actions over time. The following actions are being provided districtwide and directed to and effective in meeting the needs of low-income students, English Learners, and foster youth. The actions are categorized by LCAP goals. For each action a description is provided for the relevant needs, conditions, or circumstances of its unduplicated students; the design, content, methods, or location of the service; and how the service meets the student needs. Technology Infrastructure and Support Services Instruction Related Services PBIS Parent Engagement/ Outreach"	"Southside considers four areas of strength in our communication in building partnerships for student outcomes. 1. One-on-one parent meeting for student success: Our staff has dedicated parent conference time to meet with individual students and families to provide feedback and learning expectations with families on a bi-annual basis. 2. Two-way communication through our school messenger system providing weekly information in English and Spanish. 3. PAC Meetings- Each year Southside hosts six Parent Advisory Board to meets with Migrant Education students and families. 4. Social Media - Southside supports our website, Facebooks pages for the schools, migrant education and our parent club."	"Southside is aware of our need to improve communication with families and currently meets with parent groups and the school board to develop systems to support: Timely feedback to parent inquiries, updates student progress reporting in the student management system, updated information on the school webpage, and increased student-parent activities on campus."	"Supplemental funds are allocated districtwide and principally directed towards meeting the needs of unduplicated student groups. These funds are targeted to support Low-income, foster youth and English learner populations to increase support and intervention services to ensure equity and close the opportunity and achievement gaps for identified students. Action selected to increase  and improve services for unduplicated students were chosen in response to research about best practices, recent data regarding the districts performance, and stakeholder input."	Southside has a small but dedicated group of educational partners that provide input and guidance to school leadership though open lines of communication. Southside has four areas of strength in seeking input. Board member communication and feedback Social media support Parent Club participation and communication PAC board member feedback	Southside needs increased parent support for decision making. Due to our small school size our decision making groups are relatively small.	The parent engagement and outreach improved greatly for the 2020-2021 school year to the 2021-2022 school year due the the return of in-person instruction. The school was in a better position to identify the needs of families and students and then able to provide the outreach services and referrals based upon the needs of our families. The school was able to identify students needs due to face to face interactions and contacts with parents due school meetings and parent conferences.	4	4	4	4	4	3	4	4	3	3	4	3	Met	6/15/2022	2022
37684030000000	Spencer Valley Elementary	3	"Spencer Valley School provides weekly communication to all families in their home language through newsletters, all calls, email, and social media."	Spencer Valley School needs to build ways to get parents involved in decision making.	"Spencer Valley needs to seek parent/family/community input on decision making in a variety of different ways in 22-23.  SV will continue to communicate weekly through the weekly newsletter and folder sent home on Mondays in English and Spanish.  In order to get more community and family involvement, SV will provide monthly meetings in English and a separate monthly meeting in Spanish.  SV will reach out to underrepresented families directly through a personal phone call."	"Monthly meetings were held during the 21-22 school year.  The meetings were held monthly.  One month in the morning and the next month in the evening.  No parents or community members attended the evening meetings. SV had almost 100% of families complete the climate survey this school year, where families provided valuable input into our LCAP process."	Spencer Valley will offer more options for monthly meetings.  They will be held in English and a separate meeting in Spanish.  We will offer in person meetings and provide a virtual option.  These meetings will provide the opportunity for families and the superintendent/principal to build relationships for the betterment of the school and student outcomes.	"Spencer Valley needs to seek underrepresented parent involvement in a variety of different ways in 22-23.  SV will continue to communicate weekly through the weekly newsletter and folder sent home on Mondays in English and Spanish.  In order to facilitate more conversations with underrepresented families, the superintendent will provide monthly parent meetings in English and Spanish in order to support families and build relationships.  SV will reach out to underrepresented families directly through a personal phone call."	SV provides avenues for parents to provide input in decision making.  Monthly meetings were held and parents did attend.  A survey was administered to families where almost 100% of our families provided input about their thoughts on the climate and the education that their child is receiving.	"Spencer Valley will seek new ways to better engage families and the community during the 22-23.  Personal phone calls will be made to our underrepresented families inviting them to attend our monthly meetings either by zoom or in person.  Meetings will begin with an informal opportunity for parents and community members to ask questions or share their thoughts.  SV will continue to send out our current climate survey, but will develop another more robust survey for parents that will allow for them to provide comments."	"Spencer Valley will offer different options for monthly meetings that will be held in English and Spanish.  Personal phone calls will be made to families and local businesses inviting them to attend.  The current survey will be administered again, but a new more robust survey will be developed to administer."	4	4	4	4	3	1	4	1	3	1	2	2	Met	6/15/2022	2022
27662250000000	Spreckels Union Elementary	3	"The district has done a good job in building partnerships to support student outcomes. Specifically, the district's LCAP continues to include an action to provide all staff with adequate time for articulation and collaboration so teachers, principals, and support staff can support students and families. Also, a great deal of time and energy has gone into establishing Special Education protocols for IEP's to ensure that parents understand and can exercise their legal rights and advocate for their students. Similar time and energy has also gone into vetting the district's compliance with digital learning and student privacy issues: https://spreckelsdistrict.org/programs-services/technology/student-privacy/."	Strategically reaching out to the families of the district's English language learners and other unduplicated students is the focus area for improvement in building relationships between staff and families.	"This year, the district was able to hire a full-time ELD teacher/coordinator.  One of their job duties is to be the liaison between the school and ELL families."	"SUSD has done a nice job of building partnerships for student outcomes. Since COVID-19 restrictions have eased, the district has steadily resumed events and activities that encourage parents and community members to work with the schools."	"As restrictions further ease, the district will continue to add opportunities for partnerships.  This year, for example, the district's parent groups are scheduling events like the Carnival/Farmers' Market that have been community favorites for years and, unfortunately, were discontinued during the pandemic."	"Various parent nights for underrepresented families have been calendared throughout the school year.  The district will take steps to make them as inclusive as possible by providing day care, etc.."	"Although the district has done a good job in seeking input from stakeholders in general, as indicated in the lower rating of ""2"" on Item 3, work is still left to be done in better communicating with and providing access for underrepresented groups and school community. Specific steps to improve this action are included in the 2022-23 (Goals 2 and 3)."	DELAC and Title I parent meetings will be held throughout the year to obtain feedback in creating and implementing programs that support students and families.	See above	5	2	5	3	4	4	4	4	5	4	2	4	Met	6/2/2022	2022
49708960102525	Spring Lake Charter	3	"Our ability to truly develop connections and relationships with our families was stunted, once again, by the COVID-19 pandemic. Due to safety practices to reduce health risks, parents and guardians were not allowed to participate or volunteer in our classrooms or on our campuses until February 2022. This inability to create face to face contacts and connections inhibited progress in this area. The Youth Truth results indicated that this relationship building with our families needs improvement. However during the last 3 months of school, parents were invited back onto our campus for community events including Open House and music events. These events have laid a foundation to build upon for the 22-23 school year."	"We have altered our LCAP goal to focus on a student's sense of belonging at school and families stating that they feel like their traditions, backgrounds, races and ethnicities are respected by the school community. These were two areas that were identified in the data as needing improvement."	"For the 2022-23 school year, the Spring Lake Charter School will continue to support the infrastructure to ensure parents are involved in learning about student outcomes. Creating a welcoming environment during this time period will be possible again and educators will work diligently to make and maintain connections with the parents of their students. Parent volunteers will be welcomed back. Our District Translator will assist with communication with our English Language Learner families to ensure access and participation for parent meetings. We incorporate and use the the Parent Square App to improve communications to our families in all areas. And we will continue to provide Spanish translation for our board meetings. We will be revamping the purpose of Back to School Night creating the night as an opportunity to connect and learn about each other. Additionally site equity and inclusion groups will be established on each campus and will involve parents and staff to have honest discussions and create action plans to ensure representation and inclusion of all identities, both students and parents."	Spring Lake Charter School provides many opportunities for families to feel welcome and a part of the school community. Our school has a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate.  Spring Lake Charter School will discuss ways to increase how to learn about the different cultures and languages in the district. This could be done in a variety of ways and each site will discuss this with their ELAC and the district will discuss it with the DELAC. In 21-22 the Rincon Valley Collaborative was established as a listening space for parents with students with special needs. This Collaborative will continue in future years.	"The focus area for improvement is engaging parents in the school community so that they will participate in conversations around student outcomes. Right now, families are just beginning to feel reconnected with our school as we move out of the pandemic."	"By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more connections around student outcomes will be possible. Parent teacher conferences and the use of Parent SquareApp will continue.The Multi-Tiered Systems of Support process provides for parent collaboration and student outcomes are discussed in meetings throughout the process in improving academic results."	"We established a meeting protocol to provide listening circles at Spring Lake Charter. This protocol and training can be used in the future. Success was found in the LCAP steering committee that hosted a parent panel, staff panel and student panel in order to get input on various decisions the district was making to improve support systems for students. Many surveys were given throughout the year and data analyzed and action steps identified based on these outcomes. Spring Lake Charter School sought viewpoints constantly to ensure parents have ongoing opportunities to provide their input into school and district decision-making. An additional specific action was taken to create the LCAP steering committee, a group of parents and teachers whose sole task is to gather input from a variety of stakeholders in the development of post-pandemic academic and wellness goals for our students."	"How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our marginalized groups. Setting up listening circles with students will also be a focus."	"Through our site equity and inclusion committees, we will seek out relationships and connections so that we can qualitatively collect input for decision-making."	4	3	3	2	3	3	4	4	3	3	3	3	Met	6/21/2022	2022
54721320000000	Springville Union Elementary	3	"Data indicates that families appreciate school staff and their commitment to students and overall student success. The LEA encourages family input and engagement in all Student activities and events. Parents have access to and an open invitation to participate in Springville Boosters, School Site Council, Character Counts activities/assemblies/recognitions, and all student field trips and/or extracurricular activities."	"Continued focus on frequent school to parent communication with regards to student progress/regress, as well as, daily/weekly/monthly communication to promote parent engagement opportunities. SeeSaw, Classroom DoJo, and Google Classroom Platforms are used for daily parent communication in addition phone calls and e-mails."	The LEA provides outreach opportunities for underrepresented families to access and have awareness of all parent engagement opportunities available. Translation of materials and/or translators are available to assist with communication as needed.	"The LEA administration and staff work closely with students and parents to build relationships that promote positive student outcomes that are academically, socially, and emotionally sound."	"Focus areas include student/teacher communication, parent/teacher communication, and easy access to technical support for students and parents during the school day with access to homework helps afterschool and beyond the school day hours."	Building partnerships with families and encouraging Parent Engagement through open communication and school activities/events were determined to be key elements in successful student outcomes. The LEA continues to focus and offer access to additional opportunities for participation and engagement with underrepresented families to build supportive parent/school partnerships.	"The LEA  continues to connect with educational partners, parents, students, and community members to collect input/data through surveys, parent/teacher conference, staff meetings, and advisory meetings. The growth in family/community participation is evidence of progress."	The District focus for improvement in Seeking Input for Decision-Making is to increase the percentage of families responding to input requests and the importance of educational partner input in the Decision-Making process.	The District focus for improving the participation of underrepresented families is to increase the percentage of those families not responding to input requests by making personal/telephone/in-person contact to encourage and reiterate the importance of their input in the Decision-Making process as it relates to underrepresented families.	4	5	4	5	4	4	4	5	4	4	4	4	Met	6/29/2022	2022
34674390101048	St. HOPE Public School 7	3	"We have established many activities that encourage families to come on campus and really be a part of the PS7 family. These include events such as: Summer Orientation for all families, Back to School Night, Fall and Spring Parent/Student/Teacher Conferences, and events such as Literacy Night, award ceremonies, and promotion ceremonies. These events are well attended. In addition,we communicate with parents regularly and through a variety of methods such as: email/text blasts, ClassDoJo, auto-calls, weekly communication packets, online grades and attendance via the school’s student information system, and parent-teacher conferences, and an online system that allows parents/families to get in the moment feedback during the school day. 87% of families indicated that the regular communication provided by schools helps them stay informed of their scholar’s grades and big events. In a review of the Local Control Accountability Plan (LCAP), the Schoolsite Council (SSC) discussed family engagement as part of Goal 3 (Build a strong sense of community through frequent, transparent communication with families and ample opportunities for families to engage and support their children’s education).  The SSC reflected that the school provides ample opportunities for family engagement through events as well as ongoing, consistent communication."	"We are constantly evaluating ways to encourage families to participate in the school’s parent survey to gain valuable parent feedback on the school, its programs, communication and services for scholars.  In 2021-22, the survey was made available in online format as well as a paper version of the survey and the survey was translated into Spanish.  In reviewing the LCAP/SPSA, the SSC reported that we do a good job of planning and holding engagement events throughout the school year."	"To improve engagement of underrepresented families, we will build on existing strategies by: -Continuing to utilize the school’s Homeless Liaison to engage homeless families and implement more options for identifying homeless youth, -Engaging staff and teachers in working with homeless youth through professional development, -Providing translations of key documents (i.e., the SARC, assessment notices) and working to implement more translations as necessary and requested (i.e., the parent survey), -Engaging teachers in English Learner development through professional development, -Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons"	"We focus on partnering with families to support positive scholar outcomes. We frequently and consistently communicate with parents via a number of methods and offer multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Back to School Night.  Part of this is giving parents the tools to support their scholar’s learning and development at home.  85% of parents surveyed in 2021-22 felt that they were part of a team dedicated to their child’s success.  In addition, 85% felt that the school communicates results and how they, the parent, can help their child improve.  Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development.  Every year, PS7 teachers receive professional development about the importance of communicating strengths and areas of growth with families and how to build relationships with students and families."	"Now that COVID restrictions have been lessened, to continue to improve in building partnerships for student outcomes, we will begin to offer more opportunities for families to come to campus and learn how they can work with their students in order to best support them both in and outside of school.  This consists of workshops reviewing Common core strategies and reading support.  We will also continue to provide professional development to its teachers on how to support families and best practices for communication."	"To improve engagement of underrepresented families, we will improve on existing strategies, similar to building capacity for parent/guardian/family engagement, by: -Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, -Engaging staff and teachers in working with homeless youth through professional development, -Engaging teachers in EL development through professional development, -Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics. -Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons."	"We have an active School Site Council (SSC) that meets regularly and participates in a variety of activities aimed at assisting us in making decisions regarding the school.  As a single school LEA, this group serves as the primary means for input from a variety of educational partners.  The SSC regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving student and school success.  The SSC also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in school site review and planning.  The school has implemented a variety of other, less formal, parent/family groups to provide input into school planning as necessary, including focus groups."	We will continue to utilize the School Site Council and parent/guardian focus groups in order to gather input and continue to grow.	"Due to COVID19 restrictions, the past 2.5 years presented new challenges in communication with, and inclusion of, families in seeking input into decision making.  The school homeless liaison and other staff work with families of students struggling with issues in attendance, behavior and academics.  PS7 also has a team to monitor the small English Learner population and address individual student needs, with family input, as necessary"	5	5	4	4	5	5	5	4	4	4	5	5	Met	6/24/2022	2022
50105040000000	Stanislaus County Office of Education	3	"The Educational Options division school sites continue to build stronger realtionships between the school and families through both building internal capactiy to support and engage and becoming familiar with community resources where support is available.  SItes all welcome families to attend the initial enrollment appointments to assist in creating student grad plans, and discuss family dynamics and potential areas of need. This allows the site to have information up front and provide services or referral to service in a wrap around care model.  Families are also welcomed at all site SSC, ELAC, LCAP advisory meetings and spcial events.  Parents are engaged in the decision making process through IEPs, SSTs, SSC and LCAP advisory meetings."	Ed Options is continuously seeking more ways to increase school and community enagagement by students and gamilies.  Families have suggested we offer events and meetings at different times to accomodate work and life commitments.	"Developing  staff knowledge and awareness in how to best serve, communicate with and engage underrepresented families in school. Utilizing the best and most effective way to accomodate familes and students."	"The program continues to make strides in involving families in resources to support student learning. Online resources and parent tutorials allow for parents to support student access and engagement in the curriculum at home.  Each student and family complete a grad plan that incorporates academic, career, and soclal/emotional goals and resources."	"Timely, consistent and accurate program information sharing is a focus area for the division.  Enuring that information is readily available and disbursed effectivley to all families in all forms and languages needed is a priority.  Families need to be informed of all the ways school and community resource information can be accessed."	"Enrollment appointments are typically where students and parents/guardians are first introduced to the school site.  Taking this appointment beyond completeing paperwork and scheduling classes into a more personalized welcome would support greater family enagagement moving forward.  This is the opportune time to make introductions, share school and community info and resources and engage in one on one conversations to learn and establish relationships upon which to build."	"SIte leadership along wth staff work diligently to increase parent capacity in site and program decisions. Parent input, ideas and feedback are gathered through SSC, ELAC and LCAP advisory's, to which all parents are invited. The parent are involved in site goal setting, budget creation and evaluation of program annually."	"It remains a challenge to get ongoing and consisitent participation in any of the advisory groups, partly due to the transient nature of the students served.  We continue to invite and include ALL parents and stakeholder to each meeting and event."	"Continue to seek out better ways to communicate and share information, variety of meeting times and options for attendance at meetings, include a calendar of events in the reigtration packet, online and emailed and share it out often to all families."	4	4	4	5	4	3	4	4	4	3	4	4	Met	6/14/2022	2022
50712820000000	Stanislaus Union Elementary	3	Stanislaus Union is in full implementation and sustainability in the areas of building relationships between school staff and families even during a pandemic that limited families on our campuses.	"Stanislaus Union will continue to work on supporting staff to learn about each family's strengths, cultures, languages and goals for their children by opening up our campuses once again and providing parents opportunities to engage at the school sites.  Prescott Jr. High is also an area of focus as we have seen a decline in their data and an increase of parents completing the survey.   -Prescott went from a 4.30 average rating to a 3.57 average rating in building trusting and respectful relationships with families.   -Prescott went from a 4.40 average rating to a 3.65 average rating in creating a welcoming environment for all families in the community. -Prescott went from a 4.20 average rating to a 3.16 average rating in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children."	"Stanislaus Union will continue to use Parent Square to communicate with our families.  This platform has allowed teachers, principals, and district staff alike to communicate to families in a manner which translate to multiple languages.  This is an enhancement from previous communication approaches that mostly just provided information in English and Spanish.  An area of improvement or focus in the future is to continue to support staff in learning about each family's strengths, cultures, languages, and goals for their children.   The following supports will continue and/or be an addition for the 2022-2023 school year.      -Districtwide liaison      - An additional Vice Principal will be added to Prescott for 2022-2023 to facilitate parent engagement      - An additional attendance clerk will continue at Prescott      - Prescott PBIS team has created and will execute a plan with steps that support building positive relationships"	"An area of strength is in the area of providing families with information and resources to support student learning and development in the home.  Stanislaus Union has provided families with opportunities to learn from home with online platforms, Refles Math and Lexia in both reading and math, that can be accessed from home.  Stanislaus Union provides devices to all students, including hotspots for families that do not have Wi-Fi internet access.  According to our data, all of the other areas in this category were also strengths."	Stanislaus Union will focus on offering families opportunities to meet with teachers to discuss the progress of their children and how to work together to improve their progress.  School sites are providing multi-tiered system of supports for students.  It is critical for us to share the triumphs and challenges of our students who are receiving intervention with our families as data becomes available.  This will help build the partnerships we need to have with our families in effort to improve student achievement.	"Stanislaus Union will work together with families to provide multiple opportunities for parent engagement with a focus of reaching underrepresented families by implementing the following:      -Providing sites access to our districtwide liaison      -Providing parents many opportunities to engage in-person, through Zoom, and Parent-Square      -Educating and encouraging parents on the importance in getting involved in district and site committees      -Provide after school educational opportunities for families to participate      -Continue to provide educational services for adults through Learning Quest that focus on language and communication skills as well as life skills."	"According to our data, 5 out of 6 sites are rated on  an average of over 4.0 in this area:      -Agnes Baptist                       4.18      -Chrysler                                4.46      -Eisenhut                               4.02      -Mary Lou Dieterich               4.02      -Stanislaus                             4.57      -Prescott                                3.31"	"Data indicates that we need to focus in the area of engaging families in decision-making committees at the district level.  As we continued through COVID guidelines that restrict parents from coming onto our site, we need to adjust to meet the needs of our families.  All of our committee meetings were held virtually with translations available in Spanish.  While we observed increased participation in school information meetings, we observed fewer than normal participation in decision-making committees.    We will continue to engage families in the following ways      -Providing meeting agendas through Parent Square      -Make meetings available through Zoom       -Schedule meetings outside of the work day      -Send calendars and reminders"	Stanislaus Union will provide families with the option to attend in-person or through Zoom for all of our committee meetings in the 2022-2023 school year as long as the COVID guidelines permit in-person meetings.  We will continue to provide Spanish interpretations. Parent Square will be used to send out agendas for all of our committees.  We will send out multiple reminders for committee meetings.  A parent survey will be sent out to find out the preference of days and times of committee meetings.	4	4	4	5	4	4	4	4	4	4	4	4	Met	6/16/2022	2022
19647330137604	Stella Elementary Charter Academy	3	"The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 91% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 98% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families. 83% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff."	"The school has identified the percent of parents who engage in an annual meeting with a school counselor as a focus area for improvement, as 48% attended a meeting with a school counselor this year. We’re excited to have hired a 2nd full time counselor to help us increase this percentage."	"The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed. As we see COVID-19 restrictions being lifted, the school will be able to offer additional family engagement events to reach more families and build stronger relationships with its community."	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having  75% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	"The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 17%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes."	"The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home. With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world."	"One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor."	"Though we are proud to have 91% of parents returning surveys, and 83% of parents attending a school event, we continually strive to increase these numbers to reach 100% as possible. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups."	"The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
19647330112508	Stella High Charter Academy	3	"The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why  76% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 94% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families. In addition, 70% of parents reported that the principal, assistant principal, or dean is frequently or almost always available to them if they have a problem. Through events that highlight the cultures of students and implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff."	"The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 12% attended this year. The school continues to identify the percent of parents who engage in an annual meeting with a school counselor as a focus area for improvement, as 48% attended a meeting with a school counselor this year. Something important to note is that this is the highest percentage we’ve had in the last 4 years."	"The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed. As we see COVID-19 restrictions being lifted, the school will be able to offer additional family engagement events to reach more families and build stronger relationships with its community."	"We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. Our team works hard to provide families with information and resources to support student learning in the home.  Additionally, most families feel supported with guidance provided by teachers, as evidenced by survey respondents saying that 74% feel quite or extremely “confident in their ability to support their child’s learning at home.”"	"The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 14%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes. We also see an area of growth to increase participation in Teacher-Parent Conferences. having 36% participation this year."	"The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home. With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world."	"One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor."	"Though we are proud to have 76% of parents returning surveys, and %94 of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs.  In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups."	"The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
19647330100669	Stella Middle Charter Academy	3	"The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why  72% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 96% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families. 81% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff."	"The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 13% of families attended this year’s virtual event."	"The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed. As we see COVID-19 restrictions being lifted, the school will be able to offer additional family engagement events to reach more families and build stronger relationships with its community."	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having  77% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	"The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 20%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes."	"The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home. With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world."	"One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor."	"Though we are proud to have 72% of parents returning surveys, and 81% of parents attending a school event, we continually strive to increase these numbers to reach 100% as possible. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups."	"The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
45701100135889	Stellar Charter	3	"As an independent study program school staff and families meet regularly and develop strong relationships.  Two way communication is available via phone, email, and in person.  Families are encouraged to participate in our Parent Advisory Committee as well as to attend quarterly meetings with administration to provide feedback on the school's program.  Weekly newsletters are intended to provide families with options for becoming more involved in the school and deepening relationships."	The school will continue to provide parents with opportunities to feel connected and build relationships with school staff. Monthly outings are offered as well as a continued attempt to involve parents in a parent mentorship network to encourage families to get to know and support each other with homeschool planning.  We continue to try and find ways for parents to be involved in continuous growth opportunities with students social emotional learning and academic learning.	"Stellar will continue to focus on engagement of families through individual meetings, student success team meetings, open door policies with the principal and school counselor as well as enrichment activities and quarterly scheduled meetings.  Underrepresented families will be identified and specific opportunities designed as needs are identified. We are a small school as well as a homeschool, so families are an integral part of our success. We work tirelessly to ensure that no student or family goes under the radar."	"The school involves families every step of the way in ensuring positive student outcomes. As an independent study program, families meet with school staff regularly and progress is reviewed and interventions and enrichment are planned. If teams and local data identify a student in need for either social emotional or academic needs, a student success team meeting would be held with family to determine next steps. Additional support staff would be contacted if needed to support the student and family."	The staff is regularly reviews research regarding how to best support partnerships for student outcomes.  We continue to build and provide resources for families to ensure positive student outcomes.	"Underrepresented families are included in all mentorship opportunities, parent development, meetings with the school counselor and principal as well as 1:1 meeting with their teacher of records.  Any needs that are identified are brainstormed by the team to support the family and student."	"Parents are invited to monthly and/or quarterly meetings with the administration.  They are strongly encouraged to participate in our Parent Advisory Council.  An annual survey seeks input from parents.  The school administration attends all orientations seeking feedback.  All staff have an ""open door' policy and are easily accessible to all parents."	"The school seeks to continuously improve with seeking input to Decision-Making. Parents are continuously asked to provide input into the school program. We will continue to reach out at Parent Advisory Council Meetings. We will continue to offer opportunities before, during and with evening meetings as well as lunch hour virtual meetings to try to engage our parents in decision making."	Underrepresented parents will be engaged 1:1 at TOR meetings to seek input for decision-making.  Any needs or barriers identified will be addressed and brainstormed for solutions.	4	4	4	5	4	4	5	5	4	4	4	4	Met	6/21/2022	2022
19647330136986	STEM Preparatory Elementary	3	"At STEM Prep Elementary School we believe that parent engagement is critical for student success. To meet the needs of our parent community, we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully. All educational programs and individual meetings with school staff have translation support for families. This includes - but is not limited to - parent conferences, IEP meetings, School Site Council  meetings, open houses, and Coffee with the Principal events. To support our staff with parent engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral difficulties."	STEM Prep Elementary school continues to ask family members for input on which workshops and additional offerings would be beneficial. Areas for growth include continuing to build partnerships with families to increase parent engagement in school wide committees and workshops on how to support student success at home and encouraging parents to actively participate in their students' reading goals.	"As an organization, STEM Preparatory Schools has a mission to disrupt the status quo by getting students of color into STEM fields. This mission begins at STEM Prep Elementary where students are visited by Math and Science College Preparatory high school students to talk about college readiness and STEM careers. Additionally, family communication is sent out every month and families are invited to provide feedback for workshops and other school-related offerings. School Site Council allows for families to actively participate in the decision making process of SPES."	"A large focus of Coffee with the Principal, which occurs monthly, is training parents/guardians on how to support their students. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance as well as our philosophy on continuous learning. Each year the school holds parent conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes."	"Through our Reading Program, STEM Prep Elementary intends to improve the extra resources offered to families to assist student learning at home. Our reading program is intended to assist pupils in becoming proficient at grade level by providing parents access and resources to assist students in achieving proficiency."	"STEM Prep Elementary Expanded Learning Opportunities Program focuses on creating enriching, engaging opportunities for STEM Prep students outside of the regular school day and increasing student achievement. Through our partnership with Think Together our goal is to implement high-quality, student-centered before school, after school, summer and intersession programs that comply with all state and/or federal grant funding requirements."	"To guarantee that we successfully involve parents in the decision-making process, STEM Prep Elementary School provides summer and quarterly professional development for teachers and principals that improve our capacity to partner with families. Families are provided opportunities to provide input on policies and programs through participation in the Parent Advisory Committee, School Site Council and English Learner Advisory Council."	"STEM Prep Elementary understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents with a child in grades TK-5 are asked to complete an annual parent survey. The data collected will help us understand our parents' perspectives and respond to their needs and expectations."	"STEM Prep Elementary has developed a range of supports for students with additional needs, as recommended by various surveys, task groups, and parent advisory groups to support students with exceptional needs, who are in foster care, are linguistically diverse, and those experiencing homelessness. Our Restorative Justice Coordinator helps monitor the needs of students and families to overcome barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/5/2022	2022
39686760120725	Stockton Collegiate International Elementary	3	Families regularly report that they feel known by school staff and that staff cares for them. The school has made progress in strengthening the counseling department.	Data show that families would appreciate workshops on a variety of topics related to both academics and student social and emotional well-being.	The school is working to improve the identification of underrepresented families such as homeless and foster youth in order to ensure that students have access to all available services. The school has focussed personnel resources on grades K-2 in order to help students of underrepresented families achieve grade level skills in ELA and math by the end of second grade.	Families regularly report that they feel known by school staff and that staff cares for them.	"One focus area, especially following the disrupted education during the pandemic, is to strengthen the impact of the counseling department by emphasizing proactive interventions."	The school is working to improve the identification of underrepresented groups such as homeless and foster youth in order to ensure that students have access to all available services. The school has focussed personnel resources on grades K-2 in order to help students of underrepresented families achieve grade level skills in ELA and math by the end of second grade.	"Stockton Collegiate families have direct access to teachers, coordinators, counselors, instructional aides, and other staff. Families regularly use these avenues to provide a range of input."	One of the areas of focus is to establish a vehicle for representative input in the relevant aspects of the decision-making process.	"As part of identifying underrepresented groups such homeless and foster youth, the school will conduct a needs survey of identified families in order to guide the decision-making process relevant to those families."	4	3	4	4	4	3	5	4	3	3	3	3	Met	6/28/2022	2022
39686760120733	Stockton Collegiate International Secondary	3	Families regularly report that they feel known by school staff and that staff cares for them. The school has made progress in strengthening the counseling department.	Data show that families would appreciate workshops on a variety of topics related to both academics and student social and emotional well-being.	The school is working to improve the identification of underrepresented families such as homeless and foster youth in order to ensure that students have access to all available services. The school is also working to more fully engage families whose students will be first generation college students in order to help students be prepared to take full advantage of their IB education.	Families regularly report that they feel known by school staff and that staff cares for them. The school has made progress in strengthening the counseling department.	Data show that families would appreciate workshops on a variety of topics related to both academics and student social and emotional well-being.	The school is working to improve the identification of underrepresented families such as homeless and foster youth in order to ensure that students have access to all available services. The school is also working to more fully engage families whose students will be first generation college students in order to help students be prepared to take full advantage of their IB education.	"Stockton Collegiate families have direct access to teachers, coordinators, counselors, instructional aides, and other staff. Families regularly use these avenues to provide a range of input."	One of the areas of focus is to establish a vehicle for representative input in the relevant aspects of the decision-making process.	"As part of identifying underrepresented groups such homeless and foster youth, the school will conduct a needs survey of identified families in order to guide the decision-making process relevant to those families."	4	3	4	4	4	3	5	4	3	3	3	3	Met	6/28/2022	2022
39686760119743	Stockton Early College Academy	3	"Stockton Early College Academy (SECA) utilizes multiple pathways of communication to reach out and generate two-way communication between the School and student/families. SECA has very strong sustainable engagement and relationships with families. Families are involved in decision making and continuously express their satisfaction with the school and the support it provides them and their goals for their children. That said, it is an ongoing focus to continue building the kind of engagement where parents and families regularly to participate in advisory groups."	"There are opportunities for SECA to continue to build the kind of engagements, such as advisory groups where parents and families regularly to participate and build relationships."	"SECA will to continue to build the kind of engagements, such as advisory groups where parents and families regularly to participate and build relationships."	"Stockton Early College Academy (SECA) utilizes multiple pathways of communication to reach out and generate two-way communication between the School and student/families. SECA has very strong sustainable engagement and relationships with families. Families are involved in decision making and continuously express their satisfaction with the school and the support it provides them and their goals for their children. That said, it is an ongoing focus to continue building the kind of engagement where parents and families regularly to participate in advisory groups."	"There are opportunities for SECA to continue to build the kind of engagements, such as advisory groups where parents and families regularly to participate and build partnerships."	"SECA will to continue to build the kind of engagements, such as advisory groups where parents and families regularly to participate and build partnerships."	"Stockton Early College Academy (SECA) utilizes multiple pathways of communication to reach out and generate two-way communication between the School and student/families. SECA has very strong sustainable engagement and relationships with families. Families are involved in decision making and continuously express their satisfaction with the school and the support it provides them and their goals for their children. That said, it is an ongoing focus to continue building the kind of engagement where parents and families regularly to participate in advisory groups."	"There are opportunities for SECA to continue to build the kind of engagements, such as advisory groups where parents and families regularly to participate and provide input for decision making."	"SECA will to continue to build the kind of engagements, such as advisory groups where parents and families regularly to participate and  provide input for decision making."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/25/2022	2022
39686760000000	Stockton Unified	3	"Data from our Family & Community Engagement Survey revealed most sites are focusing on establishing and maintaining meaningful relationships. We are fully implementing developing relationships between school/building staff and families. Professional Development related to effective communication, family engagement, and how to conduct advisory committees, have been implemented to help foster ongoing trusting and respectful relationships with our families.  Full implementation in the following areas have been noted: In general, most staff have created welcoming environments for all families; staff are learning more about our families’ cultures and languages. In an effort to provide opportunities for parents to learn more about services and district structure, district trainings have been implemented such as: Latino Literacy, Reading for Success, Math workshops, Project 2 Inspire, other newly adopted curriculum, and college/university virtual tours."	"While language barriers still exist in most of our sites, and parents reported difficulty in obtaining interpreters when needed, the LEA continues to hire interpreters/translators in various departments."	"Further research is needed to increase the use of staff that can provide these services. A new mass notification system has been implemented district wide. This Parent Link allows for effective 2 way communication between schools/buildings and homes. In addition, the use of social media (Facebook) and mobile app such as Remind are also used to sustain communication with families."	"Data from our Family & Community Engagement Survey revealed most sites are focusing on establishing and maintaining meaningful relationships. We are fully implementing developing relationships between school/building staff and families. Professional Development related to effective communication, family engagement, and how to conduct advisory committees, have been implemented to help foster ongoing trusting and respectful relationships with our families.  Full implementation in the following areas have been noted: In general, most staff have created welcoming environments for all families; staff are learning more about our families’ cultures and languages. In an effort to provide opportunities for parents to learn more about services and district structure, district trainings have been implemented such as: Latino Literacy, Reading for Success, Math workshops, Project 2 Inspire, other newly adopted curriculum, and college/university virtual tours."	"While language barriers still exist in most of our sites, and parents reported difficulty in obtaining interpreters when needed, the LEA continues to hire interpreters/translators in various departments."	"Further research is needed to increase the use of staff that can provide these services. A new mass notification system has been implemented district wide. This Parent Link allows for effective 2 way communication between schools/buildings and homes. In addition, the use of social media (Facebook) and mobile app such as Remind are also used to sustain communication with families."	"Data from our Family & Community Engagement Survey revealed most sites are focusing on establishing and maintaining meaningful relationships. We are fully implementing developing relationships between school/building staff and families. Professional Development related to effective communication, family engagement, and how to conduct advisory committees, have been implemented to help foster ongoing trusting and respectful relationships with our families.  Full implementation in the following areas have been noted: In general, most staff have created welcoming environments for all families; staff are learning more about our families’ cultures and languages. In an effort to provide opportunities for parents to learn more about services and district structure, district trainings have been implemented such as: Latino Literacy, Reading for Success, Math workshops, Project 2 Inspire, other newly adopted curriculum, and college/university virtual tours."	"While language barriers still exist in most of our sites, and parents reported difficulty in obtaining interpreters when needed, the LEA continues to hire interpreters/translators in various departments."	"Further research is needed to increase the use of staff that can provide these services. A new mass notification system has been implemented district wide. This Parent Link allows for effective 2 way communication between schools/buildings and homes. In addition, the use of social media (Facebook) and mobile app such as Remind are also used to sustain communication with families."	4	4	5	4	5	5	4	4	4	4	4	3	Not Met	10/25/2022	2022
28662660108605	Stone Bridge	3	"SBS conducts two parent teacher conferences per year with classroom teachers as well as two class-level parent meetings. In addition, town halls are held several times a year as well as a back to school night where families can get information and ask questions. In addition, families at SBS form their own Parent Council where they may share information between families and staff. In a lengthy survey of parents/guardians in March 2022, respondents (57) indicated the following:  79.5% agreed that they understand the kinds of academic and non-academic support that are available to my child at SBS and 86% that their understand the kinds of academic and non-academic support that are available to my child at SBS.  92.5% of parents agree/strongly agree that SBS encourages parent involvement and participation and 97.5% agree/strongly agree that I enjoy participating in SBS activities and events (as conditions allow). 77.5% feel their family's language, culture, and traditions are respected at SBS and 95% that SBS maintains a positive and welcoming school climate.  In the realm of communication, 95% of parents/guardians agree/strongly disagree that communication with their child's teacher is easy and productive, and 100% that parent-teacher conferences are valuable and informative. In addition 95.1% agree/strongly agree that they are able to communicate with SBS Administration as needed.  88% agree/strongly agree they feel welcome to participate at the school. 97.5% say school staff treat parents with respect. 88% that school staff take parent concerns seriously. 95.1% say school staff are helpful to parents."	"Based on feedback from forum gatherings and survey information, consistent and regular communications with parents/guardians from teachers and administration is strongly desired and should be expanded through various channels, as well as increased opportunities to participate in school activities, events, festivals, and forms. In addition increasing work and broadening the scope of diversity and inclusion efforts remains a top area of improvement and priority."	"Understanding that potential for student success is increased with a solid, strong partnership with families, Stone Bridge School diligently works to create trusting and respectful relationships with families. Newly enrolled families participate in a New Family Orientation meeting with the Executive Director and the Educational Program Director and are also welcomed by our Parent Council members during the all-school pre-start of school gathering. Parents are encouraged to serve on committees and the Parent Council and are afforded other ways to be an active part of the school life (field trips, classroom support, etc.). Parents are informed of volunteer opportunities and participate in the Charter Council (aka Board of Directors) and the Parent Council.  Some of the ways parents are informed and included: All-school communications are sent via email on a frequent basis  • Open door policy with school administration  • Parent-teacher conferences  • Class meetings  • Annual surveys  • Informal meetings with the Executive Director  • Parent mailboxes are available for all-school communications.  • Festivals, gatherings, and parent education events are held throughout the year (School closure due to COVID-19 precluded this from happening.)"	"One of the core strategies to build partnership between teachers and parents is the looping of the grades teachers. Teachers and parents have the opportunity for multiple years to develop beneficial communication and to understand and assist with the academic, developmental, and social/emotional growth and needs of the students.  Teachers receive support to improve family communication and relationships through weekly faculty meetings to share challenges and strategies and the availability of administrations for advice and help. Staff at SBS also enjoy close collegial relationships and readily reach out to their fellow teachers.  Teachers meet formally with parents for parent/teacher conferences to discuss student progress and are also available to meet when needed."	"SBS continues it's process of hiring Waldorf trained staff, as well as ongoing professional development specific to the unique Waldorf methodology and instructional practices. In addition, SBS is in it's second year of pursuing full membership and meeting the requirements of the 7 Waldorf Core Principles required for the process."	"SBS's Diversity and Inclusion Resource Coordinator works with school administration, staff, and the diversity and inclusion task force members to regularly conduct outreach within the SBS community and in the Napa area at large to connect with and dialogue with with the community about the school, the individual needs of various groups, and how well the school is addressing those needs. The coordinator looks for opportunities to engage with local groups connected to underrepresented families at the school as well as the underrepresented families currently enrolled to problem solve and provide opportunities for various voices to be part of regular dialogue."	"School governance at Stone Bridge consists of two councils on which parents participate: Charter Council and Parent Council. A Parent Council representative is elected as a director on the Charter Council (aka Board of Directors) and has a voice on all decisions made on that governing group. Two class representatives sit on the Parent Council which also has an executive board. and the Executive Director attends all meetings and provides a report detailing any decisions, actions, and activities that involve the school. Both councils meet monthly. Parents also sit on committees that directly affect the school: budget, hiring, and Talking Heads."	The March 2022 survey indicates that the school must do a better job of communicating to the parent/guardian community the current structure of governance and the roles that each council and group plays in the process. It should also communicate to parents and the larger community opportunities for attending and joining those committees and councils to provide greater diversity of voices.	See response above related to the Diversity and Inclusion Resource Coordinator.	5	5	4	4	4	4	5	3	5	5	5	5	Met	5/24/2022	2022
54721400000000	Stone Corral Elementary	3	"Stone Corral School administered a survey to parents. They key findings from the survey are one way to seek parent input in promoting parental participation in the school programs. The survey was a modified Healthy Kids Survey given in English and Spanish. The modified survey was constructed to make the questions succinct to ensure more parental participation. The goal was to provide the school with information directly from parents that can be used to foster positive learning and teaching environments, parent involvement, and student achievement, health, and well-being, as promoted in the Blueprint for the proposed ESEA reauthorization. The finding from the survey relate to the goals established in the Local Control Funding Formula priorities in the Local Control and Accountability Plan. 89% of parents rate Stone Corral as a school where they feel welcomed, safe, and is a good learning environment. Parent programs need to be expanded to get parents engaged at the school to help support student achievement. The PTA’s National Standards for Family School Partnerships will be used as a guide. Standard 1: Welcoming all families into the school community—Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. Standard 2: Communicating effectively—Families and school staff engage in regular, two way, meaningful communication about student learning. Standard 3: Supporting student success—Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. Standard 4: Speaking up for every child—Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success. Standard 5: Sharing power—Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs. Standard 6: Collaborating with community—Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation."	"The school and community will look at the goals and outcomes to be used as to for developing metrics which will measure capacity growth among family and staff. Networks and connections will increase between the school staff and families. Families and staff will increase their connections to community agencies and services. Families and school staff will indicate an increase in their comfort level and sense of self-efficacy when engaging in home–school partnership events and activities. An increased number of families take on positions of leadership at the school or in the community. Families’ beliefs about the role they play in their children’s education will broaden to include multiple roles. Staff members’ core beliefs about family engagement will be discussed and documented. Staff and families’ belief systems about the value of home–school partnerships will be linked to learning and school improvement. The staff have a commitment to family engagement as a core strategy to improve teaching and learning. Our district  worked directly with and sought input from the parents at our parent information nights, through ""town hall meetings, and with surveys sent to all homes. Our school worked with parents and students to develop written family engagement compacts and distributed the final product at parent information nights. We reached out to parents through the Student Success Academy. This academy is a Is presented monthly where school staff partner with parents on academic, behavioral, and social issues so families can gain an understanding of such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child's progress and work with educators to improve the achievement of their children.  We  provide professional development four to five times per month by having a professional development schedule every Wednesday of the month where students are released early so all staff (teachers, specialized instructional support personnel, principal, other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the value and utility of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. These professional development activities are driven by Site Council input from parents and students. Staff reviews state academic standards, state and local academic assessments, and how to monitor a child's progress and work with educators to improve their children's achievement during these activities. Parental input is received through discussion and an exit survey on how funds reserved for parental involvement activities should be utilized.  In addition, parents are included on our LCAP advisory board, so we can work jointly with them."	"Stone Corral annually measures its progress in: (1) seeking input from parents in decision making; and (2) promoting parental participation in programs, and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics. We are meeting with our SSC, ELAC, and Board to improve engagement of all families, especially unrepresented families."	"Our goal is to have our educational partners be involved in the education of their children; and be active participants in assisting their children: Have the right to be informed of the content and quality of their children’s education. Parents have the right and responsibility to participate in decision-making and learning at the school. Parents have the right to make educational choices in the best interest of their children. Stone Corral’s family involvement refers to a wide range of activities through which parents, grandparents, older siblings, and other members of students’ extended family contribute to and support student learning. We focus on six main categories of involvement: parenting, communicating with schools, volunteering at school, supporting learning at home, participating in school governance and decision-making, and taking part in school-community collaborations, such as adult literacy classes or tutorial services.  In this model, providing a quiet study environment for students at home, expressing value for learning, setting high expectations, helping with homework assignments, chaperoning school events, attending parenting classes, and serving on the school board are all considered valuable contributions to students’ learning. Students with involved parents, regardless of family income and background, are more likely to: • Earn higher grades and test scores, and enroll in higher level programs • Be promoted, pass their classes, and earn credits • Attend school regularly • Have better social skills, show improved behavior, and adapt well to school • Graduate and go on to postsecondary education (p. 7). • Family and community involvement that is linked to student learning has a greater effect on achievement than more general forms of involvement. To be effective, the form of involvement should be focused on improving achievement and be designed to engage families and students in developing specific knowledge and skills (p. 38). • Schools that succeed in engaging families from very diverse backgrounds share three key practices. They: • Focus on building trusting, collaborative relationships among teachers, families, and community members • Recognize, respect, and address families’ needs, as well as class and cultural differences • Embrace a philosophy of partnership where power and responsibility are shared."	"We have used as a guide the National Standards for Family-School Partnerships 1: Welcoming All Families into the School Community  Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class.  Standard 2: Communicating Effectively  Families and school staff engage in regular, two-way, meaningful communication about student learning. Standard 3: Supporting Student Success  Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. Standard 4: Speaking Up for Every Child  Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success. Standard 5: Sharing Power  Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs. Standard 6: Collaborating with Community  Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation."	"Raising awareness about the power of family and community involvement. Taking action to cultivate involvement through specific programs and practices.  Standard 1—Welcoming All Families into the School Community Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. Goal 1: Creating a Welcoming Climate: When families walk into the building, do they feel the school is inviting and is a place where they “belong”? Developing personal relationships Creating a family-friendly atmosphere Providing opportunities for volunteering Goal 2: Building a Respectful, Inclusive School Community: Do the school’s policies and programs reflect, respect, and value the diversity of the families in the community? • Respecting all families • Removing economic obstacles to participation • Ensuring accessible programming"	"Goal 2- Building a Respectful, Inclusive School Community: Do the school’s policies and programs reflect, respect, and value the diversity of the families in the community. Respecting all families Removing economic obstacles to participation Ensuring accessible programming  Standard 2—Communicating Effectively Families and school staff engage in regular, two-way, meaningful communication about student learning. Goal 1: Sharing Information Between School and Families: Does the school keep all families informed about important issues and events and make it easy for families to communicate with teachers? Using multiple communication paths Surveying families to identify issues and concerns Having access to the principal Providing information on current issues Facilitating connections among families"	"Standard 3—Supporting Student Success Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. Goal 1: Sharing Information About Student Progress: Do families know and understand how well their children are succeeding in school and how well the entire school is progressing? • Ensuring parent-teacher communication about student progress • Linking student work to academic standards • Using standardized test results to increase achievement • Sharing school progress Goal 2: Supporting Learning by Engaging Families: Are families active participants in their children’s learning at home and at school. • Engaging families in classroom learning • Developing family ability to strengthen learning at home • Promoting after-school learning"	"Standard 5—Sharing Power Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs. Goal 1: Strengthening the Family’s Voice in Shared Decision Making: Are all families full partners in making decisions that affect their children at school and in the community? Having a voice in all decisions that affect children Addressing equity issues Developing parent leadership Goal 2: Building Families’ Social and Political Connections: Do families have a strong, broad-based organization that offers regular opportunities to develop relationships and raise concerns with school leaders, public officials, and business and community leaders. Connecting families to local officials Developing an effective parent involvement organization that represents all families  Standard 6—Collaborating with Community Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation. Goal 1: Strengthening the Family’s Voice in Shared Decision Making: Are all families full partners in making decisions that affect their children at school and in the community? • Having a voice in all decisions that affect children • Addressing equity issues • Developing parent leadership Goal 2: Building Families’ Social and Political Connections: Do families have a strong, broad-based organization that offers regular opportunities to develop relationships and raise concerns with school leaders, public officials, and business and community leaders? Connecting families to local officials Developing an effective parent involvement organization that represents all families Goal 1: Connecting the School with Community Resources: Do parent and school leaders work closely with community organizations, businesses, and institutions of higher education to strengthen the school, make resources available to students, school staff, and families, and build a family-friendly community? • Linking to community resources • Organizing support from community partners • Turning the school into a hub of community life • Partnering with community groups to strengthen families and support student success"	4	4	4	4	4	4	4	3	4	4	4	4	Not Met	8/11/2022	2022
11626530000000	Stony Creek Joint Unified	3	"The LEA has incorporated parent conferences twice a year at the K-8 grade levels. These are multiple minimum day meetings. The school district uses new digital marquees to communicate school information to the community along with its website and dialer. The district also incorporates award celebrations for achieving students in academics, behavior, attendance that parents are invited to along with other school presentations. Expanding athletics such as high school football and sports at the intermediate school will continue to build progress between the LEA and community as a whole.  The LEA also offers its campuses to community stakeholders to hold meetings as well throughout the school year."	"The LEA is working to build a stronger relationship with the large Native American population in the district and the LEA participates in assisting the Native American Population with guest speakers, participating in Native American programs such as walks and dances. Further, we have increased FFA to grades 7&8 and have students participating in fair projects and raising animals that they will have the opportunity to show at fair. This includes classroom projects to be displayed for the public."	"School staff continue to build up relationships with families via communication such as text messages or emails. Teachers have also been asked to stay for athletic events participate more in extra curricular activities.  More consistent parent/teacher communication is our goal this year, especially when it comes to behavior and academic issues at school."	"The LEA is strengthening its relationship with student outcomes in five areas.  First, more support is being provided to students in the form of reading support in the lower elementary with the the use of a reading specialist. Second, extra para educator support at the high school is ensuring students are keeping up with their school work and not falling behind in their classes. Third, we are seeing higher graduation rates at both high schools and celebrating graduations and achievement in very similar manners. This is also evident in awards for state test scores, honor roll and attendance.  LEA spend time explaining test scores to the community and students, and spending time in professional development and practicing for state testing. Fifth, we have spent considerable time and effort over the past three years making sure students receive help with behavior and mental wellbeing."	"The LEA is still needing to improve in community/ school relations when it comes to school events. We struggle to get many parents to Back to School Night or Open House or to Science Fair. The community will attend athletic events and special events to see guest speakers or cultural programs. We offer food and review CAASPP scores to draw more parents to attend. We are also planning to have student art work and other work on display at the Glenn Fair this coming Spring. Also, the LEA needs to do a better job in advertising and promoting the school district as a whole with more articles in the local newspapers."	"The LEA will continue to work and support parents and students with programs, curriculum and participation in school activities. Native American students make more than half of the student population. The achievement GAP between Native and non-native students is roughly 125 points in most grades. This GAP is being addressed with more classroom support in terms of para educations, mental health support for Native American students as well as cultural programs sponsored by the school."	"The LEA has meetings throughout the school year with little or no parent attending. These include budget meetings, Title 1 meetings  and Board meetings. The LEA does attend monthly meetings with Native American families at the Grindstone Rancheria. The LEA uses primarily  surveys for parent input and schedules parent conferences twice a year to keep in contact with parents regarding their child's academic progress. Further, teachers rely heavily on text communication with families to inform them of school events."	"The LEA is attempting to implement a grading window for parents to monitor student progress in all applicable grade levels. Also, we are attempting to start a parent committee in conjunction with the Grindstone meetings to discuss safety plans, school achievement plans that will meet monthly at the school sites."	The LEA will continue to implement its plans it has in place. The area of need is to be more consistent by making a calendar for such events and advertise to parents the need for their input.	4	3	4	3	4	2	4	4	3	3	3	3	Not Met	10/20/2022	2022
54721570000000	Strathmore Union Elementary	3	"For years we have used AERIES as our student information system. The student and parent portals allow students and parents access to student progress in every class and now also allows access to standardized test results. Integrated into AERIES is Parent Square. ParentSquare is a safe and secure platform for all school-to-home communication. It offers two-way group messaging, private conversations, district-wide alerts and notices, and simple user interface that helps keep everyone connected. Messages can be sent and received in any language, offering our parents the opportunity to communicate in the language they are most comfortable in, and providing a way for staff who are not multilingual to communicate with parents, regardless of their language of choice. We also use ClassDojo, a classroom communication app that shares reports between parents and teachers in our classrooms. It connects parents and teachers to provide information on a student's conduct and performance in the classroom through real-time reports. In addition, our Middle School teachers use Remind 101, which is a communication platform that allows teachers, parents, and students to communicate about what is happening in the classroom. We have created District Facebook and Instagram accounts to communicate with anyone interested through common social media platforms. This allows us to share with staff, parents, students, and the community at large all of the things happening at our school. Our school website has long been a source of information for all families about our District, including access to calendars, handbooks, and meetings. Our Parent/Teacher/Student conferences are student-led. The students explain to their parents what they have been learning during these conferences, which by design are conducted in the home language of the parents."	"Based on what we have done, we will continue to improve the building of relationships in several ways. Although we have utilized social media to communicate with staff and families, we will improve the quality of communication to help ensure that the messages being sent are being received and understood.  We will also implement the program Capturing Kids’ Hearts®. Through experiential training, expert coaching, a character-based curriculum for students, and personalized support, Capturing Kids' Hearts® will equip our staff to implement transformational processes focused on social-emotional wellbeing, relationship-driven campus culture, and student connectedness."	"For the 2022-2023 school year, we are looking at creating parenting evening classes. These classes would provide parents specific tools to help them improve their engagement in all of our school programs. Empowering parents to believe that they have a voice, and that their voice is being heard, will be the goal of these classes."	"One of the most important tools we have been using is The Leader in Me Principles (7 Habits) with our students. This program addresses three areas in our students’ lives that will have a direct impact on their success: Academics, to give them stronger analytical, critical-thinking, problem-solving, and creativity skills; School Culture, to keep our students in school every day, actively involved in their education and helping them to make good choices in their own behavior; and Life Skills, the personal and interpersonal skills needed to be successful in college, the workforce, their career, and their relationships with family and friends. Along with The Leader in Me, each campus focuses on character building through the Bull Pup Way and the Bull Dog Bite, reminding students daily that good behavior leads to a higher quality of life for themselves and those around them. An integral component of The Leader in Me is integrating the families into this training. We have established a Family Action Team and will begin training our families in the 7 Habits. These habits include: • Habit 1: Be Proactive  • Habit 2: Begin With the End in Mind  • Habit 3: Put First Things First  • Habit 4: Think Win-Win  • Habit 5: Seek First to Understand, Then to Be understood  • Habit 6: Synergize  • Habit 7: Sharpen the Saw"	"A focus area for the future for building partnerships for student outcomes, is to help our parents see that we are partners in this process. Many parents feel that they are unable to help or lack the skills to help their students. Evening classes for parents that help provide them with the skills and confidence that they can be a partner will enable them to be a continuing part of their children’s successes."	"For the 2022-2023 school year, we are looking at creating parenting evening classes. These classes would provide parents specific tools to help them improve their engagement in all of our school programs. This will help our parents see that we are partners in working with their children, which will help improve student outcomes as parents become more empowered to be a part of the educational process."	"Parent involvement opportunities exist at many levels at SUESD, including planning and designing programs, implementing strategies as volunteers in the classrooms, after school, and on committees such as School Site Council, GATE, ELAC and DELAC. Parents are recruited from all ethnic and socioeconomic groups in our district to be representatives on the above committees. The district also has an active Parent Teacher Organization (PTO) that organizes events throughout the year including Book Fairs, Red Ribbon Week, and other activities. Parents also have the opportunity to participate in the Migrant Parent meetings held regularly in the district. Parents are also encouraged to be involved in their child’s educational process through participation in “Top Dog” and academic awards assemblies, through scheduled and informal parent/teacher/student conferences, by participating as chaperones on field trips, through family math, literacy, and science nights, and through educational meetings such as gang awareness and gang prevention nights held at the middle school campus. This process was modified due to COVID restrictions, which entailed meeting through distance formats and communicating through phone/text/email/messaging rather than in person for many of the meetings. Regular communications are distributed to parents in both English and Spanish and cover a variety of topics including beginning of the year welcome packets, monthly parent newsletters, notifications of all meetings and school events, school calendars, and student assessment and grade reports. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year, is available online on the District website and is available in print form whenever requested."	"As we emerge from the many COVID restrictions placed upon us for the last couple of years, we will return to school-based meetings and activities. This will put the parents in the middle of the decision making process once again. Although distance meetings worked, the opportunity for face to face discussion, giving the parents a voice that they know is being heard, will improve their ability to provide input in the decision making process."	"Underrepresented families will be the specific target for participating in parenting evening classes. These classes would provide parents specific tools to help them improve their engagement in all of our school programs. Empowering parents to believe that they have a voice, and that their voice is being heard, will be the goal of these classes."	3	3	2	5	3	3	3	5	3	3	3	3	Met	6/13/2022	2022
04615070129577	STREAM Charter	3	"Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school by providing consistent, frequent communication through regular emails from the Director, Bloomz communications from teachers, family events throughout the school day, as well as a variety of opportunities for informal relationship building during morning drop off and afternoon pick up times.  The STREAM Director and other staff members provide regular communication about upcoming important dates and events, as well as information about any issues or incidents that have occurred.  STREAM parents often report that they know they will hear about an issue or incident from the school before their child even has a chance to tell them.  STREAM builds relationships with families through a variety of school events commencing before the start of the school year with our Meet the Teacher event and culminating with our Kindergarten promotion ceremonies and end-of-year awards assemblies.  During the school year, we host two showcase events where our students demonstrate music and movement.  Our primary grade students demonstrate vocals and movement, our 4th graders perform with ukuleles and recorders with movement, and our 5th-8th grade students perform in our beginning or advanced bands."	STREAM has very strong relationships between school staff and families.  We will need to make up for lost time when the school year begins in 2022 because the school office will be closed for the summer due to construction.	STREAM staff will actively reach out to families who are not able to participate in on campus events to build relationships.	"STREAM has developed multiple practices that foster partnerships between families and staff in support of student growth. STREAM hosts parent conferences Fall semester with all its families to not only inform families of student progress, but to also have them be partners in the work. STREAM hosts parent teacher conferences during the Spring semester for all students who need additional support, as determined by either the teacher or the parent.  Parents can also request a parent teacher conference at any point in the school year.  The Director has conferences with parents to address any challenges with regular attendance as well. STREAM hosts an annual Family Science Night and an annual Maker Night to demonstrate student learning and provide information and resources for families to support student learning at home. Families have the opportunity to engage in discussion with teachers and administrators during these events to have their questions or concerns addressed. During the pandemic before we resumed in-person instruction in October, all our events that usually foster these family school partnerships were moved online when possible.  It was challenging to develop the same quality of partnerships with our families in a virtual format, and it was a relief to be able to resume these opportunities in an in-person format.    All our teachers have received professional development in Multi-Tiered Systems of Support, and a component of that training involves building partnerships with families to support student outcomes.  Additionally, many of our teachers have attended conferences over the years that have addressed how to build productive family partnerships to support student outcomes. Each of the teachers sends weekly notes home using Bloomz regarding upcoming learning and how families can support student learning at home."	"We provide families information about their legal rights and how to advocate for their students in our Family School Compact and throughout the special education process.  We want to continue to progress in providing support to families of students with disabilities and English Learners, so that we can best meet the needs of all STREAM families."	STREAM plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend the parent conferences.	"STREAM values family input into decision-making about policies, programs, and events.  Each year, two parent representatives are elected to our School Board and we have parent representation on our School Site Council.  STREAM also administers a family survey each Spring to solicit feedback from families.   Additionally, STREAM has a parent teacher organization that has contributed significantly by fundraising for student activities, field trips, and other events. There is a high level of parent participation in these events and many parents are vocal about their preferences."	"STREAM is a small charter school, and as such does not have many formal advisory councils or systems in place.  There are many informal opportunities for parents to provide feedback before and after school events, during pick up and drop off, or through response to email communication from the school."	"To meet the needs of parents who are not as vocal, we administer a survey after many trips, events, etc. to solicit feedback and make changes to future events based on this feedback."	4	5	4	4	4	4	4	4	3	3	3	2	Met	6/22/2022	2022
11101160130724	Success One!	3	"We engage our students and their families by inviting them to participate in our advisory board committee meetings, by offering workshops and other school wide activities throughout the year, and by giving them the opportunity to provide their input through our school climate surveys. We connect with our students via ongoing wellness surveys to gather the information regarding learning barriers  and to find the ways to eliminate those barriers. In addition to these surveys, our school counselor follows up with all students to further discuss the ways we can help our students be successful. We have been offering Slices of Success weekly tutoring sessions for all students to provide them with an opportunity to build relationships between our school staff, families, and other students while supporting them academically."	"We are continuously looking for the ways to improve our relationships between our staff and families. We serve adult student population, and most of our students have families of their own who are not typically involved in their education. We believe that families are our students' biggest support, therefore we continue offering school activities that involve families and bring them and our school staff together."	"We will continue gathering and evaluating the input from all stakeholders, including our staff, students and their families to identify the areas of improvement while building strong relationships between our school and underrepresented students and their families."	"Success One! has built and maintained strong partnership with Glenn Adult Program to expand our support for student learning and outcomes, including our underrepresented students. For example, our ELD students get referrals to the ESL classes offered by Glenn Adult Program. We have also partnered with Glenn Literacy Projects to expand our offerings in tutoring services to help our students succeed in academic achievements. We have very strong relationships with the local SELPA who provide extra support to all qualifying students and guidance for our instructors and staff. Success One! has been in partnership with Glenn County Jail since we opened our doors, and we have served the incarcerated student population since then to close educational gaps in our community. As an educational entity we strive to promote post-secondary education including community colleges, trade schools and certificated programs. We are fortunate to have a very strong relationships with our local community college, we work together to offer college articulated courses on our end and to have students enroll concurrently to ease the transition between our high school and post-secondary education. Health and Human Services are always a part of the Success One! Advisory Committee. We gather resources through this agency to support our socio-economically disadvantaged and underrepresented students."	"We continue seeking new community partnerships to support our school, our students and their families. We would like to improve our relationship with the local high schools to collaborate on the way to offer early intervention and transition the eligible students who may have a better opportunity to succeed in our school. We are starting to build a directory of community resources and partnerships to better support our students and their families."	"The focus of Success One! Charter school's partnerships is to eliminate any barriers our students and their families may have to accomplish their academic goals. We are working to build a more comprehensive system of support to expand the referral service directory to meet the specific needs of our underrepresented student population. If we can successfully eliminate the students' barriers, they will more likely engage in a meaningful and productive manner in achieving  academic goals."	"Success One! Charter School is constantly seeking the input from our local partners, our students, their families, and our school staff. We hold our Success One! Advisory Committee meetings quarterly and encourage all of the stakeholders to offer their input and to participate in the decision-making processes. We value and appreciate the input from various stakeholders as it offers us diverse prospectives to make the best decisions for our students and the families. We send out a variety of surveys throughout the year to gather input on different aspects of our school, our students and their well-being to better inform our decision making processes. All the data we collect through the surveys is analyzed by our school staff, and based on the outcomes, our team builds a plan of action to address the needs of our students, families, our school and our community."	"Success One! Charter is always looking for ways to improve: collecting valid, current, and appropriate data to inform our decisions making processes. Our current focus area of improvement is to expand our partnerships within our community to better address the current needs of our population, and we are gathering their input in order to build these partnerships."	"Success One! Charter will work on expanding our advisory committee and promoting the consistent engagement of all stakeholders, including underrepresented students and the families in order to address their needs more accurately and timely."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/27/2022	2022
19650450000000	Sulphur Springs Union	3	"The entire staff in the Sulphur Springs Union School District is committed to strengthening the relationships with all of its families, especially underrepresented families. District staff understand the importance of having strong partnerships with families to assist with enhancing and accelerating student learning. When District staff engages families as partners, together they are able to effectively respond to students' needs.   District and school staff have worked together to plan purposeful family engagement opportunities to further strengthen relationships. Even though it has been challenging to engage families due to the pandemic, staff have used Zoom to host assemblies and informational meetings for families. In addition, staff have recorded wellness informational sessions on Zoom to support families so that they can view them at a later date to assist family needs. In the spring of 2021/22 school year, parents were allowed to come on campus for informational meetings to better strengthen the home school connection.  The Superintendent has continued to ensure that there is regular communication going out to all families to keep families up-to-date and informed about events and important information. Every Friday, since 2019, the Superintendent has provided families a Friday Update that has provided information from social/emotional wellness to academic supports for their child. In addition, when there have been any changes and/or updates with regards to the pandemic, the Superintendent ensured that all families were receiving the most current information. By ensuring that families had access to the most updated information further strengthens home/school relationships."	"District staff is continuing to partner with families to strengthen the relationships between home and school. When planning trainings/events in the schools to support student learning, Administration and Staff will work with families to be part of the planning process. At each of the nine schools, staff partner with PTAs to plan events, which allows the staff to differentiate the events/trainings to better meet the needs of families and students. By having families engage with staff on a frequent basis, further supports stronger relationships between schools and home.  An area of focus for the staff to further increase relationships with families is supporting staff with learning more about family’s strengths, cultures, languages, and goals. The District has implemented fall Goal Setting conferences with teachers and families. The purpose of Goal Setting is to get to know each other better, and learn from the family what are the strengths and areas of growth that they see their child needs assistance in. This also provides an opportunity for the schools to reach out to provide additional resources to families if there is a need in the areas of academics as well as social/emotional."	"There has been a continued focus on ensuring that underrepresented families are supported, and that they know the District staff encourages a strong partnership between home and school to support their child. Staff continue to ensure that there is a strong focus on removing barriers so that students can access their educational programs. The District has continued to monitor underrepresented families to make sure that they are offered frequent opportunities to be engaged in their schools, and are also provided resources as needed. The District has a Family Resource Center that has basic food and school supplies for families that may have a need. The Family Resource Center is available for all families in need throughout the District. In addition, the staff have created satellite Family Resource Centers at some of our schools to assist students in need if the family is unable to go to the main Family Resource Center that is located at Canyon Springs Community School.   In addition, the District has increased its support for social / emotional wellness and has increased the number of Social Workers and counselors in the District. The Social Workers and counselors are focused on meeting student needs and work to remove barriers that may be interfering with student learning. In addition, attendance is monitored, and if there are families that are struggling with having their child attend school on a regular basis, the Social Worker and administration will go to the homes to further provide support as needed.   The District is aware of the need to support unduplicated students and ensuring that there is a strong focus on providing intervention support when needed. During the school day, staff provide academic support for students in need by having a two Learning Support Teachers at every school. The Learning Support Teachers provide a very targeted intervention program that focuses closing the achievement gap and accelerating learning to master grade level standards. In addition, staff have implemented an after school program under the Expanded Learning Opportunities Grant that targets unduplicated students and provides academic and enrichment support."	"All of the educators in the Sulphur Springs Union School District value and strive for strong partnerships with families to further increase student outcomes. At the start of the 2022-2023 school year, staff welcomed back families by holding an in-person Back-to-School Night. This was a huge success for the District since there have not be in-person Back-to-School Night events since 2019. Families felt welcomed and were excited to see their child’s classroom and meet the classroom teacher. The staff in the District truly understand the importance of strong partnerships with families, and strive to find ways to strengthen these partnerships to support the students.   In addition, all educators are focused on building connections with students and families, and the District started the school year by holding Goal Setting conferences with all families. During the conferences, the families and the teachers discuss the students’ strengths and work on setting growth goals for the students. These goals are then reviewed throughout the year to monitor student progress and provide supports as needed.   If a student needs to access intervention supports to accelerate learning, teachers will work with the Learning Support Teachers that are at all nine school sites to provide intensive intervention support. Students that work with the Learning Support Teachers are monitored on a 4-to-6-week cycle to ensure progress is being made. In addition, families are communicated to about the progress and what, if any, additional supports are needed."	"The District is targeted on continuing to partner with families to increase student growth academically and social/emotionally. An area that the District will continue to focus on is ensuring that families have access to schools to participate and provide input. This is being accomplished by making sure to offer meetings both in-person and through Zoom. Many families have shared that they have wanted to continue holding some meetings through Zoom since this has also supported their needs. The Principals at the nine schools have also increased families participation in schools by allowing volunteers on sites and in the classrooms. Families have always been key partners in the District, and the teachers and students enjoy seeing families in the school settings.   The Superintendent has continued to hold the Parent Advisory Committee (PAC) meetings during the 2022-2023 school year. During the PAC meetings, parents and the Superintendent discuss what is taking place academically and socially in the schools to support students. In addition, any new initiatives that are going to take place are introduced at PAC, and discussed to see how best to implement across all nine school sites. The families that participate in PAC are amazing partners that provide the Superintendent invaluable feedback and input so that both the District and families can continue to deliver the best educational programs for all students.   An area that the District has also continued to improve is families participating in the District English Language Advisory Committee (DELAC) and school site English Language Advisory Committees (ELAC). All Administrators and teachers know the importance of ensuring that families of English Learners are provided information on a timely basis to support their child. In addition, the District is focused on making sure that the DELAC and ELAC meetings are accessible for all families and therefore are held via Zoom and in-person. The District has continued to increase its participation at the DELAC and ELAC meetings and continues to strive for even more families attending the meetings. The District has also focused on making sure that students that are new to the country are provided additional resources, and that families know what additional resources are available for their child."	"The Sulphur Springs Union School District administration and teachers continue to monitor student groups of underrepresented families on a regular basis. There is a targeted focus to make sure that all supports are in place to support students that are foster youth, homeless, students with disabilities, low income, and English Learners. During the fall conferences, families and teachers come together to create goals for students, and for those students that need increased supports, additional goals are created with the families.   In addition, the District has hired two Teachers on Special Assignment that support English Learners and Students with Disabilities. These teachers support the instructional program and teachers to better serve these two student groups. From the 2022 state testing, there were indicators that these two student groups need a more targeted approach to increase student achievement. The Teachers on Special Assignment work to bring in the best resources to teachers to better support the educational programs in the classrooms.   The District and school sites have hired social workers to support low income families and students that need access to additional supports to remove barriers that may be impeding learning for students. The social workers meet on a weekly basis to discuss ways to engage families in the schools and partner with them to further increase learning and strengthen social/emotional wellness for students. For students that are not attending school on a regular basis, the social workers reach out to the families to create plans to have the student attend school daily. In addition, if there are any families that are in need of basic necessities such as food, clothing, and school supplies, the social workers make sure that the families have access to the District Family Resource Center."	"The District has implemented a highly-focused process to collaborate and seek input from families in the decision-making process to further enhance their child’s educational program. The District has provided families a Parent LCAP Survey that is directly tied to the Local Control and Accountability Plan (LCAP). In addition, the District has afforded opportunities for families to ask questions and provide input at school site council (SSC), English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), Parent Advisory Council (PAC), LCAP Advisory Council, and informational meetings with the Superintendent.  The Parent LCAP Survey provided families an opportunity to rate and comment on their ability to be part of the learning process for their child. In addition, the survey solicited information from the families as to whether or not families had opportunities to be engaged with staff to learn about programs and ways to support their child. The measures in the survey have provided information to support with the revision the District’s LCAP goals and actions.   Every school Principal continues to meet with their School Site Councils and English Language Advisory Committees a minimum of 5 times a year. Parents who are on the committees provide input on the implementation of the School Plan for Student Achievement (SPSA), which is tied to the District’s LCAP. The SPSA and LCAP goals and actions address the instructional programs and resources that are in place to support student achievement.   Educational Services met with parent representatives from all sites for monthly DELAC meetings. The meetings were targeted to provide information to families based on needs of English Learners. Representatives asked questions and received assistance as needed to further enhance their English Learner Program at their school sites.   Staff also ensured that the District’s LCAP goals and actions were communicated, and the District Management Team sought input from the families by meeting with educational partners throughout the year."	"To further improve in seeking input and partnering with families in the decision-making process, the Superintendent and Assistant Superintendent of Educational Services will meet with families regarding the Local Control Accountability Plan and meet with educational partners, such as the LCAP Advisory Committee, to discuss annual progress and new actions needed for the 2023-2024 school year. Staff will continue to keep in constant communication with families to support meeting the academic and social/emotional needs of their child.    The District has also continued to strengthen its communication and seeking input from families by using the ParentSquare communication system. This has allowed families to be communicated to in their home language, and affords them opportunities to participate in surveys and feedback. The system is able to translate messages to families in their home language so that there is no communication barrier between home and school.   In addition, the Superintendent will continue to meet with the Parent Advisory Committee to share the District’s programs, and solicit input from parent representatives from every site. Student Data will also continue to be shared with families, with a focus on underrepresented students and students who are performing below standards."	"Staff will continue to focus on improving parent engagement to support parents with the decision-making process to increase student achievement for their child. In addition, Staff will focus on creating opportunities for staff and families to come together to learn more about ways that they can work together to increase achievement for underrepresented students.   During Parent Advisory Committee meetings, presentations will be conducted that show what educational programs are being implemented to support unduplicated students. In addition, there will be a targeted focus on social/emotional wellness that supports the whole child and the family. Parents will have opportunities to seek outside resources from community organizations, which will be supported by the District’s social workers.   The Superintendent will also visit each of the schools in the fall to share information about ways the District staff is supporting students in need. Further, resources will be shared with families on ways that they can seek additional support for the family if needed. There will be continued focus on supporting the whole child and family to assist with the child meeting their educational goals.   Principals and teachers will also continue to hold meetings at the school sites to further share resources that are available to assist unduplicated students and families in need. Conferences with families will be held to ensure that input and feedback is received so that together the school and home can partner to enhance learning for the child."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/22/2022	2022
55724050000000	Summerville Elementary	3	"Summerville Elementary School has a long history of staff and community relationships. Strong partnerships through the years have provided a sound backdrop for school initiatives, special projects, and input for the continuous school improvement process. As a small and rural school, Summerville Elementary believes in working together to support the learning needs of all students. The school motto supports this, ""Together, we can make a difference."""	"Focus areas for the school include continuing to foster community relationships and continuing to look for ways to gather input from parents, staff, and community members in relevant and proactive ways."	"Building and reinforcing relationships with underrepresented families must be proactive, transparent, and tuned to listening. Summerville Elementary is proposing to provide more engagement opportunities with these underrepresented families at a time, location, and platform that will meet their needs and open doors for conversation that is relevant and meaningful."	"Over the past five years, Summerville Elementary has invested heavily in staff support and ongoing professional development through curriculum training and targeted training designed to support students. Structural changes in the school year calendar and professional learning agenda for the year have provided additional time for these support initiatives. The district continues to explore and investigate ways to support the community's interaction with the school to support the learning needs of all students. Parent feedback rate communication as a strength, which validates initial efforts to expand student support through parent engagement."	Summerville Elementary will continue to build strong community partnerships designed to create opportunities for students to interact with the community and community resources in relevant and salient ways.	A key outcome in the data investigation this year was providing access opportunities to underrepresented families and groups that make sense to meet their needs and to provide ongoing relationships to support connections to the community.	"Summerville Elementary has developed various parent advisory groups to help provide input and feedback for district initiatives, new curriculum, and new school projects. This includes a longstanding Parent, Teacher, Student Association (PTSA), a supportive Indian Education Parent Committee, and a site council made up of many different representatives of the school. Working with parent groups has become an essential part of the school's continuous improvement and feedback process. As many of the groups are further established, their work will become integral to the school's ongoing work. Aligning with the school's motto, ""Working together, we can make a difference,"" these groups actionably model this work for the school and the community"	The collaboration and work with these groups are ongoing and will continue to evolve with further collaboration in the decision-making process.	The collaboration will continue in the same fashion as all community groups with specific attention to the needs and input factors of underrepresented families.	4	4	4	4	3	3	3	3	3	3	3	3	Met	6/28/2022	2022
55724130000000	Summerville Union High	3	"The Summerville Union High School District provides many opportunities for communication and interactions between school staff and families. GLCs meet with the parents of all incoming students in the Spring of their 8th grade year or prior to the start of their first day of school to lay the foundation of a positive relationship between school staff and families. GLCs work with the same groups of students from entry to graduation. Our Back to School Night event includes a free barbecue for parents and staff to connect and communicate. Teachers communicate regularly via phone or email to address concerns about student progress. The Superintendent sends out a Weekly Campus Update via email to ensure parents are receiving regular communication from the district regarding important school information. The office has an open-door policy. GLCs, the Deputy Principal and the Principal always make themselves available should a parent need to speak with an administrator immediately. Parents are invited to attend school board meetings, Site Council meetings and Connections Advisory Board Meetings. Surveys requesting community input are appreciated by parents and provide valuable feedback to the district."	Summerville High Union High School District will continue to broaden the input that we receive from a wider variety of families. The school continues to reach out and seek information and provide guidance to support student achievement. Teachers and GLCs are expected to communicate with families after speaking with students to be sure that all are on the same page and necessary supports are in place. This helps in building and maintaining relationships.	"Despite the COVID pandemic, the district has worked very hard to provide full-time instruction to our students in-person from as early on as was safe to do (October 2020). Our staff felt overwhelmingly that having students in school for in-person learning was a priority. We also heard from our crisis counselors that the mental health need of the students was at an all-time high. They joined zoom sessions with teachers and tutorial sessions so that they could provide support for what they needed. We have experienced good relations with both our teachers' association, our classified association, Tuolumne County Public Health officials, and our County Superintendent and we were able to create an MOU that allowed for the safe reopening of our schools. Our community was very supportive of our progress. There were some students that opted to stay on remote learning or independent study even after all students came back in person. That was a true relationship-building opportunity that we experienced. We need to focus now on the students that may need to remain on independent study either by their own choice or that of their parent. This is a hurdle for our staffing as we are limited in the numbers that we can serve. We will provide a second IS teacher if needed as we did in the 2021-2022 year."	"Summerville High has worked diligently to encourage communication between students and teachers, teachers and parents and to include administration when that support is needed. We will continue to work on this as our feedback from surveys and Healthy Kids Survey shows that is an area where we can always improve. Partnerships with our community partners is an important factor in making certain that everyone knows what the expectations are and how we each will be held accountable to those expectations."	"Summerville High is committed to providing opportunity for our community to provide feedback. Through this feedback we see that mental health support for student is very important. We are also looking to expand our A-G courses, and our CTE pathways especially in the medical sciences and possibly in the computer sciences. Our community has shared these as future areas to look at. We will continue our work with Columbia College through the dual enrollment process to see what can be available for our students either on campus or at the college."	"Summerville High will continue to reach out to our underrepresented populations through Student Study Team meetings, teacher conferences, administrative conferences and through 504 and IEP meetings. Creating opportunities for parent nights as well is something that the district has done over the last two years and this work continue."	"Summerville High's strength is reaching out through a variety of methods to get feedback. The district sends surveys online, weekly update messages from the Superintendent and the advisory councils of School Site Council and Connections Advisory support more input as well. These groups in addition to school students, staff and administration working together will support moving our student supports forward."	"Information for this priority is based on a series of parent surveys given throughout the school year. These surveys were given to help the school prepare for the reopening of school remotely from August through September and then in-person from October through the end of the school year in June. An email and phone message was sent out each Friday during the school year to let people know about surveys, campus updates and asking for people to get involved in making sure their voices are heard. Additionally, we have used zoom to provide more opportunity to parents and our community to participate in our School Site Council and Board meetings. This will continue for the foreseeable future to allow for more options for people to participate."	"Summerville High will continue to solicit input from underrepresented families through surveys, phone calls, student/teacher/administrative meetings to provide opportunities for input. This has been a difficult task with COVID and getting feedback in general."	3	3	2	3	3	3	3	3	3	3	3	3	Met	6/22/2022	2022
54718370109009	Summit Charter Academy	3	"The district is continuing to build partnerships with both families and the community. This is done through events and the hiring of additional staff to support both students and parents.  Additionally, the district is expanding the parent trainings and ability for parents to access school campuses."	Based upon partner feedback the district is continuing to provide opportunities for parents to interact with school staff and holding events on campus now that we are back in person.	Engagement of underrepresented families is a focus for the upcoming school year after reflection on data showing that these groups continue to not be as engaged as other groups.  Based upon this information additional systems will be put into place to track and improve participation of these families.	"The district has worked over the years to build a culture of positive relationships with both students and families. This is done through hosting events, providing parent trainings and giving parents the opportunity to be engaged in the school environment."	Improvement will continue based upon feedback on bringing families and partners in for additional opportunities to collaborate on student outcomes and the support of programs throughout the district.	Engagement of underrepresented families is a focus for the upcoming school year after reflection on data showing that these groups continue to not be as engaged as other groups.  Based upon this information additional systems will be put into place to track and improve participation of these families in events and trainings in order to better build partnerships for student outcomes.	The district is working to improve the trainings and opportunities for parents to be partners in decision making. Some of the way this has been done is adding additional trainings and webinars as well as ensuring that parents who participate on the various councils have the appropriate training and resources.	"Based upon feedback and local analysis of data the LEA will focus on ensuring that staff working with parents inform them of all the opportunities to provide input for decision-making and ensure that all families, regardless of their ability or status have the opportunity to provide input for decision-making within the campus and district."	Engagement of underrepresented families is a focus for the upcoming school year after reflection on data showing that these groups continue to not be as engaged as other groups.  Based upon this information additional systems will be put into place to track and improve participation of these families in events and trainings in order to better provide partners with the opportunity to provide input for decision making on campus and the district.	4	3	4	4	4	4	4	4	4	4	3	3	Met	6/20/2022	2022
36750440107516	Summit Leadership Academy-High Desert	3	"During the post-pandemic climate, the school offers multiple methods of communication to include ParentSquare, SIS, public meetings, website, social media, personal phone calls, home visits, on-campus and off-campus activities, and emails. The school also engaged with a local mental health provider to provide socio-emotional training to remove barriers to building rapport with students and families. By utilizing a variety of methods, the school increases communication avenues for all educational partners to create a welcoming and inclusive atmosphere."	The school will increase the number of activities involving parents and other community partners to build networks and make connections.	The school will designate staff to improve the student services offerings and professional development with a special focus on cultural competency to better equip staff to provide resources and build relationships with educational partners. The school also employs several bilingual staff members to ensure families and students are able to communicate effectively with school staff.	The school ensured students had access to technology and equipment to maintain communication with schools. The school also provided professional learning opportunities to staff to provide strategies to meet student needs. The school continued to provide clubs and activities to engage with mentors and peers.	"An analysis of our communication between staff and administrators, we discovered that the worldwide pandemic increased barriers to connecting with students resulting in behavioral challenges on campus. As a result, the school has begun researching effective student services to expand offerings to students and families."	Families were provided with meals during school closures. School staff members also supported families as they navigated difficult circumstances. The school provided a late bus route to ensure students had access to extracurricular activities and tutoring.	"The school solicited feedback via surveys, public meetings, and school site council participation. Administrators also attended extracurricular activities to engage with community members in an informal setting. Meals were also provided to families at events held outside of normal school hours. The school also maintains a diverse staff that represents the population it serves."	The school will designate personnel to coordinate formal and informal advisory committee meetings more often and on a regular basis. These meetings will be communicated to families using multiple methods to ensure they receive the necessary information.	The school will continue to provide food and childcare in an effort to increase participation.	2	4	4	4	2	3	3	4	2	2	3	2	Met	6/3/2022	2022
41690620112722	Summit Preparatory Charter High	3	"Summit Prep has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit superintendent directly through a neutrally facilitated circle discussion."	"Focus Area for Improvement: Summit Prep has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue."	"Focus Area for Improvement: Summit Prep has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue."	"By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: - Professional Development structure and survey - Parent newsletters (+language access) (analytics) - Personalized Learning Plan meetings (parents/caregiver:student:mentor) - Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes."	"Summit Prep is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents."	"Summit Prep utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized."	"At Summit Prep, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informing a solution and to understand status, all families, teachers, school leaders, and network team members must contribute."	"In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making."	"Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities."	5	5	4	4	4	5	5	4	4	4	4	4	Met	6/16/2022	2022
07100740129684	Summit Public School K2	3	"Summit K2 has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit superintendent directly through a neutrally facilitated circle discussion."	"Summit K2 has made great strides in building strong relationships within our community and remains a priority area for the school. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue."	"Summit K2 has made great strides in building strong relationships within our community and remains a priority area for the school. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue."	"By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: - Professional Development structure and survey - Parent newsletters (+language access) (analytics) - Personalized Learning Plan meetings (parents/caregiver:student:mentor) - Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.    Summit K2 is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences, there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents."	"Summit K2 utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized."	"Summit K2 utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized."	"At Summit K2, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informing a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.   In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making."	"Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.  Outreach with our community and supporting an infrastructure that enables parent engagement in our school and culture remain a focus area."	"Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.  Outreach with our community and supporting an infrastructure that enables parent engagement in our school and culture remain a focus area."	4	4	4	3	3	4	4	4	4	3	4	4	Met	6/16/2022	2022
43104390128090	Summit Public School: Denali	3	"Summit Denali has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit superintendent directly through a neutrally facilitated circle discussion."	"Focus Area for Improvement: Summit Denali has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and continue to work towards increasing representation of historically underrepresented groups within our community at all of our school engagement activities."	"Focus Area for Improvement: Summit Denali has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and continue to work towards increasing representation of historically underrepresented groups within our community at all of our school engagement activities."	"By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: - Professional Development structure and survey - Parent newsletters (+language access) (analytics) - Personalized Learning Plan meetings (parents/caregiver:student:mentor) - Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.    Summit Denali is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences, there is specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents."	"Summit Denali utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized."	"Summit Denali utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized."	"At Summit Denali, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informing a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.   In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making."	"Furthermore, with the addition of the Community Engagement Manager role and a dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities.  We have also secured our permanent long-term facility, as of Fall SY21. With this new space, we will be even better equipped to engage our families in our school program."	"Furthermore, with the addition of the Community Engagement Manager role and a dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities.  We have also secured our permanent long-term facility, as of Fall SY21. With this new space, we will be even better equipped to engage our families in our school program."	5	5	5	4	4	5	5	4	4	4	4	4	Met	6/16/2022	2022
41689240127548	Summit Public School: Shasta	3	"Summit Shasta has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit superintendent directly through a neutrally facilitated circle discussion."	"Focus Area for Improvement: Summit Shasta has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue."	"Focus Area for Improvement: Summit Shasta has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue."	"By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: - Professional Development structure and survey - Parent newsletters (+language access) (analytics) - Personalized Learning Plan meetings (parents/caregiver:student:mentor) - Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes."	"Summit Shasta is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents."	"Summit Shasta utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized."	"At Summit Shasta, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informing a solution and to understand status, all families, teachers, school leaders, and network team members must contribute."	"In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making."	"Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities."	5	4	4	4	4	5	5	4	4	3	4	4	Met	6/16/2022	2022
43104390123794	Summit Public School: Tahoma	3	"Summit Tahoma has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit superintendent directly through a neutrally facilitated circle discussion."	"Focus Area for Improvement: Summit Tahoma has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and continue to work on decreasing the disproportionality of our faculty and staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community."	"Focus Area for Improvement: Summit Tahoma has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and continue to work on decreasing the disproportionality of our faculty and staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community."	"By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: - Professional Development structure and survey - Parent newsletters (+language access) (analytics) - Personalized Learning Plan meetings (parents/caregiver:student:mentor) - Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes."	"Summit Tahoma is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents."	"Summit Tahoma utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.   Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized."	"At Summit Tahoma, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informing a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.   In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making."	"Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.  Despite facility limitations, the school is actively growing capacity to host additional community engagement events, such as a local leaders tour where community stakeholders have the opportunity to deeply engage in the school model and reflect with the school leadership on how to increase this type of access."	"Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.  Despite facility limitations, the school is actively growing capacity to host additional community engagement events, such as a local leaders tour where community stakeholders have the opportunity to deeply engage in the school model and reflect with the school leadership on how to increase this type of access."	4	4	4	4	4	5	4	4	3	4	4	4	Met	6/16/2022	2022
07617960133637	Summit Public School: Tamalpais	3	"Summit Tamalpais opened in the Fall of 2016. As the school has grown into maturity, we have been working hard to ensure that as we focus on delivering the highest quality education to our students in West Contra Costa County, we are simultaneously building a community that supports strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit superintendent directly through a neutrally facilitated circle discussion."	"Focus Area for Improvement: Summit Tamalpais has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language.  We provide interpretation services as school events and have made great strides in decreasing the disproportionality of our staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community."	"Focus Area for Improvement: Summit Tamalpais has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language.  We provide interpretation services as school events and have made great strides in decreasing the disproportionality of our staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community."	"By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: - Professional Development structure and survey - Parent newsletters (+language access) (analytics) - Personalized Learning Plan meetings (parents/caregiver:student:mentor) - Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.    Summit Tam is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents."	"Summit Tam utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized."	"Summit Tam utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized."	"At Summit Tamalpais, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informing a solution and to understand status, all families, teachers, school leaders, and network team members must contribute."	"In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making."	"Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities."	4	3	3	4	4	5	5	4	3	4	4	4	Met	6/16/2022	2022
54721730000000	Sundale Union Elementary	3	"Sundale hosts parent orientations for all parents during the first week of school,.  This serves to begin the process of building the working relationship between teacher and parent.  This also provides an opportunity for parents and teachers to discuss the needs of the student not only academically but also social-emotional needs.  Parents are able to share about their child with the teacher and the teacher is able to develop a rapport with the parents.  100% of parent conferences are required of teachers.  If parents do not attend in person, teachers make phone calls or home visits to those families.   Sundale also has periodic Question/Answer Sessions via zoom with the administrators."	"Sundale offers a wide variety of parent education opportunities, at times it is a struggle having parents attend.  This year we will also be offering opportunities at our Foundation Site in hopes that this may be more convenient for parents."	"Providing multiple ways for parents to be engaged, in person, via zoom, various times and locations."	"Sundale meets regularly with parents at PTO meetings, School Site Council, and other parent groups including parent Question/Answer sessions which are available via zoom.  In addition, parent conferences are held each trimester and it is required that teachers meet with 100% of their parents either in person, by phone/zoom or a home visit."	Ensuring all parents feel they are being communicated with in all grade levels.  This is an area that we are focusing on as a staff this year.	Regular communication and opportunities for these families to be educated and their voices heard.	"In addition to School Site Council, Dad's Club, Parent Teacher Orientations, and DELAC.  Sundale has a parent re3sourcde meeting every year in November inviting parents to come in and learn what offerings are available to students.  Meetings are held 6 times per year to families, to engage parents, receive input and keep them informed of school policy, procedures, progress, and involvement."	Ensuring parents are informed of opportunities for them to share their voice.	Regular communication and opportunities for these families to be educated and their voices heard.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/21/2022	2022
54721810000000	Sunnyside Union Elementary	3	"The LEA annually measures its progress in: (1) seeking input from parents in decision making and (2) promoting parental participation in programs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. Sunnyside always has a goal to meet with as close to 100% of parents during parent conferences. Teachers work diligently to try to make contact at least 3 times per year. Parents are given the opportunity to have parent conferences conducted via in person, on the phone or over zoom.  Sunnyside’s Vice Principal and Social worker performed home visits to reach parents who teachers had difficulty contacting. Sunnyside continues to offer Parent Involvement nights, virtual and in person where parents were given opportunities to give suggestions. We try to gather ideas from parents on what guest speakers and ideas they would like to learn about in our parent involvement nights. Teachers are active participants in the parent engagement activities and help promote the activity.  Sunnyside Union Elementary provides opportunities for parents to be involved and to help collaborate with decision making at the Annual Parent Involvement Policy Evaluation Meeting which was held during the 2021-2022 school year and will occur again in the Fall of 2022. In addition, the ELAC and SSC created a Needs Assessment which was utilized during the creation of the Single Plan for Student Achievement, which was adopted in February 2021.  Sunnyside also holds monthly board meetings in which parents are always welcome to share in the public input period. During the pandemic, many of these meetings were offered via Zoom, however, now the board meetings are being held live. The School Site Council meet via Zoom and teachers, staff and parents actively participated and help advise the Superintendent/Principal on Sunnyside's goal and objections. Sunnyside continues to partner with Save the Children and the State Preschool to hold collaborative parent meetings for our younger age students."	"Sunnyside also has an SSC and ELAC, but participation on this committee is low and meeting quorum is often difficult.  Sunnyside holds multiple LCAP planning meetings with parents and asks for suggestions on how to improve the schools. Unfortunately, these meetings are often poorly attended. When parents do come to the meetings, great suggestions are given, but getting parents to be active is usually very difficult."	Sunnyside serves a small rural community and we serve all families with the intent to build a strong relationship. Sunnyside holds many events in the community and also offers zoom and in person meetings to meet the needs of working parents and parents with transportation issues. Parents are also given babysitting opportunties when parent meetings are held during the night. Sunnyside has a social worker and administration that are willing to do home visits for parents. Sunnyside teachers makes an honest effort to reach 100% of their parents 3 times yearly for parent conferences. We usually only miss a few parents each time.	Sunnyside has great participation in Parent Conferences. Students grades and progress on standards are shared with parents three times yearly. State test results are mailed to parents at the beginning of the school year. Teachers work diligently to increase student outcomes.	"Even though, parent conferences are well attended, state test scores and student goals regarding outcomes are seldomly addressed. Parent conferences discussions usually include grades, student participation and student discipline. A strong focus addressing student outcomes needs to be shared with students and parents in order for this partnership to be stronger."	"Sunnyside Union Elementary provides opportunities for parents to be involved and to help collaborate with decision making at the Annual Parent Involvement Policy Evaluation Meeting which was held during the 2021-2022 school year and will again be held in the Fall of 2022. In addition, the ELAC and SSC created a Needs Assessment which was utilized during the creation of the Single Plan for Student Achievement, which was adopted in February 2021.  Sunnyside also holds monthly board meetings in which parents are always welcome to share in the public input period. The School Site Council meet liva and also via Zoom and teachers, staff and parents actively participated and help advise the Superintendent/Principal on Sunnyside's goal and objections. Sunnyside continues to partner with Save the Children and the State Preschool to hold collaborative parent meetings for our younger age students.  Sunnyside also has an ELAC, but participation on this committee is very low and meeting quorum is often difficult.  Sunnyside holds multiple LCAP planning meetings with parents and asks for suggestions on how to improve the schools. Unfortunately, these meetings are often poorly attended."	"unnyside Union Elementary provides ample opportunities for parents to be involved and help collaborate with decision making via School Site Council, ELAC, LCAP meetings. However, so often these meetings are poorly attended. Sunnyside also holds monthly board meetings in which parents are always welcome to share in the public input period. Unfortunately, parents do not take advantage of offering their input. Sunnyside partners with Save the Children and State Preschool to hold collaborative meetings for our younger age students."	"Sunnyside provides the meetings, but with attendance as low as they are, Sunnyside needs to make an increased effort to inform parents of their essential part and the necessity to have parent input. There is a survey which is provided to parents, data from surveys are used. Having more parent participation with the surveys is a goal for Sunnyside during the 2022-2023 school year."	"The LCAP planning meetings are probably the most efficient way for parents to be involved and seldomly we even have 1 parent attend. This is definitely one area that Sunnyside needs to work on so that parents feel empowered that they have a voice and opportunity to provide input on policies, programs and implementation of both.  This year, a new position has been created called ""public relations"" in which a person posts to parents on Parent Square and Facebook. Social Media is the way in which Sunnyside feels we can reach our parents."	4	5	5	3	3	3	3	2	2	2	2	2	Not Met	10/11/2022	2022
43696900000000	Sunnyvale	3	"LCAP Goal 4 focuses on fostering a welcoming and inclusive environment for all parents, families and community stakeholders as partners in the education and support of all students’ success in school.  In past years, Sunnyvale schools have focused on increasing cultural proficiency and equity across the district. We continually strive to remove systemic and structural barriers that may exist to ensure families are able to fully engage with the school in ways that are culturally relevant and sustaining. We have provided professional development around cultural proficiency and equity to all certificated and classified staff and continue to do the work of unpacking bias. Our bilingual outreach liaisons support our sites with 2-way communication with families to ensure they are true partners in their child’s education. Our outreach liaisons also coordinate with school social workers to align practices and resources site by site to ensure there is “no wrong door” for parents and families to access services and support as needed.  This year, all site administrators participated in professional development connecting design-based learning to the structures through which parents engage the school site.  The goal was to encourage sites to approach the family engagement experience at the school site with an eye towards continually identifying and removing procedural barriers to families accessing school resources."	"Sites will be resuming literacy-focused family nights that provide resources around items identified by the parent community through the Spring 2022 Panorama Education Survey (“Cultural Awareness” and “How to support learning in the home”). At the elementary level, goal setting conferences in the Fall continue to allow teachers to meet with families to build relationships and learn about their goals for their child.  We encourage and foster ongoing family communication and goal setting at all levels."	"We understand that establishing authentic two-way communication is key in building relationships, so we have multiple ways to send and seek information. We use Thoughtexchange to seek feedback from families via a link sent by email, text or accessed through our website and social media channels. We use the information received from the Thoughtexchange survey for the analysis and development of our LCAP goals, district priorities and the allocation of district resources. We maintain a mobile app, through which parents can access an anonymous tip line to share information with us in a confidential manner. We also seek input from parents through English Learner Advisory Committees at the site (ELAC) and district level (DELAC), School Site Council, parent group meetings, and informal principal coffees. Finally, we hold an annual Equity Summit, where teachers, parents, community members and students have the opportunity to provide input on our LCAP goals and district initiatives through a lens of equity."	"We partner with Family Engagement Institute (FEI) and PIQE (Parent Institute for Quality Education) to provide families information on how to support student learning in the home. Schools provide parent education through the English Learner Advisory Committee (ELAC) and parent-teacher-student organizations. Our elementary schools hold parent-teacher conferences in the fall to work with parents to set goals for their students. Many sites hold student-led conferences, building students’ sense of efficacy and increasing participation in conferences. School plans include goals focused on ensuring that all parents will be contacted during the school year regarding their child’s progress.  Schools sites have done various training focused on home visits including partnering with the Parent Teacher Home Visit organization."	"We continue to utilize a survey tool through Panorama Education to evaluate our success in building partnerships for student outcomes. In spring of 2022 the survey response rate for families was 17.7%.  An open ended question related to building partnerships was, “In what ways might the school help you support your child more effectively?”  Responses from families varied from feedback around improving facilities and bathroom access, requests for additional support for students in extension/enrichment and interventions, praise of communication practices from principals and site teams, and suggestions to continue Social-Emotional learning and partner programs."	"Based on local indicator survey data, an area for growth is taking successes with family-school communication and partnership from the elementary schools and developing community mindset and systems for communication at the middle schools."	"All school sites have an active English Learner Advisory Council (ELAC) and School Site Councils (SSC). Our annual Equity Summit brings family members from all school sites together, with an emphasis on parents of students that are representative of the significant student groups and  population. During this meeting we share information about our district initiatives with a lens of equity and seek feedback on our LCAP goals."	"We provide a Summer Explorations program for students from socio-economically disadvantaged homes. In non-COVID periods, at the end of the Summer Explorations program, parents are invited to attend an open house to celebrate their child’s accomplishments.  Also outside of the COVID-19 pandemic, in partnership with the Family Engagement Institute, we provide a Stretch to Kindergarten program. This summer program provides students who have not attended pre-school with a 6-week full day academic program to prepare them for success in kindergarten. The program partners with families to provide parent education on how to support their students throughout their school careers, and informs parents of the advisory committees in which they can participate at their school sites."	"Based on local indicator survey data, an area for growth is in engaging families to plan, design, implement and evaluate family engagement activities at school and district levels. While we seek input from parents on topics they would like to learn about through ELAC, DELAC and Parent teacher groups, and get feedback regarding the impact of family education activities, we need to further engage our families in the process to ensure we are providing meaningful family engagement opportunities. We will be looking into using the Thoughtexchange platform to seek feedback from our families regarding education and engagement opportunities."	3	4	3	3	3	3	3	2	3	3	3	3	Met	6/16/2022	2022
01751190000000	Sunol Glen Unified	3	"As our school district is quite small, we cultivate a 'family-like' atmosphere and welcome anyone who is interested in making sure our students come first. As such, we invite parents regularly to attend class activities, nighttime events, and volunteer in any way that they feel comfortable. Our school reaches out to all families including our underrepresented families."	"Sunol Glen places a high value and priority in our partnerships with families and the community. Indeed, many of our extra-curricular activities are parent led - including our monthly garden lessons, after school Math Olympiads, Trashion Show, STEAM night and the Multi-Cultural Night. Additionally, our school has an incredibly high amount of parent involvement as demonstrated in our LCAP where we annually record more than 50% of our parents do some sort of volunteering each year."	"Sunol Glen School District places a high value on all of our families including the underrepresented families. To ensure our underrepresented families are engaged, we provide translators and materials that have been translated when needed. We also try to reach out to families to provide extra support - if needed- to encourage the families to be engaged and to participate in our school."	"Our strong relationships with our various educational partners has helped foster a school environment that lends itself to successes in learning, mental and emotional health as well as the overall development of our students. Our students consistently perform at or above grade levels, exhibit good citizenship and participate eagerly in all school sponsored activities."	"Like all school districts, globally, we also have had our share of COVID related learning loss. Our focus has been and continues to be the mitigation of this learning loss. To that end we constantly collaborate with parents, staff and students alike to achieve the best results possible."	"At Sunol Glen, we do not isolate our educational partners into labeled groups. All of our efforts are directed at our entire community of parents, board members, staff, students, etc. We make special accommodations, as described above, whenever necessary."	Sunol Glen places a high value and priority on our partnerships with families and the community. We routinely conduct parent surveys to solicit parental input on various topics ranging from academics to school safety. The information in the surveys forms the basis of our LCAP goals and related activities. Parent feedback is also solicited via 1:1 interactions with staff.	"Due to our small size, we are able to keep our finger on the pulse. Therefore, we are confident that our efforts are yielding results and hence do not feel there are any additional areas of focus necessary at this time."	"As our school district is quite small, we cultivate a 'family-like' atmosphere and welcome anyone who is interested in making sure our students come first. As such, we invite parents regularly to attend class activities, nighttime events, and volunteer in any way that they feel comfortable. Our school reaches out to all families including our underrepresented families."	5	5	5	5	5	5	5	5	1	1	5	5	Not Met	8/9/2022	2022
49709614930350	Sunridge Charter	3	Over the past two years this was limited due to Covid but now SunRidge has been able to invite parents on campus for various opportunities. SunRidge has a community that is inviting to families and allows them to participate in activities and campus beautification throughout the year. With new staff in place SunRidge is developing approaches to build new relationships with all of the families at SunRidge.	"SunRidge administration, faculty and staff, students and families will work more closely to align structures, procedures and expectations to include equitable approaches and promote social justice. It is important that those we serve have a voice in decision making as we work to meet the ideals of the current time. We will also create platforms for those to have a voice within the school's structure."	"SunRidge is working with organizations such as FEAT, Anti-Racism, and Holistic Resilience to provide equitable approaches to underrepresented families. The school provides teachers with training opportunities and funds throughout the year for professional development and especially in the summer to collaborate and prepare grade-level materials. Technological training has been provided by the district IT coordinator and through site collaboration.  Students and families were provided with technological devices (Chromebooks and hotspots) to access learning. Frequent conferences were available to communicate regarding student learning and weekly packets were provided to augment online instruction. SunRidge provides support through MTSS/RTI and through IEP and 504 plans. When IEPs and 504 plan meetings are held, parent rights and alternate dispute information is consistently offered. SST meetings were held regularly to identify supports needed."	"SunRidge provided many opportunities for teachers, parents, and community members when gathering data and information. During the 2020-21 school year, parents were surveyed multiple times as part of planning for distance learning and the hybrid model. A parent group met regularly in consultation with the director to create a stakeholder expectation document for the hybrid model and also held 3 parent forums. A survey for parents and staff in May of 2021 gathered input based on the 8 state priorities that then informed both the ELO and the LCAP. Director Wood also met twice monthly with the parent council leadership to discuss community needs. Town Halls were held on August 5 and March 10. Director Wood discussed goals and actions with the Charter Council (faculty, classified staff, parents, and community members) and at staff meetings. Bi-monthly reports to the Board of Trustees by the director include actions taken to support and improve student learning, parent involvement, social-emotional learning activities, and extracurricular opportunities."	SunRidge has hired a full time teacher to work with students performing below grade level. The teacher will work with students in smaller groups to assist with student learning needs. SunRidge has also hired a full time Math and Science teacher that will also provide academic support to bridge that gaps in learning as an outcome of the Covid pandemic.	"Portfolios of student work were reviewed by the director and star renaissance data was reviewed for instructional planning. SunRidge also initiated a survey of family cultural traditions to bring awareness of different cultures into the classroom. The master calendar posts religious holidays (such as Yom Kippur) so important school meetings are not scheduled then. SunRidge has an active diversity committee made of parents, faculty, and staff. The Charter Council drafted and approved both a school-wide diversity statement and a gender-inclusive policy. The Parent Council and its activities have been dormant during the pandemic, this council needs some reenvisioning regarding purpose and activities."	"SunRidge meets with various organizations: Charter Council, Parent Council, Foundation, student committees, and faculty when addressing changes or approaches within the school structure."	Administration is working with the collective groups to hear and understand various perspectives and approaches to school systems and structures. Allowing more input and conversations about topics that arise within the school setting. Encouraging an open mindset to address current challenges.	"Through surveys, town halls, parent forums, committees, and councils, SunRidge provides many opportunities for parents to participate in the governance, fundraising, educational, and cultural life of the school. We seek to welcome more cultural diversity in the school's enrollment through the training that faculty and staff have taken, the translation of enrollment materials into Spanish and making translation services available for prospective parents."	4	4	4	4	4	4	4	4	4	4	4	4	Met	1/28/2022	2022
43104390124065	Sunrise Middle	3	"Sunrise has strong relationships between its families and staff members. However, we realize that not all of our staff goes the extra mile to reach out to parents. We are working on bringing ALL teachers to the realization that this is needed for student success."	Training on building relationships between school staff and families will be part of the equity training we are holding all year long in 2022-2023.	"We are working with actively involved parents, most of whom are low-income and non-English speaking, to bring all our families into full participation in school activities. We realize that many of our parents are working multiple jobs and stressed for various reasons. We expect that parents who are in this situation but still participating will be the best ones to educate other parents that participation in their students’ school is crucial."	"Sunrise conducts monthly schoolwide meetings and Fall parent conferences in an effort to get parents to become more knowledgeable and active in the school’s decision-making processes. The school also reaches out individually to parents who are not active so that we may inform them of their student’s progress and inquire as to how we may support them more. All written and oral contact is in both English and Spanish, and we always have translators available when needed. About half of our teaching staff, and nearly all of our paraprofessional staff, is bilingual in order to facilitate communication in either language."	"Our efforts are somewhat inconsistent in that not all teachers are making calls home to parents, doing home visits and/or inviting parents to the school for meetings. Teachers who have been at the school longer are well aware of this need to communicate with parents."	"Next school year we plan to require regular calls home to families and/or home visits and/or meetings at the school. This will be required of every teacher. Additionally, support on how best to do this will be provided through our monthly equity trainings."	"Sunrise did much this past year to formalize its processes for educating parents about their roles on the SSC and ELAC and for obtaining their input on the many decisions our school needed to make. Parents in the past have always told us what they wanted. But this year, we did more to educate our parents about the many options available, even when they were happy with what was happening and had no recommendations for improvement."	"Our next step is to get even more parents involved in the decision making at our school. We are asking our actively involved parents to help us in this process. Hopefully, if they see the need, they will be able to communicate that to other parents."	"Most of our parents are underserved and underrepresented.  We are expecting that the planned equity training for all our staff will  help us find ways to   better engage all of our parents, even those who currently may feel left out of the engagement process."	4	4	4	4	3	4	4	4	4	4	4	3	Met	6/6/2022	2022
25658960000000	Surprise Valley Joint Unified	3	"Surprise Valley JUSD is working hard to build relationships with our families. Teachers have developed methods of communications with families. SVJUSD also provides family nights to support families and students, also while meeting for conferences."	A focus of area of improvement in Building Relationships Between School Staff and Families is continuing to build school culture and safety of all students.	The LEA has provided a summer school opportunity for underrepresented families identified. We also provide an after school program that allows students to stay after school and provides time to complete homework and other fun activities. Staying in contact is the best way for our LEA to improve engagement for our underrepresented families.	The LEA worked closely with Modoc County Office of Education. The district is using our local data and state test scores to create action plans to help improve our student outcomes.	The areas of focus that our LEA is focusing on for improvement is ELA-English Language Arts and Math. These are the two areas that our staff members feel our students can benefit the most from and this is also an LCAP goal for our district. Staff members are developing and using interventions to help our students develop their skills and fill in gaps.	"The LEA has a small population of students, which allows teachers and staff members more opportunities to provide one to one or small group instruction. Staff members are providing materials to families to help their student(s) with any work that may be sent home."	"The LEA does well with monitoring our local data and watching the progression growth of our students. Since the LEA is small we are able to monitor our students and their growth, however we don't always have the correct resources to make the proper changes that we need to make."	Our LEA's area of focus in Seeking Input on Decision Making is with building our school culture and safety. The LEA needs more experts in these areas to help us with making these decisions.	The LEA will continue to stay in communication for our underrepresented families and all district families when Seeking Iput for Decision-Making.	4	4	3	4	3	3	4	4	4	4	4	4	Met	6/28/2022	2022
18641960000000	Susanville Elementary	3	"District and school staff have worked diligently to improve trust-building and better relationships with the families in our district. Overall, our educational partners trust our staff and the work we do on a day-to-day basis. District strengths have always included our ability to work with parents to achieve positive outcomes for our students. The PTO's in the district work well with staff at the schools and continue to see successful events with great participation."	The pandemic has created a small divide in this area. The inability to have parents and other educational partners on campus regularly has eroded our normally positive relationships. The LEA will focus this next year on working with our educational partners to rebuild and improve upon the foundation that was there prior to the onset of COVID in March of 2020.	"The current strength of the LEA lies in the relationships between the staff at our schools, the parents and the students. Strong Parent-Teacher Organizations foster trust and build relationships as soon as students enter the District as incoming Kindergarteners. Our DELAC, Title VI PAC and School Site Councils provide parents from a variety of educational partners to participate in educational dialogue with the LEA about student opportunities and programs. We will work to develop strategies to increase engagement that will fit the needs of our programs."	"The LEA’s current strength is the relationship that the teaching staff have with the individual students. While the LEA can boast strong parental engagement in the primary grades, overall participation at the schools wanes as we reach the middle school. Our focus will be to identify strategies and activities to improve parent engagement across all schools."	The LEA has recently begun working towards expanding our community partnerships for our Expanded Learning Opportunity Program and the After-School offerings. These partnerships are vital to help improve educational outcomes for our students and to improve engagement across all aspects of hte educational environment. The District's work with other agencies plays a central part in working towards this goal.	The LEA has improved partcipationi with our English Language Learner families this past year and has doubled partcipation in parent surveys representing all families in the district. School site personnel have made a focused effort to meaningfully engage with our underrepresented families as we've sought out more input from the homes of our students as we've attempted to improve in this area. The LEA understands that all parties don't recieve information in the same manner and schools must work diligently to involve all families.	The LEA has seen improved engagement with our phone app and our online social media platforms as a means to engage families in the decision-making process. The district doubled its partcipation from parents in the CA Healthy Kids Survey this past year and has seen an uptick in participation in school-level events and surveys. An ELAC was formed this past year at McKinley to provide more focused responses from the parents of our English Learners at McKinley and this has positively impacted the entire LEA.	"The LEA strengths are that our stakeholder committee, DELAC, Title VI PAC and School Site Councils include representative members from all groups of stakeholders. We will seek to identify additional parents, guardians, foster family members or other agencies to include in our stakeholder groups to increase engagement to further support decision-making input for our parents and family members."	The LEA has improved partcipationi with our English Language Learner families this past year and has doubled partcipation in parent surveys representing all families in the district. School site personnel have made a focused effort to meaningfully engage with our underrepresented families as we've sought out more input from the homes of our students as we've attempted to improve in this area. The LEA understands that all parties don't recieve information in the same manner and schools must work diligently to involve all families.	3	3	3	2	2	3	3	2	2	2	2	3	Met	6/22/2022	2022
51105120000000	Sutter County Office of Education	3	School staff communicate through a variety of means to foster and maintain relationships that are beneficial to the students. It has been reported by educational partners that having multiple methods of communication opportunities has helped in relaying information to families.    These methods include: fliers mailers mass phone calls individual phone calls invitations to participate in Parent Advisory Meetings Email text messages home visits	"Success varies from family to family for a variety of reasons. Transportation is a barrier in getting families to school events and parent meetings. Some parents have reported not feeling like they have enough opportunities to participate so an area of focus will be to help remove transportation as a barrier. More opportunities for participation will be created through virtual methods such as Zoom meetings to see if this will help increase parent involvement.  Additionally, it has been shared that a feeling of cultural understanding and equity is a concern for families. Equity and cultural sensitivity will be an area of focus."	FRA will look to engage in training to align practices with a practice of appreciation and respect that recognizes the spectrum of diversity we are now seeing on campus. Goals would include but are not limited to: Develop ethical and effective techniques for supporting and engaging with the full spectrum of educational partners. Explore what underrepresentation is and learn how to recognize it and how to ensure all voices are heard.  Know how to translate these new learning into consistent practice.	"Family engagement has grown recently to help foster and motivate students to increase student outcomes, academically. School staff communicate through a variety of means to foster and maintain relationships that are beneficial to the students. It has been reported by educational partners that having multiple methods of communication opportunities has helped in relaying information to families.  This has been identified as strength for FRA. Frequent communication, invites to parent conferences, back-to-school night and home visits to support youth has been important in building partnerships at FRA."	"Through input gathered from surveys of our different educational partners there are a few focus areas that we will be addressing. These areas include addressing building capacity with staff, identifying the conditions integral in successful school-family partnerships, and providing more opportunities for family engagement at school. We will address the concerns by identifying the challenges, providing more opportunities for family engagement, identify policy and make it consistent, and build the capacity of both staff and families to engage in meaningful relationships that will help influence student outcomes in a positive way."	"We will address the concerns by identifying the challenges, providing more opportunities for family engagement, identify and create policy and make it consistent, and build the capacity of both staff and families to engage in meaningful relationships that will help influence"	"The level of engagement strategies that are being implemented at FRA are many. Parents celebrate the relationships that are built at school and the attempts to engage with families through the many means of communication, such as the home visits, and transportation provided for students"	"Through data gathered from administering the educational partner surveys, there seems to be a disconnect with ensuring that all voices are being heard and served at the same level. The main area of focus is to work diligently to bring more parents into the stakeholder engagement opportunities that are being offered, and to offer more opportunities in which families can participate and provide input in the decision making process."	FRA will look to engage in training to align practices with a practice of appreciation and respect that recognizes the spectrum of diversity we are now seeing on campus. Goals would include but are not limited to: Develop ethical and effective techniques for supporting and engaging with the full spectrum of educational partners. Explore what underrepresentation is and learn how to recognize it and how to ensure all voices are heard.  Know how to translate these new learning into consistent practice.	4	3	2	3	2	3	2	4	2	3	2	2	Met	6/22/2022	2022
51714230132977	Sutter Peak Charter Academy	3	"Sutter Peak Charter Academy understands the importance of feedback from shareholders and utilizes this feedback in planning and decision making. Teachers meet weekly, bimonthly, or monthly with families establishing trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend Back to School events, as well as science, math and ELA showcase nights (per CDPH COVID guidelines). During individual family meetings, teachers engage with parents and students and learn about the family's unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a family communication log for reference. Sutter Peak has an active website and Facebook Page that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone."	"Based on feedback the analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions.  In addition, SPCA is piloting a writing assessment in the 22-23 school year, which will give parent teachers more information on their students' writing skills and weaknesses. educational partner input SPCA is expanding its use of social media and creating a new website.  Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision making process."	"With the model of education set forth by SPCA, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented subgroups are properly engaged."	"Sutter Peak Charter Academy teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO and Rosetta Stone. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed three times per year through DIBELS. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged."	"The analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions.  In addition, SPCA is piloting a writing assessment in the 22-23 school year, which will give parent teachers more information on their students' writing skills and weaknesses."	"With the model of education set forth by SPCA, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub groups are properly engaged."	"Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and an annual student showcase (per CDPH COVID guidelines). Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school wide impact decisions."	Based on feedback from educational partner input SPCA is expanding its use of social media and creating a new website.  Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision making process.	SPCA will improve engagement of underrepresented families by increasing staff training for the impacted subgroups.	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/9/2022	2022
51714490000000	Sutter Union High	3	"SUHSD continues to implement a well established process that involves and engages all educational partners in student's education.  Parents, guardians, staff, students and community take an active role in providing all students an opportunity to become college and/or career ready upon graduation."	"Improving communication contiues to be a top priority for SUHSD.  Improvements to the school's website and specific staff, student and parent training in the use of Aeries and Parent Square are intended to further improve communication and educational relationships."	SUHSD will continue work toward 100% engagement of all educational partners with specific attention given to underrepresented families by rmoving barriers to communication.	SUHSD's continuos cyle of self improvement engages all of the district's educational partners in the WASC accreditation and LCAP development process.  This on-going process serves as a foundation for building and sustaining an educational system that promotes high level of student outcomes for all students.	Continuing to engage all educational partners in the post-covid arena will continue to be a priority for SUHSD.  Outreach to community will be reestablished to support a growing need for CTE and work experience opportunities.	"SUHSD will continue to provide additonal academic counseling services for underrepresented students and their families. In addition, SUHSD provides technology assistance for families lacking internet or electronic learning devices.  Providing families with the opportunity to access Aeries and Parent Square will greatly improve the liklihood of active parent engagement."	SUHSD provided numerous opportunities for its educational partners to be involved in the decision making process.  There are numerous formal in-person activities scheduled throughout the year on campus.  Parent Advisory group meet regularly as does Student government.  Surveys are conducted during various time during the school year eliciting response to gather data to help inform the decision making process.  District administration has an open door policy that is very condusive to informal input.	SUHSD's goal for the 2022/2023 school year is to improve participation in the district's surveys throughout the year.	SUHSD will continue to proved additional outreach to underrepresented families and proved assistance and support necessary for students and their families to increase engagement.	4	5	4	5	4	4	5	4	4	4	4	4	Not Met	9/13/2022	2022
37771070136473	Sweetwater Secondary	3	"The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 98.9% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 100% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 96.5% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 97.7% of parents report that the school provides innovative and engaging learning environments."	"Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. Sweetwater Secondary regularly consults with educational partners throughout the school year to understand the academic, social-emotional, and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees, and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents, and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed."	"To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square will be introduced further providing communication and engagement of educational partners with the school."	"The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and supports to families throughout the school year."	"Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed."	"Sweetwater Secondary is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals."	"The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2021-2022 the school received input from students and parents and used the results in the development of the 2021-2022 LCAP."	"Educational partner input into decision making is actively sought through multiple venues. Sweetwater Secondary will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week."	"School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff will utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/24/2022	2022
37684110000000	Sweetwater Union High	3	We have a strong tradition of parental involvement at the site and district level.	"For the 2022-2023 school year Sweetwater leadership is focused on improving relationships. While we are proud of the historical connections between Sweetwater staff and the community, the pandemic and distance learning have increased the distance both literally and figuratively between our school communities and the families we serve. Every school is focused on developing stronger ties with families through improved communication and flexible meetings."	"Parents have consistently asked that parent meetings continue to be offered in both in person and video conference format and we are adhering to those requests. Parents also explained that communication needs to be tailored to the specific channels of communication favored by parents. While some families are immersed in email and text communication, others still rely on the mail, therefore our schools should be sure to include elements of all of these different avenues to stay connected to the families we serve."	"Based on the feedback from parent groups such as DPAC and DELAC, we have provided training from our Chief Compliance Officer, Bob Hughes, to underscore the processes that exist to address concerns and the legal safeguards that all parents and students enjoy. These presentations have been very well received."	"Another repeated request from parents is that we provide more frequent and higher quality training to all teachers. The pandemic and distance learning environment made this task difficult as substitutes were in short supply. However, the 2022-23 school year finds us with many more opportunities to provide the training that teachers need to better serve students’ social, emotional, and academic needs."	"Training around textbook adoption, and literacy (writing) are the primary initial focus for this school year. Finally, parents have stated that they strongly support the hybrid option for all meetings, whenever possible. We eagerly agree and have ensured that school leaders include a hybrid option for meetings and that schools vary their meeting times to accommodate the variety of family schedules."	"Sweetwater has strong parent leadership in our DPAC And DELAC committees and the partnerships forged through those committees has helped the district modify and adapt practices to better serve all Sweetwater families, including those that are typically underrepresented."	"There are several requests that parent groups have made consistently this past year. They have expressed the need for more tutoring, for increased library services, and for the option to continue the modified graduation plan if needed."	"We have responded by allocating more money to tutoring than ever and are seeking more creative avenues to increase the tutoring pool through an organization that provides and trains tutors. We have also improved our hiring process for all positions by increasing our recruiting efforts, attending job fairs, and removing and reducing job criteria when possible to allow more access to interested applicants. In response to the call for greater library access, we have increased our allocations to all comprehensive sites by providing full time librarians at every school. Finally, we have heard parents’ concern about returning to the Sweetwater graduation plan (more stringent) and allowed for an appeal process for any student who can explain the circumstances that made it impossible to complete the Sweetwater requirements."	4	4	3	4	4	5	4	4	4	5	4	4	Not Met	9/12/2022	2022
33751760120204	Sycamore Academy of Science and Cultural Arts	3	"The school provides ample opportunities for parents to participate in the learning environment in a variety of ways, including but not limited to satisfaction surveys, service on various committees, the ability to volunteer on campus, many schoolwide social events, parent information events, Coffee with the Principal events, conferences, chaperoning field trips, guest speakers in classrooms, etc. Sycamore Academy understands the importance of building partnerships with families and the community for positive student outcomes. Sycamore Academy has made communication a priority and provides information to the families in ways that everyone can have access and resources to support student learning and development at home."	"During the 2021-2022 school year, the school team focused on connecting with families to support the social-emotional needs of students and their families.  SASCA has made continuous progress in increasing our school’s capacity in partnering with families. Our school partners are comprised of representatives for parents, students, Board members, School Site committee members, community members, teachers and administration."	"We focused on the needs of all our students, especially our most vulnerable students and families in our planning and implementation. In addition, we provided resources and support for learning for our English Learners, Foster Youth,  and Homeless. In addition to the mental health recovery supports as we emerge from the COVID 19 Pandemic, Sycamore Academy has identified that advocacy on behalf of students will continue to be an area of focus. SASCA focused on mitigating learning loss and supported safe, in-person collaborative practices in the classroom so students are progressing towards their academic goals. Stakeholders hold the school accountable for providing consistent, high-quality instruction and other services that meet the academic, social, and emotional needs of students and families."	"The school provides many ways for families to participate and partner for the success of their children which allows families to participate in ways that best fit their unique needs.  This might include, but is not limited to, participation on campus, on field trips, during events, on a variety of committees, during Parent Information Events, at Showcase Events, and during Coffee with the Principal Events."	"During the 2021-2022 school year, the school focused on bringing the aforementioned events, activities, and meetings back in person and assisting students and families in reconnecting with eachother.  The school also continued most of the new modes of communication learned from the school shutdown in response to the COVID-19 Pandemic such as providing an online option for participation in meetings, Town Halls, and committees whenever possible."	"The principals and staff collaborate with parents in advisory groups in areas that include academics, sports, activities, facilities and even in policy-making decisions. In addition to the committees, Sycamore Academy offers Town Hall style meetings that are held on various days and times to allow for as many parents to attend as possible. Sycamore Academy has identified access for underrepresented families and has improved engagement by offering multiple meeting times, childcare and meals at events and virtual meeting options."	"Sycamore Academy uses surveys, focus groups, discussion groups and regular open meetings to receive parent feedback for school improvements in addition to surveying parents on potential initiative and providing opportunities for parents to give feedback after implementation and activiites.  The school's strength in this area lies in providing for a robust collection of information and data for consideration when making decisions."	"During the 2021-2022 school year, the participation rate in completing surveys and attending events fell and therefore, an area of focus now is to increase participation."	"SASCA has consistently provided opportunities for decision making with stakeholders. Through stakeholder feedback, teacher and staff committee involvement, surveys, data analysis, and academic research, Sycamore Academy has concentrated its resources and efforts on addressing the needs of all students by lifting up parent voices and meeting the needs of special populations.  The school consistently analyzes the participation rates to ensure that the various student groups are sufficiently represented in the decision-making process."	5	5	5	5	5	4	5	5	5	5	5	5	Not Met	10/17/2022	2022
36103630139147	Sycamore Academy of Science and Cultural Arts - Chino Valley	3	"Goal Met The school provides ample opportunities for parents to participate in the learning environment in a variety of ways, including but not limited to satisfaction surveys, service on various committees, the ability to volunteer on campus, many schoolwide social events, parent information events, Coffee with the Principal events, conferences, chaperoning field trips, guest speakers in classrooms, etc. Sycamore Academy Chino Valley understands the importance of building partnerships with families and the community for positive student outcomes. Sycamore Academy Chino Valley has made communication a priority and provides information to the families in ways that everyone can have access and resources to support student learning and development at home."	"Goal Met During the 2021-2022 school year, the school team focused on connecting with families to support the social-emotional needs of students and their families.  SASCA-CV has made continuous progress in increasing our school’s capacity in partnering with families. Our school partners are comprised of representatives for parents, students, Board members, School Site committee members, community members, teachers and administration."	"Goal Met We focused on the needs of all our students, especially our most vulnerable students and families in our planning and implementation. In addition, we provided resources and support for learning for our English Learners, Foster Youth,  and Homeless. In addition to the mental health recovery supports as we emerge from the COVID 19 Pandemic, Sycamore Academy Chino Valley has identified that advocacy on behalf of students will continue to be an area of focus. SASCA-CV focused on mitigating learning loss and supported safe, in-person collaborative practices in the classroom so students are progressing towards their academic goals. Stakeholders hold the school accountable for providing consistent, high-quality instruction and other services that meet the academic, social, and emotional needs of students and families."	"Goal Met The school provides many ways for families to participate and partner for the success of their children which allows families to participate in ways that best fit their unique needs.  This might include, but is not limited to, participation on campus, on field trips, during events, on a variety of committees, during Parent Information Events, at Showcase Events, and during Coffee with the Principal Events."	"Goal Met During the 2021-2022 school year, the school focused on bringing the aforementioned events, activities, and meetings back in person and assisting students and families in reconnecting with eachother.  The school also continued most of the new modes of communication learned from the school shutdown in response to the COVID-19 Pandemic such as providing an online option for participation in meetings, Town Halls, and committees whenever possible."	"Goal Met The principals and staff collaborate with parents in advisory groups in areas that include academics, sports, activities, facilities and even in policy-making decisions. In addition to the committees, Sycamore Academy Chino Valley offers Town Hall style meetings that are held on various days and times to allow for as many parents to attend as possible. Sycamore Academy has identified access for underrepresented families and has improved engagement by offering multiple meeting times, childcare and meals at events and virtual meeting options."	"Goal Met Sycamore Academy Chino Valley uses surveys, focus groups, discussion groups and regular open meetings to receive parent feedback for school improvements in addition to surveying parents on potential initiative and providing opportunities for parents to give feedback after implementation and activiites.  The school's strength in this area lies in providing for a robust collection of information and data for consideration when making decisions."	"Goal Met SASCA-CV has made progress in building the capacity of and supporting the principal and staff to effectively engage families in advisory groups and with decision-making by having the principal enrolled in a cleared credential program and by providing admin support in the form of additional personnel almost every day. Staff also regularly take part in training that will allow them to effectively engage families in advisory groups.  SASCA-CV has made progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by actively participating with and supporting the parent groups such as the MOM Squad and WATCH DOGS parent advisory groups.   SASCA-CV has provided all families with opportunities to contribute input on policies and programs, and implement strategies to reach and seek input from any underrepresented groups in the school community in several ways, including: Surveys, electronic communication, face to face meetings with the Director of Student Services, actively participating with and supporting the parent groups such as the MOM Squad and WATCH DOGS parent advisory groups. SASCA-CV has provided opportunities to have families, teachers, the principal, and district administrators work together to plan, design, implement and evaluate family engagement activities at school in several ways, including Surveys, electronic communication, professional development, specific strategic meetings, and by actively participating with and supporting the parent groups such as the MOM Squad and WATCH DOGS parent advisory groups.  SASCA-CV has provided opportunities to have families, teachers, the principal, and district administrators work together to plan, design, implement and evaluate family engagement activities at school in several ways, including: Surveys, electronic communication, professional development, specific strategic meetings and by actively participating with and supporting the parent groups such as the MOM Squad and WATCH DOGS parent advisory groups."	"Goal Met SASCA-CV has consistently provided opportunities for decision making with stakeholders. Through stakeholder feedback, teacher and staff committee involvement, surveys, data analysis, and academic research, Sycamore Academy Chino Valley has concentrated its resources and efforts on addressing the needs of all students by lifting up parent voices and meeting the needs of special populations.  The school consistently analyzes the participation rates to ensure that the various student groups are sufficiently represented in the decision-making process."	5	5	5	5	5	4	5	5	5	5	5	5	Not Met	10/17/2022	2022
30103060139352	Sycamore Creek Community Charter	3	"TK, Kinder and 1st grade teachers who have new students try to do home visits prior to the start of the year. This has been a little difficult because of Covid, but this is an initiative that the school firmly believes in. For all teachers, they conduct two parent meetings every year; teachers go over curriculum, philosophy, family art activities during meeting. Initiated two book studies on child development."	"More consistency in our initiatives.  Covid has made this difficult, but we are still trying."	Leverage family liaison to work more closely with classroom and specialty teachers to identify underrepresented families and determine ways to provide additional supports.	Working on SEL as a foundation of the educational program; this has been especially important as students recover from the pandemic. This has been a priority for the school.	"More intentional initiatives on educating families about the scope and sequence of the educational program for their students’ grade levels, and how the Waldorf curriculum maps onto/aligns to the standards for all subjects."	Leverage family liaison to work more closely with classroom and specialty teachers to identify underrepresented families and determine ways to provide additional supports.	Collaborative decision-making processes in place for staff; parents present during schoolwide events; school leader presents information to staff in weekly meetings and solicits feedback. This is incredibly important as a small school community. Two seats on the board are occupied by parents.	Promote small group work to engage families in more intimate conversations with school personnel. Be intentional about finding opportunities for engagement that speak to the interests of individual families at their capacity level.	Promote small group work to engage families in more intimate conversations with school personnel. Be intentional about finding opportunities for engagement that speak to the interests of individual families at their capacity level.	2	2	2	2	2	1	2	2	2	2	2	2	Met	6/16/2022	2022
54105460125542	Sycamore Valley Academy	3	"During the 2021-2022 school year, Sycamore Valley Academy used a local organization climate survey in which 72 parents participated. The parent survey was aligned to meeting the goals outlined in SVA's LCAP. This survey offered an effective means to gather input and information from parents related to school site decision-making and goals. Parents of children at all grade levels were given the opportunity to participate in this survey. The questions are aligned to the LCAP state priorities. Parents felt comfortable providing feedback related to multiple areas such as school cultural building activities, academic instruction and social and emotional learning."	1. 93% of parents agree the school hires and retains highly qualified staff. 2. 99% of parents agree the school keeps school facilities well maintained. 3. 91% of parents agree the school provides quality instruction for students. 4. 84% of parents agree the school provides quality instruction for gifted learners. 5. 91% of parents agree the school provides quality instruction for English Language Learners (ELLs). 6. 95% of parents agree the school encourages parental involvement. 7. 88% of parents agree the school provides quality feedback pertaining to students' academic progress. 8. 88% of parents agree that they are satisfied with student(s) academic progress and achievement. 9. 94% of parents agree the school engages students in positive activities that lead to academic success. 10. 78% of parents agree the school offers students sufficient extra and co curricular activities. 11. 97% of parents agree the students and staff are safe at school. 12. 92% of parents agree that students are satisfied with their school on a daily basis. 13. 91% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities. 14. 97% of parents agree the school supports students' character and moral development.	The LEA will continue to improve engagement with underrepresented families through our monthly parent forums.	"During the 2021-2022 school year, Sycamore Valley Academy used a local organization climate survey in which 174 students in grades 3-8 participated. The student survey was aligned to meeting the goals outlined in SVA's LCAP. This survey offered an effective means to gather input and information from students related to school site decision-making and goals. The questions are aligned to the LCAP state priorities."	1. 87% of students agree the school hires and retains highly qualified staff. 2. 67% of students agree the school keeps school facilities well maintained. 3. 85% of students agree the school provides quality instruction for students. 4. 85% of students agree the school provides quality instruction for gifted learners. 5. 83% of students agree the school provides quality instruction for English Language Learners (ELLs). 6. 84% of students agree the school encourages parental involvement. 7. 80% of students agree the school provides quality feedback pertaining to students' academic progress. 8. 84% of students agree that they are satisfied with student(s) academic progress and achievement. 9. 79% of students agree the school engages students in positive activities that lead to academic success. 10. 66% of students agree the school offers students sufficient extra and co curricular activities. 11. 79% of students agree the students and staff are safe at school. 12. 70% of students agree that students are satisfied with their school on a daily basis. 13. 97% of students agree the school has broad course offerings in both core subjects and enrichment opportunities. 14. 74% of students agree the school supports students' character and moral development.	The LEA will continue to improve engagement with underrepresented families through our monthly parent forums.	"During the 2021-2022 school year, Sycamore Valley Academy used a local organization climate survey in which 72 parents participated. The parent survey was aligned to meeting the goals outlined in SVA's LCAP. This survey offered an effective means to gather input and information from parents related to school site decision-making and goals. Parents of children at all grade levels were given the opportunity to participate in this survey. The questions are aligned to the LCAP state priorities. Parents felt comfortable providing feedback related to multiple areas such as school cultural building activities, academic instruction and social and emotional learning."	1. 93% of parents agree the school hires and retains highly qualified staff. 2. 99% of parents agree the school keeps school facilities well maintained. 3. 91% of parents agree the school provides quality instruction for students. 4. 84% of parents agree the school provides quality instruction for gifted learners. 5. 91% of parents agree the school provides quality instruction for English Language Learners (ELLs). 6. 95% of parents agree the school encourages parental involvement. 7. 88% of parents agree the school provides quality feedback pertaining to students' academic progress. 8. 88% of parents agree that they are satisfied with student(s) academic progress and achievement. 9. 94% of parents agree the school engages students in positive activities that lead to academic success. 10. 78% of parents agree the school offers students sufficient extra and co curricular activities. 11. 97% of parents agree the students and staff are safe at school. 12. 92% of parents agree that students are satisfied with their school on a daily basis. 13. 91% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities. 14. 97% of parents agree the school supports students' character and moral development.	The LEA will continue to improve engagement with underrepresented families through our monthly parent forums.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
19647330106427	Synergy Charter Academy	3	"Recent parent survey data indicates nearly all parents feel welcome to participate at the school (95%), are treated with respect by school staff (95%), and receive prompt responses from the school to parent phone calls, messages, and e-mails (96%). In addition, over 90% of parents who responded to the survey indicated that the school communicates the importance of respecting different cultural beliefs and practices."	"SCA will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication, parent conferences, and family events. Over the past year, most parent meetings and events took place virtually. Synergy will consider how to continue to use videoconferencing as a way to make parent meetings and workshops accessible to more parents, as well as plan for resuming in-person family events as COVID-related restrictions ease."	Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed. This may include direct outreach and increasing opportunities for families to participate in meetings and events on campus.	Parent survey data indicated that the vast majority (93%) of parents feel that the school encourages them to be an active partner in educating their child.	"Synergy will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to seek out and provide parent education workshops, such as Padres Comprometidos, to provide parents with training regarding educational rights and advocacy for their students and all students."	"Synergy will continue to seek out and provide parent education workshops that through content, format, or scheduling, support greater engagement of underrepresented families."	"Parent survey data indicated that 90% of parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as providing opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement and evaluate family engagement activities at school and organization levels."	"Parent survey data indicated that 90% of parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as providing opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement and evaluate family engagement activities at school and organization levels."	"While Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, the school will also work to continue providing opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement and evaluate family engagement activities at school and organization levels."	5	5	5	5	4	5	4	4	5	4	4	3	Met	6/18/2022	2022
19647330117895	Synergy Kinetic Academy	3	"Parent survey data indicates the majority of parents feel welcome to participate at the school (91%) and are treated with respect by school staff (96%). In addition, most parents who responded to the survey indicated that the school communicates the importance of respecting different cultural beliefs and practices and promptly responds to phone calls, messages and emails."	"The school will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication, parent conferences, and family events. As a focus area, the school plans to expand efforts to communicate with families about student achievement, specifically regarding student performance compared to grade-level expectations as measured by iReady Diagnostic Assessments in Reading and Math. Beyond just translation support, the school feels it would be beneficial to use language that creates a common understanding between the school and families to support student achievement."	Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed. This may include direct outreach and increasing opportunities for families to participate in meetings and events on campus.	Parent survey data indicated that most parents feel that the school encourages them to be an active partner in educating their child.	"Synergy will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to seek out and provide parent education workshops, such as Padres Comprometidos, to provide parents with training regarding educational rights and advocacy for their students and all students."	"Synergy will continue to seek out and provide parent education workshops that through content, format, or scheduling, support greater engagement of underrepresented families."	"Parent survey data indicated that most parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school- based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as continuing to provide opportunities for families, teachers, principals, and central office administrators work together to plan, design, implement and evaluate family engagement activities at school and organization levels."	"Parent survey data indicated that most parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school- based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as continuing to provide opportunities for families, teachers, principals, and central office administrators work together to plan, design, implement and evaluate family engagement activities at school and organization levels."	"While Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, the school will also work to continue providing opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement and evaluate family engagement activities at school and organization levels."	4	5	3	3	3	4	4	4	5	4	4	4	Met	6/18/2022	2022
19647330124560	Synergy Quantum Academy	3	"Parent survey data indicates that most parents (over 90%) feel welcome to participate at the school, are treated with respect by school staff (98%), and receive prompt responses from the school to parent phone calls, messages, and e-mails (95%). In addition, the vast majority of parents who responded to the survey indicated that the school communicates the importance of respecting different cultural beliefs and practices (94%)."	"Synergy Quantum Academy will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication, parent conferences, and family events. SQA has an active phone tree that has been an effective tool in communicating with parents of students who have any concerns regarding attendance or academic performance. Synergy also provides translation for all parent meetings, including parent conference meetings and phone calls. Over the past year, parent meetings and events took place virtually. Synergy will consider how to continue to use videoconferencing as a way to make parent meetings and workshops accessible to more parents, as well as plan for resuming in-person family events as COVID-related restrictions ease."	Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed. This may include direct outreach and increasing opportunities for families to participate in meetings and events on campus.	Parent survey data indicated that over 90% of parents feel that the school encourages them to be an active partner in educating their child.	"Synergy will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  At the high school level, Synergy will strongly encourage parents of high school students to participate in school activities, including meetings about college admissions and financial aid, Family Science Night, and other events within the school community. Synergy always includes parent participation in SST meetings, 504 meetings, and IEP meetings.  Synergy will continue to seek out and provide parent education workshops, such as Padres Comprometidos, to provide parents with training regarding educational rights and advocacy for their students and all students."	"Synergy will continue to seek out and provide parent education workshops that through content, format, or scheduling, support greater engagement of underrepresented families."	"Parent survey data indicated that over 90% of parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as providing opportunities for families, teachers, principals, and central office administrators work together to plan, design, implement and evaluate family engagement activities at school and organization levels."	"Parent survey data indicated that over 90% of parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as providing opportunities for families, teachers, principals, and central office administrators work together to plan, design, implement and evaluate family engagement activities at school and organization levels."	"While Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, the school will also work to continue providing opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement and evaluate family engagement activities at school and organization levels."	5	5	4	5	3	5	5	5	4	5	3	3	Met	6/18/2022	2022
15638000000000	Taft City	3	"The Taft City School District continues to plan ways to involve parents through the implementation of programs, activities and procedures that promote learning and provide support for academic achievement.  This includes holding Student Success Collaboratives that not only show parents how to support their child's learning and build capacity, but provide a tool for future reference.  Additionally, the district holds regular Parent Advisory Committee Meetings, District English Learner Advisory Committee Meetings, English Learner Advisory Committee Meetings, and School Site Councils with provisions made to make content accessible to the parents of students who are English Learners, Homeless, White, Hispanic, and Socioeconomically  Disadvantaged. It is the district’s hope to extend this system of collaboration into the Educational Learning Partners into the use of Expanded Learning Opportunities Program (Goal 4)"	"Through analysis of our state and local data and input from staff and stakeholders TCSD has identified our focus areas to be addressed to achieve our vision: “Taft City School District, as an educational community, prepares all students to achieve academic and personal excellence, while becoming responsible citizens and critical thinkers.” Working closely with Educational Learning Partners throughout the district,  goals have been identified to be included in the TCSD LCAP:Taft City School District will plan and implement programs, activities, and procedures that involve parents in the education of their children. Parental Involvement (Engagement) to ensure efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups as related to culture and climate, equity, and family and community."	"The Taft City School District's current strengths and progress in the area of Building relationships includes the continuous communication with parents and the scheduling of family events including Back to School Night, Parent/Teacher Conferences, and before school meet and greet sessions for incoming kindergartners. The Taft City School District is seeking to improve the engagement of underrepresented families by intentionally scheduling ongoing opportunities for parent-teacher communication and interaction."	The Taft City School District continues to strive to build partnerships and has identified a focus area for improvement in the engagement of underrepresented families by establishing a Board study session to strategize actions to improve building partnerships with parents in 2022-23.	"Data and Educational Learning Partner feedback factors related to the need to be responsive to our student's needs dictate that a strategic focus on the development of community partnerships be key to the multi tiered system of supports used to strengthen student outcomes.  The districts Educational Learning Partners and Parent Involvement team has developed a menu of initiatives that include but are not limited to: Collaboration meetings related to community contributions to extracurricular Common Core applications, the reduction of Chronic Absenteeism, Family and Community Nights, continued Parent Teacher Organization development, targeted School Site Council development.  All of these activities should be ongoing particularly in the aftermath of the pandemic.  Additionally, to continue to notably document and perform a cycle of ongoing improvement process where increased percentages dictate responses as well as evolvement as it relates to all students and special populations.  Key to this is continued focus based on previous dashboard data and Kern Integrated Data Systems."	The district will continue to notably document and perform a cycle of ongoing improvement process where increased percentages dictate responses as well as evolvement as it relates to all students and special populations.  Key to this is continued focus based on previous dashboard data and Kern Integrated Data Systems.	"The district examines the data provided by its Educational Learning Partners on an ongoing bases and is responsive to this input as it relates to output provided by Kern Integrated Data Systems, Classroom Data, the California Dashboard, and regular surveys.  The strengths of this process lie in the districts ability to evolve based on this information, while sustaining the outcomes that it feels are supportive of the values the initiatives established are sustained and are sustainable. These factors constitute a Cycle of Improvement where strategic targeted goals warrant the development of teams and resources dedicated to the successful achievement and sustainability of such."	"The Taft City School District's current strengths and progress in the area of Seeking Input for Decision Making includes the continuous communication with parents and the scheduling of family events including Back to School Night, Parent/Teacher Conferences, and before school meet and greet sessions for incoming kindergartners. The Taft City School District is seeking to improve the engagement of underrepresented families by intentionally scheduling ongoing opportunities for parent-teacher communication and interaction."	"The district has determined that underrepresented populations require accessibility that extends beyond traditional methods of communication.  Key to correcting this is understanding the families that are representative of the data and finding successful ways of involving underrepresented families by providing access.  This may include the distribution of technological resources, home visits, phone calls, personal invitations, electronic notices, and other methods suggested by both those who appear to feel represented and those who are underrepresented based on data."	5	5	5	5	3	4	4	4	4	4	4	4	Met	6/29/2022	2022
15638180000000	Taft Union High	3	"Taft Union High School District is proud of the collaborative relationship established with our educational partners. Our staff, including district administrators, principals, teachers, and classified staff, continue to build and sustain respectful relationships with families. The District surveyed all educational partners and found that 85% considered the communication and relationship between school, staff, and families as favorable and stated they did not have a problem at all becoming involved with their child's school. We engage in ongoing two-way dialogue using our Parent Square App with our community at the site and district level via school site council, DELAC, and parent events."	"The district will continue to provide communication in parents' primary languages for groups that represent 15% or more of the district's total population. In addition to traditional forms of communication like flyers and letters home, the district uses Parent Square to support two-way communication.  Parent Square allows parent notification methods, times, and preferred language (messages translated) to be selected by the parents. We need to work on making sure all parents know how to access and use the system.  In addition, the district is looking at a new app to make sure parents have access to schedules, events, and bulletins."	The district is working hard to improve the engagement of our underrepresented families through making communication very flexible. Connecting parents to Aeries MyCats and Canvas to check grades and see students' work helps partner with the parents on educational needs. We also use Parent Square which allows parents to send a message to parents through an app in their preferred language and at their preferred time.  This helps our parents who may have limitations in accessing the teachers or school staff during regular business hours reach out to the school when it is convenient for them.  Parent Square also translates messages to the parent and teachers' preferred language.  We also have school translators and bilingual aides to help with the communication of families.	"Survey of parents showed that 65% were confident in the home and school connection in communicating and working together to improve student outcomes. The district supports parents in the knowledge of their rights and advocating for their students through the site and district committees, SSC, DELAC as well as IEP meetings.  The district is in their second year of implementation classes for parents through Fresno State University that are free to the parents and can be attended remotely.  Classes included basic computer skills, digital literacy skills, financial literacy skills and Google training.  Classes are held in both English and Spanish."	The district will continue to work to improve partnerships on student outcomes and is currently looking to work with parents on chronic absenteeism.	The district will continue existing practices that have been effective in ensuring the input from under-represented families is included and informs decision-making and we will ensure their participation in the planning process.	"The district has done a lot of work over the past several years to seek input for decision-making.  The staff has designated meeting times with the school site administration for feedback. There is District Learning Team comprised of classified, certificated, administration, and board members that receive information from the school leadership teams.  Information flows between those two groups. Parents attend School Site Council and DELAC meetings and participation is usually high for these meetings. Parent feedback is requested at these meetings and also through surveys to capture parents who are not able to attend meetings.  Parents ask questions of staff and administration.  The principals also meet with staff, parents, and students on a regular basis.  IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask questions. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared."	The district will continue to implement the effective strategies in place which support partnerships for student outcomes.	"Feedback specific to underrepresented families is sought directly through parent surveys. To ensure active engagement, care is taken to support active representation of District English Learner Advisory Committee at School Site Council meetings."	4	4	3	4	4	4	4	4	4	3	4	4	Met	6/13/2022	2022
31669440000000	Tahoe-Truckee Unified	3	"Overall, families believe they are a partner with the school in their child's education. Also, families feel well informed about school and district events as well as parent education opportunities."	"Based on community and family feedback, the district is revising the volunteer clearance process to ensure all families have the opportunity to volunteer and participate in their child's education."	TTUSD will be participating in the Community Engagement Initiative's Cohort III RFA. This process will help TTUSD identify goals and create plans to increase the engagement of underrepresented families.	"Overall, parents feel well informed by their child's teacher(s) in relation to their child's progress and needs. In addition, families believe they are a partner with the school in their child's education"	TTUSD is revising the updated volunteer clearance process based on parent and community feedback.	"TTUSD is changing the August Parent Workshops (data confirmation/food/transportation) to a different format. Newcomer Workshops for parents ( Talleres de Bienvenida). We are establishing partnerships with new families to the school or the area. When schools welcome newcomer families and collaborate with them to respect their cultures, assets, aspirations, and needs (including language needs), the entire community and the schools themselves are enriched. We will discuss characteristics among newcomer families and cultural barriers to school family partnerships, and ways to overcome them. It will also describe essential components of strong parent and family engagement, quality programs, and examples of effective collaborative, sustained, and supportive partnerships with newcomer families."	"The school sites have active School Site Councils and English Learner Advisory Committee. The Superintendent has a parent advisory group, and the district has an English Learner Advisory Committee. All of these groups are provided with opportunities to give stakeholder input."	The focus area for improvement is getting a more diverse group of parents and community members to participate in these groups.	"TTUSD has been accepted into the Community Engagement Initiative's Cohort III RFA. Through this cohort participation, we will be setting goals and making plans to improve the engagement of underrepresented families."	4	4	3	3	3	5	4	5	4	4	4	4	Met	6/21/2022	2022
21654820000000	Tamalpais Union High	3	"Currently, the District has a Racial Justice Task Force that is comprised of families, students, community members and staff members. The purpose is to improve the learning outcomes and learning environment for all students through collaborative partnerships. The input from the task force members has been invaluable in sharing what they would like to see the District do in order to partner better with families."	"This year, the District is rolling out a new multi-tiered system of support that clearly spells out how families must be included in the learning plan and success plan of students. School sites have responded to different communities based on the specific needs shared so for some communities, our school leaders hold meetings in those communities to share information and gather feedbacks."	"Based on the information shared above, the District and sites have done direct outreach to parents, in home languages to ensure they know how to access information. We have Spanish translation at our Racial Justice Task Force and all Board of Trustee meetings, which was some direct feedback we had received."	"The District has a structure, Success Network, at the three comprehensive schools that tracks student progress and does direct outreach to families and students based on needs. The Success Network coordinates services within the school and district, as well as with the community based organizations."	"The areas of improvement are communication strategies for all parents, using multi-modalities and to provide appropriate translation."	"We are doing some specific outreach to underrepresented parents, specifically, individual phone calls, meetings within communities, and creating multiple opportunities for parents to engage with the school community that is outside the traditional mechanism of parent teacher student associations or foundations."	"Our school site councils are a strength in the area of seeking input for decision making, as well as our Racial Justice Task Force."	"Our area of improvement is getting parent participation on surveys, and other devices used to garner input. We need to make a greater effort to ensure all parents know about the tools we are using to gather input."	"As stated above, doing direct outreach to parents and using multiple modalities of communication."	3	3	3	3	3	3	3	4	3	3	3	3	Not Met	9/20/2022	2022
36675870128462	Taylion High Desert Academy/Adelanto	3	"Taylion High Desert Academy takes relationships with educational partners very seriously.  Our current efforts to communicate and create strong bonds include bi-annual meetings and progress reporting offering teachers the chance to communicate with parents/guardians concerning their students' academic progress.   Reviews of English and math assessment data from Renaissance STAR testing as well as course assignments and grades are explained and discussed. Additionally, Taylion's homeschooling program offers parents/guardians guidance in schooling their children with various curricula and expectations. Taylion High Desert Academy also holds monthly TAC (Taylion Advisory Committee) virtual meetings that offer parents/guardians the chance to voice any concerns and/or ask questions."	"Input collected from the participating families from the monthly TAC meetings revealed that students were in need of more tutoring support. Additionally, parents/guardians and a few participating students indicated a desire for more activities providing social interaction between students. Lastly, parents/guardians expressed a need for more guidance to be provided to families on homeschooling best practices for both the instructors and students."	Taylion is developing professional learning opportunities for teachers to improve their understanding of ways to reach out and connect with the surrounding community.	"As a result of Covid restrictions easing,Taylion High Desert Academy has been expanding many partnerships between families and staff.  Our school has continued to add local community events for participation by staff, students, and families. Parents and guardians are welcomed to our continued TAC (Taylion Advisory Committee) meetings for opportunities to offer their valuable insights. We are continuing to hold bi-annual progress meetings held between teachers and families to review students' progress and discuss ways to strengthen their learning paths. Data collected from surveys and communication to all families via Parent Square are actively used.  Additionally, this year Taylion has created videos specifically for homeschooling parents/guardians to help explain the details of homeschool instruction plus best practices parents/guardians can utilize when working with their students."	"Taylion High Desert Academy is committed to furthering its commitment to building robust partnerships with our families and community.  We are working on organizing more opportunities for our students, families, and staff to attend local festivals, fundraisers, volunteer activities, etc. to deepen the school's bond with its families.  We are also offering onsite school events such as student awards ceremonies, Back to School Night, and multiple projects run by our middle school and high school student governments."	"With the needs of our underrepresented families an important aspect of our school's individualized learning plans, we are working to improve two concerns: tutors and improved programs for our EL students.   As a result of parent requests plus our staff's recognition of the need, we have created a tutoring program at Taylion. We have hired a half dozen tutors with plans to continue hiring and currently have both on-site and online tutors to assist our students.   Additionally, much attention is being directed toward our EL department.  With a full-time EL coordinator, updated curriculum, technical tools, and instruction are being explored and implemented."	"Taylion High Desert Academy measures its progress of Input for Decision-Making annually and seeks input from its educational partners (Students, Parents/Guardians, Staff, and Community)through surveys, parent meetings, and one-on-one old-fashioned feedback.  ParentGuardian input is highly encouraged and welcomed along with the philosophy of continuous improvement.  Taylion parent/guardian feedback has confused the improvement of English and math support, graduation rate, and social interaction for our students."	"Taylion High Desert Academy currently has three goals for improvement. Our school will explore new ways of engaging more parent/guardian participation at our TAC (Taylion Advisory Committee) meetings so as to obtain feedback from a wider group of families.  Additionally, we are updating all surveys to be more reflective of the changing needs in education and beyond (mental health, school safety).  Lastly, leadership will be reviewing the data received by these two measures more frequently in order to enact change accordingly."	"Taylion will continue existing practices that have been effective in ensuring the input from under-represented families is included and informs decision-making while continuing to ensure their participation in the strategic planning process. In addition, leadership will have an opportunity to share successful strategies that have been implemented to increase engagement levels."	4	5	4	4	4	4	4	4	3	4	4	4	Not Met	10/20/2022	2022
19647330122242	TEACH Academy of Technologies	3	"TEACH Public Schools is developing a parent-student engagement program to bridge the communication between families and the school. We've launched virtual parent workshops, meetings, and in-person activities to allow families to engage with their comfort levels. Our Parent Engagement Coordinator and Director of Student & Family Engagement lead the activities with our School Leadership and CMO Leadership."	"In addition to maintaining the effective elements in place to sustain the positive relationships which already exist between school staff and families, the focus area for the 2022-23 school year will be to implement ongoing Family Engagement activities to monitor the effectiveness of existing communication structures and refine them as necessary."	"Feedback specific to underrepresented families is sought out via parent surveys (Panorama Education). To ensure their active engagement, care is taken to ensure there is representation on Advisory Committees. Our MTSS/MTDS works to ensure that no subgroups of students fall through the cracks. We are looking forward to pushing for more parent information meetings where we can connect with our underrepresented families."	"Ongoing phone calls, parent-teacher conferences, student-led conferences,  and school reports provide opportunities for parent involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via distance transition planning, IEP meetings, and teacher calls to parents. Remote workshops and training are available during the day and evening. Parent support, including translation and information is provided for IEPs, transition meetings (both from a custodial setting to home and community schools to home districts), parent-teacher conferences, student exhibitions of learning, and school open houses. Specific activities, workshops, training opportunities, and “Coffee with the Principal” meetings included topics such as: academic success (a-g Requirements, AB 2121, and local and state assessments, among others), transition opportunities, attendance, financial aid and scholarships, restorative practices, human trafficking and CSEC, drug, tobacco use and vaping, use of technology, Career Readiness and Technical Education (CRTE), and Visual and Performing Arts (VAPA) information was provided."	"A focus area will be to increase communication on parent involvement activities, student progress, current research, available resources, and in-person and distance opportunities. Implementing a new data & assessment system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing the accessibility of information on student progress. Improving our notification system through daily reports and staff training will support increased accuracy and alert staff when further outreach is required. Expanding the notification system to include additional texting features will improve communication with our parents in their preferred outreach method (ParentSquare). Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through student-led conferences, which include our educational partners in developing and executing events that highlight student growth in academics, career technical education, and technology-infused programs."	"We will continue to engage our families via our identified areas of strength parent-teacher conferences, student-led conferences, and school reports provide opportunities for parent involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via distance transition planning, IEP meetings, and teacher calls to parents. Our further work will expand opportunities for shared experiences through student exhibitions and student/family feedback on the most engaging and successful opportunities from their perspective."	"Parent training and workshops continued in a virtual format. Parent feedback at virtual outreach events, LCAP community forums, and educational partner surveys were used to guide the creation of the 2022-23 LCAP goals, actions, and services, which align with our SPSAs goals and WASC action plans. DPAC and DELAC members have been active leaders in contributing to engaging additional parents. Information regarding the PFEP is continuously provided via workgroups, at parent meetings, and via our website. PFEP is distributed at SSC/ELAC and DELAC leadership meetings. Parent feedback on SPSA development and LCAP goals is solicited, encouraged, and has been a key element in developing our LCAP. Parents provided feedback and planning support for the development of workshops, parent training, social and emotional learning activities, and educational book clubs via phone interviews, requests at TEACH meetings, feedback during “Coffee with the Principal,” and small group discussion."	"A focus area will be to increase communication on parent involvement activities, student progress, current research, available resources, and in-person and distance opportunities. Implementing a new student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing the accessibility of information on student progress. Improving our notification system through daily reports and staff training will support increased accuracy and alert staff when further outreach is required. Expanding the notification system to include additional texting features will improve communication with our parents in their preferred outreach method. Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through student-led conferences and Design Jams, which include our educational partners in developing and executing events that highlight student growth in academics, career technical education, and technology."	"analyze local, program-wide, and county data to inform our planning and educational partner development. We will plan engagement opportunities that reflect expressed needs through continued responsiveness to requested resources, support, and training with information gathered through enrollment surveys, parent leader feedback, and community event evaluations. We will continue to offer in-person, virtual, and hybrid events to create flexibility for family participation, as parents have indicated that while they enjoy gathering at school sites and engaging in restorative field trips, virtual events can be easier to join. Community schools will continue to expand the support available at school sites and identify key partners to incorporate into our school communities to provide our families with the resources they need to support student success."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/17/2022	2022
19647330138305	TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary	3	"TEACH Public Schools is developing a parent-student engagement program to bridge the communication between families and the school. We've launched virtual parent workshops, meetings, and in-person activities to allow families to engage with their comfort levels. Our Parent Engagement Coordinator and Director of Student & Family Engagement lead the activities with our School Leadership and CMO Leadership."	"In addition to maintaining the effective elements in place to sustain the positive relationships which already exist between school staff and families, the focus area for the 2022-23 school year will be to implement ongoing Family Engagement activities to monitor the effectiveness of existing communication structures and refine them as necessary."	"Feedback specific to underrepresented families is sought out via parent surveys (Panorama Education). To ensure their active engagement, care is taken to ensure there is representation on Advisory Committees. Our MTSS/MTDS works to ensure that no subgroups of students fall through the cracks. We are looking forward to pushing for more parent information meetings where we can connect with our underrepresented families."	"Ongoing phone calls, parent-teacher conferences, student-led conferences,  and school reports provide opportunities for parent involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via distance transition planning, IEP meetings, and teacher calls to parents. Remote workshops and training are available during the day and evening. Parent support, including translation and information is provided for IEPs, transition meetings (both from a custodial setting to home and community schools to home districts), parent-teacher conferences, student exhibitions of learning, and school open houses. Specific activities, workshops, training opportunities, and “Coffee with the Principal” meetings included topics such as: academic success (a-g Requirements, AB 2121, and local and state assessments, among others), transition opportunities, attendance, financial aid and scholarships, restorative practices, human trafficking and CSEC, drug, tobacco use and vaping, use of technology, Career Readiness and Technical Education (CRTE), and Visual and Performing Arts (VAPA) information was provided."	"A focus area will be to increase communication on parent involvement activities, student progress, current research, available resources, and in-person and distance opportunities. Implementing a new data & assessment system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing the accessibility of information on student progress. Improving our notification system through daily reports and staff training will support increased accuracy and alert staff when further outreach is required. Expanding the notification system to include additional texting features will improve communication with our parents in their preferred outreach method (ParentSquare). Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through student-led conferences, which include our educational partners in developing and executing events that highlight student growth in academics, career technical education, and technology-infused programs."	"We will continue to engage our families via our identified areas of strength parent-teacher conferences, student-led conferences, and school reports provide opportunities for parent involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via distance transition planning, IEP meetings, and teacher calls to parents. Our further work will expand opportunities for shared experiences through student exhibitions and student/family feedback on the most engaging and successful opportunities from their perspective."	"Parent training and workshops continued in a virtual format. Parent feedback at virtual outreach events, LCAP community forums, and educational partner surveys were used to guide the creation of the 2022-23 LCAP goals, actions, and services, which align with our SPSAs goals and WASC action plans. DPAC and DELAC members have been active leaders in contributing to engaging additional parents. Information regarding the PFEP is continuously provided via workgroups, at parent meetings, and via our website. PFEP is distributed at SSC/ELAC and DELAC leadership meetings. Parent feedback on SPSA development and LCAP goals is solicited, encouraged, and has been a key element in developing our LCAP. Parents provided feedback and planning support for the development of workshops, parent training, social and emotional learning activities, and educational book clubs via phone interviews, requests at TEACH meetings, feedback during “Coffee with the Principal,” and small group discussion."	"A focus area will be to increase communication on parent involvement activities, student progress, current research, available resources, and in-person and distance opportunities. Implementing a new student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing the accessibility of information on student progress. Improving our notification system through daily reports and staff training will support increased accuracy and alert staff when further outreach is required. Expanding the notification system to include additional texting features will improve communication with our parents in their preferred outreach method. Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through student-led conferences and Design Jams, which include our educational partners in developing and executing events that highlight student growth in academics, career technical education, and technology."	"The Student and Family Engagement group, along with our School leadership and TEACH CMO Leadership Team, will analyze local, program-wide, and county data to inform our planning and educational partner development. We will plan engagement opportunities that reflect expressed needs through continued responsiveness to requested resources, support, and training with information gathered through enrollment surveys, parent leader feedback, and community event evaluations. We will continue to offer in-person, virtual, and hybrid events to create flexibility for family participation, as parents have indicated that while they enjoy gathering at school sites and engaging in restorative field trips, virtual events can be easier to join. Community schools will continue to expand the support available at school sites and identify key partners to incorporate into our school communities to provide our families with the resources they need to support student success."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/17/2022	2022
19647330129627	TEACH Tech Charter High	3	"TEACH Public Schools is developing a parent-student engagement program to bridge the communication between families and the school. We've launched virtual parent workshops, meetings, and in-person activities to allow families to engage with their comfort levels. Our Parent Engagement Coordinator and Director of Student & Family Engagement lead the activities with our School Leadership and CMO Leadership."	"In addition to maintaining the effective elements in place to sustain the positive relationships which already exist between school staff and families, the focus area for the 2022-23 school year will be to implement ongoing Family Engagement activities to monitor the effectiveness of existing communication structures and refine them as necessary."	"Feedback specific to underrepresented families is sought out via parent surveys (Panorama Education). To ensure their active engagement, care is taken to ensure there is representation on Advisory Committees. Our MTSS/MTDS works to ensure that no subgroups of students fall through the cracks. We are looking forward to pushing for more parent information meetings where we can connect with our underrepresented families."	"Ongoing phone calls, parent-teacher conferences, student-led conferences,  and school reports provide opportunities for parent involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via distance transition planning, IEP meetings, and teacher calls to parents. Remote workshops and training are available during the day and evening. Parent support, including translation and information is provided for IEPs, transition meetings (both from a custodial setting to home and community schools to home districts), parent-teacher conferences, student exhibitions of learning, and school open houses. Specific activities, workshops, training opportunities, and “Coffee with the Principal” meetings included topics such as: academic success (a-g Requirements, AB 2121, and local and state assessments, among others), transition opportunities, attendance, financial aid and scholarships, restorative practices, human trafficking and CSEC, drug, tobacco use and vaping, use of technology, Career Readiness and Technical Education (CRTE), and Visual and Performing Arts (VAPA) information was provided."	"A focus area will be to increase communication on parent involvement activities, student progress, current research, available resources, and in-person and distance opportunities. Implementing a new data & assessment system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing the accessibility of information on student progress. Improving our notification system through daily reports and staff training will support increased accuracy and alert staff when further outreach is required. Expanding the notification system to include additional texting features will improve communication with our parents in their preferred outreach method (ParentSquare). Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through student-led conferences, which include our educational partners in developing and executing events that highlight student growth in academics, career technical education, and technology-infused programs."	"We will continue to engage our families via our identified areas of strength parent-teacher conferences, student-led conferences, and school reports provide opportunities for parent involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via distance transition planning, IEP meetings, and teacher calls to parents. Our further work will expand opportunities for shared experiences through student exhibitions and student/family feedback on the most engaging and successful opportunities from their perspective."	"Parent training and workshops continued in a virtual format. Parent feedback at virtual outreach events, LCAP community forums, and educational partner surveys were used to guide the creation of the 2022-23 LCAP goals, actions, and services, which align with our SPSAs goals and WASC action plans. DPAC and DELAC members have been active leaders in contributing to engaging additional parents. Information regarding the PFEP is continuously provided via workgroups, at parent meetings, and via our website. PFEP is distributed at SSC/ELAC and DELAC leadership meetings. Parent feedback on SPSA development and LCAP goals is solicited, encouraged, and has been a key element in developing our LCAP. Parents provided feedback and planning support for the development of workshops, parent training, social and emotional learning activities, and educational book clubs via phone interviews, requests at TEACH meetings, feedback during “Coffee with the Principal,” and small group discussion."	"A focus area will be to increase communication on parent involvement activities, student progress, current research, available resources, and in-person and distance opportunities. Implementing a new student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing the accessibility of information on student progress. Improving our notification system through daily reports and staff training will support increased accuracy and alert staff when further outreach is required. Expanding the notification system to include additional texting features will improve communication with our parents in their preferred outreach method. Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through student-led conferences and Design Jams, which include our educational partners in developing and executing events that highlight student growth in academics, career technical education, and technology."	"The Student and Family Engagement group, along with our School leadership and TEACH CMO Leadership Team, will analyze local, program-wide, and county data to inform our planning and educational partner development. We will plan engagement opportunities that reflect expressed needs through continued responsiveness to requested resources, support, and training with information gathered through enrollment surveys, parent leader feedback, and community event evaluations. We will continue to offer in-person, virtual, and hybrid events to create flexibility for family participation, as parents have indicated that while they enjoy gathering at school sites and engaging in restorative field trips, virtual events can be easier to join. Community schools will continue to expand the support available at school sites and identify key partners to incorporate into our school communities to provide our families with the resources they need to support student success."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/17/2022	2022
39103970124958	TEAM Charter	3	"TEAM staff has a deep appreciation for the growing levels of educational partner involvement.  Staff at every school site and our district office contribute to warm, welcoming environments that provide exceptional customer service to all educational partners.  Regular communication between school and district leaders reinforces the importance of educational partner involvement. TEAM leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement.  This messaging begins intentionally during orientation for new staff regarding parent/guardian communication.  Additionally, site and district leadership partners with our parent/guardian groups to educate staff regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff to improve educational services for all students.  TEAM teachers are in regular contact with their student's families.  Teachers communicate with parents through phone, email, and face-to-face conversations at drop-off and pick-up.  The school clinician makes personal phone calls to parents to get them involved in the parent groups we have offered at our campuses.  We intentionally develop relationships with community organizations that can support our student population."	"An area of improvement will be adding a new portal so that parents can access their student's grades and more easily participate in two-way communication with the school.  TEAM is committed to improving relationships with school staff and families to ensure all families are connected to published school communications and have internet and/or a device at home.  One focus area is streamlining and communicating expectations for staff regarding timely communication and the format of communication with families about students' educational progress, especially when there is a concern about student progress.  TEAM will have a new feature available on our Student Information  System and a new Learning Management System next school year, making it easier for families to access and digest the information."	"Education partners expressed a desire to see more opportunities for parents to be engaged in school activities.  This goal will build the capacity for parents and families to be involved with student learning and school activities.  It also allows the school to build relationships with parents as they participate in Back to School Night, Parent conferences, School Site Council, and Parent Teacher Organization.  Based on parent and community feedback, we will offer in-person back-to-school nights, open houses, parent group meetings, and Leader in Me training for parents."	"TEAM understands that training all staff to work collaboratively with parents is essential.  TEAM has provided workshops and one-on-one meetings with parents on current technology to track student achievement, understanding of progress reports, current standards, and assessment. TEAM staff members reach out to targeted populations (special needs, bilingual, low-income, and foster youth) through phone calls and home visits. TEAM partners with local community agencies to offer extra support to parents who need mental health support.  TEAM also hosts a parent class, Parent Cafe, with a parent specialist from the Child Abuse Prevention Center. The school clinician meets with families one-on-one with special circumstances or needs to ensure access to school. TEAM staff members also meet with families when they are leaving and returning to school to help provide transportation, translation, basic school supplies, and other needs as they arise."	"Areas of Identified Need or Desired Improvements based on recent educational partners' input and feedback for TEAM Charter School included more extracurricular activities for students.  In surveys and in-person meetings, parents and students have expressed a desire for after-school activities.  Educational partners want TEAM to provide more extracurricular activities and additional resources for students needing academic support."	"The LCAP Needs Analysis process supported additional resources and wrap-around services for needy students (homeless, foster, low income, special education).  TEAM will continue employing a school psychologist, nurse, and counselor to work with students with extra needs.  We will also expand our partnerships with community mental health services to provide additional support for students and families."	"TEAM administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in grades 3-5, and reports the results to our local governing board at a regularly scheduled meeting of the local governing board and to educational partners and the public through the Dashboard. TEAM also uses the Measurable Results Assessment (MRA) to survey staff, parents, and students on how to improve leadership, culture, and academics within our school.  We get feedback from parents about TEAM programs through surveys and parent meetings such as School Site Council, DELAC, PTO, and advisory committees.  TEAM communicates with families annually regarding the  Parent Involvement Policy at the beginning of each school year.  The policy is included in the TEAM Registration packet and Student-Parent Handbook."	"As a result of the pandemic, TEAM increased the number of opportunities, using various engagement tools, for educational partners to provide input.  An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps TEAM can take to improve the design and implementation of engagement activities."	"TEAM ensures ALL families receive communications and invitations to participate on committees and in forums through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, phone conferences, etc.  TEAM closely monitors student attendance daily and communicates with families promptly, especially families of migratory, foster, or homeless youth, to minimize disruptions to educational services. TEAM has seen an increase in student absences due to the pandemic and will focus on improving efforts to communicate with and engage students and families."	4	4	4	5	4	5	5	5	4	4	4	4	Met	6/27/2022	2022
39686760136283	Team Charter Academy	3	"TEAM Charter Academy (TCA) understands the need for our educational partners to be actively engaged with our school community. We begin our school year out with each teacher making personal phone calls to each family introducing themselves to the families and providing contact information for the families to contact them directly. TCA hosts a Back to School Night early in the year to give our families an opportunity to meet the instructional staff as soon as possible. Staff at every school site and our district office contribute to warm, welcoming environments that provide exceptional customer service to all educational partners. Regular communication between school and district leaders reinforces the importance of educational partner involvement. TEAM leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement. This messaging begins intentionally during orientation for new staff regarding parent/guardian communication. Additionally, site and district leadership partners with our parent/guardian groups to educate staff regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff to improve educational services for all students. TCA teachers are encouraged to regularly contact their student's families. Teachers communicate with parents through phone, email, and face-to-face conversations at drop-off and pick-up. The school counselor makes personal phone calls to educate parents around the specialized high schools many of our students attend after middle school. parents to get them involved in the parent groups we have. We are intentional about developing relationships with community organizations that can support our student population."	"One area of improvement was having access to students missing assignments/grades at any given time.   TCA had an initial implementation of provided seminars to parents teaching them how to gain and sustain access to their students missing assignments through Google Classroom. Additionally, TCA has worked to move to a more streamlined reporting practices that will allow our educational partners access to their students grades at their requests."	"TCA will improve engagement of underrepresented families by offering more opportunities for parents to engage in school activities. The opportunities for engagement are: Back to School Night, Open House, Math Night, Student Recognition Ceremonies and parent training/seminars on programs that guide the principles of TCA, such as Leader in Me and the Ron Clark Academy House System. The engagement that will strengthen relationship between the school and our families."	"TCA has provided seminars and one-on-one meetings with parents on current technology to track student achievement (Google Classroom), understanding of progress reports, current standards, and assessment. TEAM staff members reach out to targeted populations (special needs, English language learners, low-income, and foster youth) through phone calls and home visits. TCA partners with local community agencies to offer extra support to parents who need mental health support (C.A.R.E.S. program). TCA also hosts a parent class, Parent Café, with a parent specialist from the Child Abuse Prevention Center. The school counselor meets with families one-on-one with special circumstances or needs to ensure access to school. TCA staff members also meet with families when they are leaving and returning to school to help provide transportation (Bus Passes), translation, basic school supplies, and other needs that may arise."	"Areas of Identified Need or Desired Improvements based on recent educational partners' input and feedback for TCA included more extracurricular activities for students  including a coed basketball team. On surveys, and in-person meetings parents and students have expressed a desire for after-school activities. We have implemented a plan to increase the number of activities offered after school for student engagement. Educational partners have requested tutoring to be expanded from ELA to include math."	"The Needs Analysis process showed support for additional resources and wrap-around services for needy students (homeless, foster, low income, special education). TEAM will continue to employ a school psychologist, school nurse, and school counselor to work with students with extra needs. We will also expand our partnerships with community mental health services to provide additional support for students and families."	"TCA administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, and reports the results to our local governing board at a regularly scheduled meeting of the local governing board and to educational partners and the public through the Dashboard. TCA also uses the Measurable Results Assessment (MRA) from our Leader in Me social emotional learning curriculum, a tool to survey staff, parents, and students on how to improve leadership, culture, and academics within our school. We receive feedback from parents about TCA programs through surveys and parent meetings such as School Site Council, DELAC, and advisory committees. TCA communicates with families annually regarding the Parent Involvement Policy at the beginning of each school year. The policy is included in the TCA Registration packet and Student-Parent Handbook."	"TCA increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps TCA can take to improve the design and implementation of engagement activities"	"TCA ensures that ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, phone conferences, etc. TCA closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. TEAM has seen an increase in student absences as a result of the pandemic and will focus on improving efforts to communicate with and engage students and families."	4	4	4	5	3	3	4	4	4	3	3	3	Met	6/27/2022	2022
15638260000000	Tehachapi Unified	3	"Key findings from the LCAP Parent Survey include the following: of the 169 parent responses, 82% of respondents reported that they feel welcome when visiting their student's school campus, 49% identified that their family's culture is always valued by the school 85% of families reported that they have a trusted relationship their student's school and feel respected when interacting with school personnel, and 83% reported that they have good communication between the home and school."	"Due to the COVED19 safety protocols, parents were not allowed to come onto campus for the majority of the 21/22 school year to volunteer or participate in activities that provide families with opportunities to strengthen relationships between home and school. As COVED19 restrictions dissipated, TUSD school sites began to allow school volunteers to return to campus in April of 2022. If COVID19 restrictions continue to fall away, school sites will return to have families come onto each of the campuses to participate in extension and engagement activities to build stronger relationships with families."	"TUSD families are invited to attend familiy nights, workshops, and training on college and career expectations. Tehachapi High School offers parent workshops on A-G requirements. Paren resources are provided to assist parents in monitoring their child's progress in AERIES. Educational partners are invited to provide input by participating in the Superintendent's Parent Advisory Committee, Citizens Task Force, Parent Teacher Organization Presedent's meetings, School Site Council, Sipping with the Sup, Superintendent' Dialogue, DELAC, and ELAC. TUSD will continue to work on developing parent engagement at our three Title 1 schools through family academic nights, parent compacts, and parent involvement in Title 1 meetings."	"Key findings from the LCAP Parent Survey include the following: 78% of respondents reported that their student's school has solicited input from parents when making decisions to improve the school's capacity to partner with families, 70% of families reported that they have adequate opportunities to meet with their student's teacher to discuss academic progress (13% identified that they do not have a need to meet with their student's teacher),73% of respondents identified that they know how to help their students when the student is at home, and 83% of respondents identified having a positive relationship with the school where a partnership has been created to best serve the needs of the student."	TUSD has many virtual programs that are accessible for students when at home and during off session times. TUSD plans to improve communication regarding these programs and the accessibility of these programs. Continual student participation in academic programs during off session times helps to prevent academic regression and allows parents to gain insight regarding academic demands for students.	"Post COVID19 mandates, TUSD will return to providing family events that encourage families and school staff to build stronger relationships with one another which leads to positive outcomes for students."	Key findings from the LCAP Parent Survey include the following:82% of families have been invited to participate in parent groups to engage in decision-making and to provide input to the school.	"TUSD has assigned a school social worker to each school site to provide support to families of underrepresented students. TASK meetings for parents and guardians of students with special needs will be scheduled for the upcoming school year. Increased administrative support for School Site Council meetings is being provided this year. Additionally, TUSD has monthly District English Language Advisory Committee (DELAC) meetings offered for parents of English learners. In addition to school site opportunities to provide input, there are multiple district parent advisory groups that increase the opportunities for parents to provide input, these groups include: Sipping with the Sup, Citizen Task Force, Parent Teacher Organization Presidents, and Superintendent's Parent Advisory Council."	"TUSD will continue to use Parentsquare, email, flyers, and phone calls to provide parents with adequate notice of parent advisory meetings and meetings in which parents can provide input. Provide child care to families, give virtual and in-person options, and host meetings at various times to remove barriers for families in having the opportunity to provide input. TUSD will continue to solicit input from families through the use of digital surveys."	5	4	4	4	4	4	4	4	4	4	4	4	Met	2/22/2022	2022
52105200000000	Tehama County Department of Education	3	Multiple stakeholder meetings are held  with parents and students. Staff input is included within the stakeholder meetings as well as during School Site Council meetings which occur quarterly.	"Parents responded they agree to the following: classrooms are clean/safe, comfortable with COVID measures, input is sought, staff support student learning, students are prepared for graduation, behavior expectations are clear, school has high expectations, students received academic help when needed, staff are responsive, school has a positive environment, believe it is important to participate in student’s education. Parents expressed concern about learning loss due to COVID.  Of the students who responded: one would like staff to listen more actively, one would like video games or other privileges given for doing their work, and five indicate some level of not feeling emotionally safe at school."	"Additional Social Emotional Learning supports are being implemented with additional tools provided to students to help them cope with anxiety, depression and other mental health challenges. Additional professional development and curriculum is being sought to help staff and students better understand how to support students affected by trauma. Additional Makerspace activities are being planned providing more collaborative group activities. Parent engagement continues to be an area of focus based on the challenges related to students coming from multiple geographic regions."	Staff are working with the justice system and Tehama County Department of Education to provide coordinated mental health services as well as providing a broad course of curriculum that is hands-on.	Professional development for staff that address the integration of curriculum and teaching skills that are trauma informed and provide collaborative opportunities for students to engage with one another and CTE courses.	"We will seek highly qualified teachers and staff that have and will expand on the knowledge for working effectively with these students through strategies that help these students access the core curriculum and master essential skill sets. We will also reduce class size that allows teachers more opportunities to develop trusting relationships with students and get to know them in more detail. We also know these students need more focused instruction that helps them make meaningful connections as they develop grit, persistence, and the intrinsic motivation required to help them become more self-directed in their learning. To address this need we will center our professional development of certificated and classified staff on teaching strategies that are trauma-informed, memorable, passion-building, and help students make meaningful connections. This action is allowing us to provide supports that will ensure these students make progress more sustained than their peers engaged in other programs as we: implement strategic and well-designed processes for the interviewing and hiring of our staff along with providing them with targeted professional development specifically focused on the needs identified above. This PD will focus on MTSS, SEL, and developing, within staff a clear understanding for the needs of our unduplicated students and how to support them.  We will provide access to makerspace activities that integrate core curricular concepts in a meaningful and motivational manner. This action is allowing us to provide supports that will insure these students make progress more sustained progress than their peers engaged in other programs as we expand our broad course of study to include opportunities for our students to engage in STEM and instruction in the use of technology to enhance their learning. Makerspace activities are offered to allow students to build meaningful connections between what they are learning and how it can be integrated in real-life scenarios."	School Site Council/Parent Advisory are actively participating within the decision-making process.	"Families of incarcerated youth are faced with social and emotional barriers that make active participation in the decision-making process more difficult. As a result, effort continues to be placed and developing transition plans that include parent and student feedback."	We will continue to brainstorm strategies for consistently developing transition plans. This will include involving support staff and the teachers in the process.	5	5	4	4	4	3	4	5	5	5	5	4	Met	6/22/2022	2022
52105206119671	Tehama eLearning Academy	3	Our school  partners with parents as part of our regular program. Regular communication and information sharing provide the support parents need to encourage their students learning.	One focus area for improvement is supporting families to understand and exercise their legal rights and advocate for their own students and all students.	We have a few families whose home language is not English. We will work to improve communication and engagement of these families by ensuring all documents and communications are translated into their home language and provide an interpreter during meetings.	"Our staff partner with parents, students and families to support student success. We continue to build partnerships with community members and local businesses to support our students learning and growth in the area of Career Technical Education, and Work Site Learning."	We will continue to work to build partnerships in the community to increase opportunities for students to complete hands on learning opportunities and work-based learning.	"We will continue to build partnerships and relationships that will support students with special needs or special circumstances, including students with no access to transportation, or students with learning disabilities who may need extra support to be successful in work-based learning opportunities."	"Students, staff, parents and caregivers are provided many opportunities to give input to decision making and give feedback regarding their experience with our school. Surveys of students, parents and staff, as well as several in-person opportunities are provided multiple times during the school year."	"We continue to seek input from all parents, including those reluctant to attend an in person gathering, or complete an online survey. We will look for alternate input methods that will appeal to a broader audience in our efforts to get 100% participation."	We will continue to pilot alternate input methods that will appeal to a broader audience in our efforts to get 100% participation.	5	5	4	4	4	4	4	2	4	4	4	4	Not Met	8/18/2022	2022
33103300136168	Temecula International Academy	3	"Many efforts have been made to keep the lines of communication open between our families and the faculty/staff. Teachers have made every effort to regularly email, create newsletters and keep families informed. We hold annual parent/teacher conferences and have maintained an open door policy so parents can inquire about a student's progress. As an administrative team, we have held town halls, zoom meetings, and phone conferences to reassure parents and keep them informed regarding school functions, activities, and updates regarding school happenings."	"TIA would like to improve the way in which we communicate with specific demographic groups (ie: EL, SPED, and Low-Income Families). Within our student information system (Aeries) we will create groups that include the above demographics so that resources and other pertinent information can be communicated to them as needed."	"In addition, TIA would like to improve in gathering information regarding family's strengths, cultures, languages, and goals for their children. It is our goal to create a school wide system for acquiring this information."	"Teachers make available a variety of resources that parents can use to support student learning at home. Various links and other resources are made available to our families via Class Dojo, Remind, and Google Classroom. Parent/teacher conferences also provide the opportunity to share resources and have specific conversations with parents regarding their child/children’s progress. Email communications are another vehicle for the faculty/staff to share and support families with the learning and development of students. TIA maintains an open door policy; administration encourages the staff to remain available to parents when they are in need of clarification regarding their child/children's progress and/or need assistance with facilitating students' homework and other class assignments. Teachers are asked to respond to parent emails in a timely manner (within 24 hours of receipt) to assist in building mutual respect; this is directly in line with the school’s vision."	The Special Education Coordinator communicates with parents their legal rights as they work through the Student Study Team and Individual Education Plan process. TIA recognizes the need to better help all parents understand their legal rights and how they can best advocate for their child/children’s education. TIA plans on posting various resources on the school’s website and also including them in various school newsletters.	"In addition, the school needs to become more transparent regarding the LCAP in relation to developing school-wide goals and action items and involve all stakeholders in this process (faculty, staff, students, parents, administration, and surrounding community)."	"TIA offers opportunities that engage our community and seek the feedback of our parents and families. Each month parents have the opportunity to attend school board meetings where they can make a public comment and stay connected to the ongoing developments in the school. In addition, town hall meetings are held to elicit input from parents/guardians to assist the school in moving forward with decision making and planning."	"The school continues to have sufficient parent support and participation, however, keeping this momentum going can be challenging. The school is in need of researching and exploring various ways in which the school can engage parents and help them become more actively involved as stakeholders of the school community. The school needs to define what this looks like and how it will be acted upon."	"In moving forward, the school will continue to obtain survey data that will inform the need to identify other means of family engagement."	4	4	2	5	2	3	4	3	2	2	2	3	Met	6/23/2022	2022
33751923330917	Temecula Preparatory	3	"Temecula Preparatory School’s is based on a Classical Education model that emphasizes teacher mentoring and parent participation.  This requires both teachers and administrators to build strong relationships with students and parents.  TPS strongly encourages families to participate in supporting students in a variety of ways which may include volunteering in the classroom, participation in our parent/teacher organization (PATS), joining various committees, providing input on surveys, attending field trips, school events, sporting events, and various meetings."	"Similar to the previous year, Covid restrictions made it more difficult to engage with parents.  Nevertheless, we tried to make the best of the situation as much as possible.  We conducted individual and group parent meetings through Zoom, live streamed student events when possible to allow virtual participation, and held college nights and other parent/student education events online."	"We will continue to engage all our families, and especially underrepresented families, in building partnerships to ensure the development of their children’s academic and social-emotional well-being.  This will include bringing back in-person parent information nights, events to meet with the school’s teachers and administrators, and opportunities to be an active part of our school community."	"Because of the emphasis placed on the role of parents in a Classical Education, Temecula Preparatory School has always tried to take a proactive approach to building family partnerships and ensuring our teachers work toward this goal.  Our strengths in this area include our training on how to conduct effective ‘back-to-school’ nights, proactive parent interactions, and positive parent outreach."	We would like to help parents better understand how our school operates and about Classical Education.  We believe this along with more parent training to support students academically would help foster stronger partnerships.	"We believe implementing more parent trainings in the areas described above will help improve engagement with all of our families.  In addition, we believe that enhancing our virtue education and re-emphasizing the need for mutual respect and understanding will help improve the sense of belonging for underrepresented families."	"Because we have annually surveyed our stakeholders with the same questions, we have been able to analyze how we’re doing from year-to-year and identify both positive and negative trends. We genuinely welcome input from everyone in our school community and use parent-school leader ‘coffees,’ student forums, and staff meetings to ensure we’re hearing directly about people’s thoughts and experiences with our school."	"Because Covid caused us to limit some of our in-person meetings this year, now that we’re fully back in person, we plan to reinstitute some of the face-to-face meetings that had been postponed during the pandemic."	We will be seeking to raise participation rates of all our families by planning more in-person events.  We will ensure that surveys and other communications are translated as necessary to reach our diverse population.  Further we will continue streaming board meetings and offering virtual meetings when it makes sense to improve participation with families that may have challenges with transportation.	4	4	4	5	4	4	5	5	4	4	3	4	Met	6/15/2022	2022
33751926112551	Temecula Valley Charter	3	TVCS has a robust volunteer program with a variety of ways for parents to engage on and off campus in our programs.	TVCS Administration has implemented monthly parent/admin meetings to allow for more face-to-face conversation and interaction.	"TVCS will seek engagement from underrepresented families in the volunteer realm, as well as in the parent/admin meetings."	"Teacher/family communication is made possible using ParentSquare, email, phone, and on-campus visits. There are few communication barriers for families and teachers in regard to student goals and outcomes."	TVCS needs to improve supporting families to understand and exercise their legal rights and advocate for students.	TVCS will provide ongoing access to training in using the translate functions in ParentSquare and Gmail to ensure thorough communication.	TVCS actively seeks members for a variety of parent-input groups primarily focusing on events.	TVCS will expand these parent-input groups to include other representation (underrepresented groups) and for other decisions besides event planning.	"Using our systems of outreach (ParentSquare, email, meetings, newsletters, etc.) TVCS will seek out participation of underrepresented families to participate in decision-making groups."	5	5	5	4	4	4	4	1	3	4	2	4	Not Met	9/27/2022	2022
33751920000000	Temecula Valley Unified	3	TVUSD’s current strengths and progress in this area result from the multiple communication systems that keep parents informed about student progress and regular communication specific to student areas of strength and identified needs which empower parents to advocate and support learning and development in the home. There has also been a district-wide effort to provide information and resources to support student social-emotional wellness through the provision of “Family University” information sessions provided in the evenings.	"TVUSD is working to improve the provision and accessibility of information and resources by improving the district and school site websites. Our survey identified family engagement as an area of need due to the safety requirements and COVID protocols.  To address this ongoing need, TVUSD will continue to increase opportunities for family engagement that were offered prior to the pandemic as health conditions allow."	"TVUSD intends to address the needs that have been identified to increase family involvement for the benefit of low-income students, foster youth, and English Learners. To encourage participation and parent connection to school as revealed in the Family Survey of Safety, Climate, and Connectedness and the Family Survey of Engagement, Support, and Efficacy, K-12 Insight will continue to be utilized to encourage families of unduplicated pupils to communicate with school sites and with the school district by providing them with an easy-to-access platform that can be found on the district's webpage and the webpages of every school site."	"TVUSD’s current strengths and progress in this area can be attributed to the multiple opportunities that families have to interact with and provide input to site and district staff. Families are invited to participate in the site and district-level committees such as District English Learner Advisory Committee (DELAC) and English Learner Advisory Committees (ELAC); District Title I Advisory Committee (TAC), and School Site Councils; Community Advisory Committee (CAC); and Community Advisory Partners (CAP). Each school site provides regular communication through newsletters which include embedded translations for over 100 languages. The Let’s Talk platform also provides access for individuals to contact site and district staff directly to provide ease of access to engage in 2-way communication."	"TVUSD continues its commitment to building relationships with the LCAP goal to REACH OUT to family and community members, and ongoing professional development and site-specific support is provided by the district Coordinator of Equity, Access, and Inclusion as district and site staff continue to learn about each family’s culture, language, and goals for their children."	"TVUSD utilizes Bilingual Clerks and District Translators to support families of English Learner students. Through interpretation and translation services, families have greater access to participate in their children's education. This will increase family engagement at meetings and activities across the district. TVUSD will promote parental participation in programs for all students through both translation services and the TK-12 Insight web-based communication program."	"TVUSD’s current strengths and progress in this area result from the success of school site Community Advisory and School Site Council groups as well as our school site English Learner Advisory Committees. TVUSD annually provides professional learning for the engagement of these advisory groups and support in seeking input for the development of site allocation expenditure plans, School Plans for Student Achievement, and the District Local Control Accountability Plan. TVUSD continues to focus on reaching and seeking input from underrepresented groups as we build greater partnerships within the school community with the support of our Coordinator of Equity, Access, and Inclusion."	TVUSD will work to achieve the goal of encouraging families and community members to participate in meaningful ways.  Multiple platforms will be offered to parents to allow them to give valuable input and feedback in the decision-making process.	"TVUSD recognizes the importance of parental involvement and the positive effects it has on a student’s academic performance and language development. It is also essential for high achievement in all students, especially English Learners, that families be active partners in support of their students. TVUSD seeks the input of underrepresented families through the Title I School Site Councils, the school site English Learner Advisory Committees, the District Title I Advisory Committee, and the District English Learner Advisory Committee."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/28/2022	2022
19650520000000	Temple City Unified	3	"Temple City Unified has incorporated the use of ParentSquare as our primary communication with parents.  This has allowed our sites and District to engage parents to a greater extent then prior to 2020.  ParentSquare allows for mass communications to our families at all levels as well as targeted audiences.  Within the classroom, teachers have the ability to send out communications to ensure parents are connected with the daily activities in the class in terms of grades, attendance and individual student concerns."	"As we continue to move into the post-Covid period, the District’s goal for parent involvement is to focus on bringing families back onto campus.   Starting with Back to School Nights in late August building to PTSAs, School Site Council, Booster groups, Open House and ending with celebrations for promotions and graduations.   By bringing families back on campus, we hope to build upon the virtual relationships developed over the last two years and allow for meaningful interactions between our staff and families."	"In addition to use of ParentSquare and our District focus of bringing families back to our campuses, we will continue to target underrepresented families in our communications, standing committees, townhall meetings and public forms.   Temple City Unified truly values the diversity of our school community and input from all groups is used to drive decisions at both the site and district level."	"Temple City Unified School District's strengths in building partnerships for student outcomes center around the relationships built at the classroom level.   Site Principals and staff are encouraged to meet with parents via phone, email, ParentSquare or in person to ensure that families are actively engaged in their student’s success.   At the elementary and middle schools, each teacher holds parent meetings multiple times a year to discuss student progress and build relationships with families.  These meetings allow for collaboration with families and ultimately lend themselves to student success.   Families of high school students are actively encouraged to attend multiple information nights that support student access to resources for post-secondary education."	"As we return to in-person learning, Temple City Unified School District will continue to focus on building relationships to support student outcomes by encouraging our families back onto our campuses.   After two years of closed campuses, we have reopened our doors and will continue to hold classroom, site, district and community events that will allow for teachers and staff to meet families and continue to build upon our student successes.  These “open door” events include Back to School Nights and ultimately end with promotions and graduations.    The events in-between will focus on our sense of community and welcoming that in turn will reflect in student outcomes."	"Building relationships for student outcomes for all families is paramount for Temple City Unified School District.   In order to improve engagement of underrepresented families Temple City Unified will actively work towards increasing family participation at sites and District events such as School Site Councils, ELAC and DLAC meetings, LCAP Advisory Committee meetings and advisory groups.   This increase in participation will be stressed at all levels of Temple City Unified School District."	"Temple City Unified School Districts strength in seeking input for decision-making has moved from in-person groups and town hall events to on-line surveys.   Temple City Unified has used surveys to gain input in LCAP goals, Covid related decisions, bell schedules and textbook adoptions."	"Temple City Unified School District will continue to incorporate surveys in the decision-making process to garner input from a large group.  In order to improve upon seeking input, TCUSD will ensure that all surveys are translated into Mandarin and Spanish.  Surveys will also be sent out more frequently with questions specifically tailored to address District needs."	To improve the engagement of underrepresented families in seeking their input into decision-making will come from direct outreach.   Underrepresented families will be actively targeted and encouraged to reply to surveys or attended meeting at both the site and District level.	4	4	4	4	3	4	5	4	4	4	4	4	Not Met	7/20/2022	2022
01611190122085	The Academy of Alameda	3	"We have a strong foundation in building relationships with families. In our Elementary School program, all teachers start the school year with virtual home visits for every student in class. The purpose of these visits is to build a positive family relationship prior to the start of the school year, and to give families the opportunity to share about their child. These visits are non academic, with the sole purpose of relationship building.   Both our Elementary and Middle programs utilize ParentSquare for ongoing family communication, which has translation options for all our families. For this school year, we will bring back pre-pandemic community events for families such as Fall Back To School Night, Cultural nights, game nights, and our Spring Open House.  Additionally our Middle School Program holds monthly parent / guardian education nights including guest speakers and offers a range of topics relevant to our students and families.  Additionally for this current school year, The Academy of Alameda has hired for a new “Family Liaison” position. This individual works directly with our families, building relationships around attendance, enrollment, and support services our school can provide to families."	The Academy of Alameda is currently working on rebuilding our Parent Teacher Association and Family Alliance. This will allow for families to participate in more community building and volunteer activities.	"In addition to the hiring of a whole school Family Liaison, we have created an Emerging Bilingual Coordinator position to work directly with students and families for whom English is not their first language. This person will be able to build relationships to support students and families both on campus and finding resources within the community."	"In the Elementary Program, teachers formally meet with families twice a year for family / teacher conferences. Conferences are flexible in timing and mode (online or in person) in order to best serve the needs of the family, and to allow for as much partnership and participation as possible.   In the Middle Program, teachers are actively communicating with families through email, phone calls, zoom meetings, or more formal Student Support Team meetings. The Middle School Program also collaborates with Classroom Matters to provide a series of family workshops including successful school habits, mental health awareness, and youth and technology. These parent education opportunities provide information about student learning and development and promote a strong partnership between the families and the school."	An area of focus for the Middle Program is to provide more opportunities for families and students to discuss academic progress and growth. We are also considering a more formal family / teacher conference structure for the Middle Program.   A focus area for the Elementary Program includes expanding professional learning opportunities for teachers and staff to build capacity to more strongly partner with underrepresented families. We are continuing to work through Equity based professional development and providing teachers with the time and space to focus on identity both personally and with families they interact with.	"Our Emerging Bilingual Coordinator and Family Liaison will have a large role in partnering with our families around attendance and language to support building partnerships for student outcomes. Additionally, our teachers will continue to focus on identity and equity based teaching during professional development throughout the year."	"The Academy of Alameda has used family surveys, focus groups, and our Family Alliance (pre-pandemic) to engage our community in decision making. Surveys, town halls, and focus groups have been used during the creation of our strategic plan, school re-opening during COVID, and revisions to our charter."	A focus area for both programs is to explore more ways we can engage our community for input into decision making. By restarting the Parent Teacher Association and Family Alliance we will be able to engage families on a more regular basis. We are also considering the formation of a site council or more frequent focus groups as a way to engage families in input to decision making.	We will be using our Family Liaison and Emerging Bilingual Coordinator positions to strategically engage underrepresented families in participation in the Family Alliance and strategic focus groups.	3	4	4	4	3	4	3	3	3	2	3	3	Not Met	9/28/2022	2022
14101400128447	The Education Corps	3	"Our school provides wrap around services to our students and families that many traditional schools are unable to provide. Through our partnerships with local non-profit organizations such as local Conservation Corps, and other Community Based Organizations, we connect our families to resources and support services. Most of our students are young adults over the age of 18, some with families of their own. Therefore, many of our school events focus on community resources and building a stable environment for themselves and their families. During the pandemic our schools worked tirelessly to strengthen the school to home connection with our students. We made a lot of progress in training families on some of the tech tools that we use at the school and meeting with families at the school or during home visits or Zoom visits to stay in constant contact with our students. We frequently call our school ""a second family"" and we organize events and activities to build supportive relationships with our students and their families."	"Our focus area is to continue to build and strengthen our partnerships with CBO's, job development programs, and other supportive services/transition programs that support transitional age youth. Through these partnerships, we can continue to provide wrap around services to our families. One of our major aims is to increase the attendance rate of our adult students which will in turn increase their academic skills and future college and career prospects. We believe the key to improved attendance is providing case management and supportive services."	"As mentioned above, because our students are over the age of 18, not all students choose to involve their families in their educational endeavors. For our student demographic, we have found that frequent contact with families through daily check ins, home visits, or meetings at the school has been successful. We survey our families at least twice a year to get feedback on school satisfaction and school improvement initiatives. There surveys are translated into student's home language and can be filled out from a phone so even families that are unable to make it to other school events still have a voice in school affairs."	"Our schools provide a multitude of resources to students and families with regard to securing jobs, mental health, housing resources, and college/career transition. We offer a lot of avenues to set our students up for their next steps post high school graduation."	"Many of our students spend less than a year at our schools because they come to us having completed many of their high school credits at other schools. Therefore, we have limited time with them to make an academic impact. Our data indicates that many of our students are performing far below grade level when they enroll with us and they need additional academic intervention support. Additonally, many of our students need social and emotional support. We continue to augment our intervention and counseling program resources but the need is great."	"Each student that enrolls in our school is given a diagnostic test to determine their academic skill level and if they choose, they can also meet with a counselor who evaluates their case management needs. Since our schools are small, we are able to work with each student as an individual and plan ways to decrease barriers that the students may be experiencing that have gotten in the way of their educational success. All of our students come from underrepresented communities and we work with each individual and family to try to meet their educational, social and emotional needs."	We offer many different ways to engage our stakeholders in decision-making. The most successful has been online survey links that can be accessed and submitted by phone. We also keep in close contact with our students and families through telephone calls and texts. We have found that automated messages get much less of a response than reaching out personally and our school is small enough to get feedback through personal one on one connections.	"Although we invite families to the school frequently to meet with staff and provide input, because we deal mostly with young adults, we have not had as much success with parents and other stakeholders attending our in person board meetings or being an active part of our planning committees. This continues to be an area where we would like to improve but perhaps as a result of our student age demographic, we will always struggle in this area."	"We will continue to create opportunities to get feedback from our partner CBO's and families by using multiple different formats. For some, the survey links have been an easy way for underrepresented groups to connect with the school without the extra effort and time required to visit the physical school site. Social media and a newly desgined school website will also increase engagement. We have started to get more creative with surveys, contests, and other types of raffles to encourage involvement."	4	4	4	4	4	3	4	3	4	2	4	2	Not Met	9/9/2022	2022
37680490127118	The Heights Charter	3	"This measure addresses Parent and Family Engagement, including how an LEA builds relationships between school staff and families, builds partnerships for student outcomes, and seeks input for decision-making.  Our LEA reports progress of how it has sought input from parents in decision-making and promoted parent participation in programs to its local governing board through input from the regular Parent Association meetings, monthly School Board meetings, monthly emails reporting on student progress,  and electronic surveys sent to all educational partners. Priority 3 progress was reported at the same meeting at which the LEA adopts its Local Control and Accountability Plan (LCAP), and reports to all educational partners and the public through the Dashboard. 87% of our survey respondents agreed that our charter encourages them to be an active partner in educating their child. While 93.4% of the survey respondents agreed that our charter sees them as a partner in their child's education."	"Monthly calendar of events has been expanded to bi-weekly emails listing upcoming events and notifications of important dates for educational partners to remember. Certificated staff email addresses are distributed to all families so that parents can directly contact teachers with questions, concerns, and clarification of assignments.  A Facebook account for interested families is also used to disseminate information , photos of student activities, and announcement to educational partners"	The Heights Charter teachers continue to develop strategies for working with all parents in a non-classroom based/hybrid learning environment. Creating these relationships is paramount to our success as a thriving school. We maintain an updated parent and student handbook to help all parents understand their role and how to advocate for their student.	"Regular Parent Association meetings are on a monthly basis to facilitate educational partner communication. These meetings alternate between morning meetings and evening meetings every other month so that all parents, including working parents, are able to attend and give their input. These meetings are not only informational, they also give educational partners a forum for expressing their ideas, concerns, and getting clarification on a variety of academic and school environment issues."	Extending different methods of communication to reach all families is our focus area this year.	"Reaching out to families by a variety of methods, including but not limited to, emails, phone calls, text messages and written notes are paramount to improve engagement with underrepresented families. Hosting meetings at our Resource Center to encourage educational partners to interact and also encouraging parents to attend academic activities and field trips help strength engagement."	"Regular Parent Association meetings are on a monthly basis to facilitate educational partner communication. These meetings alternate between morning meetings and evening meetings every other month so that all parents, including working parents, are able to attend and give their input. These meetings are not only informational, they also give educational partners a forum for expressing their ideas, concerns, and getting clarification on a variety of academic and school environment issues."	"Our LEA seeks input from its educational partners in decision-making and promotes parent participation in programs by having regular Parent Association meetings, monthly School Board meetings, monthly emails reporting on student progress,  and electronic surveys sent to all educational partners."	"Reaching out to families by a variety of methods, including but not limited to, emails, phone calls, text messages and written notes are paramount to improve engagement with underrepresented families. Hosting meetings at our Resource Center to encourage educational partners to interact and also encouraging parents to attend academic activities and field trips help strength engagement."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
34674390106898	The Language Academy of Sacramento	3	"During the mandated school closures and implementation of full distance learning and into FY22 in-person return, LAS depended on its existing strong, well-established relationship with students and their families to keep the teaching and learning momentum."	"Constant bilingual communication via: on-going surveys, REMIND app, LAS newsletters, daily 360 family outreach to ensure attendance, regular material distributions dates, and parent ZOOM meetings/orientation, families felt welcomed and connected during the year despite the distance learning context."	"Families who needed an extra outreach received it in conjunction with the MTSS/IPT and office support and administrative staff. Lastly, LAS continues to develop its Anti-Racist professional development implementation where staff and families received on-going interactive workshop on the subject, including within the context of socio-emotional learning."	"LAS ensured that it had a fully functioning Parent Council who reviewed the Parent Involvement Policy during the year and who was fully aware of the rapid changes in teaching and learning. Moreover, LAS utilized LLMF monies in the fall FY21 and additional ARPA funds in FY22 to develop concurrent teacher and parent professional development workshops via the Parents as Partners Program on the expectations of learning priority standards via various digital platforms: ZOOM, SeeSaw, Google Classroom, etc. as well as the importance of socio-emotional learning and parenting in the midst of a pandemic."	There is always room for improvement in ensuring families and students have functioning understanding of the basic metrics of student learning and effective strategies to implement in school and at home.	"LAS utilized LLMF monies in the fall FY21 and additional ARPA funds in FY22 to develop concurrent teacher and parent professional development workshops via the Parents as Partners Program on the expectations of learning priority standards via various digital platforms: ZOOM, SeeSaw, Google Classroom, etc. as well as the importance of socio-emotional learning and parenting in the midst of a pandemic. Participation of families, particularly those at risk of disengagement, were prioritized."	"LAS conducts annual stakeholder surveys: staff, families, and students. This system allows for constant system of triangulated reflection on what's working and what needs to be improved, including the lines of communication and connections among all members of the LAS community. (Refer to relevant data provided)"	"PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1 (May, 2022): 95% of families completed the annual school survey. Survey Data 2: 99% of families stated that they would recommend the school to others. PARENT VOLUNTEER HOURS (Pre-COVID closures, June, 2018): 4930.50 hrs/yr with 62% of families participating."	"GOVERNING BOARD ELECTIONS VOTER PARTICIPATION: 2014-2015: 8/2015: 69% 10/2015: 47% 2015-2016: Improved 5/2016: 70% 6/2016=74% 2016-2017: 6/2017 = 62% 2017-2018: 5/2018 = 57%, 2020-21: 10.2020 = *29% (Lowest Record due to COVID-19 Closure) and 11.2021 = 80% (*Highest record)."	5	4	5	4	4	4	4	4	5	4	4	5	Met	6/28/2022	2022
37681300139063	The Learning Choice Academy - East County	3	"Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events.  Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home."	"We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students."	"Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment."	"The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers."	A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(re	A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(re	"The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms)."	"A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly."	"A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/8/2022	2022
34674390101907	The MET	3	"The Met focuses on partnering with families to support positive scholar outcomes. The school frequently and consistently communicates with parents via a number of methods and offers multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Back to School Night. In addition, families receive regular communication from teachers and the school. Part of this is giving parents the tools to support their scholar’s learning and development at home. Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development."	"The Met has established many activities that encourage families to come on campus and really be a part of the Met family. These include orientations for new families, a Back to School Night, college going activities, and parent conferences quarterly.  In addition, the school communicates with parents regularly and through a variety of methods: Schoology, email/text blasts, auto-calls, online grades and attendance via the school’s student information system, and parent-teacher conferences as necessary. The school is reviewing ways to encourage families to participate in the school’s parent survey to gain valuable parent feedback on the school, it’s programs, communication and services for scholars."	"The Met has an active School Advisory Board (SAB) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school. As a single school LEA, this group serves as the primary means for input from a variety of stakeholders. The SAB regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success. The SAB also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in school site review and planning. The school has implemented a variety of other, less formal, parent/family groups to provide input into school planning as necessary, including focus groups."	"Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development."	Strengthening our advisory program to build stronger connections with our families to help improve student outcomes.	Strengthening our advisory program to build stronger connections with our families to help improve student outcomes.	"The Met has an active School Advisory Board (SAB) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school. As a single school LEA, this group serves as the primary means for input from a variety of stakeholders. The SAB regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success. The SAB also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in school site review and planning. The school has implemented a variety of other, less formal, parent/family groups to provide input into school planning as necessary, including focus groups."	The Met would like to improve communication with all stakeholders.  We utilize many sources to communicate with parents/families however we are still reaching all of our parents/families.	"The school has implemented a variety of other, less formal, parent/family groups to provide input into school planning as necessary, including focus groups but we still need to target more of our underrepresented parent/family groups to get them to feel comfortable in engaging in the school decision making process."	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/23/2022	2022
38769270132183	The New School of San Francisco	3	"We continue to be proud of our engaged family community. 100% of families virtually attended at least two family-teacher conferences this year to support the growth of their child.   We surveyed our families in February of 2022: - 87% of families surveyed believe in the vision and leadership of the school. - 81% of those surveyed feel valued at New School of San Francisco.  For the 2021-2022 school year, family involvement included: volunteers on campus; attending meetings (virtually and in-person); and serving on committees focused on communications, health and safety, and teacher recruitment and retention.  Other strategies to ensure family involvement include: - Weekly school-wide communications sent in both English and Spanish. Families have the opportunity to receive information via email, text and/or hard copy. - Hosted a virtual parent/student orientation prior to the beginning of the school year to inform on school policies/procedures, expectations, and meet school staff. - Held 6 in person displays of student learning, for families to come and experience classrooms. - Held 18 Coffee Chats with school leadership in English and Spanish about school planning and topics highlighted by parents as important.  A focus for the 2022-23 school year is to ensure that there is diversity and equity of voice amongst our family community, which will be measured in the following ways: 1. Mid-year and end-of-year climate surveys. 2. Participation of underrepresented groups in Home and School Council and committees.  Additionally our focus will be on a strong (>80%) retention rate of families and students that are low-income, English Language Learners, and students with IEPs."	"Improvement areas for the LEA in Building Relationship Between School Staff and Families are as follows: 1. Ensuring all families have a variety of opportunities to participate in their student’s school experience; 2. Creating spaces for families to come together in informal ways with other families and school staff, in order to build trust and relationships; 3. Broad representation of families in all committees focused on school improvement."	The LEA is focused on improving the engagement of underrepresented families in the following ways: 1. Targeted outreach and recruitment of families to join and lead school-wide committees; 2. Intentional school-wide events highlighting underrepresented groups; 3. Hiring and retaining bilingual staff members to ensure strong communication systems accessible to monolingual Spanish speaking parents.	"We provided 3 family-teacher conferences for K-5 students and 2 family conferences for middle school students in the 2021-2022 school year.  These served as a touchpoint for families and teachers to come together in partnership to look at and improve student outcomes. Individual Learning Plans (ILPs) are translated into the home language of the family and interpretation is provided when needed to ensure families are able to access conferences.  In the 2021-2022 school year, the LEA created spaces for monolingual Spanish speaking families to come together and receive information as well as ask questions, in their home language rather than in an interpreted environment. This led to increased trust on behalf of our Spanish speaking families.  An area of growth for the school would be to provide regular and frequent information and resources regarding parent rights, curriculum, and social emotional learning, with a particular focus on being culturally responsive. Resources will be provided in families’ home language in order to be most impactful in the home."	"Focus areas for improvement as as follows: 1. Creation of accessible resources for families to support their children at home in core content areas, as well as social emotional learning; 2. Family education on parent rights in the public education system, the process of identifying different learning needs in students, and the Coordination of Services Team (COST) process."	The LEA will improve the engagement of underrepresented families in the following ways: 1. Ensuring underrepresented families understand their rights within the public education system; 2. Accessible materials on core content areas for families to support student learning at home; 3. Provide interpretation and translation during family-teacher conferences to ensure two-way communication between families and school staff.	"The New School of San Francisco has co-led, family-staff, school-wide committees including but not limited to: - Student Recruitment Committee - Staff Recruitment/Retention and Appreciation Committee - Communications Committee - Fundraising Committee - Latino Family Affinity Group - African American Family Affinity Group - LGBTQ+ Family Affinity Group  Many of the above groups met infrequently in 2021-22 due to the pandemic. During the 2021-2022 school year, New School San Francisco hosted several virtual forums to review our priorities and budget with staff and families. Feedback from our climate surveys, from staff office hours, and from family conferences were used to inform priorities and budget. All materials were made available in English and Spanish, in both electronic and hardcopy formats."	"The focus area for the 2022-2023 school continues to be to increase the participation of underrepresented groups at New School San Francisco. An investment of time and outreach is needed in order to ensure we hear from all our families, and create school committees that are representative of our diverse community."	"For the 2022-2023 school year the LEA will improve engagement of underrepresented families in the following ways: 1. Continue to create spaces of trust and safety for families to feel empowered to provide input in decision making. Spaces will be created both in affinity and across difference. 2. Ensure that both in-person and virtual meetings regarding school priorities and budget are widely communicated, and accessible for underrepresented families. This is included but not limited to:    a. meeting times;    b. materials;    c. interpretation and translation;    d. recording and posting of meetings for all families to access frequently."	4	5	4	4	3	3	4	3	4	3	4	3	Met	6/21/2022	2022
37683386061964	The O'Farrell Charter	3	"Developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families: Staff participate in training each academic year on effective communication with families and parents through the school’s PAL meeting process, conducted in September. Additionally, students are assigned a homebase teacher who is the primary contact for the family at school. In high school, this teacher “loops” with students to build lasting, positive relationships with them, enabling them to focus on fully supporting the student academically and socio-emotionally. Homebase teachers are supported by team leaders and administration and are also responsible for delivering the school’s character development curriculum and monitoring student progress.  Creating welcoming environments for all families in the community: The LEA holds parent events on a wide variety of topics that are timely and relevant to families in the community. A needs assessment is conducted during PAL meetings at the start of the school year to drive the topics of these meetings. The school publishes documents sent home to parents in English and Spanish and has translation services and childcare available at parent meetings when applicable.  Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children: Each year, teachers hold one-on-one conferences with all students and families in their homebase. During these meetings, strengths and background information are discussed and goals are created for the school year. Parents and teachers are partners in these meetings to build a plan for the child in which both share responsibilities for implementation.  Developing multiple opportunities for the LEA and school sites to engage in 2-way communication using language that is understandable and accessible to families: The school holds several parent meetings in addition to parent events and education nights. At PTO, DELAC, and SSC meetings, parents review the school's LCAP, SPSA, and school programs, and give input in the language of their choice. These documents are summarized and presented in “parent friendly language” at the next meeting. Parent education is included as a vital part of these events, so parents can understand the school's programs and give input about their implementation and success."	"The LEA has identified ""two-way communication between families and educators"" as its focus area for improvement. The LEA creates its family engagement policies in conjunction with families, holds meetings in English and Spanish, and asks for parental input at educational partner meetings, but can do a better job at facilitating an exchange of dialogue between school staff and families during meetings. The LEA wishes to create an environment in which parents feel equipped with the knowledge to provide regular input and fully participate through two-way communication and planning with staff. The LEA will work on facilitating small group review sessions during educational partner meetings to discuss programmatic recommendations and to review and revise school documents."	"To build relationships between school staff and families with a focus on improving engagement with underrepresented families, the LEA plans on creating a parent advisory group and has dedicated funds for this purpose in its LCAP. The primary purpose of the parent advisory group is to create two way communication between the school and families and to empower families to become involved and active members of the educational program, as well as provide opportunities for leadership among families."	"Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families: The school provides professional development to all staff systematically each school year. Professional learning in this specific area, however, emerged last year as a need within the LEA. The LEA focused on providing professional learning to leadership teams and teacher leaders throughout this past school year in this area, with the intent that they disseminate information to their respective teams and that professional learning continues into the 2022-2023 school year as well with the addition of a coaching program for teachers and principals provided by the National Center for Urban School Transformation.  Providing families with information and resources to support student learning: The LEA conducts parenting workshops per academic year on topics related to student learning, curriculum, and academic resources. Additionally, all classroom teachers conduct PAL (Partnership for Academic Learning) meetings with all families at the start of each school year to set goals for students and develop a plan of action to support students in meeting those goals both at home and at school.  Implementing policies or programs for teachers to meet with families and students: All teachers conduct PAL (Partnership for Academic Learning) meetings with all families at the start of the school year to set goals for students and develop a plan of action to support students in meeting those goals. Professional development is provided to staff on conducting these meetings and strategies to communicate effectively with families. At these meetings, a family needs assessment is conducted and both socio-emotional and academic support plans are written for students and carried out with responsibilities on the school, family, and student. Teachers meet mid-year with students considered to be “at risk” to create supportive learning plans with them and their families. Progress is monitored throughout the remainder of the school year.  Supporting families to understand and exercise their legal rights: The LEA holds educational partner meetings throughout the school year (DELAC, SSC, LCAP Advisory Committee, etc.) during which these topics are discussed. In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group is made up of parents and staff members, which meets monthly to review and provide input on the LCAP."	"The LEA will increase the support and professional learning given to staff specifically in the area of partnering with families for the upcoming school year through a partnership with the National Center for Urban School Transformation and partnerships with the San Diego County Office of Education. While ongoing and targeted professional development is conducted for staff in the areas of relationship building and communication, the LEA is working on providing professional learning that will lead to a measurable increase in parental involvement and educational partner engagement in advocating and planning for students' education and the school's programs."	"To improve engagement of underrepresented families, the LEA will establish strong communication protocols in the implementation of its parent advisory council that it has planned to establish for the 2022-2023 school year. These include creating a safe and inclusive environment to establish strong partnerships through the use of translation services, focus groups, and frequent meetings/workshops with parents and administrators to establish trusting relationships and partnerships."	"Progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making: Principals and staff are fully supported by the LEA to hold meetings and create structures that enhance communication between families and the school that result in decision making. The LEA engages families and staff regularly in advisory groups. Survey data is used to gauge the effectiveness of programs throughout the year as a form of formative assessment on the school’s programs, and programs are discussed at family and staff meetings. Recommendations for policy revisions are made, shared out with all educational partners, and given to school leadership teams.  Progress in building the capacity of and supporting families to effectively engage in advisory groups and decision-making: The LEA educates its parent groups (DELAC, SSC, PTO, LCAP Advisory) on budgetary and programmatic initiatives at the school. Input is sought from parents throughout the school year after the school presents its SPSA and LCAP documents in small, comprehensible chunks and summarizes program efforts in “parent friendly language.”  Progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community: The LEA provides all parental correspondence in English and Spanish and provides translation services at all parent meetings. To reach out to parents of ELL students, ELL assistants, along with the ELL coordinator, call to personally invite families to attend DELAC, SSC, and LCAP advisory meetings. Dial outs and text messages are also sent to all families prior to meetings and events.  Progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels: The LEA provides opportunities for development and planning of family engagement activities at parent meetings and advisory committee meetings, which occur on a monthly basis (DELAC - every other month). At the start of the academic year, the LEA conducts a needs assessment with families to evaluate areas of need and develop its family engagement activities for the school year. Teachers, principals, and families discuss activities openly at educational partner meetings and notes are archived for future reference."	"The LEA’s focus area for the 2022-2023 school year will be in establishing a parent advisory committee in which families and school staff can meet and come together to discuss timely topics, plan, and work together to improve student support services. The LEA believes that this will provide an additional opportunity for family involvement and decision making and will provide a safe and inclusive environment for educational partners to work together throughout the school year in meaningful ways."	"In the establishment of the above-mentioned parent advisory committee, the LEA plans on participating in professional learning together with members of the committee to create strong practices among members of the group. Members of the advisory committee are empowered to engage in reflection alongside school staff and will be included in decision making processes."	5	4	4	5	3	5	5	5	4	4	5	4	Met	6/13/2022	2022
04615490000000	Thermalito Union Elementary	3	"Thermalito chose to survey parents during parent conference days in order to access a majority of parents and guardians, including families of unduplicated students, families of individuals with exceptional needs as well as families of English Learners, Homeless and Foster Youth, and underrepresented students. Families could access the survey in multiple ways along with help from interpreters if needed.    Strengths: Overall 97% of our parents who responded to the Thermalito Parent Input Survey, indicated they agreed or strongly agreed that schools maintain a positive school climate, sense of safety, and school connectedness. Overall 95% of our parents who responded to the Thermalito Parent Input Survey, indicated they agreed or strongly agreed that they felt welcome and encouraged to participate in schools and programs. Focus areas for improvement are encouraging more parents and guardians to attend school functions and complete feedback surveys."	"Thermalito utilizes the Family Engagement Framework to provide professional learning and support to teachers and principals to improve a school's capacity to partner with and improve the engagement of underrepresented families.  Annually, all school sites collaborate, review and update the following policies with parents: Parent and Family Engagement Policy, Parent-School Compact, Parent Handbook, and Single Plan for Student Success."	"Thermalito school district is making progress in building the capacity of principals and staff to effectively engage families including underrepresented families. Families are invited and encouraged to join advisory groups and decision-making bodies through school site councils, English learner advisory committees, and Local Control Accountability Plan stakeholder involvement.  Areas for improvement are: increase parent involvement for completing input/feedback surveys and consistency in attending all district and site stakeholder meetings."	"Thermalito chose to survey parents during parent conference days in order to access a majority of parents and guardians, including families of unduplicated students, families of individuals with exceptional needs as well as families of English Learners, Homeless and Foster Youth, and underrepresented students. Families could access the survey in multiple ways along with help from interpreters if needed.    Strengths: Overall 97% of our parents who responded to the Thermalito Parent Input Survey, indicated they agreed or strongly agreed that schools maintain a positive school climate, sense of safety, and school connectedness. Overall 95% of our parents who responded to the Thermalito Parent Input Survey, indicated they agreed or strongly agreed that they felt welcome and encouraged to participate in schools and programs. Focus areas for improvement are encouraging more parents and guardians to attend school functions and complete feedback surveys."	"Thermalito utilizes the Family Engagement Framework to provide professional learning and support to teachers and principals to improve a school's capacity to partner with and improve the engagement of underrepresented families.  Annually, all school sites collaborate, review and update the following policies with parents: Parent and Family Engagement Policy, Parent-School Compact, Parent Handbook, and Single Plan for Student Success."	"Thermalito school district is making progress in building the capacity of principals and staff to effectively engage families including underrepresented families. Families are invited and encouraged to join advisory groups and decision-making bodies through school site councils, English learner advisory committees, and Local Control Accountability Plan stakeholder involvement.  Areas for improvement are: increase parent involvement for completing input/feedback surveys and consistency in attending all district and site stakeholder meetings."	"Thermalito seeks educational partner input through local data analysis and annual updating of the Parent and Family Engagement Policy in the following meetings: school site councils, English learner advisory committees, and the Local Control Accountability Plan."	Thermalito is working on seeking a wider variety of educational partners to attend meetings and give input.  Sometimes it is the same parents attending multiple meetings.	"Thermalito school district is making progress in building the capacity of principals and staff to effectively engage families including underrepresented families. Families are invited and encouraged to join advisory groups and decision-making bodies through school site councils, English learner advisory committees, and Local Control Accountability Plan educational partner involvement.  Areas for improvement are: increase parent involvement in completing input/feedback surveys and consistency in attending all district and site educational partners meetings."	3	4	3	3	3	3	3	3	3	3	3	3	Met	6/27/2022	2022
38684786040935	Thomas Edison Charter Academy	3	"TECA staff have developed the capacity to build relationships with our community and continue to make this a priority, and to sustain this engagement organization. Nearly all parents feel welcome at the school and believe it to be a safe place for their family as indicated by our most recent Community Survey."	"After reviewing survey data and considering observations from various community meetings TECA staff began delving into a cultural competency PD series to support their understanding of our diverse learners and to provide them with the tools needed to better meet their needs. Additionally, during the pandemic year teacher and families have developed stronger partnerships than ever, which allows for a much deeper look into understanding student home life. This continued to be a focus this year and so that it becomes a sustainable model for our staff to support all our students and their needs."	"TECA’s expanded communication through the Bright Arrow texting service that reaches more families has served our community well and increased our capacity to communicate quickly with families, especially during the pandemic where an increase of family messaging has been required. The school ensures communications go home in organized weekly folders and regularly scheduled Bright Arrow blasts to provide families time to plan and prepare for school events and celebrations. While parents have only been onsite in targeted groups and or identified needs, services to families continue in an uninterrupted fashion through phone, email, and curbside conversations when needed."	"As mentioned above, TECA staff continued to reflect on cultural competency PD to support their understanding of our diverse learners and to provide them with the tools needed to better meet their needs, as well as meet the needs of their families and understand how to best develop partnerships with them. Also as mentioned previously, parent- teacher partnerships really flourished over the pandemic with parents and teachers working together to support student learning. In addition, our texting system has been very successful in providing families with information on demand."	"Our Parent Liaison has developed great resources for families to support student learning at home and general local resources, however these have mostly been utilized by our Spanish-speaking families. We are focusing now on expanding the offerings available to parents, and how to support all our families in accessing these resources. A parent resource center is ready to welcome families in the 2022-23 school year and to be a great place for parents from all backgrounds to work together, learn together, and support each other and the school. Teachers conference with families twice a year to share student progress and achievement, in addition to other school academic events where parents can see their child’s work and hear from their teacher and the student themselves about their projects. For the 2021-22 these meetings and events were held remotely to continue to maintain the safety of our community, however we intend to bring families back together in person and onsite in the 2022-23 school year to deepen relationships and community connections."	"Our focus on developing our Parent Center and the new incorporation of being identified as a recipient of a grant to officially become a Community School will allow TECA to continue to forge strong relationships with our community and provide wrap around services to those in need to become partners with our families in their success, health, and overall well-being."	"Shared-decision-making continues to be an integral part of TECA’s systems. Quarterly parent meetings serve to inform parents of new developments from the district side of the school, student data, or other information of interest to families, and then to seek feedback on new decisions. In addition to these parent community sessions, parents can participate in an active ELAC, SSC, African American Parent Advisory Committee, Principal Chat, and (when onsite) Parent Café, and have regular communication with the principal, superintendent, and parent liaison, who are all dedicated to the engagement and empowerment of TECA parents. Our Parent Cafés serve as a community resource, where our Parent Liaison provides information and resources on housing, food scarcity, diet and wellness, and immigration. The SSC and ELAC committees are fully implemented and have developed over the last year into decision-making units. Committee members fully embrace their leadership roles and analyze data trends to support budgetary decisions for the benefit of TECA students. The African American Parent Advisory Council (AAPAC) has become a thriving organization that continues to provide helpful feedback to the school as well as organize school- wide events to support our community’s development."	"While we are very proud of the opportunities provided for parent information, communication, and decision-making powers, as previously mentioned TECA would like to expand the reach of these meetings and advisory groups. Currently we have a very active body of participants, however this doesn’t always reflect our entire community’s thoughts and needs. This is where we would like to go next in our development of parent involvement. We have  provided surveys to increase accessibility and input provided, however would like to ensure information is provided in a way that is accessible to all community members to provide an authentic opportunity for input."	"The shift in meeting style from in-person to online in the past 2 years has created some interesting shifts in parent involvement. We have observed that in some ways, online meeting has created an increase in involvement in groups such as the ELAC, however less participation in groups such as AAPAC. We would like to continue to explore how meetings are conducted to best meet the needs of each community group."	5	4	4	4	4	5	5	4	5	5	4	3	Met	6/22/2022	2022
18641960135756	Thompson Peak Charter	3	"The LEA has strength in creating welcoming environments. Each location has friendly ""customer service"" attitudes and families are encouraged to participate regularly."	The school plans to make additional effort to emphasize two-way communication by providing more frequent small surveys to invite more comments.	The LEA plans to make direct contact with underrepresented families to encourage engagement.	"The LEA works closely with families. In this independent study program, staff meet individually with the student and their family."	An area for growth continues to be supporting families to advocate for their own children.	The LEA will provide information on legal rights when there are procedural questions.	The LEAs current strength is our school staff and leadership empower parent groups to observe learning and provide input in decision making.	An area of growth continues to be to engage all stakeholders in the review of family engagement activities and the impact on input.	"Advisory committee will consider how to improve engagement of all families, especially in planning, designing, implementing, and evaluating family engagement activities."	4	3	3	3	3	2	3	2	3	3	3	2	Met	6/9/2022	2022
23655650123737	Three Rivers Charter	3	"Engaging, involving and supporting our families is a strength of our small charter school. The first half of the 2021-22 school year  continued to present challenges as our campus was closed to visitors and volunteers due to Covid restrictions. We kept in close communication with families throughout the year though: weekly email bulletins from the teachers and administration to families, regular communication with parents/guardians/caregivers through phone, text and videoconference (Zoom) and quarterly meetings of the Parent Teacher Network (PTN) on Zoom. In the Spring of 2022 we were able to hold an in person PTN meeting and had amazing attendance. We were finally able to hold in person events mixing student groups and inviting families to campus. We held a Spelling Bee, Awards BBQ, Fun Fair with family volunteers and 8th Grade Promotion."	One area for improvement is to increase the number of families of our English Learner students that attend group meetings.	One way we can do this is by translating more materials into Spanish that go home. We will do more personal outreach to the families of this student group.	"The partnership between parents, teachers and administration is a focus at our school. Families are central to the success of students at school and we provide opportunities for parents/guardians/caregivers to meet with teachers to discuss student progress regularly with mid-semester progress reports and report cards each semester (Parent Teacher Conferences). Family members are regularly invited to contact teachers and the administrator in our bulletins and communications home. Many of our parents are actively involved in their student’s education, participate in school wide events and keep an open line of communication with the teachers and the administrator. Quarterly Parent Teacher Network (PTN) meetings are another opportunity for engagement"	"An area for improvement that we have identified through feedback from educational partners as we emerge from pandemic restrictions is to provide more opportunities for families to engage, participate and get involved."	"We plan to provide more engagement opportunities for families by welcoming back classroom volunteers in the 22-23 school year, welcoming adult family volunteers to offer after school sessions in their area of expertise and holding academic themed and parent education evening events."	"A major strength in this area is the high value that TRCS has for teacher voice and inclusion in decision making. Our teaching staff and administrator meet weekly and teachers provide input and help design and drive school programs, activities and family engagement strategies. The staff as a whole meets regularly to give input and design systems within the school together. Surveys for families, students and staff are an effective tool we use to gather stakeholder input."	An area for improvement is to better engage our underrepresented families.	We will provide hard copies and Spanish translated versions of surveys to increase participation and access to providing input for all stakeholders	5	5	4	4	4	3	5	4	4	4	4	5	Met	6/21/2022	2022
54722070000000	Three Rivers Union Elementary	3	"TRUSD is committed to building and maintaining positive relationships between school staff and families. However, due to the pandemic, this task was limited. However, in 2021-22 TRUS offered the following: 1) In-Person and virtual board meetings 2) Student activities (i.e. assemblies, school dances, dress up days etc.) 3) In-Person School-Site Council Meetings 4) In-Person Parent Organization Meetings (i.e. Eagle Booster Club and TRUS Foundation).  5) Virtual Back to School Night and Open House"	"Feedback from our educational partners (students, parents, community members, and staff) was solicited and reflected the following areas for improvement:  1) Dismiss the mask requirements 2) Offer a middle school model 3) Provide a clean and appealing school campus 4) Maintain school traditions (i.e. Halloween Carnival) 5) Enhance our STEAM Program"	"TRUSD will improve engagement of underrepresented families by: 1) Ensuring consistent communication via phone calls, emails and correspondences.  2) Providing translation services for Spanish-Speaking families. 3) Ensure equal access inside and outside the classroom (i.e. academics, sports)"	"TRUSD has continued it's efforts to build partnerships with the following: 1) National Parks (i.e. scientists) 2) Tulare County Office of Education (i.e. Spelling Bee, Poetry & Prose)  3) Tulare County Sherriff's Office 4) Cal Fire 5) Tulare County Fire Department 6) Woodlake Police Department  7) Woodlake High School (i.e. Career Day)"	TRUSD will focus on the following improvement areas:  1) Offer a School-Wide Career Day 2) Partner with local colleges to promote higher education  3) Partner with local businesses to promote careers	"TRUSD will continue to utilize annual ""Educational Partner Surveys"" to solicit feedback from all including our underrepresented families."	"Despite the pandemic, TRUSD has offered various opportunities to seek input for decision-making including:  1) In-person and virtual board meetings 2) In-Person School-Site Council Meetings/Parent Advisory  3) In-Person Parent Organization Meetings (i.e. Eagle Booster Club and TRUS Foundation)"	TRUSD's focus area for acquiring input for decision making from our educational partners will be to provide open forums during Back to School Nigh and Open House.	TRUSD's focus area for acquiring input for decision making from our underrepresented families will be to provide open forums during Back to School Nigh and Open House.	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/8/2022	2022
44697650100388	Tierra Pacifica Charter	3	"Tierra Pacifica holds two community-wide meetings and two classroom-based parent meetings that all elicit parent community feedback and brainstorming. We hold four informational meetings for prospective families and two orientations for new families. We hold a classroom volunteer training and offer parent book club and teams that focus on school business such as Finance, Diversity and Facilities. Our parent communication platform allows parents to communicate directly with staff members, who respond within 24-48 hours. The same platform allows teachers and administrators to send out regular weekly letters describing classroom and school-wide happenings, as well as calendars. We hold Village Success Meetings for any student at the request of student, parent or teacher, and we hold yearly VSMs for our English Learner families. These meetings are attended by everyone on the students' team so everyone's input is solicited and valued."	"Currently, the school is working deeply on making our school a safe and welcoming community for students and families of all races. Staff has undergone two years of professional development on anti-racist pedagogy and learning and self-reflection concerning implicit, structural and institutional biases. The Governing Board has adopted a resolution committing to an inclusive, culturally responsive educational environment, and has approved budgetary commitments to professional development on anti-racist practices."	See above.	"The school's use of Village Success Meetings continues to provide a space for school-family partnership in the interest of our students. Any person can initiate a VSM, and meeting collaboration leads to actionable interventions to ensure student success."	"The focus of improvement is on serving our underrepresented students. Much staff collaboration time, professional development, and school-wide messaging are devoted to this effort."	Village Success Meetings will be held for all English Learners in the fall. See above in regards to staff development and collaboration time.	"Tierra Pacifica holds two community-wide meetings and two classroom-based parent meetings that all elicit parent community feedback and brainstorming. We hold four informational meetings for prospective families and two orientations for new families. We hold a classroom volunteer training and offer parent book club and teams that focus on school business such as Finance, Diversity and Facilities. Our parent communication platform allows parents to communicate directly with staff members, who respond within 24-48 hours. The same platform allows teachers and administrators to send out regular weekly letters describing classroom and school-wide happenings, as well as calendars. We hold Village Success Meetings for any student at the request of student, parent or teacher, and we hold yearly VSMs for our English Learner families. These meetings are attended by everyone on the students' team so everyone's input is solicited and valued. In addition, at least one, but more commonly several, parent surveys are sent to collect input on school decisions."	This year the administrator is meeting monthly with parent representatives from each classroom who are responsible for helping parents feel connected and have meaningful participation with the school community. This will allow the administrator to better serve families needs in relation to participation and decision-making.	"Buddy families have been assigned to all new and non-English-speaking families to ensure they are aware of opportunities for feedback. The school plans to offer at least two opportunities for parents of EL students to attend a ""tea with the principal"" type gathering where networking and feedback are the goals."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/6/2022	2022
54722150000000	Tipton Elementary	3	"Tipton School provides access to translators for parent/teacher conferences, SST, ELAC/DELAC, SSC, and LCAP meetings, as well as individual meetings scheduled with teachers and administrators at the parents request. All school correspondence are delivered in parents primary language as well as English. Parents are excited to implement a parent/teacher club. Tipton school hosted workshops to support parent learning. In order to increase our capacity to support our parents the district's parent liaison will continue to assist with the coordination and implementation of parent support and training opportunities. Tipton School administration and teachers have implemented parent engagement nights. The school will continue to host parent engagement nights."	"Tipton School will continue to grow relationships between school staff and families by sharing information regarding community-based organizations that can help with mental health services, free sports activities for students, and training on supporting students through monitoring academic growth."	"1. Tipton teachers will hold fall and spring conferences with parents each year to discuss each students' academic strengths and weaknesses. Teachers will also hold conferences with parents throughout the year on an as needed basis. Progress reports will be sent out to families each quarter to provide timely information to parents regarding current grade progress.  2. Tipton will hold SST meetings for students who need additional support in the classroom twice a month.  3. During parent engagement nights teachers will provided resources for parents to help their students with social/emotional or academic needs.  4. Our goal over the next few years is to provide training to support staff to build capacity to partner with families.  5. Tipton School will provide additional culturally relevant events where students, families, and staff can engage in social interactions to develop better understanding of cultural values."	"Tipton school and families are working to enhance the capacity of families and staff to cultivate and sustain respectful and effective communication that links academic and social emotional learning improvement for students and support student development. We are committed to being encouragers, models of of lifelong learning, advocates for improved learning opportunity, and collaborators with decision-making."	"The focus areas for improvement include but are not limited to: provide additional opportunities for families to engage in conversations regarding academic learning, share information regarding community- based resources for mental health services, include parent voice in school-site safety conversations, provided data and information to families for feedback in the areas of academic and SEL."	"Tipton school will provide clear and translated information regarding procedures for volunteering on campus. The Tipton school parent liaison will provide parent training on immigration status, how to get involved making school decisions, and how to support their students at home. All engagement opportunities will be provided in English and Spanish. Additional home visits will be made to encourage families to engage in the parent-teacher club and invitations to school events."	"1. Principal, staff and parents participate in advisory groups quarterly.  2. All parents are invited to attend advisory meetings through Teleparent and notes that are sent home in English and Spanish.  3. Create and distribute a survey asking for parental feedback on family engagement activities.  4. Our goal over the next few years is to increase family engagement and decision making input."	"Areas of focus: increase feedback from parents through surveys, parent meetings, and providing survey participation time at SSC and ELAC meetings."	Tipton school will provide technology at SSC and ELAC meetings for participation in surveys. All surveys will continue to be offered in Spanish and English.	5	4	3	5	3	4	4	4	4	4	3	3	Met	6/14/2022	2022
19734370132845	Today's Fresh Start-Compton	3	TFSCS has always believed that our relationship between our staff and families is of the utmost importance. Currently we are reaching out to form a parent patrol to increase our relationships with our parents. Our teachers and other staff members have strong ties with our scholars and we get to know our families on a one to one basis.	"The LEA's focus area in building relationships between school staff and families is to once again have in-person meetings. These meetings were the cornerstone of our relationships with many of our parents. When we were  in the middle of the pandemic, we met with our families via Zoom meetings. Although we have had many meetings, they were missing that personal touch."	TFSCS will improve the engagement of underrepresented families by continuing to reach out to all of our families to build better relationships between the school staff and parents. We are planning to have more in-person gatherings this school year and will continue to reach out to our parents for their participation.	"At TFSCS we have had many partnerships to help build  Student outcomes. During the school year 20-21 we partnered with Thinking Maps, Imagine Learning, Illuminate, and Educeri ."	"TFSCS' focus area for improvement was to be able to dedicate time each day to go beyond the basic core classes and delve deeper into the areas that the scholars were having difficulty in during regular class time. We called this time ""Power Hour."""	"TFSCS teachers and staff know that we cannot do this alone, and that we need the help and support of our parents to further assist our scholars to succeed. We reach out to parents by phone, email and letters, and we meet parents in person to build a better relationship for student outcomes."	"TFSCS seeks the input of all stakeholders in the decision-making process. We have shared information on Zoom meetings with parents, and also surveyed our stakeholders to get their input and help."	"TFSCS' focus area for improvement in seeking input for decision-making is to widen our range of communication with our stakeholders. We have Zoom meetings, phone conversations and email blasts to our parents. We will now be able to resume in-person meetings to get input and further support."	"The LEA will improve engagement with the underrepresented families by asserting every effort to involve all that are identified. In addition to personal phone calls, school messenger, and emails, we will also send letters by regular mail to those we cannot reach by phone."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/29/2022	2022
30103060137976	Tomorrow's Leadership Collaborative (TLC) Charter	3	"- All communications with families (notes home, school presentations, conferences/meetings, Office Staff) are conducted in Spanish/English for accessibility  - ELAC/DELAC, PAC meetings - Parent Workshops: Latino Health Access - TLC-CA engagement: Read-A-Thon, School-wide events (movie night, Winter Program, Share the Love Gala) - Regular conferences/meetings with teachers: report cards, Team Meetings - volunteer opportunities – recess/lunch, special events - Program Operations Manager (soon to be Community School Coordinator) - contact for families and responsiveness to needs (rental/food assistance, counseling, local resources)"	"- ELAC/DELAC and PAC input demonstrates interest in more parent workshops, presentations, and learning opportunities for:  - stress/anxiety management  - supporting positive student behavior and development  - academic strategies and support for ELA and Math  - offering language instruction for dual-immersion"	"- Build on existing committee and regular meeting structures to respond to parent input and feedback regarding areas of interest for learning and focus at school - Able to resume on-site parent volunteering opportunities in the upcoming 2022-23 school year for more parent participation – including field trips, on-site volunteering, special events, and scheduled activities (e.g. lunchtime yoga)"	"TLC has established partnerships with the following community based organizations and Institutes of Higher Education that support TLC’s mission, vision, and schoolwide needs: • Mariposa Center – TLC has established a partnership with Mariposa to provide counseling and support to students to address mental health and domestic issues that can be barriers to learning.  • UC Irvine – TLC has partnered with UCI faculty for two research studies this year focused on early literacy development (K/1) and English language acquisition for EL students (grades 1 - 3). • CSU Fullerton - TLC has partnered with CSUF faculty for a study of family-school partnerships to support student progress, growth, and development.  As results of family interviews and surveys are received, CSUF faculty and TLC Community Schools Coordinator collaborate to strengthen and improve the school's capacity to partner with families. • Chapman University - TLC partners with Chapman University for student teacher preparation, paraprofessional training materials development, and student volunteer work that provides direct academic support to TLC students. • Orange Rotary - TLC has partnered with Orange Rotary to establish monthly volunteer opportunities for rotarians to engage with TLC students for academic support, guided recreation, and arts enrichment activities."	#NAME?	#NAME?	#NAME?	"- Increase parent involvement in ELAC/DELAC, PAC, and TLC-CA: to increase parent involvement, TLC will hold meetings at various times of day to accommodate working families, will continue conducting all meetings in English and Spanish, and invite parents back onto campus for the 2022-23 school year - Parent Rep on TLC Board of Directors: adding a parent rep to the board who can also represent Hispanic/Latino parents"	#NAME?	3	4	3	5	2	2	3	3	3	3	3	3	Met	6/15/2022	2022
19650600000000	Torrance Unified	3	The district has developed a variety of strategies for building relationships with staff and families especially in light of the pandemic which necessitated a pivot to virtual outreach in many cases.  The use of multiple modes of communication has become a strength for the district by providing families and staff the opportunity to participate even when off site. These new opportunities for engagement has led to an increase in parent engagement both at the district level and site level.   Another strength is the increased focus on building welcoming and supportive environments.  Our district has increased our focus on building capacity among all district staff to appreciate diversity and to create welcoming environments at all levels.	"The district will focus on improving two way communication with parents.  After the pandemic families may not have had the same opportunities to participate in events or provide input. There may also be additional needs that have arisen due to the pandemic and changing community or family circumstances. Therefore it is essential to build connections with families so that they feel safe to disclose their needs and provide any valuable recommendations. Now that students are back on campus the district has begun to have in person events again and will continue to develop strategies to not only increase engagement but provide opportunities for parents to provide feedback and direct input in key areas for school sites and the district. In addition, to build trust and connections with families the district has begun work on diversity and inclusion district wide and at school sites.  This work was begun to increase awareness and appreciation of cultural and other differences to build stronger relationships between staff and families."	"The district has worked hard on continuing to increase engagement to at the district level and at school sites.  However, an area that could use more attention is improving engagement of underrepresented families such as homeless, foster, English language learners, or low income.  In order to increase our focus on some of these populations the district has invested staffing and funding into the homeless and foster program in addition to grant writing to support these programs and efforts. The district has committed to a dedicated social worker to focus on homeless and foster youth and to expand our mental health intern program. In addition the district has also committed to an additional 6 district social workers/clinicians partially district funded and partially grant funded to support school sites districtwide and to support building those relationships between staff and families, especially for underrepresented families. The Increasing focus on expanding our more intern program has allowed the district to provide ongoing individual case management for our foster and homeless families.  This effort has led to improved engagement, scheduling more individual counseling, resources and support. The team has also worked together to create unique targeted engagement opportunities for our families most in need. The district will continue to focus efforts on these targeted outreach opportunities to improve engagement for our under represented families. Moreover, at the site level there is an increased focus on targeting communication and outreach to students and families most in need.  School sites are working on plans to individualized communication in their home language if necessary and take those extra steps to get under represented families to participate and take advantage of programs, services and supports."	"TUSD has increased the focus of its district-wide teacher professional development on supporting targeted students, including an emphasis on the importance of building partnerships with families.  We understand how important school to home communication is and have supported sites by providing them with additional strategies to connect.  We also have added parent workshops on how to best support students at home."	"The focus areas for improvement are to individualize communication and target the information toward the unique needs of our families.  This includes personal invitations to participate and engage in services, programs, and support.  For example, this year there was a poor response to an invitation to join the new Extended Learning Opportunities Program (ELOP) for after-school support.  In an effort to build and improve, meetings next year between site administration and the district will include specific goals and strategies to ensure these groups are provided training on how to access."	"TUSD will improve engagement of underrepresented families by including multiple modes of communication and increasing opportunities to connect.  Next year, through the ELOP and YMCA partnerships, we are planning additional workshops in the evening for parents who work during the day so that they can attend."	"The district has made extensive efforts to seek input for decision making such as hosting a multitude of advisory groups and specifically seeking representation from targeted unduplicated populations for these advisory groups.  It has been a strength to have advisory groups both at the site level and the district level including Title I, ELMAC, DELMAC, Homeless/Foster focus groups, student advisory groups, etc. Despite the pandemic the district continues to create a variety of opportunities for parent input into the decision making process.  Plans are to continue outreach efforts, and to keep hosting the variety of advisory groups in order to sustain invaluable parent input."	"The focus are for improvement for the district will be to increase representation of high need families on advisory groups, by specifically targeting under represented families in a variety of outreach efforts in their home languages as needed.  Additionally the district will also focus on targeting unduplicated and underrepresented groups to increase family participation and engagement in programs and opportunities at the site level and district level to promote stronger connections, increased trust and increase awareness of resources or supports available."	"The district will continue to focus on targeting underrepresented families and specifically work on ensuring that different modes of outreach are used to increase the chances of reaching families in their preferred mode of communication. The district plans on using traditional forms of outreach such as flyers and emails while also using more individualized outreach in families own language such as phone calls, texts or social media.  The district plans on outreach to raise awareness of current resources and to get more under represented families to participate in current programs.  Additionally, the district plans on focusing outreach and targeted efforts on improving convenience for families and taking advantage of existing opportunities where parents are already available such as when picking up students from after school programs etc."	4	5	3	4	4	4	4	4	5	4	5	4	Met	6/21/2022	2022
39754990139949	Tracy Independent Study Charter	3	"Tracy Charter has a unique situation in that teachers have a smaller class size in order to meet the minimum of one hour per week in person support with each student. This provides a built in time for the teacher and the parent to communicate, build a trusting and respectful relationship, and come together to support the student. In addition, Tracy Charter uses multiple methods of communication including automated phone/text messages/email, district/site webpages and the Aeries Parent Portal. Tracy Charter will continue to work with families to determine the best method of communication and continue to provide multiple offerings."	Improving the Advisory process is our focus for improvement in building relationships. We have also increased our academic counseling services to a 100% counselor.	"The LCAP process, Advisory meetings, and ELAC meetings will provide Tracy Charter underrepresented families with an opportunity to further engage and build relationships with staff. With our 100% counselor we have also added weekly orientation meetings for any new families."	"Tracy Charter strongly values positive relationships within our school and town communities. Tracy Charter administrator, academic counselor, teachers, and office staff all to help communicate the resources, programs and services available to students and their families. We contract with the TUSD Prevention Services Department who works individually with our students who are experiencing homelessness and or are foster youth to provide needed resources to the family. Tracy Charter families are invited to attend and participate in parent outreach events, including review and comment for district initiatives."	"Improving the advisory process is Tracy Charter's major goal in this area, as identified through the WASC process and the charter review process."	"The LCAP process, Advisory meetings, and ELAC meetings will provide Tracy Charter underrepresented families with input in the self-reflection process."	"Tracy Charter parents and students provided input through the TUSD LCAP process, which included multiple opportunities for review and comment. Tracy Charter went through an initial WASC accreditation process during the 2021-2022 school year, and a point of improvement for the school was to increase the frequency of parent advisory meetings. This is an area of improvement for the site."	The major point of improvement for the school was to increase the frequency of parent advisory meetings.	"The LCAP process, Advisory meetings, and ELAC meetings will provide Tracy Charter underrepresented families with decision making input."	4	4	4	4	4	4	4	4	4	3	4	4	Met	6/28/2022	2022
39754990000000	Tracy Joint Unified	3	"Tracy Unified School District continues to work diligently to engage with all families. TUSD uses multiple methods of communication including automated phone/text messages, social media, district/site webpages and the Aeries Parent Portal. In addition, TUSD has Bilingual Parent Liaisons to provide outreach to families in English and Spanish. Survey feedback indicates parents and staff feel TUSD is making strides in the area of building relationships between school staff and families."	"Although TUSD has bilingual Parent Liaisons to provide outreach to families in both English and Spanish, there is a need for additional interpreters including other languages, in addition to Spanish. TUSD will continue to hire interpreters who speak other languages to help build relationships between school staff and families. Additionally, TUSD will continue to work with families to determine the best method of communication and provide multiple ways of communicating."	"In addition to continuing the work of finding the best methods and better ways of communication with our diverse community, all TUSD teachers and administrators will receive Unconscious Bias Training to further learn about building positive relationships between school staff and our underrepresented families."	"TUSD strongly values positive relationships with the community. TUSD has invested in Parent Liaisons to help communicate the resources, programs and services available to students and families. TUSD Prevention Services Department works individually with our students who are experiencing homelessness and or are foster youth to provide needed resources to the families. School sites work closely with their School Site Council and English Learner Advisory Committee (ELAC) members to review and refine school plans to reflect the needs of the individual school."	"Through additional grant funding, TUSD will expand it's parent and community engagement offerings in 2022-23. Offerings will include: The Latino Literacy Project, College Bound, PIQE, Mental Health Workshops and Educational Nights, including STEM, Math and Literacy Nights. TUSD will continue to employ a Community Works Coordinator to provide additional parent outreach to the families of TUSD, especially our underrepresented families."	"In addition, in order to help families understand and exercise their legal rights TUSD will host parent workshops explaining the special education process and parent rights. TUSD will continue to host Title I Parent Advisory Meetings to educate parents on their rights regarding Title I services."	"TUSD continues to increase the number of parent and family engagement opportunities for decision making. Some opportunities for collaboration and decision making include School Site Council, District and site ELAC, GATE Parent Advisory, District Title I Parent Advisory and LCAP Surveys and Community Engagement Meetings."	"In 2022-23, TUSD will offer district-wide training for all school site council and ELAC members to ensure sites and members are confident in their roles and responsibilities, as well as working toward consistent processes and procedures regarding decision making throughout the District."	"Areas of improvement include: Continue to find ways to communicate to parents effectively to increase parent and family involvement, including our underrepresented families."	3	4	3	4	3	3	3	1	3	4	3	4	Met	6/28/2022	2022
54722230000000	Traver Joint Elementary	3	"Traver School continually strives to maintain open communication between homes and the school.  The office staff is open and friendly and the community comes into to ask for help with situations even when they no longer have children attending the school.  The school is literally a hub for the community, all projects, carnivals, sporting events, draws a crowd.  The school is diligent about sending out weekly hard copies of our calendar, updating the school website, as well as making sure teachers are contacting parents with concerns or progress."	"The area for improvement would be our parent education classes, as well as, our Math, Literacy and Science Nights.  All three of those Nights are low in attendance.  Our parent educational classes have been on a hiatus, and we would like to see them return with good quality instruction and help for the parents."	"Traver School has a high population of socioeconomically disadvantaged students, over 90%.  We are continually trying to make meetings and functions enticing to build that school and home connection.  We try really hard to make our students feel like this school is a part of who they are and where they are from, that strong connection we hope then takes root with their parents and families."	"Creating the strong bonds with students, lends itself to building the relationship with families.  Traver School prides itself in drawing in the community and families to help build relationships and bonds over commonalities.  Businesses within the community donate throughout the school year to help families, especially during the holiday season so that all families can experience a good holiday. The district has also taken part in the Step Up Challenge for the past several years, this has led to groups of students creating projects for those in need in the community.  The whole cycle of giving back, whether in time, donations or spirit, is one we try to build upon."	An area for focus to improve upon would be to involve more students.	"Traver School always has looks out for those in attendance of our events here on campus, and with sign in sheets we can track who comes to events, and of course who doesn't.  The district administration strives to get every family on to campus, especially those that fall in the marginalized populations."	Traver School has a strong School Site Council and District English Language Advisory Committee.  All are well attended.	"The District consistently looks to get more parents involved.  Traver School finds that its the same few parents that tend to want to help for the course of their children's academic careers here.  As we are a TK-8th grade, that is a very long time.  Luckily, we have never had an issue filling a seat on one of the council.  Adding more to the pool of people that are interested in SSC or DELAC would be nice."	"The program director makes sure that those underrepresented families are represented on the councils, with the correct make up of those demographics on the councils."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/13/2022	2022
48705650000000	Travis Unified	3	"Families rated the following areas as strengths: • Trusting teachers, administrators, and staff • Being greeted warmly and promptly when families call or visit • School is supportive and inviting • Communication is accessible and easy to understand • Families are well-informed about school activities • Staff respond promptly to phone calls, messages, and emails"	This is an area of relative strength.  We will continue current efforts in this area and provide new staff with any training needed.	"Our bilingual family liaison will continue to provide outreach and support to all families.  We will continue to reach out to families of English learners to participate in school and district level advisory committees.  School staff reach out to underrepresented families regularly, and our electronic engagement tools have been successful in establishing wide participation in surveys and other communication."	Families rated the following areas as strengths: • Families can access their children’s grades and attendance through the Aeries Parent Portal • Families feel well-informed about how well their children are doing in school	Our focus areas include providing families with more information about the following: • The range of post-secondary options • Classes needed and steps on the path to college • Interpreting district and state standardized test scores	"In response to family requests, we are launching a Parent University with a variety of offerings, including Parent Project, college information nights, presentations on helping children succeed in school, and elementary math nights.  Topics are drawn from growth areas above and other staff perception of needs plus family requests."	Families rated the following area as a strength: • Encouraging feedback from parents and the community	"Families let us know that they are ready to re-engage with school as they did before the pandemic, including participating in parent group meetings and working with administrators and staff to plan family programs and to influence school priorities."	"Schools will work to ensure that families with children representing a variety of student groups are included on School Site Councils, the Equity Action Team, and other parent groups."	5	5	3	4	4	4	4	5	4	4	3	3	Met	6/14/2022	2022
23656156117386	Tree of Life Charter	3	"Tree of Life provides multiple opportunities to engage in 2-way communication between families and educators. Tree of Life has been using Parents Square for the past 6 years, a 21st Century school-home communication platform. It works, similar to other social media platforms that people are accustomed to using, so that posts are made by staff or parent representatives and parents can respond or ask questions. The platform is available with instant Google translation for those non-native English-speaking families. The school also has monthly Parent Council meetings on Zoom where parents may come to have conversations with staff and other parents/guardians. Each child, who didn't already have one, was given a device that parents could use to attend these meetings. Topics for these meetings can be requested by parents directly to parent representatives. Notes from the Parent Council meetings are also sent out on Parent Square after the meeting. Also, Tree of Life classroom teachers hold five conferences per year, including three guide-led and two student-led conferences. The first conference allows time for the guide to ask about the child's interests, set goals, and ways that the family can contribute to the school. Tree of Life staff welcome families to share their culture and heritage with the school and classrooms. The annual International Day celebration is another way families share their heritage at school with a multi-cultural potluck lunch and activities in each classroom on that day. In 2021, International Day was celebrated without the potluck portion of the event because of COVID-19 precautions. Families are encouraged to share cultural lessons with their child's class, especially if it contributes to what the classes are already studying."	"An area of focus will be to increase attendance at Parent Council meetings by creating more of a community environment. The school will begin to reinstate the community events that were happening before the pandemic, such as the International Day potluck, Astronomy night, Game nights, and an in-person option for Parent Council meetings."	"To improve the engagement of underrepresented families, the school will continue to hold five conferences per school year, offering to do them remotely, if that works better for a family.  The parent satisfaction surveys will be done during these conferences to ensure that all families fill them out. The school will also continue to send messages in many different forms: on Parent Square, fliers in communication folder, phone calls, and signs at the drop off gate."	"Staff at Tree of Life have five conferences per school year. At these meetings, progress reports, and student portfolios are presented. Almost all families participate in these conferences. In 2021-22, 96% of families participated in all five conferences. These conferences provide multiple opportunities for discussions between parents, students, and teachers to meet the needs of the child and how families can support their child in their development. Staff also meet with families throughout the year to problem solve when a student is having difficulty academically, socially, or emotionally. This is an aspect that Tree of Life has always excelled: Building Partnerships for Student Outcomes. The school also provided free aftercare until 4:30 and 3 weeks of summer programming during the 2021-22 school year to help out families after the struggles of Distance Learning. It also provided much needed enrichment for students."	The focus for improvement will be to have 100% participation from families in conferences.	"To improve the engagement of underrepresented families, the school will continue to hold five conferences per school year, offering to do them remotely, if that works better for a family, to reach 100% of our families. As mentioned before, the discussions during these conferences are about the child's progress academically, socially, and emotionally. Tree of Life also conducts two parent/guardian surveys to all parents at the end of each semester. During IEP and 504 meetings, parents/guardians' rights are given to parents/guardians. During Orientation conferences before school begins, they are also given a handout with information about mental health and community resources."	"Tree of Life continues to have two parent representatives on the board cabinet. Anyone is invited to apply for a two-year term. Invitations are sent through the Parent Square home/school communication platform. A vote is then held by an election using Google forms. Tree of Life also conducts two family surveys at the end of each semester. The surveys seek to get input from parents/guardian about the school's strengths, suggestions for potential improvements, participation in student support activities at home, how the school has aided the child' development, volunteerism, quality of communication, and ways to improve attendance and completion of independent study work. Surveys are regularly sent out to gain input about various programs: after care, summer programs, meal programs, etc."	The school's focus will be to have a higher percentage of families complete the surveys. The school is going to do this by having parents fill out the surveys during semester conferences.	"If the school reaches 100% participation in the survey by having parents fill them out during conferences, then the engagement of the underrepresented families will be ensured."	5	4	4	5	4	4	5	4	4	4	4	4	Not Met	10/12/2022	2022
45699140135624	Tree of Life International Charter	3	"Overall parents feel respected, teachers feel respected by parents and students. Growth in parent leadership and volunteers this year indicates increased number of parents supporting and planning school events, helping in the classroom, supporting teachers. All teachers do a weekly Parent Square newsletter sharing what students are working on that week, thanking and acknowledging parent volunteers, recognizing Estudiantes Exitosos."	"To provide additional parent trainings in various areas: Parent Square, supporting your child at home with Reading and math, training in classroom volunteering. A Part-time Parent Liaison coordinates parent volunteers in classrooms and throughout the school.  A data base of parent involvement is kept to monitor and support teachers to call on parent volunteers."	"On site meetings with EL families, zoom options for attending meetings, providing individual conferences twice a year for all students. Providing multiple opportunities for engagement and encouraging all parents to choose one where they will participate."	"Multiple ways of communication, bilingual staff, parent square, in person and phone calls, reflection sheets that lead to restorative chats go home for parents to discuss. All homework and newsletters are available in Spanish and English."	"Increase the number of parents actively involved in engagement/volunteering in the school in a variety of ways. Create opportunities for parents to use their leadership skills by participating on committees and task forces (ie. Safety Committee, PBIS team)"	"Parents are intentional about including all culturally appropriate parent activities (ie. Feria de Otoño, International Festival, selling fruta picada for fundraisers) and electing bilingual parents to the Amigos Board of Directors.  Childcare will be provided for parents to attend Cafe con la Directora, etc."	"Monthly Coffee with the Principal and Monthly Amigos meetings give parents opportunities to come and ask questions, share ideas, bring concerns, get informed, participate in task forces for school fundraisers and funraisers, and meet other parents. The Parent Liaison helps parents find their place in the school and get involved."	"We will focus on creating more opportunities for parents to meet and give input (ie Happy Hour with the Principal) , distribute more short polls and surveys during the year to get feedback on a variety of initiatives, and bring the info back to our Board of Directors."	"By organizing Task forces for a variety of different activities this will allow parents the chance to choose the area and the time of day that they feel comfortable to help and be engaged. By providing culturally relevant activities, parents will feel more comfortable sharing their expertise and participating fully as a family."	5	5	5	5	5	4	5	4	4	4	4	4	Met	6/21/2022	2022
35675610000000	Tres Pinos Union Elementary	3	"Tres Pinos Union School has built a partnership with the San Benito High School District in 2021-2022 to provide meals so that all students have access to a breakfast and lunch bag every day. We continue parent/teacher conferences twice a year so that parents are involved in their child's progress. We also have the app that allows parents to go into the Aeries parent portal to view grades and assignments on a daily basis. Teachers are aware that a Student Study Team is available monthly for students who are showing academic or emotional deficiencies. This is usually started at the beginning of the school year and continues until a student either is working sufficiently or is referred for Special Education assessment. We continue to research and update curriculums and when they are purchased, professional development is provided for all staff members and administration in the new curriculum."	Tres Pinos Union School continues to focus on building partnerships between Staff and Families through continued joint participation in the District Advisory Committee (DAC) and Parent Teacher Organization (PTO).	"Tres Pinos Union School will improve the engagement of underrepresented families that were identified through efforts to make communication and participation more accessible through our Official School App, Aeries Portal App (Grades Portal), Classdojo App, and direct emails with translation as necessary."	"Tres Pinos School has implemented communication tools that allow both parents and community members to be aware of all activities and events at the school. We purchased a program through a company named Apptegy and it has allowed us a free App for our families to use and a website. With the availability of the App, the Administration is able to connect with parents immediately through text messages and e-mails. The website has all the documents, forms and information about the school and where parents can go to get the latest updates on COVID-19 mandates and protocols."	"Tres Pinos Union School continues to focus on building partnerships for student outcomes through continued access to the Aeries Portal, the official school App, Classdojo, and communication of student data to parents and educational partners."	"We are using all these tools to reach out to all families including low-income, foster youth or homeless youth to keep them informed of student progress and all pertinent information about Tres Pinos Union School."	"Tres PInos Union School District has made progress in connecting with all educational partners in the decision-making of the school environment including underrepresented families. We have the District Advisory Committee that consists of parents and a staff member along with the Principal who evaluates the input from parents, students and staff members. This information is provided in the LCAP and other documents. Policies are provided through the Board of Trustees and parents are informed of these policies."	"Tres Pinos Union School continues to focus on seeking input for decision-making through continued communication about opportunities to participate in the District Advisory Committee (DAC), Parent Teacher Organization (PTO), and local surveys."	"We continue to promote our website and parent/student handbook to provide opportunities for family interventions, evening meetings and other fun nights with all educational partners."	5	4	5	5	4	5	5	4	5	4	4	4	Met	6/9/2022	2022
12629760115154	Trillium Charter	3	"The Trillium staff is proactive and consistent in responding to parent/family-initiated communications. The integration of Independent Study has served to increase both the frequency and quality of teacher-family interactions and has helped to build positive working relationships within the school. We utilize an online communication platform, Parent Square, to share all school-related information and private message with families. 100% of our families are enrolled and >60% of families utilize it regularly."	We are working to close the loop and verify that >95% of parents/family members read and respond to information that is distributed through ParentSquare. We are also planning to reintroduce in-person school events to increase opportunities for families to meet and have positive social interactions.	We will offer food and child care during school events and may give homework credit for students who attend with their family. We have no family members who currently require translated forms but have this option available.	"At our small school, the staff has direct contact with a parent or family member for every enrolled student. This regular communication allows for strong partnerships and the ability for teachers to make minor classroom adjustments that will benefit students unique needs with ease. Office and SPED staff members contribute to discussions, planning & development, and SST meetings with family members when recurring academic, social, or behavioral concerns are observed."	"We are focused on working with families to improve student attendance, including expanded Independent Study options."	"We make paperwork, parent surveys, and other feedback opportunities available in multiple formats in order to engage all families using their preferred method of communication."	The voting members on our governing board are all current or former Trillium parents. We have consistently had >70% return on parent-family surveys and >90% attendance at family-teacher conferences.	We would like to increase the parent/family return of surveys and feedback to >90%.	"We make all parent surveys, open comment time at monthly steering committee meetings, and other feedback opportunities available online in ParentSquare and on Zoom, in print, or in-person in order to engage families using their preferred communication method."	5	4	4	3	4	5	5	5	5	5	4	3	Not Met	9/28/2022	2022
12630570000000	Trinidad Union Elementary	3	"As part of the stakeholder engagement process for the LCAP, the district reached out to staff, families, and community members in the following ways: + Monthly School Site Council Meetings, involving teachers, parents, and students + Monthly School Board Meetings with opportunity for comment from parents and community members + Twice Monthly Staff Meetings + Parent-Teacher Conferences in August, October, and March + Monthly Grade Level Meetings + Weekly Support Service Team Meetings + Student Study Team, IEP, and 504 Meetings - at a minimum, held annually for each student receiving services. Surveys were developed by the PBIS Team and the Site council in order to assess parent involvement and engagement in the school community and how actively involved they felt in the decision making process. The survey questions were directly related to Trinidad USD’s LCAP Goals. Stakeholders saw Trinidad School as both a physical and cultural hub in our small town. They value the fact that it is one of the largest social components of the community, and that it serves as “a catalyst for community events through fundraisers and other events held on the campus. When asked what they liked most about the school, families said they valued the sense of community on campus. Several highlighted the feeling of being part of a school family."	"Trinidad School's greatest area for growth in Building Relationships Between School Staff and Families comes as a result of the COVID-19 pandemic. New families in particular have not had the opportunity to join in campus-wide events and to volunteer in classrooms. Many of our traditional relationship building activities such as dinners, family nights, and classroom parties were canceled, and parents were discouraged from entering the campus. This highlights the need for the District to reemphasize and recommit to seeking and valuing parent/guardian participation as we come out of the pandemic. The District has already begun increasingly creating opportunities to get parents/guardians back on campus and more engaged in their children's learning. The District is looking to restore all of its traditional in-person parent activities for the 2022/2023 school year. Additionally, the District is working with families to renew the Trinidad School Education Foundation and Parent Teacher Organization. Further, the District has received a Community Schools Planning Grant which will designate and provide increased staffing to work with families and connect them with appropriate resources."	"In order to better serve all District students, Trinidad USD continues to implement actions/services related to seeking parent input and promoting parental participation. One focus area for improvement will be increasing outreach and support to low income families through the addition of a school social worker. We have learned that many of these families do not have consistent phone contact information, and the district is shifting towards a parent portal and an app-based messaging system to ensure that the families will have consistent access to school information - not text/phone dependent."	"Trinidad Union School District recognizes parents/guardians as partners and works with families to ensure student success. Parent input is valued during intake meetings, conferences, IEP meetings, and family events. The District encourages classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences. By focusing on formal and informal meeting opportunities, and professional development on promoting parent participation, we will create an environment that allows for full participation in the school community. District and school staff are doing a great job of keeping families well informed. Blackboard (automated voice calls, texts, and emails) is increasingly being used to update families and ensure timely communications."	"The pandemic has negatively impacted the District's success related to parent/guardian partnerships. This decline highlights the need for the District to continuing focusing on parent/guardian partnerships. The District has already begun increasingly creating opportunities to get parents/guardians back on campus and more engaged in their student's learning. The District is looking to restore all of its traditional in-person parent activities for the 2022/2023 school year. Additionally, the District is working with families to develop, and formalize, a Booster Club at each school site. Further, the District has received a Community Schools Planning Grant which will designate and provide increased staffing to work with families and connect them with appropriate resources."	"Trinidad School's greatest area for growth in Building Relationships Between School Staff and Families comes as a result of the COVID-19 pandemic. New families in particular have not had the opportunity to join in campus-wide events and to volunteer in classrooms. Many of our traditional relationship building activities such as dinners, family nights, and classroom parties were canceled, and parents were discouraged from entering the campus. This highlights the need for the District to reemphasize and recommit to seeking and valuing parent/guardian participation as we come out of the pandemic. The District has already begun increasingly creating opportunities to get parents/guardians back on campus and more engaged in their children's learning. The District is looking to restore all of its traditional in-person parent activities for the 2022/2023 school year. Additionally, the District is working with families to renew the Trinidad School Education Foundation and Parent Teacher Organization. Further, the District has received a Community Schools Planning Grant which will designate and provide increased staffing to work with families and connect them with appropriate resources."	"Parent input is an integral part of the Trinidad USD decision making process. Annual parent survey results drive district decision making. Parents/Guardians are encouraged to serve on the Board of Trustees, and the School Site Council, and give feedback through surveys and other less formal communications. The Site Council implements an annual parent survey and provides excellent mechanisms for connecting with families and engaging them in the decision making process."	"In order to better serve all District students, Trinidad USD continues to implement actions/services related to seeking parent input and promoting parental participation. One area for improvement is focusing on ensuring the sustainability of recent efforts to foster meaningful parent involvement in the District's decision making process. Increased formalization of input opportunities and building a history of valuing parent/guardian input will help foster improvement in this area. The pandemic forced the district to limit parent/guardian access to campus and it will be important to have comprehensive outreach in order to improve parent/guardian participation in all of our input opportunities moving forward."	"In order to better serve all District students, Trinidad USD continues to implement actions/services related to including parents/guardians in the decision making process. One focus area for improvement will be increasing outreach to low income families. The District anticipated hiring a school social worker who will provide an increased emphasis on connecting low income families with resources and support. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District is looking to restore all of its traditional in-person parent activities for the 2022/2023 school year renew the Trinidad School Education Foundation and Parent Teacher Organization."	4	4	5	5	3	4	5	5	4	4	4	4	Met	6/21/2022	2022
53765130000000	Trinity Alps Unified	3	"The District sites encourage all families to participate in their student’s schools. Parents are encouraged to join Booster clubs, Site Councils and to participate in the LCAP process.  Emails, flyers, and direct calls are sent out to local parents about school and sporting events, but unfortunately turnout is often quite low, due to parent work schedules or prior obligations. Staff spends much time encouraging involvement with District families."	"The District goal is to build more community and school based events on the sites, making the schools more of a community center. We believe this will encourage participation by student families, making them comfortable on the sites, and encouraging participation."	"The schools use a variety of communications including in-person, emails and flyers to encourage engagement with underrepresented families.  We also work with our health liaisons and campus supervisors to help encourage participation."	"Involving District families in the educational process is a major goal of all TAUSD school sites. Parents and students are always welcome to express their concerns to the principles and to the superintendent. There is a districtwide open door policy. Every issue brought up by families is taken seriously. Both schools have open house and back to school nights. Parents are encouraged to come to meet their student’s teachers and explore the school sites. Academic counseling is available at the high school level, and parents are encouraged to participate. Parent/teacher conferences take place twice a year at WES."	"Both principals have staff that look at student testing and scores.  These staff members meet with the teachers, and other student support, to help students succeed."	"Working with all available liaisons, including county office foster and homeless liaisons, the District works to help bridge resources available in the community to support these students."	"The District uses staff, student and family surveys, Site council input, monthly staff meetings and LCAP input to gather material for decision making."	"The District plans on sending out family, staff and student surveys at both sites at the beginning of the school year. This will allow the District to address concerns early in the year."	The District will utilize available liaisons to seek input from the underrepresented families.	4	4	4	4	4	4	4	4	4	3	3	4	Met	6/15/2022	2022
53717610000000	Trinity Center Elementary	3	"Our extremely small student population can sometimes be our strength.  We only have a handful of families with which to communicate.  It is easy to create a welcoming atmosphere among staff, families, and students due to our small size.  School events are consistently attended by all families.  This year, monthly Family and Parent Art Nights were piloted and yielded enthusiastic feedback."	"Our analysis of input revealed a need for better communication with families regarding upcoming events, permission slip reminders, etc.  Instead of relying only on notes home and reminders to students, we will also begin to utilize our digital options like texts and emails."	"Although all of our families are represented due to our small population, improvement can be made in recruiting representatives of each family in our School Advisory Committee."	Our extremely small student population can sometimes be our strength.  We only have a handful of families with which to communicate.  It is easy to pilot and implement new ideas to improve our work with families regarding improving student outcomes.  It is also easy to meet frequently and maintain close relationships with families and students.	Our analysis of input revealed a need for a more formalized approach to partnering with families regarding their support for their student at home.  Another identified area of improvement arose regarding families understanding and exercising their legal rights and advocate for their own students and all students.	"Although all of our families are represented due to our small population, improvement can be made in recruiting representatives of each family in our School Advisory Committee."	"Our extremely small student population can sometimes be our strength.  We only have a handful of families with which to communicate.  We also live in a rural, tiny community.  Engaging our educational partners is easy to do and input is readily available for decision-making."	"Our analysis of input revealed a need for our school story to be told to a broader audience.  Since our local area contributes input for decision-making, input from our greater community (Trinity County, other school districts, etc.) could help with our school decision-making."	"Although all of our families are represented due to our small population, improvement can be made in recruiting representatives of greater community members in our School Advisory Committee."	4	4	4	4	4	3	3	2	4	4	4	4	Met	6/29/2022	2022
53105380000000	Trinity County Office of Education	3	Currently a daily progress report is sent home with each student and parents must respond and sign so that the student returns the report back to the teacher the following day. This home to school connection has really enhanced the parent to school communication.	We plan on improving methods to garner feedback on connecting families to local partner agency resources.	The school conducts two 6 week parent development classes each semester to improve engagement and connect with underrepresented families.	Our program is unique in that it provides a trauma-informed program for all students. Because of this we have ensured that our staff are adequately trained and developed in trauma and restorative practices.	We plan to focus on adding registered behavior technicians and moral reconation therapy to address needs.	"Before each student enrolls in our program, an in-take and welcoming meeting is held with the family and school for the purpose of improving engagement and connection with underrepresented families."	Our staff meet weekly in planning and evaluating the progress of each student.	We plan on increasing opportunities for parents to provide opportunities for decision making through a parent advisory committee.	We host a quarterly parent advisory committee for the purpose of improving engagement and connection with underrepresented families.	5	4	5	5	4	3	5	4	4	4	3	3	Met	6/22/2022	2022
42691120124255	Trivium Charter	3	"Trivium is built upon a partnership model in our hybrid approach to persoanlized learning.  The model is our strength and a relationship is established between Trivium and the families through our orientation, jumpstart meetings, conferences, and weekly postings about classroom offerings and plans. Trivium utilizes a social-media type platform for parent communication that is a two-way tool."	"2. Due to COVID restrictions some of our family events and parent outreach events had not been able to be held. We are bringing back those Parent Coffees, center events, and academic events that families have often participated in in the past to further improve those relationships."	3. Our analysis revealed that some of our parent outreach events have not been accessible to guardians who are working during the day. We are providing evening options as well to increase the ability of those families to participate.	"We have just begun to implement new processes for a more streamlined approach to accessing and sharing data for student progress.  This new approach allows certain stakeholders to see the progress of students in their various assigned subjects and provides easily accessible data to dissect and discuss.  This makes the data more meaningful for staff, parents, and students."	"Our focus for improvement in this area is around internal and external communication and systems to be sure that we have easy access to accurate information from school and home for each student. Since our focus is on individualized learning for each student, there is an enormous amount of data and finding efficient ways to get the information everyone needs to support the students is a priority."	"Our analysis revealed that our family partnerships are more successful when we engage parents early and ensure they are fully aware of non-classroom-based requirements from the outset. Families who do not engage early tend to remain disengaged, so our focus will be to ensure that we always build strong relationships as early as possible."	"We seek input often and have a high rate of return on surveys.  We host two social media platforms that are used for ‘townhall’-type discussions and host various activities that increase parent participation in our processes and decision-making through both formal feedback requests and informal information seeking during student events, conferences, and open-house activities."	"2. Our focus for improvement in this area is to increase the stability of membership and participation in parent advisory groups. Although parents have many opportunities to provide feedback throughout the year, the same parents do not always remain involved year to year. We would like to cultivate some strong parent leader consistency."	". Our analysis revealed that we needed to provide more evening hours and options for parents to reach out with feedback or for support. We started providing evening options for our orientations and tech support with Q&A sessions, and will work to ensure that parent advisory groups are also available at different times of day so that all can participate."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/20/2022	2022
42691120137877	Trivium Charter School Adventure	3	"Trivium is built upon a partnership model in our hybrid approach to persoanlized learning.  The model is our strength and a relationship is established between Trivium and the families through our orientation, jumpstart meetings, conferences, and weekly postings about classroom offerings and plans. Trivium utilizes a social-media type platform for parent communication that is a two-way tool."	"Due to COVID restrictions some of our family events and parent outreach events had not been able to be held. We are bringing back those Parent Coffees, center events, and academic events that families have often participated in in the past to further improve those relationships."	Our analysis revealed that some of our parent outreach events have not been accessible to guardians who are working during the day. We are providing evening options as well to increase the ability of those families to participate.	"We have just begun to implement new processes for a more streamlined approach to accessing and sharing data for student progress.  This new approach allows certain stakeholders to see the progress of students in their various assigned subjects and provides easily accessible data to dissect and discuss.  This makes the data more meaningful for staff, parents, and students."	"Our focus for improvement in this area is around internal and external communication and systems to be sure that we have easy access to accurate information from school and home for each student. Since our focus is on individualized learning for each student, there is an enormous amount of data and finding efficient ways to get the information everyone needs to support the students is a priority."	"Our analysis revealed that our family partnerships are more successful when we engage parents early and ensure they are fully aware of non-classroom-based requirements from the outset. Families who do not engage early tend to remain disengaged, so our focus will be to ensure that we always build strong relationships as early as possible."	"We seek input often and have a high rate of return on surveys.  We host two social media platforms that are used for ‘townhall’-type discussions and host various activities that increase parent participation in our processes and decision-making through both formal feedback requests and informal information seeking during student events, conferences, and open-house activities."	"Our focus for improvement in this area is to increase the stability of membership and participation in parent advisory groups. Although parents have many opportunities to provide feedback throughout the year, the same parents do not always remain involved year to year. We would like to cultivate some strong parent leader consistency."	"Our analysis revealed that we needed to provide more evening hours and options for parents to reach out with feedback or for support. We started providing evening options for our orientations and tech support with Q&A sessions, and will work to ensure that parent advisory groups are also available at different times of day so that all can participate."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/20/2022	2022
42691120137885	Trivium Charter School Voyage	3	"Trivium is built upon a partnership model in our hybrid approach to persoanlized learning.  The model is our strength and a relationship is established between Trivium and the families through our orientation, jumpstart meetings, conferences, and weekly postings about classroom offerings and plans. Trivium utilizes a social-media type platform for parent communication that is a two-way tool."	"2. Due to COVID restrictions some of our family events and parent outreach events had not been able to be held. We are bringing back those Parent Coffees, center events, and academic events that families have often participated in in the past to further improve those relationships."	3. Our analysis revealed that some of our parent outreach events have not been accessible to guardians who are working during the day. We are providing evening options as well to increase the ability of those families to participate.	"We have just begun to implement new processes for a more streamlined approach to accessing and sharing data for student progress.  This new approach allows certain stakeholders to see the progress of students in their various assigned subjects and provides easily accessible data to dissect and discuss.  This makes the data more meaningful for staff, parents, and students."	"Our focus for improvement in this area is around internal and external communication and systems to be sure that we have easy access to accurate information from school and home for each student. Since our focus is on individualized learning for each student, there is an enormous amount of data and finding efficient ways to get the information everyone needs to support the students is a priority."	"Our analysis revealed that our family partnerships are more successful when we engage parents early and ensure they are fully aware of non-classroom-based requirements from the outset. Families who do not engage early tend to remain disengaged, so our focus will be to ensure that we always build strong relationships as early as possible."	"We seek input often and have a high rate of return on surveys.  We host two social media platforms that are used for ‘townhall’-type discussions and host various activities that increase parent participation in our processes and decision-making through both formal feedback requests and informal information seeking during student events, conferences, and open-house activities."	"Our focus for improvement in this area is to increase the stability of membership and participation in parent advisory groups. Although parents have many opportunities to provide feedback throughout the year, the same parents do not always remain involved year to year. We would like to cultivate some strong parent leader consistency."	"Our analysis revealed that we needed to provide more evening hours and options for parents to reach out with feedback or for support. We started providing evening options for our orientations and tech support with Q&A sessions, and will work to ensure that parent advisory groups are also available at different times of day so that all can participate."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/20/2022	2022
36678920000000	Trona Joint Unified	3	"Trona values and appreciates the input from all stakeholders. In the past year, we have been able to reshape the focus and align services to better support our students. We have had at least two board meetings to seek input from stakeholders on the LCAP. During these meetings, the public and stakeholders (parents, guardians, community members, and staff) have mentioned concerns about school safety, social-emotional well-being, and academic opportunities. In addition, student surveys have identified these areas as needs. The three main areas identified are counseling services, safety, and curriculum implementation. As a result, our plan has decided to focus on the implementation of the Multi-Tiered Systems of supports. The reason for this is that both in ELA and Math, 70% or more are below standard. Our strategy is to fully implement the MTSS framework which will provide targeted intervention; This framework will allow us to develop strategies and protocols to support, implement, and monitor the areas of need. As of now, 30% of our students are meeting standards both in ELA and Math. Our goal is with the MTSS and commitment to small class size, students will be provided with more support and we expect to see a 10% increase which should take the district in the green for Math and ELA on the dashboard. Metrics: TJUSD will use iReady and Star 360 (ELA and Math) in order to monitor student progress and provide intervention as needed. In addition, we will use state data (CAASP) and curriculum-embedded assessment in order to triangulate data and provide proactive support to students that will need it. In addition, because stakeholders shared concerns about social and emotional well-being, we have put in place a second step which is the social-emotional curriculum, and Care Solace, a counseling support provider in order to meet the social-emotional needs of our students. TJUSD has been able to include parent participation during the Board meetings, School Site Council, parent meetings, and surveys throughout the school year."	Our focus on improvement has been to increase the number of school-parent activities in order to engage more parents in the decision-making process. We have added parents' (monthly) nights and the school newsletter as additional parent communication.	"For underrepresented families, we have bilingual staff members available to translate when necessary and our school counselor is available to assist migrant, foster, and homeless families as well."	"Our TJUSD community has expanded students' projects and presentations to our community. Our senior center, museum, community development council, Elks foundation, and other agencies in the community have been the center of our building of new relationships. We are highly engaged in creating these partnerships and work collaboratively in sustaining community action teams to keep our community safe and clean."	"Our TJUSD family would like to work on bringing a community park to keep students court of the streets, especially after school. In addition, working with the different agencies, this relationship can help us to motivate students to perform better in school."	"For underrepresented families, we will continue to provide bilingual staff available to support our families and reach out to our foster, homeless and migrant families as well."	"Our strengths are, the cohesive and consistent relationships with our senior center, ELKS, Community clean up committee, and  Trona alumni. Their input has been crucial in developing goals and strategies to improve our student outcomes."	Our goal is to continue working towards a better relationship with our community agencies. We will continue collaborating and our students -particularly High School students - will collaborate and support this relationship.	Underrepresented families will be our priority. We have a transient population so there is a need to monitor closely who is coming in and leaving our educational system. It is important to continue communicating with our community agencies and inform our stakeholders of services being provided at our school district.	3	4	4	4	4	4	4	4	4	4	4	4	Not Met	8/31/2022	2022
54722310000000	Tulare City	3	"TCSD strives to create strong relationships between schools and families. As evidenced by parent surveys, parents report that school staff members treat them with respect (97.28%), create welcoming environments (89.13%), and value family backgrounds (92.39%). Relationships are fostered through hosting family events on campus and utilizing communication tools such as Parent Square, Social Media platforms and monthly newsletters. Families also engage in 2- way communication during Parent Conferences which have a 90.91% attendance rate."	"After campuses being closed due to COVID safety restrictions, parents are eager to get back to in person events on campus. TCSD welcomes parents to attend events, volunteer in classrooms and participate in decision making committees and/or advisory groups."	"To encourage the engagement of underrepresented families, the TCSD Child Welfare and Attendance department serves as a liaison for homeless and foster families. The department regularly checks in with families to determine needs and provides additional assistance as needed. The bilingual department provides families with translation services at sites and access to parent classes. All notices sent home to families are translated into Spanish."	"The district provides family resources to support student learning at home through events such as: family nights, meet the teacher, orientation, back to school and parent education opportunities. Teachers and parents work together to improve student outcomes through frequent communication and collaboration at parent conferences. Parents are encouraged to understand their rights and advocate for students. The district supports this through educating teachers on supporting parents of special populations, the distribution of the Universal Complaint Procedure (UPC), Individualized Education Plans (IEP), and 504 plans."	TCSD will continue to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families. We will continue to monitor and respond to feedback from our educational partners taking into considerations ways to improve as a district.	"The Special Education department will host “Cookies & Conversations” for parents of students with special needs. Workshops educate parents on the program as well as advocating for their students through the IEP process and additional support. All communication, notices, and invitations provided to families are translated into Spanish. Spanish translators are also available at the meetings. Parent conferences are held in a flexible format allowing families to connect to teachers in person, through Zoom on a district issued chromebook with built in hotspot or through a phone call. Interpretation services also are provided. Data is shared at sites during School Site Council and English Learner Advisory Committee Meetings as well as District Advisory Committees."	"The district provides a variety of opportunities to submit input for the decision making process at the site level including: Title 1 Parent Meeting, School Site Council (SSC), English Learner Advisory Committee (ELAC), Advisory group training, Parent Teacher Organizations (PTO), Site Events, Conferences, Local Evaluation of Program Effectiveness (LEPE). At the district level, parents are invited to attend District Advisory Committee meetings (DAC) and District English Learner Advisory Committee meetings (DELAC). Educational Partners are encouraged to submit feedback through monthly LCAP surveys that explain current goal related actions and services and request input. As evidenced by parent surveys, parents report that schools promote decision making (90%) and welcome their suggestions (90%)."	"TCSD will continue to encourage teachers, principals and district administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and district level. Parent Education after hours events will be held at the District level."	"The district reaches out to families of underrepresented subgroups to attend District Advisory Meetings to encourage their engagement in the decision making process. All notices, surveys, invitations, meeting agendas and related documentation provided to families are translated into Spanish. Spanish translators are also available at the meetings. Meetings are held in flexible formats as needed to accommodate parents with identified attendance barriers such as transportation and/or childcare."	4	4	4	4	3	4	4	4	4	4	5	4	Met	6/28/2022	2022
54105460000000	Tulare County Office of Education	3	"TCOE Court and Community schools along with our special education sites consists of a veteran staff that has been provided (and continue to build) much professional learning related to partnership-building with families. Families are provided with the schools' program information and resource offerings, primarily through one-to-one meetings as needed and required, and maintain constant communication via the schools' use of the Remind app. Opportunities for teachers to meet with students and families are facilitated by ensuring that the program schedule is planned to include these student and parent touch points. It is a strength within our system. This allows for consistent and timely sharing of student progress and continued collaboration to increase success possibilities. School protocols for information sharing with families and students ensures that all are provided with and understand information related to their legal rights."	"This is consistently an area in which there exists a constant challenge, specifically within our Court/Community program. Some of our students and families are enrolled in our schools for such a short time that as quickly as we involve the families in decision-making groups and processes, they return to their previous schools. All staff is very proficient at sharing with families the importance of their (families) input in providing for direction-setting of educational programs that support the needs of students. Through the many student progress, transfer, and informational meetings/opportunities, school staff gather much information from families that is collaboratively analyzed in order to adjust/revise or implement activities that will drive greater opportunities for families to engage in school. A focus area for improvement is to leverage on a greater scale the use of already engaged families in recruiting additional families for participation in school decision-making opportunities."	"Relationship-building with students and their families is of paramount importance and a consistent focus of the entire staff at TCOE's Court and Community Schools and within all of our Special Education programs and classrooms. The students that enroll, and their families/parents, at times come with negative school-related experiences. School staff, from day-one, introduce students to a genuine and welcoming environment. Communication is key. All school staff possess the knowledge and skills to engage students and their families. Staff members learn as much as possible about the students’ academic strengths and needs, the family dynamics, and the students’ interest after school. This provides much information to better provide all-around support plans, strategies, and services."	"At the beginning of the school year, 95% of Educational partners and students completed surveys addressing attendance. They desired to have Career Technology Education at all school sites at all Court and Community sites. The program was instituted and has had a positive impact on their attendance. They are thrilled to be learning skills in the building trades industry."	"Due to the transiency of our population, there is always a need to improve parent and family engagement. We continue to reach out to all new families via phone, Remind app, zoom links and in person conferences and annual IEP meetings."	"Technology, Math, and ELD consultants will provide all court/community teachers with professional development to align instructional practices to meet student academic goals for our underrepresented students.  Due to the pandemic and our large underrepresented population school staff attended and will continue to attend professional learning opportunities on Trauma Informed Practices and continue to monitor behavior.  Staff will be provided additional trainings including Unique Learning Systems and Applied Behavior Analysis."	"Through the five School Site Council meetings, Parent Advisory Counsel and numerous LCAP meetings throughout the school year, educational partners have the opportunity to have input for all decision-making. the five School Site Council meetings, Parent Advisory Counsel and numerous LCAP meetings throughout the school year, educational partners have the opportunity to have input for all decision-making."	"Parent outreach for involvement in school programs and activities will continue to remain a focus area.  As Court and Community schools, some educational partners (such as parents) present a greater challenge to engage in school program participation.  Efforts to increase the opportunities to message the importance of involvement in direction-setting and decision-making will be made at every appropriate touch point and through varied methods of communication."	"Surveys from underrepresented families indicated their desire to seek knowledge about the college application process, FAFSA, certification in building trades, job opportunities, etc. Court and community staff will continue to make available information via in-person, zoom, and Remind App. Also, underrepresented families will continue to be invited via phone, text, and Remind app to all LCAP, SSC, etc meetings."	5	5	5	5	4	5	5	5	4	4	4	5	Met	6/8/2022	2022
54722490000000	Tulare Joint Union High	3	"As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students."	"As a district, we need to continue to explore opportunities to learn about each family’s strengths, cultures, languages, and goals for their children.  We need to work with parents on improving the number of parents connected to our Parent Square  program, which provides parents with regular updates and information so they can stay connected to school."	"As a district, we need to continue to explore opportunities to learn about each family’s strengths, cultures, languages, and goals for their children.  We need to work with parents on improving the number of parents connected to our Parent Square  program, which provides parents with regular updates and information so they can stay connected to school."	"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals."	Our district needs to continue to explore policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.	"Our district will continue to communicate and inform all parents of student outcomes. In addition to 9-week grade reports, we are not sending home a 5-week progress report to all parents. Additionally, providing all parents on how to access student grades on a regular basis."	"Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. For the past 2 years, our district has also provided transportation for ELAC parents to attend Fresno State’s Feria Educativa."	"As a district, we need to continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."	"As a district, we need to continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. Including, connecting parents who participate in ELAC/DELAC meetings to our district's Budget Advisory Committee meetings."	5	5	4	4	3	4	3	5	4	4	4	2	Not Met	9/15/2022	2022
25735930000000	Tulelake Basin Joint Unified	3	"The school sends all communications home in Spanish and English. Our website and app provide current information to parents in easily accessed formats. The District uses NWEA MAP testing  to help staff better suit the educational needs of our students. This program allows educators to address student issues, better their practice and communicate with families so that they know what and how to help their students in school. The school provides multiple website licenses so that kids can work on their skills outside of school. The school conducts SSTs as necessary to make sure kids stay on track. Parent teacher conferences are held from 1pm to 7pm twice a year with translators so that families can come connect with the school. The school provides reports on students at this time as well. We welcome open communication with all parents at all times but especially when they have an issue at school. A Bilingual Liaison is available to parents during the school day to contact and work with families."	Continue to invite parents and families to campus as COVID severed some of those ties and practices.  Continue to communicate with families individually and in their language.	Continue to offer translation services for communication as well as inviting parents to school in a more inclusive manner.	"We work closely with Modoc COE to provide opportunities for growth within our schools and district.  We utilize professional development opportunities, including teacher coaching, to improve student outcomes.  We also partner with various agencies such as the Department of Public Health, Depart of Behavioral Services, TEACH, Tiny Mighty Strong and others in both Modoc and Siskiyou counties to provide services to our students. Community organizations support our students academically, socially, behaviorally and in providing workforce development."	"Continue to strengthen the partnerships that we have through consistent communication, outreach, and program review."	Many of the focus areas within each partnership addresses the needs of underrepresented families.  We will continue to build those relationships to better serve these students and their families.	"We have formal mechanisms such as School Site Council, DELAC, PPA, and Boosters to seek input for decision-making.  COVID slowed our process to gain input from a wider audience in a more informal manner."	"Our focus area is to create opportunities for a wider audience to provide input into decision-making, both formal and informal."	We will intentionally seek out input from underrepresented families through both formal and informal means. We will utilize current systems to identify areas and actions to continue to improve communication and input.	4	4	4	4	4	4	4	3	3	3	3	3	Not Met	9/28/2022	2022
55105530000000	Tuolumne County Superintendent of Schools	3	"Results from a survey distributed in March, 2022 show that 83.6% of educational partners (including parents, students and staff), feel that TCSOS administrators, teachers and classified staff build trusting and respectful relationships with families. Input from educational partners on strengths and progress in this area includes, ""We have daily contact with someone from TCSOS. Communication is great."" Also, ""I get a weekly update from my son's teacher and prompt responses to other types of communication such as email or text."""	"Based on the analysis of survey results from March, 2022, and the analysis of educational partner feedback on Goal 4 in the LCAP, a focus area for improvement during the 2022-23 school year will be increasing communication between school and families, especially as it relates to student progress. Input from some educational partners indicated a need to improve communication between the school and parents."	"In the TLC/Gold Ridge Educational Center Programs, individual meetings with families are arranged in order to tailor how information is provided to each family and to determine what additional follow-up is needed. At the beginning of the year, each family is provided an individual consultation in order to develop learning and transition plans for the students. At the start of the 2021-22 school year, all parents were invited to participate in the Parent Advisory Council, which meets monthly, and to serve on the School Site Council, which also meets monthly, and/or the Community Advisory Committee to SELPA. Parents were provided opportunities to provide feedback on the LCAP Feedback Survey distributed in March, 2022 and the California Healthy Kids Survey (Parent version) in March, 2022. In addition, parent feedback was solicited through surveys and virtual meetings. The majority of parents of students enrolled in TLC indicated that they felt they received regular communication from TCSOS. Feedback from parents indicates that they would like more opportunities to participate in parent advisory committees and in decision making. In the 2022-23 school year, the invitation to participate on the Parent Advisory Council, School Site Council, and Community Advisory Committee will be sent out to parents multiple times throughout the year. Because of the number of students who transition into TCSOS programs throughout the year, this will ensure that all parents have an opportunity to participate."	"Results from a survey distributed in March, 2022 show that 74.3% of educational partners (parents, students and staff) feel that TCSOS encourages teachers to meet with families to discuss student progress and how to improve student outcomes."	"Goal 4 in the 2021/22 LCAP will continue on the 2022/23 LCAP: ""Provide increased opportunities for parental involvement and regular communication between parents, staff, districts of residence and partner agencies, including probation, behavioral health, foster/homeless liaisons, social services, and the community college in order to support educational outcomes for all students."""	"Input on the TCSOS LCAP Feedback Survey distributed in March, 2022 was provided by only a small % of parents/guardians of TCSOS students. Additional opportunities will be sought to have this feedback provided by more families. Also, results on this input appear to demonstrate a wide range of opinions from educational partners. TCSOS will work to have consistent communication processes across programs."	"Results from a survey distributed in March, 2022 show that 65.6% of educational partners (parents, students and staff) feel that TCSOS provides opportunities for families to provide input in policies and programs, and participate in advisory groups."	"In March, 2022 a survey was sent to parents of all TCSOS students, with a return rate of 10%, a significant decrease from previous years. The majority of parents responded that they receive regular communication from TCSOS, but results also indicate that some parents feel they are not able to be involved in decision making. Parents attend the monthly Parent Advisory Council and Site Council meetings, but more consistent attendance is a goal. There continues to be an LCAP Goal on improving parent communication and participation. The CHKS was administered in March, 2022, but not enough parents completed the survey to receive results."	"Feedback from parents indicates that they would like more opportunities to participate in parent advisory committees and in decision making. In the 2022-23 school year, the invitation to participate on the Parent Advisory Council, School Site Council, and Community Advisory Committee will be sent out to parents multiple times throughout the year. Because of the number of students who transition into TCSOS programs throughout the year, this will ensure that all parents have an opportunity to participate."	3	4	3	3	3	3	4	3	4	3	3	3	Met	6/23/2022	2022
50757390000000	Turlock Unified	3	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.    The District's strengths include the following:  LCAP Process, hiring of counselors in the 2021-2022 school year, community liaisons, support staff (nurses), the role of the District's Chief Communication Coordinator, school-to-home communication newsletters in English and Spanish, and parent resources. The district has a LCAP Steering Committee and a LCAP Cohort Committee.  The process includes stakeholder engagement and involvement in the development of the district's plan.  The district received a total of 1,859 survey responses in 2021-22.  The district hired counselors for all of our elementary schools.  Counselors work to maximize student success and promote access and equity for all students. Counselors collaborate with families, teachers, administrators, and our community, thus adding to creating welcoming environments for families.  Community liaisons and support staff continue to play vital roles in supporting students and families. Another strength is the role our District Chief Communication Coordinator has played in communicating information to families, staff, and our community.  Schools continue to send school-to-home communication letters on various topics in English and Spanish.  Also, schools purchased resources for parents.  The resources empower families to help their children develop educational and social-emotional skills, as well as discipline and responsibility, and support children in achieving school success."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.   An identified area of focus is students at the secondary level feeling connected to school and having caring adult relationships."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.    The District continues to improve engagement of underrepresented families with the added position of Coordinator of Equity Initiatives and through the work of the district's Equity Task Force."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.    The District's strengths include the following:   Elementary - School Connectedness (73%) and Caring Adult Relationships (70%) [CHKS 2020--2021]. Elementary - Parents feel welcome to participate at this school (85%) and School staff treat parents with respect (94%) [California Parent Survey, 2020-2021]. Middle School - School staff treat parents with respect (76%) [California Parent Survey, 2020-2021]. High School - School staff treat parents with respect (85%) [California Parent Survey, 2020-2021]."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.    An area identified is to work, develop, and support building partnerships for student outcomes at the secondary level (School Connectedness and Caring Adults (average 56.25% - CHKS).  Teachers, administration, counselors, and support staff continue to play vital roles in building relationships with students, families, and our community."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.   The District continues to improve engagement of underrepresented families with the added position of Coordinator of Equity Initiatives and through the work of the district's Equity Task Force."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  A strength of Turlock USD and schools engaging a wide variety of stakeholders in decision-making processes such as through the LCAP process, ELAC, and SSC."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.   The District continues to engage stakeholders in a variety of ways regarding input in the district’s LCAP process and through school plans."	"Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year.  Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.    The District continues to improve engagement of underrepresented families with the added position of Coordinator of Equity Initiatives and through the work of the district's Equity Task Force."	5	5	4	3	3	4	4	4	5	4	4	3	Met	6/7/2022	2022
30736430000000	Tustin Unified	3	"Tustin Unified is proud of our efforts in building relationships for student outcomes. Our district departments work closely with our schools to offer professional learning and support sites in improving each school's capacity to serve families. In addition to site support, Tustin Unified shares resources through our district website, providing families with information and resources to support student learning and development in the home, and all required postings are also posted so parents understand their legal rights and advocate for their own students and all students. School sites and teachers provide opportunities for parents and families to meet and discuss student progress and ways to work together to support improved student outcomes during Fall and Spring conferences, SST Meetings, ongoing communication, and support as needed."	"The focus area for TUSD will be: “Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.” In supporting district staff’s capacity to partner and support all families, and increase the engagement of underrepresented families."	"The TUSD Annual Parent survey, Title 1 Family survey, and ELAC Need Assessments surveys included key questions that help us measure how well we are doing as a district. The surveys provide parents/guardians an opportunity to provide input into school and district decision-making, allowing for open response comments to address the strengths and areas of need. Findings from these surveys impact the development of the LCAP.   LEA strengths (+) and areas of focus (-) are highlighted from the various surveys below:  ENGLISH LEARNERS NEEDS ASSESSMENT SURVEY  (% of participants selecting favorable responses)  + I feel welcome in my child’s school office. - 93% + The school regularly communicates with me in a language I can understand. 92.4% - The school offers high-quality parenting workshops during times when I can attend. 59.7%  TITLE I SCHOOLS SURVEY  (% of participants selecting favorable responses)  + I feel comfortable communicating with my child's teacher(s) about their education. 96.52% + I am encouraged to engage in my child's education. 94.28% - My child participates in extra learning opportunities or programs offered by the school. 75.6%  LCAP 2021-24 Survey  LCAP SURVEY (% of participants selecting favorable responses)  + My child’s school has a welcoming environment for all families in the community.  + I feel comfortable communicating with my child’s school and teacher(s).  - How well do you feel like this school or district is currently doing in the following area: Hiring, developing, and retaining the best staff?  To analyze the free-response opportunities, we used a “Word Tag Map” as a visual representation of text data. Tags are usually single words, and the importance or number of times the word is used is shown with font size or color.  The larger the font size the more times it was written by respondents.   Some of the most frequent words written by respondents on the LCAP survey to the following survey question, ""What is the single most positive aspect of this school or district?"" are: + Students: staff, diversity, everyone, extracurriculars, kind + Staff: commitment, diversity, culture, staff, technology + Families: staff, diversity, students, teachers, families  Some of the most frequent words written by respondents on the LCAP survey to the following survey question, ""Are there any aspects this school or district could improve?"" are: - Students:  inclusion, physical facilities, counselors, diversity, mental health  - Staff: Title 1, schools, distance learning, diversity, inclusion, needs - Families: facilities, diversity, support, instruction, arts, full time  After an analysis of the outlined relationship-building goals and LEA survey data, the identified focus area of improvement will be priority 2, LEA’s progress in creating welcoming environments for all families in the community."	"Tustin Unified prioritizes parent and family engagement, focusing on our work with families to build strong and effective partnerships that can help all children realize their potential and achieve growth. These partnerships are critical to student success and Tustin Unified is committed to the ongoing development of engagement strategies that strengthen partnerships.   Some of the LEA strengths (+) and areas of focus (-) in Building Partnerships highlighted in the various surveys are:  ENGLISH LEARNERS NEEDS ASSESSMENT SURVEY  (% of participants selecting favorable responses)  + I feel welcome in my child’s school office. - 93% + The school regularly communicates with me in a language I can understand. 92.4% - The school offers high-quality parenting workshops during times when I can attend. 59.7%  TITLE I SCHOOLS SURVEY  (% of participants selecting favorable responses)  + I feel comfortable communicating with my child's teacher(s) about their education. 96.52% + I am encouraged to engage in my child's education. 94.28% - My child participates in extra learning opportunities or programs offered by the school. 75.6%"	"After an analysis of the outlined relationship-building goals and LEA survey data, the identified focus area of improvement will be priority 3, Rate the LEA’s progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The focus will work to improve access and engagement in parent educational opportunities and feel connected to the school community."	"Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes through the following actions:  - Professional Development for Administrators and Staff - Dedicated staff to support parent engagement and student support (community liaisons and the addition of Title 1 Community School Specialist)  - MTSS Development - MTSS TOSAs - MTSS Teachers - Intervention Teachers - Supplemental funding to school sites to support parent/family engagement opportunities  The above actions will focus on strengthening site-based MTSS systems, which respond to student needs in academics, behavioral/social-emotional needs, and engagement. With increased practice, school-based systems for communicating policies or programs for school and home partnerships to support improved student outcomes will reach full Implementation and sustainability."	"Based on the analysis of educational partner input and local data, the LEA has made growth in the area of Seeking Input for Decision making as evidenced by the following:   ENGLISH LEARNERS NEEDS ASSESSMENT SURVEY  (% of participants selecting favorable responses)  + The school regularly communicates with me in a language I can understand. 92.4%  TITLE I SCHOOLS SURVEY  (% of participants selecting favorable responses)  + I feel comfortable communicating with my child's teacher(s) about their education. 96.52% + I am encouraged to engage in my child's education. 94.28%  SURVEY PARTICIPATION +LCAP Survey increased from 1,498 participants in 20-21 to 5,186 participants in 21-22 + EL Parent Needs Assessment Survey increased from 98 participants in 20-21 to 520 participants in 21-22  The identified strengths are systems of communication to ensure regular communication in a language that parents understand and creating inclusive environments where parents feel encouraged to engage."	"Although the LEA experienced decreased response rates and engagement at district and site-based advisory groups over the past few years, TUSD is making a great effort to re-engage stakeholders.  The identified focus area of improvement will be priority 1, Rate the LEA’s progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. The LEA will work together with staff and effectively train school teams on effective practices designed to improve and increase parent engagement."	"Districts are required to form an English Learner Parent Advisory Committee and a Parent Advisory Committee to seek input from stakeholders. In addition to the required committees, TUSD seeks input from other district-established committees to ensure input from ALL stakeholders. The input gathered from the various committees/advisories influence the development of LCAP goals and planned actions around student learning, alignment of actions, planned services, and allocation of budgets to support overall and individual student needs.   Additional engagement opportunities for seeking input:   -Annual Parent Surveys -LCAP Survey -Title 1 Parent Survey -Annual Needs Assessment Survey -Board of Education/Board Meeting  -GATE CAC -Special Education CAC -Community/Student Advisory -Superintendents Advisory Council  -School Site School Site Council Meetings -School Site ELAC Meetings -District ELAC Meetings  The LEA will work together with schools to gather feedback from underrepresented families on effective approaches to engagement and refine how and when opportunities are offered, maximizing participation as much as possible."	4	3	3	4	4	3	3	4	4	4	4	4	Met	4/25/2022	2022
55724210000000	Twain Harte	3	While the pandemic has disrupted some our efforts in this area a priority moving forward will be to increase parent engagement as this was identified as a priority on the parent LCAP survey. We have already begun this work by increasing our community activities this year once public health requirements relaxed to the point where they where visitors were allowed on campus. Throughout the pandemic we continued to hold parent engagement activities virtually and were able to quickly transition to in person events once conditions allowed.	We have already begun this work by increasing our community activities this year once public health requirements relaxed to the point where they where visitors were allowed on campus. Planning has already begun on increasing parent engagement opportunities for next year through holding more frequent on campus events involving both entertaining and educational activities. Survey results indicated that parents would like the opportunity to volunteer on campus once again. This will be a priority for the district in the 2022-23 school year.	"The percentage of our families that are identified as low socio-economic has decreased since the pandemic. We feel this number is inaccurate and are developing strategies to better improve identification and outreach to those families. Sending school communication from the school more frequently and using a variety of communication platforms will increase access for all our families. Furthermore, increasing family events that highlight educational activities for families will improve student outcomes for these families."	Parent rights and responsibilities are communicated via the student/parent handbook distributed each fall. We currently hold parent teacher conferences twice a year to allow parents time with their theri child's teacher to discuss progress and address concerns. This year parent conferences were held in person for the first time since October 2019. Conferences are typically well attended. The school also holds an annual back to school night in the fall along with an open house in the spring to encourage parent to be more involved in their child's education and to increase and improve home to school communication.	Educational partners identified in survey results a desire for the return of classroom volunteer opportunities. State and local public health restrictions limited the district's ability in this area for the last 2 years and the district is committed to reinstating this valuable program in the coming school year.	Outreach to low income families inviting them to volunteer on campus will occur more frequently and use a variety of communication platforms to ensure all families are receiving the information.	"The district distributes a number of survey throughout the year to gather feedback and input and a number of programs. The California School Parent Survey is sent to parents in March each year to gather input on school climate and engagement. Then, later in the spring a survey is developed to gather input on goals and actions of our LCAP. Over the last 2 years a survey was also sent out to gather input on COVID policies and procedures."	Increasing opportunities for parent participation in advisory groups and increasing membership in our parent/teacher organization has been identified as a priority for the coming school year.	Outreach to low income families inviting them to volunteer on campus will occur more frequently and use a variety of communication platforms to ensure all families are receiving the information.	4	4	4	4	4	3	3	5	5	4	4	4	Met	6/29/2022	2022
49709616052302	Twin Hills Charter Middle	3	"THCMS has an open campus that allows parents to sign up to volunteer for various activities. There is a Parent Advisory Committee that has representation from all grade levels and meets quarterly to share events, data, etc. and discuss next best options for the school. The principal also holds monthly ""Second Cup of Coffee"" events that allow an open conversations for parents to share their thoughts, questions, and concerns regarding their child's education and the school culture."	"Based on the 2022 Youth Truth survey, the Parent Advisory Committee has placed a focus on getting parents re-engaged and involved on campus. This parent school relationship suffered during the pandemic due to limited access to staff and campus."	THCMS has established an onsite English Language Development assistant. This assistant is the liaison for underrepresented families.  The liaison and administration are responsible for regular communication and connecting staff and families while building inclusive school culture.  THCMS continues to provide regular communication via mailed progress reports and report cards. The teachers' gradebooks are available online and all teacher communicate within 48 hours of being contacted by parents. Parents are offered in-person and virtual opportunities to communicate regularly with their children's teachers.	THCMS has regular meetings to discuss student achievement and family connections. Our school counselor communicates regularly with families regarding concerns for students.	THCMS continues to have regular meetings to discuss student achievement and family connections. Our school counselor communicates regularly with families regarding concerns for students. This information is shared with various parent groups to develop a team approach to school improvement.	THCMS holds open invitation meetings monthly for all families. These meetings are shared through a monthly newsletter that is able to be translated into many languages. Our ELD assistant communicates regularly with our qualified families and our redesignated families regarding all events and parent opportunities.	"Based on the the 2022 Youth Truth Survey, THCMS continues to hold various meetings with staff and community members to make collaborative decisions in the best interests of all our students."	THCMS is currently working to grow the communication and relationships with our ELD families. This has improved based on our onsite representation of an ELD assistant.	THCMS is currently working to grow the communication and relationships with our ELD families. This has improved based on our onsite representation of an ELD assistant.	4	4	4	4	4	5	5	5	5	5	5	5	Not Met	10/3/2022	2022
49709610000000	Twin Hills Union Elementary	3	Apple Blossom has a strong turnout with parent informational nights. We are now welcoming parents back as classroom volunteers and to engage in school-wide community building events. To improve that all student's voices are heard and valued interpretation services and separate meetings in Spanish will occ ur.	"This year, we will increase Parent Forum meetings and ELAC meetings to provide more dialogue between and gather more input from families."	Discussions with parents at Education Foundation Meetings (principal) and information from the surveys show that overall parents are very satisfied with the academic and enrichment programs available at Apple Blossom School. model. Parents in the survey and the parent council identified the following areas to consider for learning recovery and/or enrichment and improvement of programs: Increase reading and math support; continue staffing enrichment programs and find new staffing for counseling and the maker space.  ELAC parents were very positive about the academic opportunities for their children.   Current programs and intervention services are addressing loss of learning due to COVID.	"Families receive written communication from the principal and classroom teachers on a weekly basis. This includes information about programs and opportunities that support student learning.  We conduct parent teacher conferences once a year, report cards at the end of each trimester, and teachers conference with families whenever there is cause for academic or social/emotional concern.  Parents whose students receive intervention, special education or counseling support receive information through written communication or in-person meetings about their child's progress."	This will be our first year back when parents and families are welcomed back to participate at school. We look forward to their support as classroom volunteers and to assist with special school-wide events.	We will increase our number of ELAC meetings as well as opportunities for ELAC families to participate and support your special school-wide events that we will now resume as we open our doors to families after COVID.	"This was our first year in administering Youth Truth Survey. Families provide input on topics including school culture, teachers' care, relationships between school and home, quality of education and expectations for students. We will use data to set goals and improve. Parent Forums, ELAC meetings, parent teacher conferences, etc.will serve to garner additional forms of feedback and data."	"Our goal this coming year is to increase parent/family participation on the Youth Truth Survey. We will continue using other forums, mentioned above, to gather input from our educational partners."	"This coming year, we will reconvene and increase number of ELAC meetings. We will make more concerted efforts to reach to families to encourage attendance at these meetings, to provide information, and see if there are ways we can support students and families."	5	5	4	4	4	4	4	3	4	4	4	3	Met	6/24/2022	2022
29102980126227	Twin Ridges Home Study Charter	3	"Twin Ridges Home Study Charter School prides itself in working with students and families to provide excellence in academic, social and emotional growth for over 40 years.  In doing so, communication is key.  TRHS provides many opportunities for communication including newsletters, emails, surveys, phone calls and respectful, informative communication between teachers, students and families.  The Spring 2022 Parent Survey demonstrates the success TRHS has had in building those relationships between staff and families.  97.96% of parents strongly agree or agree they feel welcome at school.  95.92% of parents strongly agree or agree that TRHS keeps parents informed on issues, upcoming events and encourages them to become involved.  This data helps demonstrate the importance of relationship building at TRHS."	"Although TRHS takes great pride in the ability to build relationships between school staff and families, TRHS wants to focus on parent participation in school activities as well as parent attendance at the TRHS Board meetings.  Since data shows that parents feel welcome at the school, it is important to look at parent attendance at school activities.   According to the parent survey referenced above, only 87.75% parents strongly agree or agree that they know how well their child is progressing in school.  According to the Spring 2022 Staff Survey, only 87.5% of staff feel that parents are informed of academic expectations of their children.  This communication piece regarding academic progress and academic expectations is another focus goal that is important when looking at staff and family relationships."	"TRHS focuses on parent participation and communication because they are extremely meaningful in the engagement process.  According to staff, the need for community building opportunities and parent classes to teach and support struggling students is a need here at TRHS."	"TRHS focuses on a team atmosphere for each student.  Parents, staff and students belong to this important team.  Communication is a strength in focusing on student outcomes.  According to the Spring 2022 Surveys, 93.88% of parents are very satisfied or satisfied with the level of support and guidance their student receives from their Supervising Teacher.  89.80% of parents and 87.5% of staff strongly agree or agree that parents are informed of academic expectations.  This data is an example of the strong connection TRHS has with their families."	"Although the above data represents a strong communication connection with families, TRHS is focused on partnering with parents on Social Emotional Learning aspects of student learning progress and outcomes.  According to the Spring 2022 Survey, only 42.86% of parents feel that TRHS has focused a great deal or a lot on Social Emotional Learning this year and only 63.27% of parents have been given Social Emotional Learning resources this school year.  This data demonstrates the need to continue our communication regarding Social Emotional Learning activities, resources and student learning."	"Once again, communication is key!  Staff members consult as needed with one another to review effective strategies for student and parent engagement, for teachers to develop their professional skills in effective communication, and to reflect on positive student outcomes.  Teachers work to build trusting relationships with each and every family.  These trusting relationships are a result of a teacher’s communication skills and their professional learning regarding ways to engage all families."	"TRHS Board of Directors and staff meet monthly to discuss, plan and implement policies and programs that address the needs of students, support the compliance and regulatory operations of the charter school, and provide educational partners the opportunity to engage in their school community to promote positive student outcomes and school culture.  TRHS also provides parent roundtables where parents can come and discuss their thoughts and opinions regarding decisions that need to be made.  TRHS also gives parents and staff the opportunity to take part in surveys which really help in the decision-making process."	TRHS is focused on providing opportunities for families to give input for decision-making.  TRHS is looking at hosting additional parent roundtables as well as surveys throughout the year when decisions need to be made.  Parent input at Board of Director meetings needs to be increased.  TRHS is also looking at hosting more workshops for parents throughout the school year to engage parents in effective strategies for working with their students in core academic areas.  These workshops provide an opportunity for parents to give input as well.  TRHS is focused on providing opportunities to give input as well as helping to increase the parent participation in these opportunities.	"• Communication is key when looking at seeking input.  TRHS will be communicating a great deal with all parents regarding opportunities to give their input for decision-making purposes.  TRHS is able to use different pathways to receive participation.  One is to provide surveys.  Another is to email to the school families as a whole.  Teachers also communicate a great deal with families through phone calls, texts and emails.  A thorough “participation blast” includes an email to all families, a phone call to all families from the school and an email from the Supervising Teacher.  TRHS is always looking for ways to increase participation and looking through that lens when requesting input for decision-making purposes."	4	4	5	4	4	4	4	4	3	2	3	3	Met	6/16/2022	2022
51714640107318	Twin Rivers Charter	3	TRCS has continued to administer a spring LCAP survey to seek input and families from our families. Our data last year continued to show our community's appreciation for the work we accomplished over the last two years. We worked diligently to ensure ongoing communication via Parent Square and a weekly newsletter. We also brought back school events as soon as it was feasible.	Feedback from the survey stated that our community wanted to bring back more extra curricular activities (after school) and intramural sports (during lunch).	"TRCS hired a new, bilingual EL teacher (summer 2022). Her role this year is to develop relationships with families. During our first ELAC meeting of the year we had the largest participation we've had in years. It was important to TRCS to deepen these relationships and ensure that our underrepresented families feel connected.  We also decreased our Tiger Care to no cost for our unduplicated students. This has been very well received by our Community."	"LCAP Survey / Spring 2022: 90.7% of families agree/strongly agreed that TRCS provides timely communication updates about goals and outcomes to my family. Building Partnerships for Student Outcomes Include: Conference Week; Back to School Night, ELAC, PTO and Site Council groups; Free Tiger care for unduplicated students; presentations for students success (S2C), ELOP Clubs; Parent Square translation available"	"Continued outreach to all families. We have made great strides, but need to continue to reach out to all families to ensure they participate to support their child's outcomes."	Personal invitations to all families for meetings and events to ensure families are invited and feel welcome.	Based on our LCAP Survey: 82.% of families agree/strongly agree that TRCS does a good job including us in school decisions. This was the highest percentage of agreement in the 4 years we have administered the school-wide LCAP survey.	Need to continue to reach out to families who may not be as engaged at TRCS. Create a plan to ensure this is happening school-wide	survey results	5	5	4	5	4	4	5	4	4	4	4	4	Met	6/8/2022	2022
34765050000000	Twin Rivers Unified	3	"Greater access to technology has continued to grow the partnership with parents and families. More families have accessed virtual meetings, provided input to our programs, and attended informational session. Our Family and Community Engagement department was able to provide more topics and events for families. Having the ability to return to in-person meetings has provided even greater flexibility. Our commentary from our community has shifted in a positive direction and the partnership between families and the school district have strengthened."	"Based on our educational partner input, Twin Rivers is focusing on providing opportunities for families to learn about and access our resources and support for student achievement and to provide training for families to align with our district Social Emotional and Mental health focuses. These areas received the top ratings in our surveys and were discussed in many engagement meetings with families."	"Although our input from families and our community increased in 2021-2022, there are many families that have not been engaged and have limited contact with district staff. As a result, we have allocated funding to hire 10 Family and Community Liaisons tasked with the goal of makin connections with underserved or underrepresented families. This is part of our district equity plan that was established in 2021-22."	Our Family and Community Engagement (FACE) department hosted a number of events and formed new groups of parents and community members with students in these subgroups. The 2022-23school year has an expansion of events tailored for families of underrepresented groups. We will be developing a Community Schools plan in order to create more partnerships for student outcomes.	"The Community Schools planning will be a large area of focus. We have many partnerships, but they will become more effective with alignment, organization and systemization that will provide us with ongoing data to conduct needs assessment and fund additional programs based on these needs."	"We will continue the practices that have generated our current levels of increase: utilizing both digital and in-person options for school-family communication and engagement. We are utilizing staff dedicated to connecting families to the district services. To deploy resources, such as Family Liaisons, we review the greatest student needs and prioritize those families first."	"Participation in educational partner feedback included the following:  8391 individuals participated 7736 individual thoughts shared 115152 thoughts rated by participants  Of these participants: 48% Parents/Guardians 22% Staff 28% Students 1% Community Members ~1% Outside of District   This year, we were able to increase the educational partner input greatly. The access to technology and the strategy of developing sessions across the year in multiple formats produced great results. We will continue to use this process as we explore more avenues of connecting with underrepresented families."	Seeking input from our underrepresented and hard to reach families will be a focus area.	"We will utilize virtual and in-person sessions, provide input in venues across the district to eliminate transportation obstacles, utilize new personnel to connect with families through outreach, home visits, and outside of typical hours."	4	4	4	4	4	4	4	3	4	3	4	3	Not Met	9/20/2022	2022
49709790000000	Two Rock Union	3	Two Rock Elementary has a strong connection with the military connected families and the families from the surrounding dairies. The site is  designated a Purple Star school for supports it offers families on the military connected students. Two Rock has a Spanish speaking community liaison with strong ties to the Spanish speaking families.	The site needs to cultivate greater participation with parent advisory committee for input on major decisions affecting the school and students.	"Two Rock continues to make improvements with the Spanish speaking community through ELAC meetings and outreach in Spanish, especially during the COVID-19 pandemic."	"The site holds parent conferences twice a year to review student progress and hold student led STEAM nights for students to showcase and demonstrate their knowledge in that discipline. In parent conferences, data from local assessments are shared with parents."	The site is seeking ways to increase parent participation in local control meeting in ways such as combining back to school night with   information to promote greater parent participation. The site conducts surveys to parents for the needs at school and to become a part of the decision making progress.	The LEA will continue its efforts for greater ELAC participation by ensuring all parents have access to information in the language spoken at home and will continue to seek and improve ways for inform parents of meeting using with digital communication methods.	"Two Rock has a variety of opportunities for our educational partners such as parent organizations Two Rock School Education Foundation, a parent fundraising organization, ELAC, coffee with the principal, back to school events. These events draw a number of parents who work with teachers and provide input."	Continue to increase the number of parent participants for school and local educational decisions.	Continue to make efforts to increase parent participation in local governance for the school by creating access points in the parents language spoken at home.	4	4	3	3	4	3	4	4	4	4	4	4	Not Met	9/8/2022	2022
23656150000000	Ukiah Unified	3	"This year it has been hard to build relationships between School Staff and Families because of COVID-19 safety protocols. Many parents expressed frustration over not being able to be on campuses and volunteer in classrooms. Once allowed, all school sites had open houses, music performances, festivals, parent teacher conferences, and other engagement activities. Schools received positive feedback once campuses were more open and engagement activities occurred.   Ukiah USD has improved building relationships and communication with parents even though the scores have decreased from prior years. The majority of parents felt communication was good or excellent. This is shown through the Ukiah USD Parent Survey questions regarding quality of communication (71% favorable) and knowing who to contact at school if they have a question or concern (78% favorable)."	"A focus area for improvement for Ukiah USD is getting input from parents about concerns, interests and goals related to their child’s learning and environment (50% favorable). Ukiah USD continues to use the Aeries Communication called Parent Square. This platform allows us to improve our two-way communication between sites, teachers and parents. Best practices training will occur for staff throughout the school year, including classroom teachers."	"UUSD will continue to improve engagement of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI counselors, and other support staff. The support includes ongoing professional development for those staff, data analysis, to better engage families."	"An area of strength, from the survey, is the improvement in communication to parents and that parents feel they are meaningfully engaged in their child’s education (80% favorable).  This year it has been harder to build partnerships for Student Outcomes because of COVID-19 safety protocols requiring students to miss school on a much more frequent basis due to isolation and quarantine. Based on survey data some parents felt that staff did not ask for input about concerns, interests and goals related to their child’s learning and environment. Strengths and progress would include increased communication through Aeries parent portal and more frequent school communication."	"A focus area for improvement is the time school activities, meetings, and conferences are scheduled. This was evident in the Ukiah USD Parent Survey where 27% of parents felt that inconvenient scheduling limits their participation in school activities, meetings, and conferences. This year we were able to have virtual meetings with parents that for many were more convenient and easier to attend. We will continue virtual meetings when appropriate and explore other ways to make participation more accessible for parents.  One change that is being made is to implement earlier parent teacher conferences so that parents meet with teachers earlier in the year and develop stronger connections with parents regarding student outcomes. Other focuses will be on increasing the number of awards and in person ceremonies, and other school activities that will connect parents to the school."	"UUSD will continue to improve engagement of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI counselors, and other support staff. The support includes ongoing professional development for those staff, data analysis, to better engage families. In addition, these staff will support outreach to underrepresented families, especially families who do not have as much access to technology or who are having attendance issues."	"Ukiah USD has supported principals through training on facilitation of advisory groups, data analysis processes to aid with committee decision making, School Site Council training, and modeling of decision-making processes during Leadership meetings. Ukiah USD has also provided trainings to parents on how to be involved through School Site Council trainings, Migrant Education Parent Advisory Committee trainings, and engagement activities at the school sites this Spring. In addition, through the Strategic Planning process, a variety of parent groups including the Parent Advisory Committee, District Advisory Committee, District English Learner Advisory Committee, Native American Parent Committee (Title VI), Equity Task Force and School Site Councils are consulted and provide input. Although the number of parents involved in meetings had declined during the pandemic, with less restrictive COVID-19 protocols next year, the number of parents providing input should increase."	"A focus area for improvement is engaging more families in the planning, designing, and evaluating family engagement activities. School Site Councils, which include parents, teachers, and staff, will be evaluating their family engagement activities through the new School Plan for Student Achievement yearly, along with their Parent Involvement Policy and Compacts. The District will be evaluating parent engagement through the Strategic Planning process, and through the Parent Advisory Committee. The focus will be on reviewing current meeting and outreach efforts, and creating additional opportunities for parents to provide input."	"UUSD will continue to improve education partner input of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI counselors, and other support staff. This will include translation support, childcare and varied outreach to families."	3	4	3	4	2	3	4	3	4	4	4	4	Met	6/15/2022	2022
43697080000000	Union Elementary	3	"In 2020-2021, throughout the pandemic, engagement with our communities and a focus on social emotional learning and equity remained top priorities. Through school site weekly newsletters, ongoing teacher communication and feedback with parents and community meetings offered via Zoom, parents were able to stay apprised of community events, their child’s progress and feedback was able to be received. In addition, social emotional wellness remained a focus for both students and staff in various professional development sessions. Parent feedback  determined that remote access via a video conferencing platform provided increased access and flexibility for families and thus improved the home-school connection. Remote accessibility is a  strategy we will continue to utilize even as in-person instruction has resumed."	"As students returned to campus for the 2021-22 school year, the district knew that Social Emotional Learning (SEL) would be a huge necessity for our students. In the spring and summer of 2021 sites worked with the Learning and Innovation department to determine a research based SEL curriculum that would work best for their site and developed site SEL leadership teams to support the implementation of the curriculum for the school year.  We continued to focus on developing opportunities for home-school connection and parent engagement and were proud to offer 10 different parent education evenings and a six session Parent Project Junior class through the Santa Clara County Office of Education (SCCOE)."	"For the 22-23 school year, we will continue to bolster our SEL implementation and plan to continue parent engagement courses that have been successful in the last couple of school years (including how parents can address challenging behaviors at home and how to support their students academically.)  Further we will hold a Spanish Back To School Night early on in the school year to foster a relationship with our Spanish speaking families to ensure that they feel welcome in our district and are aware of school and district events, curriculum and procedures."	"Though we have continued work to do in these areas, we are proud to move from a 2 to a 3 in the area of providing professional development and support for teachers in connecting with families and from a 3 to a 4 in the area of providing families with information and resources to help support their students.  One example of additional teacher support was creating a toolkit for teachers on how to best communicate with families during parent-teacher conferences post pandemic. Furthermore, as COVID restrictions loosened, we were once again able to offer more in person family and community events, such as our district wide STEAM Fair and Open House evenings."	"While in the 2021-22 school year we offered a variety of parent nights around social emotional learning, which is huge component in meeting the needs of all students, we prioritize our offerings at the elementary level.  For this school year, we continuing the offerings at the elementary level, while bolstering our offerings at the middle school level.  Through local perception surveys, we also recognized a need to increase student voice and choice to engage them in their learning, as well as an increase in positive recognitions."	"For families, all sites sent regular newsletters and our district moved to a new platform for parent communication called Parent Square.  Through our use of Parent Square since March, we’ve already seen fantastic results and have heard from parents that they really like the translation feature.  We’ve also seen success in connections with under-represented families more easily through Parent Square and for 2022-23 are providing further outreach by using a language connection platform which will allow for immediate translation when needed."	"Union School District has always offered a variety of ways for families to provide input into policies and programs and has expanded the work over the last three years to include more underrepresented families by continuing to invite all parents of English Learners to attend our District English Language Advisory Committee (DELAC). Inviting all parents to attend and learn about our English Learner (EL) policies and programs gives voice to our parents as we collect feedback for our EL Needs Assessment and for our Local Control Accountability Plan (LCAP.) During the pandemic, shifting to a video conferencing platform further increased the number of participants, so we continued using this method for our 2021-22 meetings as well.  Parents have a variety of ways in which to provide feedback including: Parent perception survey, Faculty Senate, Parent Leadership Committee, and LCAP Educational Partner Meetings."	"In the 2020-2021 school year, we hired a community liaison to support our Title 1 designated schools as well as to support student engagement at all schools for families who had trouble accessing distance learning. Knowing that the liaison’s role was so impactful and provided a strong connection to our underrepresented community populations, as well as a voice for our Spanish speaking families, we continued funding this position during the 2021-22 school year and will continue to do so for the next school year. In addition, we are currently analyzing when we distribute our annual feedback surveys to ensure maximum participation."	"For the first time we will be offering a Parent Night for Spanish Speakers. Further, we will continue with our DELAC Needs Assessment, LCAP Educational Partner meetings, and outreach via community liaison.  This year we have also added a new position which focuses on outreach to underrepresented families and wellness for our staff, community and students."	3	3	3	3	3	4	2	3	3	3	4	3	Not Met	8/15/2022	2022
29664070000000	Union Hill Elementary	3	"Based on parent surveys from our School Site Council 96% of our parents have positive relationships with our teachers. Furthermore, 81% of parents state that Union Hill communicates effectively and 80% of parents responded positively about classroom instruction and support."	"As stated in Union Hill's Local Control Accountability Plan, Union Hill will focus on improving communication through the use of our new systems in our Student Information System, our new communication system (Bright arrow) and our new web portal. Secondly, Union Hill will develop a parent university portal where our community members can build their capacity with understanding Multi-Tiered Systems of Support and other modes of learning to support their students. We have developed a robust Extended Learning Opportunity Plan which will support and strengthen our relationships with staff and families. We are in the process of developing Virtual Professional Learning Portals for both families and staff to support communication, education, and relationships with our stakeholders."	"During the 2021-2022 school year, Union Hill had a difficult time engaging our families and community partners for most of the school year due to COVID restrictions. However, in the Spring many of our school-wide activities, including graduation and Open House, demonstrated the incredible parent and community support at Union Hill School District. We were able to achieve reciprocal communication for the purpose of decision-making on health and safety measures as well educational outcomes and scheduling students. Parents are strongly encouraged to participate in their child’s education through the pandemic as well as during ""normal"" the school year. We have a very strong parent and community base. Normally, each classroom has parent volunteers to help with the student learning process and to connect with the teachers. All grades promote early communication through parent/teacher conferences and regular conversations about student progress.   Regardless of the pandemic and developing a new model to support our students and families, 2021-2022 Healthy Kids Survey stated the following:  1. Parents feel welcome at Union Hill School District. 2. Parents feel well-informed at Union Hill School District. 3. Parents feel that they encourage participation in their child's education. 4. Parents feel that Union Hill has caring teachers and have high expectations for their students learning outcomes. 5. Parents feel that the school district takes their concerns seriously. 6. Parents feel that Union Hill has a positive learning environment.  The identified needs and/or concerns are only 74% feel the school actively seeks parent input and that 76% feel welcomed at Union Hill.  Furthermore, 77% feel that bullying is at least a small problem and 57% see disrespect among peer-to-peer as at least a small problem."	"We survey all families, students, and students to guide our decision-making with building partnerships that support student learning outcomes. The results of both surveys are analyzed and presented to the board annually as well as to develop our Local Control Accountability Plan. The district evaluates the surveys and adjusts its focus each year based on responses from parents. Building a positive environment with regard to student behavior is the identified focus for 2022-2023. Parents feel that negative student relationships are causing distress and a lack of focus on learning. The district will focus on strengthening Positive Behavior Interventions and Supports as well as Social Emotional Learning strategies during the 2022-23 school year. Moreover, our data suggests that community partnerships as well to support both academic and social-emotional student outcomes. We currently have community partnerships including Sierra Harvest, Nevada County Food Bank, the Nevada County Superintendent of Schools, Wiess Brothers Landscaping, Parent-Teacher Committee, Bright Futures, and additional community partnerships that support student outcomes when needed."	"The strategies and focus areas for 2022-2023 to improve building partnerships is enhancing communication within our community through our new outreach systems and web portal, including the principal developing a community outreach plan. Secondly, strengthen and expand our partnerships in the community through our Extended Learning Opportunity Plan. This will include intersessions and summer programming with our community partners that will directly impact student outcomes. We have implemented a Joint Powers Agreement with the Nevada County Superintendent of Schools, all school districts in Nevada County, the Chef Ann Foundation and Sierra Harvest to implement a Farm Fresh nutrition program to provide health meals to our students."	"Our underrepresented families have had the opportunity to provide feedback on our Extended Learning Opportunity Plan as well as our Local Control Accountability Plan. Many components, including tutoring, homework help, visual and performing arts, STEM, field trips and other enrichment activities will be offered at no cost for our underrepresented students and families. Our underrepresented families also have access to attend all of our after-school informational activities and our School Site Council to receive information and provide input to Union Hill's programs."	"The district has a strong Site Council and strong leadership in the Parent Teacher Club and booster organizations. All of our parent groups communicate through a system of surveys, meetings, emails and phone calls. Surveys include: annual parent survey (Site Council), annual student survey (Site Council), and annual student athletic interest survey. Many (92%) of parents shared that the school allows input and welcomes contributions although only 74% of parents feel the school seeks parent input before making important decisions."	"The district needs to strengthen the communication will focus on recruiting underrepresented parents to participate in committees that make recommendations such as student conduct code/behavior, dress code, and support services. With our new web portal, we will focus on providing additional parent education opportunities as well as communicate more effectively regarding Board meetings and Local Control Accountability feedback for programmatic decision-making."	"In addition to items discussed above, Union Hill will improve engagement of underrepresented families through our decision-making with our Expanded Learning Opportunity Plan (ELOP) as well as creating explicit information and engagement strategies through our Parent Information portal and our School Information System (SIS). Moreover, we will improve communication with our foster youth and homeless students by ensuring these families have appropriate information for our decision-making groups and appropriate access to our web services."	4	3	4	4	3	4	4	5	4	4	4	4	Met	6/21/2022	2022
29664076027197	Union Hill Elementary	3	"Based on parent surveys from our School Site Council 96% of our parents have positive relationships with our teachers. Furthermore, 81% of parents state that Union Hill communicates effectively and 80% of parents responded positively about classroom instruction and support."	"As stated in Union Hill's Local Control Accountability Plan, Union Hill will focus on improving communication through the use of our new systems in our Student Information System, our new communication system (Bright arrow) and our new web portal. Secondly, Union Hill will develop a parent university portal where our community members can build their capacity with understanding Multi-Tiered Systems of Support and other modes of learning to support their students. We have developed a robust Extended Learning Opportunity Plan which will support and strengthen our relationships with staff and families. We are in the process of developing Virtual Professional Learning Portals for both families and staff to support communication, education, and relationships with our stakeholders."	"During the 2021-2022 school year, Union Hill had a difficult time engaging our families and community partners for most of the school year due to COVID restrictions. However, in the Spring many of our school-wide activities, including graduation and Open House, demonstrated the incredible parent and community support at Union Hill School District. We were able to achieve reciprocal communication for the purpose of decision-making on health and safety measures as well educational outcomes and scheduling students. Parents are strongly encouraged to participate in their child’s education through the pandemic as well as during ""normal"" school years. We have a very strong parent and community base. Normally, each classroom has parent volunteers to help with the student learning process and to connect with the teachers. All grades promote early communication through parent/teacher conferences and regular conversations about student progress.  Regardless of the pandemic and developing a new model to support our students and families, 2021-2022 Healthy Kids Survey stated the following: 1. Parents feel welcome at Union Hill School District. 2. Parents feel well-informed at Union Hill School District. 3. Parents feel that they encourage participation in their child's education. 4. Parents feel that Union Hill has caring teachers and have high expectations for their students’ learning outcomes. 5. Parents feel that the school district takes their concerns seriously. 6. Parents feel that Union Hill has a positive learning environment. The identified needs and/or concerns are only 74% feel the school actively seeks parent input and that 76% feel welcomed at Union Hill.  Furthermore, 77% feel that bullying is at least a small problem and 57% see disrespect among peer-to-peer as at least a small problem."	"We survey all families, students, and students to guide our decision-making with building partnerships that support student learning outcomes. The results of both surveys are analyzed and presented to the board annually as well as to develop our Local Control Accountability Plan. The district evaluates the surveys and adjusts its focus each year based on responses from parents. Building a positive environment with regard to student behavior is the identified focus for 2022-2023. Parents feel that negative student relationships are causing distress and a lack of focus on learning. The district will focus on strengthening Positive Behavior Interventions and Supports as well as Social Emotional Learning strategies during the 2022-23 school year. Moreover, our data suggests that community partnerships as well to support both academic and social-emotional student outcomes. We currently have community partnerships including Sierra Harvest, Nevada County Food Bank, the Nevada County Superintendent of Schools, Wiess Brothers Landscaping, Parent-Teacher Committee, Bright Futures, and additional community partnerships that support student outcomes when needed."	"The strategies and focus areas for 2022-2023 to improve building partnerships is enhancing communication within our community through our new outreach systems and web portal, including the principal developing a community outreach plan. Secondly, strengthen and expand our partnerships in the community through our Extended Learning Opportunity Plan. This will include intersessions and summer programming with our community partners that will directly impact student outcomes. We have implemented a Joint Powers Agreement with the Nevada County Superintendent of Schools, all school districts in Nevada County, the Chef Ann Foundation and Sierra Harvest to implement a Farm Fresh nutrition program to provide health meals to our students."	"Our underrepresented families have had the opportunity to provide feedback on our Extended Learning Opportunity Plan as well as our Local Control Accountability Plan. Many components, including tutoring, homework help, visual and performing arts, STEM, field trips and other enrichment activities will be offered at no cost for our underrepresented students and families. Our underrepresented families also have access to attend all of our after-school informational activities and our School Site Council to receive information and provide input to Union Hill's programs."	"The district has a strong Site Council and strong leadership in the Parent Teacher Club and booster organizations. All of our parent groups communicate through a system of surveys, meetings, emails and phone calls. Surveys include: annual parent survey (Site Council), annual student survey (Site Council), and annual student athletic interest survey. Many (92%) of parents shared that the school allows input and welcomes contributions although only 74% of parents feel the school seeks parent input before making important decisions."	"The district needs to strengthen the communication will focus on recruiting underrepresented parents to participate in committees that make recommendations such as student conduct code/behavior, dress code, and support services. With our new web portal, we will focus on providing additional parent education opportunities as well as communicate more effectively regarding Board meetings and Local Control Accountability feedback for programmatic decision-making."	"In addition to items discussed above, Union Hill will improve engagement of underrepresented families through our decision-making with our Expanded Learning Opportunity Plan (ELOP) as well as creating explicit information and engagement strategies through our Parent Information portal and our School Information System (SIS). Moreover, we will improve communication with our foster youth and homeless students by ensuring these families have appropriate information for our decision-making groups and appropriate access to our web services."	4	3	4	4	3	4	4	5	4	4	4	4	Met	6/21/2022	2022
12626790111708	Union Street Charter	3	"Parents are engaged in the school as volunteers in the classroom and assist with field trips, serve on the board and the LCAP Advisory Council. Several family events that showcase the educational program are held that are meant to engage parents in a sense of community, such as the Spring Sing and potluck where all students perform music and sing and the open house which displays student projects."	"During the pandemic, families were kept at a distance. Our current work is thoughtfully and slowly opening up the campus to parent volunteers and visitation. We are holding the open house for the first time in two years. We plan on resuming more of our special events next year."	"Using information provided in the Family Engagement Framework listed on the CDE website, USC educates teachers, specialized instructional support personnel, the principal, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents 2022 Local Performance Indicator Self-Reflection for Union Street Charter Page 9 of 15 as equal partners, implement and coordinate parent programs. During meetings staff strategize how best to build ties between parents and the school."	"Union Street Charter (USC) involves parents in the educational program in several ways. Student progress is communicated through parent conferences twice a year (there is a third teacher-initiated conference when needed). USC provides assistance to parents of children served by the school in understanding such topics as the academic standards, state and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their children at parent nights in the Fall and at parent conferences. Families are kept informed of their rights in the Annual Notice of Parent Rights."	"USC ensures that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. This is done by providing all newsletters and documents in print and electronic methods (webpage and email). We have a Spanish speaking translator on staff who can translate any documents. All documents on the webpage are 2022 Local Performance Indicator Self-Reflection for Union Street Charter Page 10 of 15 ADA compliant, and other school publications can be provided in print upon request. We could improve getting that message out through parent meetings."	"USC provides materials and training that help parents support their children’s academic achievement throughout the school year. Such information is provided at parent nights in the Fall, at parent conferences, and by announcing local workshops in the school newsletter. In addition, workshops are held at the school on internet safety for parents and adolescent growth. While it is our philosophy to provide paper copies of all school publications at the beginning of the year, we will work toward 100%. This will ensure we are not assuming everyone has access to the internet. Parents can make a confidential request for paper copies."	"The Union Street Family Engagement policy was developed jointly with and approved by the Site Council and school board on 6/7/17. It is distributed annually to parents and family members of participating students in the school handbook. Families are invited to participate in decision making by giving input about the school in the annual school survey. In 2022, parents gave input on our survey and all grades were well represented. The survey asks for parent comments on many aspects of the school."	"Suggestions are integrated into daily running of the school by staff and the board. In.2019, a key finding of our survey was that parents feel like they have many opportunities to participate. 100% of respondents agreed or strongly agreed that parents are given opportunities for involvement. We met our goal to increase participation in the survey from 25% to 40% by giving the survey out at parent conferences. Also, many parents participated in school board meetings, and 95% completed surveys. A goal for 2021 is to return to on campus volunteers was met. A goal for 2022-23 is to offer more opportunities for involvement."	"In addition, advisory groups and the board meetings are announced in the newsletter. USC aligns parent involvement required in the ESSA Section 1116 with the LCAP stakeholder engagement process by ensuring that families may participate in a survey regarding academics and school climate. Parents are involved in LCAP development during 3 input meetings during the year. Parents serve on the board and the LCAP Advisory Council that meet monthly to discuss the budget and LCAP."	5	5	5	5	5	5	5	5	5	5	5	5	Met	5/18/2022	2022
30103060133959	Unity Middle College High	3	A goal for the 22-23 school year will be to continue to build relationships with our school staff and families while creating opportunities for involvement and participation.	"At a base level, our goal is to have every parent log into our Student Information system AND our family communication system so that we are able to accurately and effectively communicate with parents."	"Working with our families and staff we will build in opportunities for families to participate that include their students such as Homecoming Events, Back to School Extravagana, etc."	"We have successfully partnered with several local businesses that include Santiago Canyon College, University Lab and Community Alliance."	Continue to grow and build on our partnerships.  Layering on participation opportunities and increasing the number of students participating.	Unity will implement strategies to include underrepresented families that benefit the academic and social development of our students.  Tapping into our family resources to include them in building our school community.	"We successfully sent out one survey this year and will build in multiple surveys for the 22-23 school year and create a goal for a 85% participation rate families, students and staff."	"Increase attendance to our monthly parent meetings, share information more deliberately during our School Site Council meetings and provide support during our ELAC meetings."	We need to adequately communicate that we are having above meetings and encourage parent participation so that parents are clear about the relationship that we are trying to build.	3	3	3	3	3	2	3	2	2	2	2	2	Met	6/23/2022	2022
10621660114553	University High	3	"UHS administration and staff promote a welcoming and respectful atmosphere at all times; whether it be in the classroom, office, activities, or via messaging. UHS that the small school atmosphere lends itself to create a more personable and family-oriented type of culture. A second strength is communication: UHS does a very good job in disseminating information to its community partners through email, phone calls, text messages, flyers, etc. UHS uses many different technology platforms, such as Remind, PeachJar, Volunteer Hub, PowerSchool, etc. in order to reach all families. Lastly, UHS illicits feedback from its community partners (students, parents, and staff) through annual surveys to gain valuable knowledge from which to improve. The UHS administration reflects upon this information and makes changes or updates in order to improve its program."	"UHS plans to improve outreach to underserved communities and plans to continue to advertise its “brand”. Even though UHS has been in existence for 23 years, people still think it is a private school or that there is a tuition fee to attend. UHS has hired a new Development Director and hopes that with a fresh perspective, we will be able to branch out to areas that we have not in the past. Additionally, we plan to do more advertising and get the word out to the Fresno/Clovis community about the benefits of attending UHS."	": UHS will continue to reach out to families and increase the amount of documents that are translated into Spanish that are sent home. Mailings are offered in English and Spanish, and state test results are mailed home in English and the parent's native language. Counselors currently meet with students and parents in grades 10-12 annually; that practice will continue."	"Meetings are held for parents for Back to School Night, annual 504 Plans and IEP's, Information Days for incoming students, SST's, annual counselor meetings, and anytime a parent would like to meet to discuss their student's progress or issues.  Teachers also make phone calls and emails to parents in regard to progress and/or behavior. Progress reports are mailed home every 6 weeks. PowerSchool, our SIS, emails home grade information daily, weekly, or monthly, according to the parent's set up preference."	"UHS plans to continue with positive and varied communication efforts so that parents are informed, involved, and included."	"UHS has increased its outreach to the Black and African American population of the Fresno area by participating in the Fresno State College and Career Summit annually, as well as increased its marketing to places where students may frequent (movie theaters, social media, etc.). UHS also participates in the Fresno County Superintendent of Schools Ujima Student Leadership Group and has students as part of the Fresno County African American Student Advisory Cabinet. Additionally, there are two bilingual faculty members in the office and 3 of the 20 teachers are bilingual."	"UHS has a parent group, called Phoenix Alliance, that meets monthly. The Superintendent/Principal attends the meetings and shares school information to the parents. Parents are also involved in annual 504 Plan and IEP meetings, as well as meetings with the counselor during the sophomore through senior years. UHS sends out a Parent/Student Handbook each year, and parent and student climate surveys in order to receive continual feedback. Since UHS is accredited by WASC and chartered by Fresno Unified, we include parents into our Focus Groups for our accreditation and rechartering processes. Lastly, UHS is very good at asking for feedback via surveys. Surveys are sent out to students, parents, and alumni annually asking for feedback, suggestions, and ideas."	UHS should look into putting the annual parent survey into Spanish.	"UHS has hired a new Development Director for the 2022-23 school year. With fresh eyes and ideas, we are looking forward to new involvement from parents from all ethnic groups. UHS is going through the WASC accreditation process during the 2022-23 school year, and will have parents as a part of the process."	5	5	4	5	4	4	5	4	4	4	4	4	Not Met	9/1/2022	2022
56725536120620	University Preparation Charter School at CSU Channel Islands	3	"Strengths: Creating a friendly environment, showing respect to different races, ethnicities, genders, and backgrounds. Employees commitment to the school’s success.  Caring relationships between families and administrators. Families treat teachers and administrators with respect, administrators and teachers treat families with respect."	Progress: Making sure that communications are provided to families in ways that are easily understood.	Focus Area for Improvement:  Find ways to help families feel comfortable to share concerns with administration.	"Strengths: Responsiveness of teachers, regular parent/teacher conferences, parent education nights"	Progress: Continue to seek input from parents on the types of parent education nights and resources they most need in order to support learning at school	Focus Area for Improvement: Educate parents on understanding and exercising their legal rights and how to advocate for their students	"Strengths: Families feel they are able to contribute in helping the school, families feel that advisory groups make meaningful contributions to the school,"	Progress: Families feelings of engagement with the school	Focus Area for Improvement: Empowering parents to be more involved in decision making and providing input.	5	5	5	5	4	4	4	2	4	4	4	4	Met	6/29/2022	2022
45701360106013	University Preparatory	3	"U-Prep faculty and support staff are involved in continuous professional training to support our school’s capacity to partner with families. Through the school’s Parent Survey, parents provided information to include: time frames to best suit their schedules, topics they would like to see offered in regards to parent education, and what activities they are most likely to participate. 97% of our parents indicated that U-Prep keeps them well-informed about school events and activities.  Attendance at workshops and conferences is tracked annually to ensure all staff are equally engaged in meaningful outside professional development. Staff return from these trainings and share their learnings with their colleagues. Staff Development Days, staff meetings, collaboration, and August trainings have served as opportunities for learnings to be shared.  Conference/attendance in professional development is inclusive of faculty, counselors, support staff and administrators.  Almost every Monday is set as an early release Day, allowing for an hour of collaboration time for the following teams: ASAP/Grade-level team meetings, Department meetings, staff meetings, and other purposes as determined by the School Leadership Team.  U-Prep has three school counselors with one designated to focus on students needing additional support. Increased attention is given to students with special needs and students on free and reduced lunch; there are additional resources available to them such as college trips and AP fee waivers. Student progress is monitored by counselors, administrators, and teachers through academic grades, local and state assessments, and PSAT score performance, among other measures. Academic conferences, Student Study Teams, academic support classes, Study Hall, Advisory/Tutorial, and Academic Saturday School represent some of the supports offered to U-Prep students. Families new to U-Prep receive the Student-Parent Handbook and Course Guide. Incoming sixth-grade families meet with administration, counselors, and teachers to review school and academic policies as well as school to home communications.  Based on the fall 2021 Parent Survey, 98% of parents report that U-Prep is a safe place for their student(s)."	"Provide increased opportunities for parents to be engaged face-to-face following the pandemic.  Opportunities would include Parent Venture, Back-to-School Night, various Parent University evenings, etc."	"To support ongoing involvement of underrepresented families, staff designees are in place to coordinate services and conduct personalized outreach."	"All U-Prep faculty serve as a coach and/or advisor as a means to build relationships (including coach, performing arts director, mentor, advisor, club sponsor, and tutor) with students and families outside the classroom. Teachers meet in grade-level and common curricular teams to discuss student needs, coordinate curriculum and instruction, plan activities, trips, and events for students (which also includes parent chaperones). Grade level trips and activities occur 6th-12th grades (including college campus visits, science explorations, team building overnight trips). U-Prep has a tradition of maintaining strong relationships with its students and families through positive school communications. Data provided by the most recent parent survey states the school messenger email and phone systems, and the school app are most valued by parents.  U-Prep also prepares a daily bulletin that is read by a student representative (a parent section also follows which is distributed daily via the school app and email), the Panther Pride Newsletter is created monthly, school activities and important information is displayed on the beautiful color marquee, as well as up-to-date and interactive online forums for home school communications (i.e. teacher websites). U-Prep traditionally organizes trips for students to access different cultural learning experiences, although the pandemic has hindered these opportunities."	"Within our culture of continuous improvement, we will continue to maintain open communication with all stakeholders through our Parent Venture program, student advisory groups, school accreditation processes, school governance teams, and various other forms of collaboration and communication."	"Prep Administration, counselors and teachers meet with each EL family individually to review test scores, student strengths, as well as areas of growth to individualize their educational program, as needed. To ensure families are able to meaningfully contribute, U-Prep will provide an interpreter when language barriers exist."	"A parent survey was administered to all families during fall of 2021.  An email was sent which included a link to the survey.  Key findings from the survey are as follows:  (1) Parental interest in program priorities included small class sizes, rigorous academics with access to college-credit opportunities (AP and dual enrollment), academic support offerings, and ensuring a close-knit community of teacher/advisors; (2)  The home-school communication methodologies most used and valued by parents are the school messenger online/phone system, school newsletter, and the school app; (3) 99% of parent respondents indicated that U-Prep offers a supportive learning environment for their student(s); (4) For college and career preparation, parents placed a high value on Shasta College dual enrollment offerings, free PSAT testing for all 8th, 10th, and 11th grade students, and personalized individual support provided by teachers; (5) 98% of parents reported that they felt U-Prep was a safe place for their student(s).  When asked about the types of parent involvement parents are most likely to engage in, the majority of responses landed in three areas:  grade-level events, parent organizations and assisting with student transportation."	"When asked about the types of parent involvement parents are most likely to engage in, the majority of responses landed in three areas:  grade-level events, parent organizations and assisting with student transportation."	"To support ongoing involvement of underrepresented families, staff designees are in place to coordinate services and conduct personalized outreach."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/5/2022	2022
43104390113431	University Preparatory Academy Charter	3	"UPA has invested in building and sustaining a two-way partnership with our families.   In 2022, UPA partnered with ParentSquare to provide important school updates and to give our community an avenue to speak directly with staff and administrators.   The platform also allows for the latest in translation software which means we can speak with families that do not speak English fluently.   Our Director of Community Development has continued the use of Parent University, a web based program that helps to engage parents and provide support as they work with a growing teenager.   In addition, UPA has two large gatherings for parents to meet staff, mingle with other parents, and get connected with school volunteer or support programs."	"Our key focus areas for the 2022-2023 school year is to broaden our scope of parent involvement in schoolwide decision making, such as the School Safety Committee, PTSO, and the various LCAP meetings."	UPA is still recovering from the impacts of COVID on how and when parents feel comfortable coming together in any traditional way.   UPA.  One area of improvement will be to provide more opportunities for teachers to meet with with parents/guardians in order to get more prescribed support or acceleration for students.	"UPA has dedicated the last 3 years of professional development to the concepts outlined by Zaretta Hammond’s Culturally Responsive Teaching and The Brain in order to build capacity of faculty and staff to partner with families. UPA partnered with the Santa Cruz/Silicon Valley New Teacher Project to deliver research-backed professional development sessions on Culturally Responsive Teaching, culminating in goals and unit planning to incorporate strategies and theories taken from the scope of the course."	"UPA continues to build systems for families to be involved in the student’s learning and development. COVID-19 created a barrier for many families to meet with teachers to discuss student progress, and UPA has identified this need as a focus area. Bringing on the student support technician to perform home visits to our underrepresented families, as well as investing more heavily in technology for check out, including wifi hotspots, laptops, and webcams has allowed UPA to make inroads to the digital divide. In addition, UPA has moved its Parent University program to the oversight of the Director of Community Development. Parent University is a long-running parent education program that provides underrepresented families with strategies and tools for engaging with the school in partnership for their child’s development and academic progress."	"UPA is partnering with ParentSquare and DTS to provide all critical information in the home language of choice.   In addition, we have provided and continue to provide translation services during all important school-community meetings.    By providing these services, we hope to be able to reach a broad spectrum of parents and bring them to the table to help with important school and community growth areas addressed by the PTSO and the LCAP."	"In the past school year, UPA has hosted 7 town hall meetings to inform and collect feedback from families and community members on the state of the school during the changing conditions of the past 18 months"	"UPA continues to see more avenues for parent involvement in the decision-making processes of the school. In response, the position of Director of Community Development was created to find meaningful ways to engage our families, as well as our Student Support Technician to specifically provide outreach to our underrepresented families."	"UPA has added a full-time counselor to the counseling staff, as well as a Counseling Technician to coordinate outreach from the counseling office to both the community and specific struggling students in need of intervention."	4	4	4	5	5	5	4	5	4	4	4	5	Not Met	9/29/2022	2022
54105460119602	University Preparatory High	3	UPHS is proficient in communicating with families in a variety of ways.  Our staff and teachers are continually communicating with our families not only about how their student is performing academically but also to ensure that our families are aware of events and information about UPHS and the resources available to our families.	It is the goal of UPHS to continue to refine our communication with families.  We will be implementing a program next year called Kinvolved that will help teachers to send more specific and focused information to students and parents.	"UPHS will continue to utilize our EL Liaison.  This teacher not only works one on one with our EL students, but she also reaches out regularly to our migrant families to help them to know and understand how their student is doing and how UPHS is working with their student and the families."	The greatest partnership we have is with COS.  Their dual enrollment coordinator is an invaluable person in helping us help our students succeed in their college classes. Another great partnership is with our parents.  Teachers and parents do an outstanding job communicating with one another and that helps our students to be successful.	"Our biggest priority for building partnerships for students is to get more parents involved with their child’s school beyond basic event attendance.  Our accreditation plan includes increasing parent participation: Provide a school climate that increases the engagement, involvement, and social-emotional support of students, parents, and families."	"UPHS is implementing strategies and processes for the regular involvement of all stakeholder support groups in the learning/teaching process, including parents of non-English speaking, special needs, and online students."	"UPHS is consistently seeking input from our educational partners through our School Site Advisory Board (SSAB), School Site Council (SSC), and Parent Support Organization (PSO).  Families are provided with information and encouraged to participate in any of these three groups. In addition, we ask families to complete the California Healthy Kid’s Survey annually along with locally created surveys."	"As apart of our accreditation, it is our goal to increase parent participation beyond just attending student events.  Parents are invited throughout the year to participate in our school groups and boards."	UPHS continually seeks to reach out to our underrepresented families through our EL Liaison.	4	4	4	4	4	4	5	4	5	5	5	5	Met	6/8/2022	2022
19647330132027	University Preparatory Value High	3	"Over 70% of our staff/families who responded to the School Climate Survey  feel the school builds relationships between the school staff and families.  A safe nurturing community (Value 4)  is built by having consistent two-way communication opportunities such as parent conferences, coffee with the principal, and opportunities to provide feedback through surveys.  The school also hired a Parent Coordinator who supports parents through academic and discipline workshops and resources, and empowers parents to become involved in the school.  Families are also consistently informed of events, resources, and practices that foster learning via Parent Square, PowerSchool, ClassDojo, and Social media."	"Based on the analysis of educational partner input, the staff would like more opportunities to learn about each family’s strengths, culture, language, and goals for their children.  Parents have expressed desiring more training on how to support their children academically and socially emotionally."	"University Prep Value School will improve engagement of underrepresented families by creating 2-3 events a year to specifically target these families.  For example, there is low participation by father figures, so there will be events specifically targeting parent male figures.  Also there is a great need in technology support.  Parents would like more opportunities for technology workshops."	"University Prep Value School current strengths and progress in building partnerships for student outcomes are in providing families with resources to support student learning and development in the home.  The school has also implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  These meetings are about 2-3 times per year or more if the student is struggling.  Parents are provided with devices, online access to curriculum, and resources before, after, and on the weekend for tutoring."	"University Prep Value School focus areas for improvement in building partnerships for students outcomes are in providing professional development to teachers to improve capacity to partner with families.  Oftentimes, teachers provide resources to families but do not review with parents how to use these resources."	University Prep Value School will improve engagement of underrepresented families identified by providing office hours to support parents specifically who may be struggling on how to support their children.	"University Prep Value School current strengths and progress in seeking input for Decision Making through surveys, School Site Council, ELAC, monthly parent meetings and staff meetings.  In addition to educational partners being invited to parent meetings, School Council, ELAC, and WASC,  surveys have been extended to ask parents their opinion on  re-opening,  safety protocols, the Local Control Accountability Plan, and student nutrition."	"University Prep Value School focus areas for improvement in Seeking Input for Decision Making is training educational partners on the various programs they must provide input in.  There are sometimes when some of our educational partners have a  limited understanding of funding sources, programs, and requirements, so increasing training opportunities would be helpful."	"University Prep Value School will improve engagement of underrepresented families identified by providing office hours to support parents specifically who are not participating in surveys, attending School Site Council, ELAC, or staff meetings."	4	4	4	4	4	5	4	4	4	4	4	4	Met	6/24/2022	2022
36750690000000	Upland Unified	3	"Upland Unified School District has instituted fully functional School Site Councils & English Learner Advisory Councils (Title I only, 9 campuses) on all fourteen campuses. Regular family and student surveys go out that are specific to LCAP and SPSA goals.  This helps administrators, teachers, and classified staff plan how to effectively and efficiently serve this essential group of community partners."	What will continue to be a focus is to incorporate families into the goal-setting process with their students by learning and appreciating their individual cultural and linguistic backgrounds.  We continue to recruit families and community partners to our representative councils to have a better representation of our community.	This work has begun with student goal setting in the classroom from K-8th grade and needs to expand to include a family goal setting opportunity and an extension into high school levels in connection with the collegians' career pathways.  We are working on systems to track responses and growth.	"Upland Unified School District has fully implemented the Family Wednesday Webinars that take place 2 to 3 times a month for the entire school year.  They are focused on the major components of the LCAP.  They have been widely attended in a virtual setting and are easily accessible by our underrepresented families. Key topics related to social-emotional learning, differentiated instruction, and future college and career options, which included sessions on how to apply for the FAFSA and the Dream Act options were enjoyed by families throughout the district."	"The district requires school sites to have community meetings such as open-house and back-to-school nights.  The sites include options for virtual attendance.  During this time, the schools present their accountability plans to the community.  We continue to train our staff to engage their families around the SPSA goals to ensure families become educated on the school site's goals and know how they can advocate for their students in order to reach those goals, whether academic or social-emotional."	District Families will be solicited to provide feedback and make suggestions for clarity or future topics.	"Upland Unified continues to provide families opportunities to provide input on policies and program within the district. Regular surveys, district and site committees, and regular family webinars provide transparency related to programs that have been purchased for our underrepresented groups in the community."	Upland continues to recruit families to strengthen their committees in order to train and empower more family leaders to participate in planning and decision-making at both the site and district levels.	"Our next steps are an increased focus only monthly, targeted family engagement opportunities at each school site."	4	4	3	5	3	4	4	3	5	4	5	4	Met	6/28/2022	2022
17769760000000	Upper Lake Unified	3	"The COVID-19 Pandemic has provided increased opportunities for ULUSD to communicate with families and gain their wishes, wants, and needs to help make decisions. The use of zoom, in-person, virtual, surveys on paper, and electronic information gathering has increased the perspectives of families guiding the decision-making process. We continue to seek the participation and guidance of our community partners through committees and volunteer work by staff (such as NYC)."	Our community reports a desire to have a myriad of opportunities available to our students and families. Our schools are expanding their after-school community events and we continue to support students through enriching opportunities as requested by our community.	"Our district will continue to reach out to families in the method that works best for them. Our district continues to invest in supports that are needed for our community, including but not limited to; Wellness Center, After School Care, Sport Activities for youth in grades 1-12, and enrichment opportunities not available in our local community.u"	School sites have adopted universal student information systems and learning management systems to provide learning opportunities and support to the homes of all students. Parents are provided with support to access the electronic content and live (TOSA-office) support to help increase their familiarity with the sites. Electronic devices and hot spots have also been made available to families in need to ensure that families do not experience barriers in accessing nor advocating for content. Resources have been made available to all families to support their expanded learning opportunities whether on Independent Study or in person instruction.	Student data is a focus. Making this data relevant and accessible to parents and teachers will help our focus on standards-based instruction and assessment meaningful.	"Our District continues to reach out to families and education partners in the method that is most meaningful and accessible to them. Our district seeks and values the input of our community. We have increased our home visits and outreach to find families where they are and seek ways we can support, and make decisions for our students"	Many of the engagement activities on our school campuses were postponed or canceled due to the COVID-19 pandemic. Our High School has brought back the majority of in-person offerings to engage our students while the elementary and middle schools begin this process with large numbers of students and families. Our school campuses remain the hub of our community who attends our events with gratitude. During events our leadership works to seek input on ways we can meet our district goals and student success.	ULUSD is focusing on providing a wide variety of community events as options to engage our families and improve our input for decision-making.	Our events are always free or very low cost to engage and increase participation. Our community attends these events and we provide scholarships to students in need to ensure all families are included and provide opportunities to provide input.	5	5	4	4	4	5	5	5	4	5	5	4	Met	6/21/2022	2022
26102640124990	Urban Corps of San Diego County Charter	3	All students are adults of ages 18-26.	All students are adults of ages 18-26.	All students are adults of ages 18-26.	All students are adults of ages 18-26.	All students are adults of ages 18-26.	All students are adults of ages 18-26.	All students are adults of ages 18-26.	All students are adults of ages 18-26.	All students are adults of ages 18-26.	1	1	1	1	1	1	1	1	1	1	1	1	Not Met	12/9/2022	2022
37683380135913	Urban Discovery Academy Charter	3	We have provided plentiful training around restorative practices and response to individual/family needs. Our climate surveys show strong relationships with families. We will continue to strengthen this area following the pandemic since it has been a historical strength for our school but we (especially families) were not fully on site to build relationships in the same manner in recent years due to the COVID pandemic.	"We are currently focused on rebuilding relationships and family partnerships/participation following the pandemic. This includes re-engaging our ""Parent Network"" and recreating prior community building events and activities that existed pre-pandemic. We will also continue to focus on providing mental health and other service for kids and families."	"We will continually seek to better engage underrepresented families through the following efforts: wide variety of community building events and opportunities, re-engagement of our ELAC committee with newly added parents, family support/educational workshop series with a variety of topics made accessible to all (with childcare provided), and continued training of our staff to better serve a diverse community of families."	Climate data has historically indicated an overall strength in our relationships and inclusiveness of diverse families.	"During/following the COVID pandemic, our population changed quite a bit. Our academic performance is also behind where we were in past years. There is room to strengthen communication and active work with families to help students improve academic achievement. Parent training/workshop, community building, classroom/family communication & engagement will all be areas of focus to improve achievement."	"Community engagement efforts, parent workshops, strategic schoolwide communication in English and Spanish, and re-engagement of the SAC and ELAC committees will all be utilized to improve the engagement of underrepresented families. We have also established Wellness Centers for the 2022-23 school year which will serve as connection points for all students and families to be supported by the school with resources, communication, and restorative engagement."	Historically our school has performed better in this area on climate surveys. The recent WASC self-study brought a renewed focus on engagement of all stakeholder groups in feedback rounds. Town halls have also been strong points for parent involvement.	"Our most recent climate survey was not completed by nearly as many parents as in past years and advisory groups were not as active. There is a need to re-energize our active parent engagement committees, including the SAC, ELAC, and Parent Network, so as to better engage families in feedback cycles and formal decision-making processes."	"Urban Discovery will prioritize ALL parent engagement activities in upcoming years, including parent workshop, community re-engagement strategies, community building and volunteer opportunities, advisory groups, and feedback cycles (climate surveys and other focus groups)."	4	4	4	4	4	4	4	4	3	3	3	4	Met	6/22/2022	2022
01100170125567	Urban Montessori Charter	3	"In our return to full in-person learning, we focused on improving school staff's ability to partner with families from all different backgrounds. We continued professional development for our whole staff before school began to focus on the foundations of implicit bias and decentering whiteness. This work included collaborating with each other to develop systems and strategies for partnering with families in meaningful ways.  Families indicated through survey data that they wanted more parent education about Montessori and more in-person communication with leadership. Based on this information we are offering regular parent nights with specific topics of focus. Our administration also hosts regular informal office hours, to connect with members of the community in addition to regular monthly board and committee meetings.  One focus area for improvement in 2021-2022 was successfully transitioning to a new, single School-to-Home communications platform, and to create common expectations for classroom teacher use across the entire school."	"One area we focused on improving in 2021-2022 was transitioning to a new, single School-to-Home communications platform, to create common expectations for classroom teacher use across the entire school. This was highly successful and parents indicated positive impact in surveys. As we are able, we will seek to increase access for parent volunteers to support on campus, increasing opportunities for in-person interaction and relationship building."	While our single School-to-Home communication platform has been highly successful we still have community members who struggle to engage with the school digitally. Next year we will continue to streamline other systems of communications to ensure all families are heard.	"This past year we streamlined communications with families by implementing regular weekly whole school and classroom messages, as well as operations, and admin office hours. Our out-going family communication platform ParentSquare translates seamlessly and gives parents the ability to connect with both staff and one another.  Current strengths and progress includes sustained parent-teacher conferences that happen multiple times each school year. We hope to make these available again in-person as an option."	Based on the data we collected some families struggle to interface with digital communication and are looking for more opportunity to engage offline. We are working to systematize personal phone calls throughout the year as well as opportunities to share physical work samples of students through student portfolios.	"With the transition to the new communications platform, we still have work to do training staff and families to ensure that families who are too often underrepresented in school engagements are equitably supported to fully engage as they wish. We also will continue to expand access to simultaneous translated meetings, including governance meetings."	"UMCS uses Panorama to administer the CORE Climate and Culture survey to families and guardians multiple times per year in order to seek input and promote community participation. We make the survey available online and provide Chromebooks for family use at our school sites. We monitor the number and backgrounds of community members who participate in these surveys. The survey seeks input about academic programs, school community, and administrative functions. Related to decision-making, 79% of respondents felt that UMCS has a climate of support for academic learning. Related to promoting family participation, 92% of respondents report that our school creates a sense of belonging for students and community members.  It was also used to identify the school’s strengths and gather important suggestions for improvements. Survey results show that families experience the strength of the school through the faculty and staff.  We use this survey every year because it gives actionable, detailed data, and as a small school it helps us be responsive to community needs as quickly as we can."	"In our LCAP, the survey most closely connects to our work in Goal #4 supporting and empowering families as we work together to build a strong anti-racist, engaged, and collaborative school community, which includes families having multiple ways of receiving help when needed so they can further support student learning at home. This survey also has student and staff components."	"Our survey response data showed that there was an improved response rate from families in underrepresented demographic groups, but we are acutely aware that there is much improvement to be made. Next year to improve family engagement for underrepresented groups, all staff will commit to making direct phone calls to families in these groups to gain regular feedback and create opportunities for more families to participate in decision making at the school."	3	3	4	4	3	3	3	2	3	2	3	2	Met	6/23/2022	2022
48705730000000	Vacaville Unified	3	We seek to form partnerships between our staff and families in many different ways to meet the needs of our educational partners.  Some examples include both topically focused events or targeted outreach via parent liaisons or specialized staff.  Some examples of family engagement events include:  - Parent Academies - College and Career Awareness - Academic priorities - Safety and security (cyber and physical) - Methods of encouraging on-going communication - Student math skills and other curricular activities	"We see the need for more in-person opportunities to build that positive relationship between staff and families.  Virtual events have helped expand our access, especially needed due to the pandemic.  However, we are seeing a need for more in-person opportunities, as well."	"We see the need for more specialized outreach to our educational partners, building on the positive work of our parent liaisons.  We are planning more targeted events for our underrepresented families."	"All of our schools host a variety of family engagement events to ensure they are knowledgeable about what students are learning and how families can support them.  Most schools provide for one or more of the following events: - Student / Parent Orientations - Back to School Nights - Parent/Teacher Conferences - Open Houses - Parent Academies  Additionally we maintain both district and school websites and a variety of social media accounts to keep families informed.  We utilize both Aeries Portal and Parent/Student Square to communicate with students and families, as well. We publish all communications in both English and Spanish to ensure all families have access to our messaging."	We see a need to continue to seek input from all families on our goals.	"We see a need to continue to expand the variety of media used to communicate with families. Not all families have the same access to technology.  Therefore, we will continue to seek new ways of communicating with families to ensure we are reaching all, especially our underrepresented families."	"Our students shared many positive developments this year, most especially the return to in-person learning.  They were happy to see the return of extra-curricular activities but noted the need for more and varied options.  Due to the prolonged school closure, they noted a need for additional mental health supports including increased communications regarding existing resources.  They also talked about the need for greater education in the area of college readiness, particularly those in the younger grade levels.   In our DELAC and Foster Parent Advisory, our parents appreciated our work thus far related to career readiness.  Our parents in DELAC sought additional help in understanding the “a-g” requirements and what it takes for their students to be college ready upon graduation.  Our parents in our Foster and Homeless Parent Advisory group shared that they do not always feel the schools understand the unique challenges they face on a daily basis. They asked for specific training for school staff so that they can provide better support in the future.  All parents noted the need for additional mental health supports.  Our staff noted that behavioral and social-emotional supports continue to be a area of need.  With the return to in-person learning, staff is reporting increasing student misbehavior and more intensive intervention to address learning gaps.  They are seeking additional professional development opportunities in order to help support students in this area.  Additionally, staff has noted a need to provide additional support for our newer and/or intern teachers."	"Due to the pandemic, we have had to shift to more virtual options.  This virtual option has lead to more participation from families in many cases, as well as increased interest in participating overall.  We plan to continue to build on this momentum, while also continuing to provide in-person options for those who cannot access the virtual option."	"We see a need to improve the variety of ways in which we seek input, in particular with our underrepresented families.  Due to the pandemic, we saw a shift towards more virtual options.  As noted in the previous narrative, this virtual path did result in greater participation from some families.  However, we did not see that with our underrepresented families.  The need for more in-person and off-work hours events/opportunities will be implemented in our plan going forward."	4	4	4	4	4	4	4	3	3	4	3	3	Met	6/16/2022	2022
33752420000000	Val Verde Unified	3	"Our district continues to be fully vested in making sure we listen to our families as we strive to continue to build strong relationships based on trust. Our school administrators, teachers, and classified team members value our families and recognize that our parents/guardians are key partners in our concerted efforts to improve student outcomes. Our district works from a strength-based perspective, making sure our families feel supported, welcome, valued and that their input is celebrated and appreciated. Efforts to increase support staff at sites (restorative practitioners, mental health therapists, bilingual clerks) has proven to be a well-accepted and successful means to increase outreach and support and most importantly, strengthen our relationships with our families."	"As our district transitions away from previously established Covid-19 protocols, we continue to seek ways to improve family participation and encourage families to feel comfortable to attend meetings, events and participate in their children’s journey."	"Our District values the importance of strengthening the connection between schools and home and plans to continue to make use of a variety of tools to optimize communication between parents and teachers regarding student progress. In addition, parent/guardians’ input will continue to be encouraged during group meetings as well as committee meetings. Both surveys, as well as voice forms, will continue to be provided so parents can make their concerns and/or suggestions heard and addressed. We also plan to continue to make it a point to encourage our families to make their voices heard at Local Control Accountability Plan (LCAP) informational meetings, Parent/Teacher Conferences, in our ongoing effort to work together with families to improve student outcomes. VVUSD will continue to provide information at the beginning of the school year to parents, i.e., Foster Families and families with children with exceptional needs. Informational sessions are to be offered throughout the year. Important information on rights and responsibilities will continue to be made available at informational sessions for Special Education and Foster families as well as meetings for families with English Learners. In addition, the District will continue to share information about its Uniform Complaint Policy on a regular basis. This information is disseminated via parent notifications that are mailed out in both English and Spanish, as well as at parent advisory committee meetings, and are easily found on the District’s website."	"Sites continue to develop ongoing relationships with families where both teachers and administrators view parents as partners in improving student outcomes. The District encourages interested parents/guardians and community members to visit the schools and participate in their children’s educational program. Our district makes it a point to offer quality professional development throughout the year to ensure that our VVUSD team members are committed to celebrating our families’ strengths and working side-by-side to promote educational equity and success for our students. The District offers translation and interpretation to our families who need it, which enables a strong stepping stone for mutual understanding and collaboration. Our District also offers parent collaboration sessions to support family reading at the Elementary level which are aimed at enhancing the success of learning at home and promoting literacy. In addition, other ongoing events are continuously being offered to support middle and high school-aged students. Our class for parents to promote college awareness through the Latino Family Literacy Program, Graciela’s Dream, has had a wide impact on our families. Our District added another level to this class by including field trips to a local college as well as a four-year university. It also includes visits from high school and college counselors. VVUSD also offers a College Kickoff, which is a widely celebrated group of District-wide events in which information from many universities and career paths are made available to families. This includes a highly successful and well-attended HBCU college recruitment fair.  VVUSD offers Free Application for Federal Student Aid (FAFSA) workshops and informational sessions to assist our families in supporting their children in their educational journey. VVUSD offers many events throughout the year to ensure our families have the necessary resources to assist their students’ learning and development at home."	"Our district will continue to identify the fine line between making information available to our families on behalf of our sites, teachers, family engagement team and the district as a whole, all the while making sure that our families do not feel overwhelmed with the information that is made available to them."	"It is our district’s desire to further improve the engagement of underrepresented families and not only strengthen existing partnerships but build new ones to boost student outcomes. Our district will continue to do this by continuing to make relevant and useful materials available for at-home learning to support families with their students’ outcomes. The District plans to continue to offer Free Application for Federal Student Aid (FAFSA) workshops and informational sessions to assist our families in supporting their children in their educational journey. VVUSD will continue to host various events throughout the year to ensure our families have the necessary resources to assist their students’ learning and development at home. These include informational sessions on the California Assessment of Student Performance and Progress (CAASPP), English Language Proficiency Assessment (ELPAC), and the California School Dashboard, among others."	"Our district continues to implement a strong system to effectively support and build the capacity of our principals and VVUSD team members in engaging families throughout the year. Ongoing and frequent principal meetings are offered in the school year. Principals and school sites continue to receive training and materials for parent advisory committees, such as SSC and ELAC, and are able to successfully train their advisory committees. In addition, clear and concise information continues to be available for sites (i.e. ELAC handbook with information available on our VVUSD EL Program website). VVUSD continues to strengthen advisory committee meetings in such a way that principals, support personnel, and parents are collaborating to create agendas and facilitate meetings together as equal partners focused on improving student achievement. VVUSD has sought to maintain its commitment to implement a unique model that strives to build family leadership and provide a voice to our community. At our African American parent advisory council and our DELAC and PAC parents’ voices continue to be valued, respected, and celebrated. Resources are invested in powerful research-based programs to empower and establish a parent/guardian leadership program where families are trained as experts who pass along tools and information to other families to support improved student outcomes. VVUSD has continued to provide opportunities to all families to provide input on policies and programs and implement strategies to seek input from underrepresented groups. At our advisory committee meetings like DELAC and our African American Parent Advisory Council meetings, not only are parent/guardian surveys provided, but voice forms as well, where parents can share their personal ideas, questions, and priorities and receive a personalized response.  In addition, our Special Education Informational Sessions, our LCAP discussion forums, and Parent Focus Groups continue to stand out by always encouraging input from our community. Our site leaders continue to take full advantage of our resources by reaching out to our Family Engagement Center to meet the local needs of the community and schedule classes or services from a wide array of options made available to them. For district-based events, courses, and services are centered on feedback provided from surveys and voice forms. Based on our families’ input, a variety of classes have been offered continuously throughout the year. This process continues to be reflected in our List of Course and Service Offerings which is continuously updated. Input from the community has continuously been the driving force in determining our offerings and services as well as the allocation of funds for our LCAP adoption process."	In the aftermath of the Covid-19 pandemic our number of participants in various parent advisory councils and committees decreased making this an important area of improvement for our district.	"Our district will continue to seek to improve efforts to strengthen relationships with families and increase participation in focus groups, site and district level parent advisory committees and ensure that our families are engaged and moreover participate as change agents during decision-making opportunities in their students’ academic journey."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/21/2022	2022
19650780000000	Valle Lindo Elementary	3	"Valle Lindo School District's engagement process is completed throughout the year. First, VLSD collects and reviews data. Data includes metrics in the LCAP, local indicators, and site level information. Next, we consult with our educational partners. Our educational partners include teachers, parents, administrators, local bargaining units, students, and community members. The district actively seeks information, opinions, and advice from these groups. VLSD works with Educational Partners to review data and gain ideas regarding how to address identified needs. Throughout the year, the District reports progress on  local indicators while developing and revising the LCAP. Data is collected through an annual LCAP input survey as well as other input engagement opportunities such as monthly Parent Advisory Committee meetings, English Learner Advisory Committee meetings, School Site Council meetings, Superintendent/PTO Board meetings, Special Education (SELPA) administrator meetings and administrative collaboration meetings. The Superintendent attends all Parent Advisory Committee meetings to solicit comments and recommendations regarding the specific actions, services, and expenditures in the LCAP. Theses meetings took place on the following dates:  9/7, 10/5, 11/2, 12/7, 1/18, 2/15, 3/15, 4/12, and 5/17. Prior to the Board of Education's considering the adoption of the LCAP, the superintendent presents the LCAP to the Parent Advisory Committee and the English Learner Parent Advisory.  The superintendent the responds in writing to comments received by the advisory committee(s).  Additionally, the public has the opportunity to submit written comment(s) regarding the actions and expenditures proposed in the LCAP.  A public hearing is held in June prior to the LCAP adoption date.  Throughout the engagement process  feedback is received and this feedback is taken in to consideration as it assists in influencing the LCAP plan."	"Survey and interview data revealed that 94% of parents felt informed regarding the school's educational practices. 97% reported feeling that the educational programs offered at our schools are high quality. 98% reported that are involved in their child's education and 98% reported that the school does an effective job in teaching basic math, science, and reading skills. 100% of the parents reported that the school buildings and grounds are well maintained. 90% reported their child looks forward to going to school each day. Parents requested additional workshops to be offered around curriculum and social emotional supports. Parents of English Learners also shared that it would be helpful to have workshops for them to understand the purpose of the ELPAC. Parents shared that they appreciated the newsletter being offered in multiple languages, but that sometimes it can still be hard to access all the information online.  Primary concerns shared by parents included a desire for additional enrichment programs including: dual language immersion, after school activities, and music at the elementary school level. Another concern that was expressed was students not having enough time to eat meals and that the quality of the meals offered to students are ""not enticing or healthy,"" several parents shared that the prepackaged meals that are served are too high in sodium and that their child will often decide not to eat instead of eating the school lunches. Parents requested additional fruit to be cut as opposed to prepackaged and that they would appreciate the district taking into consideration food presentation and menu combinations. Parents also requested more enrichment activities such as GATE field trips and programs offered pre-pandemic, additional student services centers with social workers and/or counselors, and field trips returning in the upcoming year."	"As the demographics of the community continue to change, the LEA will improve engagement of underrepresented families through early outreach, telephone calls, providing translation services in multiple languages and posting information on the district website as well as email."	"The LEA currently actively partners with the neighboring high school district, community college, city, and community organizations through the Chamber of Commerce."	"The LEA is developing a Community Resource Center to provide another resource for the families. Additionally, the LEA continues to partner with all stakeholders to provide an optimal learning environment for students."	The LEA has developed an early identification and outreach system to ensure that underrepresented families are provided with the opportunity to provide input and develop partnerships with the LEA to support positive student outcomes.	"The LEA currently holds monthly meetings in addition to regularly scheduled board meetings where committees made up of LEA administration, teachers, classified staff, parents, students, and community members meet together with the Superintendent to provide input on current LEA goals as outlined in the LCAP."	The LEA is currently focusing on increasing engagement of parents of English Learners and Foster Youth through providing additional  input sessions and workshops specifically designed to the needs of students and their families.	"The LEA will continue to explore new and improved actions and services including expanding the locations, times and modes of communication that occurs throughout the year."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/15/2022	2022
05615800000000	Vallecito Union	3	"Communication, resources, policies and procedures, and invitations to partner and participate in school-related activities are sent to parents in their home language, facilitated through Parent Square phone and e-mail notifications, and use of a translator when needed. Spanish language translation is also provided for parent and stakeholder meetings, parent conferences, IEP's and 504 meetings to discuss student progress, and other venues that support families, student progress and learning at home. Parents rights and processes for advocacy are presented at IEP and 504 meetings. An English Learner Family Literacy workshop series hosted at Michelson Elementary was attended by approximately 8 EL families last year, and engaged them with the schools in their children's dual language learning experience."	"Embedded and local assessments, and mental health and attendance-related challenges provide material for reflection about how to best communicate and meet the needs of families of students (such as those mentioned above) who are at the highest level of risk academically, socially, behaviorally, or domestically. In collaboration with the County Office of Education and grant stipulations, the district is pursuing the establishment of a Wellness Center at Avery Middle School (like those now in place at Hazel Fischer School and Michelson School) to provide further parent support and engagement to mirror the mental health and socio-emotional support program for some of the underrepresented families and students."	"Supports, including classroom and library cultural literature and resources for families remain in place to honor cultural backgrounds, family strengths, and to promote general trust, wellbeing, and a welcoming environment. Many resources are available in Spanish, and real-time Spanish translation is available to facilitate staff-to-parent conversation. While all students can benefit from cultural and linguistic resources, services, and practices, the benefit is especially invaluable to many low-income families or those with foster youth, English Learners, and other special needs, allowing them continuity of access to instruction and school resources. Through general commentary and feedback, parents have expressed their appreciation for the district's provision of communication about basic needs, including food distribution, medical and health support, mental health services for students. Stakeholders have also repeatedly shared in-person and via surveys (CHKS; district- and site-generated questionnaires) that they are appreciative of the safe and continuous operation of physical school sites for students, and a welcoming environment for parents.  School site principals and other staff have reached out to engage students and welcome families through websites, phone conferences, alternative school options (Independent Studies), and counseling/mental health support. Staff training on school-to-home communications, family support networks, and trauma-informed strategies could enhance school communications and promote more welcoming access to resources for underrepresented families."	"Involving the school community, focused on Engagement Goal 3 of the current LCAP, community engagement partners consisted of staff, parents, and district administration, all whom provided updated feedback and reflected the needs and concerns of the community. Similarly, in the development of the 2021-2024 LCAP and the ESSER Plan, parent stakeholder engagement and input was invited and included in finalization of the respective plans."	"The district will continue to reach out and actively invite underrepresented parent groups (ELAC, foster youth guardians, etc.) to participate in district activities, decision-making, stakeholder events, and opportunities to discuss how to increase family engagement."	"The district will provide education and information to staff regarding families, cultures, and languages of underrepresented groups via newsletters, a weekly email blast of strategies to connect with English Learners and their families, and other training opportunities."	The district excels in extending written invitations and information as well as word-of-mouth recruiting of community engagement partners for input and in seeking collaboration in decision-making.	"Current initiatives include a focus on reaching all families with information about ways to become involved in the schools and in their child's education. This includes ""update letters"" from the superintendent, surveys, and invitations to parents to participate in school and student events/meetings where decisions are made about schools and services."	"The district will provide education and information to staff regarding families, cultures, and languages of underrepresented groups via newsletters, a weekly email blast of strategies to connect with English Learners and their families, and other training opportunities to foster a sense of inclusion of, and participation by underrepresented families."	2	3	3	4	2	2	4	4	3	4	4	3	Not Met	10/19/2022	2022
37684370000000	Vallecitos Elementary	3	"Partnering with a variety of agencies, such as Migrant Education and Mini Corps will help support the engagement of underrepresented families. Bilingual staff provide outreach to families to make them feel welcome and increase engagement. Class Dojo, Blackboard Connect, and calling parents directly helps with building relationships between school and families."	"We want families to feel comfortable volunteering, regardless of language barriers. We want to train family representatives to work collaboratively with teachers in the classroom and with the school. Employing parents in the community is also a goal of the district."	"We want to provide community resources and whole-child approaches to working with students and families. Having more families on our campus with volunteering, working, and supporting our school will help them engage with the students and staff."	"Outreach for family engagement has improved through weekly messages, school flyers, Class Dojo, school website, ARC Community Newsletter, and the school marquee. Parents are encouraged to participate in PTO events, as well as committees such as ELAC/DELAC and School Site Council. Student achievement is communicated through ongoing parent meetings, including Coffee with the Principal, Open House, Parent Conferences, and Back to School Night. A full time social worker position was developed to strengthen parent relationships and provide resources to families in need."	"One focus area for improvement is increasing parent participation in workshops and parent meetings offered by the school site. In addition, including parents in student learning and engagement with at home strategies to implement will help increase our student outcomes."	"Collaborating with partners, such as Migrant Education, Fallbrook Regional Health, Palomar College, Fallbrook High School District, and other surrounding partners will help connect our families to the school and our community."	"Outreach for family engagement has improved through weekly messages, school flyers, Class Dojo, school website, ARC Community Newsletter, and the school marquee. Parents are encouraged to participate in PTO events, as well as committees such as ELAC/DELAC and School Site Council. Student achievement is communicated through ongoing parent meetings, including Coffee with the Principal, Open House, Parent Conferences, and Back to School Night."	"One focus area for improvement is seeking a variety of ways for parents to provide input, including online surveys, phone calls, Zoom meetings and in person parent meetings. Bilingual staff encourage input from parents and make them feel welcome and invited to participate."	Bilingual staff are critical to ensuring our underrepresented families feel included and welcome to collaborate with staff when making decisions for the school district.	4	4	4	5	3	4	4	4	4	4	4	4	Met	6/28/2022	2022
48705810115469	Vallejo Charter	3	"? The District utilizes Bilingual Parent Liaisons and Parent Partnership Liaisons to assist school staff in connecting with and serving families. These staff members provide translation and interpretation services, and hold office hours and support groups for parents. ? Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area for Improvement in Building Relationships Between School Staff and Parents. ? Based on input from parents and guardians, District staff has learned that parents are eager to re-engage with school staff after the long period of restricted access to schools and classrooms due to the COVID – 19 Pandemic. School staffs are planning events and strategies to provide parents with multiple ways to engage on campuses. ? Based on an analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families. ? Staff will improve engagement of underrepresented families by providing multiple ways for families to engage. This includes options to attend parent leadership meetings in-person or virtually, translation services at all meetings and parent events, and one-on-one outreach to specific families."	"? Based on input from parents and guardians, District staff has learned that parents are eager to re-engage with school staff after the long period of restricted access to schools and classrooms due to the COVID – 19 Pandemic. School staffs are planning events and strategies to provide parents with multiple ways to engage on campuses."	"? Staff will improve engagement of underrepresented families by providing multiple ways for families to engage. This includes options to attend parent leadership meetings in-person or virtually, translation services at all meetings and parent events, and one-on-one outreach to specific families."	The District has adopted local academic assessments for all 1st – 12th grade students that have special data displays for individual student results created for parent information. These displays can be used by teachers during parent conferences and sent home to parents to inform them of student progress.	"During educational partner input sessions, parents/guardians requested additional professional learning opportunities targeted to parent education aligned to student learning. Based on this, additional funds have been allocated to provide this service at more schools."	"District staff have selected the Parent Institute for Quality Education, PIQE, as the primary parent education program as it has a research backing in effectively engaging and supporting families of future first generation college-going students."	"In order to engage parents and the general school community in the development of the single plans for student achievement and the Local Control Accountability Plan, each site principal held onsite meetings to gather feedback on the academic and mental health needs of students. This input was used to inform plans for future actions and services."	District staff tracks parent participation in advisory and other decision-making groups and has seen a slight decline in parent attendance at these events at the district level. In response to this we will be working on strategies to increase parent attendance through offering attendance options that include in-person and virtual participation.	District staff members track participation rates of families from individual student groups to ensure participation rates that mirror our student demographics. Most recently we noticed that we had little to no participation for our parents of foster youth. In engaging this group of parents we found that they were unable to attend the evening meetings that were being offered to them. Based on this feedback we began making individualized phone calls to administer a needs assessment on the needs of foster youth.	3	3	3	3	3	4	4	3	4	4	3	2	Met	6/15/2022	2022
48705810000000	Vallejo City Unified	3	"The District utilizes Bilingual Parent Liaisons and Parent Partnership Liaisons to assist school staff in connecting with and serving families. These staff members provide translation and interpretation services, and hold office hours and support groups for parents."	"Based on input from parents and guardians, District staff has learned that parents are eager to re-engage with school staff after the long period of restricted access to schools and classrooms due to the COVID – 19 Pandemic. School staffs are planning events and strategies to provide parents with multiple ways to engage on campuses."	"Staff will improve engagement of underrepresented families by providing multiple ways for families to engage. This includes options to attend parent leadership meetings in-person or virtually, translation services at all meetings and parent events, and one-on-one outreach to specific families."	The District has adopted local academic assessments for all 1st – 12th grade students that have special data displays for individual student results created for parent information. These displays can be used by teachers during parent conferences and sent home to parents to inform them of student progress.	"During educational partner input sessions, parents/guardians requested additional professional learning opportunities targeted to parent education aligned to student learning. Based on this, additional funds have been allocated to provide this service at more schools."	"District staff have selected the Parent Institute for Quality Education, PIQE, as the primary parent education program as it has a research backing in effectively engaging and supporting families of future first generation college-going students."	"In order to engage parents and the general school community in the development of the single plans for student achievement and the Local Control Accountability Plan, each site principal held onsite meetings to gather feedback on the academic and mental health needs of students. This input was used to inform plans for future actions and services."	District staff tracks parent participation in advisory and other decision-making groups and has seen a slight decline in parent attendance at these events at the district level. In response to this we will be working on strategies to increase parent attendance through offering attendance options that include in-person and virtual participation.	District staff members track participation rates of families from individual student groups to ensure participation rates that mirror our student demographics. Most recently we noticed that we had little to no participation for our parents of foster youth. In engaging this group of parents we found that they were unable to attend the evening meetings that were being offered to them. Based on this feedback we began making individualized phone calls to administer a needs assessment on the needs of foster youth.	3	3	3	3	3	4	4	3	4	4	3	2	Met	6/15/2022	2022
19647330122754	Valley Charter Elementary	3	"Valley Charter Elementary’s strength in this area includes building trusting relationships with families at every level of the organization (e.g., between families and the Executive Director, school leader, teachers, teaching assistants, office staff, etc.) and creating a welcoming environment for our families and students. As a community we also excel at knowing each child well and building appropriate and rigorous goals for each student. While we have a strong and sustained focus on ensuring that we creating a welcoming environment for families and students of all cultures and providing a variety of ways for families to partner with us in ways that can work for each family, these are two key areas, based on our family survey results, where we would like to elevate our practice. A key area of feedback that we received through our survey data was that families need more targeted information regarding volunteer opportunities and would like to understand all of the different ways that they can contribute, especially if they cannot donate money or donate time. This will be a key area of focus for us in our parent engagement strategy next year."	"A key area of feedback that we received through our survey data was that families need more targeted information regarding volunteer opportunities and would like to understand all of the different ways that they can contribute, especially if they cannot donate money or donate time. This will be a key area of focus for us in our parent engagement strategy next year."	"Valley Charter Schools will improve engagement of underrepresented families by sending out family engagement surveys at the beginning of each school year that outlines a variety of ways to be involved in the life of the school and their child's education and emphasizes that we know each family's way of being involved will naturally differ.  In addition to this framing, VCS will also send out a survey asking for families' interests, special skills to try and match them to potential engagement opportunities throughout the year."	"Valley Charter Elementary has strong structures in place for teachers to meet with families and students to discuss student progress towards improved student outcomes, most notably our student-led conferences in grades 3-5. VCES is also exemplary in helping families to understand and exercise their legal rights as advocates for their children."	"While VCES has strong practices in place to help parents understand our unique curricula and provide support at home, specifically with reading and writing workshop and Singapore math, this is an area we would like to continue to focus on so that all our families understand the what and the why of our carefully selected curriculum and our program and are able to fully support their children at home as needed."	We would also like to focus in the upcoming year on helping our families understand the importance of our focus on an anti-bias curriculum as it relates to our mission and vision.	"Valley Charter Elementary has strong structures in place, such as Parent Faculty Council and numerous family-driven school committees (e.g., fundraising, beautification, outreach, etc.) to support family involvement in decisions that affect the community and to plan activities to create a sense of community and positively impact the student experience."	An area of continued focus is to seek out voices and input from underrepresented groups in the community to ensure a diversity of families are represented on such committees and in school-wide decisions and activities.	"Valley Charter Schools will continue to advertise opportunities for input in weekly principal communications and monthly ED communications.  Knowing that not all families can easily attend meetings, VCS will also continue to send out key school documents (such as the Local Control and Accountability Plan) with enough lead time for families to review and provide feedback and multiple ways to provide input (e.g., meetings, surveys, etc)."	5	4	4	4	4	4	5	5	4	4	4	4	Met	6/27/2022	2022
19647330122838	Valley Charter Middle	3	"Valley Charter Middle’s strength in this area includes building trusting relationships with families at every level of the organization (e.g., between families and the Executive Director, school leader, teachers, teaching assistants, office staff, etc.) and creating a welcoming environment for our families and students. As a community we also excel at knowing each child well and building appropriate goals for each student. While we have a strong and sustained focus on ensuring that we creating a welcoming environment for families and students of all cultures and providing a variety of ways for families to partner with us in ways that can work for each family, these are two key areas, based on our family survey results, where we would like to elevate our practice."	"A key area of feedback that we received through our survey data was that families need more targeted information regarding volunteer opportunities and would like to understand all of the different ways that they can contribute, especially if they cannot donate money or donate time. This will be a key area of focus for us in our parent engagement strategy next year."	"Valley Charter Schools will improve engagement of underrepresented families by sending out family engagement surveys at the beginning of each school year that outlines a variety of ways to be involved in the life of the school and their child's education and emphasizes that we know each family's way of being involved will naturally differ.  In addition to this framing, VCS will also send out a survey asking for families' interests, special skills to try and match them to potential engagement opportunities throughout the year."	"Valley Charter Middle has strong structures in place for teachers to meet with families and students to discuss student progress towards improved student outcomes, most notably our student-led conferences. VCMS is also exemplary in helping families to understand and exercise their legal rights as advocates for their children."	"While VCMS has strong practices in place to help parents understand our unique curricula and provide support at home, this is an area we would like to continue to focus on so that all our families understand the what and the why of our constructivist, project-based approach and are able to fully support their children at home as needed."	We would also like to focus in the upcoming year on helping our families understand the importance of our focus on an anti-bias curriculum as it relates to our mission and vision.	"Valley Charter Middle has strong structures in place, such as Parent Faculty Council and numerous family-driven school committees (e.g., fundraising, beautification, outreach, etc.) to support family involvement in decisions that affect the community and to plan activities to create a sense of community and positively impact the student experience."	"Valley Charter Schools will continue to advertise opportunities for input in weekly principal communications and monthly ED communications.  Knowing that not all families can easily attend meetings, VCS will also continue to send out key school documents (such as the Local Control and Accountability Plan) with enough lead time for families to review and provide feedback and multiple ways to provide input (e.g., meetings, surveys, etc)."	An area of continued focus is to seek out voices and input from underrepresented groups in the community to ensure a diversity of families are represented on such committees and in school-wide decisions and activities.	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/27/2022	2022
19647330137612	Valley International Preparatory High	3	"VIP High School implements a wide variety of strategies and processes for the regular involvement of all stakeholder support groups in the learning and teaching process for all students.  Through a multi-pronged approach, our stakeholders are kept informed of important events in the school community and, through the solicitation of feedback through surveys and School Site Council, participate in shaping the learning and teaching process for all students. VIPHS engages parents through the parents’ booster club, called Friends of Parents In Partnership (FPIP). Even though it maintains its own 501(c)3 (separate from VIPHS) and officer roster via elected and voluntary positions, it is worthy of mention that it has its own website at friendsofpip.org and keeps its own mailing lists.   From Spring 2020 to Spring 2021, due to the challenges of the COVID-19 pandemic and the difficulty in recruiting and holding elections for school site council, FPIP subbed as our main stakeholder consultation body, which occurs every month.  FPIP holds regular evening meetings for parents in which the school’s administrative leadership attend and participate, for purposes of in-person messaging, gathering feedback, problem-solving, organizing the school’s community-wide events, and fundraising.  Thus far, members of administration have been at every FPIP meeting.  With the return to in-person instruction in Fall 2021, VIPHS resumed its school site council, which consists of administrators, teachers, parents, and students, and which meets monthly to both communicate information and solicit feedback from our stakeholders. For example, during our first school site council meeting this year, topics on the agenda included: • What is an LCAP? • WASC Accreditation • Key Cognitive Strategies VIP also uses a system called Parent Square is commonly used by VIPHS office staff to send posts and Smart Alerts in order to supplement Mailchimp and ensure that parents are informed of crucial information.  Parent Square sends an email, text message, and a voice message, ensuring that the most important information reaches our parent/guardian population.  ParentSquare also has an automatic translation feature, which translates the message into the user’s preferred language setting, which ensures that all of our families are kept informed about important information related to their student’s education.  We are in contact with 99.3% of our families, and communicate with the remaining two families by other means."	"VIP’s focus areas for improvement is to allow for more teacher-parent interaction throughout the year.  The pandemic seriously hampered our efforts to provide in-person opportunities like “back to school night” and parent teacher conferences, and despite our many forms of communication and elicitation of stakeholder feedback, we want to provide more in-person opportunities during the school year for families to visit the school building and meet teachers face to face."	"In the coming year, feedback from some students was that they would like to see more explicit expressions of inclusion coming from school staff throughout the year.  As a result, we’ll be modifying our advisory curriculum to include more information about heritage months, as well as use advisory to create decorations for the school each month that specifically celebrate inclusion."	"Our advisory program provides parents with a main point of contact at the school, who can then refer their inquiries to the appropriate staff.  This helps streamline communication processes and improved our ability to build partnerships with families for student outcomes. Staff and admin work closely to establish PD priorities, and admin supports teachers pursuing outside PD opportunities. The LEA regularly communicates information to families via Parent Square, and actively informs them of opportunities to get involved in their child’s education.  Our SST team actively reaches out to families of students who are struggling, and provides resources and help on how they can improve student learning."	"With the pandemic coming to an end, more opportunities for parents to visit the school, particularly in the fall, for things like back to school night and parent teacher conferences."	"Ensuring all communications are multilingual and in the preferred home language.  Families can choose these options when they register for Parent Square, our communication tool for families. Additionally, school is developing partnership with local middle school to improve engagement of underrepresented families at the school."	"The school has an active School Site Council and regularly surveys stakeholders for input.  A parent and student experience survey is sent in the spring which is used to shape LCAP goals, advisory curriculum, and school improvement plans."	"More consistent SST meetings, and more tools for feedback throughout year rather than just school experience survey in spring."	Ensure that surveys and input tools are multilingual.	4	4	4	4	4	4	4	4	4	3	3	3	Met	6/8/2022	2022
54105460124057	Valley Life Charter	3	"Each year, Valley Life surveys the staff, students, and parents in multiple ways. The information is then used to drive the Local Control and Accountability Plan, which assists the school in setting goals, planning actions, and leveraging resources to meet the goals to improve student outcomes. Parents are encouraged to volunteer 40 hours per year per family - this is not mandatory. VLCS maintains one parent on the VLCS Board."	"This year's focus area for improvement in building relationships between school staff and families is to create a Parent Lighthouse Team, in which parents will have input into how leadership is taught at Valley Life.  Parents will be trained in the 7 Habits and will train other parents."	"Valley Life will reach out to underrepresented families to join the lighthouse team.  Surveys will be available online and via pen and paper for those that can not access the internet easily.  Professional learning to staff and parents has been through the use of the Leaderinme.com resources and training. To improve the engagement of underrepresented families, VLCS has implemented the use of Parent Square to reach all families via the school app"	The current strength in building partnerships for student outcomes is using the 7 Habits throughout the entire school.  One particular method this is done is with the Student Led Conferences. Students are equipped to take care of their learning - and lead their conference with the parent and the teacher.	"Sharing academic and behavioral data with parents is an area of focus for improvement. To address this, VLCS must be  strategic in how data is shared. Staff will attend parent group meetings, coffee and conversation, and other events to facilitate data sharing. Data to be shared include information on the California School Dashboard, the SARC, information about the 7 Habits, school news, and plans for Title I, II, V"	"To improve the engagement of underrepresented families, VLCS has implemented the use of Parent Square to reach all families via the school app."	"Valley Life has continued to engage parents in a variety of ways: Valley Life Board Member & Meetings Valley Life Foundation Board. Training Volunteers Coffee and Conversation Events and Activities such as Open House, Leadership Night, Tricky Tray, and Carnival  Input is sought for the dashboard indicators, LCAP, and the Leader in Me multiple results assessments."	VLCS will share reports from various surveys and local data at board and parent group meetings.	"Instead of just sending out surveys, VLCS will attempt to seek input during Coffee and Conversation."	4	4	4	4	4	4	5	4	4	4	4	4	Met	6/17/2022	2022
56725205630405	Valley Oak Charter	3	"Valley Oak Charter holds regular staff meetings in which staff discusses strategies for improving our partnership with families. The school offers workshops at Open House and Orientation meetings to teach parents how to better serve their children as their primary teachers. Families meet regularly with their Supervising Teachers to collaborate in setting goals and evaluating progress for the children. Parents are informed of their rights through workshops, the school’s parent handbook, and at Parent Advisory Committee meetings."	"The school is working on improving communication for all families through the use of electronic communication, teleconferencing, the school newsletter, and individual family meetings."	"The school is working on improving communication for all families through the use of electronic communication, teleconferencing, the school newsletter, and individual family meetings."	"Each Supervising Teacher at Valley Oak Charter oversees 25 students at their assigned grade levels (K-3; 4-8; 9-12). Supervising Teachers (STs) meet with their families on a regular basis and make phone contact at least once a month. Teachers communicate with their families weekly through student work records. STs also teach optional, on-site classes where they interact with students and create trusting relationships. Each week, staff meets and discusses children and their needs. Families interact with each other and with staff at frequent Open Houses and family events on campus and in the community. 2021 Parent Survey Results: on our 2021 parent survey: 92% said the school offered an emotionally and physically safe space for their children to learn; 97% felt the school adequately supported both parents and students in their homeschool learning program. 80% of parents reported engaging with their students’ Supervising Teacher at least once a month, and 51% reported once a week or more."	The school is now working on improving communication with parents and students about their children's progress in learning the Common Core Standards.	"The school is working on improving communication for all families through the use of electronic communication, teleconferencing, the school newsletter, and individual family meetings."	"The school develops its onsite educational programs through parent input on surveys and in discussions by the school Steering Committee. Parents serve on the Board of Directors, Steering Committee, Parent Advisory Committee, and a number of specific decision-making committees. Using records kept by the school’s Programming Coordinator, 2019-20 engagement figures showed that 60% of families had a parent serving on one of the school’s committees. In 2020-21, these committees were suspended due to the school closure. The Curriculum Committee and the Steering Committee continued, as did the Board of Directors. • In 2019-20, 68% of VOC’s parents consistently completed their scheduled duties as an Assisting Parent and/or served on a schoolwide committee. As “Assisting Parents,” parents volunteer to help in classrooms, drive students to school events, or participate in some other capacity. Our school committees handle specific areas of school operation (curriculum, budget, library, programming, etc.) or school decision-making (Parent Advisory Council, Steering Committee and Board of Directors). In 2020-21, these duties were not assigned due to the extended school closure and restrictive COVID protocols when school opened in March. • 100% of our parents served as their child’s homeschool teacher. In this role, parents are directly engaged on a daily basis in the education of their children.  • Valley Oak Charter offers its students a variety of elective workshops and learning activities, as well as academic support programs (such as tutoring and independent study sessions). These optional on-campus programs have been very popular with our students. In 2020-21, VOC ran these programs virtually through Zoom, Google Meet, etc. for 3/4 of the year, then in person for the last ¼ year. Participation records show that when the school was in full distance learning mode, 47% took 3 or more synchronous Zoom activities per week; 17% took 2 or more activities per week; 11% took only 1 activity per week; 25% were not engaged in virtual classes. 50% were engaged in Google Classroom or “Class-in-a-Bag” asynchronous activities. During our in-person hybrid mode 52% took on-site workshops 2 days a week; 17% took synchronous Zoom classes, and 21% were non-participating."	Continued and wider outreach to educational partners is the focus area for improvement in seeking input for decision making.	Parent Survey: This survey collects input from our parent community regarding student progress in meeting standards and provides an opportunity for parents to reflect on their experience at VOC.  Parents workshops: Parent workshops will include focused time for parents to provide input in a group setting after a parent collaboration.  The steering committee will be reintroduced on site and available to all parents to provide input. VOC will create better outreach through weekly newsletters and bulletin board announcements near the student drop off location.	5	5	5	5	5	5	5	5	5	5	5	5	Met	5/12/2022	2022
15101571530492	Valley Oaks Charter	3	"Valley Oaks Charter School (VOCS) was founded on respecting and valuing parent choice; giving parents a chance to tailor an education to fit their child’s individual needs in a homeschool environment. VOCS prides itself on building trusting and respectful relationships with all families. According to the 2022 Annual Survey, 94% of educational partners reported that they feel connected to VOCS. Additionally, all five sites strive to create a welcoming environment where families feel safe and comfortable, while being on campus. VOCS staff works closely with families to learn about educational goals that are set for each student, along with discovering new information about the family’s strengths, culture, and reasons for homeschooling."	"Despite the pandemic, VOCS strived to maintain good relationships with our students and Parent Educators.  However, parents did not feel as welcome on campus due to restrictions on in-person activities.  According to the 2022 Annual Survey, 75% of parents/guardians reported feeling valued by VOCS as an important partner at school.  With school back to all in-person activities without restrictions, VOCS will continue to focus on cultivating and maintaining relationships with all educational partners."	"VOCS provides numerous educational options and opportunities that can be individualized to each student’s learning style, skill set, and academic potential. In addition, parent educators may choose to have their students participate in a variety of enrichment activities either on-site or by using our vendor service program."	"Valley Oaks Charter School prides itself on building relationships with all families to encourage unlimited student growth. Parent Educators, credentialed teachers, and staff work in partnership to provide high quality curriculum, vast and diverse resources, and learning experiences to support student learning and development in the home. According to the 2022 Annual survey, 98% of parent educators reported that VOCS provides a rigorous, relevant and coherent curriculum that is accessible to all students. At the mandatory progress/assignment (table) meetings, teachers and parents strategize on how to present lessons, oversee learning, integrate state standards, assess learning, add supplemental assignments and projects, and meet learning objectives. Professional learning opportunities are available to both credentialed teachers and parent educators throughout the school year, which enhances the capacity to build stronger relationships with all families. Even during the pandemic, VOCS strived to maintain good relationships with all of our students and Parent Educators."	"VOCS acknowledges the need to continue spending our time and resources to improve student performance.  Since VOCS is a parent-choice, parent participation, independent/homeschool charter school, the school recognizes that consistency throughout the grade levels can vary from family to family, as well as year to year."	"VOCS will use professional learning opportunities, supplemental curriculum and materials, technology and equipment, and community partnerships to better serve our underrepresented families and all students overall."	"Every year Valley Oaks Charter School (VOCS) looks for different ways to seek input from all educational partners. All Parents Educators can offer input in making decisions for each site by attending in-person and/or virtual meetings, attending scheduled appointments and/or Town Hall meetings, receiving Parent Square announcements, Remind announcements, and/or completing surveys. Due to this effort, 97% of the educational partners felt they had the opportunity to be part of decisions about VOCS."	"VOCS is looking at ways to streamline information to ensure all educational partners work together in decision-making for VOCS.  VOCS advertises and communicates different collaboration opportunities by sending weekly emails and/or Parent Square/Newsflash/Remind announcements, posting announcements on Facebook, and/or sharing the information at a scheduled in-person or virtual meeting, which can be overwhelming for some educational partners."	"Valley Oaks Charter School (VOCS) will continue cultivating and maintaining relationships with all families.  In addition to increasing activities on campus, VOCS will continue to utilize Parent Square, Remind, and e-mail to advertise, inform, and invite all educational partners to VOCS workshops and events."	5	5	5	5	5	5	5	5	5	5	5	5	Met	5/31/2022	2022
39686270129916	Valley View Charter Prep	3	"Valley View Charter Prep understands the importance of feedback from educational partners and utilizes this  feedback in planning and decision-making. Teachers meet weekly, bimonthly, or monthly with families establishing  trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend  Parent Fairs events, Curriculum Exchange, as well as Park Day. During individual family meetings, teachers engage with parents and students and learn about the family's unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a log for reference. Valley View has an active website and Facebook Page that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone."	Based on feedback from educational partners VVCP is expanding its use of social media and creating a new website. Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision-making process.	"With the model of education set forth by VVCP, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented subgroups are properly engaged."	"Valley View Charter Prep teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO, Rosetta Stone and district adopted curriculum. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed three times per year through DIBELS. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged."	"The analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during  the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions.  In addition, VVCP is piloting a writing assessment in the 22-23 school year, which will give parent teachers more  information on their students' writing skills and weaknesses."	"With the model of education set forth by VVCP, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub-groups are properly engaged."	"Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are  encouraged to attend parent park days and parent fairs. Meetings are held prior to these  events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an  annual satisfaction survey. The results from the survey are used to make school wide impact decisions."	Based on feedback from educational partners VVCP is expanding its use of social media and creating a new website. Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision making process.	VVCP will improve engagement of underrepresented families by offering daily teacher office hours.	5	5		5	5	5	5	5	4	4	4	4	Met	6/9/2022	2022
19647330133694	Valor Academy Elementary	3	"The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 96% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 97% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families. 99% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff."	"The school has identified the percent of parents who engage in an annual meeting with a school counselor as a focus area for improvement, as 62% attended a meeting with a school counselor this year. The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 35% attended this year."	"The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed. As we see COVID-19 restrictions being lifted, the school will be able to offer additional family engagement events to reach more families and build stronger relationships with its community."	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having  96% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	"The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 38%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes."	"The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home. With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world."	"One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor."	"Though we are proud to have 96% of parents returning surveys, and 99% of parents attending a school event, we continually strive to increase these numbers to reach 100% as possible. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups."	"The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
19647330127894	Valor Academy High	3	"The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 62% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 93% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families. 79% of parents reported that the principal, assistant principal, or dean is frequently or almost always available to them if they have a problem. Through events that highlight the cultures of students and implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff."	"The school has identified the percent of parents who engage in an annual meeting with a school counselor as a focus area for improvement, as 36% attended a meeting with a school counselor this year. The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as  6% attended this year."	"The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed. As we see COVID-19 restrictions being lifted, the school will be able to offer additional family engagement events to reach more families and build stronger relationships with its community."	"We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. Our team works hard to provide families with information and resources to support student learning in the home.  Additionally, most families feel supported with guidance provided by teachers, as evidenced by survey respondents saying that 74% feel quite or extremely “confident in their ability to support their child’s learning at home.”"	"The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 17%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes. We also see an area of growth to increase participation in Teacher-Parent Conferences having 38% participation so far this year."	"The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home. With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world."	"One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor."	"Though we are proud to have 63% of parents returning surveys, and 49% of parents attending a school event, we continually strive to increase these numbers to reach 100% as possible. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups."	"The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year."	5	5	5	5	5	4	5	5	5	5	5	5	Met	6/23/2022	2022
19647330120022	Valor Academy Middle	3	"The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 88% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 95% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families. 90% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff."	"The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as  26% attended this year."	"The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed. As we see COVID-19 restrictions being lifted, the school will be able to offer additional family engagement events to reach more families and build stronger relationships with its community."	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having  80% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	"The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 44%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes."	"The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.  The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home. With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world."	"One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor."	"Though we are proud to have 88% of parents returning surveys, and 90% of parents attending a school event, we continually strive to increase these numbers to reach 100% as possible. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups."	"The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/23/2022	2022
29768776111371	Vantage Point Charter	3	Vantage Point is notorious for developing relationships with its students and families.  Having the one-on-one opportunity to meet with students and families individually allows for strong relationship-building opportunities.  Our families attend promotion and graduation events in large numbers.  We have great participation with Back to School Night and Open Houses.	"This is an area to bring back to focus for our families.  Although we had strong participation during the previous year, we continue to be sensitive to families who are concerned with attending in-person events due to COVID-19."	"The staff goes above and beyond to support families and their students. Family events are held throughout the year to encourage parent engagement and input.  Charter Advisory Council meetings are held and open to all parents wishing to attend.  Because parents have weekly meetings with staff, attendance at family events tends to be low. However, 1:1 meetings are a huge success as parents wish to connect with staff regularly.  Teachers, administrators, and classified staff all have open-door policies that encourage consistent communication with families and community members. An area of focus going forward is to encourage and increase engagement in CAC meetings."	"With two teachers, Vantage Point will focus on helping staff partner with families regularly outside of 1:1 meetings. Trauma-informed practice is an area we will continue to focus on as we had before the pandemic.  Teachers will continue to make weekly connections with students and evaluate their progress to discuss strengths and areas of concern."	Vantage Point will focus on student engagement to ensure students are meeting their attendance and weekly meeting requirements.  Enrichment opportunities will be provided through tutoring and elective opportunities.	Meeting with families and students one-on-one is the most effective way to improve engagement with underrepresented families.  It allows for a specific designated weekly time to meet with the student without interruption.	Opportunities are provided consistently throughout the year for educational partners to participate in providing input for Vantage Point.  COVID-19 created a struggle for attendance for our families during opportunities for input.  We will continue to offer Zoom as an option for our partners to participate in in-person meetings do work.	The VP staff does an excellent job at creating multiple avenues for parent participation. Our biggest challenge is getting parents to engage regularly outside of 1:1 meetings. One successful area is utilizing online meeting platforms such as Zoom to engage parents.	"During our one-on-one meetings, teachers and the staff will encourage participation and solicit input on how Vantage Point can make the engagement opportunities more available."	5	5	5	5	4	4	5	5	4	5	5	5	Met	6/14/2022	2022
19647336019715	Vaughn Next Century Learning Center	3	"Vaughn seeks parent input and participation in the governance of the school consistently throughout the school-year. The school has a dedicated Family and Community Center wherein parent education courses and access to a myriad of services are available, and monthly parent forums are held to inform parents of school and community related issues. Vaughn has resumed parent engagement in-person fully this year including in person Back to School Night and Parent Conferences. This will provide opportunities to connect and build relationships in a way that was more challenging when everything was virtual. Our site directors host monthly ""Coffee with the Director"" sessions in order to connect and welcome parents to collaborate and learn about the school staff, programs, and supports. Our Parent Square platform has been very helpful to support home-school communication. This platform allows parents and staff to communicate in each person's preferred language and is available through email, app, text, and phone."	Vaughn is always striving to improve relationships with families. We want to continue to find innovative ways to connect and welcome families to our campuses.  One area that we continue to strive for is more parent input on our Governing Board and Governance Committees. We want to encourage more parents to participate so that we can hear their voices as we make decisions about the future of our school.	"We will work to include underrepresented families by leaning on our staff that we have dedicated to supporting our families. We have  a Homeless Foster Youth Liaison, EL Coordinator, SPED Director, Community Coordinator, Attendance Clerks,  and multiple Social Workers that have relationships already established with many underrepresented families. These relationships are the basis for increasing connection and engagement with our families."	"Vaughn believes that partnerships with families and outside agencies are of the utmost importance when it comes to impact on student outcomes. Vaughn has many strengths in regards to building these partnerships. Vaughn regularly provides parents and guardians with updates regarding theirs child's progress. These updates include progress reports, report cards, conferences, and  access to online gradebooks. Vaughn also provides data to parents through reports from diagnostic assessments and summative assessments. Vaughn has established relationships with many partners that work closely with us to support our student's needs. These partnerships include Providence Health, Kaiser, DCFS, Luminarias, Sycamores, El Centro de Amistad, Our House Grief, Phoenix House, MEND, GEAR Up, School Climate Transformation Grant, Tia Chuha's, and Think Together."	We will continue to improve partnerships that support our students and families. Our community has particular need in the area of mental health supports so there will be continued focus on establishing relationships with entities that provide critical wraparound services that support our students.	"We will work to build partnerships that support and include underrepresented families by leaning on our staff that we have dedicated to supporting our families. We have  a Homeless Foster Youth Liaison, EL Coordinator, SPED Director, Community Coordinator, Attendance Clerks,  and multiple Social Workers that have relationships already established with many underrepresented families. These relationships are the basis for Vaughn identifying supports and partnerships that would address the needs of the families who might otherwise be underrepresented."	"Vaughn has well established opportunities for staff to engage parents in decision making. These include educational partner representation on our Governing Board and Governance Committees including our English Learner Advisory Council and School Site Council (Partnership). Vaughn also provides opportunities for parents to provide feedback that then guide decisions about programs, services, and supports."	One area that we continue to strive for increased parent input on our Governing Board and Governance Committees. We want to encourage more parents to participate so that we can hear more voices as we make decisions about the future of our school. Parent participation has always been a priority however we have struggled to have the participation at higher levels on these important committees and board.	"One are we want to promote is participation on our governance committees for parents. We will communicate participation opportunities using our Parent Square platform. Additionally, we will ensure that those parents who attend that prefer a language other than English have translation to ensure their participation. Additionally, our Family Engagement Coordinator will act as a liaison between parents and families and continue to promote engagement opportunities to all families. We will also employ the services of our Homeless Foster Youth Liaison in order to support engagement of this underrepresented population of educational partners."	4	5	4	5	4	4	5	3	4	4	4	3	Met	6/29/2022	2022
56105610112417	Ventura Charter School of Arts and Global Education	3	"Ventura Charter School provides multiple entry points for parents and families to participate in their child's education. Parent volunteers are encouraged. Our Parent Advisory Committee meets monthly and parents are surveyed twice a year. Parents run a variety of committees including Parent Connection Committee, Garden Committee, Thanksgiving Feast Committee, Yearbook Committee, etc."	"After being in a pandemic, we are building back our structures for parents to support students on campus."	VCS provides regular support to teachers to improve their capacity to partner with families. Teachers maintain classroom websites (translated into multiple languages) with a wealth of resources for families to support student learning and communication about what is happening in the classroom. The school has adopted the use of Parent Square which allows for streamlined communication with parents. Parents can set their preferences as to how/when they receive notifications. This ensures that parents are able to receive communication in whatever form is most accessible for them. Student-led parent conferences are held formally twice a year to encourage and promote transparency and communication about student progress. Our previous goal was to find ways to engage our Spanish speaking families and to increase participation in school meetings. Prior to COVID we were making progress on this focus area. Teachers who plan and coordinate school events had begun incorporating more culturally inclusive elements. We will continue to work on this focus area.	"The 2021-2022 school year has presented significant challenges to building relationships with families. Ventura Charter School was able to successfully hold parent meetings, parent/teacher conferences, Student Study Team meetings, and IEP meetings virtually. This kept parent involvement strong at VCS this year. 88% of our parents say that VCS encourages parental involvement. We look forward to returning next year with full parental involvement on campus."	Ventura Charter School continues to focus on meeting the needs of our English Language Learners and ensuring their families feel welcome on campus.	Ventura Charter School is implementing the ELLevate curriculum and support to improve engagement of ELL students and their families.	"In the 21/22 school year, VCS began to hold parent meeting via Zoom. This allowed more parents to participated in providing input for decision-making."	"The COVID surge in January-March of 2022 presented many challenges including surveying parents. While we did survey our parents regarding the LCFF priorities, our much fuller mid-year parent survey was pushed back until the end of the school year. These survey results are from May, 2021. From the data, we believe we did a better than average job with our programs and provided as much support to our parents as possible. An area that continues to present opportunities for improvement is our communication and collaboration with our Spanish speaking parents. • -92% agreed VCS leaders value the role that families play in their child's success. • -94% agreed that they felt supported by VCS during the school year. • -94% agreed that VCS provides adequate updates, information, and communications in a language they understand. • -93% agreed that they were satisfied with the amount of access to and communication from their child's teacher. • -90% agreed that VCS communicated adequately about how to access free meals. (8% Don't Know) • -92% agreed that they were satisfied with the way VCS handled COVID-19. • -84% agreed that VCS provided adequate technical assistance to help families with remote/distance learning. (11% Don't Know) • -85% agreed that they were satisfied with the amount of work provided to their child. (3% Don't Know) • -83% agreed that their child's schoolwork was appropriately challenging. • -81% agreed that VCS provided mobile technology, (iPads/netbooks/headsets) (16% Don't Know) • -45% agreed that VCS provided free internet access to families who requested it. (53% Don't Know) • -81% agreed that VCS provided their child with social-emotional support this year. (11% Don't Know) • -79% agreed that their child was engaged in his/her school work this year. • -78% agreed that their child made adequate academic progress this year. (7% Don't Know)"	"In the 22/23 school year, VCS plans to have more in-person events for parents. Including regular meetings regarding how our work with EL Education improves engagement for underrepresented students and families."	5	5	5	5	5	5	5	5	5	5	4	5	Met	6/16/2022	2022
56105610000000	Ventura County Office of Education	3	"VCOE Schools and Programs serve students and their families in a non-traditional, alternative educational setting.  From our court and community schools to our special education schools and programs, students enroll in our sites, continuously throughout a school year, for targeted support in a variety of areas.  Building and maintaining positive relationships with our students and their families is critical in ensuring positive student outcomes.  Prior to a student's initial enrollment in one of our sites a meeting is held, whether it be an orientation meeting or within the IEP process, in which families and school staff connect to discuss the student's program and plan.  This meeting also provides an opportunity for the school staff to begin to build this necessary partnership with the student and family.  Due to the larger percentage of students with special needs throughout our VCOE Schools and Programs, IEP meetings occur frequently, at least annually for each student within the special education program.  These meetings provide an opportunity for families and the school team to further build upon their relationship and partnership to strengthen their student's educational program. In addition to the meetings described above, other weekly communication is shared with families to maintain transparency and further build the relationship with school staff and families.  A weekly newsletter is shared with all families throughout our schools and programs every Friday in which school news, health and safety updates, and upcoming events are shared. School to home communication is further enhanced with the use of the Parent Square portal which allows for messages, alerts, and posts to be shared with individual families, a whole school, or an individual classroom within a school.  The communication is sent to families in their preferred language and families have the capacity to send messages directly to the teacher and/or administrator.  Throughout the school year events are held at each school site to bring all members of the school community together.  Events like back-to-school night, open house, science fairs, and various parent/guardian meetings and learning opportunities are held throughout the year to maintain the relationships and connection between school staff and students’ families."	"To continue to build relationships between school staff and families, VCOE Schools and Programs will focus efforts on outreach.  Due to the unique nature of our schools and programs, our school communities are made up of a diverse group of students and families that reside throughout the entire county.  In addition, our schools and programs are not in traditional school settings and the length of student enrollment varies greatly at each of our sites.  These circumstances can often present a challenge to creating and strengthening a tight school community.  By continuing to focus on outreach and communication to each of our school families, considering factors like culture, language, and past school experiences, school staff can ensure that families feel welcome and valued on their school campuses."	"VCOE Schools and Programs will work to improve engagement of all our school families, particularly those that are underrepresented, by ensuring all staff know who we are serving at our sites, listening to families, and being responsive.  Regularly reviewing student data provides staff with important information needed to understand students' family background and needs.  In addition, providing opportunities for families to express their needs, whether it be in a meeting, survey, or an informal conversation or conference, allows for their voices to be heard.  Most importantly, school staff must be responsive to the needs of the families, in particular school staff must be culturally responsive to families.  By regularly reviewing student data and listening to parents/guardians' feedback, school staff will be intentional in building and maintaining positive relationships with school families."	"1. VCOE Schools and Programs serves a large percentage of students with special needs that require individualized educational plans (IEPs).  Conducting meaningful and productive IEP meetings that promote positive partnerships leading to positive student outcomes is an area of strength for our schools and programs. All students with an IEP require an annual meeting, at a minimum, with an IEP team.  An IEP team consists of the student, parent/guardian, and various members of the school staff.  These IEP meetings provide a valuable opportunity for the team to discuss the student's educational progress and update goals and services to positively affect the student's academic outcomes.   In addition, another area of strength is the support given to families so that they understand and exercise their legal rights pertaining to their student’s educational needs within the special education program."	"To continue to build the partnerships between families and school staff, an area of focus for VCOE Schools and Programs is providing families with learning opportunities and resources that will support student learning at home. As mentioned in an earlier response, a strong home – school partnership is critical to student success.  Finding relevant and meaningful parent learning opportunities that also meet the needs of all our school families is essential.  Finding the appropriate time and delivery mode is also an important factor to consider when planning.  Due to the unique make up the VCOE Schools and Programs community, creating these learning opportunities that are relevant and appeal to all of our families can often be challenging, however, the staff agree wholeheartedly that providing these opportunities is essential and will continue to prioritize this effort."	"VCOE Schools and Programs will work to improve engagement of all our school families, particularly our underrepresented families, through outreach and the review of student data.  By being intentional in their efforts, school staff will seek input from families in order to assess the needs at each school site.  Additionally, reviewing student data at both the state and local level will provide valuable insight to the learning needs at each school site.  Gathering this information, through parent/guardian feedback and reviewing student data, will inform planning and lead to relevant learning opportunities that meet the needs of school families."	"VCOE Schools and Programs has opportunities in place to seek input from parents/guardians for decision making purposes. School Site Councils are appropriately formed at several of our school sites and meet throughout the school year to discuss school programs and resources, review student data and the school budget.  A few school sites also have an English Learner Advisory Committee, and our LEA has a District Learner Advisory Committee which meet throughout the school year to discuss our English learner student programs and resources.  In addition to these more formal avenues of seeking input from families, VCOE Schools and Programs also uses parent/guardian surveys to seek valuable feedback to inform decisions and planning."	"Although there are methods in place to gather input from our parents/guardians, the challenge for VCOE Schools and Programs is increasing parent/guardian participation in these opportunities.  As mentioned previously, factors that may affect the participation rates might stem from the unique make-up of our schools and programs and past school experiences of our students and families.  Focusing on ways to increase participation is necessary so that we have a diverse representation of parents/guardians within the input that will help to inform school policy and programs."	"VCOE Schools and Programs will continue efforts to improve engagement of families, particularly underrepresented families, through ongoing communication and by providing a variety of opportunities to be involved.  Keeping families informed on school events, meetings, student programs, assessments, academic and social-emotional resources, etc., will provide families with a clear understanding of the school program and will help in building the connection that will lead to increased engagement. The weekly newsletter shared with all families via the Parent Square portal will provide this important and relevant information.  School staff will continue to seek input from parents/guardians during informal and formal meetings, surveys, etc. and continue to encourage participation by all.  Formal meetings such as, School Site Council and English Learner Advisory Committees will be publicized in advance, inviting parents/guardians to attend."	4	4	4	4	4	3	4	4	3	4	4	4	Met	6/27/2022	2022
56726520000000	Ventura Unified	3	"Increasing parent and community Involvement is Goal 3 of VUSD’s LCAP, and we are committed to developing multiple opportunities for the district and sites to engage in two-way communication between families and educators using language that is understandable and accessible to families; supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children; developing the capacity of staff to build trusting and respectful relationships with families, and creating welcoming environments for all families in the community. LCAP advisory committee meetings are held during the morning and evening to improve access and participation. Translation is always provided. Based on the May 2021 LCAP Parent Survey (914 responses) over 74% indicate that most teachers make time to discuss grades, academic successes, or areas of improvement with me and my child as needed. However, approximately 53% indicated that families are provided resources and training to strengthen student learning at home. The district will utilize allocated resources across of variety of strategic plans to collaborate with district personnel and agencies to build on strengths and address areas for improvement."	"All secondary sites have engaged in one formal partnership/initiative to engage parents (e.g., PIQE, Leader in Me, etc.) this year. At the high school level, this initiative is being directed by A-G Rate Improvement Grant-funded College/Career counselors in hopes of increasing parent communication on this issue. Elementary sites welcomed back parents in-person/on-campus after COVID this year, which appears to have greatly improved trust and communication between site and families. Principals are also being directed to take more control over Parentsquare communications rather than leaving them to be done at a district level."	"The secondary parent engagement initiatives and partnership with outside entities is directly structured to better connect with underrepresented families. Secondary sites are also partnering with EOS (Equal Opportunity Schools) to improve rates of underrepresented students in Honors, AP and Dual Enrollment coursework, and this 4 year initiative will include systematized outreach to and communication with underrepresented parents."	"Based on the May 2021 LCAP Parent Survey (914 responses) over 74% indicate that most teachers make time to discuss grades, academic successes, or areas of improvement with me and my child as needed. However, approximately 53% indicated that families are provided resources and training to strengthen student learning at home. The district will utilize allocated resources across of variety of strategic plans to collaborate with district personnel and agencies to build on strengths and address areas for improvement."	"All secondary sites have engaged in one formal partnership/initiative to engage parents (e.g., PIQE, Leader in Me, etc.) this year. At the high school level, this initiative is being directed by A-G Rate Improvement Grant-funded College/Career counselors in hopes of increasing parent communication on this issue. Elementary sites welcomed back parents in-person/on-campus after COVID this year, which appears to have greatly improved trust and communication between site and families. Principals are also being directed to take more control over Parentsquare communications rather than leaving them to be done at a district level."	"The secondary parent engagement initiatives and partnership with outside entities is directly structured to better connect with underrepresented families. Secondary sites are also partnering with EOS (Equal Opportunity Schools) to improve rates of underrepresented students in Honors, AP and Dual Enrollment coursework, and this 4 year initiative will include systematized outreach to and communication with underrepresented parents. Additionally, VUSD is partnering with CCGI (California Colleges) to improve communication between students/families/counselors to support students and families with FAFSA and A-G."	"A VUSD's strength is that it maintains many parents-as-educational-partners organizations: SEDAC (Special Education Advisory Committee), PAC (Parent Advisory Committee), DELAC (District English Learner Advisory Committee), AAPC (African American Parent Committee), Mucho Mas Que Miercoles (Latino/a Parent Committee), ESJS Steering Committee (Ethnic and Social Justice Studies), ABAR (Antiracist Antibias Committee), Indian Parent Committee.  These are in addition, of course, to the district's LPAC committee and site-based committees (e.g., School Site Councils). Each organization provides important input on important decisions, such as budgets/expenditures and district/site goals. In addition, VUSD high schools all developed principal advisory committees of students last year and are continuing to develop those student committees to increase student voice in decision-making."	"VUSD is working to incorporate the strongest and most consistent possible systems for School Site Councils (SSC), including the implementation of a simplified budget page for SSC's to have better conversations about how available funds can be spend. Additionally, VUSD is also exploring a partnership with Youth Truth, a survey/research consulting firm that supports districts in collecting and analyzing stakeholder input into district decisions. VUSD's ABAR committee is also advising Student Support Services (SSS) to strengthen and clarify processes for how the district works to prevent and and how they respond to incidents of racism in our schools."	"VUSD has increased the number of parent committees and affinity groups that provide input to, mainly, the Ed Services division, and these parent groups are constructed expressly to increase the representation of underrepresented families in decision-making.  In addition, these parent groups are expressly invited/included in LCAP conversations, which ultimately govern a significant portion of VUSD's actions and services for students."	3	3	3	3	3	3	2	2	3	3	2	2	Met	6/28/2022	2022
39103973930476	Venture Academy	3	"Analysis of educational partners input and local data point to the effort made by the LEA to increase communication and relationships with our second language students, specifically Venture Academy's Spanish speaking population. Venture Academy's regularly reaches out to these families and has multiple community meetings to encourage parent participation. This was noted by many parents that they felt there was attempts to engage this specific population. A large percentage of Venture Academy's clerical staff is bilingual, specifically Spanish speaking. Parents noted that they felt they always had someone to communicate with when they had questions or needed information in their home language. Communication was sent home regularly using the School Messenger system, survey results noted that educational partners felt that the amount information coming home was 'consistent""."	"Venture Academy needs to provide more opportunities for parents to be involved in the activities of the school. Survey results showed a desire for educational partners to more active in the schools activities and felt that it had decresed in recent years. Much of this can be attributed to COVID-19 and the restrictions placed on parent volunteers and guests coming onto campus, also large community events such as the Fall Festival were placed on hold. Venture Academy will look to providing more opportunities for educational partners to be active."	"Venture Academy teachers act as Teacher of Record for a group of students enrolled in their academy.  Their responsibilities include ongoing communication with students and their parents/guardians regarding students' academic progress, emotional well-being and behavior.  Survey data indicates that this has been an effective tool for building positive, trusting relationships with families.  Venture Academy will continue to improve development of accessible two-way communication with families through collaboration with the School Advisory Council in their outreach strategies to engage underrepresented families. Venture Academy plans to refocus efforts with new teachers on the role and the responsiblities of the Teacher of Record."	"Teachers in Venture Academy communicate regularly with parents regarding student progress and performance, and provides resource to support learning in the home. Venture Academy will continue to improve parent partnerships to collaborate to support student outcomes. The Language Development Leader will continue outreach to EL families to encourage participation. Regular meeting of the ELAC and Viva Venture Parent Group take place throughout the school year."	"Educational partner and local data demonstrate a continued need for academic support and extra-curricular opportunities for all students, but specifically in the K-8th grade. Feedback from partners specifcally was requesting more opportunities for after-school support and activities for students in the K-8th grade. Venture Academy has developed plans to support after school activities and developed planned actions within the LCAP to address these concerns. Planned actions were also developed to provide on-going academic supports and programs, specifically tutoring and interventions supports during the afterschool hours."	"Venture Academy will continue to reach out and provide engagement opportunties for underrepresented families through parent contact meetings, home-visits and other planned actions. Venture Academy will look to implement and exit survey for all students withdrawing from the school to better acertain any concerns by parents who might not have felt comfortable coming onto campus to express concerns. Surveys will continue to be sent out in as many home languages as possible to offer opportunity for these underrespresented families to provide input."	"Venture Academy consistently seeks input from educational partners through multiple formats. More importantly, Venture Administration has an open door policy and works hard to make partners feel welcome and open to express concerns for the school.  The open and consistent communication, the use of home-language translators in the School Messenger system provide opportunities and information for parents that are not normal."	Venture Academy consults with stakeholders in the development of the annual LCAP and has an active Advisory School Council and English Language Advisory Committee (ELAC). Venture Academy will increase participation in the ELAC by providing information and outreach to families in the beginning of the 2022-23 school year.	Venture Academy will continue to seek out input of underrepresented families. Parent surveys and outreach through school counselors and site administrators will be used to try and engage these families to receive input during the self-reflection process.	4	4	3	3	3	3	3	3	3	3	3	3	Met	6/21/2022	2022
30664230131417	Vibrant Minds Charter	3	"Vibrant Minds Charter School (VMCS) is built on the concept of co-creation in which staff and families work together to implement a high quality learning experience for our scholars in Grades TK-6. Because our school's existence is dependent upon parents choosing to enroll their scholars in VMCS, we are very serious about maintaining an authentic home/school partnership. We endeavor to be a school families love. Our co-creation process requires a reduced distinction between staff and families so all perspectives are equally heard, honored, and taken into consideration. This is helped by the fact that out of 49 staff members, 13 (27%) of them have one or more scholars attending our school. Typically, the parents were recruited and hired for different roles after they enrolled their scholars in our school. The dual-role of staff member/parent has greatly diminished the possible divide between the school staff and families.  Vibrant Minds Charter School is both a school and a district with an enrollment of 240 scholars. In the 2021-2022 school year, 59 families had from two to four siblings enrolled in our school for a total of 127 scholars. Therefore, the actual number of families engaged in our school was 172. This small number of families supports a highly personalized home/school relationship in which parents are known on a first name basis, and no one is “invisible” at our school. The development of authentic partnerships with families is easier because of our smallness.  Typically numerous activities and events are scheduled to build relationships between the school staff and families. Unfortunately, some of these events were curtailed during the first half of the 2021-2022 school year due to concerns about COVID-19. We still had an outside Kick-Off Event at the beginning of the school year for new families, but Back-to-School Night was done remotely. When it was determined it was sufficiently safe to resume our family events, we had a Baba the Storyteller Night, two ""Lunch with a Loved One"" events, the Labrador Gala, Snow Day, Family Concert Night with the Pacific Symphony, Pandora's Box Play, musical performances, and Open House. These events were well attended, and this was a strong indication that our families were ready to reengage with our school.  For the 2022-2023 school year, our goal is to reinstate all of the school staff and family events to build upon our strong home-school connection. As a charter public school, we are dependent upon our parents choosing our school vs. enrolling in a neighborhood traditional public school. So much of our enrollment is based on a relationship of mutual respect between school staff and families. Then, the parents share their belief in and positive experiences with Vibrant Minds Charter School with other parents, which results in a strong enrollment and a lengthy waiting list."	"During 2021-2022, parent classroom visitations and volunteerism was nonexistent or limited. At the beginning of the school year, parent presence in classrooms was not permitted at all due to COVID-19 restrictions. Then, about mid-year, parents had to be tested for COVID-19 prior to volunteering with scholars. This reduced the parents' opportunities to observe the instructional staff and scholars in action.   Prior to the pandemic, extensive parent volunteerism was a strength of our school, and this engendered a strong relationship between the school staff and families. We plan to regain our volunteer momentum during the 2022-2023 school year. This will be supported through our F.A.S.T. (Family and Staff Team) leadership, which is our school's equivalent to a PTA (Parent Teacher Association). F.A.S.T. supports fundraisers for our school, as well as coordinates staff/family events. Teachers will also invite parents to support academic groups and enrichment activities in the classrooms. Additionally, we will reinstate our three field trips per grade level, and parents will have an opportunity to attend and learn with their scholars."	"We have determined that the parents of English Learners tend to be less directly involved in the education of their scholars at Vibrant Minds Charter School. Therefore, they meet the definition of underrepresented families. While they have chosen our school for their scholars and provide support from home, they tend to be less directly involved in various volunteer and decision-making roles at our school.  During 2021-2022, it was difficult to firmly establish our English Learner Advisory Committee (ELAC), which is one means of soliciting feedback from the parents of English Learners. Attendance at monthly meetings was inconsistent. The majority of the meetings were offered via Zoom, and this may have been a barrier for some parents of English Learners. And, it is challenging to establish authentic relationships through a screen.  One of the ELAC Meetings that occurred in-person had a stronger showing of parents, and this may be the preferred format for future meetings in 2022-2023. It was also connected with  a ""Lunch with a Loved One"" event at the school. We have set as a goal the establishment of a stronger ELAC in upcoming school year. We will alternate meetings between the morning and evening each month since the parents felt this may be helpful in terms of accessibility. Chammarra Nguyen, the Assistant Director, will continue to take the lead on setting up and supporting ELAC Meetings."	"Building Relationships between School Staff and Families is essential to Building Partnerships for Student Outcomes, which represents a higher level of engagement that is inclusive of families and outside entities. For families, it involves parents sharing in the responsibility for their scholars' academic progress and social-emotional health. For outside entities, it involved VMCS establishing partnerships with other organizations in support of the scholars we serve.  In terms of families, one of the unintended benefits of the forced implementation of a distance learning model due to the COVID-19 pandemic was the level of transparency when it came to providing families with information and resources to support scholar learning and development in the home. Because we were delivering daily instruction to our scholars’ homes via Zoom, our parents were able to see our scholars and teachers in action. We also integrated many Internet-based learning resources, which we continue to use during in-person instruction. Our parents developed a foundation of information and resources to support their scholars while learning occurred at home, and we built upon this base during the 2021-2022 school year. Additionally, we coordinated a series of parent sessions to support our scholars’ social-emotional well-being since there were many indicators that this was an area of need.  During the COVID-19 pandemic, many outside organizations generously offered support services. We worked directly with Biola University, Chapman University, and San Diego State University to provide academic tutoring and to infuse technology into instruction during distance learning. Last school year, we also partnered with the Latino Health Access to support the social-emotional well-being of our scholars through the development of scholar mental health ambassadors and parent workshops. Additionally, we partnered with the Pacific Symphony via the Class Act Grant, and our scholars were enriched by a quality music experience. In truth, there are many opportunities for community partnerships."	"For the 2022-2023 school year, it will be important for Vibrant Minds Charter School (VMCS) to determine how parents and outside entities can be effectively engaged in an effort to improve scholars' academic performance and social-emotional well- being. The goal will be to establish these partnerships with intentionality. Quality rather than quantity is the goal to ensure depth of engagement and impact.  For parents, an effective partnership to improve scholar outcomes is reliant upon knowledge of their scholars' academic performance and parent workshops on how to help them at home. There will be a concerted effort to help parents increase their use of the Parent Portal, where scholars' academic progress is shared. Teachers will discuss the use of the Parent Portal at Back-to-School Night, and they will provide an individualized training during Parent/Teacher Conferences. Additionally, various parent workshops will be offered in areas such as mastering high frequency words, promoting reading fluency through reading aloud, basic facts, building number sense, etc. These workshop will be offered by the classroom teachers, as well as the TOSAs for Intervention, TOSA for Instructional Practices, and TOSA for Project-Based Learning. The parents will also receive opportunities to attend workshops in social-emotional support, as well as self-regulation, provided by our school counselor.  Many of our partnerships with outside organizations will continue in the 2022-2023 school year. Biola University provides tutors through their America Reads Program, which is a part of AmeriCorps. They also send fieldwork students who must complete hours in the elementary school setting as part of their education classes. Chapman University also sends fieldwork students to our campus, and they provide additional support in the classrooms. Both universities also offer VMCS student teachers, which is a win-win for our scholars with the infusion of new ideas and an additional adult in the classroom. We are also seeking partners to provide support to our parents, which will then positively impact scholar outcomes. One option for 2022-2023 is to partner with a local nonprofit called My Safe Harbor, which focuses on strengthening families by empowering and equipping mothers. We hope to also engender relationships with agencies offering various forms of social-emotional support, including the Latino Health Access and Western Youth Services. Additionally, various opportunities to develop our scholars' VAPA strengths will be pursued, including a second year with the Pacific Symphony and the Class Act Grant.   As a strong area of focus, we hope to partner with an outside organization to curtail chronic absenteeism and tardies. We are researching how to get the court system involved for our most challenging attendance cases."	"While our English Learners continue to make progress in English language acquisition, many of them continue to lag behind academically. This also results in them not being reclassified. As mentioned previously, it has been challenging to get the parents of English Learners directly involved in our school. Yet, without their engagement, it will be difficult to eliminate the academic gap of their scholars. The following steps will be taken to build a stronger partnership between the parents of our English Learners and the school. • Focus on strengthening the English Learner Advisory Committee (ELAC) where we can work with the parents of English Learners to determine what support would make the greatest difference for their scholars and families. • Continue to hire bi-literate staff members (English and Spanish) so language is not a barrier to parent engagement. Then, provide translations for written and verbal communication. • Provide opportunities for parents of English Learners to meet each other and form a network of support. • Find outside organizations that can also provide support to parents of English Learners."	"All staff members are aware of the need to engage families in advisory groups and with decision-making. This is in alignment with Vibrant Minds Charter School’s (VMCS's) philosophy of engaging all stakeholders in the co-creation of our school. All voices matter in all meetings with no distinction between the voices of the parents and staff. As mentioned previously, this comes naturally in a school in which 27% of the staff members are also parents.  The School Site Council (SSC) meets on a monthly basis. The meetings are scheduled the week prior to VMCS Board Meetings so the SSC can present to and influence the decisions of the Board. The elected members are composed of four parents who are elected by parents and four staff members who are elected by staff members. In the By-Laws for SSC, it is stated that the President and Vice President of SSC must be parents.  F.A.S.T. (Family and Staff Team) is equivalent to most school's PTA (Parent Teacher Association). The active members of this organization are primarily parents, some of whom play dual-roles of parent/staff member at VMCS, as well as a site administrator. However, we perceive all members of the VMCS school community to be members of F.A.S.T. This organization coordinates fundraisers for the school, as well as special events to bring our school community closer. While COVID-19 made it difficult for F.A.S.T. to function effectively, it is ready to regain its momentum for the 2022-2023 school year.  Beginning in the 2020-2021 school year, parents determined who they would like to recommend for inclusion on the VMCS Board  as a parent representative for one of the five seats. Two parents have now served on the Board, and this model has been highly successful in providing greater voice to the parents as important decisions are made.  The one area in which we have not achieved our desired level of parent engagement and decision-making is in the English Learner Advisory Committee. This will be addressed in the next section.  Many strategies are used to provide all families with opportunities to provide input on policies and programs. ParentSquare is one of our primary tools with its ability to send out messages and surveys. These communiques can be translated into a multitude of languages based upon the parents’ preferences. Additionally, Spanish translation is available at all public meetings and events."	"This is an area of strength for Vibrant Minds Charter School (VMCS) with our emphasis on the co-creation of our school. We were founded on the belief of making decisions about our school together with staff member and parent parity, and we have not wavered from this philosophy. Therefore, sustaining our best practices is our goal. While some engagement needs to be reestablished post pandemic, we believe this will not be difficult to do since the foundation is already in place."	"As previously discussed, we will explore and implement practices to increase the engagement of the parents of English Learners in providing input for decision-making, with the English Learner Advisory Committee (ELAC) being an integral part of the process. One strategy that has proven to be effective when it comes to soliciting responses from the parents of English Learners on surveys is to have our Parent Liaison, Patty Fabian, call them individually and walk them through the completion of the survey. While this is labor intensive, it does provide us with important insights and guidance as to what the parents want for their English Learners."	5	5	5	5	5	4	5	5	5	4	4	5	Met	6/8/2022	2022
36679180000000	Victor Elementary	3	"VESD has a Family Resource Center in the center of our city.  All sites offer two opportunities for parent-teacher conferences, and at minimum two school-wide events for family engagement.  All sites have a School Site Council and have progressive measures in place to enhance school-to-family engagement including coffee with the principal and awards assemblies."	VESD is branching out to 6 school sites to establish satellite FRCs in the next school year to provide easier accessibility for families to engage with.  Our data shows 38 classes were offered at our Family Resource Center.  We are seeking to increase the number of offerings and attendance by 25%.	"Building relationships: VESD has built MTSS teams at each site including school psychologists to support families. We use data analysis of results and surveys to focus our decision making. Sites hold many opportunities to build relationships including ""Coffee with the Principal,"" School Site Council, English Language Advisory Committees, and family events. For the upcoming school year, we are piloting Child Welfare and Attendance Liaisons to provide family outreach and support. Virtual meetings have been utilized in multiple contexts as needed and as appropriate to enhance engagement. VESD will continue to provide targeted professional development to continue to improve on the best ways to serve and support our families."	"Building partnerships for student outcomes: VESD provides two weeks each year that are dedicated to parent conferences. Our Family Resource Center provides classes and networking for families. Our community is involved in our partnerships through our attendance/SARB processes and our LCAP committees which include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee."	We want to continue to seek the best ways to ensure all parents have multiple opportunities to provide feedback to support our decision making processes.	VESD is working on opening 5 satellite Family Resource Centers at school sites to increase our outreach and support. We want to continue to build our collaboration and support of the Family Resource Center through more school sites.	"Seeking input for decision making: VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Parents are surveyed annually as well."	We want to continue to seek the best ways to ensure all parents have multiple opportunities to provide feedback to support our decision making processes.	We are planning to open Satellite Family Resource Centers at 6 sites in 2022-23 to bridge communication.  VESD is also continuing to pilot and collect data on our Child Welfare and Attendance Liaison positions for outreach and communication for our underrepresented families.	3	4	4	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
36679340000000	Victor Valley Union High	3	"VVUHSD is developing staff capacity to build trust and respectful relationships with families by providing a variety of opportunities for staff to engage families and all other educational partners in soliciting feedback and input.  Some of those opportunities come through multiple stakeholder engagement meetings. These meetings are both informational and formal for staff, parents, families, students and community members. These meetings may include: LCAP, District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), Virtual Town Hall, Superintendent Advisory Committee (SAC), School Site Council (SSC), Coffee with the Principal, etc. VVUHSD continues to work towards increasing family participation to create a stronger impact on the academic achievement of unrepresented students.  One area of strength for VVUHSD is the creation of a Student Services Department with a district level Family Engagement Liaison and a dedicated homeless and foster youth counselor.  The Director of Student Services continues to work with the Family Engagement Liaisons at the school sites to strengthen the comprehensive parent education program, and through use of our Learning Communities Student Success Grant, offer a wider variety of opportunities for families to be engaged with our district. Our parent Basic Computer Skills Workshop provided parents with a laptop once they completed the class which helped them develop skills to support job searches in addition to keeping in touch with their students’ academic progress.  Additionally, the district has staffed a mental health clinician (MHC) at every school. The MHCs provide support for students and families through a referral process. They provide both 1:1 and small group counseling sessions. They also provide awareness and training for families on suicide prevention, strategies to cope with loss, appropriate technology use and knowing your surroundings. This area continues to be one of VVUHSD’s primary focuses and will continue to work on bringing in underrepresented families."	"The district is expanding the strategies used to connect with our families who do not speak English. However, this is an area of growth as the district realizes more frequent communication is important. The district also understands that families become disengaged when they cannot communicate with teachers and the school staff. The district can improve in the capacity of our site administrators and counselors to understand the large scope of their work as instructional leaders. This is addressed below."	"As mentioned above, the Student Services Department is working to improve the engagement of underrepresented families.  This department has already made inroads into supporting students and families through the processes and procedures they have in place. This includes working directly with counselors and assistant principals to develop their capacity. Professional learning opportunities around current educational code, social emotional learning, transcript analysis and building an equitable master schedule all support the growth of our staff who work directly with underrepresented families.  Each school site uses a program to engage with parents of English Learners, typically the Parent Institute for Quality Education (PIQE). PIQE programs include speakers, college events and support with completing the FASFA. One Adult Education English Learner class is now held at one of the high schools. This supports the parents who do not have transportation and builds the connection to the school. The  In response to the parents who are not able to communicate with site and district staff, the district hired a second translator. In addition to translating meetings, the translators translate documents so that all school communications are in Spanish and English, including on social media, emails, phone calls and parent square. In an effort to increase Parent/District/School Site engagement, VVUHSD has started the Parent Book Club.  Developed over the past year by the Educational Services Department under the Student Services Division in collaboration with the Family Engagement Liaisons. It is a unique, hands-on, parent-focused club that provides a unique structure for parent engagement, support, and improving District/Parent relationships.  The VVUHSD Book Club meets monthly and discusses book content, the impact the book has on the reader, and real-life application. The club will also allow the opportunity to build community, share the challenges within the community, and learn something new.  The book club participation is free and the Student Services Division provides the books in both English and Spanish."	"VVUHSD has supported the creation of Parent Centers at each school site staffed with a Family Engagement Liaison (FEL). We have also created a Family Engagement Center at the district office with a lead FEL who supports site FELs with establishing community partnerships. The district and school site family engagement centers’ primary purpose is to provide support for families of all students; however, their goal is to reach our underrepresented students such as foster, homeless, incarcerated, and migrant students and their families. One of the expectations of the FELs is to reach out and build relationships with the community to create a partnership between the district and support organizations. Once those partnerships are established, FELs bring guest speakers to the schools and invite families, community members and staff to participate in a variety of workshops and informational meetings, where resources available to the community are shared. For example, college and career awareness and strategies including filling out the FAFSA, book clubs in two languages, effective and appropriate use of cell phones and technology and staying safe in the community.  This is one of the strengths of the district, as the FELs work tirelessly on building those community and family relationships, to bridge the gap between the schools and the families. FELs also serve as a bridge between the families and the school staff to ensure information is provided to families and staff and ensure that communication is clear between the two when necessary. The FEL program is a finalist for the 2022 CSBA Golden Bell. One partnership the district is very proud of is its relationship with Victor Valley Community College (VVC). VVUHSD and VVC share, not only a Dual Enrollment (DE)  partnership, but also an articulated credits program through CTE for courses that share the same content in their syllabi.     VVUHSD and VVC are members of the Mountain Desert College Partnership (MDCP) which hold frequent advisory meetings.  At these advisory meetings each partner is required to bring a potential business partner to the meeting. The MDCP has the most industry partners in California. Some of these business partners become involved on a more permanent basis, and provide locations for student internships."	"Despite VVUHSD’s amazing work with VVC, it is still a slow process as the CTE department streamlines the program. For example, two areas that need improvement are working with all community partners to accurately track progress and to continue to grow the program.  The sites, CTE, and VVC need to develop clear processes for DE to ensure that all students receive, not only community college credit, but also district credit. In addition, DE course schedules (site master schedule and college schedule) and school bell schedules restrict access to many students who would like to be part of this program. And due to these restrictions, as well as the fact that classes are required to have a 25 student minimum, the number of courses offered each semester is fewer than what all partners would prefer. VVUHSD is committed to finding solutions to increase the number of students participating which has increased from 206 students passing DE courses with a C or better in spring of 2018 to 310 students passing with a C or better in spring of 2021.  One  additional area of growth for CTE is a plan to find more ways to place students in internships. This will require the development of additional partnerships with businesses that are dependable and safe.  Another area for growth regarding partnerships is creating space for intentional connections with parents who are important partners. The district needs to continue to develop systems, procedures and programs to improve these partnerships as we shift our mindset to parents as partners."	"VVUHSD is improving our policies, programs and technology for teachers to meet with families and discuss students’ progress and ways to work together to support improved student outcomes. We have improved our communication through means of technology using the newly implemented ParentSquare, Remind and social media such as Instagram, Facebook and Twitter. The Aeries parent portal is being used more frequently as we have shifted to online registration which requires a valid parent email address and has greatly improved our ability to contact and communicate with families via email. The district will continue to focus on improving engagement through an intentional focus with site administrators, counselors, FELs and MHCs, including parent outreach, YouTube and improving the website. VVUHSD continues to improve its efforts in supporting families in understanding and exercising their legal rights and advocating for their own students. The district also shares the Parents’ Rights and Responsibilities Handbook annually to inform parents of their rights. In addition, extra measures are used to inform all parents of Special Education students, English Learners, incarcerated, Foster, and Homeless of their legal rights and are supported in their understanding of those rights. This is done through one-on-one meetings, IEPs, SSTs, group meetings and all other times when questions arise regarding what their parental rights are in VVUHSD.  In addition to the improved outreach, the district is training site administrators the Outward Mindset. This training will provide strategies and tools for administrators to increase their effectiveness as a partner with families.  Regarding improving the systems and processes within the CTE department to develop new industry partnerships to increase the number of viable and safe internships for students in the VVUHSD district. The district will also strengthen its partnership with VVC and work on processes and procedures to ensure that all students earn district and college credit for DE courses."	"Victor Valley Union High School District (VVUHSD) is committed to the involvement and feedback of all educational partners in the decision-making processes at site and district levels. The Local Control and Accountability Plan (LCAP), the VVUHSD Strategic Plan, and the VVUHSD Educational Master Plan reflect creativity, diversity and commitment to raise levels of student achievement. Parents and the community provided feedback during the creation of the Strategic plan and the LCAP.  An area of strength for the district was seeking input from families through DELAC meetings which were offered in a hybrid model, where families could attend either in-person or virtually. DELAC meetings had upwards of 70+ attendees at any given meeting. In addition the District Advisory Committee met at each school site for conversations with the superintendent. These meetings were hybrid and 50 - 70 people attended each event."	"An area for growth is getting information out about the Panorama Survey, when it is open, how to access it and the importance of providing responses.  The current Panorama Survey for students had a 35% response rate and reflected a decrease in responses and a decrease in all topic areas. The responses to this most recent survey, administered in the Spring of 2022 are addressed in local indicator Priority 6. VVUHSD has administered a semi-annual climate survey for families from Panorama Education since the winter of 2017-2018, yet some semesters were missed. The most recent data was presented to the local governing board, as well as used by each school site, to plan for continuing professional learning for teachers and staff in the areas of social emotional learning and improving school culture and climate. The survey also informed each site’s single plan for student achievement (SPSA) goals and actions. The Panorama survey provides families an opportunity to help identify areas in which the district is able to improve school climate in the areas of connectedness, safety, and mental health support."	"VVUHSD continues to build the capacity of the administration and staff to effectively engage families to provide input for problem solving through advisory groups. This is, however, a work in progress. The district anticipates a positive change and an increase in participation of parents and community members in the decision-making process as they continue to listen, ask questions and proactively provide opportunities for parents to engage with school sites. For example, the sites will look at what time of day they provide opportunities, such as coffee with the principal and advisory meetings, in order to make them accessible for the majority of the parent population.  Regarding increasing usage of the Panorama Survey, the district plans to develop a Panorama Campaign to include the community, including parents, students and staff to encourage participation through fliers, site visits, and social media."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/29/2022	2022
43693930106005	Village	3	"CUSD families appreciate communication from school to home, especially SeeSaw, ParentSquare, and Zoom, the relationships that schools have established, and the ways out of school programs and Expanded Learning enhance these connections. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home."	"Covid has had a direct impact on building relationships, especially with regard to limiting opportunities for in person events and activities. Families seek a return to in person interaction, recognizing the positive impact this has on participation at school. In addition, there is a desire to clarify and refine information flow so families know what to expect and where to find the most current information."	"CUSD schools will work to increase in person events where safe and feasible, and to learn from families the best times and ways to connect. On campus events are seen as powerful ways to engage with and recruit families to play a larger role in the school community and sites will continue to use Community Liaisons as families consistently cite their positive impact."	"CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. Conferences, along with the welcoming environments at schools, make families feel comfortable when reaching out to their student’s school. Outside of these structures, families cited the different resources used to share information about student progress as an area of strength, including report cards, attendance notifications, and i-Ready reports. Out of school events such as math nights are also seen as a strength, and many families look forward to an increase of on campus events in the coming year."	"CUSD continues to see the need for in person connection, both formal and informal, as central to improving home and school partnerships to support student outcomes. Streamlining and clarifying methods of communication was also noted as an area for improvement, as was a desire to offer more training to staff and the possibility of increasing the frequency of existing meetings like ELAC."	"CUSD schools have a strong desire to conduct in person, face to face outreach, a theme that is central across all areas of family and parent engagement. Schools will work to target outreach and learn from families their preferred method and frequency of engagement to ensure increased alignment."	"Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to determine areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee."	"While there is appreciation for remote meetings and the flexibility they provide, schools have seen a drop in participation and membership in committees. In addition, following results from our Family Satisfaction survey, we are committed to being more transparent with regard to district funding."	"CUSD continues to work to empower families to become school leaders, and remains committed to responding to input gathered in all settings. In 2021.2022, the Parent/Caregiver Satisfaction Survey was taken, and results shared out across the Campbell community. Responses from this survey drive our work for 2022.2023 and support our efforts to better engage with and be responsive to underrepresented families. As noted above, part of this work includes increased communication and information regarding use of funding allocations at the district level."	4	4	4	5	4	5	4	4	4	4	4	4	Met	6/23/2022	2022
19647330129866	Village Charter Academy	3	Village Charter Academy has developed capacity within staff to build relationships with families. School leaders work with both certificated and classified to provide ongoing support and guidelines. Parent surveys indicate 100% satisfaction with the school climate.	The focus area for school improvement is to continue to build capacity in our parent stakeholders. The goals of this focus area is to increase two way communication and re-establish parent volunteers.	The LEA began to implement more meetings and a more structured parent training and volunteer program prior to the pandemic and school closure. In the 21-22 SY the school was able to reimplement it's parent meetings and trainings.	"The two areas of strength in building a partnership for student outcomes is in the area of teacher training and teachers working with families to keep them informed of student progress. Teachers have access to variety of supports to increase their practice. They are able to work with administrators, coordinators and grade level leaders to increase their capacity. The meet regularly in Professional Learning Communities and develop yearly action plans that support student outcomes. Parents receive academic progress reports every 6 weeks and meet with teachers additionally throughout the year as needed"	"The focus area for improvement is to help parents understand their role as a student advocate, providing support and resources for academic and social emotional needs of students and families."	"The LEA increased efforts to engage underrepresented families by using flexible meeting times, resources in home language and tracking parent participation during Distance Learning under COVID 19. Upon returning to in person learning we have resumed flexible meeting times by adding Saturday Meetings for parents, allowing parents to continue to have virtual conferences."	The LEA has an established model of governance that includes committees which are intended for all stakeholders and act as an advisory group the governing board. This allows for families to provide input on policies and programs within the school.	The focus area for improvement is to build back parents on campus as Covid restrictions decrease and make this more feasible.	"As we build back our volunteers, we can increase participation in school committees and increase parent voice in the school decision making process."	5	5	4	3	4	4	4	4	5	4	5	4	Met	6/18/2022	2022
49708966052070	Village Elementary Charter	3	"Our ability to truly develop connections and relationships with our families was stunted, once again, by the COVID-19 pandemic. Due to safety practices to reduce health risks, parents and guardians were not allowed to participate or volunteer in our classrooms or on our campuses until February 2022. This inability to create face to face contacts and connections inhibited progress in this area. The Youth Truth results indicated that this relationship building with our families needs improvement. However during the last 3 months of school, parents were invited back onto our campuses for community events including Open House and music events. These events have laid a foundation to build upon for the 22-23 school year."	"We have altered our LCAP goal to focus on a student's sense of belonging at school and families stating that they feel like their traditions, backgrounds, races and ethnicities are respected by the school community. These were two areas that were identified in the data as needing improvement."	"For the 2022-23 school year, Village Elementary Charter will continue to support the infrastructure at each school to ensure parents are involved in learning about student outcomes. Creating a welcoming environment during this time period will be possible again and educators will work diligently to make and maintain connections with the parents of their students. Parent volunteers will be welcomed back. Our Bilingual Family Liaison employee will assist with communication with our English Language Learner families to ensure access and participation for parent meetings. We incorporate and use the the Parent Square App to improve communications to our families in all areas. And we will continue to provide Spanish translation for our board meetings. We will be revamping the purpose of Back to School Night creating the night as an opportunity to connect and learn about each other. Additionally site equity and inclusion groups will be established on each campus and will involve parents and staff to have honest discussions and create action plans to ensure representation and inclusion of all identities, both students and parents."	"Village Elementary Charter School provides many opportunities for families to feel welcome and a part of the school community. All of our schools have a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. Each school also conducts parent-teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. Village Elementary Charter will discuss ways to increase how to learn about the different cultures and languages in the district. This could be done in a variety of ways and our site will discuss this with their ELAC and the district will discuss it with the DELAC. In 21-22, the Rincon Valley Collaborative was established as a listening space for parents with students with special needs. This Collaborative will continue in future years."	"The focus area for improvement is engaging parents in the school community so that they will participate in conversations around student outcomes. Right now, families are just beginning to feel reconnected with our schools as we move out of the pandemic."	"By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more connections around student outcomes will be possible. Parent teacher conferences and the use of Parent Square App will continue. The Multi Tiered Systems of Support process provides for parent collaboration and student outcomes are discussed in meetings throughout the process in improving academic results."	"We established a meeting protocol to provide listening circles at Village Elementary Charter. This protocol and training can be used in the future. Success was found in the LCAP steering committee that hosted a parent panel, staff panel and student panel in order to get input on various decisions the district was making to improve support systems for students. Many surveys were given throughout the year and data analyzed and action steps identified based on these outcomes. Village Elementary Charter School sought viewpoints constantly to ensure parents have ongoing opportunities to provide their input into school decision-making. An additional specific action was taken to create the LCAP steering committee, a group of parents and teachers whose sole task is to gather input from a variety of stakeholders in the development of post-pandemic academic and wellness goals for our students."	"How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our marginalized groups. Setting up listening circles with students will also be a focus."	"Through our site equity and inclusion committees, we will seek out relationships and connections so that we can qualitatively collect input for decision-making."	4	3	3	2	3	3	4	4	3	3	3	3	Met	6/21/2022	2022
15638340000000	Vineland Elementary	3	"The Districts strength according to surveys is Building Relationships between the school staff and families. The families appreciate the staff's help in assisting their students with an education. Parental Support and Appreciation is noted as a strength. Communication is a key factor with the District and the schools, delivering  over 45,000 message to the parents per year, utilizing  our SchoolWise Robo system/texts to parents. Communication is also provded personally by having TWO parent conferences per year that provides on-going monitoring, evaluation, and communication with parents. Progres included the initial implementation of our Parent Resource Center providing opportunities for the parents to be involved in their child's education. The Parent Center also providing other resources such as classes, washer machines, clothing, and food assistance for our families. Parent surveys indicated that 97% of parents indicated that the LEA/school values parents as important partners in their child's education and parents have opportunities to take part in decisions made within the school and district."	"The data indicates that 95% of the parents are provided various opportunities for parent participation. VSD commitment to continue to strengthen  Building Relationships beween school staff and families. Plans include providing  additional communication using the Parent Square Platform. VSD most significant focus for improvement in Building Relationships Between School Staff and Families will be the district’s implementation of a Community School Planning Grant which will serve as an organizing strategy to connect key partners and bring together a variety of resources to support students and families. Collaborative planning which will begin Fall of 2022-2023 focused on building trust, increasing support services, and shared responsibility for outcomes. Educational Partner engagement will actively seek the expertise and knowledge of family and community members to serve as true partners in supporting and educating students."	"Data indicates that Parent Attendance was poor for the Parent Advisory Committees; School Site Council/DELAC. The District has made many attempts to make the meetings at different times and days of the month to accomodate parents. The VSD parents work in agriculture and the District will make every attempt to accomaodate their work schedules. The Migrant PAC meeting are well attended, and the District will continue to use this format for the upcoming year. The district has a significant number of English Learners and Migrant students with program personnel employed specifically for representing these groups of students and their families. VSD will continue to ensure a renewed focus on identification and providing services to homeless and foster students with the assistance of the District Community Liaison . The District will continue to make a priority to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families."	"VSD currebt strengths are: 1. Title One Parent Meetings to describe opportunities for students and to share program with an opportunity for parent questions and answers.  2. Open House/Back to School to share expectations, standards, and curriculum, while visiting with parents in-person focused on positive student outcomes. Parent Conferences continue to be held twice each year, babysiting and translatiion  are also provided. 3. Community Events include, Trunk or Treat, Color Splash-Fun Run, School Carnivals, Athletic Sports Events, Cinco De Mayo Celebrations, Thanksgiving  Luncheons, Christmas 'adopt a family"" giveways, Thanksgiving Baskets, Christmas Baskets, and Kindergarten and Eighth Grade Graduation. 4. Parent Workshops provided by the District Community Liaison and the Parent Center."	"Progress toward building partnerships for student outcomes is needed in the following areas: 1. Better attandence with Parent Advisory Groups. 2. Additional hours to support Parent Center. 3. Addiitional supports with Social Emtional Learning with the families. VSD families work seasonally, and both parents work. VSD will improve opportunities for Building Partnerships that are more conducive to the families work schedules."	"The District Community Liaison works closely with the school sites attendance clerks to identify foster and homeless families for case management. KCSOS meets regularly with all LEA for updates with current trends, data, and other issues as it relates to Kern's Homeless and Foster Youth. Monthly personal contacts and check-ins are conducted along with the addition of reviews of Kern Integrated Data System Early Warning Intervention Reports to support student outcomes. The district has a significant number of English Learners and Migrant students with program personnel employed specifically for representing these groups of students and their families. Migrant Individual Learning Plans are a focus to support student outcomes. English Learners are monitored by the Director of Categorical Programs, classroom teachers, and District TOSA , to ensure English Progreess and Proficiency and to  inform families of student progress through Parent Conferences."	"THE LEA has ""Early Out"" dismissal times every Monday for the staff to participate in Professional Learning Communities, known as PLC. The staff is able to determine needs on a weekly basis, in which they can relat to their site administrator.  whStudents Data is the LEA bases in determining Seeking Input for Decision Making. Data is anayzed and disaggragted and the LEA determines the NEEDS of the LEA.  Principals"	"VSD input from staff indicates that there is room for improvement in Seeking Input for Decision Making, The staff will be asked for direct input as it relate to decision making, involvement in the decision-making process shows those across the LEA that their opinion is valued and trusted. Data from Educational Partners indicate a need to ensure all parents/educational partners are included in conversations and collaboration. The district and sites will proactively implement strategies to promote a higher percentage of involvement and input including reflecting on percentages of response and following up with additional meetings, home calls, phone calls, and incentives for participation."	"The District is committed to conducting surveys and focus groups beginning Fall 2022 and continuing through the planning grant stages of our Community Schools Planning grant with additional personnel to facilitate outreach, focus groups, and data collating to inform educational partner teams to promote input for decision-making. This outreach is dedicated to assure improved engagement and strengthen the home to school partnership and input  of underrepresented families."	3	3	3	3	3	3	3	3	3	3	3	3	Not Met	9/12/2022	2022
36750510138107	Virtual Preparatory Academy at Lucerne	3	"Stakeholder participation was very difficult during a pandemic school year. The focus was on providing extra support to families that were impacted by Covid-19. However, stakeholder feedback was positive due to the strong teacher support provided during such a difficult year. Teacher/student/family engagement continues to be an integral component of pupil and family outreach. Teachers build community through online engagement, instruction, and office hours for support. These outreach strategies continue to provide and sustain communication and assist in helping pupils who are at risk of learning loss. The Virtual Preparatory Academy at Lucerne (VPAL) staff has initiated the annual process of stakeholder engagement to gain feedback on the use of funding. The Virtual Preparatory Academy at Lucerne Student Success Team holds weekly meetings and public hearings are held to gain public input. VPAL will continue to utilize family and teacher surveys to include feedback and insight toward decision-making."	"The School Board and families expressed feedback and gratitude to the teachers for the support and engagement provided during the pandemic school year and school year 2021-2022. Moving forward, there is enthusiasm to build on the community building that took place and integrating into strong Parent Advisory Council groups and input. During the process of engaging educational partners, feedback provided the guidance to continue actions taken toward supporting students mental health and academic achievement. The Virtual Preparatory Academy at Lucerne (VPAL) Student Success Team will continue to hold engagement meetings and public hearings to gain public input. VPAL will continue to utilize family and teacher surveys to gain feedback and insight toward decision-making."	"In compliance with local, state, and federal requirements the needs for foster youth, English learners, and low-income students are considered by planning and implementing goals to ensure that all students have access to education opportunities for high achievement. These needs are considered by providing a high-quality curriculum and instruction that promotes teacher/student engagement. Virtual Preparatory Academy at Lucerne has fully credentialed teachers working with students. Information, records, and communication sent to parents will be translated as needed for English Learners."	"During the 21-22 school year, a survey sent to parents/guardians across all grade levels provided their satisfaction with teachers and academic experience. Feedback was received from 50.1% of families, most of which stated a high rating of their teacher and classroom experience and support."	"Stakeholders confirmed the need for strong teacher/student/family engagement due to their positive experiences during the pandemic school year and the school year 2021-2022. In response to the influence of stakeholders, Virtual Preparatory Academy at Lucerne (VPAL) will continue to provide opportunities for stakeholders through meetings, surveys, public meetings, and school board meetings."	"The school partners with the county office of education, county homeless and foster youth team, and SELPA to strengthen communication and services for students. VPAL has designated Student Success Coaches and a school counselor to provide ongoing support for students. The Student Success Coaches ensure that students and families receive all appropriate academic and social supports offered by the school. During these daily and weekly touchpoints, families provide feedback to help identify if additional resources are needed or to express gratitude for the connectedness and the social and emotional support provided through the team and the school counselor."	"Virtual Preparatory Academy at Lucerne’s progress and strength with educational partners would be best represented through the Student Success Team.  This team ensures that students and families receive all appropriate academic and social support offered by the school. During these daily and weekly touchpoints, families provide feedback to help identify if additional resources are needed or express gratitude for the connectedness and social and emotional support the team and the school counselor provided. This team and these ongoing efforts will continue to seek input for decision-making."	Virtual Preparatory Academy at Lucerne (VPAL) will continue to develop on the transpired community building and integrate that into strong Parent Advisory Council groups for ongoing input. The focus will continue to be on providing mental health support based on feedback provided during the process of engaging educational partners. The Virtual Preparatory Academy at Lucerne Student Success Team will continue to hold engagement meetings and public hearings to gain public input. VPAL will continue to utilize family and teacher surveys to gain feedback and insight toward decision-making.	"Virtual Preparatory Academy at Lucerne (VPAL) will continue the efforts of engagement with underrepresented families through the daily and weekly touchpoints provided by the Student Success Team.  These touchpoints provide an opportunity for families to identify needs and the school to provide academic and social supports and resources. Families have expressed gratitude for the connectedness provided by the team and the school. VPAL will continue to partner with the county office of education, county homeless and foster youth team, and SELPA to strengthen communication and services for students. The school counselor will continue to provide ongoing support for students. Translation is provided when needed."	4	4	4	5	4	4	4	3	3	3	4	3	Met	6/29/2022	2022
54722560109751	Visalia Charter Independent Study	3	"VCIS has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families. An English Learner Advisory Committee has also been implemented allowing families of EL students to have a larger voice on campus. VCIS continues to provide other opportunities to engage with families. We ask that parents come in with their students during specifically scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. VCIS continues to provide a Back to School night that allows families and the community to visit the school and meet with teachers and other staff members. VCIS continues to employ the use of a Parent Survey, which is administered every year in the spring. The survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. According to the 2021-22 Parent Survey, 95% of respondents feel that their decision-making is valued, which is a 2% increase from the previous year's survey. As to what type of involvement parents reported having, 85% stated that they attended a parent/teacher conference (5% increase from the previous year) and 70% stated they attended a conference that involved an administrator (5% increase from the previous year)."	Visalia Independent Study Charter continues to provide a safe and positive learning environment for our students and families.  We have started to offer more social opportunities for students and families to increase their positive social interactions with peers in a safe and comfortable learning environment.	VCIS aims to ensure that all families have been given the opportunity to build relationships and partnerships with the various requirements and opportunities that we provide throughout the school year.	"VCIS provides full staff development days for all staff members. Topics include Growth Mindset, social-emotional student supports, and engagement topics to ensure that all staff members understand and implement school expectations. Parents/ guardians are expected to attend teacher meetings periodically to talk about the student's academic progress and any academic concerns. VCIS provides multiple resources for families both on-site and at home. There is a full clothing closet and food pantry available to all VCIS students and families. Academic tutoring is available every day of the week for all students to ensure progress is being made in classes. Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life. The Parent Survey is also used to provide parental feedback in the area of student preparedness. Overall, 90% of parents feel that VCIS is providing their student(s) an education that is helping prepare him/her for the future, college and career, and puts their child on an equal level with students graduating from other high school programs."	VCIS continues to build partnerships with our stakeholders in various ways as we have increased the requirement and or opportunities for students to be on campus for either academic or social-emotional support.	Visalia Charter Independent Study aims to ensure that all families have been given the opportunity to build relationships and partnerships with the various requirements and opportunities that we provide throughout the year.	"VCIS continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness."	VCIS continues to seek input from all stakeholders throughout the school year.  We are aiming to have additional surveys sent out throughout the year that are more specific to both the academic and social-emotional programs that we provide.	VCIS aims to ensure that all families have been given the opportunity to be part of the decision-making model that we provide the year.	5	4	5	5	5	5	5	5	5	5	5	5	Met	6/28/2022	2022
54722560120659	Visalia Technical Early College	3	"VTEC offers multiple opportunities to meet with parents from all grade levels. We offer back to school nights, senior nights, college applications nights, financial aid workshops, open houses and other events throughout the year where parents can connect with staff. We also hold IEP and 504 meetings with parents and meet with parents as needed to ensure students are on track for graduation. The site also hosts open parent forums 6 times a year.  These events are designed to provide an opportunity to share information about the school and to listen to concerns and ideas from parents and community."	"Parents have an opportunity to visit VTEC for informational nights, such as college application workshops, financial aid workshops, early college parent information nights and back to school nights. The site hosts open parent forums 6 times a year.  These events are designed to provide an opportunity to share information about the school and to listen to concerns and ideas from parents and community.Parents receive a weekly quick-look-up that shows grades ans student progress in all classes. Parents also have access to and are encouraged to use our SIS to track and monitor students grades."	"VTEC has as active School SIte Council that helps monitor the school progress with academics, safety and allocation of LCAP funding. This body meets monthly to discuss items related to campus. This meeting has parent representatives, staff and student members. VTEC continues to review strategies to engage parents through-out the year in a proactive manner. There are a number of parent nights available throughout the year for parents of all grade levels. The goal is to build a sense of urgency and ownership for students that would carry over to parents. Engaged parents are helpful parents  The site hosts open parent forums 6 times a year.  These events are designed to provide an opportunity to share information about the school and to listen to concerns and ideas from parents and community."	"VTEC offers multiple opportunities to meet with parents from all grade levels. We offer back to school nights, senior nights, college applications nights, financial aid workshops, open houses and other events throughout the year where parents can connect with staff. We also hold IEP and 504 meetings with parents and meet with parents as needed to ensure students are on track for graduation."	"Partners have an opportunity to visit VTEC for informational nights, such as college application workshops, financial aid workshops, early college parent information nights and back to school nights. Parents receive a weekly quick-look-up that shows grades ans student progress in all classes. Parents also have access to and are encouraged to use our SIS to track and monitor students grades VTEC also hosts industry adivory committee meeting 3 times a year to provide an opportunity for teachers to share and learning from industry experts."	"VTEC has an active School SIte Council that helps monitor the school progress with academics, safety and allocation of LCAP funding. This body meets monthly to discuss items related to campus. This meeting has parent representatives, staff and student members. VTEC continues to review strategies to engage parents through-out the year in a proactive manner. There are a number of parent nights available throughout the year for parents of all grade levels. The goal is to build a sense of urgency and ownership for students that would carry over to parents. Engaged parents are helpful parents."	"VTEC has as active School SIte Council that helps monitor the school progress with academics, safety and allocation of LCAP funding. This body meets monthly to discuss items related to campus. This meeting has parent representatives, staff and student members. VTEC continues to review strategies to engage parents through-out the year in a proactive manner. There are a number of parent nights available throughout the year for parents of all grade levels. The goal is to build a sense of urgency and ownership for students that would carry over to parents. Engaged parents are helpful parents."	"Parents have an opportunity to visit VTEC for informational nights, such as college application workshops, financial aid workshops, early college parent information nights and back to school nights. The site hosts open parent forums 6 times a year.  These events are designed to provide an opportunity to share information about the school and to listen to concerns and ideas from parents and community.Parents receive a weekly quick-look-up that shows grades ans student progress in all classes. Parents also have access to and are encouraged to use our SIS to track and monitor students grades."	"Parents have an opportunity to visit VTEC for informational nights, such as college application workshops, financial aid workshops, early college parent information nights and back to school nights. The site hosts open parent forums 6 times a year.  These events are designed to provide an opportunity to share information about the school and to listen to concerns and ideas from parents and community.Parents receive a weekly quick-look-up that shows grades ans student progress in all classes. Parents also have access to and are encouraged to use our SIS to track and monitor students grades."	4	3	4	5	3	2	3	3	3	3	3	4	Met	6/28/2022	2022
54722560000000	Visalia Unified	3	"After lock down, the district is beginning to create a presence on social media.  Staff is becoming more aware of being able to identify families that are struggling and are referring more families for services."	"Based on community input the focus for building  strong partnerships is creating trust through transparency.  The district has hired a team that has created a social media presents, provides translations for all meetings, and"	The district funds a Family and Community Resource Center.  The goals of the center is to develop stronger ties to community support. The resource center makes connects with the underrepresented families through phone calls and home visits.	The district funds a Family and Community Resource Center.  The center has created procedures and processes to utilize community services for our students and families.  These services range from enrollment in cash aide programs to mental health support for our students and families.	The focus of improving partnerships is to better inform parents of their rights and how parents can become advocates for their children.  The district plans on creating workshops for parents to attend regarding parent trainings and staff training on parental rights.	The district funds a Family and Community Resource Center.  The goals of the center is to develop stronger ties to community support. The resource center makes connects with the underrepresented families through phone calls and home visits.	A current strength of providing opportunities for principals to better understand the importance of parent involvement.  The district has implemented several different opportunities for community input.	The district has created a plan in how to better engage parents in the District Advisory Committee. The district will begin creating more opportunities for parents to participate in the development of the LCAP.	we will continue to make personal connections for our parents.  Translation and child care is always provided.  The district has implemented support meetings for our families in transition and our foster families.  These groups will be provided opportunities to provide input in the development of the districts goals and actions.  The district also has a District English Learner Advisory Committee. This committee meets five times a year to help in the input of the districts LCAP.	2	3	2	3	2	2	3	2	3	3	3	3	Met	6/28/2022	2022
34674473430717	Visions In Education	3	"As an independent study program, teachers work individually with students and families in their homes or mutually agreed to local meeting places. Covid-19 has had an impact on the ability to meet with students and families over the past two school years. With this one-to-one model, parents and students stay regularly informed of their progress. In the 2022 LCAP survey 96.0% of parents responded that they felt that they were ""a partner"" with their teacher in educating their child. Ninety five percent of students and parents felt that Visions was ""a fit"" for them. Strategic focus with our various underrepresented groups is represented in our goals, actions, and services of our new LCAP for 2021-24. Furthermore, the school has initiated 90 in-person events for our students and families in the independent study context to increase relationship building and connection to the school community."	"Visions is enhancing its advisory board for families and parents to engage in. Visions has recently had a board adopted parent/guardian engagement plan. Visions also continues to revamp and revise the parent groups for English Learners, Students with Disabilities, and for all parents and guardians to further engage in active engagement with the school community."	"Visions In Education is continually committed to creating open, transparent communication with all partners which include parents and guardians. Visions has created advisory teams that meet monthly to create feedback loops between the school, teachers and staff. It has also created a parent advisory group to gain feedback from family stakeholders. In addition, Visions surveys its families several times each year including its annual LCAP survey. Visions pushes information out regularly through the WIRE (its school-wide intranet), as well as community social media pages and regular email pushes. Strategic actions and services have been added to our LCAP to address the support and engagement of underrepresented families."	"Visions In Education values educational partner input and engagement as we support student progress and outcomes.  Visions has established and English Language Advisory Committee, as well as engagement in the Special Education Local Plan community advisory council, School Advisory Board, as well as individual meeting with teachers, counselors, social workers, school administrators and other key staff to ensure support for student outcomes. Two way communication with our partners is vital and many opportunities are provided for engagement in a variety of different ways and forums for feedback"	"Visions has create several new support and systems in order to further our partnership with families and our community.  Visions has created a student engagement and equity department, comprehensive counseling department, career and technical education department, as well as a professional learning and innovation department. This is expanding the opportunities for educational partner input and building connections with parents and guardians in the overall support of student achievement."	Visions In Education is committed to improving the engagement of our underrepresented families and communities to build partnerships to increase and improve student outcomes.	"Visions conducts an annual survey and gets ongoing feedback and input on a variety of items that are of interest and support in school-wide decision making. Furthermore, through the ELAC and community advisory committee many families, parents, and guardians are able to provide input in the school's decision making. The school's advisory board is a body where parents regular provide feedback and input on the direction of the school."	There is a focus on proactive strategies for students who represent our unduplicated families and students.  We have created a Director of equity and student engagement who has a focus on directly connecting with families of underrepresented groups in order to elevate their voice in the decision making of the school in an effort to support students learning and overall outcomes to become college and career ready when they transition from Visions In Education.	"Visions has a very targeted approach to engage underrepresented families. We have added an entire team of social workers, teachers on special assignment, as well as other targeted staff to engage with parents and guardians of our underrepresented families to elevate their voice and engagement in the decision making process for the school Deep analysis of survey data is promising on an annual basis as we are getting 100% greater feedback and voice from underrepresented families than what the school did three years ago."	4	4	3	4	4	4	5	4	3	3	4	4	Met	6/23/2022	2022
42693440000000	Vista del Mar Union	3	"The coordinated involvement of the Superintendent/Principal, staff, teachers, and the parent/community (stakeholders) is central to parent and family engagement at Vista de Las Cruces School. Through written communications (i.e. Parent/Family Handbook, ParentSquare, Newsletters,) and in-person Back to School Night, recruitment announcements for parent involvement in multiple parent advisory groups are extended and continues to be built. Involvement and representation includes LCAP, ELAC, Vista Volunteers, Vista Foundations, Reading For Everyone, and School Site Council. While the student enrollment is small, the strength of the school is its community and the ownership and pride extended for a well-rounded educational program for all students."	"The goal is that each family and a staff member is represented on at least one of the committees as a part of the extended partnership between school and families. We are proud of our diversity. While the dominant language in the District is English, and English Language Learners represent 16% of our student population, the District is committed to accelerate the achievement of our ELs, low-income, and foster youth students by integrating the work of all of the committees that promotes family engagement activities on campus (i.e. chili suppers, hamburger cook-outs, arts and theater programs, fundraising events,) and input for the types of activities that will increase student participation in after school programs. Including various platforms for parent/family communication, in English and Spanish, will also be a focus in order to reach more families."	"Ensuring that all families at Vista have the opportunity to be involved in their child's education is a priority.  Communicating various events with families through social media, regular newsletters, and Parent Square will help inform families.  Making sure that all communications are available in both English and Spanish is also essential.  Providing flexibility in how families can participate in school activities; in-person, Zoom, phone, etc. will also allow for more opportunities for families."	"Because of Vista's small size, parents and staff have a unique opportunity to have regular communication that may not be possible in a larger setting.  Daily communication with parents is normal at Vista providing teachers and the administrator the opportunity to have regular discussions about student performance and needs both academically and social-emotionally. Parents are also provided regular opportunities to meet with the Superintendent through monthly Coffee with the Principal, Zoom meetings that happen at least twice per month, and the morning/afternoon drop off/pick up of students."	"Our focus this year is to have school-wide assessments that provide actionable data on students in grades TK-7th.  This data can be used to show a child's trajectory, areas of need and areas of strength.  This information will be available in an easy to understand format for teachers and parents to use when discussing students academics."	This year Vista will have dedicated enrichment/intervention opportunities built into the schedule to allow for increased opportunities to assist students or push students. Students will also be able to witness their growth and their trajectory and be involved in the process of identifying their areas of strength and need.	"Staff and parents are regularly consulted regarding school decisions.  Various volunteer groups meet monthly with the Superintendent.  Staff meet with the Superintendent/Principal weekly to brainstorm areas of need and celebrate areas of success.  Google Forms, calls home, discussions at arrival and dismissal provide opportunities for all families to provide input before decisions are made."	"An area for focus this year is to create more structured, deliberate opportunities for educational partners to provide input.  Coffee with the Superintendent/Principal, School Site Council are some areas where Vista will focus on.  In addition, Vista will provide various staff the opportunity to take on leadership roles."	"Vista has a small staff, but many are bilingual.  This provides an excellent way to ensure that all families are involved in the various meetings and other engagement opportunities."	3	3	3	3	3	3	3	3	3	3	3	3	Not Met	9/8/2022	2022
36677360136937	Vista Norte Public Charter	3	"Vista Norte Public Charter (VNPC) engages its educational partners during the quarterly PAC and  ELAC, where feedback is garnished, and local data is shared, and input is requested. In addition,  the communication between the staff and educational partners is continuous by the use of  multiple communication platforms such as parent-teacher-student conferences, L4L Connect  Posts, phone calls home, text messages, emails, and updates posted in the school lobby."	"Based on input and data analysis, VNPC would like to improve the number of participants who  attend the PAC/ELAC meetings. One way this can occur is by providing educational partners with  focused topics such as college planning, English classes for families, gang prevention, drug/alcohol  abuse, etc."	"To engage underrepresented families, VNPC plans to make additional contacts home in the form of  L4L Connect Posts, phone calls, emails, text messages, and visits to the home. VNPC has seen when  families are reached out to in multiple formats, their attendance at school events increases, and  the school-home relationship improves. Also, we may be able to reach a higher percentage of parents and families by providing incentive  for participation, such as door prizes, shout-outs in a school newsletter publication for parents  who have volunteered time or participated in committees, or an end-of-year luncheon to celebrate  the parents and families who provide input and participate in our school community."	"Through the analysis of input from VNPC's educational partners, the strengths include students  being supported in rigorous coursework, encouraged to graduate, and feeling connected to the  staff. Student relationships are built on face-to-face interactions, virtual classroom experiences,  and during small group instruction classes."	"Based on input and data analysis, VNPC would like to improve the number of students who  participate in small group instruction classes, counseling events, and workforce partner workshops  and receive mental health/social-emotional services. Increasing the number of students  participating in the above events will improve the student-school relationships and increase  student achievement"	"To engage underrepresented families and students, VNPC plans to make additional contacts home  in the form of L4L Connect Posts, phone calls, emails, text messages, and visits to the home.  Students are continuously engaged with communication from school to home, they are more engaged in their coursework, their attendance improves, and student to school relationships are strengthened."	"Vista Norte Public Charter engages its educational partners during the quarterly PAC and ELAC,  annual surveys, and parent-teacher conferences where feedback is garnished, and local data is  shared, and input is requested. In addition, the communication between the staff and educational  partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, and updates  posted in the school lobby."	"Based on input and data analysis, VNPC would like to improve the number of students and families  who complete the annual survey to help inform the decision-making process. The rate of  completion, if improved, would help determine social-emotional support, new courses, and  academic support. The school can improve by engaging underrepresented families through personal phone calls in their primary language (such as Spanish) and inviting them to meaningful school decision-making events such as PAC/ELAC meetings and LCAP educational partner meetings."	"To engage underrepresented families, VNPC plans to make additional contacts home in the form of  L4L Connect Posts, phone calls, emails, text messages, and visits to the home. VNPC has seen when  families are reached out to in multiple formats, their attendance at school events increases, and  the school-home relationship improves. Based on a family's preferred form of communication,  VNPC will seek input for the decision-making process.  One key finding from the local survey was from parent/guardian responses. When asked in the last  school survey if they felt that their school encourages parents/guardians’ participation and input in  activities, events, parent workshops and meetings, 77% responded that they agreed and strongly  agreed. The school also continues to implement parent engagement activities like PAC/ELAC,  student recognition days, Parent University workshops, open houses, back-to-school nights, and  parent-teacher-student conferences"	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/3/2022	2022
07616630130930	Vista Oaks Charter	3	"Vista Oaks staff members view their relationships with students, parents/guardians, and all stakeholders as a collaborative partnership to ensure student academic and individual success. Regular professional development and survey results are provided to support teachers and staff in developing and maintaining these trusting and respectful relationships. 89% of families reported that they feel supported by Vista Oaks staff and 93% report that Vista Oaks keeps them well-informed about school information, activities, and ways their family can participate.  Through the independent study and homeschool model, Vista Oaks staff is able to foster a relationship with families that supports student learning and development in the home. In addition to one-on-one meetings with families, staff has regular communication to provide guidance. Furthermore, Vista Oaks held numerous workshops for students and parents/guardians. The school hosted 7 virtual and in-person parent workshops during the 2021-2022 school year and found that this was a very effective method to reach more families. Vista Oaks' staff often collaborated with parents when planning and presenting the workshops. A variety of topics were covered, including Scheduling, Organizing, Prioritizing: Taming the Homeschool Chaos, Beyond the Diploma: Using Naviance to Help High Schoolers Chart Their Course, Making Math Meaningful..and Fun!, Seasoning your Homeschool with Creativity and Community, Walking Your Child Through the Writing Process, Teaching Multiple Grade Levels and Learning Styles, and Curriculum Extravaganza: So Many Books, So Little Time. Also, the school held four School Site Council meetings, five Parent Advisory Committee Meetings, and four parent input meetings for students with disabilities. Vista Oaks’ academic counselor also hold college and career activities in which parents were encouraged to attend virtually and in-person, as well.     Vista Oaks sees transparency as a critical part of the school’s success. Thus, families are given a school handbook stating parents rights and the process and policies to exercise their rights. In addition, the handbook is available on the school’s website along with the LCAP, Board Meeting agendas, WASC Self-Study Report, and other resources. Building and maintaining relationships with families aligns with the goals set in the LCAP and are frequently monitored by the staff."	"Vista Oaks is always striving to build strong school staff and family relationships that include trust and respect. 77% of families report that their child's mental health is being considered with 94% reporting that the school and staff care about the success of their children. Improving resources on social emotion learning and mental health will be an area of focus so that the school families can partner to meet the needs of all students. The school plans to improve this area by: • equipping staff with professional development on social emotional learning and executive functioning skills. • providing resources for families on the school website, at each school site, and from advisors as applicable on social emotional learning, executive functioning skills, and mental health. • students having access to a school psychologist and school psychologist interns, when appropriate.  Through these methods, there will be an increase of communication and relationship building with families to meet the needs of students."	"Engaging underrepresented families in building relationships between school staff and families is vital in the success of the school. Vista Oaks will continue to improve the engagement of underrepresented families by • continuing to hold input meetings specifically for families of our students with disabilities, which is approximately 20% of the school population.  • having advisors personally reach out to families about school activities, input opportunities, and other ways to participate in the school community. • providing staff professional development opportunities that focus on topics of culturally responsive, equitable, and inclusive teaching.  Vista Oaks will strive to engage underrepresented families and continue to provide a school environment where are students are welcome and are set up for success."	"Vista Oaks is committed to providing a welcoming and positive school culture, where all students are able to thrive and succeed. The staff works diligently to collaborate with parents and students to create an individualized plan to meet the unique needs and background of each student. To build strong relationships, Vista Oaks communicates regularly with parents, students, and other stakeholders through many methods. These include • monthly one-on-one meetings • frequent phone calls/text messages and email • weekly newsletters • a robust school website • a translator when needed for phone calls, school resources, and IEP or 504 meetings  These methods provide the opportunity for families to ask questions, share concerns and provide input on a regular basis to inform the LCAP and the development of school programs.  To help our families connect to the greater school community, as well as support learning at home, Vista Oaks hosted 7 virtual parent workshops during the 2021-2022 school year. The attendance at these workshops increased significantly, with a total of over 400 parents/guardians attending. In addition, the school held four School Site Council meetings. Staff members were effective at recruiting underrepresented families. 92% of families reported that Vista Oaks promotes academic success for all students.  Additionally, the school completes several electronic input surveys each year that also informs the LCAP and school goals.To do this, the survey will be more widely advertised and staff will emphasize its importance when meeting with families and students."	"One area that Vista Oaks is continually working on is to use a systematic approach in making resources and supplemental instructional materials easily accessible and parent educator friendly. Vista Oaks has been working to make readily available resources on the school website. However, 78% of families reported that the school website resources being beneficial and 42% reported using the resources at least once monthly. This is an area of improvement that would benefit parent-educators and students."	"Vista Oaks will actively encourage underrepresented families to participate on School Site Council, provide frequent feedback to their advisor, and participate in school wide surveys. In addition, advisors will work closely with the families to develop personalized learning plans. Families with high school students will also be provided opportunities to meet with the academic counselor and attend college and career workshops. By building a partnership between families and staff, there is an increase of positive student outcomes."	"As an independent study charter school that supports homeschool families, Vista Oaks is committed to family engagement and educational partner input in seeking input for decision-making. As well as ongoing communication on a weekly basis through newsletters and regular teacher communication with parents and students, our teachers meet at least once every twenty days for one-on-one meetings with parents. In addition, our staff hosts many workshops throughout the year and ask for input about the relevant topics. Our Staff and parent educators collaborate on many of the parent workshops. Through building close relationships with our school community members, Vista Oaks is able to gather frequent and valuable input formally and informally.   Vista Oaks uses various methods for seeking educational partner input, such as K-8, High School, Students with Disabilities, and school site input meetings, School Site Council, and Parent Advisory Committee. In addition, a school wide survey was sent to parents, families, and students in Spring 2022 and the Vista Oaks had over 420 responses. A staff survey was sent out, as well. Results from this data and input include: • 94% of families reported that they are respected as an important part of the decision making for their child’s education. • 96% of staff reported that Vista Oaks promotes academic success for all students.  • 91% of students report that Vista Oaks is a place where adults treat all students with respect.  • 98% of staff also indicated that the school sees them as important partners.  Vista Oaks is a welcoming and thriving community that highly values educational partner input to make thoughtful and strategic decisions that meet the needs of all students."	"Through the homeschool model, staff is able to gather valuable input from families frequently. However, our participation in input meetings could be improved. Vista Oaks will advertise input meetings in the weekly newsletter, emails, and have advisors invite families. This aligns with the 2021-2024 LCAP and will be monitored by staff."	"While the school wide survey helps to inform staff of the school climate, participation needs to continue to increase to ensure that underrepresented students and families have easy access to the survey. Staff will notify families when surveys become available and will provide access at one-on-one meetings. In addition, staff will highly encourage families to participate in school opportunities, such as School Site Council. It is essential to hear all voices so that the school can make educated decisions in ensuring all students succeed."	5	5	4	5	4	5	5	5	5	4	4	4	Met	6/6/2022	2022
56105610109900	Vista Real Charter High	3	"Building relationships is a critical component of Vista Real’s mission. Our strengths are based on  the close partnerships built through one-on-one, personalized interactions. Parents and students  report that they appreciate the weekly, individualized communications they receive, the low staff-to-student caseloads, and the support of counselors, tutors, and paraprofessionals.  Parents reported that Vista Real benefits from having multiple methods of communication,  including regular phone calls, email, Parent Square, and text messaging. Results of our Annual  Survey show that over 97% of parents/guardians feel that communication between school and  home is effective. Additionally, 93% of parents indicate a favorable evaluation of Vista Real’s progress in creating welcoming environments for all families in the community. Parents and students report feeling comfortable reaching out to school staff if they have questions or concerns and students feel they have a safe adult they can rely on at school. Parents and students indicate they are able to receive support in Spanish when needed.  Another area of strength for Vista Real is the school’s progress in supporting staff to learn about  each family’s strengths, cultures, languages, and goals for their children. This is a vital component  to building trusting relationships and strong foundations for parental involvement. In our annual  survey, 94% of parents respond favorably regarding the implementation of skills and practices that  demonstrate empathy of staff towards students and families. Students report the following, “The  communication between me and my teacher as well as the communication between me and the  counselor is going well,” and another shared, “I like how the teachers are consistent.” Parents  shared that our school has built trust with students and parents. One parent shared, “I really  appreciate how nice and understanding all the teachers are. It makes distance learning so much  better and it’s a relief to have such reliable help.”"	"One area of focus for improving staff and family relationships is to expand opportunities for 2-way  communication using language that is accessible to families. While Vista Real holds quarterly  PAC/ELAC meetings, regular Parent & Teacher Conferences, workshops, etc., there is room for  more authentic family involvement in our program.   One of the barriers to more effective communication is an unfamiliarity with the technical  components of the program such as curriculum, academic requirements & course planning, and  progress monitoring. Parents have indicated they would like to play a greater role in holding their  child more accountable. With an understanding of academic requirements, credit progress, and  regular access to their child’s grades, they would be better equipped to reinforce academic  standards at home.   Vista Real aims to improve parent education about the technical aspects of our program and the  use of the SIS Parent Portal. This platform gives parents access to up-to-date information about  student progress, but it is underutilized because the language and user interface is rather  technical. With a better understanding of how to use the portal and an education about what each  component means, more fluid, 2-way communication would increase."	"Vista Real will improve engagement of underrepresented families by providing translation services  for educational partner communications, offering multiple opportunities for participation both  virtually and in-person, and providing classes/workshops based on educational partner  needs/requests.  We are confident that the evolving methods of communication will help underrepresented  educational partners remain connected to the school. Through increasing opportunity and access,  more families will be able to actively participate and impact their child’s education."	"Policies and programs for teachers to meet with families and discuss academic progress towards  improving student outcomes has been an area of strength for Vista Real. Our annual survey shows  a 95% favorable implementation of our ability to work together to create a team of supporters for  our students. Additionally, professional learning to improve the school’s capacity to partner with  families has been a highlight for us this year. Focusing our PLCs on engaging students and  approaching their education from a place of understanding has greatly improved school & family  partnerships."	"While 93% of parents feel that the school’s progress in providing information and resources to  support learning and development in the home has been favorable, information pertaining to their  legal rights and ways to advocate for their students can improve. This will be an area of focus for  Vista Real."	"Translation services, as well as the addition of staff such as English Language Paraprofessionals,  Counseling Paraprofessionals, and Social Work interns, will allow more frequent personalized  communication. Students and families will have another layer of support from staff who are more  closely equipped to address their unique needs, allowing us to develop the relationships necessary  for underrepresented families to actively engage with the school."	"When faced with the challenges of pandemic, Vista Real staff sought new avenues to keep  students and families engaged in school. We implemented new practices in social-emotional  learning and trauma-informed care so that we could better address both student and community  needs. This helped create powerful educational partner relationships that led to more involvement  in school decision making. Participation in PAC/ELAC meetings increased this year over last. Part of  this was due to having both virtual and in-person attendance options, but qualitatively, it’s fair to  say that participation grew because of the meaningful ways that we connected with families. With  celebrations of student progress, an increase in counseling support, more parent education  workshops, and an increased social media presence, educational partners were more informed  and readily able to participate and share input. Our school survey shows that 94% of parents  appreciate this level of outreach, especially during times of such disconnect. Vista Real plans to  continue these efforts in the upcoming year and will continue finding topics of interest to present  to our families."	"Although parents attend meetings and events, an area of improvement for Vista Real is to find a  way to actively engage families in the planning and implementation of programs. While we go to  great lengths to promote and invite educational partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making process is still developing. Through professional developments, we will learn better ways to  connect with families and draw out feedback and input in order to make more communal  decisions"	"Vista Real will continue to engage our underrepresented families through personal phone calls in  their primary language, like Spanish, that invite them to meaningful school decision-making events  such as ELAC meetings and LCAP stakeholder meetings. Relevant documents will be translated and  made available to all families and meetings will have live, real-time translation options to allow for  ease of access. We will also continue to provide classes/workshops based on parent  interests/requests to better engage our underrepresented educational partners.   One key finding from the local survey was from parent/guardian responses. When asked in the last  school survey if they felt that their school encourages parents/guardians’ participation and input in  activities, events, parent workshops and meetings, 87% responded that they agreed and strongly  agreed. The school also continues to implement parent engagement activities like PAC/ELAC,  student recognition days, Parent University workshops, open houses, back-to-school nights, and  parent-teacher-student conferences."	5	4	4	4	4	3	4	3	3	3	4	3	Met	6/6/2022	2022
37771560137323	Vista Springs Charter	3	"One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide several opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, and field trips, and clearly communicate these opportunities to families."	"Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals."	We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference. We have an Equity Diversity Task Force whose focus is in part to ensure that we are all learning about and ensuring inclusive environments where all students are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.	"Our pillars of personalized learning and core values are embedded in the school culture which supports family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through in-services, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and newsletters. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Student centers have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year."	Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.  Our area of focus will continue to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Our focus will be on providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time.	Supporting healthy SEL in the home and the school is essential to learning. Areas of need are more prevalent in underrepresented families and we will increase support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We will seek input from our leaders who are doing this well.	"The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. We have established advisory groups and have created opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including ELAC and to collaborate with leadership for decision-making."	We will increase our opportunities for family members to engage in advisory groups and decision-making and especially in seeking input from underrepresented groups in the community.	"In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We will collaborate with our Diversity Task Force and our Pupil Services and Homeless Youth Liaison to develop this plan."	4	4	4	4	3	4	4	4	3	3	3	4	Met	6/9/2022	2022
37684520000000	Vista Unified	3	"Vista Unified’s strategic plan, the Blueprint for Educational Excellence and Innovation, is our guiding document that includes seven core strategies that work together to form our House of Learning; a visual representation that articulates our theory of action leading to improved outcomes for our students.  The foundation of our House of Learning is Family and Community as Partners in Education.  Key to the implementation of this strategy has been our Family and Community Engagement (FACE) Network; a collaborative team that includes 26 community liaisons that have been dedicated to equitably engaging our diverse families, building relationships, and connecting families with student learning.  Overwhelming feedback from the community has reinforced the utility of this powerful strategy that has positively influenced the social, emotional, and academic development of our students."	"In 2022-23, the district will fully implement a new student, teacher, and family communication platform called Remind.  This platform provides the opportunity to connect meaningfully with students, families, and staff using two-way schoolwide notifications in a variety of formats."	Logistical barriers often hamper engagement with our underrepresented families.  Strategies to enhance the accessibility of site and district family engagement activities will include increased promotion of the availability of child care and transportation.	"Vista Unified implements a system that promotes two-way communication, engagement, and partnerships that set the conditions for student success.  In addition to the FACE network, Vista Unified has embarked on a P-3 Initiative (Prenatal through third grade) that aligns parent education, early childhood education, community partners, and services as part of a multi-tiered system of support to address potential opportunity gaps before they occur.  Programs include parent workshops that focus on the benefits of the P-3 continuum and early parent engagement with Vista Unified schools.    This year, Vista Unified embarked on a strategic planning process in an effort to refresh the District's vision and direction, and the future of education for our students, families, and community.   With the San Diego County Office of Education, the University of California San Diego, and Prospect Studios as partners in this process, our families were invited to participate in student summits, a guiding coalition team, community engagement meetings, and school board work sessions to provide input into the future direction of education in the Vista Unified School District.  All Vista Unified schools operate a School Site Council (SSC) that includes parent and community committee members.  The SSC is responsible for reviewing and analyzing state and local student achievement, attendance, and school climate data that is used to inform the development of the School Plan for Student Achievement (SPSA).  The SPSA describes how state and federal funds provided to the school will be used to improve the academic performance of students.  In addition to the SSC, schools with 21 or more English learners maintain an English Learner Advisory Committee (ELAC).  The ELAC also provides input into the development of the SPSA."	"Based on the analysis of our educational partner feedback, the district's focus areas for improvement in building partnerships for student outcomes will include improved communication of school calendars, staff professional development days, and parent and family engagement policies."	"Continued work to engage our underrepresented families with opportunities for parent education remains a strong priority.  Our school site community liaisons will prioritize time and resources in an effort to build stronger partnerships and bridge gaps with our underrepresented families.  The implementation of our Multi-Tiered System of Support (MTSS) will also include equity driven, inclusive educational policies and programs."	"Vista Unified has done significant work in seeking input from our educational partners in the review and development of federal, state, and local funded programs and activities.  Our educational partners include students, parents and families, community members, teachers, administrators, classified staff, the District Parent Advisory Committee (DPAC), the District English Learner Advisory Committee (DELAC), Special Education Local Planning Area (SELPA) members, and the Vista Teachers Association (VTA).  This year, Vista Unified embarked on a strategic planning process in an effort to refresh the District's vision and direction and the future of education for our students, families, and community.   With the San Diego County Office of Education, the University of California San Diego, and Prospect Studios as partners in this process, our educational partners were invited to participate in student summits, a guiding coalition team, community engagement meetings, and school board work sessions.  The district also maintains a District Parent Advisory Committee (DPAC) and a District English Learner Advisory Committee (DELAC) both of which meet regularly throughout the year and provide valuable input into the districts' programs and services for students."	"A review of educational partner feedback revealed that we receive fewer survey responses from our Spanish speaking families when compared with our English speaking families. Based on this data, Vista Unified’s focus area for improvement in seeking input for decision making will be to improve and then maintain our engagement with English learner parents and families."	Our school site community liaisons will prioritize time and resources in an effort to build stronger relationships between school and families and bridge communication gaps with our underrepresented families.	4	5	4	5	4	4	4	4	5	5	5	4	Met	6/23/2022	2022
39686760139907	Voices College Bound Language Academy at Stockton	3	"Voices Academy at Stockton knows the importance of stakeholder engagement, as it leads to developing an effective plan for the school and student success. Throughout the year, Voices Academy has ELAC meetings, workshops, and Cafecitos planned, giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices and stakeholder feedback is collected."	"Voices Academy at Stockton will continue to focus on increasing attendance at Cafecito, pushing out invites through ParentSquare, having principals and Deans make calls home to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents."	"Voices Academy at Stockton will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc."	"Families are happy with relationships between staff and families due to staff retention and feel like they can go to teachers, associate teachers, the Dean, the Principal, and Front Office for what they need."	Voices will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and continue to implement an SEL curriculum. Voices will also provide additional academic support for students to mitigate learning loss.	"Voices will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc."	"In addition to our stakeholder engagement, where feedback is collected, Voices started conducting panorama surveys, given twice a year, in the 20-21 school year. We will be continuing to use those in the 22-23 year for students, parents, and staff."	Voices continues to focus on looking for ways to improve seeking input for decision-making from our stakeholders.	"Voices will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging, creating a different schedule for meetings including alternate times."	3	3	3	4	4	3	4	4	3	3	3	3	Met	6/21/2022	2022
43694500113662	Voices College-Bound Language Academy	3	"Voices Academy knows the importance of stakeholder engagement, as it leads to developing an effective plan for the school and student success. Throughout the year, Voices Academy has ELAC meetings, workshops, and Cafecitos planned, giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices and stakeholder feedback is collected."	"Voices Academy will continue to focus on increasing attendance at Cafecito, pushing out invites through ParentSquare, having principals and Deans make calls home to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents."	"Voices will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc."	"Families are happy with relationships between staff and families due to staff retention and feel like they can go to teachers, associate teachers, the Dean, the Principal, and Front Office for what they need."	Families would like more opportunities for enrichment activities outside of what is currently offered. Voices will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and continue to implement an SEL curriculum. Voices will also provide additional academic support for students to mitigate learning loss.	"Voices will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc."	"In addition to our stakeholder engagement, where feedback is collected, Voices started conducting panorama surveys, given twice a year, in the 20-21 school year. We will be continuing to use those in the 22-23 year for students, parents, and staff."	"Voices continues to focus on looking for ways to improve seeking input for decision-making from our stakeholders. With different changes coming up next year within the school and staffing, Voices has invited parents to the Principal Selection committee to provide input on candidates."	"Voices will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging, creating a different schedule for meetings including alternate times."	3	3	3	4	4	3	4	4	3	4	4	3	Met	6/21/2022	2022
43104390131748	Voices College-Bound Language Academy at Morgan Hill	3	"Voices Academy Morgan Hill knows the importance of stakeholder engagement, as it leads to developing an effective plan for the school and student success. Throughout the year, Voices Academy has ELAC meetings, workshops, and Cafecitos planned, giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices and stakeholder feedback is collected."	"Voices Academy Morgan Hill will continue to focus on increasing attendance at Cafecito, pushing out invites through ParentSquare, having principals and Deans make calls home to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents."	"Voices Academy Morgan Hill will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc."	"Families are happy with relationships between staff and families due to staff retention and feel like they can go to teachers, associate teachers, the Dean, the Principal, and Front Office for what they need."	Families would like more opportunities for enrichment activities outside of what is currently offered. Voices will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and continue to implement an SEL curriculum. Voices Academy Morgan Hill will also provide additional academic support for students to mitigate learning loss.	"Voices Academy Morgan Hill will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc."	"In addition to our stakeholder engagement, where feedback is collected, Voices Morgan Hill started conducting panorama surveys, given twice a year, in the 20-21 school year. We will be continuing to use those in the 22-23 year for students, parents, and staff."	"Voices Morgan Hill continues to focus on looking for ways to improve seeking input for decision-making from our stakeholders. With different changes coming up next year within the school and staffing, Voices has invited parents to the Principal Selection committee to provide input on candidates."	"Voices Morgan Hill will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging, creating a different schedule for meetings including alternate times."	4	4	5	4	4	4	3	4	3	4	4	3	Met	6/21/2022	2022
43104390132530	Voices College-Bound Language Academy at Mt. Pleasant	3	"Voices Academy Mount Pleasant knows the importance of stakeholder engagement, as it leads to developing an effective plan for the school and student success. Throughout the year, Voices Academy has ELAC meetings, workshops, and Cafecitos planned, giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices and stakeholder feedback is collected."	"Voices Academy Mount Pleasant will continue to focus on increasing attendance at Cafecito, pushing out invites through ParentSquare, having principals and Deans make calls home to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents."	"Voices Academy Mount Pleasant will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc."	"Families are happy with relationships between staff and families due to staff retention and feel like they can go to teachers, associate teachers, the Dean, the Principal, and Front Office for what they need."	Families would like more opportunities for enrichment activities outside of what is currently offered. Voices will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and continue to implement an SEL curriculum. Voices will also provide additional academic support for students to mitigate learning loss.	"Voices will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc."	"In addition to our stakeholder engagement, where feedback is collected, Voices started conducting panorama surveys, given twice a year, in the 20-21 school year. We will be continuing to use those in the 22-23 year for students, parents, and staff."	Voices continues to focus on looking for ways to improve seeking input for decision-making from our stakeholders.	"Voices will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging, creating a different schedule for meetings including alternate times."	2	3	3	4	3	3	4	4	3	3	3	4	Met	6/21/2022	2022
07617960136903	Voices College-Bound Language Academy at West Contra Costa County	3	"Voices Academy West Contra Costa knows the importance of stakeholder engagement, as it leads to developing an effective plan for the school and student success. Throughout the year, Voices Academy has ELAC meetings, workshops, and Cafecitos planned, giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices and stakeholder feedback is collected."	"Voices Academy at West Contra Costa will continue to focus on increasing attendance at Cafecito, pushing out invites through ParentSquare, having principals and Deans make calls home to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents."	"Voices Academy at West Contra Costa will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc."	Families feel more positive about the school climate than they did at the beginning of the school year.	Voices will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and continue to implement an SEL curriculum. Voices will also provide additional academic support for students to mitigate learning loss.	"Voices will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc."	"In addition to our stakeholder engagement, where feedback is collected, Voices started conducting panorama surveys, given twice a year, in the 20-21 school year. We will be continuing to use those in the 22-23 year for students, parents, and staff."	"Voices continues to focus on looking for ways to improve seeking input for decision-making from our stakeholders. With different changes coming up next year within the school and staffing, Voices has invited parents to the Principal Selection committee to provide input on candidates."	"Voices will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging, creating a different schedule for meetings including alternate times."	3	3	3	4	4	3	4	4	3	3	3	3	Met	6/21/2022	2022
19647330137521	Vox Collegiate of Los Angeles	3	"Including families in student growth has been a priority at Vox. Parents receive bi-weekly updates on student performance, including support in recovering credit for missing assignments. There is ongoing two-way communication through the school's adopted communication system, which has 100% of families enrolled. In-depth family conferences are hosted semi-annually not only to inform families of student progress but to also work with them as partners. Vox will work to improve our partnership with families regarding student performance by hosting additional in-depth conferences for our students in need of the most academic support. The school hosts workshops for families to support at home with priority objectives and social-emotional supports across grades."	"The school continues to find more ways to bring families physically into the school building post-COVID-19 closures. Family celebrations, workshops, and conferences are scheduled to rebuild family trust with being in-person in the building with our school staff and students."	"The school has continued and will continue to provide multiple access options for school events, including virtual attendance options. This has been an impactful support for many families to remain connected to school while managing various personal priorities including work and caring for other children."	"The school regularly communicates student performance details with families, including bi-weekly progress reports and regular communication through the school's online communication system. 100% of families have access to the school's two-way communication system and are trained on how to access messages and communicate during student orientation."	The school will focus on providing families with resources to support student work at-home. Families have expressed the desire to have a clearer glimpse into in-class instruction so that they can guide students through what they are learning in class.	The school is hosting targeted in-person meetings for families that have not had regular involvement with the school. The school is adjusting meeting and communication procedures to better suit the needs of our underrepresented and least connected families.	"The school regularly communicates performance details with families, including bi-weekly progress reports and regular communication through the school's online communication system."	The school is growing its formal and informal committees to provide more consistent opportunities for input on decision-making. This includes providing more opportunities for school site council and the English Learner Advisory Committee. Families have receive regular updates about meetings and major decision-making initiatives.	Vox is reaching out individually to underrepresented families to ensure they have access to our decision making teams and meetings. Outreach includes messages through our two-way communication system and phone calls from school leadership.	4	5	4	4	4	4	4	4	4	4	4	4	Not Met	9/22/2022	2022
10767781030774	W.E.B. DuBois Public Charter	3	"Parent participation has increased by 10% compared to the prior year. Parents have been actively logging in online to School Site Council and ELAC meetings, additionally parents have begun to attend onsite events. We are also continuing to survey parents to gather stakeholder input. We have increased parental involvement by establishing 1:1 device for our students which provides parents with the convenience and accessibility to attend parent meetings online and receive notifications of upcoming events. Parent input is readily accepted and infused into our board-level decisions in the form of surveys, personal calls, text and emails. Parents have requested in our most recent survey that we utilize text messaging as the number one contact option. Also, in the schools most recent survey 98% of parents stated that they are well informed of school activities and events including meetings."	"The parent participation in shared governance councils such as the Parent Advisory Council and English Language Advisory Council for the 2020-2021 school year had a less than 31% attendance rate. Additionally, for the 2020-2021 school year, the response rate for the LCAP survey was less than 22%. The school aims to increase the survey response rate and parent participation in shared governance meetings annually. This year, both school sites formed a School Site Council, so it is imperative that increased parent participation in shared governance councils remain an identified need."	"Our school will increase parent participation by 3% each year for each one of the advisory committees.  We will use the following tools to improve Family Communication for outreach. Supported staff hours to make phone calls home.  Using Support staff to make home visits. Investing in SEL (Social Emotional Learning).  We will also use MTSS (Multi-Tiered System of Support) including Newsletters, email and text messaging to maintain parental contact."	All students in WEB Dubois are enrolled in a educational pathway where they complete college units and internships designed to get them college and career ready.  This is done in partnership with Agape college of business and science as well as local businesses throughout the community.	We are continuing to increase the number of pathways offered.  This year we have added Agriscience as an additional pathway that students can take.  We are also always looking for new community partners.	"W.E.B. DuBois leadership staff hosted Parent & Student LCAP information and data gathering meetings at School Site Council, Parent Advisory Council and DELAC meetings on February 16, 2022, April 27, 2022, May 12,2022, May 31,2022 Staff presented updates on Agape programs and initiatives and specifically discussed the progress of initiatives established by the LCAP. Along with the newsletters, informational parent letters, school messenger notices and informational meetings, all DuBois students were given the opportunity to complete the annual comprehensive survey to give feedback on multiple aspects of operations at DuBois. Survey items included questions about EL Learners, College & Career Readiness, Instructional Strategies, Campus culture, Student Safety, Instructional Materials, Teacher Support, Rigorous and Relevant instruction, Homeless and Foster Youth Policy, Parent Compact, and staff."	"W.E.B. DuBois leadership staff has made a concerted effort to ensure engagement of all stakeholders in the development of a comprehensive Local Control Accountability Plan. Stakeholder meetings included: The non-profit governing board, School Site Council, Principals, Teachers, Administrators, Parents, Pupils, and all staff. W.E.B. DuBois is operated by Agape, a local 501c3 non-profit corporation. Oversight of Agape is operated and monitored by the organizations CEO and policy development by the Governing Board for Fiscal and Liability matters. School Site Council provides oversightsof charter school Curriculum, Instruction,   Single Plan for Student Achievement and campus safety matters. Public Hearings were held on February 16, 2022, April 27, 2022, May 12, 2022 with final approval on May 31, 2022 with the ELAC/Parent Councils and School Council. Public hearing May 23, 2022 with final approval June 01, 2022 with the Agape Board of Directors. Notifications were provided to all stakeholders in accordance with the law. In separate meetings, the Agape Board of Directors and School Site Council met to receive and discuss survey data collected from parents and students. The Boards also reviewed student academic performance data. Parents and students attended multiple ELAC and Parent Council Meetings to provide input during the action items established on the agenda. Parent comments from the public hearings were incorporated into this LCAP plan. The School Site Council met on, February 16, 2022, April 27, 2022, May 12, 2022, to discuss their responsibility in the ongoing monitoring of the LCAP. The Council reviewed survey data from parents and contributed their own input to the continuation of program improvement"	"Our school goal will increase the number of planned activities to encourage parent participation in School Site Council, Parent Advisory Council, ELAC, and Feedback Collection Initiatives"	"The parent participation in shared governance councils such as the Parent Advisory Council and English Language Advisory Council for the 2020-2021 school year had a less than 31% attendance rate. Additionally, for the 2020-2021 school year, the response rate for the LCAP survey was less than 22%. The school aims to increase the survey response rate and parent participation in shared governance meetings annually. This year, both school sites formed a School Site Council, so it is imperative that increased parent participation in shared governance councils remain an identified need."	4	4	4	4	4	4	4	4	4	4	4	4	Not Met		2022
11101160124909	Walden Academy	3	"Walden Academy was build on the foundation of a strong partnership between home and school.  Parents have always been a key factor in our success.  We communicate with families using the digital platform, Parent Square. This tool has the capability to communicate with whole classes, smaller groups, individually and the entire school community. It translates all communication into Spanish if the families have indicated they prefer communication in Spanish. To further communication with non-English proficient parents, the school office receptionist is fluent in Spanish, we have 2 classified aides that speak Spanish fluently as does the Dean of Students. We begin welcoming Walden Academy students and families to our campus and school community during Sneak Peek. It is our goal to create strong and sustaining relationships with our families and students. The Parent-Teacher Club is quite active on our campus and it has excellent parent participation and voice in terms the activities are chosen. The Walden Academy Board is another area of parent participation as are board meeting. We devote time during teacher collaboration to work on specific areas of support for teachers in parent communication. Teachers can self-select professional development opportunities to build their own capacity for engaging family members. The California Healthy Kids Survey indicates that parents and students overwhelmingly feel welcome on the campus"	"Due to the COVID Pandemic, staff became used to managing all facets of the school day without the help of volunteers.  It is taking everyone longer than expected to get back to the level of parent involvement pre-pandemic."	We will continue our robust communication plan with families in both English and Spanish.  We are focused on increasing the number of Student Success Team (SST) meetings with parents to engage them in the process of student support.  The Parent-Teacher-Club (PTC) is offering child care to support families with small children to participate in the monthly meetings.	"Walden Academy provides information for parents to support the success of their child's academic, social and physical development on a weekly basis in our yellow folders.  We hold parent conferences 2-3 times per year and share with parents their child's growth in academic and social development.  At this time, we share student progress made on self selected goals provided in the classroom Data Chats."	"Last year, we chose to focus more energy on improving parent engagement in School Site Council.  This will continue to be a focus area moving forward.  We have new members and meet on a regular basis."	"We provide underrepresented families more opportunities to build partnerships through a variety of processes.  The Dean of Students will continue to provide a great deal of outreach to these families, especially those with student that struggle academically and socially.  We have bilingual office, aide, support, and teaching staff to provide easy access for bilingual families."	We regularly solicit feedback from our families in the way of surveys.  Parents are used to seeing these come out at least once a trimester and we receive a good response.  We make paper surveys available for parents if they lack technology.  Results are shared with partners so everyone is clear what the results of the surveys were.	"To improve parent feedback, we will provide opportunities for families to respond to focus questions at Good Morning Walden."	"As mentioned earlier, surveys are a great way to solicit feedback for decision making and to gauge the success of various programs and initiatives.  The Walden Showcase provides a perfect opportunity to reach out to families in person for input on upcoming programs and any areas we are concerned about."	4	4	4	4	4	4	4	4	3	3	4	3	Not Met	9/26/2022	2022
19647330100750	Wallis Annenberg High	3	"We are very proud of the growth we have made in developing opportunities for families and teachers/staff to engage, but our participation from parents is still very low.  Some of our engagement strategies include parent education, parent meetings (used to gather feedback and share data), opportunities for one-on-one meetings, and regular progress checks to families."	We would like to improve the opportunities for parents to drop by campus and access staff.  Families have reported the desire to access school personnel more frequently.  We would like to establish regular drop-in hours that are open for drop-ins weekly.	"With increased opportunities for family engagement, we will be able to access more feedback from families.  Increasing access will hopefully mitigate some of the issues our underrepresented families have experienced and provide more opportunities for connection."	"This year we have implemented a parent education program with our USC partners and this parent education was well received.  We have also partnered with professional development teams to help our faculty and staff focus on designing and implementing a practice that fosters culturally responsive environments, curriculum, and instruction."	"This year we have successful partnered with USC to develop a comprehensive residential program for 120 students.  Next year, we would like to implement more partnerships and increase activities to occur multiple times throughout the year."	"Again, more access to engage at varying times and in different modalities will increase participation and improve engagement of underrepresented families."	Our goal for the future is to implement more opportunities for families to drop in during set hours weekly. Our current practice allows for this once a month. Our goal is to increase this opportunity as families have expressed the need for more access for drop ins.	With regular drop in hours we can increase parent feedback.	Our goal is to increase the amount of opportunities families have to engage with the school. This would include more drop in hours and a varying range of time families may access support. This increase in opportunity would allow for underrepresented families to access the school and our supports.	4	3	3	4	4	4	4	3	4	3	3	3	Met	6/23/2022	2022
07618120000000	Walnut Creek Elementary	3	"WCSD prides itself in partnering with families to support all students reaching their highest potential. This year we continue to provide a comprehensive Wellness Program. Our Wellness Coordinators and Student Support Liaison provide outreach and support to families with the goal of increasing inclusion and belonging. The District Equity Committee also shares this goal. This year we will hold one:one listening interviews with the goals of improving engagement of our underrepresented families. WCSD will provide staff education events this school year through our partnership with Epoch Education. The district and school sites will continue to hold regular PTA/PTO family events, English Learner Advisory Council, principal coffee chats, School Site Council meetings, and parent education events with a focus on engaging with underrepresented families."	"Based on family survey data and the opportunity gap which exists in our summative assessment data, WCSD has identified the need to increase inclusion and belonging for all families. Our district equity committee is leading this work. This committee will analyze the qualitative data collected from 1:1 listening interviews in order to determine the root causes for lower family engagement among some student groups."	"The goal of the equity committee’s listening interviews with families and students is to increase trust and build stronger relationships between staff and families, particularly underrepresented families identified during the self-reflection process."	"WCSD remains committed to building relationships with the families we serve. We pride ourselves in establishing welcoming school environments and positive school climates. Professional development with Responsive Classroom and Epoch Education supports our work in assuring all WCSD community members feel a sense of belonging in our school district. Our revamped parent conference timeline supports working collaboratively with parents to set goals for student outcomes. Our district and individual school sites share specific school-related information via a variety of sources including websites, weekly eNews, parent-teacher conferences, and parent and principal chats."	An area of focus for our district is to continue to engage our staff in ways to support family engagement with student learning goals across the course of the year. Our Multi-Tiered Systems of Support (MTSS) process ensures that all students have the support needed for success. WCSD’s family guide to MTSS is a new communication tool to support successful Student Study Team meeting outcomes.	"Our implementation of the district’s new Extended Learning Opportunity Program affords us the opportunity to reach out to our underrepresented families to determine their needs and preferences as we design by a 9-hour extended day that includes both enrichment and homework support opportunities. Our outreach includes parent surveys, parent forums at every school site, and Governing Board presentations. By strengthening our partnership and trust with families we believe student outcomes will benefit."	"Seeking parent input from families is highly valued. WCSD PTA/O, ELAC, DELAC, SCC, District Strategic Planning, and Parent education nights are all active avenues we use to engage families in advisory groups and with decision-making. We believe that our active and ongoing engagement provides progress in this area. These and other meetings allow multiple opportunities for community stakeholders to connect, collaborate, create and consider all needs. Additionally, WCSD provides multiple opportunities for parents, guardians, and families to understand how to support their child’s academic growth. Such opportunities include, but are not limited to; ""Coffee talks"" at the site and district office, parent conferences, and parent education events. Families are invited to these sessions via district technology: Blackboard Communication as well as the Superintendent's monthly message and quarterly newsletter, The WCSD Connection."	"The district will continue to actively plan for outreach in order to increase to parent survey participation. Additionally, our new initiative of scheduling listening interviews principally focused on our underrepresented families will be key in informing our decision-making."	"The WCSD leadership will meet with each site principal to identify a list of families who will receive personalized invitations to our listening interviews. Additionally, principals will reach out personally to our underrepresented families in order to increase awareness of our Expanded Learning Opportunities Program parent forums as well as other parent information events held at each site."	4	4	3	3	3	4	4	5	5	5	5	4	Met	6/6/2022	2022
19734600000000	Walnut Valley Unified	3	"Walnut Valley Unified School District (WVUSD) continuously fosters relationships between school staff and families.  In addition to the annual Parent Symposium, school sites at all levels host community events throughout the year.  These events include, but are not limited to, College Night, school socials, community dining nights, and family education.  WVUSD staff regularly attend events within the community such as the Walnut Family Festival and Friends of the Library.  Moreover, through the districtwide Social Emotional Learning (SEL) Network, curriculum councils, and professional development, administrators, certificated, and classified staff members explore potential barriers in relationships and learn specific tools to help strengthen relationships with students and their respective families.  The full-time elementary counselors and bilingual/bicultural paraprofessionals provide emotional and social support through small groups, translation services, and cultural awareness. All schools provide hybrid family education which has increased parent access to family education.  The recent Parent Symposium provided live stream access for the keynote speaker, Dr. Nancy Frey.  Continuous opportunities for relationship building in structured and unstructured settings enrich long-lasting relationships between school staff and families."	"Walnut Valley Unified (WVUSD) continuously solicits feedback from students, educational partners, and staff.  Based on formal and informal feedback from parents, WVUSD is working with community members to increase the number of parent volunteers and participation in site-based committees such as the School Site Council.  Staff members participate in district-wide professional development in areas that increase awareness and develop the capacity of the collective team.  Most recently, administrators, counselors, and teachers explored ""Building Equity and Culture for Student Success"" with Dr. Tyrone Howard and ""A Guide to Student and teacher Well-Being"" with Dr. Nancy Frey.   This learning supports the commitment WVUSD has to building trusting relationships with students to ensure their success.  The local spring, 2021 survey for students indicated that 61% of the students surveyed marked between 7 and 10 for feeling connected to the adults at the school (using a scale from 1-10 with 1 being not at all connected and 10 being extremely connected). Building Relationships is one of five focus areas for WVUSD.  Online forums, community events, and parent and student committees at the site and district level allow the district to engage more with families and foster rich relationships with all educational partners."	"Walnut Valley Unified (WVUSD) is committed to the continuous engagement of underrepresented families in relation to building relationships between school staff and families. Administrators, classified and certificated team members enhance awareness and work collaboratively with educational partners to explore various ways to support underrepresented families.  Structured Collaboration, Counselor Network Meetings, Elementary Learning Specialist monthly meetings, and Title I Specialist monthly meetings serve as forums to refine practices and identify needs to increase student outcomes.    Post-pandemic guidelines have allowed the district to extend opportunities to parents that invite them back onto school campuses where they can actively participate as educational partners. Family Education that focuses on intervention supports, counseling resources, and college and career readiness is provided throughout the school year.  WVUSD continues to increase community awareness and multicultural education in classrooms and through our Diversity Think Tank which is comprised of administrators, students, staff, parents, and community members.  This group provides schools with monthly resources focused on race, ethnicity, and culture to help foster a more inclusive setting at all school sites and in the community.  Student representatives from all levels participate in the Superintendent's Student Advisory Committee where they are developed as leaders and provide feedback about student engagement.  Schools in receipt of Title I Targeted Assistance work to partner with families of At Promise students through family education and the offering of community resources for foster youth to include, but are not limited to, clothing, food, and counseling services as needed."	"With an equity lens, Walnut Valley Unified (WVUSD) uses structured collaboration, data talks, department meetings, and level-alike meetings to review and respond to student data.  Student data is shared with educational partners during School Site Council, ELAC, and DELAC.  Formal and informal student data is considered with educational partners during the collaborative development of the LCAP.  The local Spring, 2021 survey indicates that 95% of the survey respondents agree or strongly agree that schools provide opportunities for parents to be involved.  Over 150 parents across the district participate in the school's English Learner Advisory Council. Walnut Valley Unified provides all families with opportunities to provide input on policies, programs, and implementing strategies to reach and seek input from underrepresented groups in the school community."	"The District's vision was to continue to increase the number of parents' opportunities for participation, involvement, and decision-making. This was evidenced by a local survey administered to parents across the District. The parent survey included responses from parents across all our grade spans (elementary, middle, and high schools) and from parents from our targeted languages- Mandarin, Korean and Spanish. Over 1200 surveys were returned. The survey results demonstrated high levels of participation and access for our parents. The survey demonstrated that 90% of parents agreed or strongly agreed to be actively involved in their student's education.  As a continued effort, the District will continue to solicit parent feedback through surveys offered in various languages and in the form of the LCAP educational partner process. Local SEL/Climate surveys provided to parents and students in Spring, 2021,  show that 95% of students surveyed feel schools are safe and 96% of parents surveyed feel schools are safe.  Parents surveyed during Family Education shared that hybrid meetings allow for participation from parents at home and allow parents to stay connected to the schools when they cannot be physically present. Parent feedback during site and district committees will shape the efforts to increase educational partnerships for student outcomes."	"Reflection activities were led by the Superintendent with parents, students, certificated and classified staff and management, and the Board of Trustees. The reflection activity on student achievement noted that targeted intervention services at the elementary and secondary schools provided academic support for students experiencing gaps in their learning. The restart of the Student Success Team using a streamlined process and collaboration on multi-tiered systems of support provided the ongoing progress monitoring for students performing below grade level. The access to extracurricular activities and well-rounded course offerings provided students with increased levels of engagement and connection to the school community. The intentionality to provide all students with high rigor and connectedness reignited the momentum to increase student achievement that includes critical thinking skills, academic rigor, creativity, and digital literacy in all subject areas to prepare them to be college and career-ready. The District's work with Diversity Think Tank, ELAC, and DELAC, which will continue to serve as platforms for reflection and exploring how to meet the diverse needs of students.  Providing information in multiple languages and on multiple platforms, offering family education in a hybrid model, and parent meetings at different times of the day to support parent work schedules will increase the engagement of underrepresented families."	"Walnut Valley Unified School District is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Various events and programs have been established to initiate and enhance outreach to make connections with parents including Community Clubs at every school site, Parent Nights, school open house events, back-to-school nights, an annual Parent Symposium, and a Parent Leadership Development Seminar. In addition to the aforementioned parent engagement opportunities, parents are able to provide input in meaningful decision-making when serving on committees such as School Site Council (SSC), English Language Advisory Committee (ELAC), the Local Control Accountability Plan (LCAP) Advisory Committee, District English Learner Advisory Committee (DELAC), and the District Coordinating Council."	"WVUSD will provide parents and other local stakeholders opportunities for active participation and involvement in the decision-making process. Stakeholders contribute to the educational process to ensure equity, access, and success for all students. We establish a culture that encourages collaborative relationships among our students, staff, and parents, along with educational, business, and community partners. . The spring 2021 parent survey indicates that 95% of the survey respondents indicate that they agree or strongly agree that schools provide opportunities for parents to be involved. 97% of the parents surveyed agree or strongly agree that the District and schools use various methods to communicate with parents. 96% of the parents surveyed agree or strongly agree that the District and schools provide communication with translation in the parent's primary language. 96% of the parents surveyed agree or strongly agree that schools provide timely and relevant information to parents. 91% of parents surveyed agree or strongly agree that schools provide parent education opportunities to support college and career readiness. 95% of parents surveyed agree or strongly agree that schools provide access to parent meetings via virtual platforms and recorded meetings to view later if parents cannot attend. 89% of parents surveyed agree or strongly agree that schools value and use parent feedback in shaping the educational experience for all students. The survey results validate that forging a strong relationship and trust with our parent community ultimately impacts student achievement and connectedness to school. The District will continue to provide opportunities for parents to give input and be active participants in the decision-making process at the site and district levels. District and site administration will Increase parent participation in parent awareness and education nights, decision-making organizations, connections between parents, and community resources to build relationships (e.g., video streaming online, various times, summary available in the print/online, childcare, translators, refreshments, etc.). Meetings will also be provided virtually and recorded for later viewing to increase access to parents of unduplicated students. The recorded meetings provide translation through close captioning of the audio content. Such topics as college and career readiness, A-G requirements, cultural attunement, culturally relevant teaching, social and emotional wellness, and school safety will be addressed in parent education and parent meetings."	"District-wide, over 150 parents of English Learner students participated in the school's English Learner Advisory Council. Met with Full Implementation on the Local Performance Indicator (Priority 3) for the District's progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.  Schools receiving Targeted Assistance funds for Compensatory Education will continue to invite feedback throughout the year, provide translation services in written and oral communication, and child care to assist parents so that they can actively participate in school functions."	5	5	4	5	5	5	5	5	5	5	5	5	Met	6/15/2022	2022
37754160000000	Warner Unified	3	Warner has an open-door policy.  We encourage parents and students to come to us with their issues and needs.  We have increased our surveys to gather more input on what our community needs are and have conducted a needs assessment.	"We are always increasing our relationship with our local tribes.  We have outreach to our tribal members through our Native Liaison.  We are now looking to offer regional support to the local communities to help with enrollment, etc."	We consider every family as their own entity and provide based on their individual needs.  We can do this because we are so small.	We always seek parent involvement to ensure student success.  We are now looking at moving to a community school-based model to help provide more resources and partnerships to increase student outcomes.	"We are focused on improving student attendance.  Warner has never had great attendance but after the pandemic, we have even worse attendance.  This will be a focus going forward."	"The underrepresented families in our school are usually families that haven't bought into education, this might have causes that need to be addressed with more resources than the school can provide in its current state.  We need to address drug issues, historic trauma, and poverty.  We hope by building a community hub we can provide more of these resources to deal with these issues."	The administration tries to include input from all state holders involved.  At times a decision needs to be made with urgency and the input will need to come later to adjust the decision.  Input is always sought.	We will get more parental input on decision-making in the future.	We will be conducting more surveys and town meetings	4	4	4	4	4	4	4	3	4	4	4	4	Not Met	9/13/2022	2022
15638420000000	Wasco Union Elementary	3	"The Wasco Union Elementary School District recognizes that healthy family relationships are essential for driving instructional change and academic achievement. Several programs and district initiatives are in place through LCFF and LCAP funded actions to focus on successful home-school relationships. Many of the actions of Goal Four of the district LCAP specifically focus on family outreach. These actions are in place due to family surveys and meetings from public comments that stress increased attention to home-school communication. Each year, the district's LCAP Educational Partners' input meetings and surveys are critical to the discovery process. The 2022 LCAP Parent Survey accounted for the impact of COVID-19 on student achievement and social and emotional needs.  Key questions are as follows: 1. The school actively seeks parent input into their child's education decisions. Overall District - 72.1% Agree or Strongly Agree 2. Parents are invited to help plan, implement, and evaluate instructional materials, strategies, and programs. Overall District - 66.7% Agree or Strongly Agree 3. Parents have access to the resources and training needed to strengthen student learning at home. Overall District - 66.7% Agree or Strongly Disagree  The survey provided to parents offers each school in the district its snapshot of parent perception on many other topics. The following questions are among others asked of parents each year: a. My child/children look forward to attending school each day. - 68.4% Agree/Strongly Agree b. Common Core State Standards are being implemented within the district for all students, including English Language Learners, students with disabilities, and gifted students. - 81% Agree/Strongly Agree c. The English Learner program is helping English Learners to learn English as quickly as possible. - 41.8% Agree/Strongly Agree d. The district provides high-quality education for students. - 73.5% Agree/Strongly Agree   The percentage of parents answering ""Agree/Strongly Agree"" is consistent with the previous academic year. However, given the circumstances parents, teachers, and students found themselves in during the 2021-2022 academic year, there is likely substantial merit that these results must be addressed as presented. The District is committed to increasing and building relationships between school staff and families. During the 2022-2023 academic year, Educational Partners focus groups will be created to help identify the needs and areas for improvement for the upcoming LCAP cycle years."	"Data continues to maintain those parents from the following subgroups as critical stakeholders to assist the district in driving its improvement efforts. -English Learners -Low Socioeconomic -Minority Students -Special Education  COVID-19 impacted these student subgroups at disproportionate rates, and data reflects that these students, as a whole, scored persistently lower on local assessments and district indicators. Consequently, these subgroups remain a priority for LCFF, COVID Relief, ESSER III, and other stimulus-funded actions.  The district provides supplemental services to subgroups to build partnerships between the school and home.  English Learners: Title III and Title IV funds were used along with LCAP actions to offer English Learner Student Coaches at the two elementary schools most impacted by the EL subgroup. These full-time certificated teachers target students at risk of becoming Long Term English Learners and provide support directly to families to assist in the early acquisition of the English language. Based on the need to continue to support our EL student subgroup during the 2022-2023, English Learner Student Coaches will now be hired for each elementary school District-wide.   Low Socioeconomic: With 90% SED and schoolwide Title I status at most schools in the district, poverty is the region's most significant barrier to student success. Funds directed at this subgroup primarily focus on early literacy in the elementary and timely interventions in the intermediate and secondary grades. Programs and staff are in place to help teach parents how to build routines at home to nurture the growth of young minds.  Minority Students: The Latino Family Literacy Program (Conducted Online) was strategically implemented in the district and heavily focused on Hispanic Immigrants to provide classes for supporting strong academics in the parents' home language. All parents are invited to attend. The program has expanded across the district but suffered a setback in attendance due to the pandemic. In the fall of 2018, the district launched the Mentor Program and personally invited the parents of African American students to come together and discuss their unique needs.   Special Education: The district reopened for the subgroup in October 2020. Schools stayed open for nearly a month before being forced to shut down due to an ongoing surge in positive cases of COVID-19 in early December 2020. Parent partners of special education students were quite flexible in working together to meet the needs of their children. The district invited all special education students to attend extended summer school to thwart learning loss and gain instructional minutes to meet the unique needs of all. The Special Education subgroup receives support through the Educators Effectiveness Block Grant funding."	"WUESD highly values Educational Partners' input when making program decisions and considers the voice of parents/guardians to be critical within this process. All schools operate formal School Site Councils (SSCs) and English Learner Advisory Committees (ELACs). The district maintains active groups, including the District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC), that acts in an advisory capacity for all District parental involvement input and feedback. Each committee has been commissioned to identify issues or areas of growth within the District and student needs.   Through the self-reflection process, the district is committed to actively encouraging parents of underrepresented students to participate in all committees offered by the District. The District will increase parent workshops and training during DAC and DELAC meetings to improve engagement. In addition, in the 2021-2022 school year, due to COVID-19 health restrictions, each committee meeting was held in person and virtually. Due to such restrictions, participation for DAC and DELAC was impacted. The District will continue to follow this format to increase participation and encourage underrepresented families to attend monthly meetings."	"Current strengths and progress in building partnerships for student outcomes have been hindered due to the COVID-19 pandemic. Educational Partners have identified the need to increase partnerships with local community-based organizations, the City of Wasco, and Wasco Parks and Recreation. In addition, Educational Partners have identified the need to address students learning loss and social-emotional learning due to the COVID-19 pandemic.   Current strengths based on Educational Partners include targeted after-school intervention for advancement in student outcomes. Social-emotional learning services have been increased district-wide to address students' mental health needs that will directly impact student outcomes. Online instructional intervention programs have been acquired district-wide to address student learning loss and improve student outcomes."	"Based on the analysis of educational partner input and local data, the LEA’s focus area for improvement in Building Partnerships for Student Outcomes are as follows:  1. Continued academic support and interventions in Mathematics, English Language Arts, and English Language Development. 2. Targeted social-emotional and mental health services for all students district-wide. 3. Continued development of district-wide and school site-based positive student culture, climate, and safety.  4. Development of district-wide Multi-Tiered Systems of Support that will continue to address students' academic, social-emotional, and behavioral needs."	"Based on educational partner input, the District will improve the engagement of underrepresented families with a focus on before and after school programs through the Expanded Learning Opportunities Program (ELOP). ELOP programs before and after school will allow the District to focus on identifying underrepresented families and students to partake in after-school enrichment, intersession days STEAM camps, and full-day summer school programs. In addition, family engagement will help improve meeting the needs of underrepresented families. Family engagement nights such as parent university, science night, authors fairs, and more will allow underrepresented families to participate in such projects and activities."	"Based on educational partner input, the Districts strengths in seeking input for decision-making include the following:  1. LCAP parent nights for each district school site. LCAP parent nights allow district parents and families to partake in the district input for decision-making for LCAP and LCFF funding.  2. District-wide surveys for students, parents, teachers, and staff. District-wide surveys allow all educational partners to provide decision-making and progress monitoring input.  3. Student focus groups help identify key areas of decision-making. Student focus groups are ad-hoc and allow all student subgroups to participate in the process."	"Based on the analysis of educational partner input and local data, the District's focus areas for improvement in seeking input for decision-making are as follows:  1. Increase participation rates for LCAP parent nights for each district school site.  2. Provide multiple formats of opportunities for teachers and staff to provide input for decision-making. 3. Recruit and identify unduplicated student groups for improvement in seeking decision-making.  4. Establish ad-hoc student focus groups based on grade level for input for decision-making.  5. Conduct 1-2 town hall meetings to review the District goals and allow district community partners to provide input for decision-making.  6. Continue to develop opportunities for input for decision-making for the Teachers and Classified Unions."	"Based on the educational partner input and local data, the district will improve engagement of underrepresented families in Seeking Input for Decision-Making as follows:  1. Host targeted underrepresented families workshops/meetings that will allow for input for decision-making. Targeted underrepresented family workshops/meetings for Spanish-speaking parents, limited English families, Migrant Education parents, etc.  2. Allow underrepresented families to provide input for decision-making through multiple avenues. Calling in to provide direct input at the school site, sending input with their students in writing, and much more.  3. Allocate representation of underrepresented families in the Districts Advisory Committee and LCAP Advisory Committee."	4	3	4	4	3	3	4	3	4	4	4	3	Met	6/28/2022	2022
15638590000000	Wasco Union High	3	The District’s strengths in Building Relationships include the creation of a welcoming environment for all families in the community. The progress made in this area stems from small group “table discussions” of the LCAP stakeholder engagement process and the way in which parents and the community are addressed when entering the campus of both sites.	A focus area of improvement includes increasing the use of language that is understandable and accessible to families during meetings that involve communication between families and educators. Making language more understandable and accessible will improve the engagement of underrepresented families by reducing the barriers created when educators speak with too many acronyms and educational jargon that is not often recognized by underrepresented families and the community.     A focus area of improvement includes increasing the use of language that is understandable and accessible to families during meetings that involve communication between families and educators. Making language more understandable and accessible will improve the engagement of underrepresented families by reducing the barriers created when educators speak with too many acronyms and educational jargon that is not often recognized by underrepresented families and the community.	"The District plans to improve and sustain the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by holding more parent meetings that provide regular information on academic and social-emotional supports. Additionally, parents are interested in more information on dangerous youth activities such as the use of drugs and alcohol."	"The District’s strengths in Building Partnerships for Student Outcomes include providing families with information and resources to support student learning and development in the home. Communication with parents and families occurs from multiple sources and recent progress in this area has expanded communication strategies to include email and text, including English to Spanish text translation."	A focus area of improvement includes increasing the professional learning and support to teachers and principals to improve a school’s capacity to partner with families. Increasing professional learning and support in this area will improve the school’s capacity to partner with families because teachers and principals will become more knowledgeable about how to communicate with families and improve strategies in partnering with families to improve student outcomes.	"The District will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by providing more information about academic supports, graduation, college and career opportunities on a more regular basis.  This can occur through more parent meeting opportunities as well as through increased written communication to the families."	"The District’s strengths in Seeking Input for Decision Making includes multiple opportunities for all families to provide input on policies and programs, including advisory groups. The many opportunities to provide input on policies and programs come from the LCAP stakeholder engagement process and Advisory Meetings that include CTE and English Learners."	"A focus area of improvement includes increasing the opportunities for families, teachers, principals, and district administrators to evaluate family engagement activities at school and district levels. Providing more opportunities to evaluate family engagement activities will provide the input needed from parents and families to make adjustments to current activities and improve the overall process of seeking input for decision-making."	"The District plans to even further strengthen it's processes seeking input on decision-making by increasing opportunities for all families to provide input on policies and programs, including advisory groups at various time and through various ways throughout the school year."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/9/2022	2022
10625130000000	Washington Colony Elementary	3	"Washington Colony has established local measures to promote parent and family engagement participation in programs.  These local measures are directly related to our LCAP Goal 3: Increase stakeholder engagement and provide parent education.  Washington Colony is fully committed to encourage parents/guardians to participate in the educational programs, school functions and individual meetings with school staff related to their child’s education.  In addition, throughout the year Washington Colony provides trainings and parent workshops linked to student learning and/or social-emotional development and growth (DUE TO COVID-19 Parent Engagement Events during 2021-22 school year were held virtually and In-person).  Some parent engagement events were Postponed due to Health and Safety Guidelines implemented by CDC, CDPH and FCDPH because of the COVID-19 Omicron surge.  The Parent Institute for Quality Education (PIQE) was provided virtually during Fall 2021 and Spring 2022. 1. Capacity of staff to build trusting relationships with families o Virtual Parent-Teacher Conferences (FALL 2021/SPRING 2022) o Parent Surveys and Weekly Information Robocalls o Inviting parents to school events (Postponed Due to COVID-19) o Family Nights (Art, Literacy, Math) (Family Arts/STEM In-Person Spring 2022) o Back-to-School Night, Open House, Fall Carnival (Postponed Due to COVID-19) o Grandparents Day, Muffins with Mom, Donuts with Dad (Postponed Due to COVID-19) o Father-Daughter Dance, Mother-Son Dance (Postponed Due to COVID-19) o Ice Cream Social for Student-of-the-Year and Triple-A Awards (In-Person Spring 2022) o English Learner Reclassification Recognition event (Postponed Due to COVID-19)"	"LEAs progress in creating welcoming environments for all families in the         community. o Translators provided at meetings and events o Parent advisories encourage active involvement to participate as a voice in their children’s education (Virtual/In-person DELAC/DAC and School Site Council Committees) o Notifications, Invitations, Blackboard Connect for all events in English/Spanish o Refreshments provided at all parent meetings and events"	"LEAs progress in supporting staff to learn about each family’s strengths,         cultures, languages, and goals for their children. o Family Arts/STEM night In-Person in Spring 2022 (305 parents participating) o Teacher Participation in family events: Family Literacy, and Math Nights (Postponed Due to COVID-19)  LEAs progress in developing multiple opportunities for the LEA to engage in                  2-way communication between families and educators using language that is                  understandable and accessible to families. o Communication from school to home in English and Spanish o Bilingual office staff (English/Spanish) o Translators available for parent teacher conferences o Translators provided at meetings and events o Parent Liaison-Communication"	LEAs progress in providing professional learning and support to teachers and         principals to improve a school’s capacity to partner with families. o Professional development provided for teachers and staff to build awareness of parent committees and family engagement	LEAs progress in providing families with information and resources to support         student learning and development at home. o Parent Portal o AR – books/MyOn Library Online and reading logs for independent reading o Parent Liaison – home visits to support attendance and target chronic absenteeism o Homework expectations and schedules sent home o Parenting Partners o Parent Training Workshops (PIQE) o School’s Website o Electronic Marquee  o Weekly Blackboard Connect Robocalls (English/Spanish)	"LEAs progress in implementing policies or programs for teachers to meet with                  families and students to discuss student progress and ways to work together                  to support improved student outcomes. o SSTs, IEPs, Wellness Plans o Parent-Teacher Conferences (Virtual/In-Person) o Teacher availability, in-person, by telephone (Google voice), or email o Distance Learning Communication (Chromebooks provided, Hotspots and Data Plans year round) o Provided Virtual PIQE (Cultural Responsiveness Training for all WC Staff) o D/ELAC topics include Uniform Complaint Procedures (PIQE Topics related to Parent Rights) o Parental Rights provided at IEPs o COVID-19 Student/Parent Handbook; Parent-Student Handbook and Parent Rights packet sent home o Safety Plan – Reopening School Parent Virtual Meetings (Fall 2021)"	LEAs progress in building the capacity of and supporting principals and staff                 to effectively engage families in advisory groups and with decision making. o Administrators and staff participate in School Site Council meetings o WC Reopening Plan Committee established during the COVID-19 Pandemic year o PIQE: Principal’s Dialogue Sessions and Virtual Discussions/Presentations	"LEAs progress in building the capacity of and supporting family members to                effectively engage in advisory groups and decision making.  o Parent Training Workshops topic – Parent Participation Committees (SSC, D/ELAC, DAC) o Virtual LCAP Input Meetings for all stakeholders in the Spring 2022 o Grade 8 Parent meetings (virtual) o Virtual PIQE Educational/Informational meetings"	"LEAs progress in providing all families with opportunities to provide input on                 Policies and programs, implementing strategies to reach and seek input from                 any under represented groups in the school community. o Beginning development for providing parents with opportunities to give input on policies and programs during SSC and D/ELAC meetings o Virtual Reopening School Parent Input meetings (English/Spanish; Fall 2021) o Multiple Input Surveys (English/Spanish) sent home and posted on the school website  LEAs progress in providing opportunities to have families, teachers,                  principals, and district administrators work together to plan, design, implement                     and evaluate family engagement activities at school and district levels. o LCAP Input surveys sent home and posted on the school website o In-Person/Virtual LCAP Input meetings for All Educational Partners o Instructional Leadership Meetings (Virtual/Zoom) o SSC, DAC, and DELAC meetings (Virtual/Zoom) o In-person and Teleconference Board meetings (Due to COVID-19 Pandemic)"	4	4	2	4	2	4	4	4	3	4	3	3	Met	6/28/2022	2022
57726940135939	Washington Middle College High	3	"Some of the current strengths and progress in building relationships between school staff and families at WMCHS are a new full-time bilingual counselor that helps with timely feedback and communication.  Also, Canvas Learning Management System and Catapult provide streamlined communication of achievement and information to parents."	A focused area to build better relationships at WMCHS with educational partners are more events for families. This has been identified as a key focus.	WMCHS believes it can improve engagement with underrepresented families.  The 2022-23 LCAP includes funding for a full time Outreach Specialist and a full time Parent/Family Liaison.	A known strength is that academic performance is communicated quickly and effectively.	WMCHS believes that expectations and assignments/instructional supports should be better communicated to families.	"The 2022-23 LCAP includes funding for a full time Outreach Specialist and a full time Parent/Family Liaison. Based on the positive effects of increasing the Counselor position to full time, these additions will have a large impact on building partnerships for student outcomes."	"In terms of input gathering WMCHS is seeing more partner input.  For example, parent coffees have been attended by twice as many families as previous years."	An important area for improvement for WMCHS is that there is a need for more regular Advisory Committee involvement.	"The 2022-23 LCAP includes funding for a full time Outreach Specialist and a full time Parent/Family Liaison. Based on the positive effects of increasing the Counselor position to full time, these additions will have a large impact on Seeking Input for Decision Making."	2	3	3	3	2	2	3	2	3	3	3	3	Met	6/23/2022	2022
57726940000000	Washington Unified	3	"Washington Unified School District is committed to engaging our educational partners. WUSD gathers input and meaningful consultation with the following groups on a regular basis: District Parent Advisory Committee (PAC), English Language Parent Advisory Committee (EL PAC), Native Indian education committee, administration meetings, school site parent meetings, parent university events, West Sacramento Teachers’ Association (WSTA) and California School Employees Association (CSEA) leadership LCAP meetings, SELPA consolation, regularly scheduled and special WUSD board meetings and that includes public comments, district LCAP feedback meetings held by departments and schools. Additionally WUSD is developing a strategic plan beginning in the 2021-22 school year. The planning process for the WUSD Strategic Plan  embraces diverse voices and perspectives. The teams include: students, teachers, administrators, classified/aides, cabinet & supervisors, unions, school board, parents/caregivers, community members, and community organizations. These meetings have been instrumental in gathering input surrounding the needs of our students. The student voice captured during these meetings is driving the work of the team as we plan for future years."	"Washington Unified School District will provide opportunities for engagement of all stakeholders, including parents and community partners, but strengthening reciprocal communication, developing additional avenues for involvement and feedback to support student learning through:  1. Active Parent Volunteers  2. DELAC (District English Learner Advisory Committee) Participation  3. Parent community forums  4. Developing our schools as a community resource center.  WUSD plans to build upon these successes through:  • Continued professional development for all staff in area equity as well as professional learning time.  • PBIS implementation of tier I, II and III, based on school readiness and Tiered Fidelity Inventory scores.  • Providing after school intervention and enrichment opportunities for students .  This year WUSD worked with Performance Fact to develop a five year Strategic Plan. The input from this process and meetings provided valuable information as we move forward with goals and actions."	"The Mission statement of Washington Unified clearly states the district is characterized by a community promoting family involvement, strong partnerships, and school pride. WUSD is committed to working with parents and community in authentic ways to support student learning. Moving forward WUSD will increase District Wide parent workshops to include:  1. Social Emotional Support  2. Instructional technology  3. Student diagnostic information  4. Meeting the needs of students with exceptional needs.  5. Home School Liaisons will work with parents to select sessions on primary language literacy, the road to college, and being an active participant in students' education District wide parent/guardian education programs to enhance parent/school engagement. Such as Positive Discipline or Love & Logic  6. Increase translation services for parents of second language learners  In addition WUSD will continue to increase parent surveys forums and feedback in order to gain feedback"	"Washington Unified School District is committed to engaging our educational partners in order to improve student outcomes. However, this was a difficult section to rate as this varies from program to program and site to site. Numerous meetings were held to build partnerships and gain community connections. These meetings including the following educational partners and were held both in person (when possible and allowable) as well as virtually: District Parent Advisory Committee (PAC), English Language Parent Advisory Committee (EL PAC), Weekly site administration meetings, School site parent meetings, Parent University, West Sacramento Teachers’ Association (WSTA) meetings, California School Employees Association (CSEA) meetings, SELPA consultation, Regularly Scheduled and Special WUSD Board meetings and that includes public comment, School Reopening Committee, District LCAP Collaborative Committee, and District LCAP feedback meetings held by departments and schools.  In addition, WUSD has become more active in gathering data from parents with surveys. Moreover, the positive parenting workshops were very well attended. We have a lot of resources available and partnerships with local agencies to support our students and families such as Yolo county Children's Alliance, the City Of West Sacramento Homerun program, MLK Freedom Center, Yolo County Office of Ed, and institutions of higher education. Washington Unified School District staff is fully committed to these partnerships that will help support support staff and teachers."	"Our new strategic plan is designed to build upon the previous plan's successes and align itself with the District’s Local Control and Accountability Plan (LCAP). The goal is to reinforce the strengths of our school system while recalibrating the District’s vision and commitment to excellence, equity, and empowerment for every student every day.  WUSD leadership utilized a series of stakeholder teams in creation of the Strategic Plan to guide the development of a strategic plan that embraces the community's diverse voices. The stakeholder teams included a Core Planning Team (CPT) of district staff and community members, an Instructional Focus Team (IFT) that included teachers and administrators, an Alignment Team with West Sacramento business 2022-23 Local Control Accountability Plan for Washington Unified School District and community leaders, Student Groups with voices from grades 3-12, and Community Forums open to all individuals from the broader community.  Families/Community concerns centered on academic growth and many believe their child will need extra academic support.  Other concerns were about social-emotional well-being and peer relationships of students, Support for Academic Services for students, training for school staff, including trauma informed practices, social-emotional, health, and academic needs, and extending instructional learning time and formats.  As mentioned in previously in  analysis narrative, WUSD solicited feedback and consultation in conjunction with existing community groups via meetings and surveys.  Feedback was received and the focused areas targeted for growth were:   1. Involve families in service oriented projects.  2. Continue Surveys to better find out the detailed needs (staff and families)  3. Becoming more effective in reaching the families that are hard to reach.  4. Provide more opportunities for staff professional development (PD) that focuses on parent partnerships.  5. Improving our ability in getting the information out regarding all the resources we have and how to access them."	"West Sacramento is a diverse, urban community where student needs are more concentrated in specific areas. Washington Unified recognizes the needs of English Learners, foster youth and students eligible for free and reduced lunch (unduplicated students) comprising over 69% of our student population.  In order to meet the specific needs of the identified subgroups, WUSD provides increased or improved services for foster youth, English Learners, and low-income students in the following ways:  Based on input from sites personnel, and the risks associated with foster care, the district funds a full-time Youth Outreach Specialist to monitor and aid foster youth in the navigation of school and resources. Additional staffing of outreach specialists. English Learner support staff, an d social workers have been added. These services are principally directed at serving the needs of Low--income, Foster Youth, and English Learners, they are available to all students who could benefit from the services. Outreach efforts are principally directed at providing district-wide and school-wide services to unduplicated students.  School sites are using a variety of methods to meet the needs of their students, specifically for foster youth, English learners, and low income students. All teachers have the flexibility built in their instructional day to provide additional intervention support to students. Additional funds have been allocated to sites to support site based interventions based on needs. These interventions are outlined in the school Single Plan for Student Achievements (SPSA) which are aligned to the district goals. The funds to support the site will be increased this school year.  In the feedback received from meetings and via survey areas of growth to focus on are the following:  1. Home visits or holding events that meet families needs (virtual, early in the day or a little later in the evening).  2. Intensifying district plans in making the schools more a part of their community by Involving multi community resources so it's a one stop shop for families that are underrepresented.  3. Provide topics at workshops based on parent need and feedback.  4. Continuing to provide information in home languages especially Farsi due to a high influx of Afghan population speaking Farsi.  5. Hiring staff that can communicate in home languages, and providing full time outreach specialist at all sites."	"WUSD is a community supported by one another. The Mission statement clearly states the district is characterized by a community promoting family involvement, strong partnerships, and school pride. WUSD is committed to working with parents and community in authentic ways to support student learning. During the 2021/22 school year several sites held parent nights and outreach staff worked with site administrators to determine the needs\at their sites. The team will meet to determine if Parent workshops continue to be a need of the district.  Additionally WUSD has developed a strategic plan beginning in the 2021-22 school year. The planning process for the WUSD Strategic Plan embraces diverse voices and perspectives. The teams include: students, teachers, administrators, classified/aides, cabinet & supervisors, unions, school board, parents/caregivers, community members, and community organizations. These meetings have been instrumental in gathering input surrounding the needs of our students. The student voice captured during these meetings is driving the work of the team as we plan for future years. WUSD will continue to engage with its educational partners on the use of the funds provided through the Budget Act of 2021 that were not included in the 2021-22 Local Control Accountability Plan (LCAP WUSD). The district is openly attempting to make opportunities where parents are asking questions, posing scenarios, asking staff for input (site leadership, PBIS, ELAC, PTO, etc). There are a variety of groups that meet to gather information from families.  A good effort has been made to include families in the strategic planning process and digital engagement has improved some families ability to attend."	"In looking at gathering input it is critical WUSD need to reach out to all groups and families to ensure their input is received. It is not always the most vocal who speak for all. Gaining input from all stakeholders will be an important measurement metric for how much the district has improved in this area.  Currently, staff rate WUSD in the initial implementation rating, primarily because so many things need to be readdressed from where they were prior to covid Although staff think the input gathering has grown tremendously over the past few years, and It is great to see all the opportunities for families, community members, and students to have a voice,  it is clear more of an effort to reach all parents is necessary."	"Several sites held parent nights and outreach staff worked with site administrators to determine the needs at their sites. The team will meet to determine if Parent workshops continue to be a need of the district. Much information was gained from Parent Surveys, which helped WUSD get in the community, and the family events allowed families time to share. Continued outreach, language accessible information, advertising of resources available for our underrepresented families will be critical.  Home School Liaisons will work with parents to select sessions on primary language literacy, the road to college, and being an active participant in their child’s education.  Family liaisons will also increase translation of services and documents for families of English Learners. Home School Liaisons will increase work with parents to select sessions on primary language literacy, the road to college, and being an active participant in your child. Overall, the goal of WUSD is to enhance parent/school engagement such as the Positive discipline workshop.  As the district moves forward with plans to develop community based schools much planning will be utilized to determine ways to make our schools follow a more community based model as a resource center for all our families beyond just the working hours of school."	3	4	3	4	3	3	3	3	3	3	3	3	Met	6/23/2022	2022
10767780000000	Washington Unified	3	"Washington Unified is committed to building trusting and respectful relationships with families throughout the district.  The district intentionally and regularly builds staff capacity to build strong relationships and create a welcoming environment for all families in the community.  In order to inform our decision making and next steps with building relationships with our families, Washington Unified analyzed the following: Board policies, district and site family engagement policies and the number of families attending our sites events, surveys, and informal discussions with our families.  Current strengths specifically sited by our families while conducting an annual survey were the following: 73.8% of our parents who participated in the annual survey agreed and 20% had no opinion of our sites seeking input form families, 70% agreed and 26% had no opinion of feeling welcomed to participate in school activities, and finally, 63% agreed and 31% had no opinion of the district offering workshops for parents. This endeavor is an ongoing commitment by Washington Unified School District."	"Washington Unified is committed to building trusting and respectful relationships with families throughout the district.  The district intentionally and regularly builds staff capacity to build strong relationships and create a welcoming environment for all families in the community.  In order to inform our decision making and next steps with building relationships with our families, Washington Unified analyzed the following: Board policies, district and site family engagement policies and the number of families attending our sites events, surveys, and informal discussions with our families. A current area for improvement that continued to come up in our LCAP parent meeting was for Washington Unified to continue to offer and perhaps expand the opportunities for parent education classes."	Washington Unified continually works toward being a data-driven school district. Creating a robust system of continual data analysis  with our staff to ensure we are building relationships with underrepresented families is essential.	"Washington Unified is committed to building trusting and respectful relationships with families.  The district intentionally and regularly builds staff capacity to build strong and lasting relationships with families in the community.  In order to inform our decision making process, the following were analyzed: Board policies, district and site family engagement policies and events, surveys, and informal discussions with families. Two way communication between the district, sites and families is well establish in our local surveys."	"Washington Unified is committed to building trusting and respectful relationships with families.  The district intentionally and regularly builds staff capacity to build strong and lasting relationships with families in the community.  In order to inform our decision making process, the following were analyzed: Board policies, district and site family engagement policies and events, surveys, and informal discussions with families.  Washington Unified has identified an area of focus to be to increase teacher to parent communication to specifically discuss student progress and outcomes."	Washington Unified continually works toward being a data-driven school district. Creating a robust system of continual data analysis  with our staff to ensure we are building relationships with underrepresented families is essential.	"Washington Unified is committed to building trusting and respectful relationships with families.  The district intentionally and regularly builds staff capacity to build strong and lasting relationships with families in the community.  In order to inform our decision making process, the following were analyzed: Board policies, district and site family engagement policies and events, surveys, and informal discussions with families. 73.8% of our parents who participated in the annual survey agreed and 20% had no opinion that all of our school sites seek input from our families about our schools and therefore our decision-making."	"Washington Unified is committed to building trusting and respectful relationships with families.  The district intentionally and regularly builds staff capacity to build strong and lasting relationships with families in the community.  In order to inform our decision making process, the following were analyzed: Board policies, district and site family engagement policies and events, surveys, and informal discussions with families.  An area of focus identified by our families and the community is to continue to improve the sheer number of participants in our events, meetings, etc."	Washington Unified continually works toward being a data-driven school district. Creating a robust system of continual data analysis  with our staff to ensure we are building relationships with underrepresented families is essential.	4	3	5	5	4	3	4	4	4	5	4	4	Met	6/21/2022	2022
50755720000000	Waterford Unified	3	"Visual and Performing Arts Events, Awards Assemblies, Community Health Faire, Scholarship Nights, In Person Graduations, Athletic Events, Parent conferences, Report Card Nights, Class Dojo, IC Messenger, resources to support learning, active District English Language Advisory Committee (DELAC)."	"Professional learning to support staff in partnering with families, increased awareness for site ELAC."	"Placement of Public Information Analyst, continue to investigate/explore partnering capacity"	"Increased social media presence, branding, parental notifications in English & Spanish, district and site web page updates and modernization, WUSD Web App."	Supporting staff to learn about our families.	Thoughtful support for teacher connection with students and families.	"Parent involvement in SSC, DELAC, Ag Advisory, and Wellness committees, volunteerism at events like Love Waterford, Senior Interviews"	Implementation and evaluation of family engagement activities	"Investigate/explore ways to work together with educational partners to plan, implement and evaluate."	2	3	2	3	2	3	4	2	4	3	3	1	Met	6/9/2022	2022
19647336114912	Watts Learning Center	3	Based on our analysis WLC’s areas of strength are… -  Soliciting ongoing feedback from families regarding decisions - Parent Workshops based on supporting building relationships and partnerships with the school - Communication Connection events where families could candidly share about their experiences and needs - Coffee with the Director and Parent Council Meetings to collaborate and build relationships between staff and families - Parent Conferences and Parent Square are used to communicate between the school and families regularly - Parent Coordinator Office Hours were held weekly to connect with families around any topic they’d like to discuss - Assemblies lived streamed and joined via Zoom - Parents welcomed onto campus for Enrollment Fair and Book Fair	"Based on our analysis WLC’s can improve in the following areas… - Helping families understand how to best support their child’s learning at home - Dedicating intentional effort/time to building strong relationships between teachers and families - We can also improve our modes of communication.  This year we relied near solely on ParentSquare and in the future we plan to use tangible communication (paper), ParentSquare, and our website."	"To improve the engagement of underrepresented families during the self-reflection process we will have meetings/opportunities to connect with families in each subgroup.  We started this this year by collecting input/feedback from Parent Council, Coffee with the Director, and DELAC/ELAC."	"Our current strengths for building partnerships for student outcomes are… - Parent workshops and collaboration opportunities such as conference nights, office hours, parent trainings, PAC, EL-PAC, and SpEd meetings, and a weekly parent newsletter with internal and community resources included"	Our current area(s)/foci for improvement in building partnerships for student outcomes are… - assisting families so that they better understand their legal rights and how to advocate for their children - educating families so that they know how to aid/work with their children to impact their outcomes.	"Based on our analysis, WLC will improve engagement of underrepresented families by hosting more subgroup specific opportunities for families and continuing to ensure that our parent leaders represent these underrepresented populations."	"WLC’s strengths and progress in seeking input for decision-making are… - Leadership training for families/parents - Parent feedback and survey information collected throughout the year - Multiple opportunities to provide feedback via parent meetings and parent coordinator office hours, and open door/line of communication with the director - Multiple opportunities to read/review and discuss school plans such as ESSER, LCAP, etc."	"WLC will focus on the following area for improvement… - Collaborating with Parent and staff leaders to facilitate opportunities for families and staff to reflect on, host, and evaluate family engagement opportunities."	"Based on our analysis, WLC will improve engagement of underrepresented families by hosting more subgroup specific opportunities for families and continuing to ensure that our parent leaders represent these underrepresented populations."	4	5	3	4	4	4	5	3	4	5	5	3	Met	6/22/2022	2022
19647330120527	Watts Learning Center Charter Middle	3	"The LEA’s administrative team is still fairly new to a long-standing existing staff. The LEA is still working on building relationships that are healthy and trust between the administration and the BOD, the administration and the teachers, teachers and the students, all staff and families. The LEA Administration has to work to change the perception of how staff views what effective administration should look like in comparison to how past administrations led the school. Building trust and creating a safe place is difficult when past culture is so ingrained in behavior."	"The LEA will continue to work to build trust through one-to-one relationship building with staff, the board, retreats, meetings and professional development."	"The LEA will continue to engage families via Workshops, meetings, Engagement Opportunities, and Climate Surveys. We would like to improve the involvement of the ELL parents through targeted outreach (luncheons, workshops, etc.)"	"The LEA provides weekly meetings, PDs and opportunities for teachers and parents to engage. The LEA uses the IA’s as a means to share information daily, such as academics, attendance, and behavior on behalf of the teachers. Teachers have opportunities to connect with parents during their prep period, and 45 minutes 3 times per week after school. We also have a Parent Conference schedule that is consistent."	The LEA will focus on greater parent involvement and family support so that the family can then support the students and assist in their learning process.	"The LEA plans to improve underrepresented families who can not attend meetings to have a voice via surveys, one-to-one conversations, and continued engagement participation."	"The LEA has several advisories that families and staff can participate in. The LEA utilizes its committees (PAC, ELAC, DELAC, Coffee with the Director) to engage families in the decision-making process. We also make great use of student surveys so that they too have an opportunity to engage in the process of making decisions at the school."	The LEA needs to focus on the underrepresented families and ensure they have access and opportunities to join in the decision-making process even when unable to attend meetings.	"For these families we will strengthen our communication, provide alternate ways for families to participate, and provide more frequent surveys to ensure voices are consistently heard."	3	4	4	5	4	5	4	4	5	4	4	5	Met	6/22/2022	2022
49709950000000	Waugh Elementary	3	"The District takes active steps to build partnership capacity with families, provides families with resources to support student learning and development, meets with families to support student outcomes, and supports families to understand and exercise their legal rights and advocate for their student(s). Our parent-teacher conferences were very well attended again this year. Our teachers utilize web based programs for supplemental home instruction that parents can access.   We have a process to identify our most at risk students and engage their families to access supplemental educational services, including after school programs. The District has robust multidisciplinary intervention teams which help facilitate parent involvement, including English Language Advisory Council (ELAC), Site Council, Individualized Education Plan (IEP) Teams, Student Study Teams (SST), and School Attendance Review Teams (SART).   The ParentSquare communication tool translates all messages into the preferred language for parents and guardians."	"The existing District systems have proven successful. 90% of Families responded in a June 2022 survey that there is effective two way communication between school and home. That stated, the District is always looking to improve relationship building within the community. As we continue to recover from the period of pandemic school closures and limited on campus parent participation, we are focused on returning to many of our traditional community building events on campus and within our community."	"The District will continue to take steps in collaboration with our English Language Advisory Council, Parent Teacher Organization, and other committees to engage underrepresented families in the self reflection process for strengthening relationships. This year, Waugh intends to administer YouthTruth, a campus climate survey, to all families in the district. The results can be disaggregated based on various factors including race, socio-economic status, and language acquisition. These data points will be informative."	"The District has a well established history in developing the capacity of staff to build trusting and respectful relationships with families, creating welcoming environments for all families in the community, supporting staff to learn about each family's backgrounds, and developing multiple channels of communication to reach all families. Attendance at Back-to-School Night has remained high, even in a virtual format. Our Parent-Teacher Association and the Waugh Invests in Student Excellence (WISE) Foundation facilitate community building events both at school and off site. During the 2021/2022 school year, the WISE Foundation nearly doubled its fundraising from the prior year and PTA memberships increased by 1/3. Our staff collaborate closely with families to establish strong school-home partnerships in support of student learning. We have a culture of including many parent volunteers in the classroom. Volunteers to the classroom were limited during the 2021/2022 school year due to COVID restrictions, but we were able to phase in more volunteers throughout the year, particularly in our lower grades. We use a variety of communication methods to connect with families, including email, text messages, phone calls, and social media."	"Focus areas for the current school year include supporting the growth of our new Parent Teacher Organization, which is able to provide our students with a variety of community building, enrichment activities, as well as teacher supply budgets which directly support student outcomes. Additionally, we will be continuing to work with partnering agencies to address student mental health."	"The District will continue to take steps in collaboration with our English Language Advisory Council, Parent Teacher Organization, and other committees to engage underrepresented families in the self reflection process to enhance partnerships. This year, Waugh intends to administer YouthTruth, a campus climate survey, to all families in the district. The results can be disaggregated based on various factors including race, socio-economic status, and language acquisition. These data points will be informative."	"The District has built capacity of staff to effectively engage families in advisory groups, built capacity of engaging advisory groups in decision-making, provides all families with opportunities to provide input on policies and programs, and provides opportunities for stakeholders to collaborate at the school and district levels. The Waugh Invests in Student Excellence (WISE) Foundation is a parent driven organization which actively supports the District's music, art, library and technology programs. The Parent- Teacher Association (PTA) also supports a number of different initiatives and programs. The District's Site Council convenes, which includes parents, and meets regularly. Our Bond Oversight Committee includes parent participation. The District also regularly surveys our parent community for input on particular topics."	"Expanded opportunities for input will be provided to the Waugh Community during the current school year. We are in our third year with ParentSquare, our online communication tool, and our community regularly provides input using this platform. Additionally, we will continue to survey the community to gather input from educational partners for matters that impact our students and/or greater school communities. Finally, the YouthTruth survey which will be proctored mid-year will be a new opportunity to elicit input from educational partners."	"The District will continue to take steps in collaboration with our English Language Advisory Council, Parent Teacher Organization, and other committees to engage underrepresented families in the self reflection process to seek input of decision making. This year, Waugh intends to administer YouthTruth, a campus climate survey, to all families in the district. The results can be disaggregated based on various factors including race, socio-economic status, and language acquisition. These data points will be informative in gathering input for decision making."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/16/2022	2022
54722640000000	Waukena Joint Union Elementary	3	Waukena hosts parent orientations for all parents during the first week of school. This serves to begin the process of building the working relationship between teacher and parent. The provides an opportunity for parents and teachers to discuss the needs of the student not only academically but also social-emotional needs. Parents are able to share about their child to the teacher and the teacher is able to develop a rapport with the parents. 100% of parent conferences are required of teachers.	Focus areas for improvement include professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home.	The district plans continued staff training in these areas.	"Strengths include administrative support for certificated staff, parent reports that Waukena School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children."	"A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children."	"Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities."	Progress has been made in all areas of decision-making. The district has an active Board of Directors who are regularly engaging in decision-making efforts. Waukena is in the initial implementation stage of seeking input on decision-making with parents.	More efforts will be made to grow the efforts of parents in decision-making through the school site council and ELAC meetings.	"Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities."	3	4	4	3	3	3	3	3	3	3	3	3	Met	6/20/2022	2022
24658620000000	Weaver Union	3	"As we return from the pandemic, our schools have returned to hosting family and community events.  Our administration and teachers have implemented systems for communications with families that include applications such as Parent Square, Google Classroom, YouTube, websites, and newsletters.  Weaver has a Community Liaison at each school site."	"Feedback from our families indicate a desire to get back to normal, with an emphasis on more field trips and extra-curricular opportunities for students."	Weaver has hired an additional Vice-Principal and Counselor for all three sites as well as a Community Liaison in order to improve engagement of underrepresented families.	"Our families and educational partners are well represented on our site and district committees including School Site Council, English Learner Advisory Committee, African American Parent Advisory Committee and boosters.  Our parents also actively participate in Student Study Team and IEP meetings."	Weaver will continue to support our educational partners suggestions on how to strengthen partnerships for student outcomes.	"We will identify and engage with families through a variety of resources including personal meetings, teleconferencing, home visits and surveys."	"Our families and educational partners are well represented on our site and district committees including School Site Council, English Learner Advisory Committee, African American Parent Advisory Committee and boosters.  Weaver surveys parents and families annually for input on our school programs and services. Our parents also actively participate in Student Study Team and IEP meetings."	"Annually, we solicit parents and family members to be active members of advisory groups and committees.  The level of participation varies each year based on the participants.  We will work with all interested participants and provide a mentor to help them participate to the best of their ability."	"We will identify and engage with families through a variety of resources including personal meetings, teleconferencing, home visits and surveys."	5	4	4	4	5	3	5	4	4	3	4	4	Met	6/29/2022	2022
07617960000000	West Contra Costa Unified	3	"WCCUSD has a department dedicated to supporting families engagement with all schools to encourage strong school to home connections. Training is provided for School Community Outreach Workers at the school level to interface directly with parents and caregivers to enable them to provide the needed support so that all families feel welcomed and engaged in on-campus activities.  WCCUSD uses the Distirct web page and other online platforms to ensure that parent have ready access to noticies, dates of upcoming events and other information critical to fostering stong school home connections."	Additonal training continues to be needed to SCOWS to provide critical support to parents.  Focus is needed to integrate parent groups more fully into the work of the District  Additonal outreach is needed to ensure that as many parents as possible are aware of the online resources available to them to support their students.	Same as above with a focus on informing parents of the opportunities for work on school governance and programs through school site councils and English learner parent groups.	Exisiting Community Engagement department is in place and focused on high quality programs and eager seeking additonal parent engagement opportunities.	Parentsseek greater voice in the work of District in all areas.  Currently the WCCUSD is working on expansion of forums and other venues to hear from and engage parents	WCCUSD pland to engage in deeper data dives about parent engagement via analysis of the California Health Kids Survey that was given during the Spring of 2022	Greater training to fully inform and engage parent in the partnership process through School Community Outreach work training	Greater training for School Community Outreach Workers and school administrators.	Greater training for School Community Outreach Workers and school administrators.	3	3	1	3	2	2	2	2	2	2	2	2	Met	6/29/2022	2022
19650940000000	West Covina Unified	3	"The West Covina Unified School District worked diligently to build and sustain essential partnerships with our families. During the 2021-2022 school year, many forms of outreach were provided at the site and district levels to increase communication and positive relationships with our families. The implementation of ParentSquare greatly increased two-way communication between families and schools in their native language. Our Family Resource Center continued to provide resources, referrals, and services to our families, especially our foster youth and homeless population. English learner parent/guardian representatives from each of our schools were provided with opportunities to provide ongoing feedback on site and district supports and services for a wide range of students representative of various cultures and languages. Parents/guardians of our students with disabilities were provided with parent workshops throughout the year on various topics of interest and importance to them. District staff collaborated with school level staff to proactively respond to the social/emotional needs of students across the district, in collaboration with our families. Varied technology platforms, including social media and online surveys, were utilized to distribute timely and relevant content to help facilitate effective and improved communication between the district and the community. As measured by our annual local climate survey, a district wide goal to maintain high levels of positive customer service was achieved. Over 90% of families stated that they had opportunities to share their thoughts and opinions with the sites and strict office."	"There is a need to ensure that families, especially underrepresented families, continue to have opportunities to engage in meaningful input and decision making at all schools and at the district level for increased student outcomes. We seek to enhance our ability to engage families by providing expanded experiences that will draw families to make personal connections for increased student achievement and positive engagement. There is a need to continue to provide workshops and opportunities at optimal times of the day and through various formats that serve the needs of unduplicated, targeted, and underrepresented student groups."	"The West Covina Unified School District strategically invites parents/guardians, especially of underrepresented students to provide input during decision making meetings such LCAP District Advisory Committee, District English Language Advisory Committee, School Site Council, etc. A personal invitation is made to those families. Translators are provided to increase participation of non-English speaking families. If parents are unable to attend a meeting, they are provided contact information for a staff member to review the meeting items and record the parent's input."	"The West Covina Unified School District strives to build and sustain significant relationships with families in order to support students’ well-being and high levels of student achievement. Parents, in collaboration with teachers, staff, and administration, reviewed a variety of district wide achievement data through a variety of virtual and in-person formats and forums at the site and district levels during the school year to determine student strengths and needed areas of improvement. Workshops, meetings, and parent/guardian-teacher conferences were held to share important achievement data along with information and resources to support student learning and development in the home and at school. West Covina Unified continued to implement the use of ParentSquare to improve and greatly increase two-way communication between families and schools in their native language. Our Family Resource Center staff monitored academic progress and provided individualized instruction, interventions, and counseling to address academic support needed across the subject areas to unduplicated groups."	"An area of focus that emerged from the 2021-2022 school year was the limited ability to provide professional development for teachers. Because of a severe shortage of substitutes due to the ongoing pandemic, we were unable to provide classroom coverage for planned professional development opportunities related to improving staff's capacity to more meaningfully engage with families, especially of underrepresented students."	"West Covina will continue to reach out to underrepresented families and invite them to participate in workshops, meetings, and parent/guardian-teacher conferences. These forums will be used to share important achievement data, strategies, and resources to support student learning and development in the home and at school. The pool of substitute teachers was increased for the 22-23 school year to provide professional development on creating more opportunities for staffs to engage meaningfully and effectively with families in ways that will lead to higher student outcomes."	"Parents/guardians in the West Covina Unified School District provided ongoing input to both district and school decision making during the course of the 2021-2022 school year. There was representation from each school site, from elementary to secondary, on the Local Control Accountability Plan (LCAP) District Advisory Committee as measured by membership lists. Parent representation reflected low-income, English learner, reclassified fluent English proficient, foster youth, and students with disabilities student groups. The LCAP District Advisory Committee was also comprised of school and district administration, teachers, and classified staff, including staff who work directly with unduplicated pupils/targeted student groups. The LCAP District Advisory Committee configuration allowed for varied opportunities for school/district staff to build capacity with parents/guardians in working collaboratively to review student achievement data, evaluate programs, and provide ongoing feedback on the progress of LCAP goals. There was also District English Learner Parent Advisory Committee (DELAC) representation from each of the school sites. Parents of English learners were invited to participate in the DELAC to ensure representation and solicit input on the LCAP and programs from each school site. The district maintained a foster youth committee of staff, students, foster parents, and community agencies to examine and address the needs of foster youth to support the wellbeing and academic achievement of foster youth. At the site level, there was a functioning School Site Council or Parent-Student Advisory Committee at 100% of schools in the district. School Site Councils at the elementary, middle, and intermediate levels consisted of a majority of parents of students at the school, including unduplicated pupils. At the high school level, Parent-Student Advisory Committees consisted of parents and students at the school, including unduplicated pupils. Parents/guardians at all school sites were asked to complete the annual local climate survey in the spring of 2022. The survey included questions about academic achievement, communication of student progress, administration, counseling for students, student safety, grading practices, morale, and school and district communication with parents and guardians."	"While West Covina Unified constantly strives to include families of underrepresented students in the decision-making processes (e.g. School Site Council, District LCAP Advisory Committee, Board of Education public input, etc.), one of the areas in which we can improve our efforts is by providing meetings at various times and locations that are optimal for a wider range of educational partners. Educational partners will be surveyed to determine preferred times, locations, and format of proposed meetings."	"West Covina will continue to create opportunities for educational partners to provide ongoing input and provide increased means for two way communication between underrepresented families and school sites and district office. Families will receive weekly newsletters from the district office through ParentSquare which will provide families with information on important upcoming meetings and opportunities, survey links to gather input, and contact information."	5	4	4	5	4	5	4	4	5	5	5	5	Met	6/28/2022	2022
49710010000000	West Side Union Elementary	3	"Our teachers do an excellent job of reaching out to all of their students' parents with weekly newsletter communications, phone calls, emails, and text messages. We have parent-teacher conferences two times per year to keep parents well informed of their student's progress and needs as well as progress reports. We hold SST meetings when concerns arise for both academic and social-emotional needs of students. We utilize MTSS to identify and support student needs. Additionally, we hold RFEP, IEP, and 504 meetings.  94% of families scored a percent positive rate for the “Relationships” Overall Youth Truth Category (Compared to 87% for the county).  We utilize Edlio Communication Platform to encourage 2-way communication between the school staff and families. We have implemented Tool Box curriculum to explicitly teach SEL skills to students. Lastly, we hold a Back to School Night and Fair annually. 96% of families feel “My school creates a friendly environment” (compared to 84% for the county). We have a welcoming and professional office staff facilities, and teachers. We hold Showcase Events and provide Interpretation and Translation Services."	We plan to continue working on the Communication area of multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.	"We provide translation services when needed in meetings with our underrepresented Spanish-speaking families. The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, and principal chats."	"We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, welcoming Schools and MTSS workshops.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, Parent Teacher Conferences, Edlio Communication Platform, parent workshops, and Google Classroom.  85% of families feel “I receive information about what my child should learn and be able to do.” (compared to 78% for the county).  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences and the Title I Parent Meeting.  68% of families feel “I receive regular feedback about my child’s progress” (compared to 72% for the county). Also, 79% of families feel “Teachers clearly communicate expectations for my child's progress.”   (compared to 75% for the county).  We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC, and IEP/504 meetings."	"The focus area of this section is "" Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""	"Personal phone calls are made to reach our underrepresented families who are mostly our Spanish speaking parents. Area of focus is to recruit and hire more bilingual staff whenever possible. Weekly newsletter, monthly virtual ""town hall"" meetings, and text messaging to all parents. We hired one more bilingual staff member this year who reaches out to our Spanish speaking families and communications are always sent out in both English and Spanish.  The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, and principal chats."	"We seek input from all stakeholders through our monthly Board meetings, monthly principal chats, surveys, Site Council meetings, LCAP Process, and our weekly Faculty meetings. Input is also gathered through emails and surveys to all staff and all families (in both English and Spanish). Parents coordinate an education foundation that supports the school's enrichment program. The foundation meets monthly and provides input and funding for the enrichment programs each year. Parents in the whole community make recommendations on which enrichment activities to offer and, if those program are viable to implement at school, the administrator requests funding from the education foundation.  98% of families feel “Families and teachers care about each other.” (compared to 86% for the county). 71% of families feel “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.” (compared to 58% for the county).  60% of families feel “I feel empowered to play a meaningful role in decision-making at my school.” (compared to 51% for the county)."	"The following is the focus area for this section ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. """	"Personal phone calls are made to reach our underrepresented families who are mostly our Spanish speaking parents. Area of focus is to recruit and hire more bilingual staff whenever possible. Weekly newsletter, monthly virtual ""town hall"" meetings, and text messaging to all parents. We hired one more bilingual staff member this year who reaches out to our Spanish speaking families and communications are always sent out in both English and Spanish.  The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, and principal chats."	5	4	5	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
49706070000000	West Sonoma County Union High	3	"Our District is focusing on building and rebuilding relationships with our community.  We have opened access to administrators at both District and site to keep up with communication.  We are also publishing monthly newsletters from the District and site to make sure we are conveying the information to our families.  Our District is using Parent Square for all communications.  Additionally, we have in person Back to School Night and Showcase Night which building positive relationships with our community.  We have hired an additional College and Career Coordinator to build further connections with students and families from grades 9-12."	The District has focused this year on building relationships with parents and creating welcoming environments. We have room to grow in fostering 2 way communication and will continue focus on that next year. Our District is creating a Diversity and Communications Coordinator position to assist the the improvement in building relationships between school staff and families.	"The District provides families with information and resources but needs to provide more professional development to teachers and staff and implement policies and support families to understand their rights to advocate for their students. In addition, the District has taken a collaborative approach to supporting our student activists and our parents who have an invested interest in Diversity, Equity, and Inclusion. The district will be establishing a parent advisory committee to ensure that we make informed decisions with regard to supporting and building relationships with staff, students, and families."	"We have a robust MTSS (Multi Tiered Systems of Support) process which promotes the opportunity for teacher feedback, parent, and student concerns informing team decisions to promote student success and achievement. Preventative measures and intervention systems are in place to support next steps for academic and behavioral intervention."	We are looking to build a stronger ELAC voice. We are establishing a more structured approach to this collaboration. This collaboration is tailored to be conducive to informed decision making which is empowering our participants voice to have an impact on positive change.	We will emphasize the participation of the family engagement component of our Youth Truth Survey through encouragement and communications strategies. More participation will help us to gather more data that will impact and inform our decision making. The family engagement coordinator and diversity communications coordinator will play an essential role in assisting with our goal of increasing participation in the collection of family engagement data. We will target strategic communication for our incoming 9th graders and focus on our underrepresented student population.	"Prior to COVID and our district's consolidation, we were making tremendous strides in this area. Our educational partnership LCAP committee will focus on improving our analysis of local data with regard to the input that is provided by our educational partners."	Our district is committed to gathering qualitative and quantitative data through multiple modalities to ensure that we provide options that will increase opportunities for the collection of information that will help us to increase student achievement.	"Continued opportunities for family engagement through revamping our ELAC partnerships, our LCAP educational partnership opportunities, and increasing communication with regard to participation. In addition, our school community provides a variety of clubs with specific interests in supporting our underrepresented families."	4	4	3	4	4	4	4	4	2	2	2	2	Not Met	11/16/2022	2022
33670820120675	Western Center Academy	3	"Distance learning really helped us learn more about the home situations of our families. Our counselor and Marriage and Family Therapist are aware of any situations in families that will impact learning. We have numerous ways for parents to connect with us through Governing Council Meetings, Contact Form, email, telephone, office visits, Social Media, Sprigeo website, and more. Our survey data show that administration, counselor, and health techs are considered accessible and available."	"Proactive communication has been our focus for communication with families. When proactive communication is unable to prevent problems, then we do our best to set up face-to-face meetings with parents regarding discipline, academics, or extra-curriculars. In a typical year when visitors are allowed fully, we do hundreds of these meetings and learn about our families and their barriers and burdens. Through extracurricular activities such as robotics, academic decathlon, and theater, our staff are able to build further relationships with families. Throughout the year, we have numerous parent outreach activities such as back-to-school nights, PTSA events, and awards ceremonies where our staff get to mingle with families as well."	"We make an extra effort to communicate early with our underrepresented families, get involved in community activities, provide extracurricular activities that interest a wide swath of students, and provide numerous ways to meet with staff. The pandemic taught us that families struggling to pay the bills can often meet via Zoom when they cannot meet in person. So, we now offer this opportunity for all meetings and we have found a much higher participation rate, particularly with underrepresented students."	"Our process of academic intervention is a great example, of many, how we build these lasting relationships for student success. We found that many students struggled at WCA as new students because they and their parents did not understand our grading policies, our classroom management system, our grading software, or our behavioral intervention communications system. Pre-pandemic, we were having meetings with families and teachers within the first 4 weeks of school for any family that appeared to be struggling with these systems. We have seen numerous times an immediate turnaround after these meetings. We try to communicate this information to everyone and we provide opportunities to ask questions, but for those that need additional information, these academic improvement meetings have turned out to be a great method."	"During the pandemic, we were not allowed to have visitors on campus and immediately after returning to school, we were unable to provide substitute teachers to cover classrooms to have our academic improvement meetings. Currently, our focus is to figure out other ways to get this information to families while we work on getting the meetings back into place again."	"Our families expressed to us through surveys and direct communication that they wanted more methods to communicate than just email and phone. We have created very active social media avenues as well as a pop-up “Contact Us” form on our website. Just during the current school year, we have received more than 150 communications through the Contact Us form and numerous through our social media platforms."	WCA completes at least 10 surveys per year of our educational partners. We analyze the responses and generate plans to address issues. We have created a culture where communication is open and honest and our partners would agree that it is never difficult to make their suggestions and opinions known to decision makers.	"We feel as though we have done a good job of seeking input from a variety of educational partners before making important decisions. Our next step would be to get better at explaining the logic behind those decisions after they have been made. Especially for those partners who did not get their suggestion implemented, understanding the reasoning can be a powerful motivator to continue providing input."	Continuing to open avenues for communication is key to increasing engagement of underrepresented families. Continuing to find times and methods that are convenient and making those available to families will bring great dividends in involving our underrepresented families. We will continue adding to our repertoire of communication methods such that all of our families feel heard in the decision-making process.	4	5	4	4	4	4	4	5	4	4	4	4	Met	5/31/2022	2022
31669510000000	Western Placer Unified	3	"Close to 200 staff members are trained in the Youth Development framework, which provides tools and practices to help youth become healthy, productive adults.  This program, along with PBIS (Positive Behavior Support) and Love & Logic (an approach to working with youth that focuses on care, compassion, and empathy), gives us strategies to build strong relationships with students and their families.  We are working to develop more professional development opportunities related to learning about our families’ diverse cultures and languages.    All K-8 families are given an opportunity to meet with teachers twice a year during parent conference weeks.  Secondary families (grades 6-12) utilize an online platform called Schoology to communicate regularly with their children’s teachers.  Regular school and district communications are sent via ParentSquare.  Additional two-way communication between families and educators is encouraged via surveys, and various formal and informal parent input meetings (i.e. – PTAs, School Site Councils, English Learner Advisory Committees, “coffees with the principal”).  We truly make an effort to be transparent in our communications with families, and we value the input we receive.  Recognizing that speaking another language can be a barrier that inhibits parent participation, WPUSD has hired four bilingual parent liaisons to help facilitate meaningful participation from Spanish-speaking families and from other families who struggle to access school/district services."	"Prior to the COVID-19 pandemic, WPUSD felt confident that parents trusted us and understood that we viewed them as partners in their students’ education.  Over the past two years, state-mandated COVID policies, accompanied by the nation’s political climate, divided the greater community, and those divisions bled onto our school campuses.  Trust has eroded, and relationships with our families have been impacted.  Our main focus going forward is to rebuild trust, relationships, and unity.  In addition, we have seen an increase in Russian-speaking and Ukranian-speaking families arriving in our district.    We are working to increase our ability to provide timely interpretation and translation services to better meet their needs."	"During the 2021-2022 school year, WPUSD saw an increase in reported bullying and harassment related to race and ethnicity.  It is evident that we need to ensure all of our programs and practices affirm, value, and uplift all groups represented at our schools.  We plan to address this by offering professional development for all staff that specifically addresses cultural safety at school.  We will also continue investigating all reports of unlawful discrimination, including discriminatory harassment, intimidation, and bullying.  Additionally, WPUSD is creating procedures for front office staff to better orient families who enrolling their children in school and are also new to the United States."	"As mentioned in the prompt above, parents are given the opportunity to meet with their children's teacher(s) twice yearly during parent conference weeks to learn about their children's academic achievement and to receive suggestions for working with their children at home.   Back to School Nights are used as a forum to explain content standards and assessments to parents.   In the 2021-2022 school year, we opened College and Career Centers at each of our comprehensive high school; they will continue to serve as a resource for high school families.  During the COVID-19 pandemic, we learned that virtual options for parent meetings are a viable (and preferred, in many cases) option for parent interaction with the school community.  We will continue offering both in-person and virtual options for parents going forward."	"Due to the COVID-19 pandemic, WPUSD has been unable to provide professional development to staff for the past two years.  This impacted our ability to focus on best practices related to family partnerships.      Now that we are entering a more normal educational environment, we also look forward to bringing back all of the events that enhanced our partnerships with families: - Mini-trainings on technology programs (i.e. - iReady, Schoology) - Continuing education classes (ESL & CTE), offered in partnership with Placer School of Adults - Love & Logic - Latino Literacy Project  We also plan to offer a host of topic-specific information nights throughout the school year (i.e. – AVID Parent Nights, English Learner Parent Nights, Science Nights, Math Nights), and we plan to focus on providing additional support for our high school parents who need more support related to college admissions, financial aid, and job opportunities for their children after graduation."	"Our quarterly DELAC meetings average 40-50 participants, so we feel like we have a good understanding of the needs/concerns of our Spanish-speaking families.  Our quarterly DAC meetings are much more sparsely attended, so our knowledge of the needs/concerns of our English-speaking families is much less.  Going forward, we hope to meet with schools’ School Site Councils (SSC) to meet with more parents and to gain a broader understanding of the diversity of needs across our district; our priority will be meeting with parents at our lower-income schools."	"WPUSD principals work regularly with coaches/mentors on a variety of topics, including engaging families in advisory groups and with decision-making.     Annually, at school staff meetings, principals review the district's LCAP priorities and reinforce the importance of parent partnerships and parent contributions to the school community.  WPUSD values parent input on funding and programmatic decisions. Parents serve on district and/or school committees (i.e. – School Site Councils, English Learner Advisory Committees, the District Advisory Committee/District English Learner Advisory Committee, and Parent-Teacher Associations, to name a few), participate in multiple surveys, and are encouraged to communicate with school and district staff regularly.    Parent input is woven directly into the LCAP stakeholder engagement process.  The district's DAC/DELAC parent group serves as an advisory group to the district's LCAP Committee (made up of certificated staff, classified staff, and administration).  Agendas for DAC/DELAC and the LCAP Committee are planned at the same time; requests for input/feedback are planned, intentional, and valued.  Spanish interpreting services are always provided at district committee meetings to insure full access for all parents.    WPUSD has strong partnerships with the Latino Leadership Council, the Coalition for Auburn and Lincoln Youth (CALY), and Lighthouse (a community counseling and family resource center)."	We are inconsistent in our solicitation of family input; some school sites partner more effectively with families than others.  We need to ensure families at all school sites get equitable opportunities to provide input.	"Our quarterly DELAC meetings average 40-50 participants, so we feel like we have a good understanding of the needs/concerns of our Spanish-speaking families.  Our quarterly DAC meetings are much more sparsely attended, so our knowledge of the needs/concerns of our English-speaking families is much less.  Going forward, we hope to meet with schools’ School Site Councils (SSC) to meet with more parents and to gain a broader understanding of the diversity of needs across our district; our priority will be meeting with parents at our lower-income schools."	4	4	2	4	3	4	5	5	3	4	4	4	Met	6/21/2022	2022
31750850119487	Western Sierra Collegiate Academy	3	"At Rocklin Academy Family of Schools, we have worked hard to build relationships between our school staff and families. We begin by creating a welcoming environment for all, starting before students step through the doors. Our staff greets students and families each morning at drop-off and continues to foster relationships throughout each day through informal conversations, more formalized meetings, phone calls, and emails. On a weekly basis, our teachers and staff share news and information through our weekly newsletter. Additionally, we schedule several opportunities throughout the year for our families to engage with our staff, including Back to School Night, parent/teacher conferences, LCAP engagement workshops, participating in surveys, committee work, Parent School Partnership (PSP) meetings, family nights, budget/facilities meetings, etc. Rocklin Academy Family of Schools is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been planned to initiate outreach and make connections with parents, including Core Knowledge Night, Parent University, Family Nights, docent programs, performances, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. Unfortunately, because of the COVID-19 pandemic, many of these have had to be done in a virtual setting over the past two years but we are very pleased to still see a high level of engagement with our families. Other ways of providing meaningful input in the decision-making process for families have been serving on or participating in committee meetings or workshops such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, Parent Fundraising Committee (PFC), Local Control Accountability Plan (LCAP) workshops, and English Learner family (ELC) meetings. Again, the COVID-19 pandemic made some engagement opportunities much more challenging because we were unable to allow many of our in-person interactions. However, we quickly transitioned all meetings and workshops to virtual events which did show to be successful, in some cases, we had a higher participation rate than before the pandemic. When surveying parents through our annual Intent to Return survey, 100% of families participated. It revealed that 96% of Rocklin Academy families strongly agreed or agreed that they would recommend Rocklin Academy Family of Schools to their family or friends, 97% indicated that they were very satisfied or satisfied with Rocklin Academy and 97% indicated that they plan to return to Rocklin Academy next year. We have worked diligently to provide opportunities for our families and other educational partners to continue to participate and engage with us but look forward to the day we return to “normal”. Both our staff and families are committed to working together to improve student outcomes."	"As a result of the restrictions that were put in place as a result of COVID-19, opportunities for volunteering at our school have been limited over the past two years. Some of our educational partners were unable to regularly volunteer in the classroom like they used to be able to do. We strongly believe that our educational program is strengthened by community and parent partnerships and are looking forward to the volunteering opportunities resuming as they did prior to the COVID pandemic. Now that restrictions are easing up, we want to continue to keep our students and staff safe. We will be inviting volunteers back on campus, and providing weekly testing for those who are unvaccinated but would like to be on campus to support the students and staff. We know how important this is to all of our educational partners and the positive impact it has on student learning and emotional well-being. Therefore, we are looking forward to rebuilding this aspect of our parent/school relationship."	"Building relationships between school staff and our families is a top priority at Rocklin Academy Family of Schools. We continually work to improve engagement and have identified areas of opportunity to strengthen these relationships, especially with our underrepresented families. We plan to increase the number of family engagement opportunities for our English learners and students with disabilities. We also plan to increase the number of times we reach out to low-income families to see if there is any additional support we may be able to provide or direct them toward. Additionally, we are researching alternative messaging systems to help better communicate with families. We are looking for one that is more user-friendly, well accessible by phone, and would allow families to select automatic translations."	"At Rocklin Academy Family of Schools, we believe that our educational program is strengthened by strong partnerships with families. Communication is key to this being a success. Based on the analysis of educational partner input, the following were identified as strengths in building partnerships for student outcomes. • Communication from teachers, principal, and superintendent • Parent/teacher conferences or other collaborative meetings We send home weekly communication to all families as a way of keeping the informed of what is going on in the classrooms and on campus. Our superintendent also provides a monthly update, sharing important information and highlights across all sites. We also host several collaborative workshops and meetings throughout the year focused on student outcomes. Other, more individualized work is accomplished through SST, IEP, and LTEL meetings with teachers, principals, and families to review data and set student goals. Finally, our parent portal provides access to families on their child’s academic progress and other important information."	"Based on the analysis of educational partner input, we have identified some areas for improvement in building partnerships for student outcomes. As a result of the COVID-19 pandemic and the restrictions that were put in place, opportunities for parent involvement on-campus have diminished. Families and staff are all eager for those to return to normal. In the 2022-23 school year we will be working to improve or increase the following areas to rebuild partnerships for student outcomes. • Volunteering opportunities on field trips • Volunteering opportunities in the classroom • Communication The RAFOS mission states, “Rocklin Academy Family of Schools provides a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.” This partnership is critical to the success of our students and we are committed to strengthening"	"Based on the analysis of educational partner input our school plans to improve engagement of underrepresented families to build stronger partnerships for student outcomes by: • Increasing the number of workshops/meetings intended to support, inform, and collaborate with our families of English learners • Continuing to build upon the resources provided to support families • Reaching out to our foster youth and low-income families more frequently to determine what additional supports they need that we may be able to provide or help identifying assistance with"	"Based on the analysis of educational partner input and local data, current strengths for seeking input for decisionmaking that have been identified include the following: • Opportunities to provide input through surveys • Discussions with classroom teachers or other school staff • Opportunities to attend meetings such as board meetings, PSP meetings, OPS meetings, EL meetings, etc. • Opportunities to participate and provide input at meetings Although several strengths have been identified in the way we seek input from our educational partners for decisionmaking we are always working to improve this process."	"Based on the analysis of educational input and local data, we have identified the following trends as areas of improvement for seeking input for decision-making: • Increase the number of face-to-face interactions • Improve communication We look forward to the COVID-19 restrictions being lifted and believe that this will help alleviate some of the strain that has been caused. Families are incredibly eager and willing to participate in the decision making process and as an organization, we know that their input is crucial to the success of our students and schools. It is unfortunate that we have struggled to engage with our educational partners during the time of COVID, having the lowest participation rates in the history of our schools for workshops and surveys. We understand that the fatigue is genuine for all partners and are incredibly eager for things to return to normal."	"We are always seeking ways to improve engagement with our underrepresented families. Areas identified that we are further looking into include the following: • Provide a variety of times for families to engage (morning/afternoon/evening) to better accommodate schedules • Research communication platforms that allows for language translations • Ensure that all groups are represented in committees Another process that we are looking to improve upon is how we gather input for decision-making. We have recognized that over the past two years, participation in surveys and workshops/meetings has been very low compared to years past. We plan to incorporate many of our important decisions into our annual intent to return survey which all families participate in. This should help us gather important information that will help guild decisions"	4	4	3	3	4	4	4	3	4	4	3	3	Met	6/13/2022	2022
34752830108860	Westlake Charter	3	"WCS leverages multiple measures to build relationships between school staff and families. The school’s mission opens with, “We demonstrate what is possible when school and community collaborate.” A portion on this opening phrase, “...when school and community collaborate,” is also the framework for Goal Area 2 in the school’s strategic plan. Goal Area 2 has five corresponding objectives, each of which is mirrored in the LCAP, and each speaks directly to Building Relationships between school and community. School leadership regularly qualitatively report progress made on each strategic objective. Each narrative captured which demonstrates progress is quantitatively captured in an attempt to report progress. The strategic goal dashboard shows that 111 narrative reports have been made regarding the five objectives aligned with building relationships between school staff and families. This demonstrates fully implemented and sustainable practices in this category."	"The 2022-2023 Board Goal #3 is, “Board Goal 3: The WCS Board will make efforts to improve public access by greater  involvement at WCS functions, focusing on outreach and supporting  WCS’ efforts to help reconnect our community.” This goal in conjunction with the Executive Director’s Goals #1 which reads, “Executive Director Goal 1: Focus on reconnecting our community by onboarding new leadership to embrace our commitment that all voices are valued within the systems of Westlake Charter,” demonstrates the commitment of the school’s leadership to continually improve the connection between school and community. This is especially important because during the past two years the school has engaged in COVID mitigation efforts that have made it seemingly more challenging to foster these connections. Therefore, the school is focused on continuing to improve the feeling of connectedness between school and the community. These efforts may be measured by our family survey which is proctored three times each year where we ask families to rate their feeling of connectedness to the school."	"In early 2022 the school facilitated a survey directly targeting school and community connections. The sample size of the survey was significant and the responses diverse. Based on the responses from this survey the school has worked with community partners to design events and opportunities for school and community connection. Examples include offering free childcare during events such as Back to School Night, as well as working to increase the diversity of staff to better reflect the diversity of our community."	"As a Tier I universal practice, the communication streams designed to create access for all families are well established. While these are typically one-way communication streams, they are incredibly consistent, reliable, and set families up to successfully collaborate with the school in discussing student outcomes. The family survey indicates that communications is one of our highest scoring area. In May 2022, the Executive Director reported to the Board of Directors, the results from the Spring, 2022 Family Survey. In response to the question, “How would you rate Westlake’s efforts to include your family through regular communications,” the mean scaled score on a scale of 1 to 10, with 10 being excellent, was a 9.5. Furthermore, the results in response to the question, “Rate Westlake’s efforts to create opportunities for your family to collaborate with the school,” produced a mean score of 9.2.  To foster authentic 2 way communication, Westlake hosts conferences for Kindergarten families in the first week of school, then again for all families in the fall, then again for all families again in the spring. During conferences, families are engaged in 2 way communications about student outcomes and progress. When in-class, teacher-designed, Tier II interventions are utilized with limited results, the school’s MTSS team assigns a case manager to the student and this case manager engages with the family as well as the teacher. As a team, the teacher, case manager, and family members work together to monitor progress. These partnerships are perpetual, ongoing, and can be leveraged for both academic and social-emotional outcomes. According to parent survey results, families indicate that the partnership and supports offered by the school regularly exceed expectations."	"The LEA is actively seeking constituents who are interested in serving on the WCS Board and Board Committees. The 2022-2023 Board Goal #3 is: The WCS Board will develop processes to improve recruitment, retention, and onboarding of new committee and board members to ensure the long-term stability of the Governing Board. This goal is contextualized by the strategic plan Goal 2, Objective 2:” The WCS Board of Directors will seek to recruit directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access.” These two areas of focus are critical because as the school grows, it is important to include more stakeholders in the oversight process. Ensuring that the members who sit on the WCS Board and Board Committees reflect the diversity of the community will create representation of multiple stakeholders when analyzing student outcome data. Furthermore, the 2022-2023 Executive Director Goal #1 reads, “Begin to develop academic and social-emotional monitoring systems that demonstrate student outcomes disaggregated to analyze growth toward readiness by student groups,” which will assist the board in meeting its Goal #1: Begin the process to regularly monitor and analyze student outcomes through the lenses of diversity, equity, and inclusion.  The collection of goals described above demonstrates a commitment by the LEA to broaden representation and deepen the commitment of the organization to analyzing outcomes through partnerships and participation with stakeholders. The one-year board and executive director goals, in conjunction with the multi-year strategic plan goals, represent the LEAs commitment to a cycle of continuous improvement as well as building partnerships for student outcomes."	"Each of the goals described above speaks to deepening the engagement of underrepresented families. Therefore, the LEA seeks to improve engagement of underrepresented families by, “recruit[ing] directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access,” while simultaneously, “monitor[ing] and analyze[ing] student outcomes through the lenses of diversity, equity, and inclusion.” These two goals are intentionally designed to work in partnership in an effort to engage families for historically underrepresented communities. Furthermore, these two goals are intended to help meet the LEAs Strategic Goal 2, Objective 4, “WCS will include student, staff and parent voices as key elements in strategic decision making.”"	"Each year the LEA sends out three family surveys. These surveys are aligned to the LCAP and Strategic Plan. Families are asked to quantitatively rank the school’s progress in each of the overarching strategic areas. Families rank the school’s performance on a scale of 1 to 10, with 10 being excellent. Furthermore, families are asked to offer narrative feedback in each area by responding to a prompt which reads, “How can we improve in this area?” This question is intentionally designed to imply that there is always room for improvement, demonstrating the school’s commitment to a cycle of continuous improvement. These qualitative responses are coded and reported to the board, along with the quantitative scores, then used to help shape the goals, practices, and indicators aligned with the LCAP and strategic plans.  Each month, the school hosts Coffee Talks with the parent community. These coffee talks are utilized as a two-way communication opportunity to include family input into decision-making. These meetings are hosted in person, but are also broadcast on youtube in an effort to create equitable opportunities for all families to participate. Several key improvements and decisions have been made due to the input offered at these parent meetings.  According to the bylaws which govern the LEA, the Board of Directors is made up of 7 - 11 directors and at least one must be a parent of a current student. Currently, three of seven have students served by the school. The recruitment of parents to serve as board members is done by first asking if parents would like to serve on one of the four board committees. These committees act as advisory committees to the board in the areas of finance, governance, development, and academic impact. There are eight committee positions, across the four committees that are held by parents. Furthermore, the LEA advertises its board and committee meetings through all channels of communication in advance of the meetings. Board meetings are held in person, but simultaneously broadcast through youtube. These practices help offer access to all stakeholders and allow for public comment to be made in person or virtually which opens another form of 2-way communication and shared decision-making."	"In alignment with Board Goal #3, “The WCS Board will develop processes to improve recruitment, retention, and onboarding of new committee and board members to ensure the long-term stability of the Governing Board,” the LEA will focus on recruiting more board and committee members from the families that are served by the school. These efforts will continue to empower families from a broad range of stakeholder groups to become a part of the shared leadership structures which make decisions at the LEA. These recruitment efforts will place stakeholders into committees which will discuss academic and social-emotional student outcomes intentionally seeking out gaps in performance between groups. This analysis will be improved when the committees are staffed with a diverse group of stakeholders. Furthermore, shared decision-making will be better performed by committees that reflect the diversity of the community which the LEA serves."	"In conjunction with Board Goal 3 described above, strategic plan Goal 2, Objective 2, “The WCS Board of Directors will seek to recruit directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access,” intentionally addresses recruitment to shared decision-making bodies through an equity and access paradigm. This goal will guide the school in recruiting stakeholders and partners that reflect the broad diversity of the LEA. These diversities include but are not limited to, ethnic, racial, linguistic, cultural, intellectual, and socio-economic. According to a report published in the New York Times in 2011, the zipcode in which the LEA is housed is amongst the most diverse in the nation. It is for this reason that the school must continually strive to recruit shared decision-makers that represent the diversity of the community it serves."	4	5	4	4	5	4	5	4	4	4	4	4	Not Met	9/8/2022	2022
30667460000000	Westminster	3	"Westminster School District has made stakeholder involvement a priority.  This has resulted in districtwide systems to involve parents, conduct meetings, provide support, and ensure our parents are valued.  In addition, WSD has systems in place to ensure all stakeholders have an opportunity to provide input in regards to LCAP, instruction, and resources.  A special focus has been placed on engaging underrepresented families using site level community liaisons, District translators, and District community liaison."	"Westminster School District emphasizes building relationships between school staff and families by promoting goal-setting conferences, community events, back to school nights, and open communication between all educational partners."	"Westminster School District ensures that our underrepresented families are connected to our schools by providing  additional resources such as bilingual community liaisons at each school site, centralized translation services, and additional support staff."	Westminster School District main focus is to increase student achievement.  Data shows that educational partners value the diversified instructional offerings and support that is provided to students.	"Westminster School District will focus on providing professional development to all educational partners (administrators, certificated staff, classified staff, and parents/guardians) to promote student learning and building partnerships that focus on student outcomes."	"Westminster School District ensures that our underrepresented families are connected to our schools by providing additional resources such as bilingual community liaisons at each school site, centralized translation services, and additional support staff.   Additionally, school sites can request further assistance to ensure underrepresented families have equitable access to resources."	"Westminster School District has made educational partner input a priority.  This has resulted in districtwide systems to involve parents, conduct meetings, provide support, and ensure our parents are valued.  WSD has systems in place to ensure all community partners have an opportunity to provide input in regards to LCAP, instruction, and resources.  Educational partners can provide input through formal meetings (SSC, DELAC, conferences, and committees) and surveys.  A special focus has been placed on engaging underrepresented families using site level community liaisons, District translators, and District community liaison."	"Westminster School District main focus are for improvement in seeking input for decision making is to provide access to all educational partners.   We continue to use a variety of strategies such as social media, email, letters, and phone calls to advertise and recruit educational partners to provide input."	"Westminster School District ensures that our underrepresented families have the ability to provide input by providing additional resources such as bilingual community liaisons at each school site, centralized translation services, and additional support staff.   Additionally, school sites can request further assistance to ensure underrepresented families have equitable access to resources."	4	4	4	5	5	5	5	4	5	5	5	5	Met	6/9/2022	2022
13632300000000	Westmorland Union Elementary	3	"WUED's current strengths are the effective use of educational communication platforms and accessibility. WUED will continue to use the marquee, Blackboard, Facebook, Parent Forums, School Site Council, Assemblies, and have an open door policy where staff is highly visible and accessible to all educational partners."	"WUED will continue to strive to earn 5 across all domains and move the 4's to 5's plus sustain the current 5. WUED will continue to increase positive communication and a welcoming environment by implementing Class Dojo, provide additional professional development to learn more about our communities strengths, cultures, languages and goals of their children. WUED will also continue with monthly and bi-monthly Parent Forums to engage in 2 - way communication."	"More than 97% of WUED's students qualify as unduplicated students, therefore our effort's are implemented schoolwide by making it a welcoming environment and being highly visible and accessible to increase positive communication."	"WUED will continue to strive and sustain all 5's across all domains. WUED has focused highly on professional development to improve the school's capacity, provide resources to parents to support student learning and development, embedded Parent Meetings once a month on Thursdays and provided families with strategies to advocate for their child."	"WUED will continue to seek input from all educational partners in multiple forums and platforms. WUED will continue to implement Parent Forums, School Site Council meetings, ELAC meetings, Migrant meetings, Parent Conference, 1 - 1 appointments, surveys and provide all educational partners with an open door policy to share how we can improve how we serve our community."	"More than 97% of WUED's students qualify as unduplicated students, therefore our effort's are implemented schoolwide. WUED will continue to  provide professional development to improve school capacity, provide parents with tools, strategies and expectations to help their child continue to learn at home, provide teachers with scheduled Parent Meetings once a month and continue to teach families how to help and advocate for their child."	"WUED will continue to strive to increase all domains form 4's to 5's. WUED has focused highly on building capacity with staff, parents and educational partners to help actualize the district's vision. ""Our purpose is to provide students with meaningful learning experiences in a safe, caring environment, assuring equal access to the core curriculum while providing differentiated instruction based upon research and data that will lead all students to mastery of grade-level content standards."" WUED will continue to implement Parent Forums, School Site Council meetings, ELAC meetings, Migrant meetings, Parent Conference, 1 - 1 appointments, surveys and provide all educational partners with an open door policy to share how we can improve how we serve our community."	"WUED will continue to seek input from all educational partners in multiple forums and platforms. WUED will continue to implement Parent Forums, School Site Council meetings, ELAC meetings, Migrant meetings, Parent Conference, 1 - 1 appointments, surveys and provide all educational partners with an open door policy to share how we can improve how we serve our community.  WUED has increased the number of Parent Forums to gather information in real time."	"More than 97% of WUED's students qualify as unduplicated students, therefore our effort's are implemented schoolwide by providing all surveys schoolwide and inviting all educational partners to join any and all committees."	5	4	4	4	5	5	5	5	4	4	4	4	Met	6/28/2022	2022
10625470000000	Westside Elementary	3	"94.5% of families surveyed reported that school is safe and connectedness. We provide parent training on various topics such as internet safety, bullying, and social/emotional needs. We incorporate nightly meetings throughout the school year to address the needs of our students and families. We provide childcare services to parents if the service is needed. Engaging Low-Income and English Learner families in their student's education and providing them with ways to support their students in their learning through strategies and skill development at home will better equip them to be successful at school."	The LEA needs to continue to strengthen avenues of communication between school and family. We need to continue to strive to create a clearer way of communication and develop a better system of communication so that all parties are coordinating together.	"We will continue to provide a full-time English Learner Intervention teacher.  In addition to enabling the Intervention Teacher time to work with primary grade students who are deemed at-risk in their English acquisition skills, this person will also serve as an Instructional Coach, leading professional development and PLCs, and co-ordinating pacing and assessments."	"100% of students have access to instruction in state standards, music instruction, and participation in sports and field trips. 0% percent of the students were expelled or dropped out. Only 6.3 percent of the student population was chronic absenteeism."	"The continued movement of the English Learners to being proficient and reclassified continues to be a priority of the district. The support of the Intervention teacher has been a success in terms of improving the academic performance of our English learners. Another success the district and the teachers have seen that has contributed to improved academic performance is the professional development that has occurred throughout the school year. Many of these professional development training sessions have instilled added teaching strategies, tools, and methods that have helped support our teachers in providing our students with a learning environment that has improved the overall academic performance of our students. The LEA has plans to keep providing the teachers and support staff with professional development to support our students learning needs in the hope to foster greater academic performance each school year."	The continued support of the Intervention teacher will also be a position the district will maintain because the need to support our students remains an important step in their academic performance among our students. The district is committed to supporting the needs of the students in order to ensure academic growth.	"Discussion with the classified (CSEA), teachers (CTA), administration, PAC, DELAC, and School Site Council has centered around attendance issues that have also been affected by the COVID-19 Virus. The LEA has developed a good attendance record over the course of years. In 2021-2022, the chronic absenteeism rate was 6.0% for all students, 6.0% for low-income students, and 4.2% for EL students."	"Based on educational partners' input the importance of including music, performing arts, and athletics was a strong trend that came up in discussions. Another trend that occurred during a meeting with PAC and DELAC was bringing back parent enrichment events such as the Harvest Festival and the school Carnival. All these inputs from our various educational partners have led the LEA in decision-making for the school year."	The LEA will continue to have parent meetings to ensure the voices of the educational partners are heard. The LEA will continue to provide an ELD instructor for our EL students. The LEA will continue to provide surveys to families and students to help determine better engagement points of emphasis gathered through those surveys.	5	5	5	5	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
19651020000000	Westside Union Elementary	3	"The District's emphasis on parent-teacher conferences as a tool to build school to family relationships and strengthen communication continues to be an area of strength. Formal parent-teacher conferences are held twice a year for at-risk students and 100% of parents of low performing, low income, English Learner, and foster youth were invited to attend a parent teacher conference during the 21-22 school year. 73% of parents surveyed indicated that they participated in a conference. Teachers offered conference opportunities in multiple ways to meet the needs of families, particularly in light of ongoing health and safety restrictions related to the pandemic. Based on survey results, 19% of conference attendees participated by phone, 30% participated through online platforms, and 51% participated in person. Staff development is provided to assist staff in making these conferences as collaborative and purposeful as possible. Teacher survey results indicated that over 60% of all students in the District had at least one parent/family conference during the 21-22 school year. With intentional time for parent and school communication, parents of students, specifically in unduplicated student groups, have direct access to discuss supports and academic achievement.  An additional area of success is the District's Parent Literacy Program. This service is specific to English Learner parents and includes opportunities to work independently and in collaborative groups to learn English. Through the use of online platforms, in addition to some in-person opportunities, the District was able to sustain the Parent Literacy Program during the 21-22 year with health and safety restrictions in on-campus activities due to the ongoing health crisis. School sites have seen a correlation between participation in the Parent Literacy Program and increase participation in parent-teacher conferences and volunteering on parent advisory committees.  The District continues to support the participation of classified and certificated staff in professional development to encourage discussions of equity and implicit bias. A three-part professional development series was initiated during the 2020-21 school year. This year, district staff participated in parts two and three of the series."	"Increasing overall parent engagement that decreased during the Covid-19 pandemic is an area of focus. Stakeholders have expressed that some parents, after having to provide significant support during the distance learning in 2020-21, were heavily fatigued going into the 2021-22 school year. Other parents, due to health and safety guidelines related to the pandemic, were not allowed on campus for approximately two-thirds of the year for routine events such as student awards and volunteering and felt disenfranchised. Based on the analysis of stakeholder feedback, a District focus will be re-establishing Parent University workshops. The District is partnering with parents to host academic and social events throughout the year, as well as deliver social media parent engagement opportunities. Parent University trainings will include academic strategies, social emotional learning, challenging behaviors and eliminating barriers to chronic non-attendance.   The District will also bring back the highly successful Empowering YOUth Festival that provides access to community agencies to parents of low-income students.   To further enhance building the capacity of parents to support standards based instruction, lower grade parents will have access to ReadyRosie, an evidence-informed and research-based family engagement and early learning resource."	"To improve engagement of underrepresented families, the District's instructional management staff will provide workshops to parents and educational partners to assist with the unique needs of underrepresented student groups. Teachers will continue to provide additional conference times for parents during non-student days and for families of English Learner students through the year."	"During the 21-22 year, district staff provided broad support services and professional development to all teachers and instructional assistants to build their capacities to partner with families in support of improving student outcomes. Training areas included equity and diversity; use of instructional materials; classroom management; social emotional learning; reading intervention; and assessment tools. Training platforms were adapted, due to the pandemic, to include large group online sessions, small group in-person workshops, and push-in support to classrooms."	"Management teams (psychologists, counselors, administrators, directors) will participate in ongoing supplemental professional development in working to address barriers, learning needs and conditions of low-income students and underrepresented groups--specifically foster and African American youth. Attendance workers will address barriers to attendance that inhibit student outcomes by communicating about district/community resources with families and working with families on attendance interventions."	"Parent Days will be re-established, in conjunction with the District's annual Leadership Development Through Physical Education (LDTPE) All It Takes camps, for parents of underrepresented students, specifically low-income students. These parent days will focus on developing parent strategies around increased understanding of social emotional competencies that correlate with improved student outcomes."	"During the 2021-22 school year, the District hosted five Superintendent's Advisory meetings with families of low-income, special education, English Learner, and foster students participating. Additionally, quarterly English Learner Advisory Committee (ELAC) at all school sites and District English Learner Advisory Committee (DELAC) meetings at the district level were a sustaining practice. Advisory committees at both the school sites and district level participated in analysis of data and progress monitoring to provide input on plans including the School Improvement Plan, WASC, and the LCAP. Parent Teacher Association groups provided parent leadership opportunities at most sites."	"Due to the pandemic, there is a need to increase parent and staff training for advisory committees (School Site Councils, ELACs, DELAC) in site and district governance. Training areas will include the effective use of data to drive improvement and budgeting to meet the needs of all students. This will be a focus during the 2022-23 year."	"Focused collaboration with management teams (administrators, counselors, psychologists, directors) to apply learning from professional development on addressing inequitable barriers and engaging underrepresented families in opportunities for school-parent decision making will be provided at the school site and district level."	3	4	3	4	3	3	4	3	4	4	3	2	Met	6/21/2022	2022
18642040000000	Westwood Unified	3	"WUSD has created numerous events to welcome and build a strong relationship between school staff and family. We had Back to School festival, Senior Sunset, Red Carpet event for first day of school, and clear and continuous communication through social media and newsletters."	"Our focus to create a welcoming relationship between school staff and families through on site events to allow for a positive, targeted interaction between the two groups."	WUSD will ensure on creating opportunities where families of various socioeconomics and educational backgrounds are afforded full inclusion in all and any school activities.	WUSD staff are actively engaging with data from various sources to improve students' outcomes.	"WUSD school staff have Professional Learning Community,  Professional Development, and staff meetings to develop as professionals,  apply best practices to help all students achieve and thrive academically, mentally, and physically."	WUSD school staff are creating intervention and enrichment lists based on formative and summative assessments to ensure ALL students receive what they need to be successful.	WUSD works hard to make sure that all stakeholders' input has been solicited through in person surveys/conversations and social media.	"WUSD plans to have evening meetings to deliver, inform, and receive input from their stakeholders."	WUSD will ensure all events/activities are open to all by providing free transportation and day care to ensure full attendance and engagement.	5	5	4	5	4	4	4	3	4	4	4	4	Not Met	9/29/2022	2022
58727510000000	Wheatland	3	"The LEA administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade within the grade span(s) that the LEA serves (e.g., K-5, 6-8, 9-12), and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the Dashboard"	"Now that the pandemic is easing we will be bringing back many of the local performances, meeting and get togethers. This will help enhance the relationships within the school and families."	"Now that the pandemic is easing we will be bringing back many of the local performances, meeting and get togethers. This will help enhance the relationships within the school and families. We also have hired employees that speak other languages to help bridge that gap. Providing free lunches and breakfast have also helped."	Our schools do a fantastic job of celebrating accomplishments through our Reni Programs. Students strive for this ongoing recognition.	We have hired counselors at each site to help our students and we have Para educators in our lower grades to help building the students academics.	We have hired counselors at each site to help our students and we have Para educators in our lower grades to help building the students academics.	We are an open book. Our meetings are always open to all wishing to provide input. The Superintendent and the site administrators have open door policies as well.	We would love to see more input and more surveys will accomplish that goal.	We reach out to all families and we can do home visits as well if need be.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	9/8/2022	2022
58727690000000	Wheatland Union High	3	"The strengths of the LEA in building relationships with our staff and families lie in the numerous opportunities we have for staff to engage with our parents. Many of these events are centered around information nights such as financial aid, curriculum fairs, and content-specific events such as AP/Dual Enrollment/Articulation/Concurrent information nights. Additionally, parents and staff also have opportunities to connect through our co-curricular activities and booster organizations. Examples include sports, music, and choir boosters. WUHSD utilizes Parent Square to contact parents with needed and timely information.  Parent Square generates calls, emails and text messages to all parents so that we have up-to-date information for. The District also uses the Parent Portal through Aeries so that Parents can regularly update information and check to see if the contact information that we have is correct.  All sites also utilize social media to communicate with the community and tell the story of WUHSD."	"We are the recipient of the Community Schools Grant. Areas for improvement include increasing the diversity of parents coming to our events. We know parents from our unduplicated (EL, foster youth, and low income) students tend to have less representation. We are actively working to increase their voice in our gatherings."	"Our LEA worked directly with and sought input from the parents of Title I students, at our Title I parent information nights, through parent square meetings, and with surveys sent to all homes. Our schools worked with parents and students to develop written family engagement compacts and distributed the final product at parent information nights. Continue to use Title I Parent surveys to identify areas of focus and growth. Provide Zoom and in person meeting options for all our meetings. Increase our translating and interpreting capabilities to include under-represented languages.  Unify communication tools which automatically translates information to preferred language. Increase contact between Bilingual Parent Advocates or Community Liaisons with parents to include personal reach out efforts adding a more personal touch for ELAC and other events. Offer family trainings during the school year.  Find opportunities to celebrate our rich variety of multilingualism. Encourage more positive phone calls home to families.  Provide parent workshop opportunities at every semester. Build capacity for staff to help increase PBIS information to parents, even have a parent representative voice with PBIS. Provide child supervision for Back to School Night and other events. Coordinate a College Visit for EL families. Possibly have busing available for families to attend Back to School Night and Showcase. Expand and ""market"" ELAC meetings.  Be strategic about the scheduling of meetings during the day to optimize parent participation."	"As an LEA, we value and need family engagement to seek feedback and gain insight into the needs of our students. We utilize board meetings, Site Council meetings, District LCAP meetings, and student/staff/parents surveys to seek feedback about student needs and our academic programs. A written family and parent engagement policy is sent to parents annually. In addition, each school has developed a parent/school compact. Our needs assessment is driven by our family engagement feedback and the California Dashboard. It was very clear to us that our students were struggling with social and emotional issues. As a result, we have increased counseling services to provide social and emotional counseling to our students. In addition, we needed to increase access for our low Socio-Economic Status students to AP/Dual Enrollment/Articulation/Concurrent opportunities. Our students were taking the classes but not taking the exams to earn college credit. In addition, we will continue to pursue increasing our A - G completion rate so we can transition more students to college post-graduation. All of these program adjustments were made based on input we received during our family engagement process. We will evaluate the effectiveness of these changes by surveying our students and parents, by reviewing College Board AP statistics on the number of students taking an Advanced Placement course, the number of students taking the Advanced Placement exam at the end of the course, and by measuring how many of our students are transitioning to higher education."	"Parent feedback indicated they wanted more frequent surveys and the ability to reply to emails sent out by the school. The preferred method of communication varied. Generally, parents want to be involved, but many cannot do so because of work schedule conflicts. It has been suggested that more opportunities for interacting with the school occur after school hours. The LEA and schools will continue to use feedback from parents, students, and staff to better tailor engagement opportunities to best fit the needs of the most parents to the extent possible."	"The LEA and schools will continue to explore new innovative methods to reach all parents, specifically focusing on underrepresented families. This can include engagement opportunities hosted in the community where our families live. Feedback from parents will be solicited early in the school year to develop plans that best fit the needs and ability of parents to be involved in their child's education."	"Our schools and LEA frequently communicate with staff and parents regarding the decision-making that occurs in our schools. We have opportunities in Site Council through public comment and by having students, staff, and parents on 2022 Local Performance Indicator Self-Reflection for Wheatland Union High School District. We also have similar opportunities in our school board meeting for parents, teachers, and community members to give feedback on school and district decisions. We welcome input from all educational partners."	"We use Thought Exchange for parent feedback as well as Survey Monkey and Google Forms. Parents are encouraged to contact site administration and the superintendent to express concerns/needs. We have a contract with Inflexion for the 2022-23 school year to address building capacity and develop a strategic plan for WUHSD. Effective schools literature and organizational theory says that schools and districts that thrive have three unique features: (1) a clear sense of identity, (2) a shared purpose, and (3) coherent systems and approaches to learning that reflect the school and district’s identities and support achieving the shared purpose.  Specifically, schools and districts that serve all kids well have a clear sense of identity that drives the structures and systems supporting  learning that is aligned with a shared, holistic vision for readiness (purpose)."	The LEA will be working with site administration to revisit the successes and needed improvements for incorporating all families in the decision-making process. Each site will be responsible for developing a plan that aligns with the school's specific needs and challenges	4	4	3	3	3	4	3	4	3	3	3	3	Met	6/28/2022	2022
49708966052047	Whited Elementary Charter	3	"Our ability to truly develop connections and relationships with our families was stunted, once again, by the COVID-19 pandemic. Due to safety practices to reduce health risks, parents and guardians were not allowed to participate or volunteer in our classrooms or on our campuses until February 2022. This inability to create face to face contacts and connections inhibited progress in this area. The Youth Truth results indicated that this relationship building with our families needs improvement. However during the last 3 months of school, parents were invited back onto our campuses for community events including Open House and music events. These events have laid a foundation to build upon for the 22-23 school year."	"We have altered our LCAP goal to focus on a student's sense of belonging at school and families stating that they feel like their traditions, backgrounds, races and ethnicities are respected by the school community. These were two areas that were identified in the data as needing improvement."	"For the 2022-23 school year, Whited Elementary Charter will continue to support the infrastructure at each school to ensure parents are involved in learning about student outcomes. Creating a welcoming environment during this time period will be possible again and educators will work diligently to make and maintain connections with the parents of their students. Parent volunteers will be welcomed back. Our Bilingual Family Liaison employee will assist with communication with our English Language Learner families to ensure access and participation for parent meetings. We incorporate and use the the Parent Square App to improve communications to our families in all areas. And we will continue to provide Spanish translation for our board meetings. We will be revamping the purpose of Back to School Night creating the night as an opportunity to connect and learn about each other. Additionally site equity and inclusion groups will be established on each campus and will involve parents and staff to have honest discussions and create action plans to ensure representation and inclusion of all identities, both students and parents."	Whited Elementary Charter provides many opportunities for families to feel welcome and a part of the school community. All of our schools have a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. Whited Elementary school also conducts parent-teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. The school will discuss ways to increase how to learn about the different cultures and languages in the district. This could be done in a variety of ways and each site will discuss this with their ELAC and the district will discuss it with the DELAC. In 21-22 the Rincon Valley Collaborative was established as a listening space for parents with students with special needs. This Collaborative will continue in future years.	"The focus area for improvement is engaging parents in the school community so that they will participate in conversations around student outcomes. Right now, families are just beginning to feel reconnected with our schools as we move out of the pandemic."	"By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more connections around student outcomes will be possible. Parent teacher conferences and the use of Parent Square App will continue. The Multi Tiered Systems of Support process provides for parent collaboration and student outcomes are discussed in meetings throughout the process in improving academic results."	"We established a meeting protocol to provide listening circles at Whited Elementary Charter. This protocol and training can be used in the future. Success was found in the LCAP steering committee that hosted a parent panel, staff panel and student panel in order to get input on various decisions the district was making to improve support systems for students. Many surveys were given throughout the year and data analyzed and action steps identified based on these outcomes. Whited Elementary Charter sought viewpoints constantly to ensure parents have ongoing opportunities to provide their input into school decision-making. An additional specific action was taken to create the LCAP steering committee, a group of parents and teachers whose sole task is to gather input from a variety of stakeholders in the development of post-pandemic academic and wellness goals for our students."	"How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our marginalized groups. Setting up listening circles with students will also be a focus."	"Through our site equity and inclusion committees, we will seek out relationships and connections so that we can qualitatively collect input for decision-making."	4	3	3	2	3	3	4	4	3	3	3	3	Met	6/21/2022	2022
50710430107136	Whitmore Charter High	3	"Whitmore Charter High School has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service particularly following school closures due to COVID-19; a focus on and celebration of cultural and language differences at the school site (through a focus on the California English Learner Roadmap); multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.), return to in-person parent events; structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth."	"Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; reintroduce sitewide parent events (Parent Cafes); and continue to increase opportunities to listen to families and collect feedback."	"Whitmore Charter will continue to improve engagement of underrepresented families by: improving communication with families not connected digitally as well as families who speak a language other than English/Spanish and creating hubs of resources for families in need (food distribution, health care services, vaccination clinics, etc.)."	"Whitmore Charter High School has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service particularly following school closures due to COVID-19; a focus on and celebration of cultural and language differences at the school site (through a focus on the California English Learner Roadmap); multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.), return to in-person parent events; structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth."	"Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; reintroduce sitewide parent events (Parent Cafes); and continue to increase opportunities to listen to families and collect feedback."	Whitmore Charter High School will continue to improve engagement of underrepresented families by: communicating with families about the Family Resource Center and continued development of MTSS focus areas to allow the site to look at data for all student groups and target those students/families most in need.	"Whitmore Charter High School has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure and content of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; and strong partnership with parent advocates."	"Based on feedback collected by educational partners, some areas of improvement include: use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Whitmore administration is using that feedback to make decisions; and collect feedback when parents are at school for different events."	"Whitmore Charter will continue to improve engagement of underrepresented families by: involve more families from underrepresented groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; and ask families about their preferred method of communication at the beginning of the year."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
50710430107128	Whitmore Charter School of Art & Technology	3	"Whitmore Charter School of Arts and Technology has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service particularly following school closures due to COVID-19; a focus on and celebration of cultural and language differences at school sites (through a focus on the California English Learner Roadmap); multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.), return to in-person parent events; structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth."	"Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; reintroduce site wide parent events (Parent Cafes); and continue to increase opportunities to listen to families and collect feedback."	"Whitmore Charter will continue to improve engagement of underrepresented families by: improving communication with families not connected digitally as well as families who speak a language other than English/Spanish and creating hubs of resources for families in need (food distribution, health care services, vaccination clinics, etc.)."	"Whitmore Charter has many strengths when it comes to building partnerships with families. Based on feedback collected from educational partners, some of these strengths include: hosting family nights at schools; providing flexible scheduling for parent conferences; maintaining strong partnerships with parent advocates; providing resources for families in need (Student Support Specialists, Community Liaisons, etc.); hosting Principal Coffees; providing Educational Technology support for families; maintaining a Learning Director position to support student needs; and celebrating reclassified students."	"Based on feedback collected by educational partners, some areas of improvement include: more support for families about the Ceres Unified Grading Shifts; continue to provide information that is accessible for families and avoids acronyms and other technical language; renewed focus on combating chronic absenteeism; and reintroduce Parent Cafes based on relevant topics and feedback from families."	Whitmore Charter will continue to improve engagement of underrepresented families by: communicating with families about the Family Resource Center and continued development of MTSS focus areas to allow schools to look at data for all student groups and targeted those students/families most in need.	"Whitmore Charter has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure and content of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; and strong partnership with parent advocates."	"Based on feedback collected by educational partners, some areas of improvement include: use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Whitmore administration is using that feedback to make decisions; and collect feedback when parents are at school for different events."	"Whitmore Charter will continue to improve engagement of underrepresented families by: involve more families from underrepresented groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; and ask families about their preferred method of communication at the beginning of the year."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/23/2022	2022
19651100000000	Whittier City Elementary	3	"Whittier City School District believes in the importance of building and sustaining strong relationships with the families we serve and our local community. Our efforts were increased and our ties were strengthened when Whittier City School District endured a pandemic that caused us to lean heavily on the strong relationships we had built with our families and community.  Whittier City School District provided students with access to online learning, meals, vaccination shots, Covid testing and access to technology. Our efforts to provide various avenues of outreach and support to our families and students have resulted in positive trends toward building strong relationships. According to data from the Community and Parent LCAP Survey from 2021-2022. Results indicate that 85% of parents feel their input and participation at their child's school is welcomed and valued, and 69% of parents report that they feel welcomed when visiting a school site. This percentage was lower this year, due to health and satey restrictions.  Developing a culture that promotes inclusiveness and acceptance of various languages and cultures helps build safe and trusting relationships at school sites. According to our LCAP survey, 86% of families agree and strongly agree that the District and schools promote an understanding and acceptance among its racially, ethnically, and culturally diverse student body. To further improve our relationships with our community, The District will increase its efforts to provide timely communication and information that is easy to access for all families. We will continue to implement online two-way communication platforms via Parent Square, and implement a system that will improve access to District and school websites. Furthermore, we will increase our social media posts while continuing to use traditional forms of communication to ensure our families are aware of all school activities and opportunities to be involved in the decision-making process of school programs. In addition, a community liaison is available at every school site to support outreach to all families including those with exceptional needs and families of underrepresented students."	"The Whittier City School District has a well-developed and sustainable parent engagement initiative. Although some setbacks were experienced caused by the onset of the pandemic which did not allow visitors or volunteers on school campuses, WCSD understands the importance of parent engagement and therefore made meetings and workshops available through an online platform. Our efforts to engage parents are evident in our well-established Parent Center where parent education classes are offered and parent meetings are held. Workshops include opportunities for parents to engage in learning about academics, social-emotional support, assessments, and behavioral interventions. Most recently, WCSD partnered with parents to provide training and guidance with supporting families during Distance Learning. WCSD partners with several community organizations that provide parent outreach and education on a variety of relevant topics affecting our families. School Community Liaisons and site-based Social Workers collaborate together to provide workshops and parent education at every school site. We ensured all of our workshops are available in English and Spanish and are held at both the WCSD Parent Center and site level depending on the input of parents. In addition, we have partnered with several consultant groups that specialize in providing high-quality training for parents on relevant topics. Future goals in this area include developing and growing a strong partnership with families around the needs of students and providing a variety of parent workshops based on input from families.  In addition, we will focus our efforts to provide more opportunities for our parents/legal guardians to learn about their rights and ensure that all of our families know and understand the appropriate channels to express concerns and advocate for student needs. According to our recent LCAP Survey, 47% of our families agreed and strongly agreed that the school and/or District provides families with information and resources to support student learning at home. Based on these results, our goal would be to increase this percentage. As a result, we will work toward providing families with information and resources for accessing learning support at home. Our first step will be improving access to learning during the summer. This summer we have launched a take-home summer iPad learning program. Students will have access to learning platforms all summer long and weekly newsletters will be sent home to families with tips on how to help students continue learning throughout the summer."	"Upon analysis of data and feedback from educational partners, WCSD has identified a need to increase parent engagement and parent education opportunities for underrepresented families such as our parents of English Learners and students receiving a specialized education. We have already made efforts to improve in this area. Our first step toward increasing engagement was to develop a survey  customized to gather input from parents of English Learners. Our goal was to identify overall areas of need and provide support.  According to the English Learner Parent Survey 2021-2022 53% of parents reported that they were aware of the reclassification process. Our goal is to increase our communication of the reclassification process for our English Learner community. In addition, we will work with our Special Education and Student Services department to establish ways to gather input and data on areas of need for our families of students with specialized needs. We will continue to offer translators at all District and school site parent meetings. Future goals will be to maximize the use of our site-based Community Liaisons by training them on how to develop systems that result in meaningful ways to engage our families. We will also enlist site-based Social Workers to continue providing families with resources to support students’ social-emotional well-being and offer parents workshops on relevant topics concerning our families."	"Whittier City School District believes in building and sustaining solid partnerships that positively impact student outcomes. Our robust after-school program notably provides students with academic tutoring and enrichment opportunities after school. The District continually partners with local city organizations to support and provide additional services and resources that help improve student outcomes. For example, the District partners with Whittier College and the Whittier Area Literacy Council to provide after-school rotating tutoring sessions and homework help at each school site. In addition, the District partners with our local Art Gallery to ensure students and families have a designated space to showcase their artwork and conduct musical performances. School-themed academies continue to provide value-added opportunities to improve student outcomes across the District. Our School Community Liaisons work to establish relationships and partner with families while providing them with information regarding resources, opportunities for family engagement, and support needed to strengthen school and home partnerships."	"Whittier City School District continually strives to improve its efforts to build strong partnerships that lead to improved services and enhance student outcomes. Currently, the development of our LCAP includes a process that provides opportunities for educational partners to share input around student programs and discuss the impact on student outcomes. Our Educational Partners also participate in a yearly survey that provides meaningful feedback when developing actions that lead to increased and improved services for all students. Our focus continues to be on improving partnerships to support our schools. This year, Whittier City School District will host a principal for the day event which will invite various community members from the community to walk alongside our school principals. This event is meant to build a bridge between our schools and the community with the goal to increase opportunities for our students who line within the community."	"Whittier City School District will improve the engagement of underrepresented families by continuing to support outreach efforts and provide additional resources to underrepresented families. Our Parent Center continues to be a central place where families go to get information on resources offered within our community and where district parent meetings are held. In addition, the parent center hosts classes in English and Spanish for parents on relevant topics and issues focused on parent and student needs. Our site-based Community Liaisons continue to help reach underrepresented families and make school and home connections."	"Whittier City School District believes in the importance of building and sustaining strong relationships with the families we serve and our local community. Therefore, we have put into place opportunities to gather input from our educational partners. For example, the District sends out an annual survey in English and Spanish to families to gather input on the effectiveness of student programs and also identify student needs. This information helps the District make informed decisions when allocating funds for programs and services. In addition, the District holds regular meetings with each educational partner group, including but not limited to certificated and classified staff, families and community members, the English learner advisory team, and the school administration team, the intent is to hear different perspectives on how to best address student needs and improve services for all students. Input gathered from these meetings helps when prioritizing student services and programs offered by the District."	"Whittier City School District always strives to improve how it engages families and our educational partners when seeking input for decision-making purposes. First of all, our efforts will be to increase parent engagement and attendance at District sponsored family meetings. In addition, the District will articulate its goals and provide clarity around the topics when seeking input. After each meeting, we will gather feedback and analyze the results on how to improve the process."	"Whittier City School District always strives to improve how it engages families and our educational partners when seeking input for decision-making purposes. In order to increase educational partner engagement, we will host online and in-person opportunities to accommodate the schedule of our partners and increase participation. In addition, we will increase communication by ensuring meeting information is sent to families via our parent communication system, made available on our website, and posted on our social media feed."	4	5	4	5	4	5	4	5	5	5	4	5	Met	6/21/2022	2022
19651280000000	Whittier Union High	3	"During the 2021-22 school year we administered our annual Parent Survey and it showed us that parents/guardians were satisfied with the education their children receive in Whittier Union. Nearly 92% of parents/guardians stated that their children were given challenging work at school and 90% responded that teachers provide the necessary academic support to their students. Furthermore, more than 91% of parents/guardians stated that teachers’ expectations are clear, 90% of parents/ guardians said that school staff has high expectations for student achievement, and 91% said that their child is learning skills and knowledge that will help prepare them for the future. 92% of parents/guardians also stated that they are satisfied with the services provided by the school administration. During the numerous parent/guardian visits to the schools and on Zoom (in 2020/21 there were 27,950 parent/guardian visits districtwide, both face-to-face and on Zoom) we shared updates about student and school successes, how the pandemic was affecting school and district actions, and school and district safety precautions and protocols among other topics. We feel that the ratings of our parents, as well as our protocols are our current strengths."	"Our focus area is to return to the same ratings or higher when compared to the pre-pandemic era. Although many of our indicators are as high as the pre-pandemic era, there are some that are not.  The ones that are not as high as they were prior to the pandemic, are not that much lower now than they were before.  We will focus on those ratings."	In order to receive consistent feedback from our underrepresented families we will continue to provide annual parent surveys and we will also continue to balance meetings that are conducted face-to-face and online because we want to make things are as convenient for our students and parents as possible while still ensuring clear and effective communication.	"During the 2021-22 school year we administered our annual Parent Survey and 85% of the parents responded that they felt welcome at their child’s school and 90% of parents were comfortable taking their concerns to the site administration.  Additionally, many of our classified and office staff speak Spanish, which is the language of preference for many of our parents, so our staff is able to effectively assist parents and guardians with their inquiries at the sites.  There is also a large number of teachers and administrators who speak and/or understand Spanish and can assist parents and guardians in their native language. As one can see from the affirmative responses on our local surveys, our bilingual and bicultural staff try very hard to work with all of our diverse parent groups, especially with our Spanish speaking parents, so that we can support our students’ academic progress."	"Some schools still struggled getting representatives on different school leadership groups and some meetings were not as well attended as we would have liked. We know that all schools have to achieve high levels of partner input so that we can work together to improve students' outcomes.  We suspect that if COVID transmission rates remain low throughout the new school year, the participation rates should increase to pre-COVID levels."	"In order to improve the engagement of underrepresented families, we will continue to give our parent survey in English and Spanish and we will continue to have our bilingual staff reach out to these parents in their native language so we get their input so we can facilitate stronger student outcomes."	"Using a Google Form to indicate when parents or guardians visited one of the schools (districtwide) throughout the academic year we found that during 2018/19 there were 23,899 parent/guardian school visits, during 2019/20 there were 24,474 parent/guardian visits, and during 2020-21 there were 27,950 parent/guardian visits, both face-to-face and on Zoom. Parents/guardians attended a variety of meetings, including small group meetings with the superintendent, large groups at the school sites, as well as some parent/guardian training. The group/meeting they attended is indicated on the form. This information is used to ensure that parents are involved with decision-making groups and can be used as a basis for future parental recruitment. Various committees include our LCAP Advisory Committee where parents have an opportunity to sit with the site leadership team to give input about the LCAP plan. Parents also attended various site and district Horizon’s meetings and the DELAC committee where they had input into the LCAP, parent/guardian training, and engagement strategies. In addition, they attended School Site Council meetings where they had input into the School Plan for Student Achievement and the corresponding Title I budgets, WASC committees where they can give input about school programs and systems, Coffee with the Principal meetings, PTSA meetings, booster club meetings, and several other meetings."	"Some schools do not have the level of participation that we would like, so we will continue to seek parent input and guidance through our Google Form as well as during various meetings so we can continue to evolve with the needs of our parents and our community.  Some of our parents don't know how to fully participate on school/district committees, so we will continue to train them to do so."	"As mentioned previously, in order to continue to improve the engagement of underrepresented families we have to determine the balance of online versus face-to-face meetings so things are convenient for our underrepresented students while still ensuring clear and effective communication. We will continue to hold meetings and train our parents in English and Spanish, as well as reach out to our Spanish speaking parents in their native language so they can fully participate and help their children achieve their academic potential.."	4	4	3	3	3	3	5	3	3	4	3	4	Met	6/28/2022	2022
19646340101667	Wilder's Preparatory Academy Charter	3	"We are a school of choice.  Our school's strength lies in the relationships that have been cultivated over several years.  Many of our staff members have been at our school, together for a long time.  Our students' families have long-standing (and even multi-generational) relationships with our staff.   During August, all staff participate the In-Service.  This is an annual week-long intensive that focuses on school-wide goals, opportunities for student improvement, student and parent engagement, and more.  We use this time to strengthen these relationships in addition to the academic and job-specific focus areas covered during these meetings."	Our school's focus area for improvement includes finding ways to ensure effective continues during the age of COVID safety protocols.	"Our school will use varied communication methods to improve the engagement of underrepresented families who cannot enter the campus int he same ways they were able to during COVID.  These methods include the use of phone calls, text messages, emails, flyers and Class Dojo.  These methods allow the school's staff to safely deliver needed information to families.  They also allow families to have access to our staff so they they can communicate their needs as well."	"We are a school of choice.  Our school's strength lies in the relationships that have been cultivated over several years.  Many of our students' families have been chosen our school for a long time.  Our students' families have long-standing (and even multi-generational) relationships with our school and our staff.   During August, all staff participate the In-Service.  This is an annual week-long intensive that focuses on school-wide goals, opportunities for student improvement, student and parent engagement, and more.  We use this time to build partnerships that impact student outcomes."	Our school's focus area for improvement includes finding ways to increase our school's Mathematics and Literacy data-- making accommodations for learning loss during COVID distance learning.	"Our school will use varied digital tools to improve the engagement of underrepresented families who cannot enter the campus in the same ways they were able to during COVID.  Our school received a grant to provide computers that students can use both and school and at home.  In addition, half of our classrooms were provided with Promethian boards and projectors.  These digital devices help ensure students are engaged and receiving instruction in culturally responsive ways. Virtual parent meeting help keep parents informed about these strategies."	"We are an Independent Charter School authorized by the Inglewood Unified School District. Our school's strength lies in the relationships that have been cultivated over several years.  We are provided with input from Board Members, the LA Country of Education and our community.  Our academic data has consistently outperformed neighboring schools with student of similar demographics."	Our school's focus area is increasing number of voices heard during decision making.	"Our school's consulting staff and school-wide training are being used also strengthen discourse among staff members to ensure support plans are established for our underrepresented student population. Staff received training on the SST process, strategies to help students with focus and attention issues, motivation and engagement strategies, and academic needs. Accommodations are implemented in the classroom to meet students’ needs and parents are involved in the planning and monitoring process."	5	5	4	5	5	5	5	5	5	5	5	5	Not Met	10/5/2022	2022
19646340116822	Wilder's Preparatory Academy Charter Middle	3	"We are a school of choice.  Our school's strength lies in the relationships that have been cultivated over several years.  Many of our staff members have been at our school, together for a long time.  Our students' families have long-standing (and even multi-generational) relationships with our staff."	Our school's focus area for improvement includes finding ways to ensure effective continues during the age of COVID safety protocols.	"Our school will use varied communication methods to improve the engagement of underrepresented families who cannot enter the campus int he same ways they were able to during COVID.  These methods include the use of phone calls, text messages, emails, flyers and Class Dojo.  These methods allow the school's staff to safely deliver needed information to families.  They also allow families to have access to our staff so they they can communicate their needs as well."	"We are a school of choice.  Our school's strength lies in the relationships that have been cultivated over several years.  Many of our students' families have been chosen our school for a long time.  Our students' families have long-standing (and even multi-generational) relationships with our school and our staff.   During August, all staff participate the In-Service.  This is an annual week-long intensive that focuses on school-wide goals, opportunities for student improvement, student and parent engagement, and more.  We use this time to build partnerships that impact student outcomes."	Our school's focus area for improvement includes finding ways to increase our school's Mathematics and Literacy data-- making accommodations for learning loss during COVID distance learning.	"Our school will use varied digital tools to improve the engagement of underrepresented families who cannot enter the campus in the same ways they were able to during COVID.  Our school received a grant to provide computers that students can use both and school and at home.  In addition, half of our classrooms were provided with Promethian boards and projectors.  These digital devices help ensure students are engaged and receiving instruction in culturally responsive ways. Virtual parent meeting help keep parents informed about these strategies."	"We are an Independent Charter School authorized by the Inglewood Unified School District. Our school's strength lies in the relationships that have been cultivated over several years.  We are provided with input from Board Members, the LA Country of Education and our community.  Our academic data has consistently outperformed neighboring schools with student of similar demographics."	Our school's focus area is increasing number of voices heard during decision making.	"Our school's consulting staff and school-wide training are being used also strengthen discourse among staff members to ensure support plans are established for our underrepresented student population. Staff received training on the SST process, strategies to help students with focus and attention issues, motivation and engagement strategies, and academic needs. Accommodations are implemented in the classroom to meet students’ needs and parents are involved in the planning and monitoring process."	5	5	4	5	5	5	5	5	5	5	5	5	Not Met	10/5/2022	2022
04614240123810	Wildflower Open Classroom	3	"Wildflowers current strengths related to Building Relationships Between School Staff & Families include: • Weekly Newsletter.  Our school publishes a weekly newsletter highlighting school level, classroom level and student level successes.  Our newsletter also includes topical school wide information and information regarding school curriculum and philosophy, • Town Halls.  Our school conducts multiple town halls per year.  Town Halls typically take place in the Fall, Winter and Spring.  Town Hall topics include school updates, LCAP updates and opportunities for input and brainstorming sessions related to school improvement.  These evening events include a meal for all those who attend and childcare. • Community Events.  Our school holds the following community events: Ice Cream Social, Winter Student Performance, Music Festival, End of the Year Student Performance and All School Cookout. • Student Led Conferences.  Our classroom teachers hold two parent and student conferences per year.  Conferences are student led.  Conferences include updates on student progress, successes, and goal setting. • Surveys.  Our school annually conducts parent, student, and staff surveys.  The results of these comprehensive surveys are utilized to inform LCAP goals and school improvement initiatives.  Note:  Many of these activities were modified or needed to be postponed due to the COVID-19 pandemic."	"Based on analysis of our educational partner input, our school can improve Building Relationships between School Staff and Families in the following ways: • Re-establishing community activities that were canceled or postponed due to the COVID-19 pandemic. • Strengthen the visibility and role of the Wildflower Community Council, which is our school parent/community association."	"Based on analysis of educational partner input, our school will improve engagement of underrepresented families in relation to Building Relationships Between School Staff and Families by continuing our outreach efforts on a school wide basis."	"Wildflowers current strengths related to Building Partnerships for Students Outcomes include: • Weekly Newsletter.  Our school publishes a weekly newsletter highlighting school level, classroom level and student level successes.  Our newsletter also includes topical school wide information and information regarding school curriculum and philosophy. • Town Halls.  Our school conducts multiple town halls per year.  Town Halls typically take place in the Fall, Winter and Spring.  Town Hall topics include school updates, LCAP updates and opportunities for input and brainstorming sessions related to school improvement.  These evening events include a meal for all those who attend and childcare. • Community Events.  Our school holds the following community events: Ice Cream Social, Winter Student Performance, Music Festival, End of the Year Student Performance and All School Cookout. • Student Led Conferences.  Our classroom teachers hold two parent and student conferences per year.  Conferences are student led.  Conferences include updates on student progress, successes, and goal setting. • Surveys.  Our school annually conducts parent, student, and staff surveys.  The results of these comprehensive surveys are utilized to inform LCAP goals and school improvement initiatives.  Note:  Many of these activities were modified or needed to be postponed due to the COVID-19 pandemic."	"Based on analysis of our educational partner input, our school can improve Building Partnerships for Student Outcomes in the following ways: • Re-establishing community activities that were canceled or postponed due to the COVID-19 pandemic. • Strengthen the visibility and role of the Wildflower Community Council, which is our school parent/community association."	"Based on analysis of educational partner input, our school will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes by continuing our outreach efforts on a school wide basis."	"Wildflowers current strengths related to Seeking Input for Decision-Making include: • Town Halls.  Our school conducts multiple town halls per year.  Town Halls typically take place in the Fall, Winter and Spring.  Town Hall topics include school updates, LCAP updates and opportunities for input and brainstorming sessions related to school improvement.  These evening events include a meal for all those who attend and childcare. • Student Led Conferences.  Our classroom teachers hold two parent and student conferences per year.  Conferences are student led.  Conferences include updates on student progress, successes, and goal setting. • Surveys.  Our school annually conducts parent, student, and staff surveys.  The results of these comprehensive surveys are utilized to inform LCAP goals and school improvement initiatives.  Note:  Many of these activities were modified or needed to be postponed due to the COVID-19 pandemic."	"Based on analysis of our educational partner input, our school can improve Seeking Input for Decision-Making in the following ways: • Strengthen the visibility and role of the Wildflower Community Council, which is our school parent/community association."	"Based on analysis of educational partner input, our school will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making by continuing our outreach efforts on a school wide basis."	4	4	5	4	4	3	4	4	4	4	4	4	Met	6/13/2022	2022
11101161130103	William Finch	3	"As a personalized learning school, frequent meetings with families are routine, systemic, and expected to be attended. These regular meetings with teachers and families provide rich opportunities to establish and maintain relationships throughout the school year. Students are typically re-assigned to the same lead teacher each year, so these relationships are further strengthened each year of enrollment. This is supported by local survey data."	"While this area was rated as a strength on local survey data, an area of growth is 2-way communication between families and administration."	"Local data indicates a clear and present need for additional support for students in the area of English Language Development as well as literacy support for emergent readers. Based on this need, staffing has been expanded to include a dedicated literacy and ELD support instructor serving small groups and individual learning needs of students."	"Local data indicates that the strengths and progress in this area are clearly defined by the specific action, connection and engagement during the bimonthly meetings between the teacher, student and family."	Local data indicates that the most significant area of improvement is ensuring opportunities for daily instructional support are continued to be provided and utilized by students and families including small group and individual tutoring.	"Additional opportunities to serve underrepresented families are prevalent in the area of translation services. Based on this need, staffing has been expanded to include a dedicated ELD support instructor serving families' translation needs."	"The school seeks input in a variety of ways including local surveys, school site council meetings, monthly school board input, and an open door policy for students and families."	"Local data indicates the opportunity to engage a higher percentage of families is present. Also, families new to the school respond at a lower rate than those who have maintained enrollment for prolonged periods. This response rate of new families is also a growth area."	The orientation process for new families will be reviewed and adjusted to respond to the need for increased engagement of families enrolled with the school for less than one school year.	4	4	5	4	5	4	5	5	5	4	4	5	Not Met	10/18/2022	2022
19651360000000	William S. Hart Union High	3	"The District works to build relationships between school staff and families in many ways.  Those areas that are most effective include the annual Back to School Nights and Open Houses at each site and the school site parent advisory committees such as PAC's, ELAC's.  Padres Unidos, the support group for Spanish speaking families has been extremely effective.  Also, the use of Bilingual Instructional Assistants to aid school staff in communicating quickly and clearly with non-English speaking parents/guardians has been very helpful."	"A focus area for the Hart District is to increase, and improve, the 2-way communication with all of its families.  Especially those families that are underrepresented."	"The District now requires that all communication being sent home or sent out though social media be sent in English and Spanish.  There is also an expectation that messages be sent via text in lieu of, or along with, emails.  Many underrepresented families have limited access to the internet, but most, if not all, have cell phones."	"The District works to build partnerships for student outcomes in many ways.  Those areas that are most effective include the District's Career and College Readiness program (CCR).  The CCR program provides students multiple pathways into extremely relevant careers, with many classes taught by industry representatives.  Another extremely effective, and needed partnership that the District has, is with local non-profits such as churches and food pantry's.  A few of these partnerships existed prior to the Pandemic, but most occurred because of it.   It is because of these partnerships that many of our students, and their families, receive needed supplies for school as well as food and clothing."	A focus area for the Hart District is to increase the participation of parents of underrepresented families in school site and district level meetings.	"The District will target under-represented families and intentionally invite them to participate in meetings and ask them for their input.  Resources will be created and provided, such as meeting agendas, meeting summaries, and surveys in their home language."	"The District seeks input from its families for decision making in many ways.  Those areas that are most effective include the councils that meet monthly with district leadership, which are the Parent Communication Council, the Student Communication Council and the District's English Learner Advisory Council (DELAC).  The District also sends out occasional online surveys to gather input on important topics."	"A focus area for the Hart District is to increase the amount of 2-way communication, or discussion, with its families, especially those that are underrepresented, on important district topics."	The District will improve engagement of underrepresented families in several ways.  It will ensure all communication with parents and guardians is provided/offered in multiple languages.  It will find meeting locations in underrepresented areas to provide better access to meets for the parents/guardians in those areas.  It will offer Zoom as an options for parents/guardians to attend meetings.	3	4	2	3	4	3	2	2	4	3	4	3	Met	6/15/2022	2022
06616220000000	Williams Unified	3	"WUSD has recently purchased a communication platform (parent square) to increase and encourage 2-way communication between the school district/ sites and families. All sites have calendared  parent/ family engagement evenings to provide resources, support and relationship building opportunities throughout the year. Sites will also hold monthly opportunities for families to meet with the administrator at their student’s site in order to have informal conversations regarding site involvement, student support, as well as family support. WUSD provides translation services to increase parent and teacher  communication and involvement of English Learner parents in school activities and events."	"WUSD will continue to focus on creating welcoming environments for our families as well as holding parent nights at all sites to provide resources, skill set, and information needed to access their student's education as well as be an active participant in the variety of parent committees we offer."	"WUSD will continue to focus on creating welcoming environments for our families as well as holding parent nights at all sites to provide resources, skill set, and information needed to access their student's education as well as be an active participant in the variety of parent committees we offer. WUSD will continue to focus on providing information and resources to support student learning and development particularly with underrepresented families."	"Our SEAL (Sobrato Early Academic Language) teachers TK-6 have been trained on strategies they can use to increase parent engagement in their child’s learning through project based learning at home and both parents and students presenting together their products in the classroom to other parents. School site staff continues to provide information and resources to support student learning and development in the home through SEAL implementation TK-6. In grades 7-12 site administration and staff increase parent engagement through college and career preparation presentations throughout the year. Parent resource nights train them on the different ways parents can engage in the classroom, on campus, for fundraising or to be an input and decision-maker via the various committees the school district and school site have for parent engagement. WUSD continues to work on developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families."	"WUSD has recently purchased a diagnostic program that will be given 3 times a year in both ELA and Math.  WUSD has also purchased a Social Emotional diagnostic to be given 2 times a year.  Both programs provide immediate feedback for teachers and families as well as a toolbox of activities, lessons and learning opportunities. Sharing this data and the toolbox with the families will help in building and strengthening  partnerships with families."	"There is progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups. A focus area will continue to be encouraging parents, including underrepresented families, to be active partners in education with the school. We are continuously looking for ways to invite and include families to be active participants in their student's education. An area where we need to improve to continue to increase engagement of underrepresented families is supporting our staff to learn about each family’s strengths, cultures, languages and goals for their children."	"WUSD invites families to participate in site and district wide surveys, parent resource nights, focus groups, ELAC/DELAC, School Site Council, MPAC, and PTA.  WUSD has satisfactory participation in these areas, and would like to broaden or expand the number of participants in all opportunities. Translation and child care is offered at the meetings held to gather input for decision making meetings."	"As with most engagement activities, WUSD would like to encourage and promote growth in participation at all information/ input meetings held through-out the year. WUSD will continue to provide childcare and translation at all meetings to support the families that need this service. Using the new 2-way communication system we hope to reach all families to provide the information regarding all input decision-making meetings."	"There is progress in building the capacity and supporting principals and staff to effectively engage families in advisory groups. A focus area will continue to be encouraging parents, including underrepresented families, to be active partners in education with the school. We are continuously looking for ways to invite and include families to be active participants in the input/ decision -making meetings that affect their student's education."	4	4	4	4	4	4	4	4	4	4	4	4	Not Met	10/20/2022	2022
23656232330363	Willits Charter	3	Strong community involvement with extracurricular activities.	More usage of parent lived experiences.	"More after school activities that are accessible (free, transportation), to build relationships."	Strong parent communication and involvement.	"PLC, RTI, MTSS, and Restorative Justice initiatives."	"More community organization involvement, and integration into curriculum."	"Open Board meetings, Web portal communication and surveys."	We actively gather input from parents for school events.	Currently implementing plan for climate survey from all learning community members.	4	4	3	4	3	3	3	3	4	4	4	4	Not Met	9/13/2022	2022
23656230125658	Willits Elementary Charter	3	"Willits Elementary Charter School is a small, community-oriented school where staff know all the parents and students. Staff deliberately create a welcoming environment and value parent input into their child's learning and social life at school. The principal greets students each morning at the gate and teachers are in contact with parents at the end of each day. In this way, many informal conversations can take place, supporting the weaving of community bonds. There is a monthly meeting with the principal and there are parent meetings for supporting school projects."	Willits Elementary Charter School is working on making sure that all communications are in Spanish and in English. We are also working to involve Native American parents in planning how to use a grant and what projects to do. We are focusing on having math and literacy nights so that parents feel they can help their students.	We will have Spanish-speaking staff at all parent meetings so that everyone can participate. We will also have special meetings for parents in Spanish.	"Willits Elementary Charter School teachers will hold informational meetings about literacy and math teaching in a comfortable way, allowing parents to explore concepts together and see how they can help their students. We have a Back-to-School night for parents to meet teachers and we have a strong informal check-in system at the end of the day so that any problems can be addressed together."	"We are focusing on Spanish-speaking families and having them be more comfortable. The principal is learning a sentence-a-day and practicing that with students at the gate, causing everyone to learn more Spanish and the Spanish speakers to feel more comfortable. We highlight different languages each week to say a greeting in, so that students are developing an awareness of the world."	We will solicit more ideas from families and include parents as helpers in the classroom. We have a pantry for struggling families and are developing a support network for families who need help.	Willits Elementary Charter School uses ParentSquare and Remind to communicate with parents. The principal regularly has surveys and calls for feedback on upcoming policies and ideas. Parents feel comfortable coming with ideas and concerns and have many and frequent conversations with the principal at the gate. Many of our policies are in response to informal conversations that parents have with staff.	We will focus on Spanish-speaking parents for the Native Speakers program and we will focus on Native American parents for the grant money.	We will have a more formal meeting of Native American parents to decide about how to spend grant money and we will have a more formal meeting with Spanish-speaking parents to discuss the Spanish-for-Native-Speakers program that we are developing.	5	4	4	4	4	4	4	4	3	3	3	3	Not Met	9/13/2022	2022
23656230000000	Willits Unified	3	"As a small community, we are connected to our parents in school and community settings. Our staff are generally aware of issues that confront the families we serve and can be responsive at both an individual and organizational level. WUSD staff welcome parent involvement in school activities and as volunteers in the classroom. Our staff also actively communicate with parents about school. WUSD also employs two bilingual parent liaisons to support our parents who speak Spanish."	WUSD will continue to expand opportunities for parents to engage with the school. Our schools are addressing our process for parents involvement in School Site Council and School English Learner Advisory Committees. WUSD is also using a variety of communication tools to facilitate improved relationships with all parents.	We have identified a need for additional bilingual support in the district. We will add bilingual instructional aide support for students in the classroom. We will also provide an additional bilingual parent liaison position to support additional families.	Our community reports that we have a great staff on our surveys.	We will continue to provide support for parent communication and involvement as partners in student education. We will continue to focus our efforts on communicating student progress in a timely manner.	We will continue to fun bilingual parent liaisons to engage our parents who primarily speak Spanish.	Each school has a School site council. We also have district level advisory committees.	The site administrators will work to strengthen the participation of parents in Site Council and advisory committees.	WUSD will work to strengthen the process and participation in our DELAC.	4	4	3	3	4	3	4	4	3	3	3	3	Met	6/21/2022	2022
47704900000000	Willow Creek Elementary	3	"Willow Creek Elementary perception data shows that staff feel they make connections with students and that strong positive relationships with students increase student achievement. Parents/guardians and students feel welcome and safe at school. Students report teachers care about them, but could do a better job knowing them as an individual and understanding their individual needs."	"Current efforts are being made to improve are a larger, more involved group of educational and community partners including parents/guardians, students, and staff. These partners will have a more direct role and impact on the review of data and recommendations for improvement. Willow Creek is increasing efforts to directly connect with students and parents/guardians of underrepresented groups to increase their involvement and awareness of school programs and opportunities."	"Willow Creek currently focuses engaging with their families to co-create an engagement policy that utilizes suggestions from the stakeholders to have more underrepresented families participate in their child’s school. The district is engaging a variety of educational and community partners through the SSC meetings to gather input on how to attain more involvement of parents/guardians in participating in surveys, family nights, and other educationally related activities that Willow Creek might offer. One area of focus for improvement would be to offer more family engagement nights where families learn to support their children more at home or provide more opportunities to volunteer at the school site."	Each year there has been turnover in the teaching staff making capacity building difficult.  The goal of Willow Creek is to attract and retain quality teachers where we can provide professional learning and support staff to improve their capacity to partner with families.	"The focus areas for improvement include helping parents/guardians to know how to help their student at home with their work; more information about timely topics such as fentanyl poisoning, vaping, mental health; training teachers and school staff on family engagement strategies; and working on policies and processes to support families on how to exercise their legal rights and advocate for their student."	"To improve the engagement of underrepresented families, Willow Creek will continue to intentionally invite these educational partners in multiple ways. These partners may not be able to attend all meetings; however we will tailor the engagement meetings using a variety of strategies regarding time, location, purpose, etc. with the goal of engaging them in one or more ways."	"Partners are invited to attend SSC, board meetings, and other events through flyers, bi-monthly newsletters, Class Dojo, Facebook, and personal invitation."	"Streamlining and building the capacity at School Site Council has been a focus area for improvement in Seeking Input for decision-Making. We have intentionally invited parents/guardians to meetings, valued and responded to their feedback, and continue to seek out ways to involve interested partners to provide input. Continuing with this desire to bring in more partners, we are planning for less formal family engagement meetings next year where even more time can be spent in dialogue."	"We train all staff on customer service so that families feel welcomed and valued for what they contribute. The theme of each meeting will vary according to current issues, but the purpose of each evening will be to have respectful dialogue in a safe and supportive environment."	4	4	3	4	2	3	5	4	3	3	3	3	Not Met	9/22/2022	2022
35675790000000	Willow Grove Union Elementary	3	"Willow Grove USD encourages open communication between all of the parents, staff, students, community and School Board. The school is fortunate to be small enough that there are optimal opportunities for daily communication throughout the year. As new employees are hired into this small, closely knit community, the other members are able to share in depth knowledge and support that enables them to quickly get to know the needs of the families. Efforts are made to use language that is understandable to all families through the use of formal (SBCOE translation resources) and informal (Google translate, family or staff translators) services."	"Willow Grove has a new part time principal/superintendent hired to complete administrative responsibilities. This is an opportunity for her to learn about the school, and establish positive relationships with staff and family."	"Because of the small number of families and students served at Willow Grove, the staff and students are able to reach out to all families with a particular focus on underrepresented families. They have formed partnerships with local organizations such as Community Solutions to provide additional translation, family support, and parenting class for our families."	"Parents are seen as an important part in each students’ success and the growth of the school in this rural community. Parent teacher meetings are held regularly where the needs of the school are discussed with possible solutions. Parent input is also garnered during special school functions as well as individual conversations with parents during parent conferences, parent pick-up and phone conversations. The principal works with numerous agencies and county education departments to provide additional support. Formal (bilingual translators, translation services) and informal (google translate, family and staff translators) are utilized to assist with communicating with families in their home language. The administrator and staff advocates for the rights and needs of the families."	"While the administrator and staff advocates for the rights and needs of the families, there is a need to continue to provide educational and outreach opportunities to ensure that parents can learn how to advocate for their rights as well."	"Willow Grove will be offering a variety of parenting classes with a focus on student outcomes throughout the school year.  While all families will benefit from these parenting classes, our underrepresented families will be given top priority in planning meeting times, language needs, and topics of interest."	"The main advisory board at Willow Grove is the local school board, many of whom have served for many years and have had or currently have students who have attended the school. Board meetings are held monthly and meetings agendas are posted at the school, in town at the Post Office and in the monthly school calendar which is sent home with each student. The Board and all other stakeholders (parents, teachers, students, community members) drive the vision for the LCAP which are then discussed at the monthly School Board meeting. Community members and parents are invited to attend. The administrator meets formally and informally with parents and students for topics related to their school experiences and success."	"A focus area of improvement is to train the new Willow Grove administrator in getting to know the community, families, and staff to ensure that the progress made under the previous administrator’s guidance continues. She is participating in a program to build her proficiency in learning Spanish so that she can more directly communicate with our families that do not speak English so that she can find ways to effectively improve the engagement of underrepresented families."	"Willow Grove has a high return on receiving parent input for decision-making with the personal contacts in ""parking lot chats"", phone calls, newsletters, surveys, etc. We want to maintain this high level of participation."	5	5	5	5	4	5	5	4	4	4	5	5	Not Met	7/19/2022	2022
11626610000000	Willows Unified	3	"Willows Unified School District (WUSD) is firmly committed to building positive partnerships for improved student and community outcomes. WUSD has invested a significant amount of time and resources in building trusting and respectful relationships with our families. Considerable attention to the implementation and actions of our Parent Engagement Team, has yielded impressive results. With the primary role of facilitating outreach efforts and building positive relationships with our families, the Parent Engagement Team has provided timely assistance to sites, while hosting outreach events at the Cedar Hills complex, LCAP Advisories, DELAC Advisories, and Parent Academy nights (training and educational nights for parents on a broad array of crucial issues developed from gathered parent input); to further support and engage our parents with strategies to support their child’s academic needs. Further, WUSD schools continue to provide opportunities for parents to be involved in their child’s education through activities such as Fall Carnival, Paint Nights, Freshmen Orientation, etc. In addition, we pride ourselves in communicating with parents/families on a regular basis through online communications and other various means to keep parents informed, as well as each site maintaining an updated Home-School Compact for each site, that is used to record and share strategies for working and communicating more positively with families. Though much progress has been made, WUSD remains committed to improving what we do for our students and community."	"WUSD will continue to build on the cultural values of families, stress personal contact with families (remind teachers of the importance of parent-teacher relationships), foster communication with families (all-call, online communication, etc.), create a warm environment for families, and facilitate accommodations for family involvement, including translators, transportation, and other similar services. A continued area of focus will center upon the collection of educational partner input for needs and services, in particular, allowing for partner input to drive monthly Parent"	"WUSD remains committed to the strategies implemented throughout this first year, with our Parent Engagement Team. While WUSD will continue to offer outreach efforts that build positive relationships with our families, through the hosting of outreach events at the Cedar Hills complex, LCAP Advisories, DELAC Advisories, and Parent Academy nights (training and educational nights for parents on a broad array of crucial issues developed from gathered parent input), all supported by child supervision services; additional efforts will include the implementation of AERIES Parent Square communications, supported by trainings for parents/guardians in the use of this tool to facilitate timely two-way communication."	"Based upon the analysis of educational partner input and local data, Willows Unified School District (WUSD) is proud of our progress and investment of time and resources in building trusting and respectful partnerships for student outcomes. In addition to strong educational partner participation in categorical programs, Site Councils, and sitebased PTO’s, considerable attention to the implementation and actions of our Parent Engagement Team, has yielded impressive results. With the primary role of facilitating outreach efforts and building positive relationships with our families, the Parent Engagement Team has provided timely assistance to sites, while hosting outreach events at the Cedar Hills complex, LCAP Advisories, DELAC Advisories, and Parent Academy nights (training and educational"	"For this year, beyond development and implementation of the Parent Engagement Team and program, WUSD sought to improve outreach efforts, with an emphasis improving communication and Parent Education Nights; to build relational capacity with our educational partners to improve chronic truancy, provide support and address behavioral needs, and yield increased academic achievement for better student outcomes. Given the recent implementation of these initiatives, WUSD remains committed to this focus and improving our efforts in building partnerships for student outcomes."	"With the full implementation of efforts and a year of experience, WUSD enjoys the blessings from consistent review, input, and analysis for the coming year. To improve engagement of underrepresented families, in relation to building partnerships for student outcomes, WUSD endeavors to offer outreach efforts that support building partnerships for student outcomes, through the hosting of outreach events at the Cedar Hills complex, LCAP Advisories, DELAC Advisories, and Parent Academy nights (training and educational nights for parents on a broad array of crucial issues developed from gathered parent input); additional efforts will include the implementation of AERIES Parent Square communications, supported by trainings for parents/guardians in the use of this tool to facilitate timely two-way communication. In addition, WUSD will include a focus on developing more engagement from a broader scope of our socio-economically disadvantaged educational partner population, as well."	"Willows Unified School District (WUSD) works hard to recruit and retain educational partner representation from all subgroups, to be a part of the decision-making process. There are a number of opportunities for educational partners to actively participate; such as School Site Council/Title I Parent Advisory Committee, School Site Leadership Teams, English Language Advisory Committees/District English Language Advisory Committee, and LCAP Advisory. A key addition to support the relational capacity for our educational partners, the Parent Engagement Team with bilingual coordinators, provide an excellent resource for needed translation for our Spanish speaking partners at each Parent Academy, DELAC, and LCAP Advisory."	"Throughout the course of this last year, to improve our abilities in seeking input for decision-making from our educational partners, WUSD leaned tremendously upon the development and implementation of our Parent Engagement Team. Comprised of the Director of Student, Family and Community Engagement, along with two bilingual community liaisons; this team’s focus was on building relationships with educational partners, while providing educational outreach, truancy, and academic supports for our educational partners. These efforts blossomed throughout the year, to include monthly offerings of WUSD Parent Academy nights throughout the spring, where input on key facets of the district and LCAP development was solicited."	"Committed to continuous improvement, WUSD looks to improve our engagement of underrepresented families, in relation to seeking input for decision-making by not just holding-course with our efforts from this year, but increasing the numbers of outreach and Parent Academy events. In addition, additional efforts will include the implementation of AERIES Parent Square communications, supported by trainings for parents/guardians in the use of this tool to facilitate timely two-way communication."	4	3	4	4	4	3	4	3	4	4	4	4	Met	6/23/2022	2022
49710190000000	Wilmar Union Elementary	3	"Wilmar Union School District is a single school district that prides itself on its strong, supportive community. We encourage families to volunteer both during the school day, on district committees, and through our active PTA."	"All parents are asked to complete a survey that is designed by our School Site Council to gauge and measure family satisfaction with a variety of criteria, including communication."	The District is actively seeking ways to encourage participation among our EL families. During hiring we place an emphasis on candidates who are bilingual. We have a community engagement liaison to support EL families with school related concerns and to engage EL families in the academic success of their children and the school.	"Wilson prides itself on the strength of our community. There are two formal conference periods each school year. Additionally all teachers are available to conference with parents as necessary. We have a process for Student Study Team meetings, which can be requested by parents and teachers. Each teacher communicates with families on a regular basis. Our EL Coordinator and Community Liaison are available to interpret at parent conferences."	"A focus area for improvement will be for the District to research ways to educate and families about their role in their child's education. Additionally, we will conduct equity audits in all aspects of our programs to ensure students and families have full access to opportunities at Wilson School."	Our EL Coordinator and Community Liaison are available to interpret at parent conferences.	Wilson School has an active PTA that allows for parent engagement in the life of the school. The School Site Council meets regularly and serves as the advisory committee for the Local Control Accountability Plan as well as various other state mandated plans.	"A focus area for improvement will be to continue to recruit more parents, including EL parents, to serve on the School Site Council as we have not had adequate representation in the past."	"A focus area for improvement will be to continue to recruit more parents, including EL parents, to serve on the School Site Council as we have not had adequate representation in the past."	5	5	5	5	4	4	5	4	4	4	4	4	Met	6/29/2022	2022
19651510000000	Wilsona Elementary	3	"The LEA has developed a weekly Superintendents message to update and communicate with families. The LEA has Parent ambassadors at each site and a Parent Liaison at the district level to provide resources, support and information to families. The LEA has a system of communication that is sent in a variety of formats, text, robocall email. The district provides parent workshops , parenting and anger management classes. In October the  Youth Truth Survey is sent to students families and staff in October to gain feedback on a variety of areas. The LEA is looking to streamline the process for volunteering ."	The site administrators have a weekly message that is delivered in a variety a ways. The sites also use class dojo and talking points to get classroom and school messages to families. PTO and school volunteers work to provide assemblies and support to classrooms Both sites will be looking to add more celebration events that will bring in more families.	The LEA has partnership with Save the Children that does community outreach and home visits to promote engagement of the underrepresented families. Parent Ambassadors and the Parent Liaison generate lists and make phone calls and home visits to families as needed . The LEA is developing its partnership with SBCC to provide supports to families that will help them see the LEA as a support center to assist in building the relationship.	The LEA is working with RISE/LACOE to support administrator understanding of the EL Roadmap. THE LEA provides paid ASCA memberships and pays for ACSA academies as well as ACSA coaching to clear credentials. The LEA provides a coach for admin staff The LEA partners with Westside School District to support  teaching staff with Induction support to clear credentials.	The LEA focus is to continue Visible learning PD and develop walkthrough and coaching cycles around instruction. Teachers will develop benchmark assessments and protocols for data review.	Data Review/ ELD Strategy Implementation and designated time/SEL Curriculum				4	4	3	4	3	3	3	2					Not Met		2022
49753580000000	Windsor Unified	3	"Parent/Teacher conferences are held for all TK-5 students. SST/PST meeting protocols are in place at all sites in the district. Assessment results in reading and math (in addition to SBAC) are shared with families three times per year, including ways in which parents can assist their children at home, and universal screener results are shared with all 3-5th grade families twice per year.  Back to School Nights and Open House Nights allow parents to interact on the campus with their student's teachers and the Bloomz application has been used for frequent and direct communication between teachers and parents at all grade levels."	"Focus area for improvement: Secondary teachers (6-12) will receive more assistance with how to connect with the families of their students who are struggling. Time will be allocated at the start of each school year for teachers to familiarize themselves with all students, particularly those students from underrepresented families. Outreach and monitoring for identified students will be provided.  Communicate consistently with the community regarding important district information by routinely updating the district website and social media accounts to adequately keep the community informed."	Via family surveys and stakeholder engagement opportunities it was determined that an increase in personal outreach to underrepresented families via phone calls and offerings of technology access on school sites would improve engagement.  Bilingual community liaisons were added to each school site to help ensure that our families feel comfortable at each of our schools and have specified outreach personnel with whom they can foster relationships and trust.	"All school sites, including the district office have prioritized recruiting and retaining bilingual personnel who help bridge the communication gap between English-only speaking school staff and Spanish-only speaking families. In addition, the district hired a Coordinator of District Communications in order to better disseminate district/school information to families/community members.  The district purchased Bloomz, an online communication platform for teachers to use during Distance Learning to communicate with families. Bloomz has a translation feature that allows English-only speaking school staff to communicate with Spanish-only speaking families, and vice versa. The Bloomz subscription was renewed again for the 2021/22 school year. For the 2022/23 school year the district has purchased an additional platform, Parent Square, which has all the features of Bloomz and integrates with our student data system."	"Focus area for improvement: the district will focus more time and effort on creating welcoming environments for all families. Through professional development, particularly for front office staff, learning positive and effective ways in which to help families feel more welcome at each district school will also help increase the LCAP survey results in this focus area."	Via family surveys and stakeholder engagement opportunities it was determined that an increase in personal outreach to underrepresented families via phone calls and offerings of technology access on school sites would improve engagement.  Bilingual community liaisons were added to each school site to help ensure that our families feel comfortable at each of our schools and have specified outreach personnel with whom they can foster relationships and trust.	"Each site in the district has at minimum a School Site Council (SSC) and an English Learner Advisory Committee (ELAC). In addition, the District has a Parent Advisory Committee (PAC), a Migrant Education Parent Advisory Committee, a District English Learner Advisory Committee (DELAC), and an LCAP Core Committee that includes representatives from all stakeholder groups in the district: students, parents, community members, classified staff, certificated staff, management, and board members."	"Focus area for improvement: The district will attempt to include students and/or parents from the following underrepresented groups in the stakeholder engagement process: homeless, foster, Migrant, Native American, and students with disabilities."	Via family surveys and stakeholder engagement opportunities it was determined that an increase in personal outreach to underrepresented families via phone calls and offerings of technology access on school sites would improve engagement.  It was also determined that educating students on the importance of encouraging their parents to be involved in school decision-making committees and/or opportunities would provide a successful avenue to reach more underrepresented families.   Bilingual community liaisons were added to each school site to help ensure that our families feel comfortable at each of our schools and have specified outreach personnel with whom they can foster relationships and trust.	3	3	3	5	3	3	3	4	4	4	4	4	Met	6/30/2022	2022
51714560000000	Winship-Robbins	3	"Based on the analysis of data collected, we believe that W-RESD does a great job developing capacity of staff to build trusting and respectful relationships with families.  The results show that we create a welcoming environment for families and community members.  Our Harvest Festival and Cinco de Mayo celebrations were well attended this year. As we have a high hispanic population they really enjoyed celebrating their culture during those events.  The feedback also indicated that we do a good job having 2-way communication between families and educators using language that is understandable and accessible to families.  The district supports staff during staff meetings, Professional Development opportunities, and one-on-one meetings to help staff learn about each family’s strengths, cultures, languages, and goals for children."	We believe that we do a good job building relationships between school staff and Families but we can always improve.	"We will continue to improve our engagement of underrepresented families by utilizing our school messaging system, the school website, the school Facebook page, phone calls, and text messages.  Additionally, conferences are great opportunities to engage with families.  Our bilingual staff continuously update families and invite families to attend our events and meetings where they can engage with the school and community."	Based on our analysis of educational partner input and local data we rate ourselves as fully implementing and policies and programs for teachers to meet with families and students to discuss student progress and ways that we can work together to support students.  Our families understand and exercise their legal rights and do a very good job advocating for all students.  Our families are provided information and resources throughout the year to support student learning and development at home.	Our focus area for improvement in Building Partnerships for Student Outcomes for next school year will be to provide more information and resources to families to support student learning and development at home.	We plan to have more information nights for families throughout the year.  We will be increasing our resources by having a designated area on campus that contains a variety of health and safety services provided by community partners.	Based on our analysis of data collected we believe that W-RESD does a good job building capacity of staff in effectively engaging families in advisory groups and with decision-making.  Our parents work in the fields and this can be difficult for them to attend in person so we provide a variety of ways in which they are able to give input into our policies and programs.	"Our data analysis indicates a need to provide more opportunities to have families, teachers, principals, and district administrator’s opportunities to work together on engagement activities at school and at the district level."	"We will continue to improve the ways for families and community members to give input.  Varying times of meetings, offering input through email, text, and phone calls in addition to in-person opportunities."	5	5	5	5	4	4	4	4	4	4	3	3	Met	6/15/2022	2022
57727020000000	Winters Joint Unified	3	"The District's current strengths in building relationships between staff and families include association, program, training, and staffing elements.   Waggoner Elementary and Shirley Rominger Intermediate Schools continue to enjoy support from a robust Parent Teacher Association that promotes quality enrichment activities which engage the community, teachers, parents, and students. Other associations that encourage parent involvement across the grade span are the Winters Education Foundation (WEF), Winters Music Boosters, and Winters All Sports Boosters.  As part of the District's transition to universal prekindergarten, and supported through Growing Strong Learners Grant funding, the Winters State Preschool has initiated a Parent Advisory Committee to enhance parent involvement and connectedness during the early learning years. Additionally, they have begun hosting campus events to seek parent feedback such as Paletas y Platicas. In the spring of 2022 they held a preschool and TK enrollment fair that was well-attended and generated a number of new registrations.  Preschool, Kindergarten, and First grade teachers are also participating in Sobrato Early Academic Language (SEAL) training. This professional development promotes the creation of strong partnerships between families and schools.   The addition of a Bilingual Parent Engagement Coordinator in the Winter of 2021 has helped to engage families and build strong relationships with parents."	"In the coming year, the District plans to offer additional engagement events with a priority for improving access to all families. Strategies the District is using to involve more parents and guardians are scheduling events at times that are convenient for families, providing childcare and translation, and offering helpful services such as technology support.   Educational partner input has also surfaced an interest in additional training for families surrounding college readiness and A-G completion. The District is planning to enhance parent education on these topics."	"The District has recently opened a Family Resource Center to support underrepresented families. The Bilingual Parent Engagement Coordinator and English Learner Specialist (EL) staff this facility and provide translation, referrals to needed services, support with CalKIDS registration, and more.   Additionally, the Bilingual Parent Engagement Coordinator and EL Specialist provide additional engagement activities and supports for families of English Learners and Migrant families."	"Each year the District partners with the Parent Institute for Quality Education (PIQE) to support families in developing the knowledge and skills to ensure their students achieve their full potential. Families who participate in the PIQE program receive important information about their child's education and earn a certificate of completion.   Family Conferences are another way that Winters educators collaborate with families to improve student outcomes. The elementary, intermediate, and middle grades campuses have minimum days to accommodate conferencing. The middle and high school also host evening drop-in conferences to support working family participation."	"An area for growth is expanding parent participation in academic conferences. Despite the time protected for these events, family involvement is lower than desired, especially in the upper grades. Strategies to encourage participation include scheduling events at alternative times, offering childcare and translation, offering virtual conferencing options, and encouraging students as active participants in their own conferences."	"This past year, the District has increased its efforts to engage families of students with disabilities. Through the publication of a Special Education Parent Handbook in English and Spanish and via a series of evening educational workshops, the District hopes to  help families feel better informed about the process of obtaining educational services and supports for their child."	"The District has many committees focused on building partnerships to support positive student outcomes. Each school principal facilitates a School Site Council (SSC) and collaborates with the English Learner Specialist in the coordination of an English Learner Advisory Committee (ELAC). Both SSCs and ELACs regularly review student achievement data which contributes to the School Plan for Student Achievement (SPSA).   At the District level, parents are encouraged to participate in the Local Control Accountability Plan Parent Advisory Committee (LCAP PAC), Migrant Ed Parent Advisory Committee, and District English Learner Advisory Committee (DELAC). These groups review various data related to academic progress and wellness. They then advise District leadership in the development of the LCAP."	An area for growth is parent participation in school and District surveys. This year the District will be revising surveys to be more accessible and reinitiating in person focus groups for parents as an enhancement to survey participation during the LCAP engagement process.	"In the 2021-2022 school year, the District distributed paper copies of the District's LCAP survey in English and Spanish to all English Learner and Migrant student families. The English Learner Specialist then made outreach calls to ensure families were aware of the survey opportunity and knew how to complete it. This greatly increased EL and Migrant family participation in the LCAP survey. The District will repeat that process this year and will offer workshops to support families in completing the survey."	2	3	2	3	1	2	3	3	3	3	3	3	Met	6/23/2022	2022
24658700000000	Winton	3	"Winton School District (WSD) creates a welcoming environment for all families in the community. WSD posts posters/flyers in English and Spanish. There is at least one Spanish speaking staff in the office. Either on the counter or wall display, there are parent information resource materials for parents to access. WSD keeps its campus clean and safe. WSD provides two-way communication, in home languages, to share information and receive feedback in various settings such as the Local Control and Accountability Plan Educational Partners Meetings, School Site Council and Site English Language Advisory Council, and Parent Meetings. Parents are invited and attend school performances and academic achievement awards assemblies. Child care is always provided during School Site Council Meetings and other parent involvement meetings. The most recent Parent Survey was conducted in 2021-2022 school year. The results showed that 75.89% of the parents who submitted the survey feel that the schools are a welcoming place.  WSD provides information about parent involvement opportunities through district, school, and/or class newsletters, the district's web site, and other written or electronic communications. The AERIES Communication autodialer sends home messages either in English or Spanish depending on the parents correspondence language preferred. To the extent practicable, provide notices and information to parents/guardians in a format and language they can understand. WSD currently provides parent notices and information in English and Spanish as there are 15 percent or more of students enrolled that speak Spanish as their primary language other than English.  WSD provides interpretation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs."	"A focus area for improvement is to encourage staff to learn about each family's strengths, cultures, languages, and goals for their children.  The 2021-2022 Parent Survey indicates that only 62% of the responses say that it is easy to get an interpreter.  If meetings are planned, school staff will secure an interpreter for the parents.  If the meetings are not planned and there are no staff in the office to interpret, the schools will contact the district's liaisons to assist with interpretation."	"Winton School District (WSD), to the extent practicable, will provide notices and information to parents/guardians in a format and language they can understand. WSD currently provides parent notices and information in English and Spanish as there are 15 percent or more of students enrolled that speak Spanish as their primary language other than English.  WSD provides interpretation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs."	"Winton School District (WSD) holds an annual meeting during Back to School Night which all parents/guardians of participating students are invited and encouraged to attend, in order to inform them of their school's participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. At this time, the Parent Involvement and Rights information are distributed to the parents and shared with them informing them of opportunities to participate in their child’s education. Also, during Back to School Nights, the classroom teachers provide parents/guardians with information about their students' class assignments, homework assignments, and classroom expectations and instructions.  At the beginning of each school year, parents and students are given the “Responsible use of internet and technology resources contract for students and parents"" outlining the acceptable and unacceptable use of technology. At the middle school, parents have access to the AERIES Parent Portal to view students' grades/assessments/discipline. A document outlining the steps to set up and access the AERIES Parent Portal is available at the school site. School Administrators are also available to assist parents in this process. School Site Council/Site English Language Advisory Committee Meetings topics include an overview of the required state assessments (CAASPP and ELPAC Assessments) and how to read the Student Score Reports. WSD distributes a school-parent compact outlining the shared responsibility among the parents/guardians, the school, and the student. The compact is discussed as it relates to the students’ achievement between the students, teachers, and parents during Parent-teacher conferences held in the Fall. Teachers discuss the students' progress with parents/guardians. Parents and teachers do schedule additional conferences if determined. The WSD School Counseling Program now has one TK-5 School Counselor at each of its school sites.  There is also a school counselor at the middle school (Grades 6-8). The School Counseling Program services are delivered individually, in small groups, classroom guidance curriculum, and school-wide activities. School Counselors provide academic, social-emotional, and career/college counseling. In addition to the services students receive, the school counselors also host Parent Information Nights.  Topics discussed in the 2021-2022 school year are  Suicide Prevention, Family Game Night, and a Wellness Night.  Data from the California School Staff Survey administered in the Spring of 2022 indicate that School Supports for Students where it is a supporting and inviting place for students to learn is 58%  strongly agree."	"A focus area for improvement is to provide families with information and resources to support student learning and development.  This can be implemented during school parent meetings, parent conference week, and/or school newsletters."	Winton School District (WSD) schools will organize academic activities for families and provide information to the parents as well as provide opportunities for parents on how to support their student's learning.  Positive phone calls will be made to the parents on their child's academic and behavior.	"Winton School District (WSD) seeks input from parents in the school’s and district’s decision making. Parents have the opportunity to attend the School Site Council/Site English Language Advisory Committees (SSC/SELAC). These meetings range from four to six per year base on the needs of the parents at each school. During the SSC/SELAC meetings, parents are informed of the schools events and the required state assessments. They have the opportunity to ask any questions/concerns they have about the school and provide input on school improvement. In addition, they play a vital role in the review and approval of the schools' site plan. Besides the site meetings, there is a District English Language Advisory Committee (DELAC) which meets four times during school year. At these meetings, parents are engaged with meaningful information on the upcoming state language assessment for English Learners and the California Data Dashboard. At the SSC/SELAC and DELAC, parents are involve in the Local Control and Accountability Plan (LCAP) educational partners meeting. Parents are welcome at all meetings of the local governing board. During the public hearing, the public is invited to address agenda items, to place matters on the agenda directly related to school business, and submit items within the subject matter jurisdiction of the Board of Trustees for future consideration. Also, individuals addressing the Board shall be limited to three minutes each up to twenty minutes per topic. The Board of Trustees will take no action at this time but may refer the issue for further consideration. WSD provides interpretation and translation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. At the beginning of each school’s Back to School Night, the principal along with an interpreter welcomes the parents and informs them of ways to participate at the school. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs. All parent letter/notices/ flyers are sent home in English and Spanish. In addition, the WSD sends home automated phone, text, and email messages in both English and Spanish. The findings from the measure represent WSD's parent engagement and are consistent with WSD's LCAP Goal 3 which states, “Winton School District will provide a safe, welcoming, and well-maintained learning environment for students, families, and staff where there is a sense of school connectedness and a promotion of social, emotional, and academic growth of our students"".   Based on the 2021-2022 California School Staff Survey, data indicates that 28% strongly agree and 51% agree (79% strongly agree or agree) that the schools promote personnel participation in decision-making that affects school practices and policies."	"Based on the 2021-2022 Parent Survey, data indicates that 62.3% of the parents who responded to the survey agreed that the schools seek parent input.  Additional parent input for the 2022-2023 will take place.  Parent input will be an agenda item on parent meeting agendas at the schools."	Winton School District (WSD) will continue to do what has been done in the past and increase the opportunities for parents to provide their input.  More efforts will be made for schools to contact parents for their input via Parent Square.	4	4	3	5	3	3	4	3	4	4	4	4	Met	6/16/2022	2022
19768690000000	Wiseburn Unified	3	"WUSD understands the importance of staff working collaboratively with parents as essential to student learning. Current Strength: The Wiseburn Unified School District works with all sites to promote parent engagement through  committee work such as ELAC and the District LCAP committees as well as School Site Councils where site  principals discuss legal implications to parent empowerment. Agendas provide opportunities for discussion and  questions, and parent voice is encouraged. In addition, each site provides parent-teacher conferences twice a year  with informal meetings with teachers available at any time via parent request. Parent nights are hosted at all sites  specific to technology, curriculum offerings, mindfulness, student safety, and guidance on accessing student information through an online learning management system (middle school only). Parents of English Language Learners are offered information nights at the beginning of the year specific to this program and students in grades 6-8 participate in a culminating student-led conference with their families to close the year. WUSD boasts a 97% parent attendance rate at Back to School and Open House events on all campuses. Teachers and site administrators provide various means of access to school information for families through online access to calendars and site information. Assignments and access to student assignments and outcomes are available to middle school families online via the Canvas learning management system. Students and their families have complete access to STMath, IXL Math, and Renaissance Accelerated Reader to promote ongoing learning options for use beyond the school day. Additional take-home textbooks are also available to support student learning and development in the home. Family  education opportunities are available in cognitively guided instructional practices, writing, math, and visual arts. In addition, the District offers an online feedback tool “Share Your Thoughts” and continues to provide varied opportunities to connect with the District via the Community Advisory Committee, the LCAP committee, the Facilities Master Plan townhall, site PTA and School Site Council meetings, District English Language Acquisition Committee (DELAC) meetings and various surveys throughout the school year. Counselors indirectly support students through engagement with parents/caregivers. Progress: In 2021-22 WUSD created a new position to focus on diversity, equity, and inclusion in the district. As such, families have had multiple opportunities to participate in committee work to rename schools and, with the addition of counseling support in all schools, families have had access to confidential online support via the CARESolace program as well as in-person support at their students' schools. Further, the District has enlisted the support of a communications consultant to streamline communications to families and the community."	"Focus area for improvement: To increase the engagement of all families, the District, in collaboration with school  administrative staff, is developing a 2022-2023 Family Engagement Program (FEP) to align parent education options across the District for families in the area of social-emotional and academic support for students. The return of students to campuses following a year of school closure has increased interest on the part of our families in workshops focused on the needs of their children both within and beyond the school day. The Wiseburn Unified School District will continue to focus on DELAC and ELAC and school site council practices to provide continued clear communication with families. Previous to the pandemic and resulting school closure, the District has hosted numerous parent/teacher collaborative input groups to create an all-encompassing Long-Range Facilities Master Plan which was shared with the community on numerous occasions and is now in review district-wide. In addition, site and District websites, Instagram postings, and District newsletters are all available online to staff and families.  Communication via email between families and teachers allows for timely feedback to parents. Online access to CAASPP and ELPAC assessment results is available to families through the sites' student information system and families are regularly invited to attend school events and committee meetings in an effort to grow two-way communication between families and schools. A focus area for improvement emerged with regards to increasing parent attendance at all site English Language Acquisition Committee meetings. Increased attendance options will be reviewed this year in an effort to provide varied timing of meetings, childcare options, and parent education offerings."	"WUSD remains dedicated to increasing opportunities for families in the areas of continued learning, partnership, and engagement. Tantamount to this is the need to increase participation by underrepresented families to support understanding of the educational system in order to help families advocate for their children’s education thus empowering parents to become decision-makers. The Wiseburn Unified School District continually works to increase participation in both evaluating and developing opportunities for parents and teachers to engage in decision-making processes within the District. Regular communication via site newsletters, online postings, and websites, as well as ongoing outreach through parent surveys, allow for ongoing open lines of communication regarding the best means of engaging educational partners in decisions that affect schools and students. A focus area for improvement emerged in the area of staff input related to parent engagement activities. Newly introduced Guiding Coalition teams and teacher collaboration time (TCT) opportunities concentrated on instruction and site practices allow staff time to consider increased efforts to engage families, particularly our underrepresented families."	"Current strengths and progress: The WUSD prioritizes educational partners in programs and strategies to address student outcomes. Educational partnerships include school personnel, children, and caregivers all working together to ensure the success of students in school. Examples of partnership roles include IEP conferences, school sitebased councils, parent-teacher-student association meetings, classroom volunteers, field trip volunteers, the District English Language Acquisition Committee, the Local Control Accountability Plan Committee, site teacher Guiding Coalitions, weekly grade-level specific Teacher Collaboration Time (TCT), student council, and a substantial amount of family-focused workshops for caregivers facilitated by school counseling teams to support social-emotional needs of students and parents as well as ACTS, a staff and caregiver book study group focused on equity, inclusion and diversity topics."	"Focus area(s) for improvement: Although opportunities for partnerships are extended to all families and staff in the WUSD, improved participation would increase the value of such opportunities. As such, regular surveys with both multiple-choice and open-ended questions are provided to families and staff as a means of gathering feedback to assess programs, identify needs, and increase understanding of priority needs related to student learning held by both groups. In addition, valuable family/caregiver workshops on an assortment of educational and social-emotional topics are presently organized and offered by school sites with a future plan to provide all educational partners with an overall district plan for educational and engagement opportunities which would increase attendance and further build partnerships for student outcomes across the WUSD."	"Improved engagement plan: As schools return to in-person meeting opportunities after a year of distance learning and ZOOM-based community and parent meetings, WUSD will continue to provide ample opportunities for educational partners and staff to partner on behalf of students in developing both programs and strategies to improve learning outcomes. By providing access to committee and school board meetings both in-person and online via ZOOM, all educational partners can participate and engage in providing such feedback. We look forward to increasing educator partnership workshops related to social-emotional learning for students, technology, parenting strategies, and children with special needs via a new Family Engagement Program (FEP) which will align all such opportunities into a single document. The FEP will afford families additional opportunities and provide educational partners with a planning guide supported by a year-long calendar of such opportunities for the school year."	"The WUSD continues to provide varied options in seeking input for decision-making from our educational partners. In 2021-22 the District added a one-click option on its website inviting school and community members to offer comments and questions all of which are addressed publically at school board meetings. A communications consultant was hired to streamline and increase online newsletters, announcements and postings to ensure clear messaging across the WUSD."	"One area of improvement identified relates to how WUSD strategizes to reach our school community's underrepresented groups, particularly in how schools and the District work to engage such families in committees that frame future plans and improvements for programs in the WUSD. Surveys continue to provide needed perspective from all educational partners as such forms are sent in both English and Spanish. Newsletters and weekly messages from schools, too, are provided in English and Spanish. In 2021-22 91 WUSD families respond to the district-wide ELD Survey (an increase of 15 respondents over 2020-21). For the district-wide LCAP Survey, 220 WUSD families and staff responded, a decrease of 28 people. A review of parent/caregiver involvement in school groups such as DELAC, LCAP, and SSC reveals low participation by families identified as low income."	"In WUSD it is clear that all educational partners, families, teachers, principals, students, and district administrators provide schools with the best support when they work together to plan, design, implement and evaluate activities at school and District levels. Based on feedback from surveys, staff, and administrators, family engagement will remain a priority in 2022-2023 as District and site administrators team create a Family Engagement Program (FEP) that extends from September until June of each school year providing workshops for English and Spanish speaking families on a variety of topics related to student learning in addition to ongoing family workshops focused on technology, social-emotional learning, academics, and parenting skills."	4	4	3	3	3	3	4	3	4	4	3	3	Met	6/23/2022	2022
19647330135632	WISH Academy High	3	"The WISH model is built upon 6 key tenets, one of which is our parent partnerships.  WISH sees parents as equal partners in their child’s educational journey and encourages all parents and guardians to be actively engaged participants in the learning process.  Parents who are invested in their children’s education strengthen the educational experience and outcome for their children as well as bolster our school community.  At WISH we support parent engagement in their child’s academics using various online platforms through which parents can find homework, test scores and grades, behavior, and attendance and remain informed of school activities and policies.  Platforms used regularly by WISH include BLOOMZ, CANVAS, KICKBOARD, INFINITE CAMPUS, plus our own website (www.wishcharter.org), with multiple translation options.  WISH is also about to launch the WISH app to provide greater ease of connectivity for parents and caregivers. For families without computer access at home, we ensure both access and training/support for them to participate fully in home-school communications, providing offline communications as needed.  All parents of currently enrolled WISH students are considered members of the WISH Community Association (WCA).  This parent-led group facilitates open communication among the entire WISH community through Coffee with the Principals, Community Education Nights, and executes many of our social and socially conscious events throughout the year including performances, fundraisers, site beautification projects, and other volunteer opportunities.    Parents are encouraged to take on leadership roles within our School Board where half of the seats are held by WISH parents, WISH Community Association (WCA), WISH Forward, and a variety of school committees."	"Following the restrictions of the pandemic, WISH is rebuilding our volunteer network to ensure parents and caregivers have ample opportunity to return to campus to share their individual passions and expertise with our students and community."	WISH Academy has taken strides to guarantee that parents and caregivers have full access to the various outreach methods we regularly use.  We’ve expanded our use of hiring interpreters to assist us in ensuring our academic platforms are fully understood and used effectively by our parent community.  We are also continuing to grow our Diversity and Inclusion committee to ensure the interests of all parents are represented in our WISH culture.	"As previously stated, WISH Academy works diligently to ensure parents/caregivers have access to and understand the objective of the various academic platforms we regularly use.  Parents/caregivers are encouraged to create observation accounts in CANVAS and KICKBOARD and are encouraged to use these platforms to actively engage in conversations with their student and with our staff regarding academic and social-emotional successes and changes.  WISH Academy offers Parent - Teacher conferences twice each year and teachers and administrators hold ‘data-chats’ with parents as well as with students to outline the current status of a student and identify achievable goals for continued academic progress.  WISH Academy also hosts Exhibition Nights twice each year to allow students to showcase their academic achievements in a public forum encouraging them to strive for academic excellence and developing self-awareness and confidence in their understanding of their academic achievements."	"This year WISH Academy is using its A-G grant funds to partner with specialists to build pathways to college. We have had a high graduation rate, a strong CSU/UC rate ranging from 84-96%, and a 90% college acceptance rate."					5	5	5	5	5	5	5	5	5	5	3		Not Met		2022
15101570119669	Wonderful College Prep Academy	3	"After review of Parent survey feedback, parents reported that their students feel safe at WCPA, the campuses are clean, and that they are well-informed with their child’s progress in school. Parents also provided feedback stating that they feel well-information regarding important issues and provided WCPA with confirmation that ParentSquare is the best method for communicating with families. Parents also provided feedback that they would like to see additional support and programming to help address student learning specifically in Reading, Literacy and Math. Previous feedback from parents has been that they prefer to have students back on campus full-time and that students benefited from the transition to in-person instruction from distance learning. Parents also provided feedback that additional parent engagement opportunities would be beneficial to the families we serve."	"After review of Parent survey feedback, WCPA will focus on enhancing engagement opportunities to support both academic resources and SEL supports accessible both in and out campus. The WCPA strategic plan has incorporated a “Families as Partners” pillar of focus for the 2022-2023 school year. WCPA will engage authentically with families because we know their value to student learning."	"WCPA will plan to provide additional resources to increase student achievement programs so that unduplicated pupils receive additional supports to help bridge the achievement gap. For example, Wonderful College Prep Academy will use funding to additional professional development for leaders and educators K-12 in all content areas to help students close equity gaps; will hire additional staff to increase student support.  Base knowledge and skill development will accelerate educator development in designated and integrated ELD instruction across all subjects."	"After reviewing educational partner feedback, WCPA will commit to increasing on-campus opportunities for families to return on campus and engage with School leaders and staff. For the 2022-2023 school year, WCPA will focus on the following Family Engagement Principles: All Means All: Families Know their children best Care: We build meaningful relationships to create systematic change Collective Responsibility: We are an extension of the work families do"	"WCPA commits to partnering with families by engaging intentionally, respectfully, and regularly on the academic and socio-emotional progress of students. Careful consideration has been given to provide an even blend of academic-focused, SEL resources, and intentional celebrations."	"WCPA will focus on using  engagement to connect families to resources, going beyond informational towards actionable and customized supports. All events are bilingual to support EL families, our SPED team works with school leaders to ensure opportunities for collaboration in support of Students with Disabilities and their families. The Student Support Manager works with Student Affairs Specialists to offer programs addressing SEL, absenteeism and other potential barriers to engagement.. We offer a variety of opportunities to allow working families to attend and receive information.   A core part of Wonderful College Prep Academy’s philosophy is to meet the educational needs of all students in an environment that fosters an appreciation and understanding of other languages and cultures."	Wonderful College Prep Academy sought to engage all stakeholders in the feedback process. Parents on the School Site Council and English Learner Advisory Council were given multiple opportunities to provide feedback on methods to best meet WCPA goals. Student representatives on the school site council were also able to provide consultation. Staff were given the opportunity to review and provide input towards school wide goals and priorities. Staff members were also engaged through the school site council. Administrators reviewed the schoolwide goals and priorities as a team to determine if adjustments were needed towards strategy.  Our school leaders have actively analyzed student performance data throughout the school year. We set aggressive growth targets for our students during the pandemic and in consideration of the challenges of virtual learning.	"WCPA will offer more in-person feedback opportunities and workshops throughout the school year. In addition, for the 2022-2023 school year, all family events will have surveys for immediate input. School leaders will conduct family advisory groups sessions to help address areas of growth."	WCPA will offer bilingual feedback opportunities for our EL families. The Special Education team will work with all families to debrief after IEPs and ensure feedback is provided to help families support their students and increase engagement. Family engagement opportunities will focus on expanding access to limit barriers of engagement from underrepresented families.	4	4	4	4	4	4	4	4	3	3	4	4	Met	6/30/2022	2022
15101570135467	Wonderful College Prep Academy - Lost Hills	3	"After review of Parent survey feedback, parents reported that their students feel safe at WCPA, the campuses are clean, and that they are well-informed with their child’s progress in school. Parents also provided feedback stating that they feel well-information regarding important issues and provided WCPA with confirmation that ParentSquare is the best method for communicating with families. Parents also provided feedback that they would like to see additional support and programming to help address student learning specifically in Reading, Literacy and Math. Previous feedback from parents has been that they prefer to have students back on campus full-time and that students benefited from the transition to in-person instruction from distance learning. Parents also provided feedback that additional parent engagement opportunities would be beneficial to the families we serve."	"After review of Parent survey feedback, WCPA will focus on enhancing engagement opportunities to support both academic resources and SEL supports accessible both in and out campus. The WCPA strategic plan has incorporated a “Families as Partners” pillar of focus for the 2022-2023 school year. WCPA will engage authentically with families because we know their value to student learning."	"WCPA will plan to provide additional resources to increase student achievement programs so that unduplicated pupils receive additional supports to help bridge the achievement gap. For example, Wonderful College Prep Academy will use funding to additional professional development for leaders and educators K-12 in all content areas to help students close equity gaps; will hire additional staff to increase student support.  Base knowledge and skill development will accelerate educator development in designated and integrated ELD instruction across all subjects."	"After reviewing educational partner feedback, WCPA will commit to increasing on-campus opportunities for families to return on campus and engage with School leaders and staff. For the 2022-2023 school year, WCPA will focus on the following Family Engagement Principles: All Means All: Families Know their children best Care: We build meaningful relationships to create systematic change Collective Responsibility: We are an extension of the work families do"	"WCPA commits to partnering with families by engaging intentionally, respectfully, and regularly on the academic and socio-emotional progress of students. Careful consideration has been given to provide an even blend of academic-focused, SEL resources, and intentional celebrations."	"WCPA will focus on using  engagement to connect families to resources, going beyond informational towards actionable and customized supports. All events are bilingual to support EL families, our SPED team works with school leaders to ensure opportunities for collaboration in support of Students with Disabilities and their families. The Student Support Manager works with Student Affairs Specialists to offer programs addressing SEL, absenteeism and other potential barriers to engagement.. We offer a variety of opportunities to allow working families to attend and receive information.   A core part of Wonderful College Prep Academy’s philosophy is to meet the educational needs of all students in an environment that fosters an appreciation and understanding of other languages and cultures."	Wonderful College Prep Academy sought to engage all stakeholders in the feedback process. Parents on the School Site Council and English Learner Advisory Council were given multiple opportunities to provide feedback on methods to best meet WCPA goals. Student representatives on the school site council were also able to provide consultation. Staff were given the opportunity to review and provide input towards school wide goals and priorities. Staff members were also engaged through the school site council. Administrators reviewed the schoolwide goals and priorities as a team to determine if adjustments were needed towards strategy.  Our school leaders have actively analyzed student performance data throughout the school year. We set aggressive growth targets for our students during the pandemic and in consideration of the challenges of virtual learning.	"WCPA will offer more in-person feedback opportunities and workshops throughout the school year. In addition, for the 2022-2023 school year, all family events will have surveys for immediate input. School leaders will conduct family advisory groups sessions to help address areas of growth."	WCPA will offer bilingual feedback opportunities for our EL families. The Special Education team will work with all families to debrief after IEPs and ensure feedback is provided to help families support their students and increase engagement. Family engagement opportunities will focus on expanding access to limit barriers of engagement from underrepresented families.	4	4	4	4	4	5	4	4	3	3	3	3	Met	6/30/2022	2022
54767940000000	Woodlake Unified	3	"Woodlake Unified provides various opportunities to engage parents in their child’s education and build partnerships that support student outcomes. For 2021-22, 64.% of parents participated/attended a school related event or meeting. All school sites held a variety of in-person parent engagement events including, Back-to-School Night, Open House, award assemblies, themed parent meetings and parent conferences. At the secondary level, schools facilitated parent presentations and workshops throughout the school year on topics that included the use of technology, vaping, course of study programs, diploma requirements, post-secondary options, financial aid and emotional support/academic services. Other events that are implemented on an annual basis, draw in a significant number of families and strengthen parental relationships with school include the Literacy parades, Read Across America, book fairs, STEM Saturday and music/choir/dance/drama performances. During 2021-22, Woodlake Unified partnered with CSU Fresno’s Parent University (PU) and Parent Institute for Quality Education (PIQE) to provide opportunities to engage parents, especially, from underrepresented families, with the learning sessions on how to support the education of their children at home. The focus of the education session was for parents of students in Prek-5. For parent communications, District and school staff used digital apps (Parent Square, SeeSaw, Class Dojo, Remind, email, Zoom) to engage in regular 2-way communications. Additionally, notices and event announcements are posted on school site websites/Facebook and community Facebook page “What’s Happening Woodlake”."	"One area Woodlake Unified will focus on is increasing the percent of parents that participate/attend a school related event or meeting. The target percent attendance rate by 2023-24 is 82% and is included as a measure in the LCAP. The marketing and hosting of additional events that have the highest impact on parent participation, such as performances and student showcasing events will be developed."	"Woodlake District would like to continue and/or expand the partnership with PU and PIQE to provide parent/family education opportunities, especially for underrepresented families, such as parents of English language learners. For 2022-23, the goal is to host a minimum of two parent education sessions which will support increasing the percentage of parents participating/attending a school related event or meeting."	"Woodlake Unified believes that effective engagement with the school community is essential in sustaining partnerships that will lead to the academic success and healthy social-emotional development of all students. Progress reports are mailed home quarterly to all TK-12 parents. For students in grades TK-8, in-person conferences are held twice per year. For 2021-22, 86.6% of parents of students in K-5 attended a formal parent conference. At the secondary level, schools held grade level presentations and workshops throughout the school year on topics that included the use of technology, risks of vaping, course of study programs, diploma requirements, post-secondary options, financial aid and emotional support/academic services. School Site Councils and English Language Advisory Committees are site level parent committees. These parent committees are very active, encourage parent involvement of underrepresented families and have allowed opportunities for parents/community to advocate on the education of students. Other parent meetings that address the unique needs of individual students, including Student Study Team, Attendance Review Board, and Individual Education Plan meetings are scheduled as needed.  School staff utilizes digital apps (Parent Square, SeeSaw, Class Dojo, Remind, Zoom, email) and social media to provide ongoing 2-way communications."	"For 2022-23, Woodlake Unified will focus on increasing the percentage of TK-5 parents attending parent conferences. The target percent of attendance at TK-5 parent conferences by 2023-24 has been set at 96% and is tracked in the LCAP. Additionally, tracking parent attendance at middle school parent conferences and high school parent presentation events will be implemented beginning with the 2022-23 school year. The percentages obtained from the middle and high schools parent participation will then be used as baselines during the 2023 LCAP update cycle."	"Woodlake Unified would like to continue and/or expand the partnership with PU and PIQE to provide parent/family education opportunities, especially for underrepresented families, such as parents of English language learners. For 2022-23, the goal is to host a minimum of two parent education sessions. Additionally, school sites will continue to invite, recruit and encourage parent attendance at parent committees meetings, especially for underrepresented families, such as parents of English language learners or students with special needs. Site Principals have been given direction to invite at least one parent representing students with special needs to attend the District Advisory Committee."	"The CA Health Kids Survey is completed every 2 years and tracks parents’ perceptions and informs on the development/implementation of LCAP and school sites plans. The most recent completed survey indicated that 81% of parents agreed or strongly agreed they “Feel their child’s school encourages them to be active partners with the school to educate their child” and 80% of parents agreed or strongly agreed they “Feel schools actively seek input from parents before making important decisions”. Input for decision-making is sought at all site and district levels. Parents vote on parent members for School Site Councils (SSC) and English Language Advisory Committees (ELAC). The District offers parents of these committees training on how to lead formal meetings. These parent advisory committees offer parents opportunities to provide input on the development and expenditures on their respective school site’s School Plan for Student Achievement. Additionally, representatives of each SSC and ELAC are elected by their peers and serve on the District’s parent committees. During the development process of the District's instructional and operational plans (e.g. LCAP, Expanded Learning Opportunities Plan), students, families, parent advisory committees and the community at large were invited to provide input via in-person/virtual meetings, surveys, and at open house. Meetings and surveys were offered in both English and Spanish."	"Woodlake Unified will continue to seek opportunities that will increase engagement of parents in the decision making process. For 2022-23, Woodlake Unified will focus on increasing the percentage of parents indicating they (1) “Feel their child’s school Woodlake Unified will continue to seek opportunities that will increase engagement of parents in the decision making process. For 2022-23, Woodlake Unified will focus on increasing the percentage of parents indicating they (1) “Feel their child’s school encourages them to be active partners with the school to educate their child” and (2) “Feel schools actively seek input from parents before making important decisions''. The target percent of parents’ perception on these two items by 2023-24 are 87% and 86% respectively and will be tracked in the LCAP."	"Strategies will be researched and implemented in 2022-23 to further increase the number of parents, especially those of underrepresented families, providing input in the development process of District instructional plans. The strategies may include, brief presentations at already scheduled English Learner Advisory Meetings, setting up an informational booth at school sponsored and community events, and creating brochures with online links that can be distributed at any school sponsored venue."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/8/2022	2022
57727100000000	Woodland Joint Unified	3	"WJUSD had made significant progress in establishing communication protocols that help to ensure that all communications are provided in both English and Spanish, the two dominant languages in the district. The district has implemented ParentSquare which allows real-time translation in whichever language the recipient chooses. ParentSquare is utilized for individual messages between parents and teachers, as well as for class-wide, site-wide, and district-wide announcements and information.  Another support for building relationships with families that the district has implemented is Community and Family Engagement Specialists. Each site has a CAFE specialist who provides outreach and support to families. CAFE specialists also help promote parent engagement opportunities."	"While the district has made progress in its efforts to provide communications in the preferred language of parents and family members, data from the California School Parent Survey, administered in spring 2022 shows that parents and family members do not feel that they have strong relationships that support involvement and participation in their child's school. On two key indicators of Parental Involvement, which include ""School encourages me to be an active partner"", 33% of parents were in agreement overall, and in ""Parents feel welcome to participate in this school"", 30% of parents were in agreement.   To support involvement of parents, the district will be providing several types of training and workshops for parents. For parents of students in our three dual immersion programs, the PROMESA grant will fund parent workshops to support dual language learning. In addition, we are implementing the Latino Family Literacy Project. Our CAFE specialists have received training in order to bring these workshops to their school sites. This project teaches parents the importance of establishing a family reading routine with their children, how to share the book and it helps both parents and school age children learn vocabulary, together as a family.  CAFE Specialists will be in charge of recruiting families, connecting with them to explain what the program is about and implementing the curriculum via 10  sessions."	Community and Family Engagement specialists at each school site have support of underrepresented families as a primary focus of their work.	"The district has a variety of partnerships with agencies and organizations in the community, which are focused on supporting student success. These partnerships are outlined in the district's Local Control and Accountability Plan, and continue to expand with each school year. This year, we are expanding significantly our after school programs, with the assistance of community partners."	"The district recognizes that supporting parents and families is essential in creating and sustaining partnerships focused on student success. The district partnered with CABE (California Association of Bilingual Education) to bring Project Inspire to our families. Project Inspire consists of 12 sessions aimed at families whose students are in grades 2nd- 6th. Project 2INSPIRE is a research-based collaborative project that uses a school-based systemic approach to build capacity of schools and districts in establishing a Family-School-Community Leadership Program that involves all stakeholders--families, community-based organizations, teachers, administrators, and other school staff. The program provides parents, teachers, community liaisons, and principals the tools they need to work together as partners to improve schools and support the education of their children. We will have Spanish and English sessions to target all families. The district has also identified a need to support student social-emotional outcomes. There will be opportunities for parents to receive training related to social-emotional, mental health and behavioral supports. The goal is to equip families with tools and skills on how to support their students with mindfulness, coping with everyday stressors and helping children manage his/her emotions. These trainings will be delivered both in Spanish and in English with one monthly meeting, focusing on diverse topics.  Some of the topics will include: self-awareness, bullying awareness and prevention, self-management, social awareness, supporting gender diversity, responsible decision making, and relationship skills."	"Community and Family Engagement specialists at each school site have support of underrepresented families as a primary focus of their work, and their outreach will target those families as they seek participation in parent and family workshops."	"At the district level, there are multiple committees that parents and family members can participate and be involved in. There are affinity groups such as the African American Parent Advisory Council and the American Indian Parent Committee. There are two committees where parents serve as representatives for their school site: (1) the District English Learner Advisory Committee, and (2) the LCAP Collaborative. Parent representatives are also selected for the Graduate Profile Articulation Committee. Parents of students in Special Education have the Special Education Parent Advisory Committee, which provides an opportunity for feedback on the LCAP and program and student needs, as well as an additional avenue for parents to receive information, seek clarification, and obtain educationally related special education information and help. School sites have groups such as School Site Council, parent teacher association or boosters organizations, and other site-specific opportunities for parent participation."	"On the California School Parent Survey administered in spring 2022, one of the key indicators relating to input for decision-making is ""School actively seeks the input of parents."" On this indicator, 26% of parents overall were in agreement; elementary parents were 30% in agreement, middle school parents were 18% in agreement, and high school parents were 13% in agreement. This data shows that parents perceive that schools do not have opportunities for parent input, and/or that those opportunities are not widely available or open to all parents. Ensuring that schools offer multiple opportunities for parent input and that those opportunities are open and available to all is a focus area. The district will be engaging in a Systemic Equity Review during the 2022-23 and 2023-24 school years, and there will multiple opportunities for parents to provide input and be involved. One of the first activities in the Review includes focus groups with families. There will be several focus groups with families scheduled during this school year."	"Community and Family Engagement specialists at each school site have support of underrepresented families as a primary focus of their work, and they will target those families as they help to ensure that parents and families are participating in input-gathering activities such as focus groups, surveys, and advisory committees."	3	3	3	3	3	3	3	2	3	3	3	3	Met	6/16/2022	2022
49709530105866	Woodland Star Charter	3	WSCS strives to maintain open and clear communications with it's educational partners. We work to employ bilingual staff to support families whose primary language is not English and ensure that every communication is available in their primary language. WSCS teachers host parent meetings to keep families connected with classroom progress as well as developmental benchmarks.	Due to COVID many of our normal community events and meetings have been postponed or re-imagined. Bringing back these events will help solidify relationships between staff and families.	WSCS has increased and will continue to increase bilingual services especially at community events and parent evenings.	Woodland Star continues to make strides towards clear and effective communications in the language it's community members feel most comfortable in. There is high satisfaction in communications from administration as well as teacher to parent communications.	There is an identified need for more all school informational meetings.	ELD families continue to require additional translation services especially for teacher led parent evenings. We have added additional bilingual staff to increase availability.	Woodland Star Charter has had good success with seeking and receiving input from parents through a number of online surveys and directly from staff and teachers through in person meetings. All surveys are translated to encourage participation by all stakeholders.	Faculty and staff responses to online surveys are less successful than parent.	Increasing direct engagement during ELAC meetings to seek and receive input for decision making.	5	5	5	5	4	4	5	4	4	4	4	4	Not Met	9/21/2022	2022
41690880000000	Woodside Elementary	3	strategic plan	strategic plan	strategic plan	"strategic plan, lcap, educator effectiveness"			"parent survey & Strategic Plan parent forums, PTA, Foundation"	"Board communications, bi-monthly Strategic Plan implementation reports to the Governing Board"	"Spanish surveys and translations of communications, Zoom and in person meetings with families, DELAC Committee"	5	5	5	5	5	5	5	5	4	4	4	4	Met	6/7/2022	2022
54722980000000	Woodville Union Elementary	3	"Woodville USD staff has a deep appreciation for the importance of parent involvement. High levels of attendance at parent conferences, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area. All staff members new to the district, including administrators, teachers, and support staff, attend professional learning focused on the high value our district places on including all parents as equal partners in the education of their children. Elements of this professional learning focus on the role effective modes of communication play in building and maintaining positive productive relationships between families and the school.  Woodville Union School District is proud of the collaborative relationship established with our dynamic and involved parent community. Our staff, including district administrators, school principal, teachers, and classified staff, are skilled at building and sustaining respectful relationships with families. Each school provides a welcoming and nurturing environment for students and their parents. We engage in ongoing two-way dialogue with our community at the site and district level via parent education evenings, strategic plan development, surveys, principal coffees, and site and district committee meetings. The Superintendent provides ongoing information through monthly news highlighting student learning throughout our district. In addition, quarterly Superintendent's Messages and the WUSD Annual Report provide a comprehensive overview of the instructional program, student performance, capital projects, and other important activities. We assist our parents in understanding academic expectations through several strategies. Principal conversations at school sites and district-level parent education evenings provide opportunities to provide parents strategies for supporting children's academic achievement and emotional well-being. Information is also provided via Back-to-School Sessions, Open House, and one-on-one conferences with parents held two times during the year. Parents are provided a report card companion containing parent-friendly language that describes the academic goals for each trimester for English language arts and mathematics."	"In addition to maintaining the effective elements in place to sustain the positive relationships which already exist between school staff and families, the focus area for the 2022-23 school year will be to monitor the effectiveness of existing communication structures and refine them as necessary."	"The district is continuing work focused on diversity, equity, and inclusion, which includes the development of a multi-year equity plan facilitated by a district-level advisory committee. Site-level diversity, equity, and inclusion teams will be responsible for providing professional learning to the staff at the site level and then will expand to include community members. A primary objective of this work is to ensure equity and inclusion of all students and their families, including those that are underrepresented."	"WUSD staff has a deep appreciation for the importance of parent involvement. High levels of attendance at parent conferences, principal’s parent meetings, and other school and district-based events, such as parent nights focused on the district’s mathematics program, provide evidence of the effectiveness in this area. All staff members new to the district, including administrators, teachers, and support staff, attend professional learning focused on the high value our district places on all parents as equal partners in their children's education. Elements of this professional learning focus on effective communication modes, which help build and maintain positive relationships between all parents and the school. Staff at the school sites provide welcoming environments for all families in our community. Teachers and administrators communicate regularly with families. Principal sends out weekly communication and have regular principal office meetings and/or parent education sessions. They also provide welcome events for incoming kindergarten students. Back-to-School sessions allow teachers to give an overview of the goals for that grade level and also share ways in which parents can partner with teachers during the year. Parent conferences are held twice each year. These meetings are an opportunity for teachers to provide specific information on each child’s academic progress and social-emotional status at school. Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child. Student Study Team meetings provide support for children who are not meeting expected goals. These meetings include parents and recommendations are provided to both the classroom teacher and the parent for strategies specific to the demonstrated need. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared."	The district will continue to implement the effective strategies in place which support partnerships for student outcomes.	"Feedback specific to underrepresented families is sought out via parent surveys. To ensure their active engagement, care is taken to ensure there is representation on district advisory committees such as the District Equity Advisory Committee, site-based equity teams, District English Learner Committee, and site-based English Learner Advisory committees. We are looking forward to reinstituting parent English language development classes which have been very popular in the past for our newest families. We will also be updating our English Learner Family Support Handbook which provides helpful information about our district and key contacts for families to support student transition and active parent engagement in our schools."	"Educational Partners including students, parents, and district staff engage in meaningful dialogue and provide input to the district strategic planning through formal groups such as the School Board, President's Advisory Council, English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Woodville Teacher Association (WTA), Classified Advisory Committee, District Wellness Advisory Committee, District Design Team, District Leadership Group, District Cabinet, and Facility Master Planning Committee. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation in scheduled meetings and surveys at the site and district level as well as focus group sessions. The strategic planning and annual goal-setting process provide many opportunities at the site and district level to assist parents with understanding expectations for their children. Continued refinement of focus group sessions will contribute authentic stakeholder input, including students and families from underrepresented groups, for both school sites and the district, and including methods for participation among families who speak a language other than English."	"During the 2022-23 school year, the district will be engaging our educational partners as a new long-range strategic plan is developed. During this process, we will ensure input from all groups, including those that are underrepresented to inform the development of this plan"	"The district will continue existing practices that have been effective in ensuring the input from under-represented families are included and inform decision-making and we will ensure their participation in the strategic planning process. In addition, site administrators will have an opportunity to share successful strategies they have implemented to increase engagement levels."	5	5	5	5	5	5	5	5	5	5	5	5	Not Met	10/11/2022	2022
49710356052377	Wright Charter	3	"The LEA creates a welcoming environment for all families, and works to build trusting relationships with them. Family events are held throughout the year (as has been possible during COVID). Bilingual community liaisons at each school site serve as a resource to families. Additionally, bilingual office assistants are available for communication with Spanish-speaking parents. Materials are translated into Spanish, and interpretation is offered at parent meetings. Meetings are held at times that are convenient for families. A strong effort has been made to make IEP meetings more comprehensible to parents. Phone blasts, newsletters, and school marquees are used to communicate information to parents. Teachers use Classroom Dojo to share information, and the district has implemented Parent Square for districtwide communications. Thursday folders and student planners are used district-wide as well."	A focus area for improvement is to provide learning opportunities to better understand families' cultures and experiences.	"The district will make translations and interpretations available in languages other than Spanish, to the greatest extent possible."	"The LEA provides families with information regarding online learning resources that students can access from home. Trainings on how to access these resources are offered at parent meetings. Local community based organizations are invited to attend parent meetings to share resources that they can offer. Parent-teacher conferences are held at least twice/year to discuss student progress. Student progress is discussed during Student Success Team and IEP meetings, and strategies are offered on how parents can help the student at home."	An area for improvement is to provide more professional learning to staff on how to partner with parents and families around improving student outcomes.	The district will seek ways to provide interpretation of report card comments into Vietnamese.	"Parents are invited to participate in the Superintendent Committees including Budget, Facilities and Wellness. Parents have an opportunity to provide input at School Site Council, DELAC and ELAC meetings. They receive training and support in leadership skills and meeting facilitation."	A focus area for improvement is to support increased parent leadership in ELAC and DELAC.	We will work on making meetings more accessible to non-Spanish speaking EL families.	5	5	3	5	4	5	5	4	3	3	4	4	Met	6/23/2022	2022
49710350000000	Wright Elementary	3	"The LEA creates a welcoming environment for all families, and works to build trusting relationships with them. Family events are held throughout the year (as has been possible during COVID). Bilingual community liaisons at each school site serve as a resource to families. Additionally, bilingual office assistants are available for communication with Spanish-speaking parents. Materials are translated into Spanish, and interpretation is offered at parent meetings. Meetings are held at times that are convenient for families. A strong effort has been made to make IEP meetings more comprehensible to parents. Phone blasts, newsletters, and school marquees are used to communicate information to parents. Teachers use Classroom Dojo to share information, and the district has implemented Parent Square for districtwide communications. Thursday folders and student planners are used district-wide as well."	A focus area for improvement is to provide learning opportunities to better understand families' cultures and experiences.	"The district will make translations and interpretations available in languages other than Spanish, to the greatest extent possible."	"The LEA provides families with information regarding online learning resources that students can access from home. Trainings on how to access these resources are offered at parent meetings. Local community based organizations are invited to attend parent meetings to share resources that they can offer. Parent-teacher conferences are held at least twice/year to discuss student progress. Student progress is discussed during Student Success Team and IEP meetings, and strategies are offered on how parents can help the student at home."	An area for improvement is to provide more professional learning to staff on how to partner with parents and families around improving student outcomes.	The district will seek ways to provide interpretation of report card comments into Vietnamese.	"Parents are invited to participate in the Superintendent Committees including Budget, Facilities and Wellness. Parents have an opportunity to provide input at School Site Council, DELAC and ELAC meetings. They receive training and support in leadership skills and meeting facilitation."	A focus area for improvement is to support increased parent leadership in ELAC and DELAC.	We will work on making meetings more accessible to non-Spanish speaking EL families.	5	5	3	5	4	5	5	4	3	3	4	4	Met	6/23/2022	2022
57105790000000	Yolo County Office of Education	3	"Our Alternative Education program prides itself on our outreach and engagement with our families. Parents are  invited to attend school-wide activities such as the Back to School Community BBQ Dinner whereby parents,  students, staff, and community members of Cesar Chavez Community School were treated to dinner, and had an  opportunity to meet staff and visit classrooms. Parents and community members are also invited to attend School  Site Council (SSC) meetings and other school events. During orientation, parents have an opportunity to review the  progress of their students, get updates on school activities, and provide input on the School Plan for Student  Achievement (SPSA) and Local Control and Accountability Plan (LCAP). Families also are able to hear from staff  and visiting speakers related to the needs of students and families. The culminating event of the year is our Spring  Art Show and Open House where families and communities are invited to view and purchase student artwork.  COVID heavily impacted the ability of our students and families to participate in these events. We look forward to  bringing them back and working through our relationships to rebuild our community."	Engagement with families whose first language in not English continues to be a priority.	We have sought to enhance our staffing to include language and cultural alignment with our community.	All new students and their parents have a one-on-one meeting with the school administrator to orient them to the  program and answer any questions. Topic-specific parent workshops will be scheduled for 2022-23 school year based on the  feedback in the same workshops from 18-19 and input throughout the 2020-2021 school year. Our ongoing aim is to  increase parent/family participation in these offerings.	"We have worked with numerous government agencies and community-based organizations to collaborate on a ""whole child"" approach to supporting young learners."	Ensuring language capacity and alignment with our communities and otherwise adopting a posture of cultural humility in our engagement activities will support continued improvement.	"Parents of CCCS students are given the opportunity to be a part of the School Site Council (SSC). Combined  meetings are held quarterly at the Cesar Chavez main campus. Through the SSC, parents, and students have an  opportunity to give input to the development of the School Plan for Student Achievement (SPSA), and the Local  Control Accountability Plan (LCAP). While these opportunities exist, it remains an ongoing challenge to have parents  engage in these processes due to external constraints on parent participation. In spite of these social and economic  constraints, we strive to engage parents at any and every opportunity."	"Our current efforts have proven highly effective. However, opportunities for improvement include but are not limited to the engagement of parents of English Learners."	"Among the areas of need, we have to find ways for meaningful engagement and agency for students of low socio-economic backgrounds, who may also be from underrepresented ethnic groups."	4	3	3	3	2	2	2	2	3	2	3	2	Met	6/28/2022	2022
20764140000000	Yosemite Unified	3	Ongoing. We have a variety of opportunities and events for parents to get involved in our schools throughout the year. We hold LCAP meetings to keep the community informed.	Connections and relationships. We have utilized SEL curriculum that is utilized to a high degree at each site.	"Parent conferences, SST's, cultural activities, engagement, ongoing meetings with   parent groups at the site and district"	"LCAP feedback and meetings, ongoing meetings with parent groups, data conversations"	actionable explicit plans	targeted approaches with a variety of activates. We plan on using after school time to assist with reinforcing these indicatives.	We have ongoing parent advisory groups that meet at the sites and district	Additional outreach in different communities. We are located in a rural area that is spread-out between multiple cities.	"LCAP, data presentations, site based meetings"	3	3	3	3	3	3	4	3	3	4	4	3	Met	6/13/2022	2022
10625470135103	Yosemite Valley Charter	3	"Relationships are the backbone of our school.  It begins with the teacher working one on one with the parent, learning coach, and student to determine the student’s strengths, areas of need, learning goals, and interests.  The school provides a variety of curricular options, SEL support, community opportunities, and student support to ensure the student and family feel well supported and connected."	"The focus currently is to recover learning loss that has occurred due to the pandemic by offering multi-tiered layers of support, virtual academies, professional development for staff, and community adventure days."	"The school continues to broaden support for underrepresented families in the ways of technology, communication, access to instruction, and social-emotional learning.  We provide virtual English language development classes, interpretive services and translation of documents, internet hotspots at no cost to the family, and access to educational resources for free in our lending library."	"Partnerships are what we do best.  Every decision made on the behalf of the student is done in partnership with the parent at our learning period meetings, IEP meetings, SST meetings, and parent/ teacher/ admin conferences.  The independent study teacher works with the parent or learning coach to develop an Educational Plan that is standards-aligned and individualized to meet the learning needs and goals of the student."	"Our focus is ensuring good teaching is occurring in the home and in our virtual settings that are aligned to research-based best practices and standards-aligned.  We provide parent education opportunities, parent workshops, and professional development to teachers focused on teaching and learning."	"To improve the engagement of underrepresented families we have worked to hire highly qualified teachers living in the communities of the students they serve, as well as paraprofessional support.  We are also planning events and engagement opportunities throughout the counties where our students reside so that all have access to our school staff and resources."	"Last school year we developed a School Site Council, and continue supporting our English Language Advisory Committee, and our Parent Advocacy Team.  We also survey staff and families several times a year to gather feedback on the success of the school in meeting student needs and accomplishing the school’s mission and vision."	"This year we have sought to grow our School Site Council and encourage more support from our parents.  We have nominated additional members and have messaged the school community the opportunity to be a part of the decision-making process.  Our goal is to continue to grow parent involvement and honor the requests and concerns they bring, we want our families to know we hear them and their feedback matters."	"To improve the engagement of underrepresented families our school initiated a New Student Onboarding process that involved personalized phone calls, newsletters, and orientations where all families had access to opportunities to ask questions and find out how and where to get support.  We have a foster and homeless youth liaison that provides free resources, SEL support, and access to the student's curriculum.  Our ELD coordinator ensures all students are engaged in ELD education and that our teachers are providing research-based instruction."	5	5	5	4	5	5	5	5	4	4	4	4	Not Met	9/8/2022	2022
20651850129015	Yosemite-Wawona Elementary Charter	3	"Family engagement at YWECS is accomplished through both formal and informal interactions. Parent/Guardian conferences are scheduled 3 times per year. At these conferences a narrative report card is issued and student progress towards the goals that they have helped to establish is discussed. Parents of students at the school make up a majority of the members of the Board of Directors of YWECS. Throughout the year, informal interactions occur constantly. Staff takes a personal interest in each family and communicates frequently with them about issues at school. Parents are surveyed about learning conditions at the school. 100% of the  parents participate in this survey. These survey results are reported to the Board publicly and discussed among the staff who look for areas to improve. Parents at the school are exceedingly happy with the program and their main advice on the survey forms was to “stay the course”. YWECS is a true family – and this atmosphere is one that attracts parents and students to the school."	"Family engagement at YWECS is accomplished through both formal and informal interactions. Parent/Guardian conferences are scheduled 3 times per year. At these conferences a narrative report card is issued and student progress towards the goals that they have helped to establish is discussed. Parents of students at the school make up a majority of the members of the Board of Directors of YWECS. Throughout the year, informal interactions occur constantly. Staff takes a personal interest in each family and communicates frequently with them about issues at school. Parents are surveyed about learning conditions at the school. 100% of the  parents participate in this survey. These survey results are reported to the Board publicly and discussed among the staff who look for areas to improve. Parents at the school are exceedingly happy with the program and their main advice on the survey forms was to “stay the course”. YWECS is a true family – and this atmosphere is one that attracts parents and students to the school."	"Family engagement at YWECS is accomplished through both formal and informal interactions. Parent/Guardian conferences are scheduled 3 times per year. At these conferences a narrative report card is issued and student progress towards the goals that they have helped to establish is discussed. Parents of students at the school make up a majority of the members of the Board of Directors of YWECS. Throughout the year, informal interactions occur constantly. Staff takes a personal interest in each family and communicates frequently with them about issues at school. Parents are surveyed about learning conditions at the school. 100% of the  parents participate in this survey. These survey results are reported to the Board publicly and discussed among the staff who look for areas to improve. Parents at the school are exceedingly happy with the program and their main advice on the survey forms was to “stay the course”. YWECS is a true family – and this atmosphere is one that attracts parents and students to the school."	"Family engagement at YWECS is accomplished through both formal and informal interactions. Parent/Guardian conferences are scheduled 3 times per year. At these conferences a narrative report card is issued and student progress towards the goals that they have helped to establish is discussed. Parents of students at the school make up a majority of the members of the Board of Directors of YWECS. Throughout the year, informal interactions occur constantly. Staff takes a personal interest in each family and communicates frequently with them about issues at school. Parents are surveyed about learning conditions at the school. 100% of the  parents participate in this survey. These survey results are reported to the Board publicly and discussed among the staff who look for areas to improve. Parents at the school are exceedingly happy with the program and their main advice on the survey forms was to “stay the course”. YWECS is a true family – and this atmosphere is one that attracts parents and students to the school."	"Family engagement at YWECS is accomplished through both formal and informal interactions. Parent/Guardian conferences are scheduled 3 times per year. At these conferences a narrative report card is issued and student progress towards the goals that they have helped to establish is discussed. Parents of students at the school make up a majority of the members of the Board of Directors of YWECS. Throughout the year, informal interactions occur constantly. Staff takes a personal interest in each family and communicates frequently with them about issues at school. Parents are surveyed about learning conditions at the school. 100% of the  parents participate in this survey. These survey results are reported to the Board publicly and discussed among the staff who look for areas to improve. Parents at the school are exceedingly happy with the program and their main advice on the survey forms was to “stay the course”. YWECS is a true family – and this atmosphere is one that attracts parents and students to the school."	"Family engagement at YWECS is accomplished through both formal and informal interactions. Parent/Guardian conferences are scheduled 3 times per year. At these conferences a narrative report card is issued and student progress towards the goals that they have helped to establish is discussed. Parents of students at the school make up a majority of the members of the Board of Directors of YWECS. Throughout the year, informal interactions occur constantly. Staff takes a personal interest in each family and communicates frequently with them about issues at school. Parents are surveyed about learning conditions at the school. 100% of the  parents participate in this survey. These survey results are reported to the Board publicly and discussed among the staff who look for areas to improve. Parents at the school are exceedingly happy with the program and their main advice on the survey forms was to “stay the course”. YWECS is a true family – and this atmosphere is one that attracts parents and students to the school."	"Family engagement at YWECS is accomplished through both formal and informal interactions. Parent/Guardian conferences are scheduled 3 times per year. At these conferences a narrative report card is issued and student progress towards the goals that they have helped to establish is discussed. Parents of students at the school make up a majority of the members of the Board of Directors of YWECS. Throughout the year, informal interactions occur constantly. Staff takes a personal interest in each family and communicates frequently with them about issues at school. Parents are surveyed about learning conditions at the school. 100% of the  parents participate in this survey. These survey results are reported to the Board publicly and discussed among the staff who look for areas to improve. Parents at the school are exceedingly happy with the program and their main advice on the survey forms was to “stay the course”. YWECS is a true family – and this atmosphere is one that attracts parents and students to the school."	"Family engagement at YWECS is accomplished through both formal and informal interactions. Parent/Guardian conferences are scheduled 3 times per year. At these conferences a narrative report card is issued and student progress towards the goals that they have helped to establish is discussed. Parents of students at the school make up a majority of the members of the Board of Directors of YWECS. Throughout the year, informal interactions occur constantly. Staff takes a personal interest in each family and communicates frequently with them about issues at school. Parents are surveyed about learning conditions at the school. 100% of the  parents participate in this survey. These survey results are reported to the Board publicly and discussed among the staff who look for areas to improve. Parents at the school are exceedingly happy with the program and their main advice on the survey forms was to “stay the course”. YWECS is a true family – and this atmosphere is one that attracts parents and students to the school."	"Family engagement at YWECS is accomplished through both formal and informal interactions. Parent/Guardian conferences are scheduled 3 times per year. At these conferences a narrative report card is issued and student progress towards the goals that they have helped to establish is discussed. Parents of students at the school make up a majority of the members of the Board of Directors of YWECS. Throughout the year, informal interactions occur constantly. Staff takes a personal interest in each family and communicates frequently with them about issues at school. Parents are surveyed about learning conditions at the school. 100% of the  parents participate in this survey. These survey results are reported to the Board publicly and discussed among the staff who look for areas to improve. Parents at the school are exceedingly happy with the program and their main advice on the survey forms was to “stay the course”. YWECS is a true family – and this atmosphere is one that attracts parents and students to the school."	4	4	4	4	4	4	4	4	4	4	4	4	Met	6/21/2022	2022
14101400117994	YouthBuild Charter School of California	3	"YCSC serves 16-24 in partnership with YB programs. Since most of the students are adults, it is often challenging to engage the families of students. However, since the return to classroom based learning, YCSC has improved its outreach efforts."	YCSC is focused on improving the number of LCAP surveys as well as the regular and overall participation of parents throughout the year.	YCSC will use PDSA and other continuous improvement models to assess the need for improved engagement as well as the progress of that effort. YCSC typically  has over 94% low income as assessed by unduplicated students from year to year.	YCSC’s collaboration with local YB programs as well as their various stakeholders and supporters makes for a holistic and wraparound set of services for young people to have responsive support towards improved outcomes.	YCSC can still improve in the area of making sure that all young people are successfully pursuing the post secondary pathway of their choosing with consistent follow up from YCSC.	YCSC typically  has over 94% low income as assessed by unduplicated students from year to year.	"YCSC conducts separate monthly stakeholders with community members and staff to gather input prior to most all decision-making related to curriculum, instruction, assessment, and students support."	YCSC can still improve in obtaining family and parent input as it relates to decision-making.	YCSC typically  has over 94% low income as assessed by unduplicated students from year to year.	4	5	5	4	5	5	5	5	5	5	5	4	Not Met	9/12/2022	2022
01100170124172	Yu Ming Charter	3	"Yu Ming Families recently completed the CORE family survey in which 95% agree or strongly agree they feel a sense of belonging at our school, 97% indicated they feel staff is helpful and 95% feel welcome to participate at the school. 99% of families reported that school staff treats them with respect, including 100% of African American and Latinx families."	95% of families reported feeling a sense of belonging at the school yet 87% of African American families reported their student’s background is valued at the school. Building relationships with subgroups including Black and Latinx families is a focus area for the upcoming school year.	"Yu Ming has implemented the following strategies to build relationships with families:  - Affinity Groups  - Cultural Celebrations and Actions  - Preschool Early Learning Kits to Underserved Communities  - Parentsquare communications and weekly newsletters, Surveys, Coffees (“Cha and Chat”) with school leadership, ELAC Committee  - Translation and interpretation of written and verbal communications Yu Ming will continue to employ a Family Engagement and Equity Specialist, whose work will focus on building equity and inclusion with underrepresented groups through direct outreach and affinity groups."	Yu Ming Families recently completed the CORE family survey in which 97% Agree or strongly agree the school provides high quality instruction to their child this includes 100% of Black and Latinx families.  Families named teachers as “the one best thing” about Yu Ming in their narrative feedback. Overall  families feel supported and informed by the school. Yu Ming provides multiple opportunities for families to partner with teachers.	Yu Ming staff recently completed the TNTP National Insight Survey in which teachers indicated coaching as an area of improvement for the school. Teachers appreciate the coaching they received and asked for more opportunities for coaching and mentorship in order to improve partnerships for student outcomes.	"Yu Ming will continue to do the following in order to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes: - Fall Parent Teacher Conferences, Spring Student Led Conferences  - Equity work, building antiracist competencies amongst staff in order to continue to develop staff’s ability to support underserved students and families.  - Board committees with parent members (Finance, Facilities, Education Committee)  - A consistent model of teacher coaching with an emphasis on identifying needs and implementing supports of underserved students."	"Yu Ming Families recently completed the CORE family survey in which 94% Agree or strongly agree “School Staff welcomes my suggestions” and “School Staff takes my concerns seriously”. Yu Ming families have ample opportunities to provide feedback on school decisions. In order to promote and elicit parent input in decision-making, Yu Ming Charter School hosts and facilitates ELAC, Family Support Organization (FSO) Council, and Family Support  Organization meetings during the school year with annual elections (for ELAC) to include EL and non-EL parents.   Parents can also serve on the governing board. During the school year ELAC, the FSO Council,  Family Support Organization, and Equity Design Team provides input/feedback on the LCAP  Actions/services and monitors annual measurable outcomes. This is an opportunity for parents  and community members to provide input on student programs."	Latinx families rated “School Staff takes my concerns seriously” 94% favorable as compared to the 95% overall favorable rating.	"In order to engage all families, including those not on advisory committees, Yu Ming will administer the CORE family survey data twice per year and analyze data by special populations. Yu Ming will improve efforts to seek feedback by engaging the multi-stakeholder Equity design team through a regular cycle of gathering data from 1:1s educational partner interviews to better serve underrepresented families, particularly those in the Black and Latinx subgroups."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/27/2022	2022
51714645130125	Yuba City Charter	3	"YCCS is a school of choice.  The staff work hard to become familiar with our students and their families.  All staff, including the school board, attend Capturing Kids' Hearts training every other year and receive supplementary training through out the year.  This program trains staff in relationship building.  YCCS has a culture of being a family."	"YCCS continues to implement Capturing Kids' Hearts.  This program does not only encompass how to build relationships with students, but how to interact with peers, parents and stakeholders."	"YCCS will continue to build relationships with all stakeholders.  The staff at YCCS work diligently to make sure that everyone that walks on to campus feels welcome.  Families have open access to speak to administrators, counselors, and teachers.  Staff are visible and available to speak to families before school, after school and at multiple events including Back to School night, ELA Night, Math Night, Spring Fair and the many other activities that parents and community members are invited to attend."	Times are set aside for Parent Conferences twice a year to discuss student progress and set goals.  Parents are invited to an ELA nigh and a Math night to receive input activities that will help students become more successful in those content areas.	YCCS will continue to develop strategies to help parents understand the curriculum that is being taught at school and how they can implement activities at home that improve student academic success.	"YCCS will continue to reach out to all stakeholders to make them partners in their student's education.  Part of this process includes the Diversity Committee that implements activities that allow students, staff and stakeholders to c\gain a deeper understanding of \varying cultures at our school."	YCCS has a fully implemented ELAC/DELAC as well as Parent Advisory Committee.  Stakeholders are also invited to participate in the CTE advisory committees.	"While parent groups are fully implemented, it is continuously evaluated on how to get greater participation on the committees.  Back to School nights, student performances and other school events are well attended by parents and stakeholders."	YCCS will continue to provide interpreters at committee meetings and will work to make all stakeholders of the school welcome at all times.	5	5	5	5	5	5	5	5	4	4	4	4	Not Met	9/7/2022	2022
51714640000000	Yuba City Unified	3	"Parents and families are encouraged and welcomed to become involved in the formal education of their children. Yuba City Unified School District provides numerous opportunities for parents and families to be involved at school, including serving on School Site Council and the English Language Advisory Committee. Parents are also encouraged to participate at the District level on committees such as the District Advisory Committee and the District English Language Advisory Committee. We are committed to communicating with and engaging parents as partners in their children’s education. We are also committed to obtaining community resources for our schools. Based on the California School Dashboard Self-Reflection Tool, we have identified building capacity of staff to build trusting and respectful relationships with families as a focus area. We are in the full implementation phase as we continue our purposeful professional development for our principals and staff. The purpose of the professional development is to enhance the home/school interaction through positive written and oral communication."	"We have identified supporting families to understand and exercise their legal rights and advocate for their own students and all students as an area for growth. We are in the Implementation phase as we began to incorporate parent and family education on these topics. YCUSD will continue to refine the work of the parent partnerships and continued implementation of the LCAP goals, initiatives and programs related to Parent Engagement."	"We have also identified supporting underrepresented families to understand and exercise their legal rights and advocate for their own students and all students as an area for growth. We want them to understand their opportunities for participating in their child's education.  We are in the Implementation phase as we began to incorporate parent and family education on these topics. YCUSD will continue to refine the work of the parent partnerships and continued implementation of the LCAP goals, initiatives and programs related to Parent Engagement."	"Our staff has a deep appreciation for the importance of parent involvement. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, such as parent nights focused on the district’s mathematics program, provide evidence of the effectiveness in this area. All staff members new to the district, including administrators, teachers, and support staff, attend professional learning focused on the high value our district places on all parents as equal partners in their children's education. Elements of this professional learning focus on effective communication modes, which help build and maintain positive relationships between all parents and the school. Staff at each of our school sites provide welcoming environments for all families in our community. Teachers and site administrators communicate regularly with families. Principals send out weekly communication and have regular principal coffees and/or parent education sessions. They also provide welcome events for incoming kindergarten students. Back-to-School sessions allow teachers to give an overview of the goals for that grade level and also share ways in which parents can partner with teachers during the year. Parent conferences are held twice each year. These meetings are an opportunity for teachers to provide specific information on each child’s academic progress and social-emotional status at school. Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child. Student Support Team meetings provide support for children who are not meeting expected goals. These meetings include parents and recommendations are provided to both the classroom teacher and the parent for strategies specific to the demonstrated need. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared."	"Site administration has done a wonderful job of increasing and improving communication, mainly by ensuring each contact is followed up, making a tremendous effort to call families personally instead of relying on email, and by promoting and encouraging that same personal contact with all teachers and staff. Another current strength in family partnerships has been the use of iReady in all grades K-8 and the ability of the program to share clear, relevant, and meaningful data to students and families about individual student academic achievement throughout the year and not just at calendared parent conference times. One area for improvement is to continue to help families understand their legal rights and to be able to advocate for them. The district has made improvements in communicating rights of homeless families and has worked hard to inform these families of how the school and county can help them, including individually reaching out to homeless families that are already identified, and working closely with those that may be, but are not yet, identified. The special education department inform families of their legal rights at each meeting."	"Feedback specific to underrepresented families is sought out via parent surveys. To ensure their active engagement, care is taken to ensure there is representation on district committees such as the District Advisory Committee, District English Learner Committee, and site-based English Learner Advisory committees. We are looking forward to reinstituting parent English language development classes which have been very popular in the past for our newest families. We will also be updating our English Learner Family Support Handbook which provides helpful information about our district and key contacts for families to support student transition and active parent engagement in our schools."	"The district is consistently seeking input from families through multiple communication vehicles including the LCAP Advisory Committee, ELAC meetings, DELAC meetings, School Site Councils, and PTA or Booster Club meetings. The district also consistently seeks new ways for families to provide input and share in the decision making process at both the school site and district level. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation in scheduled meetings and surveys at the site and district level as well as LCAP group sessions. The strategic planning and annual goal-setting process provide many opportunities at the site and district level to assist parents with understanding expectations for their children. Continued refinement of LCAP group sessions will contribute authentic stakeholder input, including students and families from underrepresented groups, for both school sites and the district and including methods for participation among families who speak a language other than English."	"During the 2022-23 school year the district will be engaging our educational partners as our long-range strategic plan is further developed and implemented. During this process, we will ensure input from all groups, including those that are underrepresented to inform the development of this plan."	"We will continue existing practices that have been effective in ensuring the input from under-represented families is included and informs decision-making and we will ensure their participation in the strategic planning process. In addition, site administrators will have an opportunity to share successful strategies they have implemented to increase engagement levels."	5	5	5	5	5	5	5	5	5	5	5	5	Met	6/14/2022	2022
58105875830112	Yuba County Career Preparatory Charter	3	"In the 21/22 school YCCPCS implemented a new ""Landing Page"" on our student devices that has a space for student and families to engage with our school. The feedback in our family survey was that the Landing Page was very helpful to connect with all YCCPCS staff and to get the help they needed or information about an event or meeting. At the end of the year we had our first ""Family Night"" that we have had in years. Starting off the 22/23 school year we reviewed with parents/guardians our engagement opportunities and we had more parents say they are available to help at school events or committees. We are doing more student and family events than we have done in the recent past. We are using Parent Square and more parents/guardians are responding to posts and events than in past years."	"We are very focused on communication to our parents/guardians and students. How we get the information to them, when we send it, and how we engage once the family is here on site. We had success with virtual meetings with families because transportation is often a concern for our families. This increased participation in our meeting times with students and families."	We make home visits when needed.	We have more services available to our students with our Academic Advisor and Family Support Person who are very important in our implementation of our Multi-Tiered Systems of Support and Positive Behavior Interventions and Supports. We are getting our systems in place for initial student/family engagement and ongoing interventions.	We must continue to refine our MTSS and define our metrics for success with our students. Data is a constant moving target for a DASS school when students continue to move in and out.	We must continue to strive for engagement through the use of home visits and virtual meetings to support removing barriers so our students and families are not underrepresented.	"We are a DASS school, we ask parents/guardians and students through personal conversations, social media, paper and electronic surveys, and include parents and students in our School Advisory Committee. As a staff we have collaboration time for all members of our school community to give input in our decision-making process. We also include our Authorizer in our decision-making process as well."	"We have to be persistent, we have a transient population and we must continue to seek input and engagement from our families and students. As things move and shift we must keep all of our educational partners engaged in the decision-making process."	With our underrepresented families we depend on our independent study teachers as the front line to improve our engagement with these families and students as they are not often present.	5	5	5	5	4	4	5	5	4	4	4	5	Not Met	9/6/2022	2022
58105870000000	Yuba County Office of Education	3	Staff work collaboratively with families to develop and implement Individual Learning Plans	Continuing to improve the systems to support the most at-risk families.	Creating opportunities for families to have a sense of belonging.	"Through the ILP process staff bring educational partners and families together to review, and develop plans to improve student outcomes."	Continuing to improve the systems to support the most at-risk families.	Creating opportunities for families to have a sense of belonging.	"Through the ILP process staff bring educational partners and families together to review, and develop plans to improve student outcomes."	Continuing to improve the systems to support the most at-risk families.	Creating opportunities for families to have a sense of belonging.	3	3	3	3	3	3	3	3	3	3	3	3	Met	6/15/2022	2022
58105870117242	Yuba Environmental Science Charter Academy	3										4	5	5	5	5	5	5	5	5	5	5	5	Not Met		2022
29102980114322	Yuba River Charter	3	"In the realm of Building Relationships Between School Staff and Families, the school’s practice of promoting weekly class newsletters, monthly whole school newsletters, class parent meetings, parent education nights, community forums, committee work, open houses, festivals, field trips, parent volunteerism, parent conferences and student success team meetings facilitated many opportunities for connection and collaboration."	"Coming out of the pandemic and necessary distance learning, the school has been able to slowly open back up, allowing for more in-person community involvement."	"One area of focus on which the school would like to improve is in the area of providing meals for vulnerable students. In partnership with the Food Bank, we have a vigorous classroom snack distribution program in place, and would like to do more."	"Class newsletters, parent-teacher conferences and volunteerism in the classroom, along with the Care Coordinating Group’s facilitation of academic, behavioral and social emotional professional development sessions and student success team meetings for students of concern represent areas of strength and progress in Building Partnerships for Student Outcomes."	"The school’s Care Coordinating Group tracks and evaluates students of concern, as well as responds to teacher referrals for support, to coordinate student success team meetings during which collaboration on strategies to promote positive student outcomes is facilitated on a regular basis. Typically team meeting participants include teachers, parents and sometimes students in the upper grades. Ongoing collaboration and communication to evaluate the efficacy of strategies is incorporporated in the follow through."	"The Care Coordinating Group maintains a spreadsheet with the designation of each of the school’s students, in terms of unduplicated and underrepresented status and those with designated supports in either general or special education. These families receive extra attention in terms of communication, oversight and inclusion as the school works to meet needs and build partnerships on behalf of those students."	"Our governance and community input model specifically includes community members, alumni parents, and current parents to serve on our Board of Directors through our by-laws. This level of engagement within the school governance empowers educational partners with integral input and decision-making in school operations and programming. Every class has a Parent Council representative attend a monthly PC meeting, and they all share regular check-ins on behalf of the parents in the class, so that all voices, whether they are able to attend meetings or not, have a consistent chance to have their input heard and considered."	In 2022-2023 YRCS will be increasing personnel assignments to facilitate additional community forums and school-wide surveys to collect further data to drive decision-making in programming and school operations.	"Our open school governance and leadership membership model encourages the representation of unduplicated student groups (i.e. low-income, English-learner, and foster youth students), and individuals with exceptional needs (i.e. students with disabilities) served in our community, on our leadership and decision-making Boards, groups, and committees. In 2022-2023 our school will do more to focus on the representation of these underrepresented families through community forums, Board meetings, and special surveys specifically targeting and engaging these families for their input for decision-making."	5	4	4	4	4	4	4	4	4	4	4	4	Met	6/8/2022	2022
36679590000000	Yucaipa-Calimesa Joint Unified	3	"The area identified for improvement based on the 2021 survey data was supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. To improve the engagement of underrepresented families, our Superintendent held bi-weekly parent advisory meetings, such as English learner parents, general education parents, and special education parents and responds in the meetings personally. This area had a year-to-year improvement in the average score by .55, which is the largest in this section of the survey."	"Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children received an average survey rating slightly lower others in this category."	"YCJUSD's LCAP includes a bilingual parent engagement specialist to provide a bilingual parent engagement specialist to provide, facilitate, and oversee communication, parent and student workshops/trainings, parent-involvement activities, and parent and student resources to support students' physical wellness, social-emotional wellness, academic supports, and post-secondary plans after high school."	"A strength identified in last year’s survey was providing families with information and resources to support student learning and development in the home. The average rating in this area improved by .66, which shows increased strength based on the data."	"An area identified for improvement in last year’s survey was implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This area also improved, by an average rating of .43."	"The LCAP action steps of improving the engagement of underrepresented families included a bilingual parent engagement specialist, bilingual homeless and foster youth liaison clerk, and community liaison."	"YCJUSD’s LCAP sought to improve outcomes in this area by employing a public information and communication specialist in the office of the Superintendent. Due in part to this action step, scores have increased on each question compared to last year’s survey."	"While still an improvement of .27 over last year, having families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels continues to not score as high, on average, as other questions on the survey."	"YCJUSD's Educational Services division will utilize the LCAP-funded positions of bilingual parent engagement specialist, bilingual homeless and foster youth liaison clerk, and community liaison to engage in outreach activities to improve opportunities to provide input for decision-making among underrepresented families."	4	4	4	4	4	4	4	4	4	4	4	3	Met	6/21/2022	2022